Unit6 When was it invented? Section A(3a-3c)教学设计2025-2026学年人教版（2012）九年级英语全册

该初中英语教学设计围绕“茶文化的发明与传播”核心主题，以茶器、茶叶图片及茶文化视频导入，激活学生背景知识，通过略读匹配段落大意、扫读提取关键信息、精读分析被动语态及文化传播因果的分层阅读策略，搭建从整体到细节的学习支架。 其特色在于深度融合核心素养，文化意识方面通过探究茶文化全球影响增强文化自信，思维品质方面引导分析传播原因与逻辑关系，结合任务型教学与情境教学，如角色扮演“向外国友人介绍中国茶”、小组讨论“茶文化对现代生活影响”，既提升学生语言运用与跨文化沟通能力，又为教师提供可直接操作的分层教学方案，高效落实新课标要求。

Unit6 When was it invented? Section A(3a-3c)教学设计 Theme Analysis Based on the New Curriculum Standards The theme of this lesson, "An Accidental Invention," falls under the "People and Society" theme category, specifically the "Social History and Culture" sub-theme. Through learning about the invention and spread of tea, students will not only understand the influence of traditional Chinese culture on the world but also appreciate the role of innovation in cultural inheritance, fostering cross-cultural awareness and a global perspective. II. Core Literacy Objectives 1. Language Competence Understand the main idea of the text and extract key information. Correctly use the passive voice for expression and paraphrasing. Apply reading strategies such as skimming, scanning, and close reading. Make simple oral and written expressions based on textual information. 1. Cultural Awareness Understand the historical origins, spread, and global influence of tea culture. Recognize the status of Chinese tea culture in world culture and enhance cultural confidence. Understand tea-drinking customs in different cultural contexts and develop cross-cultural communication skills. 1. Thinking Quality Analyze and infer cause-effect relationships and chronological order in the text. Summarize paragraph main ideas, integrate information, and distinguish between facts and opinions. Engage in critical thinking through comparison and contrast. 1. Learning Ability Master methods of independent reading and cooperative learning to improve learning efficiency. Improve reading speed and comprehension through reading strategies. Identify and solve problems in tasks, fostering an investigative spirit. III. Teaching Key and Difficult Points Key Points Understand the text content and grasp the development of tea culture. Master the structure and usage of the passive voice and apply it correctly in context. Develop the ability to apply reading strategies such as skimming and scanning. Difficult Points Distinguish between facts and opinions, and analyze the reasons and impacts of the spread of tea culture. Use the passive voice correctly for expression and paraphrasing. Understand the chronological order and logical relationships in the text. IV. Teaching and Learning Methods Teaching Methods Task-based language teaching；Situational teaching；Multimedia-assisted teaching Learning Methods Reading strategy training；Independent learning；Cooperative learning: V. Teaching Procedures Teaching Segment Activity Content Student Activities Teacher's Activities Design Intent Warm-up & Lead-in Show pictures of tea sets and tea leaves. Ask students what they know about tea. Play a video clip about tea culture. Answer freely and share personal experiences and opinions. Guide the discussion, introduce the theme, and provide background on tea culture. Activate background knowledge, stimulate interest, and create a learning context. Pre-reading Predict the content of the text based on the title and pictures. Learn about the author and historical context. Skim the title and pictures to predict content. Share predictions. Introduce the author and historical context. Guide students in making predictions. Prepare for reading and develop prediction skills. While-reading (Skimming) Read the text quickly and match each paragraph with its main idea (3a). Complete the paragraph main idea matching independently. Check answers in groups. Monitor and guide. Explain skimming techniques. Check answers. Develop skimming skills and grasp the overall structure of the text. While-reading (Scanning) Read the text again and answer detailed questions (3b). Answer questions independently. Discuss answers in groups. Monitor and guide. Explain scanning techniques. Check answers. Develop scanning skills and extract key information. While-reading (Close Reading) Analyze sentence structures, especially the use of the passive voice. Discuss the reasons and impacts of the spread of tea culture. Analyze sentences. Discuss in groups. Share opinions. Explain the passive voice. Guide the discussion. Provide feedback. Deepen text understanding and master grammar knowledge. Post-reading (Language Use) Complete the grammar fill-in (3c). Paraphrase sentences using the passive voice. Complete tasks independently. Check answers in groups. Share answers. Monitor and guide. Explain grammar points. Provide feedback. Consolidate language knowledge and improve language application abilities. Post-reading (Extension) Group discussion: The influence of tea culture on modern life. Role-play: Introduce Chinese tea to foreign friends. Discuss and present. Perform role-plays. Organize discussions. Provide feedback and evaluate performance. Expand cultural understanding and improve oral expression. Summary Review what has been learned and share gains. Summarize the use of the passive voice. Share individually. Summarize in groups. Consolidate grammar points. Guide reflection. Evaluate performance. Summarize key points. Reinforce learning outcomes and develop reflective abilities. Homework Write a short essay about tea culture. Research more information about tea culture. Create a poster about tea culture. Complete tasks independently. Exchange ideas in groups. Provide feedback. Assign tasks. Extend learning and develop self-learning abilities. VI. Teaching Reflection 1. Strengths Through various reading strategy trainings, students have basically grasped the text content and improved their reading abilities. Group discussions and role-playing activities effectively increased student participation and oral expression skills. The teaching design meets the requirements of the new curriculum standards, focusing on the cultivation of core literacy, especially cultural awareness and thinking quality. 2. Weaknesses Some students still have difficulties in using the passive voice, especially in complex sentences, which needs further consolidation in subsequent lessons. Time allocation is not reasonable enough, and post-reading extension activities are slightly rushed, with some students failing to fully demonstrate. Students' thinking depth is insufficient when analyzing the reasons for the spread of tea culture, requiring more guidance and scaffolding. 3. Improvement Measures Increase targeted grammar exercises and design more life-oriented contexts to help students use the passive voice. Optimize activity time arrangements to ensure that each segment can be fully developed, especially extension activities. 学科网（北京）股份有限公司 $