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、教材解读【语言形式】语言矢口识L product,brand,handbag^obilejocal,etc..语言技能被动语态
2.功能项口描述中国制造3【内容解读】体裁记叙文L.内容解读4本堂课的教学内容为人教版《新目标英语》Grade9Unit5Section B3a TheDifficult Search for在本单元中起承上启下、巩固语法、延伸话题的作用文本描述了American Productsin theUS,“一个中学生在美国的商店中找不到美国制造的产品，而几乎都是中国制造的产品”的事实文本语言地道流畅，内容真实生动，话题贴近学生生活，容易引起初中生的共鸣文章主题突出，逻辑清晰，便于读者理清文章结构脉络，但同时文本中隐含的情感也值得读者挖掘
二、学情分析.语言知识与技能水平1本堂课的授课对象为九年级学生，大部分学生具有良好的英语语言基础和较高的学习热情，“中国制造”这一话题贴近他们的生活，学生能够积极进行深度思考并参与相关讨论学生刚接触被动语态知识，表达准确度普遍不高，还需要进一步训练，此外，学生在表达个人观点时词汇积累不够，还需要继续提高.学习习惯和认知风格2该班大部分学生已经养成良好的学习习惯，课堂笔记及时，阅读技能正在逐渐形成中，如扫读、略读、通过语境猜词等技能班上学生英语水平思维活跃，表现欲强，愿意尝试用英语表达自己的观点和看法，课堂显得热闹而富有生机，但学生的思维深度和广度，以及表达方式的严谨度还有待提高
三、教学设计.教学目标1【语言能力】.掌握以下词匚与表达17France,local,brand,avoid,product,handbag,mobile,everyday,no matter,；search for能够使用被动语态描述中国制造的高科技产品
2.【学习能力和思维品质】熟练应用扫读与跳读获取文本的主要大意和细节信息；
1..根据主人公的购物经历，比如购买玩具和篮球鞋，理解文章脉络；
2.合理应用猜词利推断，理解并记忆阅读文本中的新词；
3.通过深度加工文本，进一步思考与谈论自己的观点（中国制造的发展方向，如何从“中国制4造”到“中国创造”）O【文化意识】通过加深对“中国制造”的了解，增强民族自豪感和文化自信心，培养为中华之崛起而努力奋斗的爱国情怀.教学重难点2【教学重点】1学生能够通过多轮不同层次问题的讨论，充分理解文章；2学生能够借助思维导图提炼文本关键信息、概括主要内容，并口头复述；3学生通过阅读文章加深对中国制造的了解，培养民族自豪感【教学难点】学生能够深层次思考如何实现从“中国制造”到“中国创造”，并口头报告板书设计Unit5Section AReadingfactsThe DifficultSearchforAmerican Productsshoppingexperience.教学过程3Stages Teachingprocedures TeachingnotesActivity1:Free talkTo helpstudents getpreparedfor thetopic andBasedon the following questions:“If youtake atripthink aboutwhether theabroad,what willyou do”,If yougo toanotherproducts withforeigncountry,what local products willyou buy”brands are made in theirown countries.Pre-readingActivity2:Watching a videoTo leadin thetopic“made5mins，in China”stimulate activeStudents are invitedto watcha funnyvideo.It isfunnylearning andarousebecause nearlyeverything relatedto theAmericanstudents9interest in thepresident Trumpis made in China.lesson.Studentsareasked toshare theirown thingswith foreignbrandsmade inChina.TransitionT:A boytook atrip tothe USA,and hewanted to buy somelocalproducts.Can hiswish cometrue Lefsfind outsome informationin todayspassage.Activity1:Predicting Toprepare forthe readingandarouse students9Look atthe pictureand readthe title.interest;to leadinthekeyT:What informationcan youget from the pictureword“difficult”.T:What iskey wordinthetitle andwhyActivity2:Fast readingTo helpstudents get thekey informationbySkim the passage and answer questions,like Whoisskimming andgetthemain，mentioned”“What isthepassagemainly about”idea.To trainstudents scanningskillsand helpthem getaActivity3:Careful readingbetterunderstanding of theTask1:Listen andcomplete thefacts aboutKang Jian.passage.Task2:Read thepassage andfind outthe2things hewantedtobuy.Task3:Underline whathappened whenhe boughtthe2products.Task4:Read againandanswerthefollowingquestions.While-reading
1.From Kang Jian,was thereanything elsemadein20minsChina
2.What areKang Jiansfeelings andwishes.To evaluatehow welltheActivity1:Interviewstudents havemastered thecontentofthepassage andNowKang Jiancomes backfromtheUS.Suppose onePost-readingto offerstudents arealstudent isKangJianthe otherstudents arethe reporter5minssituation toput whatfromZYTV.Ask andanswer questionsabout Kangtheyvelearned intoJiansfacts,shopping experience,feelings andwishes.practice.TransitionThink aboutthe questions:Why dothink somany productsin Americaaremade inChina Howdo youfeel aboutthis Doyou agreewith KangJians opinionFurther-thinking Activity1:Watching avideoTo helpstudents gobeyond9mins Studentsare invitedto watchavideoabout madeinthe passagewith moreChina.information aboutmadeinChina and toinspirestudents tothink deeper.Activity2:Be aCreatorTo developstudentsSchool News:cooperative awarenessbyThe Scienceand TechnologyFestival iscoming.working ingroups andtoWork ina groupof6and createa high-technologyguide themto beproud ofproduct.Lefs seewhos thebest creator!Chinaandwork hardfor astrongerChina.Assignment Toconsolidate whatChoosethe homeworkyou likeand youare ableto do:students havelearned inIminOption1:Interview anotherstudents aboutKang Jiansclass.experience.Option2:Write downthe high-technology productyoucreated within80words.。
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