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人教版初中新目标英语Go for it! Grade 9
　 U nit 6 When was it invented？Section A (3a-3c)
An accidental invention
教学材料：
　
一、教学内容分析
本堂课的内容为九年级Unit6 When was it invented Section A (3a-3c)，阅读课型。本单元的知识重点为一般过去式的被动语态，用一般过去式的被动语态谈论过去的一些发明创造，从听说课的电话、电灯、拉链的发明到本课的茶的发明以及Section B的薯片的发明和篮球的发明，无不渗透了一般过去式的被动语态的语言知识点。本课基于此知识点详尽介绍了茶的发明，发展和传播，由于茶文化在中国拥有着悠久的历史和博大精深的文化内容，本课基于语言知识的基础上，再深入挖掘文本中的茶文化，让学生充分了解茶的本质和内涵。
二、教学目标
1.核心素养之语言能力Language ability:
（1）学会如下单词和词组：ruler,discover,remain,saint,spread,nature,popularity,without doubt, fall into, tea plants, national drink,；
（2）学会并正确使用一般过去式的被动语态：was/were + 动词过去分词的结构和用法；
（3）理解并正确使用以下句型：① Many people believe that.......
② It is said that......
③ It is believed that......
核心素养之学习能力Learning ability:
（1）通过融合“情境——问题——活动”的教学设计，深刻了解文本内容，对茶的本质有自己的理解；
（2）学会用一般过去式的被动语态描述茶的发明、发展和传播，并学会用 It is said that...... 和It is believed that......等句型描述客观事实。
3.核心素养之思维品质Thinking quality:
（1）通过设计Guess what the book was about 的问题有效激发学生的已有思维，同时充分激发学生的思维，在读前充分预测茶经可能提及到的内容。
（2）在第三段People around the world drink tea, tea was so popular. What made tea so popular Yes, the tea trade.等激发学生思维的问题，让学生更多了解有关茶的知识？挖深茶文化的内涵与本质。
4.核心素养之文化品质Cultural integrity:
（1）通过学这课，学生学会接受，欣赏茶文化，纵向了解茶文化的历史，横向了解茶在不同国家的发展形式，如日本抹茶、英国下午茶、泰国拉茶等，激发学生对于茶文化的深刻认识；
（2）在文章最后一段，我们说到“Nature”的意思是，提到了它的本义”自然”和引申义“性质”的时候，学生创造性通过对象形文字“茶”的拆分，茶，分为艹 和木 ，人在中间，艹木都是来源于自然、tea is from nature, people in nature can naturally feel the beauty of tea。学生对于茶的本质有属于自己的理解和认识。
三、教学重难点
1.教学重点
（1）学会并正确使用一般过去式的被动语态：was/were + 动词过去分词的结构和用法；
（2）理解并正确使用以下句型：① Many people believe that.......
② It is said that......
③ It is believed that....
（3）了解茶的发明和发展历史，理解茶的本质，乐于传播中国茶文化。
2.教学难点
（1）学生能正确一般过去式的被动语态描述过去的发明，了解茶的历史、发明和传播；
（2）学生能发散思维，深入思考中国茶文化，能谈谈他们眼中的茶性，形成自己对茶文化的认识和理解，达到知识的应用和迁移。
四、教学过程
Activity 1：share the understanding of tea
What do you know about tea
What do you want to know about tea
Activity 2：learn the stories of tea
Nice to meet you here. I meet you, I will have a different English class. You meet me, you will enjoy an English class and some beautiful stories. Are you ready for the class？ OK, here we go.
Our story begins with a tree. Look, yes, it is an apple tree. Look, What happened Yes, an apple fell. And the apple met a great man—Newton. What happened Gravity was discovered. Here I have anther tree. The leaves were down. The leaves met a great man Luban. What happened He was bleeding. Saw was discovered. This is a special leaf, right Today, I would like to tell you some stories about another kind of special leaf—tea leaf. The tea leaf met water, a man and a ship. 3 stories happened. It was a long journey . Do you want to know Yes, I also want to know them. Today, we will learn the stories. Let us look at the passage. We have 3 paras and each para is for a story. Let us Read quickly and match the paras with the pictures and the main idea. 1 min for you. Read the first or the last sentence of each para.
【设计意图：以情境导入话题。以遇见为主题导入文本并引出一般过去式的被动语态，自然过渡到本节课的话题中，学生对本节课的主题意义和语言知识点有一个初步的感知和输入：苹果遇见牛顿，有了万有引力（Gravity was discovered.）；锯齿草遇见了鲁班，有了锯子(The saw was invented)；一片叶子遇见了水，会发生什么呢？茶被发明了(Tea was invented)；三个美好的故事，你最想了解哪一个呢？】
【设计意图：以话题串联课堂。 在整合文章的基础上，本课的话题主线为“The journey of one leaf”： 一片叶子遇见了水，茶被发明了，解读了第一段的”How was tea invented 中心意思；茶遇见了陆羽，有了茶经，从而渗入挖掘第二段的main idea “The history of tea”；最后，茶遇见了船，被带到了全世界，即第三段的中心意思“The development of tea”。通过遇见，串起了整堂课的思路】
Task 2: Find the key verbs in Para 1
(
Who
) (
When
)
(
It is said that tea ______ ______ by ______
) (
Tea was invented
)
(
Many people believe that tea ___ ____ 5000___ ____
)
(
How
)
(
He ___________ drinking water.
Some leaves ________ into the water.
The leaves ________ there for some time.
It _________ a nice smell.
He ________ the brown water.
)
【设计意图：以语言贯通文本。本文的语言结构是一般过去式被动语态，为了帮助学生进一步地理解文章知识点，在设置大情境的时候，第一段以Tea作为语言知识的主语，进一步通过阅读文本挖掘when was tea invented Who was it invented by 和How was it invented 同时利用It is believed that..和It is said that..等句式结合关键动词让学生复述茶的发明，都充分利用了一般过去式被动语态的语言结构。】
Task 3: Para 2： Guess the book √ or ×
(
mentioned Shen Nong
) (
how tea was invented
)
(
how tea was spread
)
(
how tea plants were grown
)
(
how to make tea
)
(
where the finest tea leaves were produced
)
(
what kinds of water were used
)
(
the effects(
功效
) of tea
)
Task 4: Para 3 Find the time and places
【设计意图：以追问激活思维。通过设计Guess what the book was about 的问题有效激发学生的已有思维，同时充分激发学生的思维，在读前充分预测茶经可能提及到的内容。在第三段People around the world drink tea, tea was so popular. What made tea so popular Yes, the tea trade.等激发学生思维的问题，让学生更多了解有关茶的知识？挖深茶文化的内涵与本质。（包括茶经可能写些什么？说到茶你的感受是什么？如何泡一杯好茶？）】
Activity 4 : tell the stories of tea
Activity 5 : Speak for Chinese culture
(
Leader:
Hello, everyone. Today our group is going to share the invention of ____________.
S1
：
(when was it invented) It is said that…..
S2:
(how was it invented) Many people believe that…./Long long ago……
S3:
( how was it spread) It is believed that…
Leader:
( the story behind it and details)
All:
__________is a symbol of Chinese culture. Let’s try our best to learn it, share it and spread it.
)4 students work in a group
【设计意图：以思辨提升素养。学生在纵向了解了茶文化的历史，横向了解了茶在不同国家的发展之后，经过讨论和深入思考能对茶性形成自己的认识，对课本内容进行了深挖和延伸，达到了知识的应用。最后，学生创造性通过对象形文字“茶”的拆分，茶，分为艹 和木 ，人在中间，艹木都是来源于自然、tea is from nature, people in nature can naturally feel the beauty of tea。发散了学生的创造性思维，培养了学生的文化意识和思维品格。

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