教案-人教book九-Unit5教学设计 2 Learning about Language

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人教新目标九年级英语Unit5(1a1c)教学设计

5.情感教育，渗透课堂：在教学过程中，关注学生的情感需求，适时进行情感教育，引导学生树立正确的价值观。
6.创新评价，鼓励进步：采用多元化的评价方式，关注学生的成长过程，激发学生的学习积极性，鼓励他们不断进步。
7.课后拓展，提高自主学习能力：布置课后作业，引导学生进行拓展学习，培养他们自主查找资料、解决问题的能力。
3.教师引导学生学习1a-1c部分，通过听力、阅读练习，让学生获取关键信息，提炼文章主旨，培养他们的阅读理解能力。
（三）学生小组讨论（500字）
1.教师将学生分成小组，要求每组选择一个成员的梦想或目标，讨论如何实现它。
2.学生运用所学的词汇、短语和句型，进行小组讨论，并记录讨论成果。
3.各小组汇报讨论成果，其他小组进行评价和反馈，教师对学生的讨论进行点评和指导。
8.家校合作，共同促进：与家长保持密切沟通，共同关注学生的学习情况，形成家校合力，共同促进学生全面发展。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过展示一幅描绘梦想与目标的图片，引发学生对主题的思考，激发他们的学习兴趣。
2.教师提出问题：“What is your dream or goal? How do you plan to achieve it?”让学生进行头脑风暴，分享自己的梦想和目标，为新课的学习做好铺垫。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们在语言表达、词汇积累和语法知识方面有了一定的储备。在此基础上，他们对本章节关于个人目标和梦想的主题表现出较高的兴趣和热情。然而，在表达复杂思想和深入讨论方面，部分学生仍存在一定困难。因此，在教学过程中，我们需要关注以下几点：
1.针对学生英语水平差异，采取分层教学，为不同层次的学生提供合适的语言输入和输出机会，使他们在原有基础上得到提高。

人教版英语九年级全册Unit5SectionA2a2dreading教学设计

作业布置要求：
1.学生需按时完成作业，保持书写规范，注意单词拼写和语法错误。
2.教师应认真批改作业，及时给予反馈和指导，帮助学生提高。
3.鼓励学生积极完成作业，培养自主学习能力，不断提高英语水平。
4.定期检查作业完成情况，关注学生的进步和问题，为下一节课的教学提供参考。
3.教师布置课后作业，要求学生运用一般过去时和现在完成时，结合课文内容，写一篇关于自己梦想和目标的英语作文。
4.最后，教师鼓励学生树立信心，勇敢追求梦想，为实现目标而努力奋斗。
五、作业布置
为了巩固本节课的学习内容，培养学生的自主学习能力和语言运用能力，特布置以下作业：
1.完成课后练习册中与本节课相关的练习题，重点关注一般过去时和现在完成时的运用，以及文章阅读理解的提高。
（5）讨论：组织学生进行小组讨论，分享自己的目标和梦想，鼓励他们互相鼓励和支持。
（6）总结：对本节课的重点内容进行总结，强调阅读策略和语言表达的重要性。
3.教学评价设想：
（1）采用形成性评价，关注学生在课堂上的表现，鼓励他们积极参与，勇于表达。
（2）设计课后作业，检测学生对本节课内容的掌握程度，及时发现问题，进行针对性指导。
2.精心设计阅读活动，引导学生运用阅读策略，提高阅读效率。
3.创设轻松愉快的课堂氛围，鼓励学生积极参与讨论，增强自信心。
4.加强团队合作训练，提高学生在团队中的沟通与协作能力。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于学生对一般过去时和现在完成时的掌握，以及对文章中生词和短语的识记与运用。
5.培养热爱生活、热爱英语的情感，激发学习英语的兴趣。
二、学情分析
九年级的学生已经具备了一定的英语基础，但在阅读理解方面仍存在一定的困难。他们对一般过去时和现在完成时的运用还不够熟练，需要进一步巩固。此外，学生在表达个人观点和梦想时，语言表达能力和思维能力有待提高。在本章节的学习中，他们面临着以下挑战：

高中英语Unit5SectionⅡAboutLanguage学案新人教版选择性必修第三册(含答案)

新教材适用高中英语学案新人教版选择性必修第三册：Section ⅡLearning About Language语法探究：完成下列教材中的句子并体会其语法特征1．There are various reasons why people compose poetry.2．One of the simplest kinds of poem is the “list poem”， which contains a list of things, people, ideas, or descriptions that develop a particular theme.3．List poems have a flexible line length and repeated phrases which/that give both a pattern and a rhythm to the poem.4．Another simple form of poem that/which amateurs can easily write is the cinquain, which is made up of five lines.归纳总结1．所有设空部分均填引导定语从句的引导词。

2．第一句的定语从句由关系副词引导，第二、三、四句的定语从句由关系代词引导。

3．第一句中的引导词在定语从句中作状语；第二、三、四句中的引导词在定语从句中作主语或宾语。

Ⅰ.词形转换1． sympathy n．同情；赞同→ sympathetic adj.同情的；有同情心的；赞同的2． innocent adj.天真无邪的；无辜的；无恶意的→ innocence n．天真；单纯；无罪3． correspond vi.相一致；符合；相当于；通信→ correspondence n．来往信件；通信联系4． sow vt.& vi.播种；种→过去式 sowed →过去分词 sowed/sown5． dominant adj.首要的；占支配地位的；显著的→ dominance n．优势；统治；支配Ⅱ.高频短语1． be close to 离……很近2． in spite of 尽管；不管；不顾3． fall in love with 爱上……4． be sure about 对……有把握；确信重点单词1．blank adj.空白的；无图画(或韵律、装饰)的；没表情的n．空白；空格D 典型例句Please write your name in the blank space at the top of the page. 请把姓名写在这页上面的空白处。

人教版新目标九年级英语Unit5单元集体备课教案

人教版新目标九年级英语Unit5单元集体备课教案They were made in a XXX.②The pencil is made of wood and graphite。

It was made in a XXX.③The desk is made of wood。

It was made in a XXX.④The computer is made of metal and plastic。

It was made in an XXX.Step 2新词研究1.Introduce the new words: produce。

widely。

process.2.Have students repeat the words and explain the meanings.e the words in XXX students understand their usage.Step 3词组研究1.Introduce the new phrases: be made of/from。

be made in sw。

the art and science fair。

environmental n。

grass and leaves。

be known for/be famous for。

as far as I know。

on the sides of mountains.2.Have students repeat the phrases and explain the meanings.e the XXX students understand their usage.Step 4句型研究1.Introduce the sentence patterns: What is the model plane made of。

What is the painting made from。

Is this ring made of silver。

人教新目标英语九年级英语unit5(sectionA1a2d)教学设计

人教新目标英语九年级英语unit5(sectionA1a2d)教学设计
一、教学目标
（一）知识与技能
1.知识目标：通过本节课的学习，使学生掌握以下英语词汇和表达方式：illness（疾病）、symptom（症状）、medicine（药物）、cure（治愈）、recover（恢复）、sore throat（喉咙痛）、headache（头痛）、fever（发烧）、take one's temperature（量体温）、prescription（处方）、pharmacy（药店）等。同时，让学生学会使用一般过去时描述过去的疾病经历。
5.家长参与：请家长协助学生完成角色扮演视频作业，并在视频拍摄过程中关注学生的英语表达。家长可以为学生提供语言支持，同时了解孩子的学习情况。
1.对话编写：小组成员共同讨论，完成一段不少于10句话的就医对话。对话内容要贴近生活，符合实际情境。
2.角色扮演视频：视频时长不少于3分钟，包含医生、病人两个角色。注意口语表达的准确性，以及动作、表情的自然。
2.技能目标：培养学生运用英语进行就医咨询的能力，学会描述病情、询问药物及用法。通过小组讨论，提高学生的口语表达能力和听力理解能力。
（二）过程与方法
1.过程目标：通过情景教学，引导学生运用所学知识进行角色扮演，模拟就医场景，提高学生的实际应用能力。让学生在小组合作中，学会倾听、表达、沟通和协作。
2.方法目标：采用任务型教学法，设计丰富的课堂活动，如小组讨论、角色扮演、听力训练等，激发学生的学习兴趣，提高学生的参与度和积极性。
（四）课堂练习
1.听力训练：播放一段就医场景的听力材料，让学生回答相关问题，检测他们对词汇和语法的掌握程度。
2.口语表达：邀请学生上台展示角色扮演，其他学生认真聆听，并给予评价。教师关注学生的语言表达，及时纠正错误。

人教版九年级英语全册Unit5SectionB2a2b教学设计

2.互动教学：采用问答、讨论、小组合作等形式，鼓励学生发表自己的观点，提高课堂氛围。
-教师提问：“What do you think are the key factors to success?”，引导学生分享对成功的看法。
3.分层教学：针对不同学生的学习水平，设计不同难度的练习，使每个学生都能在原有基础上得到提高。
7.教学评价：采用多元化评价方式，关注学生的语言能力、合作意识、情感态度等方面的发展。
-结合课堂表现、作业完成情况、小组活动等，全面评价学生的学习效果。
四、教学内容与过程
（一）导入新课
1.教师以一个名人故事引入新课，如讲述马云创立阿里巴巴的经历，引导学生思考成功背后的因素。
-提问：“Can you guess what made Ma Yun successful? What do you think are the key factors to his success?”
-提示：可以从词典、网络资源、英文文章中寻找相关词汇和短语。
5.课后反思：回顾本节课的学习内容，思考以下问题，并在下节课上与同学分享：
- What have you learned from the success stories of celebrities?
- How will you apply these lessons to your own life and studies?
1.写作练习：请结合本节课所学的重点词汇和语法知识，以“Fame and Success”为主题，写一篇英文短文。要求不少于80词，描述你心目中的一个成功人士，并阐述他/她的成功原因。
-提示：可以从名人的努力、坚持、团队精神等方面入手，结合具体事例进行描述。
2.小组活动：小组内讨论并分享各自采访家人或朋友的成功经历。每组选取一个最具启发性的故事，准备在下节课上进行课堂展示。

高中英语Unit5SectionⅡLearningAboutLanguage新人教版选择性必修第四册

⑥Although he knew little about the large amount of work done in the field, he succeeded __w__h_e_re__ other more well-informed experimenters failed.
⑦You should keep those old jam bottles—you never know __w_h_e_n__ you might need them.
up its market and to continue to contribute to world economic recovery and
development. 主语：__H_o_l_d_in_g__th_e__3_rd__C_h_i_n_a_I_n_te_r_n_a_ti_o_n_a_l_I_m_p_o_r_t_E_x_p_o_(_动__名__词__短__语__) 谓语：__s_h_o_w_s____ 宾语：__d_e_t_er_m__in_a_t_io_n______
在空白处填入适当的引导词 ①Nowadays consumers become more and more practical and buy only __w_h_a_t__ they need. ②She’d like to offer money to __w_h_o_e_v_e_r__ needs it to continue his or her study. ③Yesterday he sold out all his stamps at __w_h_a_t__ he thought was a reasonable price.
2．并列句(Compound Sentence) 并列句有两个或两个以上存在并列、对等关系的主谓结构。从语法上讲，这些主谓结构都能独立地表达意思，没有从属关系。但是它们在意思或逻辑上有一定程度的内在联系，使它们有必要构成并列句。在并列句中，并列连词用来连接两个或几个主谓结构，即连接平行对等(即互不从属) 的分句。

人教版九年级英语上册 Unit 5 教案设计

Unit 5 Grammar FocusClass Type GrammarObjectives 1. To learn and understand the “passive voice in thepresent tense”.2. To better understand and well use the passive voice inthe present tense in practice.Key 1. Are your shirts made of cotton?structure —Yes, they were. And they were made in the US.2. What’s the model plane made of?—It’s made of used wood and glass.3. How is tea produced?—Tea plants are grown on the sides of mountains.4. When the leaves are already, they are picked by handand then sent for processing.Difficulties How to well use the structure about passive voice in thepresent tense in practice.Period 1ProcedureLead-in Read some sentences with the passive voice sentencesunderlined.Step 1 The formation of the passive voice.Step 2 The exchanges between the passive sentences and theactive sentences.Step 3 The four steps of changing the active sentences to thepassive sentences.EarlybirdStep 4 Exercises.1. The exchanges of sentence structures.2. Complete the sentences with the correct words.3. Changing sentences based on the requests.4. Choosing the correct answers.Step 5 The basic sentence structures of the passive voice.1. Subject + be + p.p. + (by …).2. Subject + be + not + p.p. + (by …).3. Be + subject + p.p. + (by…)?4. 疑问词+ be + subject + p.p. + (by…)?Step 6 The using of the passive voice.Step 7 The special attentions about the process of exchangingactive voice to the passive voice.Step 8 Other attentions.Step 9 Pair works.Let Ss make conversations by using the sentences below.A: where is/are …?B: It is/They are … in ….Step 10 More exercises about the grammar focuses.Step 11 Activity 4a.Read and complete the sentences with the correct forms ofthe verbs in brackets.Step 12 Activity 4b.Ask Ss to rewrite the sentences by using the passive voice.Unit 5 Section A-1EarlybirdClass Type Listening, reading and speakingObjectives 3. To learn what materials the things were made of.4. To know what the things are made of and where theywere made.5. To practice talking about the conversations.Key 1. This ring looks nice. Is it made of silver?structure —Yes, and it was made in Thailand.2. What did you see at the art and science fair?—I saw…—What is it made of / from?6. Where is tea produced in China?7. Tea is good for both health and business.Difficulties How to better understand and express the materials and theplaces of these things.chopsticks, fork, blouse, silver, glass, cotton, steel, fair,grass, leaf, produce, widely, processVocabularybe known forPeriod 1ProcedureLead-in Guessing game.Show Ss some pictures and ask Ss to say the name of thesethings in English.Step 1 Discussion:What are these things usually made of?—It is made of …/ They are made of ….Step 2 Activity 1b.Let Ss listen a passage and then to match the products withwhat they were made of.EarlybirdStep 3 Listen again and ask Ss to answer some questionsaccording to passage in 1b.Step 4 Pair works. Make conversations.Show Ss some pictures and give some information, andthen to ask Ss to make conversation by using the sentencesin 1a.E.g. :A: This ring looks nice. Is it made of silver?B: Yes, and it was made in Thailand.Step 5 Activity 2a.Let Ss listen a conversation and check the main topic ofNick and Marcus’ conversation.Step 6 Activity 2b.Let Ss listen again and answer the questions following.Step 7 Pair works.Let Ss suppose that they have just visited a museum or anart fair. And then make conversations by using the sentencestructures in 2a and 2b as the model.Step 8 Activity 2d.Let Ss listen to the tape and ask them to answer thequestions.Step 9 Listen again and read the conversation in the textbook.Step 10 Pair works.Show Ss some pictures with some information and ask Ssto have a discussion.1. What is famous in your city?2. What is it made of?3. Make a conversation using 2d as a model.Step 11 Language points: explain the key words and phrases insection A-1.Step 12 More examples and exercises about the language points.EarlybirdUnit 5 Section A-2Class Type ReadingObjectives 8. To learn about the products in America.9. To know more about the products that made in China.Key 1. No matter what you may buy, you might think thosestructure products were made in those countries.2. He found it interesting that …3. Kang Jian thinks it’s great that China is so good atmaking these everyday things.Difficulties How to know the products showed in America but weremade in China.Product, France, local, avoid, handbag, mobile, everydayno matter, search forVocabularyPeriod 1ProcedureLead-in Revision.Give Ss some phrases and ask Ss to translate them.Step 1 Free talk.Give Ss some information and let them talk about thequestions:1. “If you take a trip abroad, what would you do?”.2. If you go to Switzerland, what would you buy?3. If you go to France, what would you buy?4. If you go to Japan, what would you buy?EarlybirdStep 2 Activity 3b.Let Ss read the passage about the American products andanswer the questions following.Step 3 Read the passage again and answer the questions accordingto the passage in 3a.Step 4 Activity 3c-1.Ask Ss to read the passage again and write what the wordsin bold refer to.Step 5 Free talk.Why are so many foreign firms moving to China?Step 6 Activity 3c-2.Read the passage again and write what the underlinedwords refer to.Step 7 Brainstorm.Show Ss some information about Chinese products.Step 8 Language points: explain the key words and phrases insection A-2.Step 9 More examples and exercises about the language points.Unit 5 Section B-1Class Type Listening and speaking.Objectives 1. To learn the information about kites.2. To learn and understand more information about kitesby listening.3. To practice talking about the conversation.Key 1. Some were painted with colorful…Earlybirdstructure 2. When did you go on vacation?—I went to an international kite festival.—That sounds interesting. What did you see there?Difficulties How to learn and better understand the information ofkites.boss, Germany, surface, material, traffic, postman, cap,glove, international, itsVocabulary fly a kite, be made of,Periods 1ProcedureLead-in Revision.1. Exercises about the exchanges of sentence structures.2. Complete the sentences with correct words.Step 1 Free talk.Show Ss some pictures and information of Weifang andask Ss to talk about the questions:1. Have you ever heard of Weifang, Shangdong province?2. What is it known as?Step 2 Discussion.Show Ss some pictures of kites and ask Ss to think and talkabout what the kites are made of according to the fact thatkite flying is popular with Chinese people.Step 3 Activity 1b.Let Ss listen to a conversation and circle the correctanswers.Step 4 Activity 1c.Let Ss listen again and then write L for Laura and Z forZheng Yun after these sentences.Step 5 Activity 1d.Let Ss listen the conversation again and fill in the blankswith the information they hear.Step 6 Pair works.Let Ss act as Laura and Zheng Yun to have the role-playEarlybirdconversations using the information as followed.e.g.:A: Where did you go on vacation?B: I went to an international kite festival.A: That sounds interesting. What did you see there?B: …Step 7 Free talk.Ask Ss to talk about a festival that they are familiar with.Step 8 Brainstorm (Learning More).1. Four main kinds of Chinese kites with vivid pictures.2. More information about Wei Fang and its kite museum.Step 9 Language points: explain the key words and phrases insection B-1.Step 10 Examples and exercises about the language points.Unit 5 Section B-2Class Type Reading and writingObjectives 1. To understand the passage about the special forms oftraditional Chinese arts.2. To discuss the art form in groups.3. To introduce a special product of art in your own city.My town is famous/ known for …Key… is famous in my town. structure… is/are made of/ from/ with/ by/ in …… is /are used for…… is special because …Difficulties How to know and understand more art forms in China.its, form, balloon, scissors, lively, heat, completeVocabularysuch as, turn into, at a high heat, send out, cover with, riseEarlybirdinto, put … onPeriods 1ProcedureLead-in Free talk.Show Ss some traditional folk or arts and ask Ss to talkabout what kind of traditional arts or folks they know intheir hometownStep 1 Activity 2b-1.Read the passage in 2b and answer the questions following.Step 2 Activity 2b-2.Let Ss read the passage again and complete the chart.Step 3 Show some pictures of learning habits, talk about are thosegood or bad, and give out your reasons.Step 4 Activity 2c.Read the passage quickly and answer the questionsaccording to the information in 2b.Step 5 Discussion.After reading the passage, ask Ss to think and talk aboutthe main parts that this passage can be divided into andgive the reasons.Step 6 Summary of writing orders and structures.Step 7 Specific analyses.Let Ss read paragraph 2, 3 and 4 to answer questions.Step 8 Activity 2d.Complete the sentences using the correct forms of thephrases in the box.Step 9 Free talk.Show Ss some pictures and ask Ss to talk about thequestions:1. Which art form do you think is the easiest? Which is themost difficult? Why?2. Which art form would you like to learn? Why?EarlybirdStep 10 Practice.According to the specific steps of cutting a butterfly, ask Ssto make it on their own and then show their works in class.Step 11 Pair works.Let Ss discuss about the special and famous things in theirhometown with their partner and take some notes.Step 12 Language points: explain the key words and phrases insection B-2.Step 13 More examples and exercises about the language points.Earlybird。

人教版九年级英语上册Unit5教学设计

5.及时给予学生反馈，激发学生的学习积极性，提高教学效果。
五、作业布置
针对本章节的学习内容，特布置以下作业：
1.词汇练习：请学生完成课后练习中的词汇填空题，巩固本节课所学的词汇和短语，如"adventure", "achieve", "conquer", "challenge"等。
要求：准确无误地完成填空，并在家长监督下进行复习。
2.针对提高阅读理解和写作水平的教学，采用以下方法：
（1）精选与单元主题相关的阅读材料，引导学生运用阅读策略，如预测、扫读、细读等，提高阅读效率。
（2）组织课堂讨论，让学生分享阅读心得，培养批判性思维和跨文化交际意识。
（3）结合写作任务，指导学生进行句子仿写、段落创编，提高写作水平。同时，关注学生的写作过程，给予个性化指导。
要求：故事内容丰富、结构清晰，注意句子间的逻辑关系。
5.口语练习：与家长或同学进行对话，分享自己在学习英语过程中的趣事，要求运用一般过去时态。
要求：注意发音准确，提高口语表达能力。
6.课后总结：请学生撰写一篇关于本节课学习心得的英文短文，内容包括对本节课知识点的掌握、学习过程中的困惑以及解决办法等。
2.语法练习：根据本节课学习的一般过去时态，完成课后练习中的语法填空题，强化对一般过去时态的掌握。
要求：仔细审题，确保句子时态正确，提高语法运用能力。
3.阅读理解：阅读课后提供的英文文章，回答相关问题，锻炼阅读理解能力。
要求：注重阅读策略的运用，如预测、扫读、细读等，提高阅读效率。
4.写作任务：根据本节课学习的知识点，编写一个小故事，要求运用一般过去时态和宾语从句、定语从句等语法知识点。
人教版九年级英语上册Unit5教学设计

九年级英语全册 Unit 5 (第2课时)教案

Unit 5 What are the shirts made of？（第2课时）一、教材分析：本节课的主要话题是谈论产品由什么制造及其产地，同时在文中巩固复习被动语态的构成及应用。

二、三维目标(一) 知识与技能1. To learn more about passive voice.2. To understand the pasage on Page35.(二) 过程和方法3. To get a general knowledge of the passage by reading and role-play.4. To know how to make sentences and express correctly using passive voice.(三) 情感态度和价值观5. After learning this part, every student will know more about products and learnto be cooperative in the course of learning.三、教学重点1. Further learning about passive voice.2. to understand the passage on Page 35.四、教学难点1. To know the sentence pattern: find it + 宾补 + that …2. to understand the passage on Page 35.五、教学策略根据本课教学目标和重点内容，教师可采用听，读，小组讨论，角色扮演等活动来引导学生进行学习。

六、教学准备ppt， recorder， mutiple-media七、教学环节1、课堂导入Step 1 Lead-inRole—play\Role—play the conversation on Page 34Pam: China is famous for tea, right?Liu Jun: Yes, both in the past and now.Pam: Where is tea produced in China?Liu Jun: Well, in amny different areas. For example, Anxi and Hangzhou are widely known for their tea.2. 课堂讲授Step 2. Reading1) Fast-readingNow turn to page 35 and read the page quickly to find answers to the questions.1.Where did Kang Jian go to visit his uncle and aunt?2.What did he discover in the toy stores?3.Why did he have to visit many stores before buying a pair ofbasketball shoes?4.What did he realize after his shopping experiences?Answers:1. He went to San Francisco.2. Most of the toys had American brands, but they were made in China.3. He want to find a pair of shoes made in America.4. He realized that Americans can hardly avoid buying products made in China.2) careful-readingRaed the passage again and write what the underlined word refer to.1. No matter what yoy may buy, you might properly think those products were madein those countries.those:_______________________those: ______________________2. He found it interesting that so many products in local shops were made of China. it: ____________________________3. I want to buy a toy car for my cousin, but even though most of the toys hadAmerican brands, they were made in China.they:_______________________Answers: 1. the products he saw in other countriesJapan, France, Switzerland…2. so many products in local shops were made of China3. most of the toys he saw in America3) Studying useful structures.1) He found it interesting that so many products in local shops were made of China.本句结构为：Find + it + 宾补+ that / to do…It在句中为形式宾语。

人教版英语九年级全册Unit5SectionB(2a～2e)教学设计

2.教师提问：询问学生对环境问题的了解，以及他们在生活中所见到的环境问题，激发学生的思考。
3.学生分享：鼓励学生分享自己的观点和感受，为后续的小组讨论预热。
（二）讲授新知
1.词汇和语法讲解：结合2a～2e部分的文章，讲解本节课的词汇和语法点，如一般现在时和一般将来时的用法，并通过例句展示其在实际语境中的应用。
3.实践作业：
-设计一份环保宣传海报，内容包括环保标语、本节课所学的环保知识等，培养学生的学习迁移能力。
-参与一次环保活动，如植树、垃圾分类等，记录活动过程和心得体会，将实践成果带回课堂分享。
4.阅读拓展：
-阅读一篇关于环保的英文文章，提高阅读水平，拓宽知识面。
-观看一部与环保相关的英文纪录片，了解世界各地的环保现状和成功案例，激发学生的环保热情。
5.课后反思：
-写一篇课后反思，总结本节课的学习收获，以及自己在环保方面的认识和行动。
-分析自己在课堂上的表现，找出优点和不足，为今后的学习制定具体目标。
教师将根据学生的作业完成情况，给予及时反馈和评价，鼓励学生持续进步，提高他们的英语素养和环保意识。同时，教师应关注学生的作业质量，适时调整教学策略，以确保作业的有效性和实用性。
5.拓展延伸：鼓励学生在课后关注和参与环保活动，将课堂学习与生活实际相结合，促进知识的内化和行为的变化。
6.教学资源的利用：充分利用教材、网络资源和其他教学辅助材料，丰富教学内容，提高教学效率。
四、教学内容与过程
（一）导入新课
1.教学活动设计：通过展示一系列环境污染的图片，如被污染的河流、空气污染严重的城市等，引发学生对环境保护的关注，为新课的学习做好情感铺垫。
-写一篇短文，主题为“我身边的环保行动”，要求运用本节课所学的词汇和语法，描述自己或他人为保护环境所采取的具体行动，不少于100词。

Unit 5 Learning About Language第1课时示范课教案【高中英语选修一人教版

Unit 5 Working the LandLearning About Language Period 1 教学设计教材分析该部分的活动充分复现和巩固阅读文本中出现的重点词汇，旨在帮助学生形成以农业发展和粮食生产为主线的词汇网络，并在相关语境中得以运用。

通过不同的词汇练习活动，让学生掌握目标词汇的运用，同时拓宽学生的视野，加深学生对本单元主题意义的理解。

教学目标在本课学习结束时，学生能够：1. 掌握目标词汇和词块：tackle, devote, convince, overcome, leisure, characteristic, assume, consumption, conventional, celebrity, generate, reality, deep down, be comprised of等。

2. 能够通过构词法、话题词汇等方式建构词汇语义网，扩大词汇量。

3. 能够引导学生在语境中正确运用相关词汇。

教学重难点【教学重点】引导掌握构词法，扩大词汇量。

【教学难点】引导学生能在语境中正确运用相关词汇。

教学过程Step 1 Warming-up1. Fill in the blanks with the correct words to retell the reading passage.2. Accumulating some phrases in the passage.设计意图：通过语篇填空练习，复述课文，巩固词汇，同时积累词块。

Step 2 Learn about language1.Work on Activity 1. Replace the underlined words with the correct forms of the words from the text.2. Work on Activity 2. Complete the sentences with the correct forms of the words from the text. Then use these words to make your own sentences.3. Work on Activity 3. Complete the news report below with the correct forms of the words and phrases in the box.设计意图：活动1通过引导学生以同义词置换的方式，让学生进一步熟悉目标词在句子中的用法；活动2提供了单句层面的语境和首字母的提示，给学生更多练习目标词的机会；活动3的小短文介绍了现代城市农业的创新之举，在练习目标词汇的同时拓展学生的视野，加深他们对本单元主题意义的理解。

九年级英语全册 Unit 5A(2d)教案 (新版)人教新目标版.doc

【课堂变式】
看起来他在考试前一点都不紧张。
____ that he was not a bit nervous before the exams.
【解析】用“It seems that…”结构，再由was确定seem要用过去式。正确答案是It seemed。
3、For example,Anxi and Hangzhou are widely known for their tea.比如，安溪和杭州因茶叶而广为人知。
B: I argued with my parents.
A: I don’t think it’s polite.
B: I think so, but my parents didn’t allow me to throw some old things away.
A: What are they?
The area is famous as a green tea producing place.
当主语是事物名词时，be famous for表示“以其内容、特征、价值等而被人所知”；be famous as则表示“以某种形式出名”。
This grammar book is famous for its practical usage.
4. begin _____________ _____________
5. blow _____________ _____________
6.break _____________ _____________
7.bring _____________ _____________
8.bulid _____________ _____________
2.As far asI know , tea plantsare grownon the side of mountains.

高中英语Unit5SectionⅡLearningAboutLanguage新人教版选择性必修第一册

When they will start and where they will go have not been decided yet. 他们将在什么时候动身以及要去哪里还没定下来。 When and where the first stamp made? 第一张邮票是什么时候在哪里发行的？
4 用所给词的适当形式填空 ①What surprised me most __w_a_s__ (be) that the man in rags was a millionaire. ②What he needs most __is___(be) money. ③When and where the meeting will be held ___h_a_s_b_e_e_n__d_e_c_id_e_d___ (decide) already. ④That the coal workers are still alive __i_s__(be)a wonder.
what(ever)引导的主语从句表示一件“事情”，而whoever引导的主语从句指“人”。
3．连接副词(when，where，why，how等) 连接副词引导主语从句并在从句中一般作状语。 How this happened is not clear to anyone. 这件事怎样发生的，谁也不清楚。 When we will have a meeting is an important question. 我们何时举行会议是个重要的问题。 Where I spend my summer vacation is no business of yours. 我在哪里过暑假不关你的事。
It seems that it is going to rain. 看起来要下雨了。 5．It＋及物动词＋宾语＋主语从句 It surprised him why they came to visit him suddenly. 让他吃惊的是他们为什么突然来看他。

人教版九年级英语全册Unit5SectionB2a2e教学设计

3.听力训练方面，选用与生活密切相关的听力材料，让学生在听力练习中感受一般过去时的运用。同时，设计有针对性的练习，帮助学生提高捕捉关键信息的能力。
4.重视写作教学，指导学生运用一般过去时编写故事或日记。在此过程中，关注学生的语言表达，及时给予反馈，提高学生的写作能力。
5.情感态度与价值观的培养，结合教学内容，设计相关话题，引导学生关注环境保护、跨文化交际等方面。例如，在讨论过去经历时，引导学生思考如何保护环境，从自身做起。
5.阅读一篇关于历史事件的英文文章，并完成相应的阅读理解练习。文章中涉及一般过去时的动词形式和句子，要求学生在阅读过程中注意理解并运用。
6.结合教材中的语法知识点，整理一般过去时的动词变化规则，制作成语法卡片，便于随时复习。
7.学生针对本节课的学习内容，总结自己在一般过去时运用方面的优点和不足，并制定相应的提高计划。
四、教学内容与过程
（一）导入新课
1.教师通过展示一组图片，图片内容为学生熟悉的日常场景，如：去公园、参观博物馆、过生日等。引导学生观察图片，并提问：“What can you see in these pictures? What do you think happened in these situations?”
3.教师展示一段与一般过去时相关的听力材料，引导学生捕捉关键信息，并示范如何用一般过去时回答问题。
4.教师挑选一些典型句子，让学生分析句子结构，理解一般过去时的用法。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个话题，如：my last vacation, a memorable day等。
4.关注环境保护，从自身做起，养成良好的生活习惯；
5.培养良好的团队协作精神，学会与他人共同学习、共同进步。

人教版九年级英语Unit 5 教案设计

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。

Unit 5 Learning About Language第2课时示范课教案高中英语选修一人教版】

Unit 5 Working the LandLearning About Language Period 2教学设计教材分析本单元的目标语法结构是主语从句。

无论是谈论农业发展现状还是描述人物的性格和品质，往往都需要通过事件来展现。

主语从句用来解释说明主语，提供更多关于主语的信息。

因此，本单元选择该核心语法结构是由单元主题引领下的语篇题材和体裁特点决定的。

单元主题语境与语言结构的契合，能够确保语言使用的真实性和合理性，使学生充分感受和理解目标结构，并能自如地运用所学结构进行表达。

教学目标在本课学习结束时，学生能够：1. 理解主语从句的基本结构。

2.能够在语篇中理解和恰当地使用主语从句。

3. 能够理解人们在生活中对绿色农业的态度。

4. 能够学习袁隆平的美好品质。

教学重难点【教学重点】引导学生结合真实语境理解和运用主语从句。

【教学难点】结合语境，能正确运用主语从句完成有意义的表达。

教学过程Step 1 Analyzing1. Work on Activity 1. Look at the complex sentences below and state the functions of the noun clauses italicized. Then find similar complex sentences from the text.2. Work in pairs. Find more examples of from the unit.设计意图：通过活动1，引导学生感知并了解主语从句的集中主要呈现形式。

明确主语从句在从句中作主语，是名词性从句的一种。

Step 2 Comprehending1. Work on Activity2. Match the sentence parts, and then translate the completed sentences into Chinese. Pay attention to how the subjects are introduced differently.2. Work on Activity3. Read the passage and underline all the subject clauses. Then in pairs, discuss whether the sentences with subject clauses can be paraphrased.设计意图：通过活动2，帮助学生进一步熟悉和体会主语从句的陈述句语序以及相关引导词的作用；活动3从语篇连贯和意义表达的需要出发，帮助学生进一步理解主语从句在语篇中的作用。

人教版九年级英语全册Unit5单元教学设计

二、学情分析
九年级学生已经具备了一定的英语基础，但在语言运用、情感态度及学习方法上仍存在一定的差异。通过对本班学生的了解，发现以下特点：
1.知识水平：大部分学生能熟练掌握基本的词汇、短语和句型，但仍有部分学生对时态、语态的运用不够熟练，需要在教学中加以巩固。
2.能力水平：学生的听说能力相对较强，但在阅读和写作方面，部分学生的水平仍有待提高。此外，学生在自主学习、合作探究方面的能力有待加强。
人教版九年级英语全册Unit5单元教学设计
一、教学目标
（一）知识与技能
本章节旨在帮助学生掌握人教版九年级英语全册Unit 5的核心知识，提高学生的英语综合运用能力。具体包括：
1.掌握本单元的新词汇、短语和句型，如：achieve, goal, succeed, dream, effort, give up, encourage, confident等，并能熟练运用到实际语境中。
（一）导入新课
1.教师通过展示一组与梦想相关的图片，如科学家在实验室工作、宇航员在太空行走等，引起学生的兴趣和好奇心。
2.邀请学生分享自己的梦想和目标，鼓励他们用英语表达，为新课的学习营造良好的氛围。
3.引导学生回顾已学的相关词汇和句型，为新课的学习做好铺垫。
4.教师提出问题：“How can we achieve our dreams and goals?”让学生思考并展开讨论，为新课的学习奠定主题。
6.整合情感态度与价值观教育，通过课堂讨论、角色扮演、反思日记等途径，让学生在学习英语的同时，塑造健全的人格。
7.加强课后辅导，针对学生的个体差异，提供个性化的学习建议和帮助，促进学生的全面发展。
8.定期进行形成性评价和总结性评价，了解学生的学习进度和存在的问题，及时调整教学策略，确保教学质量。

Unit5单元整体教学设计课时教学人教版英语九年级全册(10)

九年级全一册Unit 5【单元大观念】3.学情分析学生已知：九年级学生已经具备一定语言基础和较好的英语学习习惯；对于所出现的日常用品及材料、产地，“中国制造”现象以及中国传统工艺品、传统文化具有一定的背景知识储备。

存在的问题：被动语态对于学生来说，是在教材中首次接触，需要创设一定情境。

同时缺少对信息进行信息概括和整合的能力。

对于“中国制造”现象、中国传统手工艺品以及传统文化的了解和认识不够深入。

4.单元大观念本单元六个主要语篇涉及认识身边物品的材料和来源、国外的中国制造日用品以及中国传统手工艺品。

各语篇间相互关联、层层递进，引导学生认识生活物品，了解“中国制造”产品，学习具有中国特色的传统手工艺品及其展现的文化魅力，使学生在学习过程中感受中国产品体现的生活之美，进一步增强身份认同和文化自信。

由此提炼出“中国产品尽显生活之美”的大观念以及“初识产品材料和产地”、“了解中国制造日用品”和“认识中国特色手工艺品”三个小观念。

【单元主题内容框架图】【单元学习目标】为了响应国家号召，让传统文化真正走进校园，学校微信公众创建了“我与传统手工艺有个约会”栏目，每周都会通过各种形式介绍一个传统手工艺品。

为了更好地参与活动，学生从了解身边产品的原料及产地开始，逐步认识中国产品及传统手工艺品，最终以文字、海报、vlog等多种形式展现中国传统手工艺品之美。

课时一教学设计一、语篇研读What: 三段关于原材料和产地主题的对话。

第1段对话里谈论到了原材料及产地引出be made of 与be made in语言结构，第2段对话通过展览会的话题引出be madefrom新的语言结构，第3段是Pam和Liu Jun关于茶叶产地以及制作过程的对话，同时呈现三种语言结构，且其中被动语态贯穿始终。

Why: 1a通过图文导入单元话题，呈现要学习并掌握的日常生活用品，以及相应的语言结构，1b通过听力呈现本单元的语法被动语态，1c通过口头操练进一步巩固知识语言点。

人教新目标英语九年级英语Unit5SectionB2a2d教学设计

6.教学评价：采用形成性评价和终结性评价相结合的方式，关注学生在学习过程中的表现，及时给予反馈，促进学生全面发展。
四、教学内容与过程
（一）导入新课
1.教学活动：头脑风暴
教师引导学生思考并分享自己的个人目标，如短期目标（如提高某科成绩）和长期目标（如考上理想的高中）。此活动旨在激发学生的学习兴趣，为新课的学习做好情感上的准备。
2.通过阅读训练，培养学生获取、筛选、整理信息的能力。
3.通过设置真实语境，激发学生的学习兴趣，引导学生运用所学知识进行交流。
4.通过课堂活动，培养学生的自主学习能力，提高英语学习效率。
（三）情感态度与价值观
1.培养学生树立远大目标，激发学生为实现目标而努力奋斗的信心和决心。
2.培养学生关注个人成长，认识到努力、自信、坚持等品质对于实现目标的重要性。
五、作业布置
为了巩固本节课的学习内容，培养学生的自主学习能力，特布置以下作业：
1.词汇巩固：请学生复习本节课所学的核心词汇和短语，并通过在线词汇练习进行自我检测，确保对词汇的掌握。
要求：完成至少两篇词汇练习，每篇练习正确率不低于80%。
2.阅读理解：阅读一篇关于个人目标实现的文章，并完成相应的阅读理解练习。
2.教学内容：目标与行动计划
通过学生的分享，教师引出本节课的主题——如何制定目标和行动计划。同时，教师呈现一些与目标相关的图片，让学生预测本节课的学习内容。
（二）讲授新知
1.教学内容：新词汇和短语
教师通过图片、实物等直观教具，结合语境教授本节课的核心词汇和短语，如achieve, goal, principle, concern等。同时，教师举例说明，让学生在实际语境中感知和理解语言。
（五）总结归纳
1.教学内容：课堂小结