九年级英语全册 Unit 5A(2a-2c)教案 (新版)人教新目标版.doc
人教版英语九年级全册Unit5SectionA3a3c优秀教学案例
3.教师可以通过提问和讨论，引导学生思考和探索一般将来时态在实际生活中的应用和意义，激发他们的学习兴趣和积极性。
（五）作业小结
1.教师可以布置一些与本节课内容相关的作业，如编写一篇关于自己梦想和计划的短文，或者设计一个未来的计划等，让学生在课后进行巩固和拓展学习。
4.学生能够在教师的指导下，运用项目管理法，对自己未来的梦想和计划进行规划和实施。
（三）情感态度与价值观
1.学生能够通过学习本节课的内容，增强对未来的信心和期待，培养积极向上的生活态度。
2.学生能够理解到学习英语的重要性，从而更加珍惜学习英语的机会，提高自己的学习积极性。
3.学生能够在学习过程中，学会合作、分享和互助，培养团队精神和良好的学习习惯。
人教版英语九年级全册Unit5SectionA3a3c优秀教学案例
一、案例背景
本案例背景基于人教版英语九年级全册Unit 5 Section A 3a 3c，以“My Ending”为主题，通过讲述不同人物对未来的一些预测，引导学生理解和运用一般将来时态。本节课的主要内容涉及一般将来时态的构成（will do）和时间状语（in the future, years later, by the time等），以及如何运用一般将来时态描述自己的梦想和计划。在教学过程中，我注重培养学生的语言技能、学习能力以及思维品质，使他们在理解文本的基础上，能够运用所学知识进行真实的语言交际。
2.教师可以引导学生进行小组合作，共同完成一些实际任务，如设计一个未来的计划或预测未来的发展趋势，从而培养他们的团队合作能力和创新意识。
3.教师可以通过观察和倾听，了解学生在小组讨论中的表现和问题，及时给予他们反馈和指导，促进他们的语言运用和思维发展。
人教版新目标九年级英语Unit5第五单元全单元教案教学设计
人教版新目标九年级英语Unit5单元教案Unit 5 What are the shirts made of?Section A (1a－2d)学习目标1．重点单词：chopstick，coin，fork，blouse，silver，glass，cotton，steel，fair，grass，leaf，produce，widely，process，pack2．重点短语：be made of，be made in，be made from，as far as sb. know，be known for3．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! 学习重点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学习难点一般现在时态和一般过去时态的被动语态自主学习一、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。
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。
人教版英语九年级全册Unit5SectionA1a2d优秀教学案例
二、教学目标
（一）知识与技能
1.学生能够掌握并正确运用本节课的核心单词和短语，如tourist attractions、historical sites、landmarks等。
（三）学生小组讨论
1.教师将学生分成小组，让他们就某个旅游景点进行讨论，分享自己的旅游经历和感受。
2.学生可以通过讨论，练习使用所学的单词和短语，提高他们的口语交流能力和团队合作能力。
3.教师可以巡回指导，给予学生必要的帮助和反馈，促进他们的学习进步。
（四）总结归纳
1.教师引导学生对所学内容进行总结归纳，帮助他们巩固和记忆核心单词和短语。
3.教师可以鼓励学生在课后进行自主学习，如查找旅游景点的信息、观看旅游相关的视频等，增强他们的学习积极性和效果。
五、案例亮点
1.真实情境的创设：本节课通过展示真实旅游景点的图片和视频，让学生仿佛身临其境，增强了学生对旅游景点的理解和记忆，提高了学生的学习兴趣和动机。
2.问题导向与探究学习：教师提出了关于旅游景点的问题，引导学生进行思考和讨论，激发了学生的思维能力和解决问题的能力。同时，教师设计了探究性任务，培养了学生的研究能力和团队合作能力。
（二）讲授新知
1.教师通过讲解和示范，向学生介绍本节课的核心单词和短语，如tourist attractions、historical sites、landmarks等。
2.教师可以通过例句和情景模拟，让学生理解和运用这些单词和短语，提高他们的语言表达能力。
人教新目标九年级英语Unit5单元教学设计
人教新目标九年级英语Unit5单元教学设计教案Unit 5 What are the shirts made of?Period 1 Section A 1a-2d【教材内容分析】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）的制作原料来导入话题。
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。
【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入，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。
【学习目标】1.学生能识记本课表示日常用品的词汇：chopsticks，window，coin，stamp，fork，blouse等。
2.学生能识记表示原材料的词汇：wood，gold，silver，paper，silk，cotton，glass。
3.学生初步掌握被动语态的句式结构：A: What is the model plane made of?B：It’s made of used wood and glass.4.学生能够树立生态环保意识，简单了解中国的茶文化。
【学习重点】学会使用被动语态表达被动关系。
人教版英语九年级全一册教案：Unit5 SectionA(1a-2d)
Unit5 SectionA（1a-2d）教案【教材版本与册数】新目标人教版九年级上册【单元名称】Unit 5 What are the shirts made of ?【课时】Section A 1a-2d （第1课时）【课型】Listening and Speaking（听说课）第1页/共15页第2页/共15页第3页/共15页附：教学活动设计第4页/共15页第5页/共15页第7页/共15页第8页/共15页DE LC6 3 深度加工知识Step 5Pre--listening(听前)(3mins)B: Yes||，and they were made in America.1. Look at the picture and answer the followingquestions.➢What is this?➢What is made of ?➢Where is it presented?2. Present the new words and guess the words.由听到说||，学习和巩固本课时所学的词汇||。
1.学生是否能用已学的目标词汇或句型回答问题2.学生是否能朗读目标句型||。
Step 6While-listening（听中）(6 mins)1. T: Listen and check the main topic of Nick andMarcus’ conversation.2. Check the answers with the class.3. Listen again. Write short answers to the questions.4. Listen again and fill in the blanks.Nick: Hey Marcus||，have you heard about the artand science fair?Marcus: You mean the one just outside the sciencemuseum?Nick: Yeah||，that’s the one. The school noticeboard says that all students are invited to1. 通过听力练习巩固并检测学生所学的目标词汇及句型是否掌握||。
义务教育阶段九年级英语第五单元教案新目标-人教新目标版九年级全册
Unit 5 It must belong to Carla第一课时单元分析与提示教学目标语言目标：1、掌握情态动词must, might, could, can’t的用法；2、学会谈论自己的推理，能灵活运用以下句型的词汇：Whose book is it? It must be Tom’s. It has his name on it.Whose ruler is it? It could/might be Jim’s. He has a blue one.Whose hair band is it? It can’t belong to Mary. Mary has short hair.plate, picnic, belong to, crucial, grateful, disappear, return, lost, owner3、学会用情态动词表达能力、客观可能性以及请求、允许、猜测和征求对方的意见。
4、学会用情态动词表达某人拥有某物认知目标掌握must, might, could, can’t的用法，理解之后通过练习和运用加以巩固。
情感目标1、通过本单元学习使学生学会用自己的生活常识来判断事物。
2、培养学生的逻辑思维和推理能力。
教学重、难点1. can 和could的用法。
1）表示能力或客观可能性，还可以表示请求和允许。
Can you finish this work tonight ?Man can not live without air.2）could也可表示请求，语气较委婉，主要用于疑问句，不可用于肯定句，答语应用can，否定用No,I’m afraid not.Could I come to see you tomorrow ? Yes, you can; No, I’m afraid not3）当表达“某件事已成功”时应用was(were) able to,而不能用couldHe was able to go to the party yesterday evening and he enjoyed himself very much.4）表示惊异、怀疑、不相信的态度（主要用于否定句、疑问句或感叹句）2. may的might的用法3. shall和should的用法4. must 的否定回答用needn’tmay的否定回答用mustn’tMust I hand in my paper today ?No, you needn’t.May I keep this novel for three weeks ?No, you mustn’t教学安排4课时第一课时：Section A 1a, 1b, 1c, 2a, 2b, 2c第二课时：Section A 3a, 3b, 4第三课时：Section B 1, 2a, 2b, 2c, 3a第一课时：Section B 3b, 3c, 4 and Self CheckUnit 5 第二课时Teaching aims本课学会用情态动词表达物品的所有者Teaching of new lesson1、Ask four students to take out the things they broughtjacket, T-shirt, CD, toy car1) Ask the other studentsT: whose jacket is this ? S: Anna’s ?T: I think it could be Anna’s. It might be Anna’s. Let’s ask her. Anna, is this your jacket?S2: No, it’s not mine. It must be Lee’sT: It can’t be Anna’s. it must belong to Lee.2) Ask the students to practice the dialogue with T-shirt, CD, toy carA: Whose … is this?B: Tom’sA: I think it could be Tom’s. It might be Tom’s. Let’s ask him. Tom, is this your …… ?C: No, it’s not mine. It must be John’sT: It can’t be Tom’s. It must belong to John.3) Say: When we talk about things we’re not sure of, we use the words: could, might, can’t and must. And pay attention to the words “belong to John”, don’t say “belong to John’s”2. Point to the picture and ask:Which items in the picture do you know ?Which items are new to you ?Clothing: hat, jacket, T-shirt.Fun things: volleyball, CD, toy car, magazine, bookKitchen things: plate, cups3. Ask the students to connect the items in the three column Section A, 1b.先让学生听第一遍，按要求完成1b,更正答案J ane’s little brother - toy car --- He was the only little kid at the picnic.Mary – book - Wanda Wilbur is her favourite author.Carla – volleyball - She loves volleyballDeng Wen-magazine- He loves cats.Grace – CD – She always listens to classical music.4. Ask the students to practice using the target language.Whose, volleyball, toy car, magazine, book, CD, must be, belong to5. 2a. This activity provides listening practice using the target language.a school T-shirt, a hair band, tennis balls.Kumi’s, Linda’s, Rita’s6. 2b. This activity provides listening and writing practice using the target language written by the teacher.Must might could or can’t7. Extension利用各种各样的实物或图片，模仿听力的对话模式，让学生进行各种猜测。
人教新目标英语九年级英语unit5(sectionA1a2d)优秀教学案例
4.针对本节课的语法点，进行详细的讲解和举例，让学生在具体语境中理解和运用一般现在时和现在进行时。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个环保主题，如节约用水、减少塑料污染等。
2.小组内讨论如何用英语表达该主题的相关内容，并设计一段对话或一个小故事，展示环保行动的具体做法。
3.引导学生回顾已学的环保相关词汇和句型，为新课的学习做好铺垫。
（二）讲授新知
1.教师呈现本节课的主要教学内容，包括词汇、句型和语法点。
2.通过图片、例句等形式，讲解和演示新词汇和句型的用法，如：“recycle, reuse, reduce”, “What can we do to protect the environment?”等。
在本案例中，教师以现实生活中的环保问题为切入点，结合教材内容，激发学生的兴趣和责任感。教学过程中，教师采用任务型教学法，鼓励学生参与讨论、互动交流，使学生在实际语境中运用所学知识。此外，教师还注重培养学生的思辨能力和团队协作精神，将学科知识与德育教育有机结合，现知识传授与价值观教育的统一。
二、教学目标
（二）问题导向
以问题为导向的教学策略可以激发学生的好奇心和探究欲望。在本章节的教学中，我将设计一系列与环保主题相关的问题，引导学生思考、讨论和解决问题。例如：“What are the main environmental problems in our daily life?” “How can we reduce waste and protect the environment?”通过这些问题，让学生运用所学知识进行分析、推理和表达，培养他们的思维能力和解决问题的能力。
人教新目标九年级英语全一册Unit5period2教学设计
5.注重语法教学，结合实际语境，引导学生正确运用时态描述目标、理想及其实现过程。
6.针对学生的个体差异，实施分层教学，为不同层次的学生提供合适的学习任务和指导，使他们在原有基础上得到提高。
7.重视课堂评价，采用形成性评价和终结性评价相结合的方式，关注学生的学习过程和结果，激发学生的学习兴趣和自信心。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于帮助学生掌握描述目标、理想及其实现过程的词汇和句型，如：achieve, goal, success, effort, fail, give up, encourage, confidence等，并能运用一般现在时、一般过去时和一般将来时进行表达。
（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：成功的关键因素、如何面对挫折等。
2.小组成员运用所学词汇和句型进行讨论，共同完成任务。
3.各小组代表进行汇报，分享他们的讨论成果。
4.教师对每个小组的表现进行点评，给予鼓励和指导。
（四）课堂练习
1.教师设计丰富的课堂练习，如：填空、选择、改错等，巩固所学词汇和句型。
3.教师强调努力实现目标的重要性，培养学生的情感态度和价值观。
4.教师布置课后作业，如：写一篇关于自己目标的英语短文，巩固所学知识。
五、作业布置
1.写作作业：请学生结合本节课所学的词汇和句型，写一篇关于自己近期目标的英语短文。要求至少使用三种不同的时态描述自己的目标及实现过程，不少于100词。
2.口语作业：学生以小组为单位，选择一个成功人士作为话题，进行角色扮演，模拟采访该成功人士。要求每个小组成员都有发言机会，运用所学词汇和句型进行对话。
初中英语九年级 Unit 5 Section A (2a-2d)说课稿
初中英语九年级 Unit 5 Section A (2a-2d)说课稿一. 教材分析《初中英语九年级 Unit 5 Section A (2a-2d)》是人教版初中英语教材九年级上册的一篇文章，主要讲述了关于环保的话题。
通过本节课的学习，学生将能够了解到不同国家在环保方面的做法，提高自己的环保意识，并学会如何在生活中保护环境。
本节课的主要语言知识点包括一般现在时态的被动语态、常用环保词汇和短语的运用等。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并运用一般现在时态描述事情。
但是，对于一般现在时态的被动语态和环保相关词汇的运用还需加强。
此外，学生对于环保这个话题有一定的了解，但需要通过本节课的学习，进一步提高自己的环保意识。
三. 说教学目标1.知识目标：学生能够掌握一般现在时态的被动语态，并能运用所学词汇和短语描述不同国家在环保方面的做法。
2.能力目标：学生能够通过阅读和听力理解，提高自己的英语综合运用能力。
3.情感目标：学生能够增强环保意识，认识到保护环境的重要性，并在生活中付诸实践。
四. 说教学重难点1.重点：学生能够掌握一般现在时态的被动语态，并能运用所学词汇和短语描述不同国家在环保方面的做法。
2.难点：学生能够正确运用一般现在时态的被动语态，并在实际情景中灵活运用。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，掌握语言知识和提高语言运用能力。
2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣，提高课堂效果。
六. 说教学过程1.导入：教师通过展示一些环保的图片，引导学生谈论环保话题，并导入本节课的主题。
2.读前预测：教师引导学生根据文章标题和图片，预测文章内容，激发学生的阅读兴趣。
3.读中活动：教师学生分角色朗读课文，引导学生关注一般现在时态的被动语态和环保相关词汇。
4.读后活动：教师学生进行小组讨论，让学生运用所学知识，描述不同国家在环保方面的做法。
人教版九年级英语Unit5全英文教案新目标-人教新目标版九年级全册
Unit 5 It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students’imagination and improve students’ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. Vocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ.Teaching Key Points1. Key vocabulary2. Target languageⅢ.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard. Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Funthings and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Step ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation. Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class. S A : Whose book is this?S B: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step ⅥHomework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Unit 5 It must belong to Carla.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think "anxious" means?Well, it can’t mean "happy".It might mean "worried".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ communicative competence using the target language.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points1. Key vocabulary2. Target languageⅣ. Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?S s: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.Step Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.S A: What do you think "anxious" mean? S B: Well, it can’t mean "happy".S A: It might mean "worried". S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.Practice the pronunciation of these words and explain the meaning of each word. Step ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture. Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.Write the conversation on the black board. Explain the meaning of each sentence. Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of the vocabularywords.2. Read the conversations in Activities 3b and 4 again for further understanding of the target language.3. Finish off the exercises on pages 15～16 of the workbook.The Third PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:chase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching ProceduresStep ⅠRevision1. Invite a student to read the thank you message Linda wrote to Anna to the class.2. Get different pairs of students to read the conversations in Activities 3band 4.3. Check answers to the exercises on pages 15～16 of the workbook.StepⅡPart lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures. Encourage students to write two or three sentences to finish the story.Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.Step Ⅳ2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see …The man says…and The woman says…Say, You are to listento the same recording again. And complete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so thatStep Ⅴ2cThis activity provides oral practice using the target languagePoint out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit. He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class.Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practice using the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t.The Fourth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2. Ability Objects(1) Train students’ reading skill. (2) Train students’ writing skill.(3) Train students’ integrating skills.3. Moral ObjectEveryone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points1. Reading practice2. Writing practiceⅣ. Teaching ProceduresStep ⅠRevisionCheck homework.Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?S1: He must be a student. S2: He could be having a dream. S3: He might like reading books. Step Ⅱ3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector.Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset.Call students’ attention to the article. Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer.Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed. Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they don’t know in Activity 3a with one another. Call students’attention to the three sets of notes. Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about Bell Town using these notes. You may use the article inActivity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard.Step Ⅳ3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Collect students’ works and write a comment on each paper before returning them.Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer.Maybe it means you are too hungry. Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using the target language. We’ve learned some vocabulary words as well.Step ⅦHomework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,The Fifth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt(2)Fill in blanks and make sentences using vocabulary words.(3)Learn some proverbs.(4)Circle the word that doesn’t belong.2. Ability Objects(1)Train students’ writing skill.(2)Train students’ ability of reading comprehension.(3)Train students’ ability of clarifying.3. Moral ObjectWe’ll benefit a lot by learning proverbs.Ⅱ. Teaching Key Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.3. Circle the word that doesn’t belong.Ⅲ. Teaching Difficult Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.Ⅳ.Teaching ProceduresStep ⅠRevisionAsk several students to read the newspaper article in Activity 3a to the class.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their Own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.Answers1. favourite2. careful3. anxious4. worried5. strangeAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’answers with mistakes on the blackboard.Help correct the mistakes.Sample answers1. What’s your favourite song?2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.Step ⅢPart 2This activity provides reading, writing, listening and speaking practice using the target language. Show the vocabulary words on the screen by a projector.Say the words and have students repeat them until they can pronounce them fluently and accurately. Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students(It’s better to have help to do even small jobs).Say, Please read the proverbs, Discuss with your classmates what they might mean.Get students to work in groups of four.As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.Step ⅥPart 3This activity focuses on the new vocabulary introduced in this unit.Ask students to read the five lines of words in the box.Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn’t belong in each line.Get students to complete the task on their own. As they are doing this, move aroundthe classroom checking their progress and offering help as needed.Check the answers by asking a student to read his or her circled words to the class. Answers :1. owner 2. alien 3. land 4. exercise 5. lostStep ⅤJust for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.Step ⅥSummarySay. In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit. And we’ve learned several proverbs.StepⅦHomework(1) Read and remember the proverbs learned in Activity 2.(2) Each student collects ten proverbs.(3) Finish off the exercises on pages 16～17,of the workbook.Step Ⅷ。
人教新目标九年级英语第五单元教案(教学设计)
Finish off the tasks by cooperation in pair work and group work.
Teaching
preparation
Tape recorder, Multi-media and electric whiteboard.
Teaching Procedures
Teaching Notes
Step1.Warming up
Greetings and free talk.
Step2.Lead in
1. Ask and answer
T: Who invented paper first?
S1: Cai Lun invented it in Han dynasty.
—What’s the golden medal made of?
—It’s made of gold.
—Is this table made of wood?
—No, it isn’t. It’s made of glass.
Explain the structures:be made of/from, try to identifybe made ofandbe made from.
Practice using the active/passive voice in the Simple Present.
Be (am /is /are) + V-en(p.p.)
Teaching Methods
To give Ss listening and speaking practice in usingthe target language.
人教版九年级全一册Unit5SectionA2a2d说课稿
我计划通过以下方式设计师生互动和生生互动的环节：
1.提问与回答：教师提出问题，学生回答，通过这种互动方式来检查学生的理解和掌握情况。
2.小组讨论：学生分成小组，讨论购物场景中的问题，通过这种互动方式来培养学生的合作能力和口语表达能力。
3.角色扮演：学生分组进行角色扮演，模拟购物场景，通过这种互动方式来提高学生的口语表达能力和交际能力。
（二）媒体资源
我将使用以下教具、多媒体资源和技术工具来辅助教学：
1. PPT：通过PPT展示购物场景的图片、词汇和短语，帮助学生直观地理解和记忆。
2.视频：播放一段真实的购物视频，让学生听到真实的购物对话，提高他们的听力理解能力。
3.录音机：用于播放听力材料，让学生听懂并模仿发音。
4.任务卡：发放任务卡，让学生在小组内进行角色扮演和讨论。
（二）教学反思
在教学过程中，我预见到可能出现的问题或挑战，如学生对一般现在时的被动语态的理解和运用，以及购物场景中特定表达的掌握。针对这些问题，我将通过提供具体的例子和练习，以及耐心解答学生的疑问来应对。课后，我将通过学生的作业、测试和课堂表现来评估教学效果。具体的反思和改进措施包括：检查学生的作业完成情况，了解他们对知识点的掌握程度；分析测试结果，找出学生常犯的错误，针对性地进行讲解和练习；听取学生的反馈，了解他们的学习需求和困难，调整教学方法和策略。通过这样的反思和改进，我将不断优化教学效果，提高学生的学习成果。
3.情感态度与价值观：
-学生能够学会尊重他人，善于与人沟通，培养良好的社交能力。
-学生能够认识到购物是一种生活技能，提高生活自理能力。
（三）教学重难点
1.教学重点：
-学生能够掌握本节课的主要词汇和短语。
-学生能够理解并运用一般现在时的被动语态。
人教版九年级英语全册Unit5SectionA1a2c优秀教学案例
4.注重情感教育，创设轻松愉快的学习氛围，使学生在愉悦的情感状态下积极参与课堂活动。
（二）问题导向
1.引导学生提出问题，激发他们的思考和探究欲望，培养他们独立思考和解决问题的能力。
2.通过设置具有挑战性和启发性的问题，引导学生进行深入的思考和讨论，提高他们的思维能力。
5.教学策略的灵活运用：教师在本节课中灵活运用了情景创设、问题导向、小组合作等多种教学策略。这些教学策略的运用使得课堂内容丰富多样，激发了学生的学习兴趣，提高了他们的学习效果。同时，教师还能够根据学生的实际情况进行调整和优化教学策略，使得教学更加符合学生的需求，提高了教学的实效性。
3.学生在课后进行自我总结和小结，反思自己的学习过程，制定相应的学习策略，提高学习效果。
五、案例亮点
1.情景创设：本节课通过展示与周末活动相关的图片，引导学生进行观察和思考，激发他们的学习兴趣。这种情景创设的方式使得学生能够更加直观地理解和感知所学知识，提高了他们的学习积极性。
2.问题导向：教师在教学过程中设置了具有挑战性和启发性的问题，引导学生进行深入的思考和讨论。这种问题导向的教学策略培养了学生的独立思考和解决问题的能力，提高了他们的思维能力。
4.注重学生个体差异，给予不同水平的学生适当的关注和指导，使他们在课堂上都能有所收获。
（三）情感态度与价值观
1.通过本节课的学习，使学生能够认识到学习英语的重要性，提高他们的学习积极性。
2.培养学生热爱生活、珍惜时间的良好情感态度，使他们能够合理安排自己的周末时间，提高生活质量。
3.培养学生团结协作、互相帮助的优秀品质，使他们能够更好地与他人合作，共同完成任务。
九年级英语全册Unit5SectionA_2教案设计人教新目标版
Activity 3c-1.
Ask Ss to read the passage again and write what the words in bold refer to.
Step 5
Free talk.
Why are so many foreign firms moving to China?
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?
1. No matter what you may buy, you might think those products were made in those countries.
2. He found it interesting that …
3. Kang Jian thinks it’s great that China is so good at making these everyday things.
Step 2
ActБайду номын сангаасvity 3b.
Let Ss read the passage about the American products and answer the questions following.
Step 3
Read the passage again and answer the questions according to the passage in 3a.
人教版九年级上册英语教案：unit 5 Section A 2a-2c-英语九年级全册
be known for = be famous for
be known as和be known for辨析
be known as意为“作为……而著名”
be known for意为“因……而著名”
巩固作业布置
Recite the conversation in 2d after school.
Get Ss. to read the conversation and complete the blanks.
2.Ask Ss to role-play the conversation in groups.
Language points ,get Ss. To discuss and learn in groups.
A: What did you see at the art and science fair?
B: I saw a model plane.
A: What is it made of?
B: It’s made of s 4. Role-play
Explain some main sentences for the Ss. Make sure theyknowwhat to do.
2.Play the recording for the Ss to
answer the questions.(Ifnecessary,
using the pause button.)
单元
Unit5
教学内容
Section A 2a-2c
课时
2nd
教
学
目
标
1.知识与技能：学生能够识记、理解并正确运用本课时单词、词组及句型。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。
人教版新目标九年级英语Unit5单元集体备课教案
__________________________________________________
环节说明:通过带着问题去学习对话，从而达到导入新课的目的，同时也可以使学生积极反思自己的学习生活，与以前的生活作比较，科学安排好自己的学习时间。
Step 2完成教材3a-3c的任务
【操作案例】
1.要求学生快速默读短文，熟知大意，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)
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
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？
引导学生通过开展小组学习活动,培养协作意识,并能用英语介绍中国产业,向世界宣传中国的民族产业。
人教版英语九年级全册Unit5 SectionA 2a-2d课件
be made by sb. 由某人制成
be made of 表“由…… 制成”,一般指能够看出 原材料。
be made from也表示 “由……制成”，但一 般指看不出原材料。
Make conversations using the information in 2a and 2b.
A:What did you see at the art and science fair? B: I saw… A: What is it made of / from? B: …
How is tea produced? Fill in the blanks.
Tea plants _a_r_e_g_r_o_w_n_.___
Tea leaves _a_re__p_ic_k_e_d__b_y_h__a_n_d_. _
Finally the tea _i_s_s_e_n_t_t_o_ many countries and places
____ a model plane
____ a beautiful painting
____ grass and leaves
草
叶子
自然环境的
Listen again and mark true or false.
F 1. The art and science fair is oinustsididee the science museum. T 2. All students are invited to attend for free. F 3. All the works were made by utenaicvheerrsist.y students F 4. The model plane is made of glass and ustseeedl .wood T 5. The painting is made of grass, leaves and flowers. T 6. The fair is about environmental protection and recycling.
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四、主动语态变被动语态的变法：
主动语态与被动语态之间如何转换
1.把主动语态的宾语变成被动语态的主语。
2.把主动语态的谓语变成被动语态的be + 过去分词，时态要与原句保持一致。
【课堂变式】
The roomevery day. You can live in now.
A. cleans B. is cleaning
C. is cleaned D. has cleaned
【解析】 根据句意“房间每天都打扫，你现在可以居住了”，可知，房间是每天被打扫，所以要用一般时态的被动语态，所以选择答案C。
如： Chinese is spoken by the most people in the world（主语Chinese是谓语动词speak的接受者）。
2. 语态与时态的关系：
在任何一个英语句子中都同时存在语态时态，他们是分析一个英语句子的两个主要元素。如：
① He is looking after his sister at home.
Nick: Hey Marcus, have you heard about the art and science fair?
Marcus: You mean the one just outside the science museum?
Nick: Yeah, that’s the one. The school notice board says that all students are invited tofor free! Our school is paying forit!
展览会是关于环境保护和回收利用的
come up with 提出，想出
some really interesting and creative ideas. 一些既很有趣又有创意的主意
三、交流（合作探究 10分钟）
1.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）
2.再听录音一次，填空
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.
2. 语态：在英语语言中，语态主要讨论句子主语与行为动词的关系。语态有两种：主动语态和被动语态。
① 主语是动作的发出者(执行者)为主动语态；
如： The tall boy often hits his classmates
（主语boy是谓语动词hit的发出者）。
② 主语是动作的接受者（承受者）为被动语态。汉语中常用“被”、“给”、“由”、“受”等词用来表示被动，而英语用：助动词be + 及物动词的过去分词构成
4. 大声朗读听力材料。（1分钟）
5. 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练习。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）
四、总结（引深探究 15分钟）
一般现在时态的被动结构及用法
一、概念理解：
1. 时态：在英语语言中，时态主要讨论行为动词发生的时间。 如：He often helps me with my English. 他经常帮助我学英语。（help这个动作经常发生often；故用一般现在时）英语中常用的时态有：一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、现在完成时、过去完成时、过去将来时等等。
B: It’s used to fly like a plane and ride like a bike.
A: 3.__________________________________________________?
B: I think it’s strange.
A: 4._____________________________________?
Nick: I saw amodel plane. It’s made ofwood and glass. I also saw a really beautiful painting. It’s made from, leaves and flowers.
Marcus: Oh, yeah, theis about environmentaland recycling, right?
B: Yes, I want to try it.
A: OK, ___________________________________.
B: All right..
【教学反思】
Nick: Yes, and the studentsup with some really interesting and creative ideas.
2. 要求学生听第二遍录音，并逐句进行跟读。（2分钟）
3. 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）
Who is it made by? It’s made by university students
What is this? It’s beautiful painting
What is it made from? It’s made from grass, leaves and flowers.
3.把主动语态的主语变为介词by 的宾语，放在被动语态里谓语动词之后，by 短语可以省略。如果原句主语是地点名词，在被动语态中用in + 地点名词作状语。
口诀：宾变主，主变宾，谓变be done ,时不变，数格必须随被变。
五、一般现在时的被动语态：am /is/ are +done
如： Tea is grown in Hangzhou. 杭州种植茶叶
Marcus: Wow, that’s great!
Nick: I went there yesterday.
Marcus: Did you see anything cool?
Nick: Of course! All the works there were made bystudents.
Marcus: What did you see?
掌握一般现在时态被动语态的构成和运用
【学法指导】
复习---听说---听力训练---作业巩固
【教学过程】
【教学过程】
一、导入（启发探究 3分钟）
What is this? It’s a huge model plane.
What is it made of? It’s made of used wood and glass
pay for 给钱，付款，买单
2、呈现重要句子，学生朗读理解。
It’s made of used wood and glass. 它是由废弃的木头和玻璃做成的
It’s made from grass, leaves and flowers. 它是用草、树叶和花做成的
the fair is about environmental protection and recycling
Who is it made by? It’s made by university students
二、自学（自主探究 6分钟）
1、拼读、记忆单词
hear about hear of hear from sb.
the art and science fair 艺术和科学展览会 be invited to
（此句为现在进行时的主动语态结构）
② He is being looked after well by his parents. （此句为现在进行时的被动语态结构）
说明：我们以前所学的各种时态的结构其实都时主动语态的各种时态结构。
二、被动语态最基本的句型结构是： be +及物动词过去分词
说明：①、be 有时态，人称和数的变化。
五、练评（包含“考点链接”应用探究 6分钟）
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.
补全对话 根据对话内容，填写适当的话语，使对话完整、正确。（每空词数不限）
A: What is this?
B: It’s a plike.
A: 1. __________________________________?
B: ________________________________________________?
②、被动语态中的谓语动词必须是及物动词；因为被动句中的主语是动作的承受者，某些短语动词如look after, think of, take care of, work out, laugh at等，也可用于被动语态。
三、被 动 语 态 的 使 用
1.当不知道或没有必要指出动作的执行者时，常用被动语态，这时往往不用by 短语。
Unit5 What are the shirts made of
【课题】
Unit5 What are the shirts made of?
Section A (2a—2c)