九年级Unit14第l六课时阅读课教学案.doc

优质课教案王晶晶 2013年4月18日课题：Unit 14 Have you packed yet?Reading Hes already visited the place where his ancestors lived.Learning Goals: Talk about the In Search of Roots summer camp program in China. To get the students master the following words and expressions: ancestor, root, overseas, homeland, government, so far, southern, villager, thanks to, strongly, purpose, step, look forward to. To get the students know that you will only succeed if you think you can. In everything you do, think only that the mistakes you make are necessary for you to learn and understand.Teaching and learning steps:Step I. Pre-reading activities1. PreviewAsk the Ss to translate the following Chinese into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.(1)返回某地 _(2)海外华人 _(3)到目前为止 _(4)南部中国 _(5)在两周夏令营期间 _(6)体验乡村生活 _(7)喝乡村井水 _(8)在乡间散步 _(9)看村民日常劳作 _(10) 的目的 _(11)幸亏 _(12)期待 _(13)坚信 _（设计说明：本部分词组和句子为学生的预习作业，词组都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）2. Lead in(1)Show some pictures to the Ss and ask the Ss to discuss the questions. My ancestors lived in Hongtong town in Shanxi Province.1. Do you know where your own ancestors come from? 2. Have you ever talked about your ancestors with your family? 3. Do you think “ancestors” are important?Ask the students to discuss the questions, then ask and answer.Step 2.Fast readingTask 1: Tell the students to look at the title and predict what will be talked about in the article according to the title.（设计意图：要求学生根据标题预测本课内容，旨在培养学生的想象力和逻辑思维能力。）Task 2: Let the students read the article fast and answer the question:Read the article quickly and try to find1. Who is the program is organize by?2. When was the program started?（设计意图：要求学生快速浏览全文，找出问题的答案，旨在引导学生运用略读技巧，初步了解文章的主要内容。）Step 3:Careful reading:1.What has Robert Qian found about his family? 2.What do many students mainly visit and do?3. Whos Cathy Qin?4. Whats the purpose of the program?(设计说明：本部分的内容重在培养学生们寻找细节信息的能力)Step 4 Listen and repeat（设计意图：让学生听并跟读，旨在让他们感受正确的语音语调并能够模仿。）Step 5 RetellHave you _ _ _ the place _ your ancestors lived, worked, studied and played? Robert Qian, a Chinese _, already has. Now in China, he has found that his family is like a tall tree _ _ _. Robert is just one young _ Chinese _ _ _ to visit his ancestors homeland, _ part of the In Search of Roots summer camp program. The program _ _ by the _ _ of Guangdong _. This program started in 1980, and _ _ has _ _ _ overseas Chinese students to China _ _ _ their families roots. The young people are usually between 16 and 25 years old. Most, like Robert,_ _ _any Chinese, and _ _ _ to China _. The students mainly visit parts of Guangdong Province in _ _. During the _ _, they study Chinese culture, see changes that _ _ in that area, and visit _ _. Going to their ancestors village is often the most exciting part of the trip. The students feel that they are part of the village, and _ village life. They drink from the village well,_ _ _ _ the countryside, and watch the villagers _ their _ _. Cathy Qin, a young American student, had this to say, _ _ In Search of Roots, I am beginning to understand my Chinese roots, and who I am. It has been a great trip, and I have_ _ _ of China to_ _ _ The program leaders _ _ _ the program, and say that _ _ _it is_ _ young overseas Chinese_ _ _ learn more about themselves. Ive really enjoyed the trip so far, says Robert. This has been a big step for me, and Im _ _ _ _ _ more about my roots during my time here: (设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。)Step6 Tell the TruthThere is one mistake in each sentence, correct it.u “In Search of Family” has helped students like Robert Qian find out about their homeland. u Most overseas Chinese students in the program have visited China before. u Cathy and Robert are still in China, and they think the program was helpful to both of them.u The worst part of the trip is going to the village. u Watching the villagers makes the students feel embarrassed. u Robert Qian was in China. u The program begins in 1980. u This program helped Cathy Qin understand her roots better.Student discuss, then check the answers.（设计意图：该环节是课堂任务的延伸，进一步巩固文章内容，激发学生的学习热情.）Step7. Summary：Inquiry into knowledge by translation1. Play the tape, ask the Ss to read after the tape and see if they have any problems in understanding the text.2. Ask the Ss to look at the following sentences and try to summarize the language rules and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.一、Have you ever been to the place where your ancestors lived, worked, studied, and played?_1.have been to 意为“曾经去过某地”， have gone to意为“已经去某地了”。（1）我去过长城两次。_.（2）他已经去上海了。_.2. where 引导_ 从句。因为引导词在定语从句中作_,所以必须用_;如果在定语从句中作_,引导词需用_。（1）这就是我们参观过的工厂。_.（2）这就是他父亲工作的工厂。_. （设计说明：首先让学生自己感知发现语言的规律，并通过小组讨论的形式获得更为准确的答案，老师要注意适当引导。）Step8. Exercises: the end-of- class testI. Write the right word according to the first given letter or Chinese.1. I always put my clothes into the c_.2. Do you know where your _ (祖先) once lived?3. More and more _ (海外的) Chinese come back to work for our country.4. The p_ of the meeting is to tell us how to study English well.5. The local _ (政府) has decided to set up a large science museum.II. Fill in the blanks with the right forms of the words.1. Im looking forward to _ (see) you.2. There are many _ (village) working on the farm.3. I believe _ (strong) that I can win.4. Many books _ (sell) so far.5. The program _ (organize) by our school last year.III. Translate Chinese into English.1.这个项目是由广东省当地政府组织的。_2.在这两周的野营期间，他们看到了发生在那个地区的变化。_3.多亏寻根活动，我开始理解我的中国根源。_（设计意图：通过检测学生的学习情况，有助于以学定教。）Step9. Homework1. Read the Reading after the tape.( )2. Imagine you are Robert . After returning from China, you write a letter to your good friend about the “In search of Roots”. ( )Dear Cathy, I have just returned from a two-week trip to Guangdong Province in South