Unit 5 What are the shirts made of? 第2课时 Section A（3a~4c）表格式教学设计

人教版九年级英语（全）册
《Unit 5 What are the shirts made of 》
课时内容 第2课时 Section A （3a~4c）
教学目标 【知识与技能】 1.能掌握下列词汇： France, no matter, local, brand, avoid, product, handbag, mobile, everyday 2.能掌握以下句型： (1)No matter what you may buy, you might think those products were made in those countries. (2)He found it interesting that so many products in the local shops were made in China. (3)He realized that Americans can hardly avoid buying products made in China. (4) Children under 18 are not allowed to watch this show without their parents. (5)We are paid by the boss on the last Friday of each month. (6)Most of the earth’s surface is covered by water. 【情感、态度与价值观】 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。
教学重点 1.学会运用no matter引导的让步状语从句。 2.通过交流表达和阅读训练,读懂含有被动语态的短文。
教学难点 主动语态和被动语态的相互转化。
教学准备 音频和课件。
教学过程
教学过程 Step 1:Leading in 1.展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。 Then ask Ss some questions: T: As we know, there are so many things made in China in England. What about in America and other countries in the world Now let’s read the passage of 3a. First, read quickly and find the answer to the questions: (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 Ss read the article quickly and try to answer the questions: 2.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。 3.学生们，按老师指导的方法进行阅读，并快速回答这几个问题。 4.最后，教师让部分学生回答答案，并核对答案。 Step 2:Finish the task in 3a Pre-reading The T can ask Ss to talk about the title and the picture in 3a and have a discussion. The T can use these prompts: 1. Where is the tourist 2. Does he want to buy Chinese products or American products 3. Is it easy for him to buy American products Why While-reading The T make Ss read the passage quickly and find the key information to finish the task in 3a. Then the T can invite some Ss to share answers with the class. Answers: 1.He wanted to buy a toy car and a pair of basketball shoes. 2. Most of the shoes and toys that he found were made in China. Step 3:Finish the task in 3b The activity is to encourage Ss to read for details and to express their opinions in response to what they have read. The T can ask Ss to read the questions first. Ss read the passage again carefully and finish the task in 3b. Then the T can invite some Ss to share answers with the class. Answers: 1.San Francisco. 2.He discovered that so many products in the local shops were made in China. 3.Because he wanted to buy a pair of basketball shoes made in America. 4.He realized that Americans can hardly avoid buying products made in China. Suggested answer: 5.I think Chinese people are great; they can make many things and sell them to places around the world. It shows that China is a great and strong country. I feel proud as a Chinese. Step 4:Finish the task in 3c The T can point out to Ss that the aim of this activity is to enhance their understanding of the use of pronouns. Being able to understand how pronouns are used is an important skill for reading and writing. Since a pronoun usually refers to something that has already been mentioned, to understand what a pronoun stands for, we should look at the earlier part of the sentence or the sentence that comes before. Ss can first find the sentence with the target pronoun and try analyzing the elements of the sentence and master the usage of these pronouns. Answers: those(products):cameras, beautiful clothes, watches those(countries):Japan, France, Switzerland it:so many products in the local shops were made in China they: most of the toys Step 5 Finish Grammar Focus The T can ask Ss to read aloud the sentences in the chart, observe these sentences and trying to find the rules about the target structure. Ss can have a discussion to check their findings in pairs. At last the T can summarize the usage of the target grammar structure from several aspects. The T can also explain to Ss when and where we should use the passive voice instead of active voice. Step 6:Finish the task in 4a Ask Ss to finish the task in 4a quickly. Ss who finish can put up hands and the T can take down the time Ss spend and give positive feedback to those Ss who spend less time. The T can invite Ss to read aloud the sentences to check their answers as well as their pronunciation and intonation. Answers: 1.are not allowed 2.are paid 3.is spoken 4.is covered 5.is cleaned Step 7:Finish the task in 4b(finish it after class as homework) Ss finish the task in 4b and then communicate with their partners. Then the T can invite some Ss to share their answers in class and the T can make assessments. Answers: 2.The best materials are used to make dresses by this shop. 3.Many traffic accidents are caused by careless driving. 4.Letters and postcards are brought to people's homes by the postman. 5.This silver plate is not used very often by our family. Step 8:Finish the task in 4c The activity is to reinforce the target language for talking about what things are made of and where they were made. The T may prompt Ss to name the things they are wearing and the things they have on their desks and in their schoolbags. Write these words on the board. Have Ss work in pairs to make similar conversations using the things they have just named. The T can then invite a few pairs to role-play their alternative conversations. Talk about your school things with your partner. A:What’s your pencil made of B:It’s made of wood. A:Where was it made B:It was made in... Step 9:Language points 【知识讲解】 一、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。 No matter what you say, I won’t believe you. 无论你说什么，我都不会相信你。 No matter when you are free, you can come here for a cup of tea. 无论你什么时候有空，都可以来这里喝杯茶。 二、local adj. 当地的；本地的 The local people are always friendly to tourists. 当地人对游客一向很热情。 三、avoid 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。 They tried to avoid making Mrs. Li angry. 他们尽量避免让李老师生气。 Jack kept back his anger and avoided a fight. 杰克压住了怒火，避免了一场斗殴。 Mobile mobile adj. 可移动的；非固定的 mobile phone 手机 Would you please give us some details of your mobile phone 你能给我们一些你的手机的细节吗？ everyday (1)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。 everyday life日常生活everyday activities 日常活动 (2)everyday与every day 辨析 every day是副词短语，意为“每天”，用作时间状语。 The teacher asked us to read English books every day. 老师让我们每天都要读英语。 六、被动语态 1.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。 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） 2.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。 Step 10: Summary 鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Read and recite the passage in 3a. 2.Do the exercises in students’ book.
板书设计 Unit 5 What are the shirts made of Section A（3a～4c） Key sentences： No matter what you may buy,you might think those products were made in those countries. He found it interesting that so many products in the local shops were made in China. Children under 18 aren’t allowed to watch this show without their parents. Grammar： 被动语态的构成及用法
教学反思 1.在这一课时，在教学过程中，教师最好不要把每句话都翻译成中文或用中文解释，而是通过提问了解学生对信息的掌握程度，通过提问引导学生注意一些单词、短语或句型，通过提问“逼”学生用一些单词、短语和句型来回答问题。从而使学生能够感知目的语并运用目的语，培养学生运用目的语的能力。 2.语法重点安排了本单元被动语态一般现在时的用法，包括陈述句、一般疑问句、特殊疑问句和答案。活动4a强调被动语态的结构。活动4b是把主动语态变成被动语态。它旨在突破难点，让学生比较两种声音的不同结构和功能。活动4c以对话的形式再现本单元所学的语言知识。让学生通过阅读和口语练习巩固语言。在教学过程中，教师还应将学生的注意力集中在结构中涉及的不规则动词的过去分词上。