仁爱科普版九年级上册Unit 3 English around the World Topic2 sectionC教学设计（表格式）

Unit3 Topic2 Section C 教学设计
仁爱版九年级上册Unit3 English around the world
Topic2 Section C
一、基于课程标准 通过解读《2022版英语新课程标准》，九年级学生应该达到的目标是能听懂熟悉话题的谈话，并从中提取信息和观点；能借助语境克服生词障碍、理解大意；能听懂接近自然语速的故事和叙述、理解故事的因果关系；能就简单的话题提供信息，表达简单的观点和意见，参与讨论；能根据写作要求、收集、准备素材；能独立起草作文、短信等，并在教师的指导下进行修改；能使用常见的连接词表示顺序和逻辑关系；能简单描述事件或人物；能根据图示或表格写出简单的段落或操作说明；
二、教材分析 本节课教学内容和教学目标及教学重难点的设定都是以《课程目标》》为准则，从学生的已有知识水平出发，采用问题导向、任务教学的模式进行英语阅读教学。本节课的主题是中西方文化差异。本课学生在SectionA、B学习手势语、动作的基础上，学习有关动植物在中西方文化中的差异的阅读文章，重点学习“be considered as /stand for ”等的表达，通过阅读和运用进一步了解中西方文化差异，增长知识，培养爱国热情。
三、学情分析 九年级学生有明确的学习需要和目标，对英语学习表现自信心不强，且长期接受的传统的阅读教学模式。重知识点，轻阅读策略。所以在本课阅读教学中，教师应该引导学生在熟悉词汇的基础上，进行文本的信息加工和阅读策略的运用。在学习过程中，教师应该给学生搭好梯子，从易到难，由浅入深地进行阅读教学。阅读教学的首要目标定位于培养学生read for skill和read for language两种能力，以读促写。
四、教学目标分析
1、语言技能 能理解篇章结构，以读促写，并在学习任务的完成过程中完成语言知识的学习。
2、语言知识 能围绕主题理解并运用相关语言表达文化差异的方法，了解掌握相关短语词汇。
3、情感态度 有明确的学习目的，有学好英语的信心，敢于用英语表达能在小组活动中积极与他人合作，互帮互助完成学习任务，能在小组竞争中积极举手发言，能在英语交流中注意并理解他人情感。
4、学习策略 在学习中善于利用图画等非语言信息理解主题；把握学习内容的重点和难点；能通过归纳推测出主题思想，善于利用画思维导图，找主题句来理解文章结构，通过填空，问答等任务来更深入的理解文本，能学会结合上下文理解代词意思，了解连词在文中表示的逻辑关系，积极探索适合自己的英语学习方法。
5、文化意识 了解中西方文化差异，培养爱国热情。
五、教学重难点 能理解篇章结构，以读促写，并在学习任务的完成过程中完成语言知识的学习。能围绕主题理解并运用相关语言表达文化差异的方法，了解掌握相关短语词汇。
六、教学过程
Learning Objectives Knowledge Objectives：By the end of this class, students will be able to:
1) Understand the meaning of the words: positive, negative, honest, emperor ancient… Understand the meaning of the phrases: compare...to, make mistakes...
2、Ability Objectives: By the end of this class, students will be able to:
1) Improve the abilities of fast reading and intensive reading by various reading tasks. Improve the ability of summarizing the main idea of a passage.
3) Predict the information according to the pictures.
3、Emotional Objectives:
1) students will have the interest and confidence in expressing themselves in English and develop the spirit of competition and cooperation through teamwork and pair-discussion; 4、Learning strategies:
students will learn autonomously and cooperatively in different activities before during and after the class. 1).learn to predict the main idea by observing the title and pictures. 2).understand the article deeply by finishing all tasks. 3).understand the structure by drawing the mind map. 5、Cultural awareness: raise Ss’ cultural awareness and they will be able to know the differences in different cultures.
Focuses and difficulties Focuses: improve the students’ reading skills and further understanding about the text. 2. Difficulties: summarize different meanings in different cultures and write the compositions in groups.
Step1(5mins) Greeting and warm up
Activities outline T-Ss Aims Evaluation
Greeting. Divide Ss into four groups to have competition. Play a game——Flyswatter Watch a video about tigers in different cultures To relax students and stimulate them to compete. Get familiar with the topic then Ss can understand the passage easily. 1. Ss feel relaxed and easy.
2.Be familiar with the topic and cultivate Ss’ interest in the class.
Step2(5mins) Pre-reading
Activities outline Aims Evaluation
1. Prediction: Look at the title and picture, then guess what the passage is about.
2.Discuss the meaning of each phrases of dogs and why Chinese use the pattern of bat to decorate their houses.
1. Stimulate Ss’ interest and curiosity to read the article. 1. Think about the questions and predict them
2.To finish the tasks, students show the curiosity to read the article.
Step3 (15mins) While-reading
Activities outline Aims Evaluation
Skim the passage and choose the best title. Skim the whole passage and choose the topic idea for each paragraph Scan Para.2, find out the meaning of the expressions. Read para.3 and choose the correct answers. Read Para.4 carefully and answer the questions . Read the passage again, complete the table. 7.Discuss in groups and understand these sentences. 1)But in western countries, dogs are considered honest and good friends of humans.
2)The ancient emperors compared themselves to dragons. 1. To know about the general layout.
2. To learn the reading strategies.
3. To understand the content easily by finishing these tasks. 1. To get more points, Ss do the tasks actively and hands up. 2.compete and cooperate with others actively.
Step4(8mins) Post-reading
Activities outline Aims Evaluation
1. Finish the mind map
2.Retell the passage.
3.more items in different cultures.
1. To understand the structure of the article
2.To extend more items and let them learn more about different cultures. 1. Ss feel interesting and a little difficult.
2.Compete and cooperate with others actively.
Step5(2mins) Summary
1. Let’s sum up what we learn and what we can.
2.Complete the sentences with the correct forms of the given phrases.
Step6(8mins) Writing
1.Write a passage with the title Different Cultures, Different Meanings based on the table. You can add more items.
2.Draw a mind map before writing 3.Writing Tips
Step7(2mins) Homework
Level A students try to finish your composition. Level B Student find out more culture differences and present to the class next time.
七、教学评价
评价内容:
1.学生能够通过图片和题目，准确预测大意。 2.学生能够通过找主题句，分析文章结构，了解文章脉络。
3.学生能在各种学习任务中，更深入的理解文本。
4.学生能够在读后讨论完成思维导图并进行复述。 5.学生能简单表述自己的观点，并有逻辑地体现在写作中。 评价方法：
1.教师通过课堂举手回答情况，及时通过口头检查学生掌握情况。
2.通过小组讨论并汇报，体现学生的口语表达和逻辑思维。
3.书面反馈和评价：通过写作形式，了解学生是否达到以读促写的效果。
八、板书设计
Unit3 English around the world Topic2 Section C
Para.1 Different Cultures, Different Meanings Meanings Para.2 dog Para.3 dragon
Para.4 rose
positive
negative
Compare...to..