Unit 5What are the shirts made of?
单元话题In this unit, students learn to talk about what products are made of and where they are made.
单元语法Passive voice (present tense)
教学目标
1.能够用英语描述及询问物品的制作材料。
2.正确理解被动语态的用法及句子结构。
3.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等素养。
学情分析
本单元通过了解中国制造的产品在全世界的影响力，让学生树立强烈的民族自豪感。让学生通过梳理句子主语与谓语的关系，与主动语态的对比，体会被动语态谓语动词结构的变化。在实际运用中熟练掌握被动语态。
第一课时Section A(1a～2d)
教学设计
知识目标
重点单词
1.produce v. 生产，制造
2.widely adv. 广泛地，普遍地
3.process v. 加工，处理
4.pack v. 包装，装箱
5.leaf n．叶，叶子
重点词组
1.be made of/from 由……制成
2.be made in sw.在某地制造
3.the art and science fair 艺术与科学展览
4.environmental protection 环境保护
5.grass and leaves 草地与树叶
6.be known for /be famous for 以……闻名
7.as far as I know据我所知8.on the sides of mountains 在山边上
9.for example 例如10.by hand 用手，手工
重点句式
1.—What's the model plane made of? ——这个飞机模型是用什么制成的？
—It's made of paper. ——它是用纸制成的。
2. —What is the painting made from? ——这幅油画是用什么制成的？
—It is made from cotton. ——它是用棉花制成的。
3.—Is this ring made of silver? ——这枚戒指是由白银制成的吗？
—Yes, and it was made in Thailand. ——是的，并且它是在泰国制造的。
4. —Where is tea produced in China? ——在中国，哪些地方产茶？
—It is produced in many different areas. ——在中国的许多不同的地区都出产茶叶。
课堂环节
§自主学习案
翻译下列词组。
1．由……做成_______________________________
2. 在某地制造_________________________________
3．艺术和科学展览_______________________________
4..飞机模型____________________________________
5．因……出名__________________________________
6．在山边上__________________________________
7．手工制作__________________________________
8．世界各地__________________________________
9．对……有好处___________________________
10. 在过去__________________________________
11.据我所知__________________________________
§课堂导学案
Step 1 准备与热身(Preparation)
播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。
T: Who invented paper first?
S1：Cai Lun invented it in Han Dynasty.
T: What was paper made of then?
S2: It was mainly made of bamboo.
T: Was it easy for people to make paper then?
S1：No, it was very difficult then.
T: What is paper made of now?
S3: It's mainly made of wood, bamboo, and cotton.
…
Step 2 呈现与输入(Presentation)
1．要求学生翻开课本P33页，快速阅读1a表格部分的内容。把物品和可能构成他们的材料匹配起来。(1分钟)
2．要求学生听第一遍录音，并完成课本上1b的听力任务。(1分钟)
3．要求学生听第二遍录音，并逐句进行跟读。(2分钟)
Step 3练习与体验(Practice)
1．要求学生先练习1a中的对话，再模仿1c的对话，用1b表格中的信息进行对话练习。并邀请2－3对同学当堂进行演示。(3分钟)
2．要求学生翻开课本P34放录音一遍，完成2a，2b的听力任务。(1分钟)
3．要求学生听第二遍录音，并逐句进行跟读。(2分钟)
4．听力内容巩固训练。要求学生根据所听到的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(4分钟)
5．大声朗读听力材料。(1分钟)
Step 4 运用与生成(Production)
1．放下听力材料，要求学生模仿听力内容，利用2a，2b的信息分角色练习对话。然后邀请2－3对同学当堂演示。看哪一对的表现最佳。(5分钟)
2．播放2d的对话录音，让学生跟读，模仿并理解大意。然后让学生分角色朗读并表演2d的对话。(5分钟)
Step 5 巩固与提高(Progress)
对话内容巩固训练。要求学生根据2d对话的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对对话内容的了解。(4分钟)
1．China is __________ tea both in the past and now.
2．_____________ I know, tea plants ___________ on the sides of mountains.
3. When the ______ are ready, they ____________ by hand and then _______ for processing.
4．The tea __________ and sent to many different countries and places ________ China.
5. People say that tea ____________ both _________ and __________ !
探究点
Is it made of silver? 它是用银子做成的吗？
be made of由……制成，表示制成成品后，从成品中能够看出原料来，制作过程仅发生物理变化。
e．g.The clothes is made of silk.
这件衣服是用丝绸做的。(看得出是用丝绸面料做的)
【拓展】辨析be made from, be made in
(1)be made from由……制成，表示制成成品后，看不出原料来。
e．g.Paper is made from wood.纸是用木材做成的。(已经看不出原材料木头了。)
(2)be made in某物生产于某地，in后接某地。
e．g.This TV set is made in Japan.这台电视机产于日本。
针对训练
根据汉语完成句子。
1. 这个课桌是木制的。
The desk ______________ wood.
2. 这辆小汽车产于广州。
The car ________________Guangzhou.
3．这些瓶子是用玻璃制成的。
These bottles ________________ glass.
Step 6 家庭作业(Homework)
1．Recite the conversation in 1c after school.
2．完成本单元学生用书第一课时的练习。
§教学反思：__
第二课时Section A(3a～4c)
教学设计
知识目标
重点单词
1.local adj. 当地的，本地的
2.avoid v. 避免，回避
3.mobile adj. 可移动的，非固定的
4.everyday adj. 每天的，日常的
5.Germany 德国adj.German
6.surface n．表面，表层
7.material n. 材料，原料8.traffic n. 交通
重点词组
1.American goods美国商品
2.no matter what无论什么
3.products in the local shops本地商铺的产品
4.made in China中国制造
5.everyday things日常用品
6.make high-technology products制造高科技新产品
7.in all parts of the world在世界所有的地区
8.his shopping experiences 他的购物经历
9.on the last Friday of each month在每月的最后一个星期五
10.in Germany 在德国
11.most of the earth's surface地球的大部分表面
12.cause many traffic accidents导致许多的交通事故
https://www.doczj.com/doc/285475356.html,e this silver plate 使用这个银制的盘子
重点句式
1.No matter what you may buy, you might think those products were made in those countries.
无论你可能买什么，你都可能认为这些产品是在这些国家生产的。
2. He found it interesting that so many products in the local shops were made in China.
他很有趣的发现在本地商铺有如此多的产品是中国制造的。
3. He realized that Americans can hardly avoid buying products made in China.
他意识到美国人也不可避免地买中国制造的产品。
4. However, he wishes that in the future China will also get better at making high-technology products that people can buy in all parts of the world
.然而，他希望在将来中国也能更擅长制造让人们在世界各地都能买到的高科技产品。
5.—Are your shirts made of cotton？
—Yes, they are.And they were made in the US.
——你的衬衣是由棉花制成的吗？
——是的。并且是在美国制造的。
课堂环节
§自主学习案
翻译下列词组。
1．无论什么____________________________________
2．当地商店____________________________________
3．即使____________________________________
4．日常用品____________________________________
5. 中国造的产品________________________________
6.他的购物经历________________________________
7．美国品牌________________________________
8．高科技产品________________________________
9．在……种植________________________________
10．在……生产________________________________
11.在……制造________________________________
12．在德国________________________________
13．用过的木头________________________________
14.在许多不同的地方________________________________
15.造成交通事故________________________________
16．在每月的最后一个星期五________________________________
17.地球表面________________________________
18．被……所覆盖________________________________
§课堂导学案
Step 1 准备与热身(Preparation)
展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。
Then ask students some questions：
T: As we know, there are so many things made in China in England.What about in America and other countries in the world? Now let's read the passage of 3a.First, read quickly and find the answers to these questions：
1．Where did Kang Jian visit last year?
2．Were there many things made in China in the US?
3.What two things did Kang Jian want to buy in the US?
4.Where were they made?
Step 2 呈现与输入(Presentation)
1．要求学生快速默读短文，熟知大意，并推断每段的大意，并找出康健想在美国买哪两样东西，以及它们都是哪儿制造的。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)
2．先邀请几位同学阅读短文(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)
Step 3练习与体验(Practice)
1．完成教材3b的任务，要求学生再次阅读短文内容，回答3b中所提出的问题。(5分钟)
2．再细读一遍3a的短文，写出3c中所给的词分别指代什么。
Step 4 运用与生成(Production)
短文内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。(4分钟) Now more and more Chinese travel ________for vacation, they found it's interesting that _________ they go, they could find the products that made in China.China is ________ known for making _________ things, such as football, _______mobile phones.These things are _______ and sent to all parts of the world.Even in the ________shops, the Americans ______that they can hardly ________ buying products made in China.______,__we wish that in the future China will also get better at making _______________ products that people can buy in all ______ of the world.
Step 5 呈现与输入(Presentation)
要求学生分角色问答并翻译表格中的句子。说出被动语态的各种句式的变化形式。并能造出相仿的句子。简要归纳被动语态的结构及用法，并完成本单元学生用书单元语法小专题Grammar Focus的精讲专练部分。
Step 6 练习与体验(Practice)
1．要求学生翻开课本P36，用所给单词的正确形式完成句子。给出5分钟的时限，并请5位同学朗读句子，全班集体核对答案。
参考答案
1．aren't allowed 2.are paid 3.is spoken 4.is covered 5.is cleaned
2．参照4b所提供的信息和例句，用被动语态改写句子。给出5分钟的时限，并请4位同学在黑板上改写，全班集体核对答案。(5分钟)
参考答案
2. The best materials are used to make dresses in this shop.
3．Many traffic accidents are caused by careless driving.
4．Letters and postcards are brought to people's homes by the postman.
5．This silver plate isn't used very often in our family.
Step 7 运用与生成(Production)
1．先根据4c方框所提供的单词，依照4c方框所提供的对话，向五位同学询问他们穿戴的，及书包中所包含的物品，然后再与同伴交流讨论。
SA: What's your pencil made of?
SB: It's made of wood.
SA : Where was it made?
SB: It was made in Shanghai.
2．小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的及时解决纠正。(2分钟)
句型转换。
1.We play basketball after class in our school.(改为被动语态)
Basketball _________________after class in our school.
2. This kind of rice is only grown in_our hometown．(对画线部分提问)
_____________ this kind of rice only ________?
3. People don't make ice-wine in Canada any more.(改为被动语态)
Ice-wine__________________Canada any more.
4．This kind of glasses is used for__keeping__off__the__wind．(对画线部分提问)
____________ this kind of glasses _______________?
5.Do you allow the children under 18 to drive cars in your country? (改为被动语态)
_________ the children under 18 _______________ cars in your country?
Step 8 巩固与提高(Progress)
探究点
No matter what you may buy, you might think those products were made in those countries.
无论你买什么，你都可能认为那些产品是在那些国家生产的。
此句是由no matter＋特殊疑问词引导的让步状语从句。意为：无论……。
no matter常与what/who/when/where等词连用，构成连词词组来引导让步状语从句。从句可放在句首，也可放在句尾。当主句用将来时，no matter＋特殊疑问词引导的从句常用一般现在时表将来。
e．g.No matter what he says, don't believe him.＝Don't believe him no matter what he says.
不管他说什么，不要相信他。
No matter when you arrive here, just call me.＝Just call me no matter when you arrive here.
不管你什么时候到这里，给我打电话就行了。
No matter how fast you drive, it'll take you at least 2 hours from here to there.
无论你开多快，从这里到那里，至少得开两个钟头。
针对训练
根据汉语完成句子。
1. 无论那栋房子花多少钱，怀特先生都会买下来。
Mr.White will buy that house ____________________________________
2．无论她拿的是哪一本书，她都应该要问问她的老板。
____________________________，she should ask her boss.
3．无论你是谁都不能违法。
_____________________________，you can't break the law.
4．无论你去哪儿我都会跟着你。
________________________________，I'll follow you.
Step 9 家庭作业(Homework)
1．用下列短语造句。
no matter, be made in, find it ＋adj.that…，
even though, avoid doing sth., everyday things
2.完成本单元学生用书第二课时的练习。
§教学反思：__
第三课时Section B(1a～1e)
教学设计
知识目标
重点单词
1.international adj.国际的
https://www.doczj.com/doc/285475356.html,petitor n．参赛者，竞争者
重点句式
1.—Where did you go on vacation?
—I went to an international kite festival.
——你去哪度的假？
——我去了一个国际风筝节。
2.The international kite festival is held in April every year.
国际风筝节是在每年的四月举行。
3. Laura didn't know that kite flying could be so exciting.
劳拉不知道放飞风筝可能会如此令人兴奋。
4. Some of the kites Zheng Yun saw were made of paper. 郑云看到的一些风筝是由纸做的。
5. Some were painted with colorful animals.一些(风筝)被画上彩色的动物。
课堂环节
§自主学习案
翻译下列词组。
1．找出_______________________
2．风筝节_______________________
3．如何做风筝_______________________
4．放风筝_______________________
5．去度假_______________________
6. 因……而出名_______________________
7. 国际风筝节_________________________
§课堂导学案
Step 1 准备与热身(Preparation)
展示一组风筝的图片对学生们说：
你去过山东吗？你知道山东潍坊的风筝节吗？今天我将带大家一起去了解一些山东潍坊的风筝节。
请同学们认真思考老师提出的问题，然后作出回答。(3分钟)
①Show a picture of an international kite festival and ask：
—Do you know what festival is it?
—It's Wei Fang International Kite Festival.
—Do you like flying kites?
—What kind of kites do you have?
②Free talk.Ask students to talk about how to fly a kite and how to make a kite.
Finish task 1a.
Step 2 呈现与输入(Presentation)
要求学生翻开课本P37，迅速阅读1a部分的内容。并按要求完成课本上相应的任务。然后要求5－8名同学给出自己的答案，教师可把这些句子在黑板上列举出来以进一步巩固被动语态的结构。(3分钟)
Step 3练习与体验(Practice)
1．听第一遍录音，完成课本上1b部分的任务。找2个同学核对答案。要求读出序号和完整的句子。
2．听第二遍录音，完成课本上1c部分的任务。在播放录音前，要求学生抓住要点，并注意一些听写技巧。核对答案时，要求先读出要填写的单词，然后读出完整的句子。
1．Z 2.L 3.Z 4.L 5.L
3．再听第一遍录音，用听到的内容完成课本上1d部分的句子。找5个同学朗读句子核对答案。要求读出序号和完整的句子。
1．kites 2.April 3.all over the world https://www.doczj.com/doc/285475356.html,petitions 5.silk or paper, drawings 4．听第三遍录音，并打开听力材料，全班逐句进行跟读。(2分钟)
Step 4 运用与生成(Production)
放下听力材料，要求学生模仿听力内容，利用1b，1d的信息分角色练习Laura与Zheng Yun的对话。然后邀请2－3对同学当堂演示。看哪一对的表现最佳。(5分钟) Step 5 巩固与提高(Progress)
探究点
Laura is trying to find out more about what Zheng Yun thinks about Weifang.
劳拉正试图多了解郑云对潍坊的看法。
find out找出；发现；查出(真相)，其后一般接名词、代词或从句。
e．g.Please find out where they live.请查出他们住在哪儿。
You should find out about the news.你应当想办法查明那个消息。
Have you found out who stole your car？你查出是谁偷了你的车没有？
【拓展】辨析look for, find与find out
look for寻找；是有目的地找，强调“寻找”这一动作。
e．g.What are you looking for？你在找什么？
find找到；发现，通常指找到或发现具体的东西，也可指偶然发现某物或某种情况，强调的是“找”的结果。
e．g.He didn't find his bike.他没找到他的自行车。
find out多指通过调查、询问、打听之后“搞清楚，弄明白”，通常含有“经过困难曲折”的含义，指找出较难找到的、无形的抽象的东西。
e．g.Try to find out who has broken the window.尽力查出是谁打破了窗户。
针对训练
()1.—Peter, go and ________ who is knocking on the door.
—Sure, dad.
A．look for B．find C．find out D．look at ()2.Have you ________ the keys you lost?
A．found out B．found C．looked for D．looked
( )3.I________ my pen everywhere.
A．found out B．found C．looked for D．looked
Step 6 家庭作业(Homework)
1．Try to write a short introduction on how to make a Chinese clay piece.
2．完成本单元学生用书第三课时的练习。
§教学反思：__
第四课时Section B(2a～2e)
教学设计
知识目标
重点单词
1.form n. 形式，类型
2.lively adj. 生气勃勃的
3.heat n. 热，高温v．加热，变热
https://www.doczj.com/doc/285475356.html,plete v. 完成
重点词组
1.special forms of traditional art 传统艺术的特殊形式
2.objects of beauty 美丽的物体
3.according to Chinese history 根据中国历史
4.send out 释放
5.be covered with 被……覆盖
6.sky lanterns 天灯
7.paper cutting 剪纸
8.a Chinese fairy tale 中国童话故事
9.fire at a very high heat 在高温下烧烤
10.be famous for/be known for以……而闻名
11.be made of /from由……制成
12.be used for…被用来做……
13.research on how languages are learned关于怎样学习语言的研究
重点句式
1.The most common things are turned into objects of beauty.
这些最普通的东西都被变成美的物体。
2.Sky lanterns are used at festivals and other celebrations.天灯用于节日和其他庆祝活动。
3.They are made of bamboo and covered with paper.他们是由竹子制成并在外面糊上纸。
4.They are seen as bright symbols of happiness and good wishes.
他们被看做幸福和美好愿望的美丽象征。
5. Paper cutting has been around for over 1，500 years.剪纸已有1，500多年的历史了。
6. The red paper is folded before it is cut with scissors.
红纸在用剪刀裁剪之前，要被折叠。
7. The pieces are carefully shaped by hand from a very special kind of clay and then allowed to air-dry.
这些陶片被小心地用一种特别的黏土手工成形然后凉干。
8. Our town is famous for the rice.我们镇以大米而闻名。
9. The boy is known in the whole school for fighting.这个男孩以打架闻名全校。
10. Cheese is made from milk by workers.奶酪是由工人们用牛奶制成的。
11. This plane is made of steel in China.这架飞机是用钢材在中国制造的。
12. This piece of glass is used as a door for keeping off wind.
这块玻璃被当作一扇门用来挡风。
课堂环节
§自主学习案
翻译下列词组。
1．把……变成……_____________________________
2．被……覆盖_____________________________
3．被点燃____________________________
4．被折叠______________________________
5．春节____________________________
6．好运____________________________
7．中国神话故事____________________________
8．用剪刀剪____________________________
§课堂导学案
Step 1 准备与热身(Preparation)
1．情景导入：
你在元宵节放过天灯吗？你会剪窗花吗？你见过天津的小泥人吗？这些都是中国的传统民俗艺术。(4分钟)
Question：
What do you know about Chinese folk or traditional art?
2．进行短文学习之前，教师引导学生浏览2a关于短文的介绍。告诉学生下面的短文是关于中国民俗文化的短文。
Step 2 呈现与输入(Presentation)
1．要求学生快速默读短文，熟知大意，并完成短文后的表格。然后邀请几位同学给
2.
音，全班同学一起跟读。(3分钟)
Step 3练习与体验(Practice)
1.让学生再细读短文，回答2c所提出的问题。(5分钟)
九年级英语unit13教案 【篇一：九年级英语第十三单元教案unit 13 we】 unit 13 we’re trying to save the earth! 一、教学目标： 1. 语言知识目标 基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, 基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull… down, bring back 基本句型：we’re trying to save the earth! the river used to be so clean. the air is badly polluted. no scientific studies have showed that shark fins are good for health. we should help save the sharks. 2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情 态动词和used to 句型。 3. 情感目标: 有环境危机意识，学会关注环境保护环境。 二、教学重难点： 1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 （2）保护环境的措施方法。 2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情 态动词和used to 句型。 三、教学步骤: unit 13 section a 1 (1a-2d) i. presentation show the picture of the earth and tell students the earth is polluted now. for example: (1) the factories that burn coal pollute the air with a lot of black smoke.
九年级英语u n i t5教 案
教学目标 教学目标与要点 1. 重点掌握并记忆与旅游这一主题相关的词汇和短语：one-way flight; round trip; Go straight along here. please come this way. have a good time; have a family meeting; talk about; go for our holiday; describe to do something; diving; on the island; press; by oneself等等。 2．能正确运用一些婉转提出建议的句式，联系实际，谈论未来的某一次活动：时间、地点、人物和某些具体事项。 3．掌握有关电脑方面的一些专用语，对电脑的部分程序操作能用英语表达。 4．能读懂有关flight的一些instructions，建立24时制的时间思维意识，以及登机的相关常识。 5．了解并掌握由if或whether及特殊疑问词引导的的宾语从句。 6．掌握方位词的用法，特别是介词的选用。 素质教育目标 1. 在第四单元的基础之上，认真掌握有关宾语从句的基本构成和用法。特别是由一些特殊疑问词引导的宾语从句。
2. 鼓励学生运用所学过的句型与词组短语进行有关的日常会话。 3. 让学生在学习时能体会到旅游的乐趣，并且让学生知道旅游也是一种增长知识的好机会。能够运用所学句型进行与旅行相关的准备活动，旅游信息的搜集，加工以及谈论和表达旅游过程中的感受。 4. 在教学过程中，应当调动各种教学媒体，用以加强学生对语言知识的掌握与理解。 5. 认真引导学生运用各种学习手段进行学习，鼓励学生多方搜集与旅游有关的信息，在课堂中进行英语表达，和同学之间进行信息交换等。以提高同学们的学习兴趣和学习效果。使部分学生能够运用所学过的与旅游主题相关的词组、短语及相关句型谈论自己的旅游经历。 Lesson 17 Language Focus: 1. some useful expressions have a good time; have a family meeting; talk about; go for our holiday; describe to do something; diving; on the island; press; by oneself 2. the Object Clause Could you tell us how long we're going to away? Properties: Recorder: Overhead Projector; Pictures; computer
Unit12 SectionB（1a-1e）教案 1.0 Teaching objectives 教学目标 Language targets 语言目标 1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: fool, discovery, get dressed, show up, change, invite, stay up, all night 1.1.1.1.2 For comprehending: costume, embarrassed, costume party 1.1.1.2 Sentence Structures 1) Last Friday night, my friends invited me to his birthday party… 2) The other kids showed up, and I realized that my brother had fooled me. 3) What happened to Dave on April Fool's Day? 4) Has someone ever tricked you on April Fool's Day? 5) When I got there, I found that it wasn't a costume party. 6) I was the only person wearing a costume, and I was really embarrassed. 7) By the time I got to math class, I was tired because I had stayed up all night studying. 1.1.1.3 Grammar Focus 1) When I got there, I found that it wasn't a costume party. (that引导宾语从句，可以省略) 2）I was the only person wearing a costume, and I was really embarrassed. （现在分词wearing 做定语，表示状态） 1.1.2 Ability goals 能力目标 1.1. 2.1 学会描述过去发生的事情。 1.1. 2.2 学会使用目标语言完成听力任务，在听力训练过程中注重听力策略训练。 1.1.3 Emotional goals 情感目标 页 1 第 1.1.3.1学会自我反思，正视生活中的困难。 1.1.3.2 学会树立勇气，勇敢面对生活中的意想不到的问题。 1.2 Important and difficult teaching points 教学重难点 1.2.1掌握过去的事情表达方式，并能理解听力中的相关表达。。 1.2.3 运用这些表达进行口语输出性练习。 2.0 Student analysis学情分析 2.1 Fundamental State基本情况
Unit 13 We’re trying to save the earth! Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标 基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. Harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, 基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull…down, bring back 基本句型：We’re trying to save the earth! The river used to be so clean. The air is badly polluted. No scientific studies have showed that shark fins are good for health. We should help save the sharks. 2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 3.情感目标: 有环境危机意识，学会关注环境保护环境。 二、教学重难点： 1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词 和used to 句型。（2）保护环境的措施方法。 2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 三、教学步骤: I. Presentation Show the picture of the earth and tell students the earth is polluted now. For example: (1) The factories that burn coal pollute the air with a lot of black smoke. (2) Factories put waste into the river. (3) People should throw away litter in the bin. (4)There are more cars on the road. II. Learning Here are some words related to different kinds of pollution. Write them in the box below. Then add more words. loud music cars rubbish planes littering ships factories smoking building houses mobile phones noise pollution air pollution water pollution ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________ III. Listening 1. 1b Listen and complete the sentences. What was the problem? The river was _____________. Even the bottom (底部) of the river was full of
新目标九年级英语Unit5 section A 第一课时(说课稿) 一、教材分析 1、教学内容 本单元以"产品制造"为话题，共设计了四大部分的内容。以"What are the shirts made of?"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。 2、教学目标 ①知识目标： 1.掌握本课时重点单词和短语be made of 、be made in。 2.了解一般现在时态和一般过去时被动语态的结构和用法。 3.归纳和掌握make 构成的短语。 ②能力目标：学会谈论产品是由什么制成的及它们是在何处制造 ③情感目标：学会赞美他人的物品，并能就此话题礼貌的进行交谈，树立品牌意识，努力学习的态度。 3、教法策略 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。如在新授单词时，通过一些图片，进行分析教学，以致于从视角引起他们注意从而记住单词。采取任务型教学策略的目的是主要是让学生多练多用，在做中学、学中乐、乐中掌握。 4、学习策略 采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。强调学生不仅要在课上积极发言、多练，并鼓励他们课后积极进行英语学习、积极参加训练。 二、重难点分析 重点词汇通过图片和对话解决。如：chopsticks, coin, blouse, silver, silk, be made of等。
学科English 年级9 班级 课型fresh 课时 5 / 6 媒体a tape recorder, CAI 课题Unit 13 we’re trying to save the earth! Section A 2a ~ 2e 话题 Protecting the environment 功能Talk about pollution and environmental protection 教 学目标知识 技能 1.Target language: Have you ever thought about how these things can actually be put to good use? You have probably never heard of Amy. The more popular works can be seen in art shops around the city. 2.Grammar: Present perfect, passive voice 3.Words and expressions; (1)Curriculum words: upside, gate, bottle, president, inspiration, iron, work, creativity (2)Useful expressions: throw away, put sth. to good use, pull…down, upside down, bring back X k B 1 . c o m 过程 方法 According to reading to improve students’ integrating skills-reading skill and writing skill. 情感 态度 We must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment． 学习策略1. Learn to predict what the reading passage is about. 2.Reading for general ideas and specific details. 重点Target Language 难点 Practice reading and writing using the target language. 教学内容及问题情境学生活动设计意图 2a. To prompt Ss predict what the reading passage is about. Checking for understanding Check Ss adequately understand the three words used in the title. ?rethink –think carefully about something again to see if changes 新- 课 -标- 第 -一- 网 让学生初步 理解前缀的 作用：改变 单词的含 义。
Unit 5 What are the shirts made of? Section A(1a－2d) 1．重点单词：chopstick，coin，fork，blouse，silver，glass，cotton，steel，fair，grass，leaf，produce，widely，process，pack 2．重点短语：be made of，be made in，be made from，as far as sb. know，be known for 3．重点句式：What are the shirts made of? —This ring looks nice.Is it made of silver? —Yes，and it was made in Thailand. What is the painting made from? How is tea produced? As far as I know，tea plants are grown on the sides of mountains. People say that tea is good for both health and business! 1．重点短语和句型 2．一般现在时态和一般过去时态的被动语态 一般现在时态和一般过去时态的被动语态 一、预习课本P33－34新单词并背诵，完成下面的汉译英。 1．筷子________ 2.硬币________ 3．叉子________ 4.衬衫________ 5．银器________ 6.玻璃________ 7．棉花________ 8.钢铁________ 9．展览会________ 10.草地________ 11．叶子________ 12.生产________ 13．普遍地________ 14.加工________ 15．包装________ 二、认真预习1a－2d找出下列短语和句型。 1．由……制造________________________________________________________________________ 2．在……制造________________________________________________________________________ 3．据……所知________________________________________________________________________ 4．以……闻名________________________________________________________________________ 5．这些衬衫是用什么制成的？________________________________________________________________________ 6．—这个指环看起来很漂亮。它是银制的吗？ —是的，它是泰国生产的。 ________________________________________________________________________
新目标英语九年级Unit12教学设计 一、教学内容及分析 本单元是新目标英语九年级Unit12You’re supposed to shake hands. 其话题是：谈论习俗（Talk what you are supposed to do），了解各地不同的风俗习惯，从而让学生知道那些事应该做的，哪些是不应该做的，要学会尊重不同的文化知识，提高学生对文明生活的认识，加深学生对中外文化的了解，拓展学生的文化视野，养成良好的行为习惯，培养学生的学习兴趣。Section A 1a-2c引出本单元的话题和新的目标语言：be supposed to do sth，并通过交换生在一位美国朋友家吃晚饭时所犯的一些礼仪错误的学习，进一步训练目标语言，并进行更多的听说训练。3a-4这部分通过阅读训练，学习两个不同国家的不同时间观念,训练学生的阅读能力和写作能力。Section B学习运用目标语言，谈论一些国家的餐桌礼仪，并引导写出中国的餐桌礼仪，激励学生了解更多的风俗文化知识。Self check用来检测本单元所学的语言知识，加强写作训练。Reading,通过让学生阅读教材，了解电子邮件的优点及电子邮件的使用环境并学会使用电子邮件。学生在这一部分学习理解一些有用的词汇的短语，并训练学生的阅读能力。因为本单元涉及的国家比较多，而且风俗文化各不相同，在教学中要善于归纳总结，便于学生更容易的掌握。 二、学习者特征分析 学生在八年级上册第2单元“What’s the matter?”中已学过情态动词should /shouldn’t 的用法。而本单元的话题是谈论习俗，通过用新的目标语言：be supposed to do sth来谈论，让学生知道那些事应该做的，哪些是不应该做的。在表达“应该做与不应该做”时两种方法都行，所以在学生掌握了“谈论习俗”的基本用法后就能够运用新的目标语言进行交际，来谈论各国的不同的文化习俗。 三、单元整体目标分析 1、知识与能力：1）语言技能目标 （1）能运用be supposed to do sth 来谈论各国不同的风俗文化。 （2）能运用be / be not supposed to…should / shouldn’t… It’s polite/ rude to…对他人的行为举止进行评价。 （3）能够用e—mail message向他人介绍不同国家的餐桌礼仪。 2）语言知识目标(1) 掌握并正确运用单词：greet, bow, kiss, be supposed to, shake hands, customs, land, drop by, after all, relaxed, a bit, wipe, napkin, stick, chopstick, rude, point, pick up. table manners, behave, be/get used to, cut up, full, fork, gradually… (2) 掌握并正确运用句型：1. What are people in Korea supposed to do when they meet someone? You’re supposed to…． 2. When were you supposed to arrive? 3. I was supposed to arrive at 7：00, but I arrived at 8：00. 4. It’s polit e∕rude…. (3) 掌握并运用语法:be supposed to + to infinitives 2.过程与方法
人教版新目标九年级英语Unit13 Reading 案例 教学目标：(teaching goals) 1.words and phrases: guilty, thought, would rather, prefer to … 2.read the article, and try to know the idea https://www.doczj.com/doc/285475356.html,e some of the adj. from the article to make a short passage. 教学重点：(teaching ip)reading and understanding the article. 教学难点：(teaching dp)create a things with an adj. that affect you. 教学用具：(teaching tools)小黑板 教学过程：（teaching steps） step1. warming-up show some adj. on the blackboard, let ss make up sentences with “make(s) or made”. sad, happy, surprised, anxious, exhausted, frustrated, stressed out… step2. showing when your friends’ birthday is coming, what will you do?(gifts or presents) what’s your suggestions? (hard to give: clothes, personal things, easy to give: small things, interests) lead to this saying: it’s the thought that count. today let’s learn about the art of receiving.(write the title on the blackboard) step3.reading 1.let ss read the article fast, and check the exercise on the small blackboard. ( )1.guo xiaojing’s parents were very happy because she liked the sweater they bought. ( )2.han ling didn’t like the birthday gift from her grandparents. ( )3.han ling’s grandparents gave her an orange purse a few years ago. ( )4.sometimes, giving money to people makes them uncomfortable. ( )5.the passage is mainly talking about the art of receiving. 2.check the answers and correct the right answers. 3.talk about the main idea of each para. 4.ask one of the ss to read the article. step4.practice. (complete the exercise from 3a) use “embarrassed, guilty, comfortable” to create ss’ own things . step5.homework
Unit 9I like music that I can dance to.说课稿 各位领导老师：大家好！今天我说课的主要内容是新目标九年级英语第九单元Unit 9 I like music that I can dance to. 本课的中心话题是音乐和音乐家。通过谈论音乐使大家感受音乐的美。我将从教材分析、教学方法、教学过程和教学效果几个方面说课。 一、教材分析 （一）教材地位 Unit 9的中心话题是音乐，而音乐与我们的生活密切相关，通过本单元的学习，要求学生能够用英语谈论自己喜欢的音乐，和音乐家，并说明为什么。在谈论这个话题的同时，学习并掌握定语从句。定语从句在初中教材中是一个很重要的知识点，学好这一单元对后面的学习很有帮助，起着承上启下的作用。在中招考试中，不但十五个选择题中要涉及这方面的内容，而且在也阅读理解中也有大量的定语从句出现，如果不能够很好地掌握它，势必影响学生今后对阅读文章的理解。因此，本单元不仅是本册书的重点，在整个初中教学中，他都占着非常重要的地位。 （二）教学目标 1、知识目标： 学会恰当的使用引导词that ,which ,who 2、能力目标 1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.” 2）能够自如地谈论自己所喜欢的音乐和音乐家。 3、情感目标： 通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。 三）重点和难点： 1、重点 1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ,which”的使用方法。 2）“prefer …to…”的用法
九年级英语上Unit 5复习 It must belong to Carla 学习目标： 表示对当前发生的事情做出推测和判断学会做出推测和判断。 一、词汇 author作家 toy玩具 picnic野餐 symphony交响乐 optometrist验光师 appointment约会，约定 algebra数学，代数学 crucial关键的，致关重要的 count计，算 chase追逐，追赶
garbage垃圾 pretend装作 二、词组 1. belong to 属于 2. hair band 发带 3. because of 因为 4. Chinese-English Dictionary汉英词典 5. Oxford University牛津大学 6. use up 用光、用完 7. the only kid独生子，唯一的孩子 8. classical music古典音乐 9. make guesses做出猜测 10. outside our window在窗子外面 11. no more 不再
12. escape from逃离 13. be careful of留神、当心 三、日常用语 1. Whose volleyball is this? It must be Carla’s. She loves volleyball. 2. Whose French book is this? It could be Ali’s. She studies French. 3. Whose guitar is this? It might belong to Alice. She plays the guitar. 4. Whose T-shirt is this? It can’t be John’s. It’s much too small for him. 四、知识讲解 Section A： 1. If you have any idea where it might be, please call me. If you have any idea... = If you know... 意为“如果你知道……”。
Unit 12 Life is full of the unexpected. Unit 12 Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词及短语：unexpected, by the time, backpack, oversleep, ring, give …a lift, 2）掌握By the time I got outside, the bus had already left. When I got to school, I realized I had left my backpack at home. 3) 掌握过去完成时时态，结构及用法。 2. 情感态度价值观目标： 能学会合理安排自己的学习和生活，做到守时守信。 二、教学重难点 1. 教学重点：过去完成时的用法。 2. 教学难点：用过去完成时叙述过去的事件。 三、教学过程 Ⅰ. Warm-up Greeting. Ⅱ. Lead-in Do you remember any unexpected situation in your daily life? 展示几张尴尬的人的图片。 Ask: What do you think of the people in these pictures? Ss: They look scared/bad. T: What happened to the boy? Ss: He broke his arm. He is getting an electric shock. T: I was late for work today. When I got up, I found my clock had rung. It was 7:30. By the time I went to the bathroom, my son had been in. So I had to wait. When I went out, I found my motorbike had broken down. (老师讲述自己迟到的经历，激起学生对一下内容的学习)。Now look at t he picture, let’s learn something about Tina’s bad day。 Ⅲ. Presentation 1. Work on 1a. Ask Ss to look at the pictures in 1a and ask: What happened to the girl? 2. Think and discuss in group: What happened to the girl? Possible answers: She got up late. By the time she got up, someone had already gotten in the bathroom. She rushed out the door. The bus had left before she got to the station. When she got to school, she realized she had left her backpack at home. …. 3. Ask Ss to tell a story about the girl. Ⅳ. Listening Work on 1b. 1. Listen to the tape of 1b. Complete the sentences. 1. By the time I got up, my brother _____ already _______ in the shower. 2. By the time I got outside, the bus _____ already ______. 3. When I got to school, I realized I _____ ______ my backpack at home. 2. 过去完成时用法： (1) 构成：由―助动词had (用于各种人称和数) + 过去分词‖构成 否定式：had not + 过去分词 缩写形式：hadn’t (2) 用法：过去完成时表示在过去某一时间或动作之前已经发生或完成了的动作。 (3) 它所表示动作发生的时间是―过去的过去‖。 ①表示过去某一时间可用by, before 等构成的短语来表示。 ②也可以用when, before 等引导的时间状语从句来表示。 ③还可以通过状语从句或通过上下文暗示。 例如： When I got there, you had already eaten your meal. 当我到达那里时，你已经开始吃了。 By the time he got here, the bus had left. 在他到达那里之前，汽车已经离开了。 V. Pair work Work on 1c. Take turns being Mary. Look at the pictures and talk about what happened this morning. A: What happened? B: I overslept. By the time I got up, my brother had already gotten in the shower. … VI. Listening
Unit 5What are the shirts made of? 单元话题In this unit, students learn to talk about what products are made of and where they are made. 单元语法Passive voice (present tense) 教学目标 1.能够用英语描述及询问物品的制作材料。 2.正确理解被动语态的用法及句子结构。 3.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等素养。 学情分析 本单元通过了解中国制造的产品在全世界的影响力，让学生树立强烈的民族自豪感。让学生通过梳理句子主语与谓语的关系，与主动语态的对比，体会被动语态谓语动词结构的变化。在实际运用中熟练掌握被动语态。 第一课时Section A(1a～2d) 教学设计 知识目标 重点单词 1.produce v. 生产，制造 2.widely adv. 广泛地，普遍地 3.process v. 加工，处理 4.pack v. 包装，装箱 5.leaf n．叶，叶子 重点词组 1.be made of/from 由……制成 2.be made in sw.在某地制造 3.the art and science fair 艺术与科学展览 4.environmental protection 环境保护 5.grass and leaves 草地与树叶 6.be known for /be famous for 以……闻名 7.as far as I know据我所知8.on the sides of mountains 在山边上 9.for example 例如10.by hand 用手，手工 重点句式 1.—What's the model plane made of? ——这个飞机模型是用什么制成的？ —It's made of paper. ——它是用纸制成的。 2. —What is the painting made from? ——这幅油画是用什么制成的？ —It is made from cotton. ——它是用棉花制成的。 3.—Is this ring made of silver? ——这枚戒指是由白银制成的吗？ —Yes, and it was made in Thailand. ——是的，并且它是在泰国制造的。 4. —Where is tea produced in China? ——在中国，哪些地方产茶？ —It is produced in many different areas. ——在中国的许多不同的地区都出产茶叶。 课堂环节 §自主学习案
精品文档 Unit12 You are supposed to shake hands. 重点短语词组 应该做某事be to do sth 握手 访问by 毕竟 本应该做但没做have done 餐桌礼仪table 到达at/in 有点晚late 习惯于某事be/get to sth 习惯于做某事be/get sth 被用于做某事be sth 被用作.... Be 过去常常做某事sth 特地，不怕麻烦的做某事 使某人感到宾至如归计划做某事sth 没有理由have 注意你的行为your manners 发出噪音make (a) 做鬼脸make 自学....by oneself 在适当的时间at the time 以......开始begin 忍不住做某事can't sth 代替of 对某事随意be sth 邀请某人做某事sb sth 指向 重点短语句型讲解： 1. Y ou should have asked what you were supposed to wear.你本应该问清楚怎么样穿才得体。 中的“should have asked”是“情态动词＋现在完成时”表示过去本应该做某事，事实上没有做，这是虚拟语气的一种表达方式。 如：She should have gone to Beijing. 她本应该去了北京。（没有去） 同时was/were supposed to do sth 表示过去本该做某事而实际上并没有做，就相当于should have done sth. 2. make (some) mistakes 犯了(一些)错误。make a mistake 犯错误（一个） 与mistake相关的短语by mistake 错误地mistake…for…把..误认为… 5.relaxed:用来形容人，表示人本身很放松，主语一般是人。 relaxing:指物，表示事物可使人很放松。 I feel really after the vacation.经过这次令人放松的假期后我感到很放松。 3. …it’s okay if you arrive a bit late….即使你晚到一会也没关系。 a little 与a bit 二者都是“有点儿”的意思。 (1)二者相同之处在于①都可做状语，修饰比较级He is a bit/ a little older than you. ②都可做主语或宾语。Please give me a bit/ a little. (2)不同之处在于：两者修饰名词时，a little可以直接加名词，a bit必须加of后才能接名词。 A little money = a bit of money 4. drop by 顺便拜访串门 We just dropped by our friends’homes.我们刚刚去朋友家串门。 drop in/on sb 顺便走访某人。 Would you drop in/on us this evening for a chat?你今晚过来和我们聊聊好吗？