英语人教版九年级全册G9 unit5 SectionA 3a-3c.docx

新目标英语九年级unit5 What are the shirts made of?Section A (3a-3c) 微型课教学设计华阳中学 王静一、 教材分析(Analysis of teaching materials)： 本节教学内容选自人教版英语Book 9 Unit 5，本单元话题为讨论物品的质地和产地，围绕各国传统文化元素展开，主要是让学生能够正确熟练地使用被动语态来谈论物品质地和产地的历史，并从中感知被动语态，学会熟练、正确地使用被动语态去描述物品的制造过程。通过本节课的学习，学生需要了解“中国制造”的现状及其在国际社会的影响，从而增强爱国荣誉感，同时要清楚认识到我国在世界经济竞争中不足的现状，让学生明白自己作为“中国少年”的使命感和努力方向。二、 学情分析(Analysis of students status)：学生们经过第一、二节课的学习，已经学会用英语描述及询问物品的制作材料，也了解中国茶的种植和制造过程，对被动语态有了初步的理解和认识。本节课通过阅读理解和相关练习，学生对这一结构会有更透彻的理解和运用。三、 教学目标1 知识目标（Knowledge objectives）：学生能够识记掌握生词及短语：product France no matter local brand avoid mobile everyday 学生能掌握目标语言：被动语态（PassiveVoicesentences）.2能力目标（Ability objectives）:通过寻找标题关键词预测文章大意 培养学生通过浏览并勾画阅读材料从而迅速找到答案的能力。培养学生词义猜测、细节理解、总结归纳的阅读能力学生能够通过对上下文的理解明白指示代词的指代关系培养学生将所学语言知识运用到实际生活中去的能力3情感目标（Emotional objectives）:通过文中所述在美国的商店找到的许多都是中国制造的产品这一事实，让学生感到自豪并助长爱国的热情。认清我国在世界经济竞争中不足的现状，让学生明白自己作为“中国少年”的使命感和努力方向。4. 文化意识（Cross-culture communication awareness）:了解当今世界制造业的格局，看清中国在世界经济竞争中的优势与短处。5. 学习策略(Learning Strategies):猜测生词的策略；观察、预测、发现、总结的策略；快速略读和细读的策略四、教学重难点1.教学重点1）掌握本课时中出现的新词汇2）阅读能力的培养、指示代词的指代关系2.教学难点1）运用被动语态的结构进行语言输出2）会话形式重构全文五、教学过程Step 1 Greeting and Review Review what we learnt last period. (Design intentions: Not only review what we have learnt but also lay the clues in the following passage.)Step2: Lead-inPlease look at the pictures and tell me what you find in them.Where were they made?I thought they were made in the US, but actually they were made in China,(Design intentions: Lead in the situation.)Step2. Pre-reading1.Look at the picture and answer: Even American flags are made in China.2.Look at the title and find out the key word.(Design intentions: Predict the reading.)Step3.FastreadingTask1: Scan the passage within 40 seconds and answer:1.WhattwothingsdidKangJianwanttobuyinAmerica? 2.Whereweretheymade?Task2: Scan the passage within 3 minutes and answer:1. Where did Kang Jian go to visit his aunt and uncle?2. What did he discover in the toy stories?3. Why did he have to visit many stores before buying a pair of basketball shoes?4. What did he realize after his shopping experiences? (Design intentions: Get information from the passage by underling the sentences.)Task3: Find out the sentences with passive voice in the passage.(Design intentions: Help students consolidate the Passive Voice structure.)Step3.Careful readingTask1: Read Para 1 again and write the words in bold refer to.(Design intentions: Get students understand what the pronouns refer to.)Task2: Read Paragraph 2 and finish the mind-map.(Design intentions: Get student start to use the mind-map to summarize.) (Design intentions: Output by sharing based on the mind-map.)Task3: Deep thinkingWhy do you think so many products in America are made in China?How do you feel about this? What can we do to make KangJians dream com ture?(Design intentions: Have students analyze and try to evaluate by deep interaction.)Step4.AfterreadingUse the context to complete the dialogue with your partner.A:Hi,KangJian.Nicetoseeyouagain.HowwasyourvisittoAmerica?B:Oh,itssointerestingA:Didyoubuyany?B:Ofcourse, IwanttobuybutA:B:A:ItseemsthatAmericanscantavoidbuyingB:Youreright. ButIwishA:B: (Design intentions: Exchange information based on reading materials. )Step6.Showtime.Students work in pairs, and perform the dialogue.(Design intentions: Output by what students have learnt.)Step7.Writingtask/homework.(De