人教版英语九年级全一册教案Unit6SectionA3a3c语文docWord格式文档下载.docx

1、 【通过本单元的学习学生需掌握哪些综合技能】 通过本单元的学习使学生学会谈论一些发明的历史，掌握教材所呈现的与学习主题相关的单词和各种表达英语学习方法短语。教学目标语言知识目标： 1.通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词：nearly, ruler, boil, remain, smell, saint, national, trade, doubt熟练掌握短语: take place, without doubt, fall into, by accident, an open fire句型：

2、It is said/believed that The most popular drink in the world was invented. Tea was brought to Korea and Japan during the 6th and 7th centuries. 2.阅读技巧：通过快速阅读能够大致获取文章信息，通过精细阅读能 抓取文章细节。情感态度价值观目标： 热爱中国文化教学重难点教学重点：1.掌握本课时重点单词，短语和句型。2.学会一般过去式的被动语态3.能够简述茶的起源教学难点：1.一般过去式的被动语态2.用自己的话复数文章，简述茶的起源建议教法1. 提问对话法2

3、. 整体感悟法3. 理清思路法4. 语言分析法教学流程（详见相应教学活动设计） 教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2.阅读的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3.读后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。步骤过程措施（教师活动与学生活动） 目的 持续性评价DELC41预备与激活先期知识Step 1Greeting and Leading in （ 3mins ）1. Greet the class. Look at the screen, show a pic

4、ture of tea.T: Do you like drinking tea? Ss: Yes/No. Do you know when and how it was invented? Today well learn a passage about tea.通过茶的图片导入新课，使学生明了本堂课内容，激发学生兴趣。通过老师给出的信息，学生能否整体感知文章要讲的内容。附：教学活动设计DELC52获取新知识Step2Pre-reading（阅读前前（5 mins）Step 3While-Reading（阅读中）（12mins） Lets watch a video about tea. Do

5、 you know them ?（a picture of Shen Nong and a picture of Lu Yu）引出单词“ruler” What was Shen Nong doing?” He was boiling drinking water.引出单词“boil” He was boiling water ,and some leaves fell into（引出fall into） the water and remained there for some time .（引出单词remain） It produced a nice smell. It was delici

6、ous. That was how tea invented. It was invented by accident.引出“by accident” Lu Yu is the saint of tea. 1:Scan the passage by themselves, and match each paragraph with its idea.（3a） Paragraph1 How tea was invented by accidentParagraph 2 Lu Yu and his book Cha Jing Paragraph 3 How tea spread to other

7、countries2: Read the passage carefully and answer the questions ., then check answers. （3b） 1. When was tea first drunk?About 5, 000 years ago. 2. How was tea invented? By accident. 3. Who is called “the saint of tea”?Lu Yu.4. What is Cha Jing about? It is about how tea plants were grown and used to

8、 make tea and where the finest tea leaves were produced and what kinds of water were used. 5. When was tea brought to other countries? It was brought to Korea and Japan during the 6th and 7th centuries , to England around 1660. 用神农和陆羽的图片做简介，同时把文章中一些重要的单词短语引出，降低学生阅读难度；,最后通过一段录像了解茶叶，增加学生学习兴趣。通过泛读，了解文章

9、大意，选出每段段落大意通过第二遍细读，了解文章细节，回答问题。1.学生是否能熟悉新单词和句型2.学生对中国茶文化和历史是否有一定了解学生是否能通过泛读，精读文章获取文章信息。DELC63深度加工知识Step 4Post-reading（读后） （15mins） Since you have learned sth. about tea. Lets do some exercise.Read and fill the blanks. Fill the blanks according to the first paragraph. Tea （after water）, the most popu

10、lar drink in the world _ （invent） by accident. It is believed that tea _ （drink） 5,000 years ago. It _ （say） that a Chinese ruler _ （call） Shen Nong was the first _ （discover） tea as a drink. One day Shen Nong _ （boil） drinking water over an open fire. Some leaves from a tea plant _ （fall） into the

11、water and remained there for some time. It _ （produce） a nice smell so he _ （taste） the brown water. It was quite delicious, and so, one of the worlds favorite drinks _ （invent）.Fill the blanks according to the second paragraph. Lu Yu, “the saint of tea”, _ （mention） Shen Nong in his book Cha Jing a

12、 few thousand years later. The book describes how tea plants _ and used to make tea. It also discusses where the finest tea leaves _ （produce） and what kinds of water _ （use）. Fill in the blanks according to the third paragraph .People believed that tea _ （bring） to Korea and Japan during the 6th an

13、d 7th centuries. In England, tea _ （not appear） until around 1660, but in less than 100 years, it had become the national drink. The tea trade from China to Western countries _ （take） place in the 19th century. 3c Complete the sentences with the correct forms of the verbs in the box. 1. 告诉学生们本学习活动的要

14、求：用所给单词的适当形式填空。2. 让学生们读3c中的内容，理解每句子的大体意思。3. 学生们阅读句子内容，回想短文的内容，选择恰当的单词并用其恰当形式填空。4. 如果不能直接填上，可以再去阅读短文，在相关的内容处，再仔细进行阅读，找到相关信息，并完成句子。5. Check the answersLanguage points by accident. by accident =by chance意为“偶然地；意外”，作副词用。如： I met the singer by accident yesterday.拓展： by accident与by mistake的区别：by mistake表示

15、不小心地，错误地。I took your umbrella by mistake yesterday. by accident表示“偶然地”。I met my old neighbour in the park by accident/chance yesterday. 那个小孩在登山中意外地摔伤了腿。That child broke his leg _by accident_ when he was climbing the mountain.The tea trade from China to Western countries took place in the 19th centur

16、y. take place 表示“发生、举行、举办”，一般指非偶然性事件的“发生”，即这种事件的发生一定有某种原因或事先的安排. Great changes have taken place in our home town in the past ten years. take place与happen的区别： take place为稍正式用语。一般指非偶然性事件的“发生”，即这种事件的发生一定有某种原因或事先的安排。除“发生”外，常翻译为“进行、举行、开展”，主语是物，无被动语态。A sports meeting takes place in our school every term.h

17、appen作“发生、碰巧”解，一般用于偶然或突发性事件。物做主语,无被动语态。表示某人发生某事要用sth. happen to sb. 而sb. happen to do sth. 是某人碰巧做某事 An accident happened to her. 她发生了一场事故。 I happened to see him on my way home. 我在回家路上碰巧遇到他。1. 读后通过各种练习加深对文章的理解，细分到每一段，对文章的一种再现。2. 训练学生归纳总结，小组合作的能力，对重点词汇，短语，句型进行操练。1.学生是否能用已了解的文章信息做好相应的词形变化。2.学生是否能掌握核心句型

18、。DELC74评价学生学习Step 5Summary （5 mins）Step 6Exercise1. Let Ss read the whole passage together.2. Let Ss use five or six sentences to retell the passage 3.Use a mind-map to summarize Exercise.单选1. I found my lost book under my bed _.A. by accidentB. by the end C. by mistake D. by car2. The students didn

19、t stop talking _ the teacher came into the classroom.A. whileB. untilC. asD. at3. Only a few tigers _ in China.A. have B. remain C. keep D. stay4. Great changes _ in the city in the last few years.A. have been take place B. happenedC. have taken place D. have happened5. It is _ that our English teac

20、her will visit England during the summer vacation.A. said B. saying C. say D. says Homework1）. Retell the passage.2）. Make sentences with these phrases “by accident, take place, no doubt, be used for, fall into”. 1. 通过朗读,再复习文章2. 通过复述文章,训练学生归纳,获取信息能力培养学生学会总结归纳并形成判断的思维品质，培养学生们小组合作意识，学会向别人求助，取长补短，养成一种良好的学习习惯。通过对文章的反复再现,让大多数学生能够清晰掌握本课时语言重点,能否学以致用,举一反三.形成学生持续性评价