​ Unit 6 When was it invented? (Section A 3a-3c)教学设计

课题

Go for it Unit 6 When was it invented? (Section A 3a-3c)

一、教学内容分析

Unit6 When was it invented? Period 3: Section A (3a-3c)

本节课的主要内容是一篇介绍茶的发明起源故事和中国茶文化的相关介绍。文中结合了我们第五单元刚学的被动语态，巧妙地运用了多个被动语态贯穿全文，包括两个一般现在时态的被动和本单元（第六单元）的重点句型一般过去时态的被动。通过短文的形式来解读本单元的重点句型，既可以巩固已学过的单一句型、丰富学习形式，还可以把所学的句型生活化、生动化。

二、学情分析

九年级大部分学生已经具备一定的英语基础知识和操作能力，面对中考的压力，九年级学生在课堂上多以听老师讲解为主，难免会在上课听讲时产生厌倦和疲劳感。而本节课中，按照我的教学设计，学生通过自主学习以及与小组同伴们的合作互动，跟随教师的主导线索，步步深入学习完成规定的教学任务。学生在这样的学习过程中，既操练了任务型语言，又提高了阅读技巧，同时增强了对中国茶的了解和对中国茶文化的认识。

三、教学目标

●知识与技能

1. Learn the key vocabulary: ruler/ smell/ fall into/ remain/ discuss/ without doubt/ it is said/ it is believed.

2. Understand the target language:

(1)It is said thathttp://47.98.254.255/upwordserver/tmp/phpNAh8cz/ it is believed that...

(2)Was first drunk/ called/ was boiling drinking water.

3. Train students’ integrating skills and the ability of expressing students’ own opinions.

4. Lead the students to know the importance of Chinese tea culture and creation.

●过程与方法

学生通过小组合作讨论互助学习形式，既得以机会表达自己的观点又得到了成功的体验。

学生在自主学习的过程中能拓展思维，积极参加到学习中来。

●情感态度与价值观

通过本课的学习，激起学生的创新热情，使他们深刻认识到：中国茶文化的源远流长和对创新的认识和了解。

四、教学重点和难点

●教学重点Teaching important points:

1.Important words and expressions

2.How to use the passive voice structure.

●教学难点Teaching difficult points:

1.How to retell the story of tea.

2.How to write a passage of introducing some inventions.

五、教学过程

教学环节

教师活动

预设学生行为

设计意图

Step1 Warm-up

① Name the four popular drinks.

② Watch a video and answer questions.

Step2 Presentation

①Find out the main ideas of each paragraph in 3a.

② Read the passage again and answer questions in 3b.

③ sum up the passive voice.

④ Complete the exercise in 3c.

Step3 Consolidation

①Word Game: guess words by pictures

② Retell the story of tea.

Step4 Practice

Groupwork: Invent a new kind of tea.

Step5 Homework

Write a passage

① Show the pictures of some drinks.

② Introduce tea briefly.

③ Play a video and make students answer three questions.

① Get the students to find out the main ideas.

② Get them to mark the lines and answers questions in 3b.

③ Let the students translate some language points and find out all the structures of passive voice in the passage.

④ Check the answers in 3c.

① Offer some pictures.

② Offer some key words and pictures to help students retell the story.

Offer a blank for them to fill in and a simple outline of tea leaf.

Get the students to write a passsage to introduce their new tea.

① Guess the four popular drinks by color.

② Get to know more about tea.

③ Get the answers from the short video.

①Read the passage quickly and match the main ideas.

②Read it again carefully to underline the answers in 3b.

③Finish 3c and sum up the passive voice together.

① Find out the words in the passage.

②Retell the story.

Fill in the blank of their new tea and finish the drawing.

Finish the homework.

① Review some drinks that have been learnt

② Raise students’ interest and warm up the class.

③ Get them to know about tea briefly.

①(结合中考阅读题型) Reading training

Get to understand the passages better by themselves.

②(结合中考信息归纳题型) Practice the reading skills.

③ Be familiar with and master the passive structure.

① Get them to know and remember the words better.

② Practice their ability of organizing sentences.

Educate students to be creative and aware of the importance of team work.

Summarize what they have learnt in this period.

六、板书设计

Unit 6 When was it invented?

Passive Voice被动语态: be. +v. (过去分词)

一般现在时：单数 is/ am +v. (过去分词) 复数 are +v. (过去分词)

一般过去时：单数 was +v. (过去分词) 复数 were +v. (过去分词)

七、教学活动评价设计

评价内容：

1、学生对目标词汇及短语的口头运用能力。

2、学生对目标词汇及短语在输出时的灵活运用。

3、学生能在课堂上小组合作活动中的积极参与度。

4、学生的创新能力以及情感态度。

评价方法：

1、口头评价。

2、小组合作学习的量化评价。

八、教学反思

本课采用“任务型教学模式”，通过中国茶文化的主题为引导，使学生在自主学习、同伴合作、小组合作的过程中，一一完成教师所设置的任务，提高了自己的阅读能力和表达技巧。教学过程中学生在栩栩如生的图画带领下，产生了寻求新知识的动力。任务型的阅读训练为学生的学习明确了方向，快速阅读和精读无疑都是阅读环节中不可缺少的部分。循序渐进式的任务为学生的学做好了铺垫，分解了难点。学生可以在最后创作新茶叶的小组合作体验中总结、归纳、探究；学会了拓展知识宽度，动手创新，无形中引申了对中国茶文化的深刻认识和品位。