Unit5 Section A(3a-3c) 教學(xué)設(shè)計(jì) 人教版九年級(jí)英語(yǔ)全冊(cè)

Unit5SectionA（3a-3c）閱讀課教學(xué)設(shè)計(jì)課題Grade9Unit5Whataretheshirtsmadeof?主題語(yǔ)境物品原材料madeof/madefrom語(yǔ)篇類型說(shuō)明文（產(chǎn)品原材料和原產(chǎn)地））課時(shí)1課型閱讀課課標(biāo)要求從語(yǔ)篇中提取主要信息和觀點(diǎn)，理解語(yǔ)篇要義；抓住語(yǔ)篇中的關(guān)鍵概念和關(guān)鍵細(xì)節(jié)；能找出文章中的主題、理解故事的情節(jié)，預(yù)測(cè)故事情節(jié)的發(fā)展和可能的結(jié)局。教材分析本單元的話題是談?wù)撊粘Ｉ钣闷肥鞘裁丛牧?，以及出產(chǎn)地在什么地方，用被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)表達(dá)產(chǎn)品的原材料和產(chǎn)地。學(xué)情分析經(jīng)過(guò)七八年級(jí)的學(xué)習(xí)，學(xué)生已經(jīng)有了一定的聽(tīng)說(shuō)基礎(chǔ)，但綜合表達(dá)能力不強(qiáng)，對(duì)被動(dòng)語(yǔ)態(tài)的掌握不夠深刻。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：能根據(jù)各段落內(nèi)容概括段落大意，運(yùn)用閱讀策略了解主人公康健的國(guó)外經(jīng)歷，獨(dú)立完成相關(guān)練習(xí)。能運(yùn)用本單元詞匯句式談?wù)撝袊?guó)制作的東西，談?wù)撆c中國(guó)傳統(tǒng)文化藝術(shù)有關(guān)的風(fēng)俗習(xí)慣和文化背景。教學(xué)難點(diǎn)：能運(yùn)用本單元詞匯句式談?wù)撝袊?guó)制作的東西，談?wù)撆c中國(guó)傳統(tǒng)文化藝術(shù)有關(guān)的風(fēng)俗習(xí)慣和文化背景。教學(xué)目標(biāo)在語(yǔ)境中理解、識(shí)記和運(yùn)用本課時(shí)單詞、短語(yǔ)：product,local,avoid,mobile,nomatter…（學(xué)習(xí)理解、應(yīng)用實(shí)踐）能根據(jù)各段落內(nèi)容概括段落大意，運(yùn)用閱讀策略了解主人公康健的國(guó)外經(jīng)歷，獨(dú)立完成相關(guān)練習(xí)。（學(xué)習(xí)理解、應(yīng)用實(shí)踐）能運(yùn)用本單元詞匯句式談?wù)撝袊?guó)制作的東西，談?wù)撆c中國(guó)傳統(tǒng)文化藝術(shù)有關(guān)的風(fēng)俗習(xí)慣和文化背景。（學(xué)習(xí)理解、應(yīng)用實(shí)踐）教學(xué)設(shè)計(jì)教學(xué)目標(biāo)課堂環(huán)節(jié)活動(dòng)形式及步驟活動(dòng)意圖層次效果評(píng)價(jià)用時(shí)老師利用自制的視頻電話吸引學(xué)生注意力。Leadin導(dǎo)入Watchashortvideocall“TheteacheranswerthevideocallofKangJianYouareinAmerica!Whatareyoudoingthere?OhSomanyproductsweremadeinChina.Hello?Hello?becauseofthebadnetwork,theteacherleadinthequestionnaturally:

WhatotherproductsweremadeinChina?

WhatdidKangJianwanttobuy?通過(guò)電話視頻，創(chuàng)設(shè)情境，直入主題。通過(guò)與康健的對(duì)話，直接讀前準(zhǔn)備了第一段康健去美國(guó)的內(nèi)容，并引起學(xué)生的好奇心whatotherproductsdidKangJianfoundweremadeinChina?吸引學(xué)生主動(dòng)閱讀，找到康健在美國(guó)還發(fā)現(xiàn)了什么是中國(guó)制造，以及想買(mǎi)什么。電話中提到5G，也為后文5G高科技埋下伏筆。提取概括整合運(yùn)用學(xué)生能夠通過(guò)自讀課文找到問(wèn)題答案。2mins通過(guò)速讀找出康健在美國(guó)發(fā)現(xiàn)的中國(guó)制造產(chǎn)品，以及他想買(mǎi)的東西。FastReading3a.Readthepassage.WhattwothingsdidKangJianwanttobuyinAmerica?Whereweretheymade?Hewantedtobuyatoycarforhiscousin,andapairofbasketballshoesforhimself.訓(xùn)練學(xué)生速讀能力；并通過(guò)希沃分組游戲提高課堂趣味性和競(jìng)爭(zhēng)性。提取概括描述闡釋學(xué)生能夠通過(guò)掃讀文章找出問(wèn)題。3mins能根據(jù)各段落內(nèi)容概括段落大意，運(yùn)用閱讀策略了解主人公康健的國(guó)外經(jīng)歷，獨(dú)立完成相關(guān)練習(xí)。CarefulReadingReadthepassageandsummarizethemainideaofeachparagraph.Tip:Youmayfindoutkeysentenceineachparagraphfirst,thenyoucansummarizethemainidea.I.Para1inaforeigncountry,KangJianfounditinterestingthatsomanyproductsinthelocalshopsweremadeinChina.Para2KangJianthinksit’sgreatthatChinaissogoodatmakingtheseeverydaythings,buthehopesChinawillgetbetteratmakinghigh-technologyproducts.讓學(xué)生概括各段段落大意，段落學(xué)生概括段意的能力。提取概括描述闡釋學(xué)生能夠根據(jù)關(guān)鍵字基本準(zhǔn)確地概括段意。4mins能根據(jù)各段落內(nèi)容概括段落大意，運(yùn)用閱讀策略了解主人公康健的國(guó)外經(jīng)歷，獨(dú)立完成相關(guān)練習(xí)。While-readingReadthepassageandfillintheblanksaccordingtoitsstructure.根據(jù)文章結(jié)構(gòu)制作思維導(dǎo)圖，讓學(xué)生填空，鍛煉學(xué)生理解文章整體結(jié)構(gòu)和獲取細(xì)節(jié)信息的能力。提取概括描述闡釋學(xué)生能夠準(zhǔn)確地完成填空題。7mins能根據(jù)各段落內(nèi)容概括段落大意，運(yùn)用閱讀策略了解主人公康健的國(guó)外經(jīng)歷，獨(dú)立完成相關(guān)練習(xí)。While-reading3b.Readthepassageandanswerthequestions.1.WheredidKangJiangotovisithisauntanduncle?InSanFrancisco.2.Whatdidhediscoverinthetoystores?HediscoveredthateventhoughmostofthetoywereAmericanbrands,theyweremadeinChina.3.Whydidhehavetovisitmanystoresbeforebuyingapairofbasketballshoes?BecausehewantedtobuyapairofbasketballshoesmadeinAmerica,butmostofthemweremadeinChina.4.Whatdidherealizeafterhisshoppingexperiences?HerealizedChinaissogoodatmakingtheseeverydaythings.5.WhydoyouthinksomanyproductsinAmericaaremadeinChina?Howdoyoufeelaboutthis?IthinkChinesepeoplearesmartandhardworking;theycanmakemanythingsandsellthemtoplacesaroundtheworld.ItshowsthatChinaisagreatandstrongcountry.完成文章細(xì)節(jié)問(wèn)題的答案，考察學(xué)生閱讀理解和語(yǔ)言組織的能力。提取概括整合運(yùn)用學(xué)生能正確地回答問(wèn)題。6mins能根據(jù)各段落內(nèi)容概括段落大意，運(yùn)用閱讀策略了解主人公康健的國(guó)外經(jīng)歷，獨(dú)立完成相關(guān)練習(xí)。While-readingFillintheblankswiththephrasesfromthepassage.nomatterbemadeinfindit+adj.that…eventhoughavoidinfactgetbetterat…I_________necessarytolearnaboutthecustomsofacountrybeforeyougothere.2.Danielisaboyoffewwords,__________,heiswarm-hearted.3.__________whathesays,wewon’tbelieveinhimanymore.4.（天津中考）Weshould________makinganoiseinthelibrary.5.Hewentout________________itwasraining.6.Hepracticedalotto__________________playingfootball.通過(guò)本課時(shí)知識(shí)點(diǎn)的填空練習(xí)題，檢測(cè)學(xué)生本課時(shí)知識(shí)掌握情況。感知注意提取概括學(xué)生能快速正確地完成本課時(shí)知識(shí)點(diǎn)練習(xí)題。5mins能根據(jù)各段落內(nèi)容概括段落大意，運(yùn)用閱讀策略了解主人公康健的國(guó)外經(jīng)歷，獨(dú)立完成相關(guān)練習(xí)。Post-reading3c.Readthepassageagainandwritewhattheunderlinedwordsinboldreferto.Nomatterwhatyoumaybuy,youmightprobablythinkthoseproductsweremadeinthosecountries.those:________________________________those:________________________________HefounditinterestingthatsomanyproductsinthelocalshopsweremadeinChina.it:____________________________________3.Iwantedtobuyatoycarformycousin,buteventhoughmostofthetoyshadAmericanbrands,theyweremadeinChina.they:____________________________通過(guò)提問(wèn)指示代詞it,they在句中的含義，考察學(xué)生推理判斷能力。提取概括整合運(yùn)用學(xué)生能正確推斷指示代詞的含義。5mins在語(yǔ)境中理解、識(shí)記和運(yùn)用本課時(shí)單詞、短語(yǔ)：Postreading拓展與nomatterwhat用法類似的還有：nomatterwho=whoever無(wú)論誰(shuí)nomatterwhen=whenever無(wú)論什么時(shí)候nomatterwhere=wherever無(wú)論在哪兒?Nomatterwhere/Whereveryougo,don’tforgetyourhometown.無(wú)論你去哪里，都不要忘記你的家鄉(xiāng)。讓學(xué)生關(guān)注nomatterwhat同類短語(yǔ)的含義和運(yùn)用。感知注意提取概括學(xué)生能理解和掌握nomatte+特殊疑問(wèn)詞的含義和用法。2mins在語(yǔ)境中理解、識(shí)記和運(yùn)用本課時(shí)單詞、短語(yǔ)：ExercisesThenumberofthepeopleusingHuawei________isgettinglargerandlarger.A.cultures B.customers C.productsD.histories2.—Whattimedoyougetupinthemorningonschooldays?—Igetupat7:00everymorningtoavoid______th