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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陕西省优课
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人教版九年级Unit5 What are the shirts made of Section A 3a-3c陕西省优课
The content of the teaching Unit 5 What are the shirts made of? Section A 3a-3c Reading Period 2
Junior Middle School students of Grade 9
The analysis of teaching material
本课教学内容是Unit5 What are the shirts made of? Section A的一节阅读课。本单元的主要话题是“谈论日常生活用品用什么原材料制造以及出产地”，通过前两节课的学习，学生已经基本掌握了be made of 以及be made in的用法，掌握了日常用品和制造该用品所需的材料等，本课时旨在继续学习使用此短语的基础上，引导学生读懂关于Kang Jian去美国的经历，掌握其中的新词汇和表达，训练跳读、细读、研读能力，同时让学生知道目前国际交往日益增多，在国际交往中，要承认差距，虚心学习国外有用的东西，应取其精华，弃其糟粕，要用辩证的方法和发展的眼光看问题，虽然我国在高科技领域的产品还不足，但只要国人都努力，一定会超越他们，从而让学生领会到强烈的社会责任感，从而激发学生努力上进的愿望，形成良好的人生价值观。 Analysis of the students
九年级的学生英语水平出现了很大的分化。部分学生对英语有很高的学习兴趣，能达到课标要求的知识目标，但能力目标可能稍有欠缺。但是一部分学生英语基础差，讨厌学习英语，这些学生成绩差的原因有的是因为基础知识掌握不好，有的是阅读能力及写作能力欠佳。并且阅读能力是相当一部分学生的弱项，阅读能力的提升能有效促进学生英语写作能力、提高英语学习兴趣等，是一名优秀的中学生应当具备的基本能力。因此提高阅读能力，提升学生的英语水平显得尤为重要。基于此，根据本节课的教材特点，我预设不同的目标，让多数学生掌握阅读技巧及词汇知识，同时根据本课内容进行对话练习，进行能力拓展的训练。 Teaching aims
Knowledge aims：
1) Students will master the following words: local adj. avoid v. mobile adj. everyday adj. 2) Students will master the difficult sentences bellow:
No matter what you may buy, you might think those products were made in those countries.
Even though most of the tots were American brands, they were made in China. Americans can hardly avoid buying products made in China.
Ability aims：
1.Students will get the main ideas and comprehend the passage by fast reading, careful reading and doing some reading practice.
2. Students will retell the passage according to the blackboard design freely. Moral aims：
Students believe that China will get better at making high-technology products that people can buy in all parts of the world. And students also know that no matter who they are, they should try their best to make the country stronger and stronger. Teaching key points and difficult points: Teaching key points
1) Students will master the key words and phrases.
2) Students will get the main ideas and comprehend the passage by fast reading, careful reading and doing some reading practice. Teaching difficult points
Make up the conversation according to the passage like this: I: Hi! Kang Jian. May I ask you some questions? K: Sure. It’s my pleasure. … …
I: OK, I see. Thanks a lot. K: You are welcome.
Teaching methods and learning methods.
本课为一节阅读课。在阅读中指导学生运用skimming, scanning及careful reading通过上下文推断、理解生词的含义等阅读策略，提高学生的阅读理解能力。
按照阅读课读前、读中、读后三大版块，教学时采用“问题导读”的课堂教学模式。具体做法：情景导入—粗读探知—细读提升—研读深化—拓展运用。 Teaching procedures 教学任务 教师活动 学生活动
设计意图
Step1 .Leading in(5 minutes)
1.Greeting the students.
2.Do free talk.Like 1.Ss look at the pictures.
And answer
the 设置情景，导入新课。通过
看图回答老师的问题，渗透阅读的背景知识。激活学生
“If you go to ...., what would you buy?
questions. 大脑，调动学生的学习兴趣， 激发学生的阅读的愿望。
Step2.Pre-reading (2 minutes)
Ask Ss to look at the photo, Then answer the questions below: ①.Which country is this the national flag of?
②.Where was the flag made ?
Look at the photo and title, Then answer the questions 让学生通过读标题，看图片，预测将会学习什么， 激发学
生的好奇心。
Step3 Skimming (3 minutes)
Have Ss skim the article. Then answer the questions
①What two things did Kang Jian want to buy in America? ②Where were they made?
Skim the article. Then answer the questions
粗读感知。让学生运用Skimming 这一阅读策略，快
速浏问题、首尾句等信息点，回答问题，感知文章大意。 Step4. Scanning (10 minutes)
1. Have Ss read the first paragraph, then answer the questions.
2.Let Ss read the second paragraph, then
answer
the questions
1. Read the first paragraph,
then answer the questions.
2.Read the second paragraph,
then answer
the
questions.
细读提升。指导学生运用Scanning这一阅读策略，通
过回答问题, 联系上下文，
找出文章主要细节的阅读策
略。 Step5.Careful reading(7 minutes)
1.Have Ss read the passage
carefully and write T or F
Finish the tasks and check the answers.
研读深化。学生再读课文，
找出文章的文章细节之处，黑体词指代什么，并掌握通2.Have Ss guess what the underlined words refer to 过上下文猜测词义的阅读策略。
Step6.Post-reading (11 minutes)
1.Have Ss read the passage
carefully and see if they have any difficulties.
2. Ask Ss to retell the
passage according to the blackboard design.
3.Ask Ss to discuss the questions with their partner, and then share the ideas Q1.Why do you think
so
many
products in America are made in China? Q2.What is better than
“Made
in
China”?
The sweet tip: No matter who we are, we should try our best to make our country stronger and stronger.
1.Read the
Passage aloud and ask questions.
2.Retell the passage according to the blackboard design.
3.Discuss
the questions with your partner, and then share the ideas. 学生再读课文，确保理解各
句话的意思，及时发现并处
理不懂的问题。最后通过复述课文，讨论分享，让学生
知道目前国际交往日益增多，在国际交往中，要承认
差距，虚心学习国外有用的东西，应取其精华，弃其糟粕，要用辩证的方法和发展
的眼光看问题，虽然我国在高科技领域的产品还不足，但只要国人都努力，一定会超越他们，从而让学生领会到强烈的社会责任感，从而激发学生努力上进的愿望，形成良好的人生价值观。
Step7.
Summary and Homework
1.Help
Ss
to summarize what we have learnt in this 1.Ss
try
to summarize what we have learnt in this 总结所学内容，并进行情感
升华，达到教书育人的目的。
(2 minutes) class.
2.Homework (1). Recite the new words
and
the
passage in 3a. (2).
Make
a
conversation according to the passage in 3a.
class.
2. Ss choose the homework to do
作业分层要求，异步达标。
Blackboard design
Teaching reflection
本课是本单元第二课时，是一节阅读课。在组织教学过程中，我充分调动学生参与课堂的积极性，注重知识与技能，过程与方法，情感态度及价值观的有效结合，有效完成了本节课的任务。同时，通过本节课的教学，我也得到一些体会。
1.教学设计符合学生的认知水平,能激发学生完成任务的兴趣和参与活动的热情, 这
就为顺利开展之后的多个活动打下了基础
2.通过阅读，让学生理解课文内容,并形成一定的阅读技能。本节课通过回答问题、复述课文、填空等任务来培养学生捕捉细节的技能。
当然本课，我也发现一些设计上的不足。
课程设计应当面向全体同学，照顾每一个学生的发展，但是在教学过程中针对中下等生的问题较少，这部分学生参与的活动也少，在以后的教学中应当关注后进生，提升他们参与课堂的热情，提升学习英语的乐趣，从而提高成绩。
总之，教师应基于教材，基于学生，灵活性管理课堂，始终贯彻教学需要艺术,需要机智,需要创新,基于教材又不拘泥于教材的新教学理念。
Skimming（Read the passage quickly and get the main information.）
1.What two things did Kang Jian want to buy in America?
2.Where were they made?
Scanning(Scan the passage quickly and answer the questions)
1. Who is Kang Jian? Where did he go?
2. What did he discover in the toy stores?
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?
Careful reading（Read again and write T for true or F for false）
1.No matter what you may buy in another country, it is wrong for you to think those products were made in those countries.
2.Kang Jian found it interesting that so many products in the local shops were made in America.
3.Kang Jian is a 17-year-old student from Shanghai has never been to America.
4. Kang Jian realized that Americans can avoid buying products made in China.
Discussion
1.Why do you think so many products in America are made in China?
2.What is better than “Made in China”?
Homework:
Make a conversation according to the passage in 3a. (If you are the interviewer and your partner is Kang Jian, ask and answer in pairs.)
I: Hi! Kang Jian. May I ask you some questions?
K: Sure. It’s my pleasure.
I: OK, I see. Thanks a lot.
K: You are welcome.
视频来源：优质课网 www.youzhik.com
