联系本站客服加+微信号15139388181 或QQ：983228566 |
视频标签：shirts,made of
所属栏目：初中英语优质课视频
视频课题：人教版九年级Unit5 What are the shirts made of Section A 3a-3c浙江
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
人教版九年级Unit5 What are the shirts made of Section A 3a-3c浙江省 - 绍兴
教学目标
1. 知识目标
(1) 熟练掌握product, France, local, avoid, handbag, mobile, everyday等词,识记brand。
(2) 正确使用no matter句型。
2. 能力目标
(1) 运用预测、略读、理解指代等多种阅读策略,从阅读材料中获取所需信息。
(2) 利用思维导图重现文本结构,协助记忆文本内容。
3. 情感目标
认识当今世界制造业格局,看到中国在世界经济竞争中的优势和短处,同时确立今后自身奋斗的目标。
2学情分析
作为九年级的学生,在第一课时已经学习了被动语态的基本用法,同时也具有了一定国际视野,所以在学习本节课内容时应该是得心应手的。然而参加本次录像的学生是八年级的学生,他们并没有学过被动语态,只是在八年级教材中接触过几个被动语态的句子,另外他们的词汇量也相对小一些。好在这篇文章的被动语态并不是很突出,只要额外多教授几个单词,八年级学生是可以接受的。
3重点难点
教学重点:运用适当的阅读策略,如预测、略读、理解指代等,从阅读材料中获取信息。
教学难点:具有一定国际视野,领略当今制造业格局,认识中国在世界经济竞争的优势和短处。
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Step 1 Warming up
Enjoy some pictures of different countries with music (France, Switzerland, Japan, the US).
[设计意图] 通过观赏一些外国的风景图片并欣赏音乐,创造一种轻松的氛围,缓解学生的紧张感。同时,展示的图片也是为之后的上课内容做一些铺垫。
活动2【讲授】Step 2 Presentation
1. Talk about the pictures and ask “If you go to another country, what would you do?” to present the new words
“local” and “product”.
2. Present specific countries and ask “If you go to France/ Switzerland/ Japan/ the US, what products would you
buy?” At the same time, present “France”, “mobile”, “high-technology”.
[设计意图] 通过第一个问题引导出本节课最重要的生词,扫除阅读的障碍。接着在提出第二个问题时复现之前引出的单词,让学生在实际情景中使用并掌握生词。之后教师通过“Are these high-technology products made in these
countries?”顺利地过渡到阅读材料。
活动3【活动】Step 3 Pre－reading
Predict according to the title and the picture.
1. Where did the boy go?
2. Is it easy to buy local products? Why?
3. What’s the main idea of this passage?
A. Many products in American shops are made in the US.
B. Many products in American shops are made in China.
[设计意图] 通过阅读材料标题和课文插图,学生可以预测本文的主要内容。这是对学生阅读技能的培养,也是对于学生的思维能力的锻炼。同时教师是通过循序渐进的方式,逐步引导学生预测文本,也激发了学生的阅读兴趣。
活动4【活动】Step 4 While－reading
1. Skimming
(1) Skim and check the answer of the prediction.
What’s the main idea of this passage?
A. Many products in American shops are made in the US.
B. Many products in American shops are made in China.
(2) Present “No matter what you may buy, you might think those products were made in those countries.
However, you could be wrong.”
①Guess the meaning of “no matter”.
②Find what two “those” refer to.
[设计意图] 通过略读核对学生之前对文本主要内容的预测,并从文章开头寻找出关键句。紧接着再对关键句进行分析,通过对no matter猜测词义和寻找those的指代含义,渗透了另外两个重要的阅读策略:猜测词义和理解指代。
2. Careful reading
(1) Read and answer five questions about “Kang Jian”
① Who is Kang Jian?
② When and where did he visit his aunt and uncle?
③ What did he want to buy?
④ How many kinds of things made in China did he find?
⑤ How does he feel about “Made in China”?
(2) Check the answers and finish the mind map on the blackboard.
[设计意图] 通过仔细阅读,让学生寻找5个关键信息,既是训练学生寻找信息的能力,也是对文本信息的整理和再构建。同时在核对答案时,由学生来完成思维导图,则是让学生主动思考,发挥学生在课堂上的主体作用,更是对学生思维能力的培养!
3. Careful reading
(1) Read and fill in the chart.
[设计意图] 再次通过仔细阅读,让学生完成表格。运用多种形式对文本信息进行整理和再构建,除了思维导图还可以是表格等其他形式,这也是给学生一个鲜活的解读文本的模板。在核对答案的同时,还可以完成另外两个代词的指代含义理解。
(2) Find what other two pronouns refer to.
He found it interesting that so many products in the local shops were made in China.
Even though most of the toys were American brands, they were made in China.
(3) Think and answer “Which one did he buy first, the toy car or basketball shoes?” And add a chart to the mind
map on the blackboard.
[设计意图] 激发学生的深层思考。尽管文章在讲述买的两件物品时只是简单地将toy car的故事写在前面,basketball
shoes在后面,但是从文本中句子的内在逻辑联系,我们可以确定这两者位置不能交换,因为买toy car时Kang Jian只发现
most of the toys是中国制造,而买basketball shoes 时,他进一步发现many other things都是中国制造,而且美国人can
hardly avoid中国制造. 这个问题的设计,就是为了让学生进一步深入思考,不仅仅要“知其然”,更要进一步探究“其所以然”。而通过整理表格,我们也能更明显地感受到文字间的逻辑关系。
4. Reading aloud
Read aloud with the tape.
[设计意图] 学生跟着配套录音一起朗读,既能够培养学生的语音语调,又可以逐渐训练学生的语速,日积月累地跟读能够逐渐提高学生的口语能力。
5. Retelling
Retell the passage according to the mind map.
[设计意图] 通过呈现完整的思维导图,帮助学生复述文章。同时,教师将开头和结尾直接呈现出,既是给学生降低一定的难度,也是提醒学生复述是要用自己的话将文章重新讲一遍。
6. Discussion
Talk about feeling about “Made in China”.
[设计意图] 通过提问How do you feel about “Made in China”? 让学生谈谈对于中国制造的看法,既是激发学生心中的爱国主义情感,同时也是为了自然过渡到后面的填空文章。
活动5【练习】Step 5 Post－reading
1. Show the cover of the book A Year Without “Made in China”.
2. Fill in the blanks
Fill in the blanks of the passage based on the book.
An American housewife, Sara, found that her _________ life was full of all kinds of Chinese products. She
was a little worried. So she decided to stop bringing _________ with the words “Made in China” into her
house for a year.
Sara met her first problem when she found that her son’s tennis shoes were too small. They were
_______________ and only 10 dollars. However, in order to _______buying a pair of Chinese shoes, she
__________for two weeks. Finally, she bought in a ______ shop a pair of sports shoes made in _______
for 60 dollars.
Weeks later, she spent another 60 dollars on her baby daughter’s shoes of an American ________. This
kind of trouble __________while she kept her resolution. ___________what products she wanted to buy,
those made in China were always the most easily found and cheapest.
In the end, she realized that she can live without “Made in China”, but it is much more difficult and expensive.
[设计意图] 介绍《离开中国制造的一年》这本书,一方面是让学生了解外国人对于中国制造的感受,另一方面教师将书中部分段落改写后设空,让学生填写,是检测学生对于文章中所学新词的巩固和检测,起到了一箭双雕的作用。
3. Think about “What does “Made in China” mean?”
4. Read the sentences
We should move from “Made in China” to “Created in China”, from “China speed(速度)” to “China quality” and
from “Chinese products” to “Chinese brands”.
It’s your job to make it come true.
[设计意图] 经过阅读和填空,学生对于中国制造的了解更加全面。因此这个问题不仅仅是对中国制造字面意思的解释,更是对中国制造产品的评价。作为一名中国学生,在为国家感到自豪的同时,更加应该看到我们的不足,并产生强烈的使命感,要为中国的进一步强大贡献自己的力量!
活动6【作业】Step 6 Homework
Read the passage again after class.
[设计意图] 激发学生奋斗的激情,并鼓励学生从现在开始做起,从课后朗读文章开始。
视频来源：优质课网 www.youzhik.com
