【核心素养】人教版九年级英语Unit 5 What are the shirts made of？ Section B 1a-1e教案

九年级英语What are the Shirts Made of (Section B 1a1e)教案
I. Core Competency Objectives
1. Language Competence:
Students will be able to identify and use vocabulary related to materials (e.g., cotton, silk, wood, metal) and products (e.g., shirts, chopsticks, stamps).
Students will practice listening for specific information and answering questions based on the listening material.
Students will improve their ability to describe the materials of common objects using the passive voice (e.g., "The shirt is made of cotton.").
2. Cultural Awareness:
Students will learn about the cultural significance of certain materials and products in different countries (e.g., silk in China, wooden products in Japan).
Students will develop an appreciation for the diversity of materials used in everyday life around the world.
3. Thinking Quality:
Students will enhance their critical thinking skills by analyzing the relationship between materials and their uses.
Students will practice making inferences and predictions based on listening and visual cues.
4. Learning Ability:
Students will develop their ability to extract key information from listening exercises.
Students will improve their collaborative skills through pair and group discussions.
II. Teaching Procedures
Step 1: Warmup (5 minutes)
Activity: Brainstorming
Show pictures of common objects (e.g., a shirt, chopsticks, a stamp) and ask students:
"What are these objects made of "
"Why do you think these materials are used "
Write students' answers on the board and introduce key vocabulary (e.g., cotton, silk, wood, metal).
Step 2: PreListening (1a) (5 minutes)
Activity: Matching
Students match the products in 1a with the materials they are made of.
Discuss answers as a class and clarify any misunderstandings.
Step 3: Listening (1b1c) (15 minutes)
Activity 1b: First Listening
Play the audio for 1b. Students listen and check ( ) the materials they hear.
Discuss answers and replay the audio if necessary.
Activity 1c: Second Listening
Play the audio again. Students complete the sentences in 1c using the information from the listening.
Check answers as a class and provide feedback.
Step 4: PostListening (1d) (10 minutes)
Activity: Pair Work
Students work in pairs to ask and answer questions about the products and materials in 1d.
Example:
A: "What is the shirt made of "
B: "It’s made of cotton."
Encourage students to use the passive voice correctly.
Step 5: Extension (1e) (10 minutes)
Activity: Group Discussion
Students work in groups to discuss the following questions:
"What are some traditional products in your country What are they made of "
"Why do you think these materials are used "
Each group shares their ideas with the class.
III. Homework
Write a short paragraph (57 sentences) about a traditional product from your country. Describe what it is made of and why that material is used.
IV. Teaching Reflection
This lesson aimed to develop students' language competence, cultural awareness, critical thinking, and collaborative skills. The warmup activity successfully engaged students and activated their prior knowledge about materials and products. The listening exercises (1b1c) were effective in helping students practice extracting specific information, though some students struggled with the speed of the audio. Replaying the audio and providing scaffolding (e.g., pausing at key points) could help address this issue in future lessons.
The pair and group activities (1d1e) encouraged students to use the target language in a meaningful context. However, I noticed that some students relied heavily on their notes rather than speaking spontaneously. To improve fluency, I could incorporate more roleplay or reallife scenarios in future lessons.
Overall, the lesson achieved its objectives, but I would like to explore more interactive and technologybased activities (e.g., using online quizzes or virtual simulations) to further enhance student engagement and learning outcomes.
This teaching plan integrates core competencies and provides a structured yet flexible approach to teaching Section B (1a1e) of Unit 5. It encourages active participation, critical thinking, and cultural appreciation while addressing potential challenges and areas for improvement.