Unit 5 What are the shirts made of ？Section A(1a-2d) 教学设计---2025-2026学年人教新目标九年级英语全册

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Unit 5 What are the shirts made of Section A(1a-2d) 教学设计
课题 Section A(1a-2d) 单元 Unit 5 学科 English 年级 9
教材 分析 What: 语篇主要介绍了物品的原材料和产地等相关内容。1a - 1c 部分呈现了一些日常用品如戒指、筷子等，讨论了它们是由什么材料制成的，如银、钢等，以及产地，如泰国、韩国等。2a - 2b 通过对话，介绍了艺术和科学展览上的模型飞机是由废旧木材和玻璃制成的，绘画是由草、树叶和花朵制成的。2d 则是关于中国茶叶的对话，介绍了茶叶的产地如安溪和杭州，以及茶叶是一种受全世界人们喜爱的饮品。 Why: 从知识层面来看，是为了让学生学习和掌握“be made of”“be made from”“be made in”等短语的用法，了解不同物品的原材料和产地表达方式。从文化层面来看，2d 中介绍中国茶叶，是为了让学生了解中国茶叶文化，体现了“人与社会”主题范畴，有助于培养学生对中国传统文化的认知和热爱，增强文化自信。同时，提及艺术和科学展览上用废旧材料制作的作品，意在培养学生的环保意识。 How: 在语言表达上，通过对话和问答的形式，自然地呈现了相关知识和信息，便于学生理解和模仿。在内容呈现上，先从日常生活中的常见物品入手，让学生熟悉对物品材质和产地的表达，再过渡到艺术作品的材质，最后到中国茶叶的产地和生产过程，由浅入深，循序渐进。例如 2d 中，通过对话，按照“茶叶产地 - 种植方式 - 采摘方式 - 加工运输”的顺序，清晰地介绍了茶叶的生产过程。
学习 目标 Language Abilities (语言能力) To master the usage of phrases like "be made of", "be made from" and "be made in" to describe the materials and production places of things. They can carry out simple conversations about objects' materials and origins, improving their listening and speaking skills. Meanwhile, they learn related vocabulary (e.g., silver, steel, tea, produce) to expand their language Learning Abilities (学习能力) Students are able to independently identify and summarize key information (such as materials and origins of objects) from dialogues and texts. They can also apply the learned language points in new situations through imitation and practice, gradually forming the ability to explore and learn by themselves. Thinking Qualities (思维品质) Through discussing the materials of different objects, students develop the ability to observe and compare (e.g., distinguishing "be made of" and "be made from"). The content about environmental protection in artworks encourages them to think about sustainable development, fostering critical thinking. The dialogue about tea also inspires them to connect materials, origins and cultures, promoting logical thinking. Cultural Awareness (文化意识) They learn about Chinese tea culture (origins like Anxi and Hangzhou, and its popularity worldwide), enhancing their sense of cultural identity and confidence. Additionally, the mention of artworks made from waste materials helps them understand the global concept of environmental protection, cultivating an awareness of respecting and integrating with diverse cultures.
重点 The differences between "be made of" (materials are visible) and "be made from" (materials are not visible after processing) and using them appropriately in specific contexts.
难点 Comprehending the logical connection in dialogues (such as the introduction of tea production process in 2d and flexibly using the learned knowledge to conduct practical communication.
教学评一体化教学过程设计 Teaching process
教学步骤 教学活动 效果评价
Step1. Lead-in 学生做“Blind Box”游戏，通过两对物品“竹简和纸质书”“玻璃杯和陶瓷杯”来理解 be made in和 be made from 的区别 通过对比实物展示句子，有效激活了学生对词组细微区别的感知，快速掌握课堂知识点，为后续学习营造了浓厚的探索氛围
Step2. Practice target language 1a: 1) Match the things with materials 2) Check answers together and make sentences. 1b: 1)Listen and match the products with what they are made of and where they were made 2)Check answers and make sentences 1c: 1) Practice the conversations with partners (列举了中国的茶具，莱西木偶，团扇，景德镇陶瓷花瓶) 2) Show the conversations group by group 【Emotion enhancing】 1)If things are useless, how do you deal with them 2)Throw away or turn waste into wealth (引出下文听力，顺利过渡，并引起学生的思考) 【设计目的】通过听说，练习对话的形式，掌握目标语言，又能传播了解中国经典制品。 教师观察学生动作表现，并进行口头评价。 教师聆听学生的回答内容，给予及时的反馈
Step3. second listening materials 2a: 1)Listen and check the main topic 2)Check answer 2d: 1)Listen and answer the questions 2)Listen again and check answers 【Emotion enhancing】 1)Show two works made by waste 2)Protect environment because green mountains and clear waters are silver and gold 【设计目的】1.通过了解艺术科学展览会，引导学生用科学有趣的方式将废物合理利用，保护环境。 2. 借助环保话题引出“金山银山就是绿水青山”，茶叶就是生长在环境优美的山上，只有好的环境才能造就顶级茶叶，引出 2d。 1. 分层设计的听力任务由浅入深，既落实了文本信息的提取，又推动学生主动关联已知经验，有效提升了细节理解与分析能力。 2. 从对展览会的了解奠定了环保的方法，引导学生如何在日常生活中进行环境保护。
Step 4. conversation about tea 2d 1) Listen and answer questions In China, what places are widely known for their tea Why do people around the world drink Chinese tea 2)Listen and repeat 3)Read and fill the blanks 4)Check answer and remember information Mind-map: Talk about tea from four parts 【设计目的】传授学生获取关键信息的能力，并且会整合碎片化信息，学会由词组到句子再到短文的，语言组织应用能力。 既通过层层由浅入深的设计提升学生对茶叶的种植，采摘，加工，运输有了全面的了解，又借中国茶文化成果增强学生的文化认同与民族自豪感。 既锻炼了学生的表达力，又让他们将所学知识应用 于实践中去，真正做到迁移创新。
Step5 Group work Hold a live-streaming Students sell different kinds of tea at Tik Tok 【设计目的】紧追时代潮流，让学生不仅学知识，更学会去应用，贴合生活实际，走进生活。尤其在卖崂山绿茶，更让学生懂得家乡特色，还可以迁移应用，介绍家乡。 传授学生获取关键信息的能力，并且会整合碎片化信息，学会由词组到句子再到短文的，语言组织应用能力。
Step 6 Visit the Tea Hall in 3D 茶展览馆包含三部分 1）茶的分类 2) 茶叶的加工工艺 3）茶马古道 【设计目的】学生身临其境了解古代茶文化的传播途径，与现在形成对比，深刻体会中国人所具有的吃苦耐劳，创新探索精神 学生在体验中学习，在体验中加强理既锻炼了学生的表达力，又让他们 将所学知识应用于实践中去，真正做到迁移创新。
Step7 Improve responsibility 【设计目的】由中国产品，茶马古道，由物到人，引申出中国人的品质，我们既要传播中国文化，又要继承中国人的品质 让学生深刻产生民族文化自信和认同感，为自己是中国人感到骄傲，继续为中国强大做出应有的 努力。
Step8 Homework Must do: 1. Use “be made of, be made from and be made in” to talk about things in your daily life; 2. Make a speech to introduce your favorite tea. Try to do: Search for more information about environmental protection. 基础作业让学生关注生活中的中国产品，拓展作业激发创新与实践能力，满足不同学生发展需求； 结合环保主题，让学生深刻体会绿水青山就是金山银山。
【设计目的】分层作业兼顾基础与拓展，既巩固学生对目标语用知识的掌握，又鼓励创新实践，呼应课堂探索主题；以演讲的形式传播中国产品，培养环保意识与动手能力
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