人教版九年级全册Unit6 When was it invented? sectionA(3a-3c)教案（表格式）

课题 Unit 6 An Accidental Invention Section A 3a-3c 阅读课
课型 听说课口 语法课口 阅读课√ 写作课口 其它课__________
教材（语篇）分析： 【what】 阅读语篇讲述了我国有记载的饮茶起源的故事，包括三部分：它是如何被神农氏无意中发现的；茶叶的发展和传播历史。 【why】 通过学习这一语篇，学生能欣赏中华优秀传统茶文化，增强文化自信，激励学生学好英语，用英语讲好中国故事，传递中国声音。 【how】 语篇按照说明的表达方式开展，用大量的被动语态和一般过去时表达茶的发明和创造过程。第一段：介绍茶叶被神农氏无意中发现的过程；第二段：介绍陆羽和他的著作《茶经》；第三段：介绍茶叶传播到世界各地的时间等。
教学目标： Language Abilities： 阅读语篇，运用本节课的语言结构简述中国茶文化的发明、发展和传播。 Culture awareness： 理解和感悟中华优秀传统文化的内涵，坚定文化自信，传递中国声音。 Thinking abilities： 利用多种可视化视图理清各段落的要点。 Learning abilities： 学会自主探究，合作互助完成任务，学会反思和评价学习进展，做到乐学善学。
教学重难点 Learning key points: 通过阅读语篇。理解、记忆、运用本节课的重点语言词汇、句型。 能灵活运用一般过去时的被动语态。 Learning difficulties: 通过简述茶的发明、发展及传播，提升阅读素养。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Greeting. Lead-in.What kinds of drinks do you like Do you love the tea Watch a video.How much do you know about the tea Create a scene. Suppose you are a tea spread.学生活动1 Free talk.Tell the drink you like best. Watch a video. Have a discussion. 活动意图说明： 开启讨论，并观看视频，然后根据茶文化进行情境创设，该话题正能量满，热度高，贴近学生目前生活实际，充分激发学生热情。环节二：Activity 2 教师活动2 Skimming Ask students to read the title and picture to predict the topic and content. 学生活动2 1.Read the title and picture to predict the topic and content. 2.Give some answers . The invention is tea. Tea was invented by accident. 活动意图说明： 让学生通过读题目、看图片学会预测文章内容，形成阅读期待。 环节三：Activity 3 教师活动3 Fast reading Ask students to read the passage quickly and match each paragraph with its main idea. 学生活动3 1.Students read and match by skimming. 2.Check the answers 活动意图说明： 整体阅读。使用扫读策略获取段落主旨大意，同时梳理文本结构。环节四：Activity 4 Careful Reading教师活动4 Read Para.1 Book of tea (茶之书） T makes a New Cha Jing and show contents for students. Invention of tea ——Be invented (茶之源） About 5,000 years ago T asks students to read Para.1 and answer the questions. T asks students to complete the exercise. Asks students to retell Para.1 through actions and verbs with teacher. 学生活动4 Students read Para.1 and answer the following questions. What is the invention When was it invented Who was it invented by Where was it invented How was it invented Check the answers (提问学生） Students read Para.2 and finish the exercise. Level A: Read the Para.1 and order the sentences. Level B:Read the Para.1 again and fill in the blanks Check the answers (打开信封，小组一起检查) Students retell Para.1 through actions and verbs with teacher. 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 根据《茶经》提出“新茶经”以及它的目录。即文章的三个自然段：茶之源、茶之造、茶之宣，帮助学生理清文章脉络。“茶之源“部分通过阅读第一段回答问题了解段落大概，再进行分层阅读，帮助不同层次的学生，最后通过动图和动词复述“茶之源”，体会一般过去时的被动语态的用法。环节五：Activity 5 教师活动5 Read Para.2 Production of tea —— (茶之造） A few thousand years later Ask students to read the Para.2 and finish the reading card. 学生活动 5 Students to read the Para.2 and finish the reading card. Check the answers . （同伴检查）活动意图说明：“茶之造”部分通过阅读第二段完成读书卡，了解《茶经》作者以及其中的内容， 环节六：Activity 6 教师活动6 Read Para. 3 Spread of tea —— (茶之宣） Many years later Ask students to read Para 3 and finish the time line. 学生活动 6 Students read Para 3 and finish the time line. Check the answers. 活动意图说明： “茶之宣”部分主要将茶的传播。通过阅读第三段完成时间线，让学生理清茶是什么时候、传入到哪个国家。拓展从古到今茶的传播历史与文化，感知茶的文化与经济传播魅力。环节七：Activity 7 Post-reading教的活动7 Deep Thinking Retell According to the contents of New Cha Jing, retell the whole passage Deep Thinking How did tea become popular (引导学生提出古代丝绸之路，以及如今我们可以通过一带一路传播我们的茶文化 Where there are Chinese people, there is tea. (哪里有中国人，哪里就有茶） Assessment 学生活动7 Students think about a question and give answers. Ask students to give self-assessment and peer-assessment.活动意图说明： 通过问题追问，回读文本，梳理每一段的核心信息，同时板书”茶”字去归纳和评价“中国人”在“发明、发展、传播”中的重要作用，体验文化自信。最后学生进行自我评价和同伴评价。
板书设计
分层作业设计 Level A： Recite the important sentences in the passage. Level B： Please write a composition to introduce Chinese tea culture to foreigners.
教学反思与改进