【教育资料】人教版英语九年级全一册教案：Unit5 SectionB(1a-1e)学习精品
合集下载
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
（听前）( 5mins)
Step 3
While-
listening
（听中）
(15mins)
1.Present the new words on the screen.
国际的international
参赛者，竞争者compຫໍສະໝຸດ titor弄清，查明白find out
制作风筝make kites
去度假go on vacation
2. Work on 1c:
1）Let Ss read the sentences in 1c first. Tell Ss to listen again and write L for Laura or Z for Zheng Yun.
2）Play the recording again for the Ss to listen and write the words.
Step 4
Post-
listening（听后）
(8 mins)
Step5 Summary
(7mins)
Step 6
Homework
1. Rewrite the listening material and fill in the blanks.
There is an ____________ festival in Weifang, Shangdong province every April. People from all over the world compete in kite ________ and there are also ___________for the best kites. The kites are very nice, the kites are made of different things like _____ or ________,and some are painted with colorful_________. Zheng Yun visited it last vacation, and he thought it was really _________ to see which kite could fly the highest.
不同种类的different kinds of
2. Work on 1a
1）Do you know how to fly a kite? What are kites made of? Write down some materials used in makingkites .
2）Let Ss discuss about it. Then write down their answers.
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: I saw many different kinds of kites at the festival.
句型：
They are made of bamboo and covered with paper.
2.听说训练：
通过听前的词汇分类与听中聚焦关键信息，学生能掌握该听力策略。通过听后深度挖掘听力信息任务的设置和文本再构，学生能进一步去判断并思考表达观点，发展了口语技能。
情感态度价值观目标：
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。
2.真实情景式导入话题，激发学生的学习兴趣
3.课前通过图片和文字介绍潍坊风筝节的相关背景知识，为新课学习做了很好的铺垫。
1.通过课前的预习，培养学生的“IIQEE”学习策略
2.学生利用老师提供的信息对老师进行提问
3.学生初步了解潍坊风筝节的相关背景知识。
DELC5
2
获取新知识
Step2
Pre-
listening
A: Were the kites nice?
B: Yes, they were beautiful. They were made of different things like silk or paper. Some were painted with colorful drawings.
A: Sounds like you really enjoyed it. I never thought that something as simple as kite flying could be so exciting.
教学目标
语言知识目标：
1.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，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：
单词：international, competitor, its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete
4.通过听音模仿，加大语言输入量以及强化语音语调学习
学生是否能熟悉核心词汇及短语
学生能通过图片猜测制作风筝的材料
部分学生应该能利用此策略获取有效信息.
1.学生是否能听懂目标词汇与基本句型。
2.学生是否能用目标词汇回答问题。
3.学生是否能通过听音模仿朗读课文
DELC6
3
深度加工知识
DELC7
4
评价学生学习
B: Yes, it was really fun to see which kite could fly the highest.
A: I think I want to learn to fly a kite, too.
T: T uses a simple mind –map to let Ss review what they have learned this class and check whether they say thetopic words or not
3）Check the answers together.
1. Work on 1b:
1）Tell Ss to listen to a conversation between Laura and Zheng Yun and circle the correct answers.
2）Play the recording for the Ss. Ss just listen for thefirst time. Play the recording again and circle the correct answers.
Unit5 SectionB（1a-1e）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 B 1a-1e（第4课时）
【课型】Listening and Speaking（听说课）
【本课时教学设计】
I was made to read the article.
2) The man makes the shoes.
The shoes are made by the man.
3) They clean the room every day.
The room is cleaned every day.
教材分析
【本单元话题】
本单元以中国制造的东西为话题，以谈论中国的物产及其产地为交际功能，重点在这些语境中学习和运用了一般现在时的被动语态
【本单元重点掌握目标】
掌握一般现在时的被动语态结构：am/is/are+PP
【教材内容拆分分析】
Section B进一步巩固和加深了本单元的话题内容Things made in China.重点介绍中国传统文化中具有代表性的风筝、孔明灯、剪纸和泥塑等，通过介绍传统的中国文元素，了解与中国传统文化艺术有关的风俗习惯和文化背景，同时引导学生用英语正确表的中国的传统艺术和相关名称。进一步巩固本单元的语言表现形式被动语态。
2. Role-play
1）Work in pairs. Role-play a conversation between Laura and Zheng Yun using the information in 1b - 1d.
2）Let two Ss make a conversation as a model.
教学重难点
教学重点：
1．掌握本课时出现的生词及用法。
2．进行听力训练，提高综合听说能力。
教学难点：
1.提高学生综合听说能力
2.在听说中不断发现理解被动结构的特点及其语言规律
建议教法
情景交际法，任务型教学法，听说课的“3P”教学模式：
P--呈现（语言输入）
P--操练（1.机械操练2.听力训练）
P--运用（语言输出）
设置情景意义操练
设计听后活动任务，先模仿再迁移
总结，听后设置任务提升学生语言运用能力
教学流程
（详见相应教学活动设计）
教学评价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。
3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。
4) Tom looks after Grandpa.
Grandpa is looked after by Tom.
2. Show some pictures to introduce aboutWeifang Kite Festival
1.利用IQEE策略利用旧的词汇来与本堂课的话题词汇建立起记忆连接。简单有效的激活学生与此话题相关的背景知识激活学生的前期知识，培养学生良好的预习习惯。
3）Ss listen to the recording carefully and try to write down their answers.
4）Check the answers with the class.
3. Work on 1d
1) Listen again and fill in the blanks with what you hear. 2) Check the answers with the Ss.
4. Listen and repeat.
学习目标词汇和短语，为后续听力做准备和铺垫，听前强化词汇学习，扫清词汇障碍
培养学生听前预测和聚焦关键
信息和关注细节问题的听力策略
1.通过听力练习，达到语言输入的目的。
2.能逐步掌握利用听中聚焦关键信息和关注细节的策略，容易地完成听力任务
3.再次听力练习，要求听和写统一，让输入和输出一致。
S: Ss remember what they have learned and say the keywords by thinking over.
Homework
1.用括号中所给词的正确形式填空。
1）My cute cup____________(make) of china. I use it carefully every day.
附：教学活动设计
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
DELC4
1
预备与激活先期知识
Step 1
Revision and Leading in ( 5mins )
1.Review and check the homework.
将下列句子变成被动语态句
1) The teacher made me read the article.
在Section B的教学中，如何逐步培养学生运用所学词汇和被动语态简单介绍某一东西的特点。如制造材料、产地、用途或象征意义等，这是本部分教学重点。被动语态的用法和功能是教学难点。
【通过本单元的学习学生需掌握哪些综合技能】
通过本单元的学习使学生学会谈论不同的东西及其制成的材料，掌握教材所呈现的与各种东西及原材料主题相关的单词和能听懂接近自然语速、熟悉话题的简单语段，识别主题，获取主要信息,能在教师的指导下参与角色表演等活动,能在口语活动中使用正确的语音、语调,能在小组活动中积极与他人合作，相互帮助，共同完成对一般现在时被动语态的学习，掌握其在具体语境中的运用。
Step 3
While-
listening
（听中）
(15mins)
1.Present the new words on the screen.
国际的international
参赛者，竞争者compຫໍສະໝຸດ titor弄清，查明白find out
制作风筝make kites
去度假go on vacation
2. Work on 1c:
1）Let Ss read the sentences in 1c first. Tell Ss to listen again and write L for Laura or Z for Zheng Yun.
2）Play the recording again for the Ss to listen and write the words.
Step 4
Post-
listening（听后）
(8 mins)
Step5 Summary
(7mins)
Step 6
Homework
1. Rewrite the listening material and fill in the blanks.
There is an ____________ festival in Weifang, Shangdong province every April. People from all over the world compete in kite ________ and there are also ___________for the best kites. The kites are very nice, the kites are made of different things like _____ or ________,and some are painted with colorful_________. Zheng Yun visited it last vacation, and he thought it was really _________ to see which kite could fly the highest.
不同种类的different kinds of
2. Work on 1a
1）Do you know how to fly a kite? What are kites made of? Write down some materials used in makingkites .
2）Let Ss discuss about it. Then write down their answers.
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: I saw many different kinds of kites at the festival.
句型：
They are made of bamboo and covered with paper.
2.听说训练：
通过听前的词汇分类与听中聚焦关键信息，学生能掌握该听力策略。通过听后深度挖掘听力信息任务的设置和文本再构，学生能进一步去判断并思考表达观点，发展了口语技能。
情感态度价值观目标：
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。
2.真实情景式导入话题，激发学生的学习兴趣
3.课前通过图片和文字介绍潍坊风筝节的相关背景知识，为新课学习做了很好的铺垫。
1.通过课前的预习，培养学生的“IIQEE”学习策略
2.学生利用老师提供的信息对老师进行提问
3.学生初步了解潍坊风筝节的相关背景知识。
DELC5
2
获取新知识
Step2
Pre-
listening
A: Were the kites nice?
B: Yes, they were beautiful. They were made of different things like silk or paper. Some were painted with colorful drawings.
A: Sounds like you really enjoyed it. I never thought that something as simple as kite flying could be so exciting.
教学目标
语言知识目标：
1.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，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：
单词：international, competitor, its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete
4.通过听音模仿，加大语言输入量以及强化语音语调学习
学生是否能熟悉核心词汇及短语
学生能通过图片猜测制作风筝的材料
部分学生应该能利用此策略获取有效信息.
1.学生是否能听懂目标词汇与基本句型。
2.学生是否能用目标词汇回答问题。
3.学生是否能通过听音模仿朗读课文
DELC6
3
深度加工知识
DELC7
4
评价学生学习
B: Yes, it was really fun to see which kite could fly the highest.
A: I think I want to learn to fly a kite, too.
T: T uses a simple mind –map to let Ss review what they have learned this class and check whether they say thetopic words or not
3）Check the answers together.
1. Work on 1b:
1）Tell Ss to listen to a conversation between Laura and Zheng Yun and circle the correct answers.
2）Play the recording for the Ss. Ss just listen for thefirst time. Play the recording again and circle the correct answers.
Unit5 SectionB（1a-1e）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 B 1a-1e（第4课时）
【课型】Listening and Speaking（听说课）
【本课时教学设计】
I was made to read the article.
2) The man makes the shoes.
The shoes are made by the man.
3) They clean the room every day.
The room is cleaned every day.
教材分析
【本单元话题】
本单元以中国制造的东西为话题，以谈论中国的物产及其产地为交际功能，重点在这些语境中学习和运用了一般现在时的被动语态
【本单元重点掌握目标】
掌握一般现在时的被动语态结构：am/is/are+PP
【教材内容拆分分析】
Section B进一步巩固和加深了本单元的话题内容Things made in China.重点介绍中国传统文化中具有代表性的风筝、孔明灯、剪纸和泥塑等，通过介绍传统的中国文元素，了解与中国传统文化艺术有关的风俗习惯和文化背景，同时引导学生用英语正确表的中国的传统艺术和相关名称。进一步巩固本单元的语言表现形式被动语态。
2. Role-play
1）Work in pairs. Role-play a conversation between Laura and Zheng Yun using the information in 1b - 1d.
2）Let two Ss make a conversation as a model.
教学重难点
教学重点：
1．掌握本课时出现的生词及用法。
2．进行听力训练，提高综合听说能力。
教学难点：
1.提高学生综合听说能力
2.在听说中不断发现理解被动结构的特点及其语言规律
建议教法
情景交际法，任务型教学法，听说课的“3P”教学模式：
P--呈现（语言输入）
P--操练（1.机械操练2.听力训练）
P--运用（语言输出）
设置情景意义操练
设计听后活动任务，先模仿再迁移
总结，听后设置任务提升学生语言运用能力
教学流程
（详见相应教学活动设计）
教学评价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。
3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。
4) Tom looks after Grandpa.
Grandpa is looked after by Tom.
2. Show some pictures to introduce aboutWeifang Kite Festival
1.利用IQEE策略利用旧的词汇来与本堂课的话题词汇建立起记忆连接。简单有效的激活学生与此话题相关的背景知识激活学生的前期知识，培养学生良好的预习习惯。
3）Ss listen to the recording carefully and try to write down their answers.
4）Check the answers with the class.
3. Work on 1d
1) Listen again and fill in the blanks with what you hear. 2) Check the answers with the Ss.
4. Listen and repeat.
学习目标词汇和短语，为后续听力做准备和铺垫，听前强化词汇学习，扫清词汇障碍
培养学生听前预测和聚焦关键
信息和关注细节问题的听力策略
1.通过听力练习，达到语言输入的目的。
2.能逐步掌握利用听中聚焦关键信息和关注细节的策略，容易地完成听力任务
3.再次听力练习，要求听和写统一，让输入和输出一致。
S: Ss remember what they have learned and say the keywords by thinking over.
Homework
1.用括号中所给词的正确形式填空。
1）My cute cup____________(make) of china. I use it carefully every day.
附：教学活动设计
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
DELC4
1
预备与激活先期知识
Step 1
Revision and Leading in ( 5mins )
1.Review and check the homework.
将下列句子变成被动语态句
1) The teacher made me read the article.
在Section B的教学中，如何逐步培养学生运用所学词汇和被动语态简单介绍某一东西的特点。如制造材料、产地、用途或象征意义等，这是本部分教学重点。被动语态的用法和功能是教学难点。
【通过本单元的学习学生需掌握哪些综合技能】
通过本单元的学习使学生学会谈论不同的东西及其制成的材料，掌握教材所呈现的与各种东西及原材料主题相关的单词和能听懂接近自然语速、熟悉话题的简单语段，识别主题，获取主要信息,能在教师的指导下参与角色表演等活动,能在口语活动中使用正确的语音、语调,能在小组活动中积极与他人合作，相互帮助，共同完成对一般现在时被动语态的学习，掌握其在具体语境中的运用。