人教版九年级英语上册Unit5教学设计

人教版九年级英语上册Unit5教学设计长白学校学校教师备课笔记年级九年级学科英语主备教师姜殿凤复备教师课题Unit5Whataretheshirtsmadeof?SectionA1(1a-2d)课型新授课教材分析本单元以"产品制造"为话题，共设计了四大部分的内容。以"Whataretheshirtsmadeof?"为主线，围绕着谈论XX东西在那制造，原材料是什么等语言功能展开一系列的任务活动，通过第一部分的学习，要求学会有关things和materials等基础词汇，并了解、学会基本句型的应用。教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。学情分析通过学生了解的产品引入本节课，相信会激起学生的学习兴趣。教学目标教学目标：1.语言知识目标：1)能掌握以下单词：chopsticks,coin,fork,blouse,silver,glass,cotton,steel,grass,leaf,produce,widely,beknownfor,process,pack能掌握以下句型：①—Thisringlooksnice.Isitmadeofsilver?—Yes,anditwasmadeinThailand.②Whatisitmadeof/from?③Chinaisfamousfortea,right?④WhereisteaproducedinChina?2)能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。教学重点难点分析教学重难点1)掌握本课时中出现的生词2)能够用英语描述及询问物品的制作材料3）正确理解被动语态的用法及句子结构。教学策略分析以任务型教学策略为主，采用情景教学法（如本单元新知识推导时）、听力训练法（处理听力材料）、并辅助个人自学、小组讨论和图片等兴趣策略教学。ⅡPresentation1.Presentthesentencestructure,usingthepicturesonthebigscreen:—What’sthegoldenmedalmadeof?—It’smadeofgold.—Isthistablemadeofwood?—No,itisn’t.It’smadeofglass.—IsButtermadefrommeat?—No.It’smadefromcream?Practicethestructure学习掌握bemadeof/from句型的用法，及bemadeof与bemadefrom的区别。Ⅲ.Learning1.Showsomepicturesonthebigscreen.Trytolearnthenewwordsusing“bemadeof”structure.Learnthenewwords:Workon1a:LetSsreadthethingsandmaterialsin1a.Discusswiththeirpartnersandmatchthemwiththematerials.Morethanoneanswerispossible..1,Ssdiscusswiththeirpartnerandtrytolearnthenewwords.2.GiveSsfivemoreminutestorememberthenewwords.3.Workon1a:LetSsreadthethingsandmaterialsin1a.Discusswiththeirpartnersandmatchthemwiththematerials.Morethanoneanswerispossible.PracticethestructuresandrememberthenewwordsⅣ.Listening1.:TellSstheywillhearaconversationaboutsomethingsandmaterial.Listenandmatchtheproductswithwhattheyaremadeofandwheretheyweremade.2.ChecktheanswersSstrytolistenandmatchthethingswiththematerialandheretheyweremade在情景中呈现并抄练句型Ⅴ.PairworkAskSstoreadtheconversationintheboxin1c.andtrytomadeconversationsusingtheinformationin1b.Readtheconversationintheboxin1c.andtrytomadeconversationsusingtheinformationin1b.Makeconversationsusingtheinformationin1b.Ⅵ.ListeningWorkon2a:1Let’slistentoanotherconversationbetweenNickandMarcus.2.Playtherecordingagaintochecktheanswers.1ListentoanotherconversationbetweenNickandMarcus.andcheck(√)themaintopicofNickandMarcus’conversation.语法总结，突破难点，为表演对话奠定基础Workon2b:1.LetSsreadthesentencesbelow.ExplainsomemainsentencesfortheSs.Makesuretheyknowwhattodo.2.LetSsreadthequestionsin2b.Makesuretheyunderstandthemeaningofeachquestion.PlaytherecordingfortheSstoanswerthequestions.Ssreadthesentencesbelow.Makesuretheyknowwhattodo.WriteshortanswersⅦ.PairworkTellSstomakeaconversationusingtheinformationin2aand2b1Ssmaketheirownconversations.2Practicetheirconversationsinpairs.练习运用被动语态Ⅷ.Role-play1.Workon2dReadtheconversationExplainsomenewwordsandmainpointsintheconversation.Readtheconversationandcompletetheblanks.1)Chinese_____________teabothinthepastandnow.2)_________Iknow,teaplants_________onthesidesofmountains.3)Whentheleavesareready,they_______byhandandthen_______forprocessing.4)Thetea____________andsenttomanydifferentcountriesandplacesaroundChina.5)Peoplesaythattea_______________health_____business!Sstorole-playtheconversationingroups在情境中理解对话的语言点，通过不同方式操练对话，最后达到分角色表演的程度HomeworkI.Recitetheconversationin2dafterschool.II.Translation.1.这个戒指是银制的。2.这种纸是由树木制成的。3.油漆是由什么制成的。4.杭州因其茶叶而为人知。5.据我所知，茶树被种植于山坡上。Finishhomework综合运用本节课所学知识板书设计Unit5Whataretheshirtsmadeof?SectionA1(1a-2d)Grammer:ThepassingvoiceLanguagepoints:教学反思教学中需要强调只有及物动词才有被动语态。用适合的方法记忆单词，事半功倍。长白学校学校教师备课笔记年级九年级学科英语主备教师姜殿凤复备教师课题Unit5Whataretheshirtsmadeof?SectionA2(3a-3c)课型新授课教材分析通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，并学习用被动语态描述物产及其产地。学情分析在学习被动语态之后，相信学生能很快理解课文，并从中找出被动语态的句子。教学目标1)学习掌握下列词汇：France,nomatter,local,brand,avoid,product,handbag,mobile,everyday2）阅读短文，能按要求找到相应的信息。3）通过阅读提高学生们的阅读能力。4)了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。教学重点难点分析1.教学重点：1)掌握本部分出现的生词和词组，达到熟练运用的目标。2)阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。2.教学难点：1)阅读短文，获得相关的信息的能力。2)理解并运用所学的词汇及表达方式。教学策略分析扫读理解文章大意，加强理解被动语态描述物产及其产地的方法课前准备教师研究课标，专研教材，分析学情，设计导学案学生课前预习生词，巩固被动语态的用法教学活动过程设计（第2课时）教学环节教学活动设计意图教师活动学生活动Ⅰ.Revision1.AskSstorole-playtheconversationin2d.2.Readthesentences.1.Role-playtheconversationin2d.2.(1).Thisringismadeofsilver.(2).Thiskindofpaperismadefromwood.(3).Whatispaintmadefrom?(4).HangZhouisfamousfortea.(5).AsfarasIknow,teaplantsaregrownonthesidesofthemountains.复习被动语态Ⅱ.Leadin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，找到答案让部分学生回答答案，并校对答案First,read3aquicklyandfindtheanswertothisquestion:1)WheredidKangJianvisitlastyear?2)WeretheremanythingsmadeinChinaintheUS?3)WhattwothingsdidKangJianwanttobuyintheUS?4)Whereweretheymade?Checktheanswers由问题引入课文III.ReadingWorkon3b:1.告诉学生们再次阅读短文内容，并完成3b中的问题。2.让学生们先读这五个问题，确信所有的学生都能理解这些问题的意思。3.然后仔细回读短文，在短文的相关信息处划线，并回答出问题。3.让学生们回答问题，校对答案Workon3b:1.再次阅读短文内容，并完成3b中的问题。2.先读这五个问题，确信所有的学生都能理解这些问题的意思。3.然后仔细回读短文，在短文的相关信息处划线，并回答出问题。3.回答问题，校对答案。Ⅳ.CarefulReadingWorkon3c1.告诉学生们本学习活动的要求：写出下列指示代词在短文所指代的事物。2.让学生们读3d中的内容，理解黑体指示代词所处的句子的意思，及其上下文的意思，开动自己大脑进行思维，确定它们所指的内容。4.Checktheanswers.Workon3c1.写出下列指示代词在短文所指代的事物。2.读3d中的内容，理解黑体指示代词所处的句子的意思，及其上下文的意思，开动自己大脑进行思维，确定它们所指的内容。3.如果不能确定，可以在小组内进行讨论。4.Checktheanswers.帮助学生理解3C题目要求，并完成3c任务V.PostreadingAskSstofillintheblankstocompletethepassageSstrytofillintheblanksbythemselves.ChecktheanswerswiththeSs.KangJianisa____________studentfromShanghai.LastyearhewenttovisithisauntanduncleinSanFrancisco.He______itinterestingthatsomany_________inthelocalshops______________China.Shewantedtobuya_________forhiscousin,buteventhoughmostofthetoyswere_______brands,theyweremadein________.Readthesecondparagraphandfillintheblanks.ToysarenottheonlythingsmadeinChina.______,thereweremanyotherthingsmadeinChina--footballs,handbags,petfood,mobilephones.Even______________aremadeinChina.He________thatAmericanscould___________________productsmadeinChina.Hethinksit’sgreatthatChinaissogoodat________these__________________.HewishesthatChinawillalsogetbetteratmaking__________________________inthefuture.Andpeoplecanbuythoseproductsin____________oftheworld.Sstrytofillintheblanksbythemselves.Checktheanswers通过填空练习加深对文章的理解VI.Explanations1.nomatter无论；不论nomatter意为“无论”与“what,who,which,where,how”等疑问词连用，引导让步状语从句。e.g.Nomatterwhatyousay,Iwon’tbelieveyou.Nomatterwhenyouarefree,youcancomehereforacupoftea.2.localadj.当地的；本地的e.g.Thelocalpeoplearealwaysfriendlytotourists.3.avoidv.避免；回避avoiddoingsth.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。e.g.TheytriedtoavoidmakingMrs.Liangry.Jackkeptbackhisangerandavoidedafight.4.everydayadj.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。e.g.everydaylife日常生活everydayactivities日常活动everyday与everyday辨析everyday是副词短语，意为“每天”，用作时间状语。e.g.TheteacheraskedustoreadEnglishbookseverydayTakingnotesandlearning帮助学生从课文中找出语言点，并理解运用VII.Exercises用括号中单词的适当形式填空1.Onewhogoesto______(French)neverfailstovisitParis.2.Howsoonwouldyouliketohavethese___________(product)done?3.Inthecrowd,Samlookedasidetoavoid_________(see)JaneandMary.4.Isthiskindofbicycle______(make)inShanghai?5.The______(locally)governmentlistedhimasanelderlypersonofnohome.巩固练习Homework1.Readthepassageseveraltimesafterschool.2.Makesentenceswiththesewords:nomatter,bemadein,findit+adj.that…,eventhough,avoiddoingsth.,everydaythingsFinishhomework巩固课文知识板书设计Unit5Whataretheshirtsmadeof?SectionA2(3a-3c)ThedifficultsearchforAmericanproductsintheUSExplanations:教学反思在英语阅读中经常运用默读，扫读，细读，快读等阅读策略。而提高阅读速度和质量还需不断练习长白学校学校教师备课笔记年级九年级学科英语主备教师姜殿凤复备教师课题Unit5Whataretheshirtsmadeof?SectionA3(GrammarFocus-4c)课型新授课教材分析复习巩固SectionA部分所学的生词和词组，总结被动语态的用法学情分析在理解被动语态的基础上，加强时态和语态的综合训练，提高学生对语法的掌握教学目标1.语言知识目标：1)学习掌握下列词汇：boss,Germany,surface,material,traffic,postman,cap,glove2)进行一步复习巩固学习SectionA部分所学的生词和词组。3)对询问物品的制作材料、生产地点、生产制作过程等语句进行归纳总结和探究学习。4)掌握被动语态的用法，并通过不同方式的练习，来熟练掌握被动语态。2.情感态度价值观目标：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；教学重点难点分析1.教学重点：1)复习巩固SectionA部分所学的生词和词组，达到熟练运用的目标。2)被动语态的用法。2.教学难点：1)探究学习询问物品的制作材料、生产地点、生产制作过程等句型。2)被动语态的用法。教学策略分析梳理再现知识积累整合训练课前准备教师研究课标，专研教材，分析学情，设计导学案学生课前复习单词和主动语态变被动语态的方法教学活动过程设计（第3课时）教学环节教学活动设计意图教师活动学生活动Ⅰ.Warming-upandrevision1.Haveadictationofthenewwordslearnedinthelastclass.2.Reviewsomemainphraseswelearnedinthelastclass.3.Checkthehomework.1.Haveadictationofthenewwordslearnedinthelastclass.2.Reviewsomemainphrasesthatarelearnedinthelastclass.RevisionⅡ.GrammarFocus.1.让学生阅读GrammarFocus中的句子，然后做填空练习2.让学生分析GrammarFocous的每个例句传递了什么语法信息阅读GrammarFocus中的句子，然后做填空练习。①你的衬衫是棉的吗？____yourshirts________cotton?②是的，而且它们产于美国。Yes.Andtheywere________theUS.③飞机模型是由什么制成？______themodelplane______of?④它是由旧木头和玻璃制成。It’smadeof___________and______⑤茶产自中国哪里？___________tea___________inChina?⑥茶产自很多不同的地区。It’sproducedinmany_______________.⑦茶是如何制成的？_____istea__________?⑧茶树种植在山坡上。当茶叶长成后，它们被手工采摘下来，然后送去加工。Teaplants____________onthesidesofthemountains.Whentheleavesarereadythey___________byhandandthen____________for_________.⑨在杭州人们种植茶叶。People_______________inHangZhou.Tea_____________(bypeople)inHangZhou让学生自己对所学语法进行总结，练习语法条目Ⅲ.Summary一、被动语态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。e.g.ManypeoplespeakEnglish.（主动语态,句子的主语manypeople是动作speak的执行者）Englishisspokenbymanypeople.（被动语态,句子的主语English是动作speak的承受者）二、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。StudyingandtakingnotesSummaryIV.Practice1.Workon4a:TellSstoreadthesentencesin4aandtrytofillintheblankswiththecorrectformsoftheverbsinbrackets.2.Workon4b:1)让学生们阅读句子，理解句子的意思，为进行句子转换做好准备。2)将主动语态句变为被动语态句时，应先确定句子的谓语动词，并找出句子的宾语。然后，将句子的宾语变成被动句的主语，将谓语动词变成be+V-ed形式。3)逐句进行分析推敲，确定括号中单词的恰当时态。4)最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。5)ChecktheanswerswiththeSs.Learnsomenewwords.1.Workon4a:Sstoreadthesentencesin4aandtrytofillintheblankswiththecorrectformsoftheverbsinbrackets.Learnsomenewwords.2.Workon4b:1)让学生们阅读句子，理解句子的意思，为进行句子转换做好准备。2)将主动语态句变为被动语态句时，应先确定句子的谓语动词，并找出句子的宾语。然后，将句子的宾语变成被动句的主语，将谓语动词变成be+V-ed形式。3)逐句进行分析推敲，确定括号中单词的恰当时态。4)最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。5)ChecktheanswersLearnsomenewword.帮助学生理解被动语态，并进行一般现在时的被动语态练习，掌握主动语态变被动语态的方法V.Talking1.Askfiveclassmatesaboutsomethingtheyarewearingorhaveintheirschoolbags.Thelistofwordsbelowmayhelpyou.(Learnsomenewwords.)2.Letonepairreadouttheconversationintheboxasamodel.3.提示学生们运用左侧方框中的示例词。4.让学生们以小组为单位分别自主发挥，用英语谈论自己的物品的制作材料及生产地点。1.Sstalkaboutsomethingtheyarewearingorhaveintheirschoolbags.Thelistofwordsbelowmayhelpyou.(Learnsomenewwords.)2.Letonepairreadouttheconversationintheboxasamodel.3.运用左侧方框中的示例词。4.以小组为单位分别自主发挥，用英语谈论自己的物品的制作材料及生产地点用被动语态谈私人物品，归纳物品名词和原料名词Homework将下列句子变成被动语态句子1.Weusecomputerstosearchinformation.2.Theteacheroftenrepeatsthestory.3.Theydon’tallowfishinghere.4.Billlooksafterhiscatcarefully.5.Wedon’toftenspeakEnglishathome.Finishhomework巩固被动语态板书设计Unit5Whataretheshirtsmadeof?SectionA3(GrammarFocus-4c)一、被动语态Materials:leatherwool二、被动语态的构成goldplastic三、主动语态变被动语态的方法silk教学反思主动语态变被动语态，动词的变化是难点，应采取板演训练，达到直观纠错的目的长白学校学校教师备课笔记年级九年级学科英语主备教师姜殿凤复备教师课题Unit5Whataretheshirtsmadeof?SectionB1(1a-2e)课型新授课教材分析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；阅读短文，获得相关信息，提高学生们的综合阅读能力。学情分析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。通过课文的学习会激起学生的兴趣和求知欲望。教学目标1.语言知识目标：1)能掌握以下单词：international,competitor,its,form,clay,balloon,scissors,lively,fairy,heat,polish,complete2)能掌握以下句型：①Theyaremadeofbambooandcoveredwithpaper.②AccordingtoChinesehistory,skylanternswerefirstusedbyZhugeKongming.③Theyareseenasbrightsymbolsofhappinessandgoodwishes.④Afterdrying,theyarefiredataveryhighheat.2.情感态度价值观目标：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。教学重点难点分析1.教学重点：1)掌握本课时出现的生词及用法。2)进行听力训练，提高综合听说能力。3）阅读短文，获得相关信息，提高学生们的综合阅读能力。2.教学难点1.听力训练2.阅读2b部分的短文并完成相关要求。教学策略分析激发情感，知识渗透课前准备教师研究课标，专研教材，分析学情，设计导学案教学活动过程设计（第4-5课时）教学环节教学活动设计意图教师活动学生活动StepI.RevisionReview.主动语态变被动语态的方法Review.主动语态变被动语态的方法RevisionStep=2\*ROMANII.Presentation1.Presentthenewwordsonthebigscreenandlearnthenewwordstogether.2.Ssreadandtrytorememberthenewwords.Lernationaladj.国际的e.g.Thekilogramistheinternationalstandardofpetitorn.参赛者；竞争者compete（动词）+or→competitor(名词)formn.形式；类型e.g.Joggingisahealthyformofexercise.livelyv.生气勃勃的；鲜艳的e.g.Maryisalovelyyoungwomanwithimagination.historicaladj.（有关）历史的Thesearenotjusthistoricalpoints.heatn.热；高温v.加热；变热Heatthewater,otherwiseitwillfreeze.（动词）把水加热，否则会结冰。Theheatfromthefirewillsoondryyourcoat.（名词）polishv.磨光；修改；润色e.g.Let’spolishthesilverbeforetheguestsarrive.Wouldyoupolishupthearticleabit?completev.完成completesth.完成某事completedoingsth.完成做某事e.g.Theymadeeveryefforttocompletethetask.Theyhavejustcompletedbuildingthebridge.polishv.磨光；修改；润色e.g.Let’spolishthesilverbeforetheguestsarrive.LearningthenewwordsStep=3\*ROMANIII.Lead-in1.PlayavideooftheWeifangKiteFestival2.Asksomequestionsaboutit.1).Doyouknowwhatfestivalisit?2).Doyoulikeflyingkites?Whatkindofkitesdoyouhave?Answerthequestions1It’sWeiFangInternationalKiteFestival.激发学生兴趣，导入新课Workon1a1.Doyouknowhowtoflyakite?Whatarekitesmadeof?Writedownsomematerialsusedinmakingkites.3.Checktheanswerstogether2Ssdiscussaboutit.Thenwritedowntheiranswers.）Sstalkaboutit.3.Checktheanswerstogether.Step=4\*ROMANIV.ListingWorkon1a1.Doyouknowhowtoflyakite?Whatarekitesmadeof?Writedownsomematerialsusedinmakingkites.2.LetSsdiscussaboutit.Thenwritedowntheiranswers.3.Checktheanswerstogether.Writedowntheiranswers通过复习使学生对所学的语言和话题能熟练运用和掌握。用潍坊风筝导入新课StepV.ListeningWorkon1b:1.TellSstolistentoaconversationbetweenLauraandZhengYunandcirclethecorrectanswers.2.PlaytherecordingfortheSs.Ssjustlistenforthefirsttime.Playtherecordingagainandcirclethecorrectanswers.3.Checktheanswers:Workon1c:1.LetSsreadthesentencesin1cfirst.TellSstolistenagainandwriteLforLauraorZforZhengYun.2.Sslistentotherecordingcarefullyandtrytowritedowntheiranswers.4.Checktheanswerswiththeclass.Workon1dListenagainandfillintheblankswithwhatyouhear.ChecktheanswerswiththeSs.Workon1b:1.ListentoaconversationbetweenLauraandZhengYunandcirclethecorrectanswers.2.Checktheanswers:Workon1c:1.Ssreadthesentencesin1cfirst.WriteLforLauraorZforZhengYun.2.Sslistentotherecordingcarefullyandtrytowritedowntheiranswers.4.Checktheanswerswiththeclass.Sslistenandtrytowritedowntheiranswers:进一步提高学生在实际情景中使用所学语言的能力StepVI.Role-play1.Workinpairs.Role-playaconversationbetweenLauraandZhengYunusingtheinformationin1b-1d.2.LettwoSsmakeaconversationasamodel:A:Wheredidyougoonvacation?B:Iwenttoaninternationalkitefestival.A:Thatsoundsinteresting.Whatdidyouseethere?B:Isawmanydifferentkindsofkitesatthefestival.A:Werethekitesnice?B:Yes,theywerebeautiful.Theyweremadeofdifferentthingslikesilkorpaper.Somewerepaintedwithcolorfuldrawings.A:Soundslikeyoureallyenjoyedit.Ineverthoughtthatsomethingassimpleaskiteflyingcouldbesoexciting.B:Yes,itwasreallyfuntoseewhichkitecouldflythehighest.A:IthinkIwanttolearntoflyakite,too.1.Role-playaconversationbetweenLauraandZhengYunusingtheinformationin1b-1d.2.LettwoSsmakeaconversationasamodel:口语训练StepVII.Talking1.Showsomepicturesofthepapercuttingonthebigscreen.TellSstheyareChinesepapercuttings.It’soneoftheChinesetraditionalarts.2.AsksomeSssaywhattheyknowaboutthefolkortraditionalarts.Saywhattheyknowaboutthefolkortraditionalarts.了解中国民间文化艺术StepVIII.ReadingTellSsthefollowingisaboutthreekindsofChinesetraditionalarts.FastReading:1.Readthepassageandcompletethechartbelow.TraditionalartformMaterialsused2.Checktheanswers.Workon2c:1.T:Nowlet’sreadthepassageagainandanswersthequestions.2.LetSsreadthequestionsfirstandmakesuretheyknowthemeaningofeachquestion.3.Ssreadthepassageandanswertheirquestions.3.Checktheanswerswiththeclass.Workon2d:1.LetonestudentreadthephrasesintheboxandtranslatethemintoChinese.2.Ssreadthesentencesandcompletethesentencesusingthecorrectformsofthephrasesinthebox.3.ChecktheanswerswiththeSs.sendout;riseinto;turns,intoFastReading:1.Readthepassageandcompletethechartbelow.TraditionalartformMaterialsused2.Checktheanswers.Workon2c:1.T:Nowlet’sreadthepassageagainandanswersthequestions.2.LetSsreadthequestionsfirstandmakesuretheyknowthemeaningofeachquestion.3.Ssreadthepassageandanswertheirquestions.3.Checktheanswerswiththeclass.Workon2d:1.LetonestudentreadthephrasesintheboxandtranslatethemintoChinese.2.Ssreadthesentencesandcompletethesentencesusingthecorrectformsofthephrasesinthebox.3.ChecktheanswerswiththeSs.sendout;riseinto;turns,into阅读课文，找到能提供答案的信息Step=9\*ROMANIX.Languagepointssuchas和forexampleturn…into…accordingtoair-dryIttakes(sb.)sometimetodosthLearningandremembering语言积累，加强语言输入过程Step=10\*ROMANX.GroupworkWorkon2e1.Nowlet’sworkon2e.Firstreadthequestionsbelow.Thentrytodiscussthequestionsinyourgroup.Whichartformdoyouthinkistheeasiest?Whichisthemostdifficult？Why？Whichartformwouldyouliketolearn?Why?2.LetsomeSsreadtheiranswers.1..Firstreadthequestionsbelow.Thentrytodiscussthequestionsinthegroup.Whichartformdoyouthinkistheeasiest?Whichisthemostdifficult？Why？Whichartformwouldyouliketolearn?Why?2.SomeSsreadtheiranswers.结合学生自己的实际生活继续使用目标语法Homework1.Readthepassageagainafterschool.2.TrytowriteashortintroductiononhowtomakeaChineseclaypiece.Finishhomework加强阅读，锻炼语言输出板书设计Unit5Whataretheshirtsmadeof?SectionB1(1a-2e)Languagepoints:1.suchas和forexample2.turn…into…3.accordingto4.air-dry5.Ittakes(sb.)sometimetodosth教学反思学生通过阅读能从课文中找到与问题相关的信息，但缺乏加工整理，并运用到具体语境中的能力。长白学校学校教师备课笔记年级九年级学科英语主备教师姜殿凤复备教师课题Unit5Whataretheshirtsmadeof?SectionB2(3a-SelfCheck)课型新授课教材分析复习被动语态的不同用法;能够用英语描述一些常用生活用品的制作材料；描述一些熟悉物品的制作过程;能用就本单元所学习的语法知识及语言材料，就自己所熟悉的话题写一篇小作文。学情分析相信通过学习，学生能够掌握被动语态的语法知识，但要完成本节课的语言输出，形成一篇完美的写作关键是要鼓励学生敢于动笔，不怕出错教学目标1.语言知识目标：1)复习被动语态的不同用法。2)能够用英语描述一些常用生活用品的制作材料；描述一些熟悉物品的制作过程。3)能用就本单元所学习的语法知识及语言材料，就自己所熟悉的话题写一篇小作文。介绍自己家乡的某个较为著名的艺术品、食物、工商产品等。2.情感态度价值观目标：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。教学重点难点分析1.教学重点：1)能运用本单元所学的语法及语言材料，完成写作介绍自己熟悉的物品的制件材料及过程。2）掌握本单元所学被动语态这一语法知识点，并能运用这一知识进行造句。3）能总结本单元所学的物质材料、及一些艺术品的简单制作过程。2.教学难点：阅读短文，完成写作。教学策略分析阅读短文，完成写作任务，练习语言输出课前准备教师研究课标，专研教材，分析学情，设计导学案学生课前单词，短语，课文，准备写作素材。教学活动过程设计（第6课时）教学环节教学活动设计意图教师活动学生活动Ⅰ.RevisionReviewthemainphrasesandsentences.1.Haveadictation2.TurnsomesentencesintoEnglishReviewⅡ.Talking1.AsksomeSstodescribehowtomakeaChineseclaypiece.SsdescribehowtomakeaChineseclaypiece.First,thepiecesarecarefullyshapedbyhandfromaveryspecialkindofclayandthenallowedtoair-dry.Second,afterdrying,theyarefiredataveryhighheat.Atlast,theyarepolishedandpainted.ReviewangpracticespeakingskillsⅢ.DiscussionTalkaboutsomespecialthingsthatyourcityisfamousfor.e.g.A:What’syourcityfamousfor?B:Ourcityisfamousformakinglanterns.A:Really!Whataretheymadeof?B:They’remadeofbamboo,silkorpaper.A:Whattheycando?B:Theywerefirstusedforlightingintheolddays.Today,theyareusedatfestivalsandothercelebrations.A:Whyaretheyspecial?B:Chinesepeoplelovelanternsverymuchbecausethey’resymbolsofgoodluckandfamilyreunion(团圆).Talkaboutsomespecialthingsthatyourcityisfamousfor.总结本单元所学的物质材料，介绍自己家乡的某个较为著名的艺术品、食物、工商产品等。Ⅳ.Writing1.Workon3a.Whataresomespecialthingsthatyourtown/cityisfamousfor?Thesecanbefood,artworkoranyotherproducts.Discussthemwithapartnerandtakenotes.2.Workon3b.Writeaparagraphabouttheproduct.Useyournotesin3a.1).Usethefollowingexpressionstohelpyou:Mytown/cityisfamousfor……isfamousinmytown/city.…is/aremadeof/from/with/by/in……is/areusedfor……is/areknownfor……is/arespecialbecause…2).写作指导：这是一篇科普性说明文，让同学们介绍灯笼的相关情况，语态应为被动语态为主；时态应以一般现在时为主，辅以少量一般过去时态或其他时态的句子。写作时，应理清自己的写作思路，逐条清晰地进行介绍。比如，可以先介绍灯笼的历史、用途及象征意义。然后介绍人们悬挂灯笼的时间。最后，介绍灯笼的制作材料、产地及其类型。注意要恰当运用被动语态，检查被动语态句的数、时态以及句子结构等是否正确。3.Sstrytowritedowntheiranswersintheblanks.4.WalkaroundtheclassgiveanyhelpSsmayneed.1.Workon3a.Writesomespecialthingsthatyourtown/cityisfamousfor?Discussthemwithapartnerandtakenotes.2.Workon3b.Writeaparagraphabouttheproduct.Useyournotesin3a.3.Sswritedowntheiranswersintheblanks.完成写作任务，练习语言输出Ⅴ.SelfCheckWorkonSelfCheck1.1.Listsomethingsyouuseeveryday.Writedownwhattheyaremadeof/fromandwheretheyweremade?2.LetSsdiscusswiththeirpartners.Trytofillintheblanks.Ifnecessary,SscanreviewthethingsinSectionAandB.WorkonSelfCheck1.1.Listsomethingsyouuseeveryday.Writedownwhattheyaremadeof/fromandwheretheyweremade?2.Ssdiscusswiththeirpartners.Trytofillintheblanks.Ifnecessary,SscanreviewthethingsinSectionAandB.结合自己的生活实际，用目标语法表达自己的思想WorkonSelfCheck2.1.TellSstomaketruesentenceswiththeinformationinSelfcheck1.2.GiveSsoneexample:MypencilismadeofwoodanditwasmadeinShanghai.Sstrytomaketheirownsentences.3.Exchangetheirsentencesandcheckifthere’sanymistake.WorkonSelfCheck2.1.SsmaketruesentenceswiththeinformationinSelfcheck1.2.Sstrytomaketheirownsentences.3.Exchangetheirsentencesandcheckifthere’sanymistake.WorkonSelfCheck3.MakesureSsknowwhattheyshoulddo.T:Completethesentencesusingthecorrectformsofthewordsinbrackets.WorkonSelfCheck3.MakesureSsknowwhattheyshoulddo.T:Completethesentencesusingthecorrectformsofthewordsinbrackets.在语境中复习并运用本单元的重点词汇Ⅵ.Exercise.Finishthesentences.1.Inspring,wecanseegreen______(leaf)andgrasseverywhere.2.TheInternetis______(wide)usedinmostfamiliesinourcountrytoday.3.English________(speak)bymanypeopleintheworld.4.Thecompanyhopes____(it)productwillbesuccessfulontheEuropeanmarket.5.Myteacherdidwhathecouldtomakehisclass______(live).1.Finishthesentences.2.Checktheanswers在语境中复习并运用本单元的重点词汇板书设计Unit5Whataretheshirtsmadeof?SectionB2(3a-SelfCheck)befamousforbemadeof/from/by/inbeusedforbeknownforbespecialbecause长白学校学校教师备课笔记年级九年级学科英语主备教师姜殿凤复备教师课题Unit6Whenwasitinvented?SectionB1(2a-2e)课型新授课教材分析通过阅读，掌握有关篮球的发明。开阔学生的眼界，培养学生的创造精神。学情分析相信有许多学生会对本节课话题倍感兴趣，更能发挥篮球特长生的优势。教学目标1.语言知识目标：1)能掌握以下单词：theOlympics,Canadian,divide,divide…into,basket,popularity,lookupto,hero,professional2)能掌握以下句型：②ItisbelievedthatthefirstbasketballgameinhistorywasplayedonDecember21,1891.③Dr.Naismithdividedthemeninhisclassintotwoteamsandtaughtthemtoplayhisnewgame.④Atthesametime,theyneedtostopthecompetingteamfromgettingtheballintotheirownbasket.⑤Thesestarsencourageyoungpeopletoworkhardtoachievetheirdreams.2.情感态度价值观目标：了解世界上一些对人类有着重大意义的发明的相关信息，开阔学生的眼界，养成勤于思考，善于发现的好习惯，培养学生的创造精神。教学重点难点分析1.教学重点：1)掌握本课时出现的生词及用法。2)阅读短文，获得相关信息，提高学生们的综合阅读能力。2.教学难点1)阅读2b部分的短文并完成相关要求。教学策略分析用篮球明星姚明及美国NBA导入新课，唤起学生的阅读热情，然后师生互动，生生互动讨论有关篮球知识。课前准备教师研究课标，专研教材，分析学情，设计导学案学生课前预习，了解有关篮球知识和熟悉的明星教学活动过程设计（第6课时）教学环节教学活动设计意图教师活动学生活动WarmupAskSstoanswerthequestions:1.Doyouoftendosports?2.Whatsportsdoyouusuallydo?3.CanyoulisteightsportsplayedinChina?Answerthequestion:为进入本课话题奠定基础ReviewDoyouknowthem?(NationalMenFootballTeamofChina)