人教版九年级英语上册Unit5教学设计.doc

长白学校 学校教师备课笔记
年级
九年级
学科
英语
主备教师
姜殿凤
复备教师

课题
Unit 5 What are the shirts made of?
Section A 1 (1a-2d)
课型
新授课
教材分析
本单元以"产品制造"为话题，共设计了四大部分的内容。以"What are the shirts made of?"为主线，围绕着谈论XX东西在那制造，原材料是什么等语言功能展开一系列的任务活动，通过第一部分的学习，要求学会有关things和materials等基础词汇，并了解、学会基本句型的应用。教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。

学情分析
通过学生了解的产品引入本节课，相信会激起学生的学习兴趣。

教
学
目
标

教学目标： 1. 语言知识目标：
1) 能掌握以下单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack
能掌握以下句型：
① —This ring looks nice. Is it made of silver?
—Yes, and it was made in Thailand.
② What is it made of/from?
③ China is famous for tea, right?
④ Where is tea produced in China?
2) 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结构。
教学重点难点分析
教学重难点
1) 掌握本课时中出现的生词
2) 能够用英语描述及询问物品的制作材料
3）正确理解被动语态的用法及句子结构。
教学策略分析
以任务型教学策略为主，采用情景教学法（如本单元新知识推导时）、听力训练法（处理听力材料）、并辅助个人自学、小组讨论和图片等兴趣策略教学。
课前准备
教师
研究课标，专研教材，分析学情，设计导学案

学生
课前预习，了解一些日常用品的制成材料。

教学活动过程设计（第 1 课时）
教 学
环 节
教学活动
设计
意图
教师活动
学生活动
引入新课

播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。
T: Who invented paper first?

T: What was paper made of then?

T: was it easy for people to make paper then?
T: What is paper made of now?

S1: Can Lun invented it in Han dynasty.
S2: It was mainly made of bamboo.
S1: No, it was very difficult then.
S3: It’s mainly made of wood, bamboo, and cotton.

让学生们了解这个中国传统发明的情况

Ⅱ Presentation

1. Present the sentence structure, using the pictures on the big screen:
—What’s the golden medal made of?
—It’s made of gold.
—Is this table made of wood?
—No, it isn’t. It’s made of glass.
—Is Butter made from meat?
—No. It’s made from cream?

Practice the structure
学习掌握be made of/from句型的用法，及be made of与be made from的区别。

Ⅲ. Learning

1. Show some pictures on the big screen. Try to learn the new words using “be made of” structure.
Learn the new words:
Work on 1a:
Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.

.1, Ss discuss with their partner and try to learn the new words.
2. Give Ss five more minutes to remember the new words.
3.Work on 1a:
Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.
Practice the structures and remember the new words
Ⅳ. Listening
1.: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made.
2. Check the answers

Ss try to listen and match the things with the material and here they were made
在情景中呈现并抄练句型
Ⅴ.
Pair work
Ask Ss to read the conversation in the box in 1c. and try to made conversations using the information in 1b.

Read the conversation in the box in 1c. and try to made conversations using the information in 1b.

Make conversations using the information in 1b.
Ⅵ. Listening

Work on 2a:
1 Let’s listen to another conversation between Nick and Marcus.
2.Play the recording again to check the answers.
1 Listen to another conversation between Nick and Marcus. and check ( √ ) the main topic of Nick and Marcus’ conversation.

语法总结，突破难点，为表演对话奠定基础
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question.
Play the recording for the Ss to answer the questions.

Ss read the sentences below. Make sure they know what to do.

Write short answers

Ⅶ. Pair work

Tell Ss to make a conversation using the information in 2a and 2b

1Ss make their own conversations. 2Practice their conversations in pairs.

练习运用被动语态
Ⅷ. Role-play

1. Work on 2d
Read the conversation

Explain some new words and main points in the conversation.

Read the conversation and complete the blanks.
1) Chinese _____________ tea both in the past and now.
2) _________ I know, tea plants _________ on the sides of mountains.
3) When the leaves are ready, they _______ by hand and then _______ for processing.
4) The tea ____________ and sent to many different countries and places around China.
5) People say that tea ___________ ____ health _____ business!

Ss to role-play the conversation in groups
在情境中理解对话的语言点，通过不同方式操练对话，最后达到分角色表演的程度
Homework

I. Recite the conversation in 2d after school.
II. Translation.
1. 这个戒指是银制的。
2. 这种纸是由树木制成的。
3. 油漆是由什么制成的。
4. 杭州因其茶叶而为人知。
5. 据我所知，茶树被种植于山坡上。
Finish homework

综合运用本节课所学知识
板书设计
Unit 5 What are the shirts made of?
Section A 1 (1a-2d)
Grammer: The passing voice Language points:

教学反思

教学中需要强调只有及物动词才有被动语态。用适合的方法记忆单词，事半功倍。

长白学校 学校教师备课笔记
年级
九年级
学科
英语
主备教师
姜殿凤
复备教师

课题
Unit 5 What are the shirts made of?
Section A 2 (3a-3c)
课型
新授课
教材分析

通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，并学习用被动语态描述物产及其产地。
学情分析

在学习被动语态之后，相信学生能很快理解课文，并从中找出被动语态的句子。

教
学
目
标

1) 学习掌握下列词汇：France, no matter, local, brand, avoid, product, handbag,
mobile, everyday
2）阅读短文，能按要求找到相应的信息。
3）通过阅读提高学生们的阅读能力。
4) 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。

教学重点难点分析
1. 教学重点：
1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。

2. 教学难点：
1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。

教学策略分析

扫读理解文章大意，加强理解被动语态描述物产及其产地的方法

课前准备
教师

研究课标，专研教材，分析学情，设计导学案

学生

课前预习生词，巩固被动语态的用法

教学活动过程设计（第 2 课时）

教 学
环 节
教学活动
设计
意图
教师活动
学生活动
Ⅰ. Revision

1. Ask Ss to role-play the conversation in 2d.
2.Read the sentences.

1.Role-play the conversation in 2d.
2. (1). This ring is made of silver.
(2). This kind of paper is made from wood.
(3). What is paint made from?
(4). Hang Zhou is famous for tea.
(5). As far as I know, tea plants are grown on the sides of the mountains.

复习被动语态
Ⅱ. Lead in

方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案

让部分学生回答答案，并校对答案
First, read 3a quickly and find the answer to this question:
1) Where did Kang Jian visit last year?
2) Were there many things made in China in the US?
3) What two things did Kang Jian want to buy in the US?
4) Where were they made?
Check the answers

由问题引入课文
III. Reading

Work on 3b:
1. 告诉学生们再次阅读短文内容，并完成3b中的问题。
2. 让学生们先读这五个问题，确信所有的学生都能理解这些问题的意思。
3. 然后仔细回读短文，在短文的相关信息处划线，并回答出问题。
3. 让学生们回答问题，校对答案
Work on 3b:
1. 再次阅读短文内容，并完成3b中的问题。
2. 先读这五个问题，确信所有的学生都能理解这些问题的意思。
3. 然后仔细回读短文，在短文的相关信息处划线，并回答出问题。
3. 回答问题，校对答案。

Ⅳ. Careful Reading

Work on 3c
1. 告诉学生们本学习活动的要求：写出下列指示代词在短文所指代的事物。

2. 让学生们读3d中的内容，理解黑体指示代词所处的句子的意思，及其上下文的意思，开动自己大脑进行思维，确定它们所指的内容。

4. Check the answers.

Work on 3c
1. 写出下列指示代词在短文所指代的事物。

2. 读3d中的内容，理解黑体指示代词所处的句子的意思，及其上下文的意思，开动自己大脑进行思维，确定它们所指的内容。
3. 如果不能确定，可以在小组内进行讨论。

4. Check the answers.

帮助学生理解3C题目要求，并完成3c任务

V. Post reading

Ask Ss to fill in the blanks to complete the passage

Ss try to fill in the blanks by themselves.
Check the answers with the Ss.
Kang Jian is a ____________ student from Shanghai. Last year he went to visit his aunt and uncle in San Francisco. He ______ it interesting that so many _________ in the local shops ______________ China. She wanted to buy a _________ for his cousin, but even though most of the toys were _______ brands, they were made in ________.
Read the second paragraph and fill in the blanks.
Toys are not the only things made in China. ______, there were many other things made in China--footballs, handbags, pet food, mobile phones. Even ______________ are made in China. He ________that Americans could_______ ______ ______ products made in China.
He thinks it’s great that China is so good at ________ these _________ _________. He wishes that China will also get better at making ________________ __________ in the future. And people can buy those products in ______ ______ of the world.
Ss try to fill in the blanks by themselves.
Check the answers

通过填空练习加深对文章的理解

VI. Explanations

1. no matter 无论；不论
no matter意为“无论”与“what, who, which, where, how”等疑问词连用，引导让步状语从句。
e.g. No matter what you say, I won’t believe you.
No matter when you are free, you can come here for a cup of tea.

2. local adj. 当地的；本地的
e.g. The local people are always friendly to tourists.

3. avoid v. 避免；回避
avoid doing sth. 避免做某事
avoid 后面常跟名词、代词或动名词作宾语，但不能跟不定式作宾语。
e.g. They tried to avoid making Mrs. Li angry.
Jack kept back his anger and avoided a fight.

4. everyday adj. 每天的；日常的
everyday是every和day构成的合成词。everyday是形容词, 仅用在名词前作定语，不能单独使用。
e.g. everyday life日常生活everyday activities 日常活动
everyday与every day 辨析
every day是副词短语，意为“每天”，用作时间状语。
e.g. The teacher asked us to read English books every day

Taking notes and learning

帮助学生从课文中找出语言点，并理解运用

VII. Exercises

用括号中单词的适当形式填空

1. One who goes to ______ (French) never fails to visit Paris.
2. How soon would you like to have these ___________ (product) done?
3. In the crowd, Sam looked aside to avoid _________ (see) Jane and Mary.
4. Is this kind of bicycle______ (make) in Shanghai?
5. The ______ (locally) government listed him as an elderly person of no home.

巩固练习

Homework

1. Read the passage several times after school.
2. Make sentences with these words:
no matter, be made in, find it + adj. that…, even though, avoid doing sth., everyday things

Finish homework

巩固课文知识
板
书
设
计

Unit 5 What are the shirts made of?
Section A 2 (3a-3c)
The difficult search for American products in the US

Explanations:

教
学
反
思

在英语阅读中经常运用默读，扫读，细读，快读等阅读策略。而提高阅读速度和质量还需不断练习

长白学校 学校教师备课笔记

年级

九年级
学科
英语
主备教师
姜殿凤
复备教师

课题
Unit 5 What are the shirts made of?
Section A 3 (Grammar Focus-4c)
课型
新授课
教材分析

复习巩固Section A 部分所学的生词和词组，总结被动语态的用法
学情分析

在理解被动语态的基础上，加强时态和语态的综合训练，提高学生对语法的掌握

教
学
目
标

1. 语言知识目标：
1) 学习掌握下列词汇：boss, Germany, surface, material, traffic, postman, cap, glove
2) 进行一步复习巩固学习Section A 部分所学的生词和词组。
3) 对询问物品的制作材料、生产地点、生产制作过程等语句进行归纳总结和探究学习。
4) 掌握被动语态的用法，并通过不同方式的练习，来熟练掌握被动语态。

2. 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；

教学重点难点分析
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 被动语态的用法。
2. 教学难点：
1) 探究学习询问物品的制作材料、生产地点、生产制作过程等句型。
2) 被动语态的用法。

教学策略分析
梳理再现 知识积累 整合训练
课前准备
教师

研究课标，专研教材，分析学情，设计导学案

学生

课前复习单词和主动语态变被动语态的方法
教学活动过程设计（第 3 课时）
教 学
环 节
教学活动
设计
意图
教师活动
学生活动
Ⅰ. Warming- up and revision
1. Have a dictation of the new words learned in the last class.
2. Review some main phrases we learned in the last class.
3.Check the homework.
1. Have a dictation of the new words learned in the last class.
2. Review some main phrases that are learned in the last class.

Revision
Ⅱ. Grammar Focus.

1. 让学生阅读Grammar Focus中的句子，然后做填空练习
2.让学生分析Grammar Focous
的每个例句传递了什么语法信息

阅读Grammar Focus中的句子，然后做填空练习。
① 你的衬衫是棉的吗？
____ your shirts ____ ____ cotton?
② 是的，而且它们产于美国。
Yes. And they were _____ ___ the US.
③ 飞机模型是由什么制成？
______ the model plane ______ of ?
④ 它是由旧木头和玻璃制成。
It’s made of _____ ______ and ______
⑤ 茶产自中国哪里？
_______ ____ tea ___________ in China?
⑥ 茶产自很多不同的地区。
It’s produced in many ________ _______.
⑦ 茶是如何制成的？
_____ is tea __________?
⑧ 茶树种植在山坡上。当茶叶长成后，它们被手工采摘下来，然后送去加工。
Tea plants ______ ______ on the sides of the mountains. When the leaves are ready they _____ ______ by hand and then ______ ______for _________.
⑨ 在杭州人们种植茶叶。
People_______ ________ in Hang Zhou.
Tea _____ ________ (by people) in Hang Zhou

让学生自己对所学语法进行总结，练习语法条目

Ⅲ. Summary
一、被动语态
当主语为动作的执行者时, 谓语的形式为主动语态; 当主语为动作的承受者时, 谓语要用被动语态。
e.g. Many people speak English.
（主动语态, 句子的主语many people是动作speak的执行者）
English is spoken by many people.
（被动语态, 句子的主语English是动作speak的承受者）
二、被动语态的构成
被动语态由“助动词be + 及物动词的过去分词”构成。与主动语态一样，被动语态也有时态、人称和数的变化, 其变化规则与be作为连系动词时完全一样。

Studying and taking notes

Summary

IV. Practice

1. Work on 4a:
Tell Ss to read the sentences in 4a and try to fill in the blanks with the correct forms of the verbs in brackets.

2. Work on 4b:
1) 让学生们阅读句子，理解句子的意思，为进行句子转换做好准备。
2) 将主动语态句变为被动语态句时，应先确定句子的谓语动词，并找出句子的宾语。然后，将句子的宾语变成被动句的主语，将谓语动词变成be+ V-ed形式。
3) 逐句进行分析推敲，确定括号中单词的恰当时态。
4) 最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。
5) Check the answers with the Ss.
Learn some new words.
1. Work on 4a:
Ss to read the sentences in 4a and try to fill in the blanks with the correct forms of the verbs in brackets.
Learn some new words.
2. Work on 4b:
1) 让学生们阅读句子，理解句子的意思，为进行句子转换做好准备。
2) 将主动语态句变为被动语态句时，应先确定句子的谓语动词，并找出句子的宾语。然后，将句子的宾语变成被动句的主语，将谓语动词变成be+ V-ed形式。
3) 逐句进行分析推敲，确定括号中单词的恰当时态。
4) 最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。
5) Check the answers
Learn some new word.

帮助学生理解被动语态，并进行一般现在时的被动语态练习，掌握主动语态变被动语态的方法

V. Talking

1. Ask five classmates about something they are wearing or have in their schoolbags. The list of words below may help you. (Learn some new words.)
2. Let one pair read out the conversation in the box as a model.
3. 提示学生们运用左侧方框中的示例词。
4. 让学生们以小组为单位分别自主发挥，用英语谈论自己的物品的制作材料及生产地点。

1. Ss talk about something they are wearing or have in their schoolbags. The list of words below may help you. (Learn some new words.)
2. Let one pair read out the conversation in the box as a model.
3.运用左侧方框中的示例词。
4.以小组为单位分别自主发挥，用英语谈论自己的物品的制作材料及生产地点

用被动语态谈私人物品，归纳物品名词和原料名词

Homework

将下列句子变成被动语态句子

1.We use computers to search information.
2. The teacher often repeats the story.
3. They don’t allow fishing here.
4. Bill looks after his cat carefully.
5. We don’t often speak English at home.

Finish homework

巩固被动语态
板书设计

Unit 5 What are the shirts made of?

Section A 3 (Grammar Focus-4c)

一、被动语态 Materials: leather
wool
二、被动语态的构成 gold
plastic
三、主动语态变被动语态的方法 silk

教学反思

主动语态变被动语态，动词的变化是难点，应采取板演训练，达到直观纠错的目的
长白学校 学校教师备课笔记
年级
九年级
学科
英语
主备教师
姜殿凤
复备教师

课题
Unit 5 What are the shirts ma