人教版英语九年级全一册教案Unit5 SectionA1a2d.docx

1、人教版英语九年级全一册教案Unit5 SectionA1a2dUnit5 SectionA（1a-2d） 教案 【教材版本与册数】新目标人教版九年级上册 【单元名称】Unit 5 What are the shirts made of ?【课时】Section A 1a-2d （第1课时）【课型】Listening and Speaking（听说课） 教材分析【本单元话题】本单元以中国制造的东西为话题，以谈论中国的物产及其产地为交际功能，重点在这些语境中学习和运用了一般现在时的被动语态。【本单元重点掌握目标】 掌握一般现在时的被动语态结构：am/is/are+PP【教材内容拆分分析】Secti

2、on A从与日常生活相关的词汇入手，开展了简单的物产及产地的会话和阅读活动，并在表达中穿插了被动语态的陈述句、一般疑问句句、反义疑问句和否定句的使用。1a主题图及表格运用不同的材料及其制成的东西，谈论物品的制成的材料，呈现了一般现在时的被动语态一般疑问句，如Is it made of silver?引导学生初步了解一般现在时的被动语态一般疑问句。1b和1c分别通过听力练习及口语交流活动，为学生展示了该结构在英语中的运用及其基本特征。2a-2c通过新一轮的听说活动，谈论不同的东西的制造，丰富英语学习话题下的语言输入内容，侧重听说技能的训练和提升学生的语言表达能力。2d则围绕茶的生产与制作，进一步

3、熟练应用一般现在时的被动语态的陈述句。 【通过本单元的学习学生需掌握哪些综合技能】 通过本单元的学习使学生学会谈论不同的东西及其制成的材料，掌握教材所呈现的与各种东西及原材料主题相关的单词和一般现在时被动语态的肯定句、一般疑问句。教学目标语言知识目标：1. 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, pr

4、ocess, pack 短语：be made of /from/in/by, be famous for , as far as I know,句型： This ring looks nice. Is it made of silver? Yes, and it was made in Thailand. What is it made of/from? China is famous for tea, right? Where is tea produced in China? 2.听说训练： 通过听前的词汇分类与听中聚焦关键信息，学生能掌握该听力策略略。通过听后深度挖掘听力信息任务的设置和

5、文本再构，学生能进一步去判断并思考表达观点，发展了口语技能。情感态度价值观目标： 了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。教学重难点教学重点：1.被动语态的陈述句、一般疑问句和否定句。2.be made of , be made in 和be made from 的 区别。教学难点：理解被动语态的用法及句子结构am/is/are+ PP建议教法情景交际法，任务型教学法，听说课的“3P”教学模式 ： P-呈现（语言输入）P-操练（1.机械操练2. 听力训练）P-运用（语言输出）设置情

6、景意义操练 设计听后活动任务，先模仿再迁移总结，听后设置任务提升学生语言运用能力 教学流程 （详见相应教学设计） 教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。附：教学活动设计步骤过程措施（教师活动与学生活动） 目的 持续性评价DELC41预备与激活先期知识Step 1Greeting and Leading in ( 3mins )1.Greet the students and

7、let them read the passage My Change in Middle School 2.The teacher uses a question to lead in the topicT: I bought some new things yesterday. How are they like? What do you want to know more about them?3. The teacher presents the new clothes and talks about its materials. T: look at the red dress. I

8、t is cotton. Look at the T-shirts. It is silk 1.利用IQEE策略利用旧的词汇来与本堂课的话题词汇建立起记忆连接。简单有效的激活学生与此话题相关的背景知识激活学生的前期知识，培养学生良好的预习习惯。2.真实情景式导入话题，激发学生的学习兴趣1.通过课前的预习，培养学生的“IIQEE”学习策略2.学生利用老师提供的信息对老师进行提问DELC52获取新知识Step2Pre-listening（听前） (3 mins)Step 3While-listening（听中）(5mins)The teacher uses some things and pict

9、ures to let students be familiar with the new words.T: What are the chopsticks made of ?S: They are made of wood. T: What is the coin /ring /blouse/window made of?S: It is made of silver / gold/cotton/ glass 1a What are these things usually made of? Match them with the materials. More than one answe

10、r is possible. Things Materials 1.chopsticks a. wood 2.window b. gold 3.coin c. silver 4.stamp d. paper5.fork e. silk 6.blouse f. glass1. Listen. Match the products with what they are made of. 2. Ss listen and match the products with where they were made.3. Listen and fill in the blanks.Susan: Hi, A

11、nita. I three shirts for 29 dollars yesterday!Anita: Oh, really? What are they of though? Sometimes the cheap ones are made of materials that dont feel very good.Susan: A hundred percent . Theyre nice and soft, and they were made in America.Anita: Oh, OK. By the way, where did you buy those ? Theyre

12、 really cool!Susan: O h, I them in Korea. Theyre nice, arent they?Anita: Yeah. Chopsticks are usually made of wood. Ive never seen steel ones before.Susan: Oh, steel chopsticks are popular in Korea. Hey, do you think this ring looks OK?Anita: Hmmyes, I think its quite pretty. Is it made of ?Susan: Y

13、es, and it was made in Thailand. Ill give it to my best friend for her birthday.Anita: Oh, Im shell love it.4. Listen and read follow the tape.1. 教授核心句子It is made of _.教授核心短语和单词be made of silver /steel/cotton/silkbe made from paper/复习巩固目标词汇和短语，为后续听力做准备和铺垫句型made of silver/steel/cotton/silk.It is made

14、 from paper. 培养学生听前预测和聚焦关键信息和关注细节问题的听力策略1. 通过听力练习，达到语言输入的目的。2. 能逐步掌握利用听中聚焦关键信息和关注细节的策略，容易地完成听力任务3. 再次听力练习，要求听和写统一，让输入和输出一致。学生是否能熟悉核心短语和句型学生两人一组能利用目标句型进行对话展示部分学生应该能利用此策略获取有效信息.1.学生是否能听懂目标词汇与基本句型。2.学生是否能用目标词汇回答问题。DELC63深度加工知识Step 4Post-listening（听后） (5 mins)Step 5 Pre -listening(听前)(3mins)1. T: Lets p

15、ractice the conversation with your partner. Pair workShow some pictures. Make conversations using the information in 1b. A: The shirts look nice. Are they made of cotton? B: Yes, and they were made in America. 1. Look at the picture and answer the following questions. What is this? What is made of ?

16、Where is it presented? 2. Present the new words and guess the words.进一步巩固听力内容，拓展学生思维由听到说，学习和巩固本课时所学的词汇。学生是能通过听音与朗读，用目标词汇和句型创编新的对话。1.学生是否能用已学的目标词汇或句型回答问题2.学生是否能朗读目标句型。Step 6While-listening（听中）(6 mins)1. T: Listen and check the main topic of Nick and Marcus conversation.2. Check the answers with the c

17、lass. 3. Listen again. Write short answers to the questions.4. Listen again and fill in the blanks. Nick: Hey Marcus, have you heard about the art and science fair?Marcus: You mean the one just outside the science museum?Nick: Yeah, thats the one. The school notice board says that all students are i

18、nvited to for free! Our school is paying for it!Marcus: Wow, thats great!Nick: I went there yesterday.Marcus: Did you see anything cool?Nick: Of course! All the works there were made by students.Marcus: What did you see?Nick: I saw a model plane. Its made of wood and glass. I also saw a really beaut

19、iful painting. Its made from , leaves and flowers.Marcus: Oh, yeah, the is about environmental and recycling, right?Nick: Yes, and the students up with some really interesting and creative ideas1. 通过听力练习巩固并检测学生所学的目标词汇及句型是否掌握。2. 通过听力原文听音模仿，进一步巩固所学的目标语言。1.学生是否能听懂目标词汇及句型2.学生是否能通过听音模仿朗读课文。Step 7Post-lis

20、tening（听后） (5 mins)Make conversations using the information in 2a and 2b. A: What did you see at the art and science fair? B: I saw A: What is it made of/from? B: Ss make their own conversations with his or her partner. Then let some pairs act out their conversations. 创编新的对话，巩固拓展学生词汇及语言能力。学生能运用所学目标词

21、汇，创编新的对话DELC74评价学生学习Step 8Role-play （8 mins）Step9 Summary（2mins）1. Read 2d and answer the following questions.1) Where is tea produced in China? It is produced in many different areas2) How is it grown? Tea plants are grown on the sides of mountains. When the leaves are ready, they are picked by han

22、d and then are sent for processing.3) What happens next?The tea is packed and sent to many different countries and places around China. 2. Fill in the blanks in the table with the information from 2d. How is tea produced:1)The plants are _ on the _.2)When the leaves are ready, they are _ and then ar

23、e _.3)The tea is _ and _ to many different places.答案：grown, sides of mountains, picked by hand, sent for processing, packed, sent 3. Read 2d and role play it with your partners.4. Language pointsA. be made of, be made from, be made in ,be made by的辨析 1. be made of, be made from两词组都是“由制成”之意。be made of

24、指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）； be made from指从原料到制成品，发生了质的变化，已无法复原（属化学变化）。 2. be made by表示“由.制作”，后面接指人的名词或代词，强调动作的执行者。 3. be made in当后面接指时间的数词或名词时，表示“某物何时制造的或何时产的”。当后面接指地点的名词时，表示“某地产某物”。根据汉语意思完成英语句子。1) 这个飞机模型是用木头做的。The model plane _wood.2) 葡萄酒是由葡萄酿成的。Wine _grapes.3) 这些汽车是在上海制造的。These cars _Shangha

25、i.4) 这些蛋糕是我姐姐昨晚制作的。These cakes _my sister last night.答案：（1）is made of (2) is made from (3) are made in (4) were made byB. be known as意为“作为而著名”be known for意为“因而著名”1) Han Han _ his writings.2）As we know, Yao Ming _ a basketball player. 答案1) is known for 2) is known as 1. T: T uses a simple mind map to

26、 let Ss review what they have learned this class and check whether they say the topic words or not S: Ss remember what they have learned and say the key Words by thinking over.HomeworkWork in pairs and show some pictures with some information. Discuss the questions:1.What is famous in your city? 2.W

27、hat is it made of? And then Make a conversation using 2d as a model in group.1. 通过阅读Role play，回答所设置的问题，学生能通过寻找细节,达到掌握对话大意。2. 通过模仿朗读，以及表演对话达到语言真实运用的目的。3. 有能力的学生可以在对话原文的基础上创编新的对话，并进行表演，进一步培养巩固学生英语学习兴趣，也检查学生是否掌握当堂课要求达到的教学目标培养学生学会总结归纳，应用和创新的思维品质，培养学生们小组合作意识，学会向别人求助，取长补短，养成一种良好的学习习惯。通过问题和判断题能让大多数学生清晰掌握本课的内容。学生能够自己总结归纳本课的学习内容，提炼本课的学习重点。通过课后对自己城市的讨论，检测学生在课后是否能基本运用本堂课的目标语言，体现对学生的可持续性评价。