北京市豐臺區(qū)王佐中學(xué)中考英語復(fù)習(xí) Unit 4 Lesson 14 Papermaking was introduced into Japan in 610教案

《北京市豐臺區(qū)王佐中學(xué)中考英語復(fù)習(xí) Unit 4 Lesson 14 Papermaking was introduced into Japan in 610教案》由會員分享，可在線閱讀，更多相關(guān)《北京市豐臺區(qū)王佐中學(xué)中考英語復(fù)習(xí) Unit 4 Lesson 14 Papermaking was introduced into Japan in 610教案（8頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、Unit 4 Lesson 14 Papermaking was introduced into Japan in 610. (Part 1) 課題： Unit 4 Lesson 14 Papermaking was introduced into Japan in 610. (Part 1) 授課時間：12. 11 授課年級：初三年級 教材依據(jù)：北京市義務(wù)教育課程改革實驗教材 北京師范大學(xué)出版社 第十五冊 教學(xué)內(nèi)容 1.話題：Inventions and inventors 2.詞匯：課標(biāo)詞匯

2、 ：industry, dead, magic 拓展詞匯 ：papermaking, battle, transport, wheelbarrow, gunpowder, oiled, puzzle, Persian, merchant, builder, 3.句型：1) Papermaking was introduced into Japan in 610. 2) Was paper made in China? 3) When was paper invented? 4.語法：動詞一般過去時被動語態(tài)的結(jié)構(gòu)及用法。 教學(xué)目

3、標(biāo) 通過本節(jié)課的閱讀練習(xí)， 1. 學(xué)生能夠通過閱讀1.3，以填表格，判斷正誤，回答問題等活動，獲取并理解有關(guān)古代發(fā)明的相關(guān)信息。 2. 學(xué)生能夠通過觀察、體驗、歸納出動詞一般過去時被動語態(tài)的意義及用法。 3. 學(xué)生能夠在真實情景中，運用一般過去時被動語態(tài)口頭描述古代發(fā)明。 4. 學(xué)生通過君朋小組活動，培養(yǎng)學(xué)生合作精神。 教學(xué)重點 1. 通過完成不同的閱讀任務(wù)，學(xué)生能獲取并理解有關(guān)Inventions and inventors的信息。 2. 學(xué)生能初步了解并體會動詞一般過去時被動語態(tài)的結(jié)構(gòu)及用法。 教學(xué)難點 學(xué)生能正確運用動詞一般過去時被動語態(tài)描述古代發(fā)明。 教學(xué)資源

4、 黑板、錄音機、計算機多媒體。 教學(xué)過程 教學(xué)環(huán)節(jié)與 時間安排 教與學(xué)的過程 設(shè)計意圖 Warm up Step 1. Lead out the topic of this Unit. 1. Show the pictures of Lesson 14 and ask students to answers the questions in 1.1. T：take out your preview paper and check your answers in groups. 2. Ask Ss to turn to page 46. 通過設(shè)問和展示圖片，創(chuàng)設(shè)

5、情景，引起學(xué)生對本課話題的關(guān)注，并引起學(xué)生對課文的興趣。 Language Input 君朋講習(xí)，教師點撥 Step1. Read and get the general information. 1. Students read 1.3 and choose the best title. Q1: Do you know what we’ll talk about in L14? A. Chinese Invention B. Chinese Industry C. Chinese History. 2. T asks Ss

6、to say out the reasons. 3. Ss number the inventions on their books. Step 2. Read and get the detailed information. Activity 1. Fill in the blanks with the given words. Students read the words and complete the text. 具體做法： 1. Students read the text and complete it themselves. 2. Students che

7、ck the answers in group and speak out the reasons. (君朋合作) 3. One group check the answers in class.(小組評比) Activity 2：To understanding the first paragraph 1.Students read the first paragraph and match the time with the events. (附件一) In 105 AD The paper was introduced into Japan. In 150 AD

8、 The oldest paper still existed was made. In 610 The paper was introduced into Central Asia In 750 The paper was introduced in Egypt. In 800 The first paper was made in China. 具體做法： 1). Students finish the exercises themselves. 2). Check the answers in group. 3). Check the

9、 answers in class. 2: Understand the sentence What’s the mening of “ the art of making paper was limited to China” in this passage? Activity 3: To understand the para2--4. 1:Students read the 2nd, 3rd and 4th paragraphs and circle True or False. (附件二) 1) Kites were used in battles to tran

10、sport supplies to soldiers and injured solders. 2) Wheelbarrows were invented in Han dynasty. 3) Gunpowder was probably introduced into Europe from China. 具體做法： 1. Students finish the exercises themselves. 2. Check the answers in group. 3. Check the answers in class. 2：(附件三) Q1: What'

11、s the meaning of "injured" in paragraph 3? A. 受傷的 B.健壯的 C.勇敢的 Q2:Which aspects are mentioned in the 3 paragraphs? A.Time B. Development C. Person D. Use E. place Activity 4: To understand para 5---6. 1:Students read the5th, 6 th and 7th paragraph and answer the questions. (附件四)

12、 1) What were umbrellas made from? 2)When was a similar game as soccer played in China? 3)What are magic squares? 具體做法： 1. Students finish the exercises themselves. 2. Check the answers in group. 3. Check the answers in class. 2: (附件五) Q1:Guess the meaning of “higher class” Red and yell

13、ow umbrella were used by higher class, and blue umbrella were used by the common people. Q2: What does "this" refer to in paragraph 6? Q3: Can you finish the form according to the last sentence? 2 7 4 8 5 3 Step 3. Read the passage. 1. Students read the passag

14、e after the tape the first time one sentence by one sentence. 2. Students read the passage after the tape together. 3. Students read the passage in groups. (君朋合作) 4. One group read the passage. (小組評比) 5. Students read the passage together. 體驗閱讀策略，通過閱讀短文，以回答問題和選擇的方式，幫助學(xué)生獲取主旨大意。 以填

15、空完成短文的形式，幫助學(xué)生獲取比較信息和猜詞信息。 以匹配的方式，幫助學(xué)生獲取細節(jié)信息。 以判斷正誤的方式，幫助學(xué)生獲取細節(jié)信息和比較信息。 以回答問題的方式，幫助學(xué)生理解細節(jié)信息。 以選擇最佳答案的方式，幫助學(xué)生獲取深層理解課文。 以有聲閱讀的方式，為后面的語言輸出做好準(zhǔn)備。 Language Focus

16、 Help the student understand the structure of the past tense of past participle. 1. Read the sentences in PPT together. 1)The first paper was made in China . 2) Kites were known in China. 3) Wheelbarrows were invented in the Han dynasty. 4) Gunpowder was discovered by the Chinese. 5) Umbre

17、llas were invented by the Chinese. 6) Soccer was developed in England 2. Students underline the sentences of the structure 3. Students speak out the sentences of the structure 4. Students translate the sentences into Chinese with the partner. (君朋合作) 5. The teacher leads students to summarize

18、the structure. 6. Students do the exercises of 1.6 themselves. 1)Students do the exercises of 1.6 themselves. 2) Students check the answers with the partner. 3) One group check the answers in class. 幫助學(xué)生觀察、發(fā)現(xiàn)、分析、歸納動詞一般過去時被動語態(tài)的結(jié)構(gòu)及用法。 Language in use Help Ss use the language. T: 本周末我校

19、要進行一個“Chinese inventions”的國際交流活動，請以小組為單位， 介紹一下我國的古代發(fā)明，并談?wù)勛约旱目捶ā? 1. Talk about the inventions in group. (君朋合作) 2. Report in class.(小組評比) 學(xué)生通過小組合作的形式，共同完成任務(wù)，在真實交際情境中，運用得體的語言，鞏固動詞一般過去時被動語態(tài)的結(jié)構(gòu)及用法。 Summarize 1. Teacher leads the students to summarize the structure was + p.

20、p. were 總結(jié)本節(jié)課所學(xué)內(nèi)容，幫助學(xué)生進一步掌握所學(xué)知識。 Homework 1. Retell the differences according to the chart in 1.4. 2. Finish writing the letter to Tom. 復(fù)習(xí)鞏固動詞一般過去時被動語態(tài)的結(jié)構(gòu)及用法的意義和用法 板書設(shè)計 Unit 4 Inventions and inventors Lesson 14 Papermaking was introduced into Japan in 610.

21、 Papermaking was introduced into Japan in 610. Was paper made in China? When was paper invented? 授課時間：12.12. 第二課時 Step I Review 請學(xué)生回答問題，鞏固一般過去時被動語態(tài)。 What were kites used for? When were wheelbarrows invented? Where was soccer d

22、eveloped? Who were umbrellas invented by? Step II Read and listen 1.瀏覽2.1文段，明白大意。 2.獨立完成填空練習(xí)。 3.聽錄音核對答案。 4.組織學(xué)生以小組為單位，根據(jù)本文段提供的信息，練習(xí)用英語介紹茶葉和絲綢的小知識。 5.將以上介紹寫下來。 Step III 補充練習(xí) P168 -----1 and 2 Homework: 1. 抄寫生詞。 2. 完成白皮練習(xí)冊。 板書設(shè)計： Lesson 14 Papermaking was introduced into Japan in 610.（2） 課后反思：