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所屬欄目：初中英語優質課視頻
視頻課題：人教版九年級Unit5 What are the shirts made of Section A 3a-3c陜西省優課
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人教版九年級Unit5 What are the shirts made of Section A 3a-3c陜西省優課
The content of the teaching Unit 5 What are the shirts made of? Section A 3a-3c Reading Period 2
Junior Middle School students of Grade 9
The analysis of teaching material
本課教學內容是Unit5 What are the shirts made of? Section A的一節閱讀課。本單元的主要話題是“談論日常生活用品用什么原材料制造以及出產地”，通過前兩節課的學習，學生已經基本掌握了be made of 以及be made in的用法，掌握了日常用品和制造該用品所需的材料等，本課時旨在繼續學習使用此短語的基礎上，引導學生讀懂關于Kang Jian去美國的經歷，掌握其中的新詞匯和表達，訓練跳讀、細讀、研讀能力，同時讓學生知道目前國際交往日益增多，在國際交往中，要承認差距，虛心學習國外有用的東西，應取其精華，棄其糟粕，要用辯證的方法和發展的眼光看問題，雖然我國在高科技領域的產品還不足，但只要國人都努力，一定會超越他們，從而讓學生領會到強烈的社會責任感，從而激發學生努力上進的愿望，形成良好的人生價值觀。 Analysis of the students
九年級的學生英語水平出現了很大的分化。部分學生對英語有很高的學習興趣，能達到課標要求的知識目標，但能力目標可能稍有欠缺。但是一部分學生英語基礎差，討厭學習英語，這些學生成績差的原因有的是因為基礎知識掌握不好，有的是閱讀能力及寫作能力欠佳。并且閱讀能力是相當一部分學生的弱項，閱讀能力的提升能有效促進學生英語寫作能力、提高英語學習興趣等，是一名優秀的中學生應當具備的基本能力。因此提高閱讀能力，提升學生的英語水平顯得尤為重要。基于此，根據本節課的教材特點，我預設不同的目標，讓多數學生掌握閱讀技巧及詞匯知識，同時根據本課內容進行對話練習，進行能力拓展的訓練。 Teaching aims
Knowledge aims：
1) Students will master the following words: local adj. avoid v. mobile adj. everyday adj. 2) Students will master the difficult sentences bellow:
No matter what you may buy, you might think those products were made in those countries.
Even though most of the tots were American brands, they were made in China. Americans can hardly avoid buying products made in China.
Ability aims：
1.Students will get the main ideas and comprehend the passage by fast reading, careful reading and doing some reading practice.
2. Students will retell the passage according to the blackboard design freely. Moral aims：
Students believe that China will get better at making high-technology products that people can buy in all parts of the world. And students also know that no matter who they are, they should try their best to make the country stronger and stronger. Teaching key points and difficult points: Teaching key points
1) Students will master the key words and phrases.
2) Students will get the main ideas and comprehend the passage by fast reading, careful reading and doing some reading practice. Teaching difficult points
Make up the conversation according to the passage like this: I: Hi! Kang Jian. May I ask you some questions? K: Sure. It’s my pleasure. … …
I: OK, I see. Thanks a lot. K: You are welcome.
Teaching methods and learning methods.
本課為一節閱讀課。在閱讀中指導學生運用skimming, scanning及careful reading通過上下文推斷、理解生詞的含義等閱讀策略，提高學生的閱讀理解能力。
按照閱讀課讀前、讀中、讀后三大版塊，教學時采用“問題導讀”的課堂教學模式。具體做法：情景導入—粗讀探知—細讀提升—研讀深化—拓展運用。 Teaching procedures 教學任務 教師活動 學生活動
設計意圖
Step1 .Leading in(5 minutes)
1.Greeting the students.
2.Do free talk.Like 1.Ss look at the pictures.
And answer
the 設置情景，導入新課。通過
看圖回答老師的問題，滲透閱讀的背景知識。激活學生
“If you go to ...., what would you buy?
questions. 大腦，調動學生的學習興趣， 激發學生的閱讀的愿望。
Step2.Pre-reading (2 minutes)
Ask Ss to look at the photo, Then answer the questions below: ①.Which country is this the national flag of?
②.Where was the flag made ?
Look at the photo and title, Then answer the questions 讓學生通過讀標題，看圖片，預測將會學習什么， 激發學
生的好奇心。
Step3 Skimming (3 minutes)
Have Ss skim the article. Then answer the questions
①What two things did Kang Jian want to buy in America? ②Where were they made?
Skim the article. Then answer the questions
粗讀感知。讓學生運用Skimming 這一閱讀策略，快
速瀏問題、首尾句等信息點，回答問題，感知文章大意。 Step4. Scanning (10 minutes)
1. Have Ss read the first paragraph, then answer the questions.
2.Let Ss read the second paragraph, then
answer
the questions
1. Read the first paragraph,
then answer the questions.
2.Read the second paragraph,
then answer
the
questions.
細讀提升。指導學生運用Scanning這一閱讀策略，通
過回答問題, 聯系上下文，
找出文章主要細節的閱讀策
略。 Step5.Careful reading(7 minutes)
1.Have Ss read the passage
carefully and write T or F
Finish the tasks and check the answers.
研讀深化。學生再讀課文，
找出文章的文章細節之處，黑體詞指代什么，并掌握通2.Have Ss guess what the underlined words refer to 過上下文猜測詞義的閱讀策略。
Step6.Post-reading (11 minutes)
1.Have Ss read the passage
carefully and see if they have any difficulties.
2. Ask Ss to retell the
passage according to the blackboard design.
3.Ask Ss to discuss the questions with their partner, and then share the ideas Q1.Why do you think
so
many
products in America are made in China? Q2.What is better than
“Made
in
China”?
The sweet tip: No matter who we are, we should try our best to make our country stronger and stronger.
1.Read the
Passage aloud and ask questions.
2.Retell the passage according to the blackboard design.
3.Discuss
the questions with your partner, and then share the ideas. 學生再讀課文，確保理解各
句話的意思，及時發現并處
理不懂的問題。最后通過復述課文，討論分享，讓學生
知道目前國際交往日益增多，在國際交往中，要承認
差距，虛心學習國外有用的東西，應取其精華，棄其糟粕，要用辯證的方法和發展
的眼光看問題，雖然我國在高科技領域的產品還不足，但只要國人都努力，一定會超越他們，從而讓學生領會到強烈的社會責任感，從而激發學生努力上進的愿望，形成良好的人生價值觀。
Step7.
Summary and Homework
1.Help
Ss
to summarize what we have learnt in this 1.Ss
try
to summarize what we have learnt in this 總結所學內容，并進行情感
升華，達到教書育人的目的。
(2 minutes) class.
2.Homework (1). Recite the new words
and
the
passage in 3a. (2).
Make
a
conversation according to the passage in 3a.
class.
2. Ss choose the homework to do
作業分層要求，異步達標。
Blackboard design
Teaching reflection
本課是本單元第二課時，是一節閱讀課。在組織教學過程中，我充分調動學生參與課堂的積極性，注重知識與技能，過程與方法，情感態度及價值觀的有效結合，有效完成了本節課的任務。同時，通過本節課的教學，我也得到一些體會。
1.教學設計符合學生的認知水平,能激發學生完成任務的興趣和參與活動的熱情, 這
就為順利開展之后的多個活動打下了基礎
2.通過閱讀，讓學生理解課文內容,并形成一定的閱讀技能。本節課通過回答問題、復述課文、填空等任務來培養學生捕捉細節的技能。
當然本課，我也發現一些設計上的不足。
課程設計應當面向全體同學，照顧每一個學生的發展，但是在教學過程中針對中下等生的問題較少，這部分學生參與的活動也少，在以后的教學中應當關注后進生，提升他們參與課堂的熱情，提升學習英語的樂趣，從而提高成績。
總之，教師應基于教材，基于學生，靈活性管理課堂，始終貫徹教學需要藝術,需要機智,需要創新,基于教材又不拘泥于教材的新教學理念。
Skimming（Read the passage quickly and get the main information.）
1.What two things did Kang Jian want to buy in America?
2.Where were they made?
Scanning(Scan the passage quickly and answer the questions)
1. Who is Kang Jian? Where did he go?
2. What did he discover in the toy stores?
3. Why did he have to visit many stores before buying a pair of basketball shoes?
4. What did he realize after his shopping experiences?
Careful reading（Read again and write T for true or F for false）
1.No matter what you may buy in another country, it is wrong for you to think those products were made in those countries.
2.Kang Jian found it interesting that so many products in the local shops were made in America.
3.Kang Jian is a 17-year-old student from Shanghai has never been to America.
4. Kang Jian realized that Americans can avoid buying products made in China.
Discussion
1.Why do you think so many products in America are made in China?
2.What is better than “Made in China”?
Homework:
Make a conversation according to the passage in 3a. (If you are the interviewer and your partner is Kang Jian, ask and answer in pairs.)
I: Hi! Kang Jian. May I ask you some questions?
K: Sure. It’s my pleasure.
I: OK, I see. Thanks a lot.
K: You are welcome.
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