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1、Unit 5 What are the shirts made of?Section A (2a-2d)教学设计课题Unit 5 What are the shirts made of?Section A (2a-2d)预期 课时1教材版本人教版新目标英语 九年级学情及教学 内容分析本单元以中国制造的东西为话题，以谈论中国的物产及其 产地为交际功能，重点在这些语境中学习和运用一般现在时的 被动语态。本节课为本单元第二课时内容，在第一课时学生初 步学习和了解了被动语态的句式结构的基础上，进一步巩固被 动语态的运用。本节课的教学设计主要围绕本单元话题进行听 说训练，在教师的初步讲解之后，学生进行听
2、说训练，通过围 绕听力内容和对话回答问题，将对话改编为短文等任务活动， 让学生在听说和写作练习中掌握被动语态的结构（bc+动词的过 去分词）和用法，以及be made of/from的用法。教学 目标1 .能认读、识记下列词汇：grass, leaf, produce, widely, be known fbr, process, packo2.能用英语描述物品的制作材料及产地并进行问答，正确理解被 动语态的用法及句子结构。1）能理解并运用以下短语描述事物的原材料及产地be made of, be made from, be made in。2）能理解并运用以下句型进行问答：What is/a
3、rc . made of/from?Its/Theyre made of/from.Where was . made? It was made in.教学 重难点1 .被动语态的陈述句、一般疑问句和否定句。2 . be made of, be made from 和 be made in 的区别。教学流程设计意图及反思通过复习上 一课时所学 内容引入新 课，帮助学 生巩固所学 被动语态句 式结构，让 学生学习掌 握 be made of7from 句型 的用法及be made of 与 be made from的区 别，并拓展 be made into/by/in 的 用法。I , Revie
4、w and lead-inShow students some pictures and key words, then present the sentence structures.blouse, cotton, Japanchair, wood, Koreascarsilk, ThailandWhafs this?Ifs .Whats it made of?Its made of.一Where was it made ?一It was made in .1. Have the students look at the pictures, then the teacher asks and
5、 the students answer. Then the students work in pairs to practice ask and answering.2. Review the Passive Voice and some key phrases have learned before.be made be made from, be made into, be made by, be made in3. Show students a picture about the different use of “be made of; be made from, be made
6、into, be made by, be made in”, then show them some examples to help them understand these phrases.the science museum_ J the art and science fairenvironmental protectiona model planea beautiful paintinggrass and leaves通过听力练 习，帮助学 生再次学习 巩固被动语 态的构成以 及重点短语 be made of/from 的用 法。通过问题引 导学生进行 听力练习， 强化听的目 的。
7、The kite is made of paper.The wine is made from wheat.Some of the trees will be made into paper.The chair was made by an old carpenter.This car is made in Shanghai.II. ListeningWork on 2a:T: Lets listen to the conversation between Nick and Marcus.1. First, lets look at the pictures and the phrases i
8、n 2a. (Help students understand the phrases in 2a.) Listen and check ( V ) the main topic of Nick and Marcus, conversation.2. Play the recording fbr the Ss to listen and check the phrases.3. Play the recording again to check the answers.Work on 2b:1 . Let Ss read the questions in 2b. Explain some ma
9、in sentences fbr the Ss .Make sure they understand the meaning of each question. Play the recording fbr the Ss to answer the questions.1) Where is the art and science fair?2) Do Nick and Marcus have to pay to go?3) What is the model plane made of?4) What is the painting made from?2. Have four studen
10、ts share their answers with the class. Then check the answers with the whole class.3. Play the recording again. Let Ss listen and repeat.HI. Pair workWork on 2c1. Tell Ss to make a conversation using the information in 2a and 2b. Show them some useful infbnnation.a huge model plane used wood and gla
11、ssa beautiful painting grass, leaves and flowers2. Let Ss work in pairs to make their own conversations.3. Ss practice their conversations in pairs.4. Have several pairs of students act out their conversations fbr the class.IV. Role-playWork on 2d1. Present four questions for students to listen and
12、answer. Then play the recording fbr the first time, students just listen.1) When is China famous fbr tea?2) Where are tea plants grown?3) How are the leaves picked?4) Why do many people all over the world drink tea?2. Play the recording again, students listen and read the conversation. Then answer t
13、he questions and check the answers.3. Explain some new words and main points in the conversation for the students.学生结对练 习对话，帮 助学生再次 巩固被动语 态的构成以 及重点短语 be made of/from 的用 法。以问题引导 学生听对 话、阅读对 话，通过重 点词汇和知 识点的讲 解，学生操 练对话，帮 助学生掌握 本段对话内 容及重点知 识。教学反思4. Students work in pairs to practice the conversation.V. E
14、xercise1. Students work in small groups to summarize the four processes of producing tea: growing, picking, processing, drinking.2. Have students wok individually to rewrite the conversation into a small passage (Give them some tips.).Then work in groups of four to share their writings and correct t
15、hem.3. Invite several students to share their writings with the whole class.VI. Homework1. Recite the words and expressions in this class.2. Write your passage based on 2d on your exercise book.学生小组讨 论，总结出 产茶的四个 过程。引导学生通 过将对话改 写成小短 文，帮助学 生更好地掌 握这篇对话 的内容及对 本对话的理 解。作业巩固本 课所学重点 词汇，练习 被动语态的 结构和用法 以及本课涉
16、及的知识 点。1.2a-2c通过新一轮的听说活动，谈论不同的东西的制造，丰富英语学习话 题下的语言输入内容，侧重听说技能的训练和提升学生的语言表达能力。2 . 2d则围绕茶的生产与制作，进一步熟练应用一般现在时的被动语态的陈 述句。通过将对话改写为小短文，帮助学生更好地理解对话，提升学生写作能力。3 .本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一 致。4 .听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到 语言输出的完整过程。5 .听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思 维品格的训练与培养。6 .学生课堂表现积极，以至于部分要求主动展示的学生未能得以展示。