1、科普仁爱英语九年级上册科普仁爱英语九年级上册 UnitUnit 3 3 EnglishEnglish aroundaround thethe worldworld TopicTopic2 2 SomeSome thingsthings usuallyusually havehave differentdifferent meaningsmeanings inin differentdifferent cultures.cultures. SectionSection C C 教学设计教学设计 一、教学设计指导思想一、教学设计指导思想 充分发挥学生的主体地位，让学生通过独学、对学、群学等形式掌握
2、知识。注重阅 读方法和技巧的指导，培养阅读能力。创设真实情景，学以致用，实现语言知识的实际 运用，同时渗透情感教育，鼓励学生了解文化差异，培养爱国热情和合作意识。 二、教材分析二、教材分析 本课为九年级上册第三单元第二话题 SectionC, 是一节阅读课， 本话题主要学习中 西方文化差异，本课学生在 SectionA、B 学习手势语、动作的基础上，学习有关动植物 在中西方文化中的差异的阅读文章，重点学习“be considered as/stand for ”等 的表达，通过阅读和运用进一步了解中西方文化差异，增长知识，培养爱国热情。 三、教学目标（三、教学目标（LearningLearni
3、ng o objectivesbjectives） a.a.KnowledgeKnowledge ObjectivesObjectives( (知识目标知识目标) ) 1. Newwords：consider, honest, ancient, compare, courage, mistake, prideandkeyphrases: at times, compare to , make mistakes . 2.Learnsome idioms(习语)with “dogs”. b.b.SkillSkillObjectivesObjectives（能力目标）（能力目标） 1. 学习常用的阅
4、读技巧：skimming, scanning, predict 2. 写作的基本方法。 c.c.MoralMoralObjectivesObjectives（情感目标）（情感目标） 1. 通过小组合作，培养团队精神。 2. 了解异国文化，拓宽课外知识面。 四、教学重难点四、教学重难点 重点：重点：Know the differences between cultures. 难点：难点：Express the differences. 五、教学方法五、教学方法 自主自主-合作学习法合作学习法、情景教学法、引导点拨启发式教学、 阅读课教学模式阅读课教学模式 六、教学过程六、教学过程（Learnin
5、gLearning stepssteps） Step1Step1WarmingWarming up.up. Play a game: I do, you guess. ( (设计意图：设计意图：通过 play a game de 形式进行课前热身，吸引学习兴趣，在复习手 势语在不同文化中的不同含义引入本课主题，继续谈论文化差异。) ) StepStep2 2LeadingLeading in.in. 1. Show the learning objectives. 2. Guess the meaning of the phrases of dogs. ( (设计意图设计意图：出示学习目标，让
6、学生目标明确的进行本课学习；引导学生猜测 dogs 在不 同文化中的含义，顺利引入新课学习。) ) StepStep3 3Pre-readingPre-reading 读前读前 Learn some new words: positivepositive、negetivenegetive ( (设计意图：设计意图：出示图片：patterns of bat,引导学生了解 bat 在中西方文化中的不同含 义，同时在语境中学习新单词，易于学生理解掌握。) ) StepStep4 4While-readingWhile-reading 读中读中 (读中任务前，先出示本节课阅读步骤及主要任务的图表，让学
7、生对本节课的阅读任务 及阅读形式做到心中有数，提高学习效率。) TaskTask 1 1S Skimmingkimming 略读 GoGo throughthrough thethe passagepassage andand choosechoose thethe bestbest title.title. ( (设计意图：设计意图：通读课文，理清文章结构，把握文章主旨。并引导学生掌握阅读技巧： Tip1:抓关键词抓关键词：Pay attention to some main sentences. ) ) TaskTask 2 2Scanning(Scanning(寻读寻读) ) Tip2:
8、 Find out the key words in the questions, and read the related information in the passage. 1.1. ReadRead Para.2,Para.2, findfind outout thethe meaningmeaning ofof thethe expressions.expressions. 2.2. ReadRead Para.3Para.3 quicklyquickly andand markmark T T oror F.F. ( (设计意图：设计意图：寻读课文第二段，理解一些表达的含义；寻读
9、第三段，判断正误，把握文 中的重点信息，初步理解课文内容。设置两个不同形式的任务，培养学生寻读你的阅读 技巧。) ) TaskTask 3 3IntensiveIntensive reading(reading(细读细读) ) 1.1. ReadRead para3para3 carefullycarefully. . andand choosechoose thethe correctcorrect answers.answers. In China, many parents want their children to become “dragons”. The “dragons” he
10、re mean _ . A. successful peopleB. children C. strong peopleD. creatures In western countries, heroes killed dragons to protect people. This shows dragons are considered to be _ . A. braveB. strongC. lovelyD. dangerous In Paragraph 3, the underlined word “regarded” means _ . A. consideredB. givenC.
11、lookedD. watched 2.2. ReadRead Para.4Para.4 carefullycarefully andand answeranswer thethe questionsquestions . . 1.Does the rose have different meanings in Chinese cultureand the westren cultures ? 2.What does rose stand for? 3.3. ReadRead thethe passagepassage again,again, CompleteComplete thethe t
12、able.table. ( (设计意图：设计意图：分段细读课文，细致深入理解课文内容。细读第三段，选择正确答案，考 查学生的细节理解和推理能力；细读第四段，回答问题，把握文章内容；通读全文，完 成表格，对课文进行整体把握。三个任务层层递进，不断深入，学生通过细读，逐步掌 握细节，深入理解课文。) ) 4.Show4.Show thethe mind-map,mind-map, understandunderstand thethe structurestructure ofof thethe passage.passage. TheThe Mind-mapMind-map ( (设计意图：设计
13、意图：将本课所学重点知识以思维导图的形式呈现，进一步复习巩固，进而创设 Different meanings Similar meanings Chinese culture dragon rose dog western culture negativehonest, good friends good friends strong and magical creatures dangerous animals animals peacecouragefriendship 学生较感兴趣的真实情境，描述从学校到春意盎然的金水湖公园的路线，使本课重点知 识得以实际运用。) ) 5.Accordi
14、ng5.According toto thethe mind-mapmind-map toto retellretell thethe passagepassage inin groups.groups.（复述课文） ( (设计意图：设计意图：再读课文，细致深入理解，并根据思维导图复述课文。学生进行小组合作 学习，先在组内复述，进而在全班进行展示，为更多同学提供展示机会。展示过程循序 渐进， 在小组成员合作展示的基础上， 逐步让学生整篇复述。 达到熟练掌握课文的目的。 ) ) TaskTask 4 4FurtherFurther readingreading DiscussDiscuss in
15、in groupsgroups andand understandunderstand thesethese sentences.sentences. Key points: 1. be considered （as ）= be regarded as consider as = regard as consider doing sth. 考虑做 pareto把比作 comparewith 把比作 Step5.Step5. Post-reading.Post-reading. 读后读后 1.1. WriteWrite a a passagepassage withwith thethe tit
16、letitleDifferentDifferent Cultures,Cultures, DifferentDifferent MeaningsMeaningsbasedbased onon thethe table.table. YouYou cancan addadd moremore items.items. 2.2. KnowKnow thethe stepssteps toto writewrite a a passage.passage. 3.3. UseUse thethe Mind-mapMind-map toto clearclear thethe position. The
17、The Mind-mapMind-map Step6.Step6.TestTest inin class.class. 检测一：检测一：1.1. CompleteComplete thethe sentencessentences withwith thethe correctcorrect formsforms ofof thethe givengiven phrases.phrases. pay attention tostand forat timesregard ascompareto Different meanings peacock Similar meanings bat ba
18、mboo Chinese culturewestern culture goodness beauty peace pride long life happiness happiness bad luck happiness peace wisdom power 1.People say the rose often _ love. 2.Dogs are _ honest and good friends of humans. 3.You need to _ the differences more. 4.Robert Burns _ his love _ a red rose. 5.Ever
19、ybody makes mistakes _. 检测二：检测二：2.2.根据句意为句中习语选出最佳意思。根据句意为句中习语选出最佳意思。 1. If a girl acts like she is better than everyone elseyou might say she shouldgetget offoff herher highhigh horsehorse. 2. My sonwanted to play with me, but Im busy with my work, so I said: HoldHold youryour horsehorse.wait until
20、I finish it . 3. YouYou cancan leadlead a a horsehorse toto water,water, butbut youyou cancant t makemake himhim drinkdrink . 4. Your teacher tells you there is going to a test tomorrow. You could say you got the information fromfrom thethe horsehorses s mouthmouth . 5. The two boys were playing in
21、a noisy and not very careful way. So I told them to stop horsinghorsing aroundaround. A. 胡闹，嬉闹B. 不要着急，耐心一点 C. 别摆架子D. 根据最可靠的消息来源。 E. 牛不喝水莫强求。 ( ( 设计意图设计意图：课堂检测分两步进行，检测一主要考察学生对基础知识、基本语言点的考 察；检测二选取与本课内容相关联的文化背景知识的阅读文章，让学生运用根据上下文 猜测词义的阅读技巧理解掌握。既注重学生基础知识的掌握，又注重学生阅读能力的培 养，并在文化背景知识上进行拓展。) ) Step7Step7Summa
22、ry.Summary. 1. Sum up what they have learned. ( knowledge, reading steps, reading methods and skills ) 2. Emotional education.(情感教育) Know more culture differences, youll understand the world better, your life will be more colorful! Come on! 3. Find out who is the traffic guards in this class. ( (设计意图设计意图： summary 环节引导学生对本节课所学的知识进行回顾总结， 不但总结语言知 识，还总结所学阅读技巧、方法。进而对学生进行思想教育。根据本节课学生的知识掌 握情况和课堂表现，评出评出优胜队，号召学生善于学习，了解更多文化常识，更好地 了解世界，过精彩生活。)
