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人教版九年级英语教学设计
Topic Unit 5 What are the shirts made of Period 1　Section A(1a～2d)
学情 分析 被动语态对于学生来说，这是在教材中首次接触。但实际上，很多学生受母语的影响，对被动语态也有一定的了解。通过给学生一定的情景，谈论日常用品的原材料和生产地，让他们体会被动语态的结构和表意功能。在听说训练过程中，让学生通过自主和合作学习的方式进行句式结构的语言输人，并设计相应的任务，鼓励学生运用所学进行语言实践，并就原材料话题对学生进行生态环保方面的人文教育。
教学 内容 分析 本课是一节听说课。主要谈论日常用品和制造该用品所需原材料以及生产地等，首先，通过谈论生活中常见物品(如杯子、课桌等)的制作原料来导人话题。复习并呈现日常用品及原材料的相关词汇。因本课的很多词汇与生活联系密切，所以很多物品可以通过实物进行展示，如chopsticks,fork,coin,blouse,glass,silk等。在听说过程中，自然呈现出被动语态句式，让学生感知被动语态的结构及其表意功能。借助听力材料，切入到再生资源和环保话题，对学生进行潜移默化的人文教育。通过一个关于茶叶的对话，呈现被动语态在不同语境下更多真实运用的例句，加强学生对这一新语法项目的感性认识。
核心 素养 教学 目标 语言 能力 1.语言能力：能够掌握新单词: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack 和新句型；① —This ring looks nice. Is it made of silver —Yes, and it was made in Thailand. ② What is it made of/from ③ China is famous for tea, right ④ Where is tea produced in China 2.能够用英语介绍某个事物的制作材料、用途。
学习 能力 1.通过互动、小组合作、游戏等方式完成课堂学习任务； 2.通过抓关键词和分析要点，能够对文章主要内容进行推断并理解文章细节，进行文章的大意概括和细节内容复述。
思维 品质 1.能够根据课文介绍思考，除了中国特有的茶叶之外，还有哪些类似 的中国特产也在世界上也享有盛誉； 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。
文化 意识 1能够认识到茶叶在中国的地位以及茶叶在其他国家的影响； 2.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 1．重点： (1)掌握本课时中出现的生词和短语。 (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。 2．难点：理解被动语态的用法及句子结构。
教学 过程 Teacher’s and Students’ Activities Intention
Step 1 Lead-in 　Lead－in 1．By talking about students' textbooks，we led in a structure “ be made of/from”． T：Please take out your things on your desk.We use them every day.Do you really know them Ss：Books… T：Can you tell me what these things are made of？And where were they made Ss：(1)The books are made of paper. (2)The paper is made from trees. 2．Talk about the pictures. What is this or what are these What is it/are they made of 头脑风暴，为新课做铺垫。
Step 2 Pre-listening 　Presentation(1a) Get the students to look at the things in 1a and ask “What are these things usually made of”？ And match them with the materials. fair adj. 公平的; 合理的; 美丽的 fair n. 展览会；交易会 a book fair 书室 a trade fair 交易会 environmental adj. 自然环境的；有关环境的 grass n. 草，草地 leaf n. (pl. leaves) 叶，叶子 复习Things和Materials两类词汇。
Step 3 While- listening Step 3　Listening(1b) 1．Listen for the general idea of 1b. The general idea of the conversation is about ________． A．what the things are made of and where they were made B．what the things are made of C．where the things were made of 2．Listen for the specific ideas of 1b. Listen and match the products with what they are made of and where they were made. Pair work(1c) 1．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… 2．Check their work with several pairs. Listening(2a～2b) 1．Listen and check (√) the main topic of Nick and Marcus' conversation in 2a. 2．Listen and write short answers to the questions in 2b. 通过听力进行首次被动语态句型的语言输入。 在情景中呈现并操练被动语态句型及其一般疑问句和否定句。
Step 4 Post-listening 　Pair－work(2c) Role－play 2c in pairs.Then pick some pairs to present to the class. Role－play(2d) 1．Let the students read the conversation individually and answer the questions. Q1：Do you like drinking tea Q2：What kind of tea do you like best Q3：Do you know who found tea Q4：Can you share us some famous tea in China 2．Read for the main idea of 2d. The main idea of 2d is ________． A．why China is famous for tea B．why many people like Chinese tea C．where and how tea is produced in China 3．Read for the specific ideas of 2d. Read again and fill in the chart. Chinese teaWhereIn many 1.________.2.________ are widely known for their tea. Tea plants are 3.________ on the 4.________. How When the leaves are ready，they are 5.________ and then are 6.________. The tea is 7.________ and 8.________ to many different countries and places around China.
　　 4．Watch the video then role－play the conversation. 通过新的任务，给学生运用被动语态的机会，为下一步学习长对话奠定基础。 培养学生自主学习的能力。 在情景中理解对话中的语言点，通过不同方式反复操练对话，最后达到能够分角色表演的程度。
Step 5 Language Points Explanation 1.be made of “用……制成, 由……构成” (常指成品仍可看出原材料) be made from “用……制成, 由……构成” (常指成品后看不出原材料) 2.widely adv. 广泛地; 普遍地 wide (形容词) + ly → widely (副词) e.g. Gas is widely used for cooking and heating. be known for = be famous for 因……而出名 e.g. Hangzhou is known for the West Lake． 3.produce 指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。 grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。 4.as far as 就……来说；在……范围内 e.g. As far as I know, he will be our new English teacher. 将本课重点汇总系统的进行讲解和分析，结合典例，帮助学生形成语言体系。
Step6 Exercises 根据汉语意思完成下列句子，每空一词。
1. 他的新手机是美国制造的。His new mobile phone ____ ____ _____America.
2. 这台电视机是由工厂的工人们制造的。
The TV set is ____ _____ the workers in the factory.
3. 这些瓶子是塑料做的。These bottles are ____ _____ plastic.
4. 面包是小麦做的。The bread is ____ _____ wheat.
5. 这种沙拉是用香蕉和苹果做的。The salad is ____ _____ bananas and apples. 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Step 7 Summary Summarize the key content in this lesson. be made of / from ... 由……制成 be made in ... 在……(地方/ 时间)制造 the art and science fair 艺术与科学博览会 environmental protection 环境保护 be known / famous / well-known for ... 以……闻名； by hand 用手工；靠手做 通过总结加深学生对本课时知识点的理解和记忆。
Step 8 Homework 1．Remember the words and phrases in this lesson. 2．Make a conversation according to the conversation of 2d. 内化所学知识，强化学习效果。
Blackboard Design Unit 5　What are the shirts made of Period Ⅰ　Section A(1a～2d) New words：chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack Key sentences： —This ring looks nice.Is it made of silver —Yes，and it was made in Thailand. What is it made of/from China is famous for tea，right Where is tea produced in China
Teaching Reflection: 亮点 本节课使用实物教学，通过将现实生活中的物品导入课堂，给学生设置了真实而自然的教学情景，让学生在听说训练中感知并运用被动语态。该句式结构是本节课的重点也是难点，学生较容易出错的地方，一个是易漏掉be动词，再一个是易写错动词的过去分词形式。总结被动语态结构不宜过早，应在学生输人一定量的句型之后，这样学生可以通过例句归纳出句式结构。老师在课堂上应尽可能多地提供给学生表达的机会。
有待 改进 本节课有待改进的地方： 在语言输出环节，学生活动的设计还应再科学一些，明确要求，做好示范，让练习更加充分一些。

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