资源简介

年级科目 九年级
授课名称 Unit 5.What are the shirts made of？
授课课时 Section A 1a-2d
授课类型 听说课
授课教师
授课文本
一、教学内容 Teaching content
（1）掌握以下词汇：chopsticks, coin, fork, blouse, silver, glass, cotton, steel, fair, grass, leaf, produce, widely, process, be known for 学生能正确使用 be made of /be made in 来讨论产品用什 么制造， 在哪儿制造： It’s made of used wood and glass. It’s made in China. （3） 学生初识一般现在时的被动语态，并尝试运用一般现在 时的被动语态描述茶叶的生产过程。
二、教学目标 Teaching objectives
Language Abilities (语言能力) Grasp the following important points as well as be able to read and write correctly. Key Words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, fair, grass, leaf, produce, widely, process, be known for Key Sentences: It’s made of used wood and glass. It’s made in China. Learning Abilities (学习能力) Learn how to read effectively. Learn to summary the knowledge points. Learn to master the key words and sentences. Learn to find topic sentences. Learn how to ask “What is /are...made of/from What was/were/...made ” Learn to talk about what products are made of and where they were made. Learn to role play the conversation. Thinking Qualities (思维品质)
Can recite words by classification (nouns, adjectives..). Can understand, analyze e the Passive voice with present tense. Cultural Awareness (文化意识) Keep the interest in English learning and be willing to take part in classroom activities. Cooperate and communicate with others actively, and have the spirit of cooperation. Let the students understand the traditional cultural of China.
三、教学重难点 Teaching important and difficult points
Teaching important points: Grasp the key words and sentences. Learn how to read effectively. Learn to use passive voice with present tense. Teaching difficult points: Learn to use passive voice with present tense.
四、教学步骤 Teaching steps
Step1: Lead-in Step2: Presentation Step3: Practice Step4: Homework
五、教学活动及设计目的 Teaching activities and design purpose
教学环节 教学内容 设计目的
Step1. Lead-in Greeting. Give a picture and introduce the paper tuber. T: What are these Are they useful or useless How do you deal with them Show a video about the use of paper tuber. After the video,ask a question. They are made from paper tuber. Transition. It's important to know the material（材料） of an object. Sometimes we can make it useful again according to its material. To activate Ss' interest ；to lead to the target language，to prepare for the next activity. 激发学生学习兴趣，引出目标语言，为下个活动做准备。 To lead to the presentation naturally ,and learn about the word”material”. 自然过渡到新课呈现，也学习新词material。
Step2 Presentation 1.Look at these things,can you find out their materials 2.Ask and answer. (1)T:What is the blouse made of S:The blouse is made of _______. (2)T:What are the coins made of S：The coins are made of _______ (3)T:What is the stamp made of S:The stamp is made of _______ (4)T:What is the fork made of S:The fork is made of _______. (5):What is the window made of S:The window is made of _______. (6)T: What are the chopsticks made of S:The chopsticks are made of _______. 3.Ask Ss to practice with partners. A: What is/are...made of B: It is / They are made of ... 4.Work on 1b. (1)Listen and match the products with what they are made of and where they were made. (2)Post-listening. What do they think of these things 5.Work on 1c. Practice the conversation in 1a.Then make conversations using the information in 1b. (1)A: This ring looks nice. Is it made of silver B: Yes, and it was made in Thailand. A: How much is it B：...... (2)A: I bought a shirt for 29 dollars. B: Wow,it is cheap. Is it made of cotton A: Yes..... B：...... (3)A: Where did you buy these chopsticks They look cool. B: They were made in Korea. A: Are they made of silver B：...... Work on 2a. (1)Pre-listening. ①This is a model plane. Q1.What is it made of Q2.Who is it made by Q3.Where can people see it (Nick was talking with Marcus. From the picture, can you guess which one is the most likely to be the main topic of their conversation ) (2)While-listening Listen to the tape in 2a and check the answer with Ss. (3)Tip. Fair is an event at which people or businesses show and sell products. Work on 2b. (1)Pre-listening. Read the questions carefully with Ss. (2)While-listening. ①Listening for the first time and learn about the main idea. ②listening for the second time.Give two answers in each questions and ask Ss to choose the correct answers. ③Listening for the third time.Check the answers with Ss. (3)Post-listening. Listen again. Find out the details. Q1: Who were all the works made by Q2: What is the fair about Q3: What do Nick think of the students 8.Work on 2c. Make conversations using the information in 2a and 2b. A: What did you see at that art and science fair B: I saw... A: What is it made of/from B:... 9.Work on 2d. (1)Look at the picture in 2d.And answer the questions. T：What are they doing S:They are picking the leaves of tea. T: How much do you know about tea （2）Listen and find out the key information. Expanding ①It is not easy to make good tea. ②Watch a video. Can we reuse the used tea ③Turn waste into wealth. 10.Language point. (1) be made of 由..。制成 be made from 由....制成 be made in 在某地制造 be made by 被某人制造 be made of 和 be made from的区别 (3)be famous for = be known for以...闻名 be famous as 作为...而出名 be famous to (+人) 为...所熟知 (4)It seems that + 句子看起来...;似乎... seem to do sth. 似乎要做某事 It seems like... 好像... (5)key words (6)Fill the blanks with of, from,in,by 1 The table is made ___ wood. 2 The kite is made ____ paper. 3 The book is made ___ wood. 4 The cheese is made____ milk. 5 The wine is made ______ grapes 6 The bread is made_______ wheat. 7 The watch was made ___ Korea. 8 The robot was made___ Uncle Wang. (
b
louse
c
hopsticks
f
ork
c
oin
window
stamp
) To attract Ss’ interest of learning,to practice the target language by creating situation.To practice the target language,and to train Ss’ability of expression. 吸引学生的兴趣，创设情景练习目标语言。练习目标语言，同时训练学生的口语表达能力。 To improve Ss’s listening skill，to help Ss learn more about details. 提高学生的听力能力，帮助学生理解更多听力细节。 To consolidate the target language and practice speaking with target sentences;To help Ss cooperate with each other well. 巩固目标语言，加强重点句子的操练，培养合作精神。 To help Ss get basic information by asking questions;to help them understand the conversation. 帮助学生了解对话中的基本信息，为学生理解对话内容作准备。 To check Ss whether understand the conversation by asking questions. 为了检查学生是否理解整个对话情景。 To improve Ss' ability of listening; To check Ss' comprehension of the conversation. 为了提升学生的听力能力，同时也检查学生对听力的理解程度。 、 To check Ss whether understand the conversation by asking questions;to expand Ss’ knowledge about tea,to help Ss learn about the conversation by doing a mind map ,it is helpful for Ss to write a passage . 检查学生对这篇短文的理解，去拓宽学生关于茶的知识，通过做思维导图帮助学生理解对话内容，已读促写。 To help form Ss attitude，to echo the previous leading. 情感升华，与开头导入相呼应。
六、教学评价 Teaching evaluation
1. 全方位评价学生：对学生的评价不能只注重学习的结果，对学生的学习过程也要有很科学的评定。结合学生的合作能力、学习态度、学习习惯、作业情况等来综合评价学生，并通过评价跟踪学生的学习进展，不断给予学生鼓励。 2.体现评价主体的多元化：评价主体不应局限于教师一方，对学生的评价首先应体现学 生的主体地位。在教学中，可以让学生自我评价，通过自评肯定学习中的进步，反思学习中 的问题。除了自评外，也可以让学生进行互评，老师评价等。此外，教师还可以让家长评价学生，把课内评价和课外评价结合起来。
七、板书设计Blackboard design
(
cotton
wood
steel
silver
glass
w
ood
)——What is the shirt made of ——It is made of cotton. (
b
louse
c
hopsticks
f
ork
c
oin
window
stamp
) —— Is/Are ...made of ——Yes,it is./No,it isn’t —— Yes,they are./No,they aren’t. be made of，be made from，be made in， (3)
八、家庭作业Homework
A必做 B选做
1.Make your own conversation like 2b 2.Exercise Book Choose a gift for your best friend’s birthday. Write down an introduction to it and your best wishes on the card.
九、教学反思Teaching reflection
My strength: 本节课围绕"谈论物品材质与产地（被动语态）"展开，目标设定为： 1. 学生能通过听力获取物品材料、产地及制作工艺的关键信息； 2. 能在情境中正确运用被动语态进行口语对话。 My weakness: 对"be made from/of/into"的辨析仍存在混淆；小组对话时部分学生依赖课本句型，迁移创新能力不足。 My direction of improvement: 本节课通过"主题引领-任务驱动"基本达成目标，但语言内化仍需持续强化。未来需更注重将语法知识转化为真实交际能力，同时深化文化内涵，实现英语工具性与人文性的统一。

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