Unit 5　What are the shirts made of？Section A (3a-4c)教案 2024-2025学年人教版英语九年级全一册

Section A (3a-4c) 课　题 Unit 5　What are the shirts made of? 课时 第二课时Section A (3a-4c) 课型 New 教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇: product, France, no matter, local, brand, avoid, handbag,mobile, everyday,boss, Germany, surface, material, traffic, postman, cap, glove 2.掌握以下句型: ①No matter what you may buy, you might think those products were made in those countries. ②He found it interesting that ... ③Kang Jian thinks it’s great that China is so good at making these everyday things. 3.阅读短文,能按要求找到相应的信息 4.通过阅读提高学生们的阅读能力 教学重点 被动语态的用法 教学难点 被动语态的用法 课前预习 Preview the new words 教学方法 Individual work;Team work;Cooperative work 教学过程 教学环节 教师活动 学生活动 备课札记 Step 1 Lead-in Show some questions to students: ①Where did Kang Jian go to visit his aunt and uncle? ②What did he discover in the toy stores? ③Why did he have to visit many stores before buying a pair of basketball shoes? Look at the questions and think about them. 通过提问方式导入,从而自然引入新课 Step 2 Read and answer(3a) 1.Let students read the article quickly and try to answer the questions. 2.Check the answers. 1.Read the article quickly and try to answer the questions. 2.Check the answers. 通过快速阅读获取信息,能更好地提高阅读技能 Step 3 Practice (3b,3c) Let students read the article again and finish the tasks in 3b and 3c. Read the article again and finish the tasks in 3b and 3c. 通过阅读文章回答问题,加深了学生对于文章的理解以及对于本单元重要词汇及句子的掌握 Step 4 Grammar Focus 1.Guide students to read Grammar Focus by themselves. 2.Let students translate the sentences. 3.Explain the grammer. 1.Read Grammar Focus. 2.Translate the sentences. 通过读句子翻译句子,在语境中体会被动语态的用法 Step 5 Practice (4a,4b,4c) Guide students to finish the tasks in 4a,4b,4c. Finish the tasks in 4a, 4b,4c. 通过练习加强学生对于被动语态的理解以及应用 续表 教学环节 教师活动 学生活动 备课札记 Step 6 Consolidation 教师设置巩固检测练习: 将下列句子变成被动语态句 1.Mr Li corrects the students’ homework every morning. 2.People play basketball all over the world. 3.We often see him help his classmates. 4.The trees cover the whole mountain. 5.The teachers take care of the children. 独立完成检测练习,进行自我评价 通过检测练习使学生了解自己对本节课的词汇、句型、语法等的掌握情况 Step 7 Homework Ask students to make a conversation about something they are wearing or have in their schoolbags. 板书设计 Section A (3a-4c) 1.New words:product, France, no matter, local, brand, avoid, handbag, mobile, everyday,boss, Germany, surface, material, traffic, postman, cap, glove 2.Structures: ①No matter what you may buy, you might think those products were made in those countries. ②He found it interesting that ... ③Kang Jian thinks it’s great that China is so good at making these everyday things. 教学反思 在本节课的教学活动设计能够创设丰富的语境,设置循序渐进的学习任务,充分发挥学生的主体作用,引导学生合作学习、自主探究,重视“预习—展示—练习—反馈”的学习过程 资料链接 中国茶艺 一、茶艺背景 广义上是指整个茶文化背景,狭义上指的是品茶场所的布景和衬托主体事物的景物。茶艺背景是衬托主题思想的重要手段,它渲染茶性清纯、幽雅、质朴的气质,增强艺术感染力。品茗作为一门艺术,要求品茶技艺、礼节、环境等讲究协调,不同的品茶方法和环境都要有和谐的美学意境。闹市中吟咏自斟,不显风雅;书斋中焚香啜饮,唱些俚俗之曲更不相宜。茶艺与茶艺背景风格要统一,不同风格的茶艺有不同的背景要求。所以在茶艺背景的选择创造中,应根据不同的茶艺风格,设计出适合要求的背景来。 二、茶艺内涵 第一,简单说是“茶”和“艺”的有机结合。茶艺是茶人把人们日常饮茶的习惯,根据茶道规则,通过艺术加工,向饮茶人和宾客展现茶的冲、泡、饮的技巧,把日常的饮茶引向艺术化,提升了品饮的境界,赋予茶更强的灵性和美感。 第二,茶艺是一种生活艺术。茶艺多姿多彩,充满生活情趣,能够丰富我们的生活、提高生活品位,是一种积极的方式。 第三,茶艺是一种舞台艺术。要展现茶艺的魅力,需要借助人物、道具、舞台、灯光、音响、字画、花草等的密切配合及合理编排,给饮茶人以高尚、美好的享受,给表演带来活力。 第四,茶艺是一种人生艺术。人生如茶,在紧张繁忙之中,泡出一壶好茶,细细品味,通过品茶进入内心的修养过程,感悟苦辣酸甜的人生,使心灵得到净化。 第五,茶艺是一种文化。茶艺在融合中华民族优秀文化的基础上又广泛吸收和借鉴了其他艺术形式,并扩展到文学、艺术等领域,形成了具有浓厚民族特色的中华茶文化。 茶艺起源于中国,与中国文化的各个层面都有着密不可分的关系。高山云雾出好茶,清泉活水泡好茶,茶艺并非空洞的玄学,而是生活内涵改善的实质性体现。饮茶可以提高生活品质,扩展艺术领域。自古以来,插花、挂画、点茶、焚香并称四艺,尤为文人雅士所喜爱。茶艺还是高雅的休闲活动,可以使精神放松,拉近人与人之间的距离,化解误会和冲突,建立和谐的关系等。这些都为我们认识和理解茶艺提出了更高、更深的要求。 学科网（北京）股份有限公司 $$