九年级英语Unit 5 What are the shirts made of?全单元6课时教案(表格式）

九年级上册英语集体备课教案
课题 Unit5 what are the shirts made of 共6课时
主备教师 授课人 课时 授课日期 学生考勤
第1课时Section A 1a-2d 年 月 日 班 应到： 人 实到： 人 应到： 人 实到： 人
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集体备课成员
教学目标 Knowledge ObjectsKey vocabulary(2) Useful expressions: be made of/from be produced inAbility ObjectsTalk about what products are made of and where they were made.Train students’ listening and speaking skills.Moral ObjectsTo lead in Students think about Chinese folk or traditional art, learn about Chinese products and some products in the word.
教学重难点 .Master new vocabulary: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack2.Master the target language:—This ring looks nice. Is it made of silver —Yes, and it was made in Thailand. What is it made of It’s made of used wood and glass.
教具 准备 录音机、磁带、课本，教学案
教法学法 情境教学和合作学习法 设计意图
教学过程 Step1. Warming upGreetings and free talk.Step2. Lead in 1. Ask and answerT: Who invented paper first S1: Cai Lun invented it in Han dynasty. T: What was paper made of then S2: It was mainly made of bamboo. T: What is paper made of now S3: It’s mainly made of wood, bamboo, and cotton.2. 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.Explain the structures: be made of/from, try to identify be made of and be made from.Step3. Listen Try to learn the new words using “be made of” structure. e.g. This pair of chopsticks are made of bamboo. This coin is made of silver.Is this blouse made of cotton No, it isn’t. It’s made of silk.What’s the fork made of It’s made of steel. /a piece of leaf Ss discuss with their partner.Work on 1a: 1.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. What are these things usually made of Listen and match the products with what they are made of and where they were made. 2. Ss try to listen and match the things with the material and where they were made. 3. Play the recording again. Let Ss check the facts they hear. Ss try to made conversations using the information in 1b. Work on 2a: Let’s listen to a conversation between Nick and Marcus. Work on 2b: 1. Let Ss read the sentences below. Explain some main sentences for Ss. Make sure they know what to do. 2. Play the recording again to check the answers. Step4. PAIRWORK 1. Make conversations using the information in 2a and 2b. 2. Practice their conversations in pairs. Step5. SummaryTell us what we have learned in this class. Homework.Do EXX in Workbook.Preview Section A (2d 3a, 3b, 3c) 【设计意图】情境导入，激发学生学习兴趣。 learn the new words using “be made of” structure. 让他们初步接触某些未学的材料的英语名称理解并辨认有关 的短语。完成1a。2a This activity gives students practice in understanding the target language in spoken conversation.听前活动，了解对话的情景和主题(识别人物关系及对话地点)。第一步：学生集体放声朗读对话，并从中生词障碍；第二步：简短讲解、学习生词；)
板书设计 Unit5 what are the shirts made of Section A 1a-2d—This ring looks nice. Is it made of silver —Yes, and it was made in Thailand.What is it made of It’s made of used wood and glass.
作业批改记录
教学反思
主备教师 授课人 课时 授课日期 学生考勤
第2课时Section A 3a-3c 年 月 日 班 应到： 人 实到： 人 应到： 人 实到： 人
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集体备课成员
教学目标 一、.能用句型Where were they made He found it ...和He realized that ...来谈论自己喜欢的物品的认识和看法。二、 熟练掌握被动语态用法，学会用被动语态表达自己喜欢的事物的认识和看法。 三、提倡学生使用国货，培养学生的爱国主义情怀。
教学重难点 本课重点功能句的掌握。
教具 准备 本课重点功能句的掌握。
教法学法 课本、
教学过程 1.Warm-up and revision（课堂热身和复习）Pair work. Show Ss the pictures on the screen and practice the conversation.A:What do you think of this watch B: I think it’s very ...A: What is it made of B: It is made of ...A: Where was it made B: It was made in … 2. SkimmingRead the passage and answer the questions.(1) What two things did Kang Jian want to buy in America (2) Where were they made 3. ScanningTask 1: 阅读短文，回答下列问题(3b).Task 2: Read the passage again and write what the words in bold refer to. Task 3: 仔细阅读文章，完成下列句子。Kang Jian is a _____________ student from Shanghai. People would buy a _______ in Japan, some beautiful ________ in France, or a ________ in Switzerland.He found it ___________ that so many products in the local shops ____________ in China.He wanted to buy a ________ for his cousin, but even though most of the toys had American brands, they __________ in China. He wanted to buy _________________________, but he had to visit ______ or _______ stores before finding a pair made in America.There are so many things made in ________.Even American flags ___________ in China.He wishes that in the future China will also ____________________ high-technology products that people can buy in all parts of the world.4.观察与思考 1. No matter what you may buy, you might probably think those products were made in those countries.no matter作“无论”、“不管”解，用以引导____________，常用在下列句型中： 句型中的No matter what (who/when etc.)...分别表示__________、__________、___________等。练习：请翻译下列句型：（1) No matter what you do(whatever you do), you must be very careful.(2) No matter who you are (=Whoever you are), I’ll never let you in. 2. He realized that Americans can hardly avoid buying products made in China. avoid 表示“避免，回避”的意思，请先看下面几个句子： I think she is avoiding me. 我想她是在躲着我。 Try to avoid accidents. 尽量防止发生事故。 He avoided answering my questions. 他避而不答我的问题 Homework：你在课堂反思中发现了哪些问题 请对照本课学习目标，有针对地梳理、记忆本课所学的语言知识。 设计意图：通过复习的方式让学生巩固对已学知识的掌握，并自然引入本课时话题。设计意图：通过阅读，让学生学会在文中搜寻关键信息，同时学习一些重要知识点并能在实践中灵活运用。 从以上这些句子可以看出，avoid其后可接___________作宾语，也可接________作宾语，但是不能接不定式作宾语。
板书设计 Unit5 what are the shirts made of Section A 3a-3c What is it made of It’s made of used wood and glass.be made of/frombe produced in
作业批改记录
教学反思
主备教师 授课人 课时 授课日期 学生考勤
第3课时GF-4c 年 月 日 班 应到： 人 实到： 人 应到： 人 实到： 人
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集体备课成员
教学目标 1Learn new expressions, like stay out late, get a ride, etc.Learn to ask for permission in the polite way.Make students know how to talk politely and properly, especially to their beloved ones.
教学重难点 让学生学会礼貌地请求、接受请求以及拒绝请求
教具 准备 录音机、磁带、课本，教学案
教法学法 情境教学和合作学习法。
教学过程 Step1 导入——通过复习总结出被动语态的结构根据汉语提示完成句子：1. 你的衬衫是棉的吗？ ____ your shirts _____ ____ cotton 2.茶是如何制成的？ How _____ tea __________ 3. 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 processing.教师和学生一起通过口头复习Section A 2d对话中的句子，观察并总结出被动语态的结构，自然导入本课时的重点：一般现在时的被动语态。Step2 知识讲解——认识主动语态和被动语态当主语为动作的发出者时, 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。主语（发出者） 谓语（动作） 宾语（承受者）Mom cooks dinner. 主动语态Dinner by mom. 被动语态承受者 动作 发出者被动语态由“助动词be+及物动词的过去分词”构成。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。教师通过思维导图的方式引导学生认识主动语态和被动语态的概念及结构。Step3 难点突破——主动语态变被动语态的方法步骤They (主语）grow (谓语）tea (宾语）in the southeast of China.Tea (主语）is grow (谓语）by them(宾语）in the southeast of China.第一步:将主动语态的宾语改为被动语态的主语(代词要用主格)；第二步:将主动语态的谓语改为“be+及物动词的过去分词”结构；第三步:将主动语态的主语改为介词by的宾语, 放在谓语之后(有 时可省略)。第四步:将句子其它成分照抄下来。教师引导学生通过流程演示总结出主动语态变为被动语态的四个基本步骤，同时强调主格与宾格、单数与复数之间的转换。随堂练习：People play football all over the world.2. The old man on TV tells a story on Sunday.3. Students listen to the kind teacher carefully. Step4 知识讲解——主动语态变为被动语态的注意事项 含有双宾语，即直接宾语(常指事物)和间接宾语(常指人)的句子，每个宾语都可变为被动语态的主语，即其被动语态有两种形式，但多以间接宾语作主语。 Jack tells us the truth.　 We are told the truth by Jack. 　 The truth is told (to) us by Jack. Step5 知识讲解——被动语态的用法1. 不知道谁是动作的发出者或没有必要知道谁是动作的执行者时。The house is quite old. It was built in 1950. 这座房子太旧了，它是1950年建的。
2. 需要强调动作的对象即宾语。Calculator can't be used in the math exam. 计算器不能用于数学考试。3. 有时为了礼貌等原因不愿说出行为者，这时也常用被动语态。The construction of the new lab must be completed by the end of next month. 新实验室必须在下个月底前完工。Step6 课堂综合练习填空题：1. They produce silk in Suzhou. (改为被动句) Silk _________ _________ in Suzhou.2. We call maths the language of science. (改为被动句)　Maths _________ _________ the language of science.Step7 Summary主语 谓语动词 宾语（动作承受者）Many people speak English. English is spoken by many people. 主语 am/is/are+动词 被动语态的宾语 的过去分词 by+动作的发出者 设计意图：通过学习Grammar Focus中的句子，培养学生观察和总结语法规律的能力；然后，通过4a到4c的练习，让学生充分利用语言实践来掌握如何进行礼貌地请求、接受请求以及拒绝请求。教师引导学生按照步骤完成随堂练习以加强巩固、加深印象。
板书设计 Unit5 what are the shirts made of GF-4c 主语 谓语动词 宾语（动作承受者）Many people speak English. English is spoken by many people. 主语 am/is/are+动词 被动语态的宾语 的过去分词 by+动作的发出者
作业批改记录
教学反思
主备教师 授课人 课时 授课日期 学生考勤
第4课时Section B 1a-1e 年 月 日 班 应到： 人 实到： 人 应到： 人 实到： 人
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集体备课成员
教学目标 通过对本单元语法的复习与巩固，学会归纳与总结。2. 能听懂有关风筝节的活动及风筝的制作并完成听力任务。3. 用运用正确的时态和过去式的被动语态谈论相关话题。4. 通过学习听力材料，培养学生的爱国情怀。
教学重难点 掌握本课时的重点词汇及句型。用正确的时态和过去式的被动语态谈论相关话题。听、说的训练。
教具 准备 录音机、磁带、课本，教学案
教法学法 直观教学法、模仿示范法、情境教学和合作学习法。
教学过程 1. Warm-up and revision（课堂热身和复习）(1) Pair work两人一组讨论一下同学们的衣着服饰和学习用品。可以借鉴下面的对话： A：What’s your pencil made of B: It’s made of wood. A: Where was it made B: It was made in Shanghai.(2) Show a picture of Ke Nan and have Ss answer the questions:Do you know who he is What’s he like Do you like him He’s going to help us in class today. Are you ready 2. Work on Grammar Focus Read the sentences in Grammar Focus. Learn them by heart and translate the conversations with Ke Nan.3. Work on 1a.Show Ss some pictures of kites on the screen. Then get them to answer the questions.Do you know how to fly a kite What are kites made of Write down some materials used to making kites.4. Work on 1b.Listen to a conversation between Laura and Zheng Yun and circle the correct answers.5. Work on 1c. Listen and write L for Laura or Z for Zheng Yun.6. Work on 1d.Listen again. Fill in the blanks with what you hear.7. 听录音，跟读对话下面的重点句型：注意模仿录音中的语音语调，纠正自己的发音。(1) Weifang is a city in Shandong. It is famous for kites.(2) The international kite festival is held in Weifang every year.(3) The competitors at the festival are from all over the world.(4) There are competitions for the best kites.(5) Some of the kites ZhengYun saw were made of different things like silk or paper. Some are painted with colorful drawings. 8.观察与思考：通过听力训练思考下列几个词组的使用be famous for意为 “________________”。 Beijing ________________ many places of interest.be painted with意为“__________”The room______________ blue and yellow.9. Work on 1e Role-play a conversation between Laura and Zheng Yun using the information in 1b–1d.A: Where did you go on vacation B: I went to an international kite festival.A: That sounds interesting .What did you see there B: …10. 小结 检测学习成果。 设计意图：采用师生问答互动的方式引入相关话题，调动学生的学习积极性。设计意图：通过听力练习，培养学生获取听力大意及细节信息的能力；通过对话练习，培养学生运用目标语言进行日常交际的能力。
板书设计 Unit5 what are the shirts made of Section B 1a-1e1. English is one of the most _______ used languages in the world. (广泛地)2. The Greens are used to using ____________ (筷子) now. 3. The shop uses the best ________ (材料 )to make dresses.4. People use __________ (剪刀) to make paper cutting.5. We love our geography teacher because he always makes his class _________ (生气勃勃的)
作业批改记录
教学反思
主备教师 授课人 课时 授课日期 学生考勤
第5课时Section B 2a-2e 年 月 日 班 应到： 人 实到： 人 应到： 人 实到： 人
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集体备课成员
教学目标 1. Knowledge Objects：(1)Function:Talk about what products are made of and where they were made. (2)Key Vocabulary:Ss can master the following new words and phrases: its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete, traditional art, turn into, according to, send out, be covered with, rise into, be around, art piece, be made by (3)Target Language:They are made of bamboo and covered with paper. When the lanterns are lit, they slowly rise into the air like small hot-air balloons for all to see.Paper cutting has been around for over 1500 years.
教学重难点 ⑴ Learn and master some phrases and some key sentences.⑵ Enable the students to understand the main idea of the passage from general to specific and talk about Chinese traditional art using the passive voice. Learn how to find the main idea of the passage from general to specific and develop students’ different reading skills.Learn and master the usage of the passive voice of the past tense.
教具 准备 录音机、磁带、课本，教学案
教法学法 直观教学法、模仿示范法、情境教学和合作学习法。
教学过程 Step 1 Warming up and lead in（About 6 minutes）Have students listen to the song Rapper face (Xishuo lianpu) together. Then have them think of the questions:Which Chinese traditional art is the song about What do you know about it Have a free talk with students.T: I like this song very much. Do you know which Chinese traditional art the song is about Ss: Beijing Opera.T: Great! This song is about the he facial makeup. And what do you know about Beijing Opera S1: I know Beijing Opera has four main types of roles: Sheng, Dan, Jing and Chou.T: You’re right. The facial makeup uses a special method to show these roles. If you listen carefully, you’ll be interested in it. What else do you know about folk or traditional art Now please tell your partner about what you find, then I’ll invite some students to report it.After pairwork, invite some students to introduce what they know about Chinese folk or traditional art forms.Step 2 Pre-reading（About 5 minutes）T: Just now, we have known something about Chinese folk or traditional art forms. Today we’ll read a passage about them. Please look at the pictures in 2b and tell us what traditional art forms they are. Have students look at the pictures, and then call some students to say to the class.Show some pictures to teach the new words “clay, balloon, fairy, scissors, heat, polish and lively”. Have students read the words and help them understand the meanings of these words using pictures.Ask students to read the passage quickly and look for the key phrases and sentences and the teacher gives some explanations.Step 4 While-reading（About 8 minutes）Have students read the chart in 2b. Then get them to listen to the passage to fill in the chart individually. Then call two students to say the “Traditional art form” and “Materials used” and check answers with students.Tell students that the passage introduces Chinese traditional art using a method from general to specific. Have them look through the reading strategy and explain it to them.Then ask students read the passage and find the main idea of each paragraph and say which paragraph is about general introduction of topic and which paragraphs are specific examples.Have students look through the questions in 2c. Then ask them to scan the passage and find the answers to the questions.Ask different students to answer each question in 2c. Check the answers with the class.Step 5 After-reading（About 6 minutes）Ask the students to read the passage by themselves. Then call three different students to introduce three traditional art forms “the sky lantern, paper cutting and the clay piece” with their own words.Have students read the phrases in the box of 2d and say their meanings. Then ask them to work alone to complete the sentences using the correct forms of the phrases.Call different students to say their answers, check them with class. Step 6 Groupwork（About 6 minutes）T: From the passage, we know about three traditional art forms “the sky lantern, paper cutting and the clay piece”. Every Chinese is famous for them. Would you like to learn making them Which would you like to learn Have students look through the questions in 2e and discuss them in groups. As students work, move around the room offering some language support.Call each group to report their discussion results and explain reasons. Step 7 Make s survey（About 5 minutes） Step 8 Summary（About 3 minutes） Ask two students to sum up the key phrases and sentence patterns. Remind them of the sentences that have the passive voice of the past tense.Step9 Homework（About 1 minutes）Write a passage to introduce your favorite traditional or folk art form. 设计意图：以图片的形式直观地引入本课时话题，吸引学生的眼球，提高他们的课堂参与积极性。【设计意图】扫请学生阅读中的障碍设计意图：本环节的学习旨在培养学生略读和精读的能力，以及对知识点的灵活运用的能力。【设计意图】锻炼学生综合运用知识的能力，并且调动学生的积极性，提高学生的积极性。
板书设计 Unit5 What are the shirts made of Section B 2a-3bTraditional art form Materials usedthe sky lantern paper, bamboopaper cutting paperthe clay piece clayThey are made of bamboo and covered with paper. The paper, usually red, is folded before it is cut with scissors.The pieces are carefully shaped by hand …and then allowed to air-dry.After drying, they are fired at a very high heat.
作业批改记录
教学反思
主备教师 授课人 课时 授课日期 学生考勤
第6课时Section B (3a-4)self check 年 月 日 班 应到： 人 实到： 人 应到： 人 实到： 人
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集体备课成员
教学目标 掌握本课单词和短语be made of be made in；了解一般现在时态被动语态的结构和用法；归纳和掌握make 构成的短语.
教学重难点 1. To write a paragraph about the product2. To check yourself
教具 准备 录音机、磁带、课本，教学案
教法学法 writing
教学过程 环节 1.根据句意、汉语意思和首字母提示完成句子。1. The b____ (气球) were hung here and there in the hall. 2. She's a l_____( 活泼的)girl and popular with everyone.3. The h______(热) from the fire will soon dry your coat. 4. His father was angry and took a pair of s______(剪子) and cut her long hair.5. Can you c______(完成) your homework on time 环节2　学习3a、3b Make s survey（About 5 minutes）T: China is an ancient country with a long history. She has a number of traditional or folk art forms and special things. They can be a kind of food, an artwork or any other products. What are some special things that your hometown is famous for Let’s discuss in groups and fill in a survey chart.Do a survey. Let students look through the chart and discuss the special things that your town or city has in groups. Then make some notes to finish the chart in 3a. Call different students to talk about their results and compare with other groups. Encourage students to say more special things their hometown has.环节3 Writing（About 15 minutes）Have students read the expressions in the box of 3b, and then complete these sentences using the notes in 3a. The teacher walks around and gives them some help if they need. Have students put the sentences together into a passage. Then everyone reads his or her own passage in groups and all the members help correct any mistakes. Each group chooses a good passage to present in class. Have students write down their passages in the exercise books.环节4．学以致用。(书面表达)Write a paragraph about the product. Use your notes in 3a.要求：1.内容具体、语言完整、格式正确；2．词数100左右。【范文展示】My city, Suzhou, is famous for its silk quilts. These quilts are made of pure silk. They are made by skillful workers in many silk factories in the city. The silk quilts are used to keep people warm and comfortable in bed. They are known to be very comfortable because they are light and soft to touch. In addition, they look beautiful as they are decorated with beautiful patterns. Many people from all over the world come to Suzhou to visit the silk factories and buy not only the silk quilts but many other silk products too. 环节5.　学习Self Check 环节6 Summary（About 3 minutes）In this class, we've learned a passage about Chinese folk or traditional art. It tells us that these traditional art forms show many important things in our life, such as love, beauty and family. They show the love that all Chinese people have for life and beauty.Ask two students to sum up the key phrases and sentence patterns. Remind them of the sentences that have the passive voice of the past tense.Step 7 Homework（About 1 minutes）Write a passage to introduce your favorite traditional or folk art form. 设计意图：通过陈述的方式总结前面几节课的所学内容和这节课即将学习的内容，有利于知识间的衔接，便于教师循序渐进地开展教学。、设计意图：通过写作训练，让学生掌握如何表达自己对某事的观点并给出原因；范文的展示让学生总体了解这类写作的结构。设计意图：通过写作训练，让学生掌握如何表达自己对某事的观点并给出原因；范文的展示让学生总体了解这类写作的结构。
板书设计 Unit5 What are the shirts made of Section B(3a－Self Check)be made of be made inis famous forare made bylight and softall over the world
作业批改记录
教学反思
is cooked
一看动词
二找主语
三判关系
四选be