仁爱科普版九年级下册英语 Unit 5 Topic 3 Now it is a symbol of England Section C 教学设计（表格式，含核心素养目标）

九下英语Unit 5 China and the World. Topic 3 Now it is a symbol of England Section C 教学设计
I. Teaching Objectives 1. Knowledge Objectives Students can accurately master and use vocabulary related to cultural symbols, such as "represent, symbolize, unique, identity", and phrases like "be known as, stand for". They can skillfully apply sentence patterns for describing cultural symbols, such as "What does... represent It represents...", and conduct relevant dialogue exchanges. Students can deeply understand the cultural symbols of England in architecture, customs, language, etc., and the cultural connotations behind them. 2. Ability Objectives Through listening training, improve students' ability to capture key information and understand listening materials, and cultivate their language sense. With the help of reading teaching, enhance students' abilities to analyze text structures, extract key information, make inferences, and summarize. After oral and writing exercises, upgrade students' capabilities to clearly and systematically express personal opinions and describe cultural phenomena in English, and improve their comprehensive language application ability. 3. Affective Objectives Stimulate students' interest in and desire to explore cultures of different countries, and cultivate their cross - cultural communication awareness. Guide students to respect and appreciate diverse cultures, establish the concepts of cultural equality and inclusiveness, and broaden students' global vision. 4. Cultural Awareness Objectives Enable students to deeply understand the close connection between cultural symbols and a country's history and social development, and experience the inheritance and uniqueness of culture. Assist students in learning to compare the similarities and differences of cultural symbols in different countries, cultivate students' sensitivity to cultural differences, and enhance their cultural appreciation ability. II. Teaching Key and Difficult Points 1. Key Points Master the key vocabulary, phrases, and sentence patterns of this lesson and be able to use them flexibly in real - life prehend the listening and reading materials about English cultural symbols, accurately obtain key information, and grasp the main idea of the texts. 2. Difficult Points Analyze the significance and value of cultural symbols from multiple perspectives such as culture, history, and society, and clearly and accurately elaborate them in English. Guide students to appropriately apply the knowledge they have learned in cross - cultural communication, respect cultural differences, and conduct effective communication. III. Teaching Methods Situational Teaching Method: Create real - life situations related to English culture, such as simulating cultural exchange activities and holding cultural exhibitions, allowing students to feel and use English in the situations and enhancing their understanding of culture. Task - based Teaching Method: Assign diverse tasks, such as listening tasks, reading tasks, oral expression tasks, and writing tasks. Let students actively learn and explore while completing the tasks, and cultivate their autonomous learning ability and problem - solving skills. Group Cooperative Learning Method: Organize students to carry out group cooperative learning, jointly complete tasks such as discussions, role - playing, and project production, and cultivate students' teamwork spirit and communication skills. Multimedia - assisted Teaching Method: Use multimedia resources such as pictures, audio, and video to enrich teaching content and forms, stimulate students' learning interest, and help students better understand and master knowledge. IV. Teaching Procedures 1. Lead - in (5 minutes) Display pictures of famous cultural symbols around the world, such as the Great Wall of China, the Eiffel Tower in France, and the Statue of Liberty in the United States. Guide students to say their names and symbolic meanings in English. Ask: "What do you know about the symbols of England Can you name some " Encourage students to actively share the English cultural symbols they know, thus leading to the theme of this lesson. 2. Listening (5 minutes) Ask students to read the listening tasks in 1a, clarify the key information they need to obtain, such as which English cultural symbols are mentioned in the dialogue and what they represent respectively. Play the recording for the first time. Students listen to the recording and initially understand the dialogue content, and answer general questions raised by the teacher, such as the scene of the dialogue and the main topic being discussed. Play the recording for the second time. Students complete the filling - in - the - blanks task in 1b and record the key information. After the recording ends, students check answers with their deskmates. Then, invite several students to share their answers, and the teacher gives comments and corrections. Play the recording again. Students follow the recording, paying attention to pronunciation skills such as intonation, stress, and liaison. After following the recording, let students work in pairs to imitate the dialogue content. The teacher walks around and gives guidance. 3. Vocabulary (5 minutes) Introduce key vocabulary and phrases "represent, symbolize, unique, identity, be known as, stand for" by showing pictures related to English cultural symbols, such as the English national flag, national emblem, Big Ben, etc. Combine pictures and examples to explain the meaning, usage, and collocations of each vocabulary and phrase in detail. For example, "The red rose represents England." "The Great Wall is known as a symbol of China." Conduct vocabulary games, such as "vocabulary quick response". The teacher shows pictures or gives English explanations, and students quickly say the corresponding words or phrases. The students who answer correctly get points. Finally, count the points and reward the students with excellent performance. Through the game, stimulate students' learning interest and deepen their memory of vocabulary. 4. Reading (10 minutes) Skimming: Ask students to quickly read the short passage in 2a within 3 minutes, and require them to find the main idea of the passage and the topic sentence of each paragraph. After reading, guide students to share the main idea and topic sentences they found. The teacher summarizes and helps students sort out the text structure. Scanning: Put forward a series of detailed questions, such as "What does the coat of arms of England look like What do the three lions on it represent " Ask students to read the passage again and find the answers in the text. During the reading process, encourage students to circle the key information. After students answer the questions, the teacher gives comments and explanations, emphasizing the importance of detailed understanding. In - depth Comprehension: Organize students to have group discussions. The discussion questions are as follows: "Why are these symbols important to England How do they reflect the history and culture of England " Each group selects a representative to speak and share the results of the group discussion. The teacher guides students to deeply analyze the significance and value of cultural symbols from multiple perspectives such as culture, history, and society, and cultivate students' critical thinking ability. Language Learning: Guide students to pay attention to the key sentence patterns and expressions in the short passage, such as "Not only... but also...", "It is believed that...", etc. Let students imitate these sentence patterns to make sentences. Then, invite several students to share the sentences they made. The teacher gives comments and corrections to help students master the usage of these key sentence patterns. 5. Speaking (5 minutes) Assign an oral task: "Suppose you are a tour guide in England. Introduce one of the cultural symbols of England to a group of foreign tourists." Let students think independently, organize their language, and then communicate and share in groups. Each group selects a representative to make a presentation to the whole class. Other group members can ask questions and express their opinions. The teacher evaluates students' oral expressions, giving feedback and suggestions from aspects such as pronunciation, language accuracy, content richness, and fluency of expression. Conduct a group debate activity. The topic is "Which is more important for a country, its traditional cultural symbols or modern cultural symbols " Divide students into two sides, the affirmative side and the negative side, for group discussions and debates. The teacher guides students to use the knowledge and viewpoints they have learned to systematically elaborate their positions and arguments, and cultivate students' logical thinking ability and oral expression ability. 6. Writing (10 minutes) Assign a writing task: "Write a short passage about a cultural symbol of your favorite country. Include its name, appearance, symbol meaning, and the reason why you like it." First, the teacher guides students to sort out their writing ideas, such as how to introduce the topic at the beginning, how to describe various aspects of the cultural symbol in detail in the middle, and how to summarize and sublimate at the end. Students complete the writing task independently, and the teacher walks around and gives individual guidance. After writing, let students conduct peer - review. They check each other's grammar mistakes, spelling mistakes, and whether the expressions are clear, and put forward revision suggestions. Then, students revise and improve according to their deskmates' suggestions. Finally, invite several students to share their compositions. The teacher gives comments and praise, and displays excellent works for other students to learn from. 7. Summary (3 minutes) Guide students to review the key vocabulary, phrases, sentence patterns, and knowledge about English cultural symbols learned in this lesson. Invite students to summarize and speak. Emphasize the important significance of cultural symbols in a country and a nation. Encourage students to continue to explore the cultures of different countries in future study and life, and enhance their cross - cultural communication awareness. 8. Homework (2 minutes) Written homework: Require students to complete the after - class exercises to consolidate the vocabulary and grammar knowledge learned in this lesson. At the same time, ask students to write a short passage comparing the similarities and differences of a certain cultural symbol between China and England, with no less than 100 words. Practical homework: Let students collect more information about cultural symbols of various countries around the world through the Internet, books, and other channels, and make a hand - written newspaper. They will show and communicate it in the next class. V. Teaching Reflection During the teaching process, pay full attention to students' learning situations and participation degrees, and adjust teaching rhythms and methods in a timely manner. Through diversified teaching activities, stimulate students' learning interests and enthusiasm, allowing students to learn English in a relaxed and pleasant atmosphere. At the same time, focus on cultivating students' autonomous learning ability, cooperative learning ability, and innovative thinking ability, and guide students to learn how to learn. In terms of teaching evaluation, adopt diversified evaluation methods, give students affirmation and encouragement in a timely manner, and enhance students' learning confidence. For the problems and deficiencies existing in students' learning process, provide feedback and guidance in a timely manner to help students improve. In addition, continuously reflect on one's own teaching process, summarize experience and lessons, and continuously improve one's teaching level and professional quality.