人教版九年级全册Unit6When was it invented? Section A 3a-3c教学设计（表格式）

九年级 Unit6 Section A 3a-3c教学设计
章节题目 Unit 6 When was it invented？ Section A 3a-3c An Accidental Invention
教学对象 Students from Class 1, Grade 9
文本分析 [What]The theme of this article is “China's tea culture”. And the article mainly introduces the history of tea accidental discovery, lu yu and the contents of cha jing, and the spread process of tea in the world. [How]The article is an explanatory narrative. From a structural perspective, the author has introduced from ancient times to the present; In terms of content, the first two paragraphs mainly focus on “who, when, and how”, while the latter paragraph develops with the country and time. The language is mostly in past tense and passive voice, and there are also many country names and time expressions. [Why]The author aims to enable students to understand the history and influence of Chinese tea, experience the culture behind tea, and enhance their cultural awareness by this article.
学情分析 The target audience for this lesson is ninth grade students. The ninth-grade students have a certain knowledge of English. And many students have a strong interest in tea culture, which is closely related to daily life. Moreover, most students can apply the past tense with facility, but they have not yet understood the passive voice and the history, characters and communication process behind tea.
教学目标 Language ability objectives： 1.Students can recognize, spell, and translate the key vocabulary：mention、ruler、boil、remain、smell、national、trade etc. of this article to a level where 90% of students are proficient in dictation；memorize and all students can use the fixed combinations: it’s said that…，it’s believed that…，without doubt, by accident, take place etc. in this lesson to make sentences. 2.Students can have a preliminary understanding and recognition of passive voice and proficiently use the past tense. Thinking qualities objective： Students can summarize and match the main idea of paragraphs and answer specific questions. Learning ability objective： Students can explain their understanding of tea culture based on their own experience, and analyze and solve problems more quickly and comprehensively through cooperation. Cultural awareness objective： Students can learn more about China's tea culture and enhance cultural identity from the perspective of tea history and development.
教学重点 Students can recognize, spell key vocabulary: mention、ruler、boil、remain、smell、national、trade etc., use the sentence structure of this lesson to make sentences and recognize the passive voice.
教学难点及解决办法 Students can skillfully find out and use the passive voice and tell their own understanding of tea culture based on their own experience in English. Teachers should provide students with sufficient acceptance time and thinking space during the explanation process, and gradually guide students.
教学方法 PWP model, Grammar translation method, group cooperative learning, game interactive teaching.
教学过程
时间 步骤 教学流程（师生活动） 阶段目标 教学媒体 互动模式
3mins (Step 1) Warming-up 1.The teacher greets the students. 2.The teacher leads the students to conduct a brief review of the words and sentence structures in textbook 2d. To enliven the atmosphere and consolidate knowledge again. Textbook Whole class work
3mins (Step 2) Lead-in 1.Before the class starts, the teacher presents a video (about 30s) about tea. 2.The students guess the theme of this lesson and the teacher asks 2-3 students to answer it. Using videos to stimulate students' interest in learning and thirst for knowledge. Introduce the theme by asking students to think. PPT, Video Whole class work
5mins (Step 3) Pre-reading 1.The teacher asks the students to guess from the title and the picture by asking their questions: Q1: What may this article talk about Q2: If you are the author of this article, what aspects would you introduce？(PPT) 2.For these two questions, the teacher randomly asks 3 students to answer each question independently. To guide students to obtain relevant information through observation and predict the content and structure of the article. PPT, Textbook Whole class work, Individual work
19mins (Step 4) While-reading 1.Skimming (individual work) The teacher gives students 1-2 minutes to quickly browse through the article, summarize the main idea of each paragraph, and complete the exercise questions. (in the upper right corner of the textbook/ppt) 2.Intensive reading ①Students read paragraph 1 again and fill in the following table(ppt) in 2 minutes.(Group work) How tea was invented by accidentWho When How
②The teacher first introduces the passive voice form and usage of this article(Blackboard), and then leads the students to emphasize the grammar point of paragraph 1 while translating: it's said that..., by accident, boy, ruler, retain, small. ③Students read paragraph 2 and answer the following questions:(ppt/textbook) Who is called "the saint of tea" What is Cha Jing about ④The teacher still needs to translate first and then emphasize the vocabulary: saint, mention. ⑤Students read paragraph 3 and answer the following question:(ppt/textbook) When was tea brought to other countries ⑥The teacher translates first and emphasize the key points: It' believed that…，take place, without doubt, trade, national, popularity. In order to exercise students' ability to summarize the main idea and understand the main idea of paragraphs in the article, and lay the foundation for the next step of intensive reading. Fill out tables to make knowledge clear and easy to understand. Arrange the explanation in order of importance of the knowledge points By the way of "asking questions + details" developing gradually, from shallow to deep, to help students understand the article well. Textbook, PPT, Blackboard，Chart Whole class work, Individual work, Group work
6mins (step 5) Post-reading ①Group competition: Identify the passive voice phrases that appear in the text and see which group is found quickly and frequently. ②Students talk about their impression of tea culture based on your own experience in group and show it in class. To improve students' collaborative abilities and maintain their attention in class To improve students' cultural awareness and further deepen their understanding of tea culture by connecting tea with practice Textbook Group work
3mins (Step 6) Summary 1.Passive voice pattern: be done 2.Fixed sentence pattern matching: it's said that…，it’s believed that…，without doubt, by accident, take place 3.key words：mention, ruler, boil, remain, smell, national, trade. To briefly review and consolidate the key knowledge of this lesson once again. Textbook Whole class work
1mins (Step 7) Homework 1.Complete the 3c exercise and find students to answer in the next class. 2.Match key sentence patterns: it's said that…，it’s believed that…，without doubt ,by accident, take place, etc. to create sentences. To reorganize classroom knowledge through practice questions and sentence construction. Textbook Whole class work