九年級Unit14第l六課時閱讀課教學案

九年級Unit14第l六課時閱讀課教學案PAGEPAGE4優(yōu)質課教案王晶晶2013年4月18日課題：Unit14Haveyoupackedyet?ReadingHe’salreadyvisitedtheplacewherehisancestorslived.LearningGoals:TalkabouttheInSearchofRootssummercampprograminChina.Togetthestudentsmasterthefollowingwordsandexpressions:ancestor,root,overseas,homeland,government,sofar,southern,villager,thanksto,strongly,purpose,step,lookforwardto.Togetthestudentsknowthatyouwillonlysucceedifyouthinkyoucan.Ineverythingyoudo,thinkonlythatthemistakesyoumakearenecessaryforyoutolearnandunderstand.Teachingandlearningsteps:StepI.P1.PreviewAsktheSstotranslatethefollowingChineseintoEnglish.FirstasktheSstoputthemintoEnglishorally,thenletthemwriteEnglishdownwithoutlookingatthetextbooks.(1)返回某地______________________________________(2)海外華人______________________________________(3)到目前為止_______________________________________(4)南部中國_______________________________________(5)在兩周夏令營期間_______________________________________(6)體驗鄉(xiāng)村生活Task1:Tellthestudentstolookatthetitleandpredictwhatwillbetalkedaboutinthearticleaccordingtothetitle.（設計意圖：要求學生根據標題預測本課內容，旨在培養(yǎng)學生的想象力和邏輯思維能力。）Task2:Letthestudentsreadthearticlefastandanswerthequestion:ReadthearticlequicklyandtrytofindWhoistheprogramisorganizeby?Whenwastheprogramstarted?（設計意圖：要求學生快速瀏覽全文，找出問題的答案，旨在引導學生運用略讀技巧，初步了解文章的主要內容。）Step3:Carefulreading:1.WhathasRobertQianfoundabouthisfamily?2.Whatdomanystudentsmainlyvisitanddo?3.Who’sCathyQin?4.What’sthepurposeoftheprogram?(設計說明：本部分的內容重在培養(yǎng)學生們尋找細節(jié)信息的能力)Step4Listenandrepeat（設計意圖：讓學生聽并跟讀，旨在讓他們感受正確的語音語調并能夠模仿。）Step5RetellHaveyou________________theplace______yourancestorslived,worked,studiedandplayed?RobertQian,aChinese______,alreadyhas.NowinChina,hehasfoundthathisfamilyislikeatalltree__________________.

Robertisjustoneyoung______Chinese__________________tovisithisancestors'homeland,______partoftheInSearchofRootssummercampprogram.Theprogram____________bythe____________ofGuangdong______.Thisprogramstartedin1980,and____________has___________________overseasChinesestudentstoChina__________________theirfamilies'roots.Theyoungpeopleareusuallybetween16and25yearsold.Most,likeRobert,__________________anyChinese,and__________________toChina______.

ThestudentsmainlyvisitpartsofGuangdongProvincein____________.Duringthe____________,theystudyChineseculture,seechangesthat____________inthatarea,andvisit____________.Goingtotheirancestors'villageisoftenthemostexcitingpartofthetrip.Thestudentsfeelthattheyarepartofthevillage,and______villagelife.Theydrinkfromthevillagewell,________________________thecountryside,andwatchthevillagers______their____________.

CathyQin,ayoungAmericanstudent,hadthistosay,"____________InSearchofRoots,IambeginningtounderstandmyChineseroots,andwhoIam.Ithasbeenagreattrip,andIhave___________________ofChinato__________________"

Theprogramleaders__________________theprogram,andsaythat__________________itis____________youngoverseasChinese___________________learnmoreaboutthemselves."I'vereallyenjoyedthetrip(設計說明：本部分的內容重在培養(yǎng)學生們口頭表達的能力，同時通過復述引導學生更好地內化語言知識。)Step6TelltheTruthThereisonemistakeineachsentence,correctit.“InSearchofFamily”hashelpedstudentslikeRobertQianfindoutabouttheirhomeland.MostoverseasChinesestudentsintheprogramhavevisitedChinabefore.CathyandRobertarestillinChina,andtheythinktheprogramwashelpfultobothofthem.Theworstpartofthetripisgoingtothevillage.Watchingthevillagersmakesthestudentsfeelembarrassed.RobertQianwasinChina.Theprogrambeginsin1980.ThisprogramhelpedCathyQinunderstandherrootsbetter.Studentdiscuss,thenchecktheanswers.（設計意圖：該環(huán)節(jié)是課堂任務的延伸，進一步鞏固文章內容，激發(fā)學生的學習熱情.）Step7.Summary：Inquiryintoknowledgebytranslation1.Playthetape,asktheSstoreadafterthetapeandseeiftheyhaveanyproblemsinunderstandingthetext.2.AsktheSstolookatthefollowingsentencesandtrytosummarizethelanguagerulesandfillintheblanks.TheSscanhelpeachotherandhaveadiscussionafterdoingthefollowingbythemselves.一、Haveyoueverbeentotheplacewhereyourancestorslived,worked,studied,andplayed?_______________________________________________________________________________1.havebeento…意為“曾經去過某地”，havegoneto…意為“已經去某地了”。（1）我去過長城兩次。_______________________________________________.（2）他已經去上海了。________________________________________________.2.where引導_____________從句。因為引導詞在定語從句中作________________,所以必須用______________;如果在定語從句中作______________,引導詞需用______________。（1）這就是我們參觀過的工廠。__________________________________________.（2）這就是他父親工作的工廠。_________________________________________.（設計說明：首先讓學生自己感知發(fā)現語言的規(guī)律，并通過小組討論的形式獲得更為準確的答案，老師要注意適當引導。）Step8.Exercises:theend-of-classtestI.WritetherightwordaccordingtothefirstgivenletterorChinese.1.Ialwaysputmyclothesintothec________.2.Doyouknowwhereyour________(祖先)oncelived?3.Moreandmore_________(海外的)Chinesecomebacktoworkforourcountry.4.Thep________ofthemeetingistotellushowtostudyEnglishwell.5.Thelocal_________(政府)hasdecidedtosetupalargesciencemuseum.II.Fillintheblankswiththerightformsofthewords.I’mlookingforwardto________(see)you.Therearemany________(village)workingonthefarm.Ibelieve________(strong)thatIcanwin.Manybooks________(sell)sofar.Theprogram________(organize)byourschoollastyear.III.TranslateChineseintoEnglish.1.這個項目是由廣東省當地政府組織的。_____________________________________________________________________________2.在這兩周的野營期間，他們看到了發(fā)生在那個地區(qū)的變化。_____________________________________________________________________________3.多虧尋根活動，我開始理解我的中國根源。_____________________________________________________________________________（設計意圖：通過檢測學生的學習情況，有助于以學定教。）Step9.HomeworkReadtheReadingafterthetape.(★)ImagineyouareRobert.AfterreturningfromChina,youwritealettertoyourgoodfriendaboutthe“InsearchofRoots”.(★★)DearCathy,Ihavejustreturnedfromatwo-weektriptoGuangdongProvinceinSouthernChina.Inthepastfourteendays,…..__________________________________________________________________________________________________________________________________________________________________________