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視頻課題：人教版九年級Unit5 What are the shirts made of Section A 3a-3c浙江
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人教版九年級Unit5 What are the shirts made of Section A 3a-3c浙江省 - 紹興
教學目標
1. 知識目標
(1) 熟練掌握product, France, local, avoid, handbag, mobile, everyday等詞,識記brand。
(2) 正確使用no matter句型。
2. 能力目標
(1) 運用預測、略讀、理解指代等多種閱讀策略,從閱讀材料中獲取所需信息。
(2) 利用思維導圖重現文本結構,協助記憶文本內容。
3. 情感目標
認識當今世界制造業格局,看到中國在世界經濟競爭中的優勢和短處,同時確立今后自身奮斗的目標。
2學情分析
作為九年級的學生,在第一課時已經學習了被動語態的基本用法,同時也具有了一定國際視野,所以在學習本節課內容時應該是得心應手的。然而參加本次錄像的學生是八年級的學生,他們并沒有學過被動語態,只是在八年級教材中接觸過幾個被動語態的句子,另外他們的詞匯量也相對小一些。好在這篇文章的被動語態并不是很突出,只要額外多教授幾個單詞,八年級學生是可以接受的。
3重點難點
教學重點:運用適當的閱讀策略,如預測、略讀、理解指代等,從閱讀材料中獲取信息。
教學難點:具有一定國際視野,領略當今制造業格局,認識中國在世界經濟競爭的優勢和短處。
4教學過程
4.1第一學時
4.1.1教學活動
活動1【導入】Step 1 Warming up
Enjoy some pictures of different countries with music (France, Switzerland, Japan, the US).
[設計意圖] 通過觀賞一些外國的風景圖片并欣賞音樂,創造一種輕松的氛圍,緩解學生的緊張感。同時,展示的圖片也是為之后的上課內容做一些鋪墊。
活動2【講授】Step 2 Presentation
1. Talk about the pictures and ask “If you go to another country, what would you do?” to present the new words
“local” and “product”.
2. Present specific countries and ask “If you go to France/ Switzerland/ Japan/ the US, what products would you
buy?” At the same time, present “France”, “mobile”, “high-technology”.
[設計意圖] 通過第一個問題引導出本節課最重要的生詞,掃除閱讀的障礙。接著在提出第二個問題時復現之前引出的單詞,讓學生在實際情景中使用并掌握生詞。之后教師通過“Are these high-technology products made in these
countries?”順利地過渡到閱讀材料。
活動3【活動】Step 3 Pre－reading
Predict according to the title and the picture.
1. Where did the boy go?
2. Is it easy to buy local products? Why?
3. What’s the main idea of this passage?
A. Many products in American shops are made in the US.
B. Many products in American shops are made in China.
[設計意圖] 通過閱讀材料標題和課文插圖,學生可以預測本文的主要內容。這是對學生閱讀技能的培養,也是對于學生的思維能力的鍛煉。同時教師是通過循序漸進的方式,逐步引導學生預測文本,也激發了學生的閱讀興趣。
活動4【活動】Step 4 While－reading
1. Skimming
(1) Skim and check the answer of the prediction.
What’s the main idea of this passage?
A. Many products in American shops are made in the US.
B. Many products in American shops are made in China.
(2) Present “No matter what you may buy, you might think those products were made in those countries.
However, you could be wrong.”
①Guess the meaning of “no matter”.
②Find what two “those” refer to.
[設計意圖] 通過略讀核對學生之前對文本主要內容的預測,并從文章開頭尋找出關鍵句。緊接著再對關鍵句進行分析,通過對no matter猜測詞義和尋找those的指代含義,滲透了另外兩個重要的閱讀策略:猜測詞義和理解指代。
2. Careful reading
(1) Read and answer five questions about “Kang Jian”
① Who is Kang Jian?
② When and where did he visit his aunt and uncle?
③ What did he want to buy?
④ How many kinds of things made in China did he find?
⑤ How does he feel about “Made in China”?
(2) Check the answers and finish the mind map on the blackboard.
[設計意圖] 通過仔細閱讀,讓學生尋找5個關鍵信息,既是訓練學生尋找信息的能力,也是對文本信息的整理和再構建。同時在核對答案時,由學生來完成思維導圖,則是讓學生主動思考,發揮學生在課堂上的主體作用,更是對學生思維能力的培養!
3. Careful reading
(1) Read and fill in the chart.
[設計意圖] 再次通過仔細閱讀,讓學生完成表格。運用多種形式對文本信息進行整理和再構建,除了思維導圖還可以是表格等其他形式,這也是給學生一個鮮活的解讀文本的模板。在核對答案的同時,還可以完成另外兩個代詞的指代含義理解。
(2) Find what other two pronouns refer to.
He found it interesting that so many products in the local shops were made in China.
Even though most of the toys were American brands, they were made in China.
(3) Think and answer “Which one did he buy first, the toy car or basketball shoes?” And add a chart to the mind
map on the blackboard.
[設計意圖] 激發學生的深層思考。盡管文章在講述買的兩件物品時只是簡單地將toy car的故事寫在前面,basketball
shoes在后面,但是從文本中句子的內在邏輯聯系,我們可以確定這兩者位置不能交換,因為買toy car時Kang Jian只發現
most of the toys是中國制造,而買basketball shoes 時,他進一步發現many other things都是中國制造,而且美國人can
hardly avoid中國制造. 這個問題的設計,就是為了讓學生進一步深入思考,不僅僅要“知其然”,更要進一步探究“其所以然”。而通過整理表格,我們也能更明顯地感受到文字間的邏輯關系。
4. Reading aloud
Read aloud with the tape.
[設計意圖] 學生跟著配套錄音一起朗讀,既能夠培養學生的語音語調,又可以逐漸訓練學生的語速,日積月累地跟讀能夠逐漸提高學生的口語能力。
5. Retelling
Retell the passage according to the mind map.
[設計意圖] 通過呈現完整的思維導圖,幫助學生復述文章。同時,教師將開頭和結尾直接呈現出,既是給學生降低一定的難度,也是提醒學生復述是要用自己的話將文章重新講一遍。
6. Discussion
Talk about feeling about “Made in China”.
[設計意圖] 通過提問How do you feel about “Made in China”? 讓學生談談對于中國制造的看法,既是激發學生心中的愛國主義情感,同時也是為了自然過渡到后面的填空文章。
活動5【練習】Step 5 Post－reading
1. Show the cover of the book A Year Without “Made in China”.
2. Fill in the blanks
Fill in the blanks of the passage based on the book.
An American housewife, Sara, found that her _________ life was full of all kinds of Chinese products. She
was a little worried. So she decided to stop bringing _________ with the words “Made in China” into her
house for a year.
Sara met her first problem when she found that her son’s tennis shoes were too small. They were
_______________ and only 10 dollars. However, in order to _______buying a pair of Chinese shoes, she
__________for two weeks. Finally, she bought in a ______ shop a pair of sports shoes made in _______
for 60 dollars.
Weeks later, she spent another 60 dollars on her baby daughter’s shoes of an American ________. This
kind of trouble __________while she kept her resolution. ___________what products she wanted to buy,
those made in China were always the most easily found and cheapest.
In the end, she realized that she can live without “Made in China”, but it is much more difficult and expensive.
[設計意圖] 介紹《離開中國制造的一年》這本書,一方面是讓學生了解外國人對于中國制造的感受,另一方面教師將書中部分段落改寫后設空,讓學生填寫,是檢測學生對于文章中所學新詞的鞏固和檢測,起到了一箭雙雕的作用。
3. Think about “What does “Made in China” mean?”
4. Read the sentences
We should move from “Made in China” to “Created in China”, from “China speed(速度)” to “China quality” and
from “Chinese products” to “Chinese brands”.
It’s your job to make it come true.
[設計意圖] 經過閱讀和填空,學生對于中國制造的了解更加全面。因此這個問題不僅僅是對中國制造字面意思的解釋,更是對中國制造產品的評價。作為一名中國學生,在為國家感到自豪的同時,更加應該看到我們的不足,并產生強烈的使命感,要為中國的進一步強大貢獻自己的力量!
活動6【作業】Step 6 Homework
Read the passage again after class.
[設計意圖] 激發學生奮斗的激情,并鼓勵學生從現在開始做起,從課后朗讀文章開始。
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