Unit 5 What are the shirts made of Section A 教案（表格式，共4课时） 2024-2025学年人教版英语九年级全册

Unit 5 What are the shirts made of
Section A（1a-1c）
Teaching Aims 1.语言能力：能够谈论产品用什么制造，以及在哪儿制造。 2.文化意识：能够了解产品用什么材料制造的，以及在哪儿制造的。懂得产品的相关信息。 3.思维品质：学习用“be made of”表达产品用什么材料制造，用“be made in”表达产品在哪儿制造。 4.学习能力：有意识地运用被动语态谈论产品用什么制造，在哪儿制造。
Teaching Difficulties 用被动语态谈论产品用什么制造，在哪儿制造。
Teaching Aids A tape recorder ; CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
The T can present the pictures of some common materials and elicit the definition of “material” from Ss. The T may use these prompts: Do you know what materials mean Materials are things that can be made into different kinds of products. Can you say any kinds of materials in daily life The T may present the pictures of some products made of the materials mentioned before and encourage Ss to talk about what products are made of so that they can perceive the passive voice. The teacher can make a sample: ---What are the chopsticks made of ---The chopsticks are made of wood. After Ss get familiar with the target structure, the T can present more flash cards of target words and guide them to make conversations using the target structure.
Step 2 Presentation & Practice
1a The T can make Ss talk about the picture in 1a. The T may use these prompts: What things do you see in the picture What are the things made of What are the people doing 1a The T can make Ss read the words in chorus and make sure they know the meanings of the words. Then Ss finish the task in 1a . The T can check answers by making conversations with Ss or asking them do this in pairs like this: T: What are chopsticks made of S1: They’re made of... S2: What is the window made of S3: It’s made of... Suggested answers: 1.a,c 2.f 3.b.c 4.d 5.a,c 6.e 1a The T may want to extend the activity by asking Ss to identify other objects in the picture and say what they are made of. Examples: sofa — fabric, leather curtains — cotton table— wood lamp— metal, fabric cushion— cotton box— paper bowl— porcelain 1b Before listening, the T should make sure that Ss understand the requirement of the task. The T can help Ss understand by asking questions and write the form on the blackboard: T: What products are mentioned in the dialog Things______ What materials are mentioned in the dialog Made of______ What countries are mentioned here Made in_______ ThingsMade ofMade in
The T can use stratified teaching method in this activity. For weaker Ss, the T can ask them to try predicting and matching before listening so that they can be more focused when listening to check if their prediction is right. For high level Ss, the T can ask them to close the textbook and fill in the form and take notes when listening. 1b While listening, the T can play the recording without stop for the first time and Ss finish the task in 1b. This step aims to develop Ss’ skills of grasping the target information. Then the T can play a second time to check Ss’ answers. This time, the T can stop at the key point and check Ss’ answers by asking them to say the complete the sentence, for example: The shirts are made of cotton. They were made in America. Answers: skirts—cotton—America chopsticks—steel—Korea ring—silver—Thailand 1b While listening, the T may play the recording a third time and ask Ss to repeat the key sentences. The T may also ask some questions to consolidate Ss’ understanding of the dialog: How much did Susan pay for the three shirts ( 29 dollars.) What does Anita feel about the three shirts (cheap) What are the shirts made of (cotton) Where were they made (America) Where did Susan buy the chopsticks (Korea) How does Anita like the chopsticks (cool) What else does Susan show (ring) Where was the ring made (Thailand) What will Susan do with the ring (give it to her friend) 1c The T can invite Ss to role-play the conversation in 1c. Then the Ss can work in pairs to make conversations without looking at the textbook . During this step, the T should pay attention to the fluency of Ss’ speaking instead of the accuracy. Just offer help to the Ss in need and don’t over correct their small mistakes so that Ss can speak as much as possible. The T should draw Ss’ attention to the different tenses used to talk about what a product is made of and where it was made. Note: The Simple Present is used to say what a product is made of. This is because when we say what a product is made of, we are describing the current state of the product. e.g. The ring is made of silver. The chopsticks are made of steel. The Simple Past is used to talk about where a product was made. This is because the process of making the product has been completed. e.g. The ring was made in Thailand. The chopsticks were made in Korea.
Step 4 Language points learning
glass n. 玻璃，是不可数名词。 a piece of glass 一片玻璃 glass 还可用作可数名词，意为“玻璃杯，眼镜”。 当“眼镜”用时，常用复数形式（ glasses）。 be made of 为“be+及物动词的过去分词+of”的被动语态结构，意为“由……制造；由……制作” 。强调从制成品中仍可以看出它的原材料。 be made from…意为“由……制成”，强调从制成品中看不出它的 原材料。 be made in…意为“在……制造”，介词in后常接产地。 The language points are for reference only.
Step 5 Summary & Homework The homework can vary with the specific conditions.
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the conversation in 2d. Do the exercises in students’ book.
Teaching Reflection This is the first period of the unit. Teaching new words and reviewing learned words through physical display is an effective teaching method. A picture is worth a thousand words, which can not only give students more input, but also stimulate students' learning enthusiasm. When checking the answers, teachers need not rush to judge right or wrong. They should let students speak actively. This link is a good opportunity to practice the target language, and try to give students at all levels the opportunity to speak. Guide students to pay attention to the composition of passive voice. At this stage, it is OK to understand sentences without explaining for the time being so that students can accumulate more perceptual knowledge in the stage of grammar perception.
Unit 5 What are the shirts made of
Section A（2a-2d）
Teaching Aims 1.语言能力：了解中国茶产自哪里以及茶是怎样生产的。 2.文化意识：了解中国的茶文化。 3.思维品质： 4.学习能力：有意识地运用被动语态谈论产品由什么制造，以及在哪儿制造的。
Teaching Difficulties Learn and practice the passive voice in listening and speaking.
Teaching Aids A tape recorder ; CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
The T can present some pictures of kinds of fairs and introduce to Ss what a fair is . Fair is an event at which people or businesses show and sell products. Then the T can elicit from Ss what fair they have ever attended: a book fair/a trade fair/an art and science fair
Step 2 Presentation & Practice
2a Before listening , the T can ask Ss to look at the picture in 2a and talk about it. The T can use the following prompts: What’s this in the picture Where do you think we can see it in our daily life The T can ask Ss to read the expressions in 2a to make sure they get the meaning of them and the requirement of the task. 2a The activity is to provide Ss with practice in listening for the main topic of a conversation. At the beginning, the T may emphasize to Ss that they are to check only the main topic , not check everything that is mentioned. Then the T play the recording for the first time and make Ss grasp the main idea of the listening and check the main topic. Answer: the art and science fair 2b Ask Ss to read the four questions to get the meaning in 2b. Then the T should teach Ss how to identify and capture the required information from the recording quickly and accurately and listen to some details selectively. For high level Ss, the T can encourage them to take notes about some details mentioned. Then the T may stop at the key point while playing the recording so that Ss have time to write answers. Ss can be asked to check their answers in pairs by making conversations. Answers: 1.Outside the science museum. 2.No. Their school i spaying for it. 3. Used wood and glass. 4. Grass, leaves and flowers. 2b Play the recording again and ask Ss to focus attention to more details in the conversation. The T ask more questions to test Ss’ understanding such as: Do we have a notice board in our school What does “notice board” mean Can you say “fair” in another way Do you know some other meaning of “fair” Who were the works made by Were they made by scientists, university students or middle school students 2b After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. 2c To give Ss practice using the target language in everyday speech, the T can encourage Ss to make conversations using the information in 2a like this: A: What did you see in the art and science fair B: I saw a huge model plane and a really beautiful painting. A:What is the model plane made of B:The plane made of wood and glass. A:... 2c To add on to the activity,the T can ask Ss to make conversations about similar fairs they have been to, then invite Ss to present their conversations to the class.
Step 3 Presentation & Reading
2d Before reading, the T can use these prompts to encourage Ss to have a discussion so that Ss’ interest can be aroused: What do you know about tea How many kinds of tea do you know What place is famous for Tieguanyin / Longjing 2d The T can ask Ss to read the conversation quickly for the first time to get the main idea. The T can check their understanding by asking them questions : 1.What’s the topic of the conversation 2. Which places are known for their tea 3.Do people from other countries drink tea 2d The T can focus Ss’ attention on the structure of passive voice appeared in the conversation. Ss can be asked to find the sentences with passive voice and then the T list them on the board and summarize the target structure. Ss can also say the primitive verb of past participle. For example: produce Where is tea produced in China How is tea produced know Anxi and Hangzhou are widely known for their tea. ... .... 2d Ask Ss to read the conversation again carefully and pay attention to the details .The T can ask some questions to check their understanding. 1. Which city is well-known for its tea 2. Where is tea grown 3. How are tea leaves picked 4. What needs to be done after tea leaves are processed 5. Why is tea drunk all over the world 2d The T can play the recording of the conversation and make Ss read after it. Pay attention to the pronunciation and intonation. Then the T can play the video of the conversation and then invite some Ss to role-play the conversation as open pairs.
Step 4 Language points learning
fair n. 展览会；交易会 fair作形容词 意为“公平的；公正的”， 常用结构： be fair to sb. 对某人是公平的 反义词为unfair 意为“不公平的；不公正的” fair作形容词 还可意为“白皙的；浅色的” be famous for 意为“因……而出名”，后接原因（通常是名词） be famous as意为“作为……而出名”，后接表示身份、地位等的名词。 be famous to意为“为……所熟知”，后接表示人的名词。 produce v. 生产；制造；出产 produce 本身也可作名词，意为“产品； (尤指)农产品”。为不可数名词。区别于product。 ①product是produce的名词形式，意为“产品；成果”，是可数名词。 ②production也为produce的名词形式，意味“生产；产量”，是不可数名词。 widely adv. 广泛地；普遍地 由“wide（adj. 宽的）+ly（副词后缀）”构成。 相关词汇： width n. 宽度；广度 widen v.（使）变宽； （使）扩大 as far as I know 据我所知 结构类似的短语有：as far as I can see 依我看 As far as I can remember 据我所记得 as far as I can tell 据我所知 The language points are for reference only.
Step 5 Summary & Homework The homework can vary with the specific conditions.
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the passage in 3a. Do the exercises in students’ book.
Teaching Reflection Passive voice is difficult for Chinese students. They either forget the verb “be” or miss the “ed” after the verb, especially the past participle of irregular verbs, which is easier for students to forget. Sometimes even if they understand the meaning of the passive voice, they have little sense of application. Therefore, teachers must create different contexts for practice.
Unit 5 What are the shirts made of
Section A（3a-3c）
Teaching Aims 1.语言能力：从语篇中了解中国学生Kang Jian在美国的商店找不到美国制造的产品而几乎都是中国制造的事实。 2.文化意识：能够了解当今世界制造业的格局，看到中国在世界经济竞争中的优势和短处。 3.思维品质：概括中国学生Kang Jian在美国的商店找不到美国制造的产品而几乎都是中国制造的原因，并归纳中国在世界经济竞争中的优势与和短处。 4.学习能力：学会根据上下文推断代词指代的内容。
Teaching Difficulties Practice the target structure in reading comprehension
Teaching Aids A tape recorder ,CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
The T can show some common tags on daily necessities and lead Ss to find out that most things were made in China. The T can use the prompt: Look at things that you wear and use. What are they made of Where were they made Then the T can encourage Ss to talk about things made in China and express their opinions: What do you think of things made in China The T can set a scene and and ask Ss to brainstorm some local products in different countries so that Ss’ can be more involved in the class and prepare well for the following reading task. If you go abroad for vacation, what local products will you buy In Japan/France/Switzerland, I will buy... Then the T can tell Ss that most of these products are made in China.Things made in China have been all over the world. The T can play a video about a blogger’s one-day experience in America of avoiding using things made in China. After watching the video, the Ss can exchange their feelings.
Step 2 Presentation & Reading
Before-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 3a 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. 3b While-reading 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: San Francisco. He discovered that so many products in the local shops were made in China. Because he wanted to buy a pair of basketball shoes made in America. He realized that Americans can hardly avoid buying products made in China. Suggested answer: 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. 3b The T can extend the activity by conducting a class discussion based on question 5. Encourage Ss to express their opinions about so many foreign brands having their products made in China and how they feel about it and why they feel about it. At last, the T can summarize the passage with Ss by asking the following questions: Which is the most important key word in the title (difficult) Why do you think so (The passage is about how difficult Kang Jian’s search for products made in America was.) 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 3 Language points learning
search n.&v. 搜索，搜查 用作名词时，常用短语 in search of,意为“寻找”，后接寻找的人或物。 no matter 无论；不论 与 what, who, when, where, how 等疑问词连用，引导让步状语从句 avoid v. 避免；回避 常用搭配： ①avoid sb./sth. 躲避某人/ 某事 ② avoid doing sth. 避免做某事 The language points are for reference only.
Step 5 Summary & Homework The homework can vary with the specific conditions.
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Read and recite the passage in 3a. Do the exercises in students’ book.
Teaching Reflection During the teaching process, teachers had better not translate every sentence into Chinese or explain it in Chinese, but to understand students' mastery of information through asking questions at all levels, guide students to pay attention to some words, phrases or sentence patterns through asking questions, and "force" students to answer questions with some words, phrases and sentence patterns through asking questions, so as to enable students to perceive the target language and use the target language, and cultivate students' ability to use the target language.
Unit 5 What are the shirts made of
Section A（Grammar Focus-4c）
Teaching Aims 1.语言能力：了解被动语态的用法。 2.文化意识：能够了解产品用什么材料制造的，以及在哪儿制造的。懂得产品的相关信息。 3.思维品质：学习用“be made of”表达产品用什么材料制造，用“be made in”表达产品在哪儿制造。 4.学习能力：学会用被动语态改写句子。
Teaching Difficulties 主动语态和被动语态的相互转换
Teaching Aids A tape recorder ,CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Warm-up & Revision
The T can play a video of several films excerpts which contain lines with passive voice so that Ss can learn and practice the target structure in natural speech. The T can guide Ss to review what they have learned by asking them to describe the pictures of local products in different countries. Pay attention to the accuracy of Ss’ words and remind Ss to use the target structure.
Step 2 Grammar learning
Ask Ss to find sentences with passive voice in Section A and the T may write them on the board. For example: Tea is produced in many areas in China. Anxi and Hangzhou are widely known for their tea. The leaves are picked by hand. The tea is packed and sent to many different countries. 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 3 Presentation & Practice
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: are not allowed are paid 3.is spoken 4.is covered 5.is cleaned 4a Compare the two voices. Draw Ss’ attention to the question 3 and 5 and ask them to turn the two questions into active voice. The T may write them on the board to guide Ss to tell the differences between them in structure and function like this: What language is spoken in Germany What language do people speak in Germany The classroom is cleaned by the students every day. The students clean the classroom every day. 4b 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. This silver plate is not used very often by our family. 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.
Step 4 Summary & Homework
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the new words and phrases in Section B(1a-1e). Do the exercises in students’ book. The homework can vary with the specific conditions.
Teaching Reflection Grammar focus arranges the general present tense usage of the passive voice in this unit, including declarative sentences, general questions, special questions and answers. The activity 4a highlights the structure of the passive voice. Activity 4b is to turn the active voice into the passive voice. It aims to break through the difficult points and let students compare the different structures and functions of the two voices. Activity 4c reproduce the language knowledge learned in this unit in the form of dialogue. Let students consolidate the language through reading and oral practice. While teaching, teachers should also focus Ss’ attention to the past participle of irregular verbs involved in the structure.