【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】Unit 5 section A

中小学教育资源及组卷应用平台
【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】
Unit5 Section A
Unit 5　What are the shirts made of
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
导入一　视频导入:
利用视频,提供几种生活中常见的日用品,如chopsticks, stamps等,让学生使用被动语态对这些常见的日用品进行描述,以导入新课。
　　T: What do you usually use to eat noodles
　　S: I usually use chopsticks.
　　T: What are the chopsticks made of
　　S: They are made of…
导入二　情境导入:
T: Look at the book. What is it made of
S1: It is made of paper.
T: Quite right. Then what is the pencil made of
S2: It is made of wood.
T: Yes. So we can see different things are usually made of different materials.
导入三　词汇导入:
采用多种形式复习学过的单词和学习新的单词。
教师可以课前进行准备,利用实物呈现话题词汇,特别是涉及chopsticks, fork, coin, blouse, silver, glass, steel, cotton, silk等词汇时,最好有实物展示。
导入四　谜语导入:
It is a small, round circle. It is yellow. It is made of gold. I wear it on my finger. Guess what it is!(ring)
They are pairs of thin sticks. They can be made of wood, bamboo, plastic, silver, gold or steel. They are used to lift food to your mouth. They are popular in China, Japan and Korea. Guess what they are. (chopsticks)
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 1c　Pair-work (两两对话:谈论不同物品的情况)
Ask the students to practice the conversation in 1a. Then make conversations using the information in 1b.　e.g.
A: …looks nice. Is it made of…
B: Yes, and it was made in…
活动 2d　Role-play (分角色表演:强化巩固关于茶叶的表达在交际中的应用,深入了解茶叶的相关信息)
1. Read for the main idea of 2d.
The main idea of 2d is 　C　.
A. why China is famous for tea　　　　　　　　　
B. why many people like Chinese tea
C. where and how tea is produced in China
2. Read for the specific ideas of 2d.
Read again and fill in the chart.
Chinese tea where In many (1)　different areas　. (2)　Anxi and Hangzhou　 are widely known for their tea.
how Tea plants are (3)　grown　 on the (4)　sides of mountains　.
When the leaves are ready, they are (5)　picked by hand　 and then are (6)　sent for processing　.
The tea is (7)　packed　 and (8)　sent　 to many different countries and places around China.
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
活动 2a-2b (有一定难度,增设听力训练题)
听录音,完成下列表格。(听力原文:Section A 2a, 2b )
The art and 1. 　science　 fair Outside the science 2. 　museum　
The model plane Made of used 3. 　wood　 and glass
The painting Made from grass, 4. 　leaves　 and flowers
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　任务教学 (略读课文,回答问题)
Read the passage in 3a and answer the following questions.
1. Where did Kang Jian go to visit his aunt and uncle
2. What did he discover in the local shops
3. Why did he have to visit several stores before buying a pair of basketball shoes
4. What did he realize after his shopping experiences
5. Why do you think so many products in America are made in China How do you feel about this
◎Key:
1.San Francisco.
2.He found many products in the local shops were made in China.
3.Because it was difficult to buy a pair of basketball shoes made in America.
4.He realized that Americans can hardly avoid buying products made in China.
5.Because production costs are lower and there is a big labor market in China. I feel very proud of it.
突破二　辅助教学 (细读课文,把握关键点,转化成自己的语言进行复述)
Retell the passage with the help of the key words in the form below.
The Difficult Search for American Products in the US
Where did Kang Jian go Last year…visit…in…
What did he discover in the local shops He found it interesting that…were made in…
What did he realize after his shopping experiences Americans can hardly avoid…China is so good at…
What's his wish …China will also get better at…that people can buy…
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　Step 1　观察及探究
一般现在时的被动语态
【观察】
1. —Are your shirts made of cotton
—Yes, they are. And they were made in the US.
2. —What's the model plane made of
—It's made of used wood and glass.
3. —Where is tea produced in China
—It's produced in many different areas.
4. —How is tea produced
—Tea plants are grown on the sides of mountains. When the leaves are ready, they are picked by hand and then are sent for processing.
【探究】 一般现在时的被动语态的结构为“主语(动作承受者)+is/am/are+动词的过去分词(+by+动作执行者)”。
一般现在时的被动语态的句型:
肯定句:主语+be+动词的过去分词+(by…).
否定句:主语+be not+动词的过去分词+(by…).
一般疑问句:Be+主语+动词的过去分词+(by…)
特殊疑问句:特殊疑问词+be+主语+动词的过去分词+(by…)
Step 2　练习巩固 (教材P36课文4a, 4b, 4c)
Section A
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
Three dialogues on the topic of raw materials and origins. The first dialogue talks about the raw materials and the origin of clothing. The second dialogue shows the production materials for the exhibition topic, and the third dialogue is between Pam and Liu Jun about the origin of tea leaves and the production process.
Why:
1a introduces the topic of the unit through illustrations, and presents the daily necessities to be learned and mastered, and the corresponding language structures; 1b presents the grammar—the passive voice through listening; 1c consolidates the knowledge of the language points through oral exercises; 2a-2c expand the topic of the unit through listening and speaking, and 2d introduces the use of the passive voice in real-life situations through the introduction to tea.
How:
The three dialogues focus on the elicitation of “be made of, be made in” and “be made from”, and develop step by step, through the exhibition and tea knowledge to let students initially perceive the use of the passive voice in real-life situations.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to introduce the materials used to make something in English, and to understand correctly the use of the passive voice and sentence structure.
2.To be able to understand the main idea of the listening material by grasping the key words, and to paraphrase the output of the listening material.
3.To recognize the process of producing tea and the influence of tea in other countries.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.To be able to be proficient in English expressions of daily items as well as raw materials.
2.To be able to describe and inquire the materials used to make objects in English.
Teaching Difficulty:
To understand the use of the passive voice and sentence structure.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
T: Look at the blouse. What is it made of
S1: It is made of cotton.
T: Quite right. Then what is the window made of
S2: It is made of wood and glass.
T: What is the ring made of
S3: It is made of silver.
T: What is the coin made of
S4: It is made of gold.
T: Yes. So we can see different things are usually made of different materials.
Purpose To stimulate students' interest by presenting pictures.
Step 2　Presentation (1a)
Get the students to look at the things in 1a, ask “What are these things usually made of ” and match them with the materials.
Step 3　Listening (1b)
Listen and match the products with what they are made of and where they were made.
Step 4　Pair-work (1c)
1.Ask the students to practice the conversation in 1a. Then make conversations using the information in 1b.　e.g.
A: This ring looks nice. Is it made of silver
B: Yes, and it was made in Thailand.
A: What about those chopsticks Are they made in America
B: No, they are made in Korea.
A: What are they made of
B: They are made of steel.
A: Oh, really I've never seen steel ones before.
B: Yes.
2.Check their work with several pairs.
Step 5　Listening (2a-2b)
1.Listen and check (√) the main topic of Nick and Marcus' conversation in 2a.
2.Listen again and write short answers to the questions in 2b.
Step 6　Post-listening activities
1.Get the students to listen and repeat after the tape.
2.Have the students make conversations using the information in 2a and 2b. e.g.
A: What did you see at the art and science fair
B: I saw…
A: What is it made of/from
B: …
3.Ask some pairs to present their work to the class.
Step 7　Role-play (2d)
1.Ask and answer:
(1)Which country is famous for tea
(2)Where is tea produced in China
(3)How is tea produced
(4)Why is Chinese tea so popular all over the world
◎Key:
(1)China is famous for tea.
(2)It is produced in many different areas. For example, Anxi and Hangzhou are widely known for their tea.
(3)Tea plants are grown on the sides of mountains.When the leaves are ready, they are picked by hand and then are sent for processing. The tea is packed and sent to many different countries and places around China.
(4)Because tea is good for both health and business.
2.Retell the conversation:
China 　is famous for　 tea. Tea 　is produced　 in many different areas in China. For example, Anxi and Hangzhou 　are widely known for　 their tea. As far as we know, tea plants 　are grown　 on the sides of mountains. When the leaves are ready, they 　are picked　 by hand and then 　are sent　 for processing. Then the tea 　is packed　 and 　sent　 to many different countries and places around China. It seems that people all over the world drink Chinese tea because tea 　is good for　 both health and business.
Purpose To give students more practice in using the target language in natural speech.
Step 8　Language points
be made of/in/from, produce, widely, be famous/known for…
Step 9　Homework
1.Required: Make a conversation about how tea is produced.
2.Optional: Search for more information about tea on the Internet to write a report.
第二课时(3a-3c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
The content of this lesson centers on the topic of Made in China, introduces the status of Made in China in countries all over the world, promotes national pride, and at the same time, students can learn about the current situation of China's products in the field of high technology, and see China's advantages and shortcomings in the world's economic competition.
Why:
Through the comprehensive training of the discourse, students are helped to further perceive the passive voice, and enhance their national pride by understanding the omnipresence of Made in China.
How:
The text is divided into two paragraphs. The first paragraph mainly describes that nowadays the market of Made in China has expanded to all over the world, and the second paragraph further describes in detail that it is difficult to buy American-made goods in the United States, while most of the daily necessities are made in China. Further enhance the sense of national pride. At the same time, it also allows students to think deeply about the current situation of China's products in the field of high technology, so that they can study hard and contribute to the further development of China.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To understand the passive voice sentence pattern in the general present tense around the topic of Made in China, and to improve reading skills effectively.
2.To be able to use reading skills to accurately obtain the main idea of an article, to relate it to real-life situations, and to express one's personal opinions logically and dialectically.
3.To understand more about handmade manufacturing, to enhance students' national pride, and to understand the current situation of China's products in the field of high technology, and to see China's strengths and weaknesses in the world's economic competition.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
To improve reading skills through reading exercises.
Teaching Difficulty:
To describe things and their places of origin in the passive voice.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Lead-in
1.First, greet the class.
2.Then ask students the following questions.
What would you like to buy if you go abroad to take a trip
What local products will you buy
If I go to 　　　　, I will buy 　　　　.
Step 2　Pre-reading
Let students look at the title of this passage, and guess three questions.
1.Where did Kang Jian go
2.Did he want to buy Chinese products or American products
3.Is it easy for him to buy American products
◎Key: 1.The US.　2.American products.　3.No, it isn't.
Purpose Predict the main information of this article through the title before reading to reduce the difficulty of reading, stimulate students' reading curiosity, and maintain their interest in continuing to read the article.
Step 3　While-reading
1.Read the passage quickly and match.
Para.1　 Many of American products were made in China.
Para.2 American toys in the US were made in China.
Purpose Set up a matching exercise for the main idea of each paragraph to deepen the understanding of the reading text as well as to further develop students' ability to grasp key information.
2.Careful reading: Let students read Para.1 carefully and answer the questions.
(1)What did Kang Jian discover in the toy stores
◎Key: Even though most of the toys were American brands, they were made in China.
(2)Find what the words in bold(粗体字) refer to(指代).
those(products): 　whatever products you buy in other countries　
those(countries): 　the countries you visit　
it: 　the fact that so many products in the local shops were made in China　
they: 　most of the toys　
3.Careful reading: let students read Para. 2 carefully and answer the questions.
(1)Why did Kang Jian have to visit many stores before buying a pair of basketball shoes
(2)What did he realize after his shopping experiences
(3)According to Kang Jian, in which aspect(方面) can China get better
◎Key:
(1)Because it was difficult to buy a pair of basketball shoes made in America.
(2)He realized that Americans can hardly avoid buying products made in China.
(3)China can get better at making high-technology products that people can buy in all parts of the world.
Purpose To develop students' reading skills, conform to the type of exam questions, and develop certain test-taking skills.
Step 4　Post-reading
1.3a.Read and answer.
(1)What two things did Kang Jian want to buy in America
(2)Where were they made
◎Key:
(1)A toy car and a pair of basketball shoes.
(2)Most of them were made in China.
2.3b.Read and answer.
(1)Where did Kang Jian go to visit his aunt and uncle
(2)What did he discover in the toy stores
(3)Why do you think so many products in America are made in China How do you feel about this
◎Key:
(1)San Francisco.
(2)He found that so many products in the local shops were made in China.
(3)Because China is so good at making these everyday things. I feel very proud of it.
3.Discussion.
What do you think of products made in China (详见课件资源)
Purpose To further deepen the understanding of knowledge points and consolidate the understanding of the content of the article.
Step 5　Language points
no matter, be made in, find it+adj. that…, even though, avoid doing sth., everyday things…
Step 6　Summary
Ask students to work together and summarize what they have learned in this class.
Step 7　Homework
1.Required:
(1)Remember the words and phrases in this lesson.
(2)Retell the passage with the help of the key words.
2.Optional:
Draw a mind map and retell the passage.
第三课时 (Grammar Focus-4c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This lesson is about the grammar of the unit, focusing on the passive voice with the general present tense, including declarative sentences, general questions, special questions and answers.
Why:
Through what they have learned before, students have initially perceived and tried to use the passive voice with the general present tense, and the design of activities such as observing, summarizing and investigating can further help students master the use of the passive voice with the general present tense. It will stimulate students to explore the rules of the English language actively.
How:
4a highlights the key point, that is, the basic composition of the passive voice, be+done, which focuses on both the language form and the ideological function of the passive voice; 4b changes the active voice into the passive voice, aiming at breaking through the key points; 4c lets students consolidate the learning of the passive voice in practice through verbal expression, and turn it into the language use ability.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to correctly derive the basic structure of the passive voice from different contexts, through observation and generalization, and peer cooperation.
2.To understand and use the structure of the passive voice with the general present tense, and to be able to convert the active voice and the passive voice freely.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.Review and consolidate the vocabulary and phrases learned in Section A to achieve the goal of skillful use.
2.The use of the passive voice with the general present tense.
Teaching Difficulties:
1.Explore and learn sentence patterns that ask about the materials used to make an item, where it was produced, and how it was produced.
2.Change the active voice into the passive voice.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Free-talk
A: What is your coat made of
B: A hundred percent cotton.
A: What about your hat
B: …
Step 2　Presentation
1.Let students look at Grammar Focus, and find the passive voice.
2.Present the sentence patterns of the passive voice by showing the examples.
Step 3　Grammar Focus
1.Present the usage situation of the passive voice by showing the examples.
2.Show the ways to change the active voice into the passive voice.
Purpose To further reinforce the basic structure of the passive voice by identifying passive structures in the Grammar Focus examples.
Step 4　Exercise
1.plete the sentences with the correct forms of the verbs in brackets.
(1)Children under 18 　are not allowed　 (not allow) to watch this show without their parents.
(2)We 　are paid　 (pay) by the boss on the last Friday of each month.
(3)A: What language 　is spoken　 (speak) in Germany
B: Most people speak German, but many can speak English, too.
(4)Most of the earth's surface 　is covered　 (cover) by water.
(5)The classroom 　is cleaned　 (clean) by the students every day.
2.4b.Rewrite the sentences using the passive voice.
(1)Farmers plant the tea on the sides of mountains.
(2)This shop uses the best materials to make dresses.
(3)Careless driving causes many traffic accidents.
(4)The postman brings letters and postcards to people's homes.
(5)Our family does not use this silver plate very often.
◎Key:
(1)The tea is planted on the sides of mountains by farmers.
(2)The best materials are used by this shop to make dresses.
(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./This silver plate is not used by our family very often.
3.4c.Ask five classmates about something they are wearing or have in their schoolbags.
A: What's your pencil made of
B: It's made of wood.
A: Where was it made
B: It was made in Shanghai.
Purpose To reinforce the target language for talking about what things are made of and where they were made.
Step 5　Summary(详见课件资源)
Step 6　Homework
1.Required:
(1)Grammar exercises.
(2)Make a conversation about 4c.
2.Optional:
Write something about an everyday item with the passive voice.
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