【核心素养目标】Unit 5 What are the shirts made of Section B (3a-Self check)表格式教案

课题 Unit 5 What are the shirts made of Section B (3a-Self check) 班级 备课教师
课型 写作课 课时 6
核心素养与思政渗透 本课时话题以“家乡的特色物品”为中心而展开，引导学生思考本地区的特色物品，如食品、艺术品或者其他的产品，利用本单元的基本句式——一般现在时态的被动语态进行写作练习。通过对某产品制造原材料和产地等方面信息的表述，激发学生的英语学习兴趣，回顾和复习本单元语言知识，增强语言运用能力，在语言学习中发展逻辑思维、辩证思维和创新思维，鼓励学生积极参与合作学习，学会分享，并加深其对中国传统艺术、家乡特色物品的了解与欣赏，增强文化自信，培育家国情怀。
课标分析 新课标要求九年级学生能分析和梳理常见书面语篇的基本结构特征；能用简单的连接词建立语义联系；在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；能欣赏、鉴别美好事物，形成健康的审美情趣；具有国家认同感和文化自信，有正确的价值观和积极向上的情感态度；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够围绕“家乡的特色物品”的话题，通过看、读、说等活动搜集、理解所需要的语言基础信息；能够正确使用有关物品和原材料等方面的词汇和一般现在时的被动语态句型，简要介绍产品的材料、用途、产地等信息并且能够表达自己对此产品的情感态度；
文化意识 能够积极参与合作学习，学会分享，并加深对中国传统艺术、家乡特色物品的了解与欣赏，增强文化自信，培育家国情怀；
思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关“朋友”的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过多种渠道学习和复习，保持英语学习兴趣；认识了以读促写的写作模式并尝试进行写作，认识到写作的步骤有头脑风暴、提纲罗列、修改提升等。
教材内容分析 本课是一节以话题为核心的写作课，3a-3c活动都属于阅读后的写作综合活动。3a活动利用阅读材料输入的信息，通过提问和回答的方式让学生介绍自己家乡的特产、事物或艺术品；3b要求学生在3a的基础上进行写的训练，教材提供了写作支架，降低了难度。
重点 本单元所学关于“中国制造的东西”话题下的词汇和表达的正确运用；理解并运用被动语态准确表达生活中的被动关系；
难点 动词的过去分词的准确运用；对产品的材料、用途、产地等信息的简要介绍和对此产品的情感态度的表达。
学情分析 本课时以介绍家乡的特色产品为中心话题。介绍物品的文章通常属于说明文，对于学生来说比较难写，要么无内容下笔，要目无法用英文表达出想写的内容。因此，前期的框架一定要假设要，要给予学生足够多的输入，才能引导学会成功输出。通过前几个课时的学习，学生有一定的被动语态的句型积累，在阅读文章里也对中国剪纸艺术有了一定的了解，对于家乡的特产这个话题也较为熟悉感兴趣，这是本课时学习的优势所在，在此基础上做一定的扩充。
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Step 1. Lead-in. Watch the video and guess which item the man is talking about. Step 2. Reading. Have a free talk about some aspects they can use to talk about an object. Sa: Is it used at school or at home Sb: What is it made of Find out some key words in the passage and sum up the aspects on how to describe objects. Step 3. Vocabulary collections. What the product is. Make sentences using different structures. Sa: I have a kite. Sb: One of famous products in my city is ... What it looks like. Make sentences using different structures. Sc: It is red/ small/ round/ ... What its material is. Look at the pictures and say the words. Then talk about the materials. Sd: It is made of glass and steel. Se: It is made from wood. Where it is made. What it can do. Sf: The sunglasses help to protect people from the sun. Why it is special. Review the passage and have a try. Sg: It’s so special because there is a painting on the fan. The flowers and butterflies on it are so lively that you may think the painting on the fan is real. More information. Step 4. Sample writing. Read the instruction and analyze step by step with T's help. Checking. Checking. Read the instruction. With T’s help, analyze the topic, the text style, the tense, the person and the information points they will write. Making an outline. Sentences. With T’s guide, better their sentences. Linking words. Step 5. While-writing. Read the instruction and draw an outline. After drawing the outline, write a passage based on it. 10 minutes will be given. Step 6. Post-writing. After finish writing, have a self-check for 3 minutes according to the checklist. Then share their passage with partners and evaluate each other according to the evaluation sheet. Appreciate the sample writing and sum up what a good article needs. Step 7. Self check. Finish the self check part. Report their answers and talk about their reasons. Play a video of a guessing game. T: When talking about an object, how can we describe it Let Ss read a passage about a handbag. T: What can you learn Provide some pictures for Ss to say the words about objects and materials. Offer some sentence structures. Remind Ss of the vocabulary about colors, sizes and shapes. Guide Ss to review the words about materials and make sentences with “be made of/from”. Ask Ss to match the objects with the usages. Check the answers. Present the examples in the passage and let Ss imitate them. Provide some Chinese meaning for Ss to translate on how to make the objects, their symbols, history and significance. Provide some sample writings for Ss to complete and learn more information about different objects. Guide Ss to think about the beginning, body and ending part. Guide Ss to add some conjunctions to the passage. Provide another instruction for Ss to write in class. While Ss are writing, walk around the classroom to offer help if they need. Offer the evaluation standards to the class. Pick out one or two examples to evaluate in class. 利用猜谜游戏，激发学生的学习兴趣，也给予一定的知识输入，引出“物品”话题。 通过例文展示，促进学生阅读理解能力的提升，并引导学生开阔思维，思考并罗列描述物品时需考虑的多个方面，为下面的写作活动做好充分的铺垫和示范。 通过头脑风暴、造句练习、翻译练习等多种形式，就曾经学过的和本单元课文中有关介绍物品的不同方面的句式要求学生套用练习，帮助学生回顾本单元写作任务所涉及的词汇和句型，为后面的写作积累丰富的语言素材。 以帮助同伴完成文章的任务为线，进行完成句子、建构篇章结构的练习，为写作搭好支架，丰富学生的素材积累。 培养学生的审题意识，包括对主题、体裁、人称、时态、写作要点的分析等。 培养学生列提纲的写前习惯，整体构建文章结构。 在列提纲的同时，鼓励学生发散思维，进行多样化的表达，激发其写作兴趣和表达的欲望。 在文章基本完成后，指导学生加入连接词，是全文连贯有逻辑。 让学生在课堂上进行限时写作，既能保证学生的写作时间，又能提高写作效率。同时，学生完成作文的情况也可作为本节课教学效果的一个重要评价指标。 培养学生良好的自我纠正习惯和方法，以及合作精神、批判思维能力和对作品的鉴赏能力。 在自我修改和同伴修改的基础上，集思广益，取其精华，学会运用更多的方法把文章写好。
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Ⅰ. 根据中文完成句子。 1.广州的公园每年都种很多树。 Every year, a lot of trees 　　　　　　　　in the parks in Guangzhou. 2. 纸是用木头做的。 Paper　　　　 　　　　　　　　wood. 3.山东潍坊现在因制作风筝而出名。 Weifang in Shandong Province 　　　　　　　　　　　　making kites now. 4. 你知道这个工具是用来做什么的吗 Do you know what this tool　　　　 　　　　　　　　 5. 这座桥是用石头建造的。 The bridge 　　　　　　　　　　　　stone. Ⅱ. 补全短文。 China has accepted Western fashion and technology as it has developed these years, but a lot of young people are turning to the past for their clothes choices. 1.　　　　. As the government encourages the renaissance(复兴) of traditional culture, Hanfu is getting more and more popular with the teenagers. 2.　　　　. These shows bring us back to the Han Dynasty. We learn more about the history, culture and beauty from them. Hanfu hasn't been in the same style since the Han Dynasty. 3.　　　　. They all have large soft robes(袍子), with sleeves that hang down to the knees, so the hands can't be seen. According to CNN, Chinese Hanfu culture has become a new trend among Chinese young people. 4.　　　　. In modern China, Hanfu fans are in all fields: from history fans to cartoon fans, to students and even professionals. “Clothes are the basic part of culture, 5.　　　　,” said Zhang Jun, a famous reporter. “If the people and the country do not even understand our traditional clothes or don't wear them, how can we talk about other important parts of our culture ” A.More and more young people put on Hanfu and go to the streets to show people Hanfu culture B.More and more young people put on Hanfu to show that they are different from others C.so both the traditional clothes and modern clothes play the same role in culture D.because Hanfu culture has spread to other countries for a long time E. Every year, we can enjoy different Hanfu shows around the cities F. They are putting on traditional “Hanfu” G. However, this kind of clothes has something in common
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板 书 设 计
Unit 5 What are the shirts made of Section B (3a-Self check)
作 业 设 计
Level A Make a brochure about “Things made in my hometown” with passive voice and share it next class.
Level B Draw a mind map to sum up the knowledge of this unit.
教 学 反 思
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