英语人教版九年级全册Unit63a教学设计

1、教学设计Unit63aAnaccidentalinventionGrade年级Grade9Designer设计者ZhangLiModule/Topic模块及话题InventionsUnit单元Unit6Whenwasitinvented?Cooperatedstyle合作模式Pairwork&GroupworkTypeoflesson课型ReadingPeriodTime课时45minTeachingmethod教学方法Accordingtosituationalteachingmethod,Iwillhelpstudentstolearnhowtotalkaboutthehistor

2、yofinventions.Learningstrategy学法指导Theabilitytoreadfasttogetthemainideaofeachparagraphandreadbetweenlines.Objectives:教学目标1. Knowledgegoal语言知识：Studentswillbeabletousethewordsandphrasesabouttea'inventionandspread.2. Languageskill语言技能：Studentswillbeabletotalkaboutthehistoryoftea.3. LearningStrategie

3、s学习策略：Studentswilllearntoreadformainideaandreadbetweenthelines.4. Feelingsandattitude情感态度：Studentswilllearntocherishandspreadtheteaculture.5. Culture文化StudentswillknowabouttheinventionandspreadofChinesetea.Languagefocused教学重点：PassivevoiceinpasttenseWhenwasteafirstdrunk?Howwasteainvented?Whenwasteabr

4、oughttoothercountries?Languagedifficultpoint教学难点：Describehowteawasinvented,introducedandspreadtoothercountries.TeachingAids/MediaandResource教学媒体PowerPointMultimediaTeachingProcedures教学过程Teachingactivities&Steps教学活动及具体的操作步骤LearningActivities学生学习活动Strategiesandpurpose策略与设计意图StepI.WarmingupandLeadi

5、n1.GreetingsGreetstudents.GreettheteacherThisactivitygetsstudents'attentionandannouncesthebeginningoftheclass.2.LeadinShowstudentsapopularteadrink.LookatthebottleofXiaomingandtellwhatitThisactivityisdesignedtoleadinthetopicandXiaoming.-What'isit?-What'itmadeof?ismadeof.stimulatestudents&

6、#39;interest.3.PredictionStudentsgetcuriousaboutThisactivityisdesignedAskstudentsquestionsabouttea.theanswersandwanttotoraisestudents'curiosityT:Doyouknowwhodrankteafirst?findthemout.abouttea.Whenwasteafirstdrunk?Wherewasteafirstfound?'UsetheoppositemeaningTurntopage43.What'sthetitleofto

7、explainthenewwordsthepassage?accidentalandbyAccidentalmeansteawasn'accident.inventedbyplan,itwasinventedbyaccident.1.SkimmingLookquicklythroughtheTeachstudentstheskillspassagetofindthemainofskimmingtofindtheReadthepassagequicklyandmatchideawithoutreadingeverymainideaofeacheachparagraphwithitsmai

8、nidea.word.Readthefirstparagraph.sentenceineachparagraphPara.1LuYuandhisbookChaJingPara.2WhenteaspreadtoothercountriesPara.3Howteawasinventedbyaccidentcarefully.2.ScanningMoveyoureyesquicklyTeachstudentstheskillsReadthepassageagainandfindmoredownthepagetofindofscanningtofindmorespecificinformationsp

9、ecificinformation.specificinformationtoknowmoreabouttheStepII.ReadingWhodrankteafirst?Whenwasteafirstdrunk?Whoiscalled“thesaintofteaWhoknowsthenatureofteabest?”？passageandchecktheirpredictionaswell.3.Readingfordetails3.1Howwasteainventedbyaccident?3.1.1ReadPara.1.PutthestepsofStudentsreadthefirsttea

10、'sinventionintheorderof1-5paragraphandunderstandThisactivityhelpsremainedforsometimetheprocessofinventingstudentstounderstandthefellintothewaterteaandputthephrasesinorderoftheevent.wasboilingdrinkingwaterproducedanicesmelltastedthebrownwatertherightorder.StepII.Reading3.1.2Whywasteainventedbyacc

11、ident?WouldteabeinventedifShenNongwasn'tboilingdrinkingwateroveranopenfire?Iftealeavesdidn'tfallintothewater?Iftheydidn'remainthereforsometime?Whenthethreethingshappentogether,inEnglishwesayit'byaccident,inChineseitiscalled天时地利人和Studentsthinkaboutwhetherteawouldbeinventedwithouttheth

12、reebasicelements,person,place,andtime.Thendrawaconclusionthatteawasinventedbyaccident.Thisactivityhelpstudentstoreadbetweenlinesandthinkaboutwhyteawasinventedbyaccident.3.2LuYuandhisbookChaJing3.2.1 Readpara.2andfillintheblanks.What'ChaJingabout.ThebookChaJingdescribes-howteahowteaplantshowteapl

13、antswherethefinestleaveswhatkindsofwater3.2.2 Askstudentsmoreinformationtheyknowabouttea.Howwasteainvented?Wherewereteaplanted?Howwasteaproduced?Whereisfamousfortea?Whatkindsofwaterdoyouknow?3.2.3 WhyisLuYucalledfhesaintoftea"?DuFuiscalledfhesaintofpoetry"becausehewasreallygoodatit.Whatabo

14、utLuYu?ReadthesecondparagraphandfindoutwhatChaJingisabout.Studentsshouldunderstandthewordmentioned"sothattheyknowthatChaJingalsotalksabouthowteawasinventedbyShenNong.StudentsreviewtheknowledgetheyknowaboutteainUnit52dandconnectthepreviousonewiththenewlylearnedone.AfterknowingaboutChaJing,studen

15、tswillknowthatLuYuknewalotaboutteasoheiscalledthesaintoftea".ThisactivityhelpsstudentstoknowaboutwhatChaJingisaboutandunderstandtherelationshipbetweenShenNongandChaJing.Thisactivityhelpsstudentsusethepreviousknowledgetohaveabetterunderstandingofthenewmaterial.Thisquestionrequiresstudentstounder

16、standthepassageandanalyzeit.3.3Whenwasteaspreadtoothercountries?ReadPara.3andmatchthetimeswiththecountriesduringthe6thandothercountries7thcenturiesaround1660KoreaandJapaninthe19thcenturyEnglandStudentsreadparagraph3andmatchthetimeswiththecountrieswhichteawasbroughtto.Thismatchactivityprovidesstudent

17、sachaneetoidentifytheorderoftea'sspread,fromthenearonestothefarones.StepIIIPost-reading1.GroupworkDifferentcountrieshavetheirownteaculture,butwhyareChinesewithoutdoubttheoneswhounderstandthenatureofteabest?Whatdowelearnfromthispassage?TeawasinventedbyChinese,sowehavetheIongesthistory.Teawasintro

18、ducedbyChinese,soweknowteabest.TeawasbroughttotheworldbyChinese.StudentsworkinagroupoffourandhaveadiscussionaboutwhyChinesewithoutdoubtaretheoneswhounderstandthenatureofteabest?Whatdoyoulearnfromthispassage?Thisactivityhelpsstudentstohaveadeeperunderstandingofthepassageandhavetheirownideasaboutthewr

19、iter'opinion.2.PairworkPamisagirlfromEnglandwhoisinterestedinChinesetea.Canyoutellhermoreaboutit?Workwithyourpartnerandhaveaconversation.StudentsworkinapairandaskandanswerabouttheteahistorytoThisactivityprovidesstudentsarealsituationofcommunicationwhichhelpsstudentstousetheIanguagetheylearntospr

20、eadthehistoryoftea.3.ThenatureofteaLet'takealookatthecolorfulteaculturewehave.Whatdothesepicturesshowus?What'thenatureoftea?Asastudent,whatcanwedotospreadourteaculture?Lookatthepicturesandlearnsometeaculture.Thinkaboutthenatureofteaandasastudent,whatwecandotospreadourteaculture.Thisactivityi

21、ntroducesstudentsmoreaboutteacultureandletthemfeelthebeautyoflife.Homework1. Findmoreinformationaboutteacultureandshareitwithyourfriends.2. Completetheconversationwithwordsfromthepassage.Designingontheboard板书Unit6AnAccidentalInventionwasinventedwasintroducedwasbroughttoShenNongChaJingKorea,JapanEngl

22、andothercountries5,000yearsagoafewthousandyearslaterduringthe6thand7thcenturiesin1660in1990swasboilingfellintoremainedtherewasinventedweregrownwereusedwereproduced本节课做得好的地方:1. 阅读问题的设计由浅入深，层层递进，提高学生的阅读能力直截了当的问题，涉及有关文章的大意或细节等，运用略读跳读等阅读策略理解和把握文章内容。Whenwasteafirstdrunk?WhoisShenNong?Whoiscalled“thesaint

23、oftea”？第二类问题是思考寻找的问题，学生需要综合理解文章后解答。此类问题难度有所提高，不能直接在文章中找到现成的答案。问题至少包含两个信息，且分布在文章不同的地方。问题的表述不照搬文中原句，采用改写的方式呈现。WhendidteabecomepopularinEngland?第三类问题需要学生从字里行间推断文章的弦外之音，体会作者内心的思想和情感。这类问题指向学生的分析，综合和推断能力。此类问题比较常见的形式是针对文章的语言文字或篇章结构等进行深度剖析，理解其隐含的深意。Whywasteainventedbyaccident?WhywasLuYucalledthesaintoftea?第

24、四类问题是自己解答的问题，其答案不在文中，读者需要结合自身的背景知识等解答。这类问题直接指向学生的评价能力，在评价的过程中跳出传统的思维模式，有自己独立的思考与判断，敢于质疑和否定，勇于提出新颖独创的见解。WhyareChinesetheoneswhobestunderstandthenatureoftea?2. 板书的设计有条理性，显示出茶的历史发展，让学生看到板书后清楚本节课的主要内容，并且能够根据板书的提示完成对课文的简单复述。这节课的板书做到了学生说一句，我写一句，在我写板书的过程中也是学生学习巩固的过程。Reflection反思3. 用小茗同学做leadin，简单快速引起学生兴趣，导入主题。4. 对影响学生理解的生词弱化处理，比如accidental用notbyplan,byaccident解释；thesaintoftea和thesaintofpoetry进行