【核心素养目标】Unit5 Section A (3a～3c))表格式教学设计 人教版九年级英语Unit 5 What are the shirts made of

中小学教育资源及组卷应用平台
2023-2024学年人教版九年级英语教学设计
Topic Unit 5 What are the shirts made of 　Period II　Section A(3a～3c)
Analysis of the Teaching Material 本节课是该单元第二课时，是该单元的第一篇阅读文本。活动3a主要学习一篇关于中国学生寻找美国制造的产品的短文，呈现更多被动语态句型，在文章结尾处指出我国在世界经济竞争中的不足之处，使学生了解我国在高科技产品方面还与别国有差距。语法方面，主要学习了被动语态的一般现在时，区分主动语态与被动语态，巩固被动语态的句式结构。3b再读课文回答问题，加深学生对文本的理解。3通过再读文章指出代词所指含义也是让学生进一步理解文本内容，从而达到知识迁移与情感升华的目的。让学生增强民族自豪感，同时也能发现中国制造有待加强的地方，将来通过自己的努力去改进。
Analysis of the Students 通过第一课时的学习，学生们了解了被动语态的结构，基本达成语言目标，基本达成语言目标。在此基础上复习该结构，并引出be made in China这个话题。很多学生对于该话题较为熟悉，这是学习本课时的优势。但对这个话题的理解往往停留在表面上，本节课在进一步拓展语言知识，发展语言技能的同时，可以着重向学生进行情感目标渗透。通过一个中国学生寻找美国制造的产品的故事，让学生更深刻、理性地看待中国制造的问题。
Analysis of Teaching Objectives Language ability 1.能运用以下目标词汇： France, no matter, local, brand, avoid, product, handbag, mobile, everyday 2.能够在短文中找到并运用关于被动语态的语言结构。
Learningability 1.能够阅读并理解关于中美文化对比的短文。2.能够阅读短文，按要求找到相应的信息,进而提高学生阅读能力以及阅读题做题技巧。
Thinking quality 通过学习，培养学生阅读能力以及做阅读题的能力，尤其是细节理解题的做题技巧。
Cultural awareness 1.通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列，培养学生的民族自豪感及爱国主义精神。
Teaching Points 教学重点： 1.掌握本部分出现的生词和词组，达到熟练运用的目的。 2. 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。教学难点：1. 阅读短文，获得相关的信息。2. 理解并运用所学的词汇及表达方式， 通过交流表达和阅读训练，读懂含有被动语态的短文。
Teaching Procedures Teacher’s Activities Students’ Activities Intention
Step 1Lead-in Teachers show a video of Made in China to let students know that made in China has been accepted by people around the world. 观看视频并回答问题. 通过观看视频，引发学生对于物品制造地，制造材料的好奇心，从而提高学生使用被动语态表达的兴趣。
Step2Pre-reading T shows new word of passage, 2.Ask students to predict what they will read in this passage with the help of the title and the picture.Make sure not to read the words in the passage.Show some questions to let the students answer. 根据老师的指令学习单词。预测阅读内容并回答问题 排除阅读障碍，为文章的理解做准备。导入阅读课，激发学生继续阅读的兴趣和动机，为学生顺利阅读提供相关信息支持。
Step3While-reading Fast-reading Read the passage quickly and answer the questions about the passage in 3a.Careful reading1.Ask students to read the passage more carefully again，and focus on the details about “No matter what…”“He found it …”.Complete 3b.2.Ask students to finish 3c and check the answers. 快速阅读掌握文章大意再次阅读文本完成课文的练习。 培养快速阅读提取信息能力。让学生深入理解课文。掌握本单元的目标语言.通过快速阅读和细读训练两步，帮助学生详细地了解文章的具体内容，培养学生抓住文章的关键及处理细节问题的能力。
Step4Post-Reading 1.Ask Ss to fill in the blanks to complete the passage. If you go to another country, what _____________ things would you buy Would you buy a camera in Japan, some beautiful clothes in France, or a watch in Switzerland _____________ what you may buy, you might think those products were made in those countries. However, you could be wrong. Kang Jian is a _____________ student from Shanghai. Last year he went to ______ his aunt and uncle in San Francisco. He _____________ it interesting that so many _____________ in the _____________ shops _____________ China. “I wanted to buy a _____________for my cousin, but even though most of the toys were _____________ brands, they were made in _____________.”Toys are not the only things made in China. “I wanted to buy _____________ basketball shoes,” he explains. “But I had to visit five or six stores before finding a pair made in America!”He realized that Americans can _____________ avoid buying products made in China. “_____________,” he continues, “there were many other things there made in China –footballs, handbags, _____________, mobile phones. Even _____________ are made in China!” Kang Jian thinks it’s great that China is so _____________ making these _____________. However, he hopes that in the _____________ China will also get better at making high-technology _____________ that people can buy in all parts of the world. 2.What does Kang Jian wish What do you think of his idea In the future, China will also get better at making high-technology products that people can buy in all parts of the world. 学生在老师的帮助下完成对文本的学习，逐步养成良好的阅读习惯，并提升其独立思考和分析、解决问题的能力。思考老师提问，达到情感升华的目的。
Step 5Language Points Explanation 1.no matter：不论; 无论。 后接关系代词或关系副词, 引导让步状语从句。 No matter when he comes, I won’t see him．无论他什么时候来，我都不会见他。2. find it + adj. + that 从句 发现做某事是……句中it是形式宾语，that引导的从句是真正的宾语。 I find it difficult that we must finish the work in a short time. 我发现我们在很短一段时间内完成工作是困难的。3.avoid doing sth. 避免做某事类似的接动名词的常见搭配：enjoy ，finish ，suggest， keep ，practice， mind 将知识点做好笔记 将本课重点汇总系统的进行讲解和分析，结合典例，帮助学生形成语言体系。
Step6Exercises Ⅰ.单词拼写1.He is from F　　　.He speaks French. 2.I will visit Guilin and stay there with l　　　 people for 3 days. 3.My mother’s h　　　 is very beautiful,but there is no money in it. 4.This kind of mobile phone is a new p　　　. 5.“Good night” is e　　　 English. Ⅱ.用括号内所给词的适当形式填空1.The coin 　　　(make) of steel. 2.We 　　　(tell) not to play computer games on weekdays. 3.Chinese 　　　(speak) by a large number of people. 4.He 　　　(not believe) by anyone. 5.—　　　 your breakfast 　　　(cook) by your mother —No,　　　 　　　. 【自我评价】1. 本课我学会了什么？ _________________________________________________2. 通过本课的学习，我还有哪些疑问？ _________________________________________________ 完成课堂练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Step 7Summary Summarize the key points.重点单词： everyday每天的 local 当地的brand品牌 explain解释 avoid避免 continue继续 No matter无论 product产品handbags手提包 mobile移动的重点句式：1.He found it interesting that so many products in the local shops were made in China.2.Where is tea produced in China 重点语法：be + 过去分词 + (by+动作执行者) 回顾和总结本节课所学的单词、短语、句子。 总结本课所学内容，强调重点单词、短语、句子.
Step 8Homework 1. Review the new words and expressions.2.Write a passage about a product you use every day. 记录作业。 提高学生在生活实际中运用目标语言的能力。
Blackboard Design Unit 5 What are the shirts made of Period ⅠI　Section A(3a～3c)The Difficult Search for American Products in the USWhere did Kang Jian go？Last year…visit…in…What did he discover in the local shops？He found it interesting that…were made in…What did he realize after his shopping experiences？Americans can hardly avoid…China is so good at…What's his wish？…China will also get better at…that people can buy…
Teaching Reflection: 亮点
本课时大多采用任务型教学法，通过给学生设置问题，让他们通过阅读来解决，在学习巩固目标语言的同时完成对文章的理解。2.通过图片介绍背景知识，呈现词汇，然后通过设问引导学生通过快速阅读、细读文章回答与茶叶有关的细节问题，逐渐获取语篇信息。并能口笔头进行表达完成词汇和语言结构的巩固性练习。
有待改进 1.教师应给予更多、高效的阅读方法指导。以尽快平衡或者逐步消除存在的差异，应该教会学生如何将阅读策略执行应用在实际的阅读过程中。
2.内容多，节奏较快，因时间仓促表演准备不足,进行的不顺利。
3.学生在使用被动式句子表达时不够流畅，准确性欠缺。
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