Unit 6 When was it invented? Section A 3a-3c 教学设计 2024-2025学年人教版九年级英语全册

Lesson Plan 1.Teaching material PEP Unit 6 When was it invented? Section A 3a-3c An Accidental Invention Reading 2. Teaching ideology The English Curriculum Standard for Senior High School (2020) put forward language teaching aims to develop Ss’ core competencies, which consist of language competence, thinking quality, cultural awareness and learning capacity. It clearly requires teachers to pay attention to the process of developing students’ English language use ability, help them learn, understand and appreciate the excellent culture of home and abroad, cultivate the feelings of home and country, and strengthen their cultural confidence. The theme of unit is about human and nature and the topic of unit is inventions. The discourse type of this class is reading discourse. This text tells the invention of tea, the spread and development of tea. In this lesson, the teacher will design some related activities by adopting the activity-based approach to English learning, namely, activities of learning and understanding, activities of applying and practicing, activities of transferring and creating, to engage Ss into the use of language from mechanical to meaningful and finally to communicative level. 3. Analysis of teaching material (1)What: The material is from Go For It for students in Grade 9. The topic of Unit 6 is about invention. The material is an expository text introducing Chinese tea. The first paragraph describes in detail the time and specific process of Shen Nong’s invention of tea; The second paragraph introduces Lu Yu and the content of Cha Jing; the third paragraph introduces the spread history of Chinese tea around the world. (2)Why: By introducing the invention of tea, the content of Cha Jing and the spread of tea, the author gives readers a comprehensive understanding of the long history and practical significance of Chinese tea. The invention of tea can inspire students to explore the humanistic and scientific spirit contained in it, the classic works and the external spread of tea can stimulate students to understand and the historical and cultural value of tea. So it has strong educational and practical significance. (3)How: The text describes the invention of tea, the content of Cha Jing and the spread of tea in chronological order. There are two lines running through the whole text. One is the bright line to introduce Chinese tea, the other is the dark line to highlight the educational value behind tea, so as to deepen students’ understanding and recognition of Chinese culture and strengthen cultural confidence. 3.Analysis of students (1)Competence: The text is for Junior 3 Ss, who have a well foundation in language competence, learning capacity, thinking quality and cultural awareness. As the text is developed by a clear time sequence, Ss have no trouble in understanding the structure and gist. (2) Familiarity of the context: Ss are familiar with the invention of tea, Lin Qiaozhi’s story, as a teenager they do have trouble in making choices and taking actions. Therefore, putting them into this context can facilitate their understanding towards the target grammar. (1) Exiting foundation: Students have learned some knowledge about tea. Students have a basic understanding of passive voice of the simple past tense. Students are willing to cooperate in group and share their ideas. (2) Undeveloped level: Students need to have a better understanding of tea. Students’ mastery of the passive voice of the simple past tense. Students’ logical and innovative thinking could be improved. 4.Teaching objectives By the end of this class, the students will be able to: (1) Acquire and summarize the Use the key words and phrases: accidental, by accident, boil, remain, it is said/believed that, the popularity of, without doubt. (2) Learn to retell the story of the invention of tea, the development and popularity of tea in chronological order. (3) Cultivate students’ sense of national confidence and pride. 5.Teaching key points and anticipated difficulties: (1) Key points: the teaching focus of this lesson is to read, understand, comb and introduce the history of the invention, development and spread of tea, that is, to construct and internalize the knowledge about tea. (2) Anticipated difficulties: explain the reason why Chinese people can best understand the nature of tea, and what is the nature of tea, why Chinese tea is popular in the world. In order to break through the teaching difficulties, teachers can timely provide teaching materials in class to guide students to think deeply. 6.Teaching methods and tools (1) Teaching methods: Situational teaching method, cooperative learning method, task-based teaching method Teaching tools: (1)Blackboard to present the key information. (2) Power point to facilitate teaching 7.Teaching procedure Teaching steps Activities Intention Step1 Activate& Share (3mins) Activity1: Warming up (1) T shows pictures of the Four Great Inventions and ask Ss English expressions for them. Activity2: Prediction (2) Show the title and picture of text, ask Ss to guess the accidental invention. Activity3: Let’s share T lead Ss to get into a China Tea Museum show a short video about tea,and ask Ss to share their feeling after watching video. Activity 1 aims to activate students’ background information about the Four Great Inventions. Activity 2 aims to lead in the topic by prediction Activity3 aims to lift up the classroom atmosphere and arouse their interest. Step2 Perceive& Understand(20mins) Activity1: Reading and answering (1)Go through the content of first museum hall and find out the information about who tea invented and when tea was invented,how tea was invented. (2)Read carefully the content of first museum hall and underline the key verbs about how tea was invented and then try to retell the accidental story. Activity2: Reading and filling Read carefully the content of second museum hall and fill in the blanks about LuYu and the content of ChaJing. Activity3: Reading and Marking Read carefully the content of third museum hall and mark the time spread of tea. Activity4: Conclusion Ask Ss to draw a mind map according to what we have learned and try to introduce tea. Activity 1 aims to help Ss to find out key information and help Ss retell the accidental story using key verbs. Activity 2 aims to help Ss to know LuYu and the content of ChaJing. And attention the passive voice of the simple past tense. Activity 3 aims to help Ss to understand the spread of tea in the world. Activity 4 aims to conclude the structure of whole text by drawing a mind map. Step3 Apply& Practice (10mins) Activity5: Further thinking (1)T shows the last sentence of the text and ask two questions. Ss need to think and discuss in their pair and share with us. Q1:Why does the writer believe that? Q2：What do you think the nature of tea? T lead Ss to look back the structure of the text. The invention of tea(the first hall) is from Chinese, ShenNong; the development of tea is from Chinese, Lu Yu; The spread of tea(in third hall) is from Chinese.So Chinese understand the nature of tea best. (2)T shows the character of “cha” and ask them to analyze the meaning of three parts. And then lead Ss to understand the nature of is tea. The structure of “cha” tell us the man should respect the nature, that is harmonious co-existence between man and nature. (3)T ask another question why is Chinese tea so popular in the world? T provides a chain of question, and lead Ss to answer of reason.(Pair work) Activity 5 aims to help Ss get a further understanding of the text, and cultivate their culture confidence. Step4 Transfer& Create (10mins) Activity6: Read and discuss Papermaking T gives Ss a new text about papermaking and ask Ss to find its structure.(Group work) Activity 6 is to cultivate Ss’ transfering and creating ability by writing production. Step5 Assignment (1min) Activity7: (1) Draw a mind map for Papermaking and write the key information in form of the text we’ve learned today. (2) Write an introduction about Papermaking according to your mind map. The purpose is to help students consolidate the structure of the text by introducing other inventions. 学科网（北京）股份有限公司 $$