新版人教版九年级英语上册Unit 5教案
最新人教新目标版九上英语Unit5SectionB(2a-2e)【教案】
2a
The activity is to prompt Ss to think about Chinese folk or traditional art. The T may teach the vocabulary items needed to talk about folkor traditional art before conducting activity 2a.
help when in trouble. Now they are used at festivals and other
celebrations assymbols of happiness and good wishes.
3.The pictures usually found on paper cuttings are flowers, animals, and things about Chinese history.
Suggested answers:
Paper cutting is one of the most popular traditional folk arts in China. During the Spring Festival and wedding celebrations , they are used to decorate doors, rooms and windows. The color most frequently used is red.They are seen as symbols of good luck and happiness. Chinese paper cutting is very popular around the world, which is often used as the gift for foreign friends.
新版人教版九年级英语上册Unit5教案
新版人教版九年级英语上册Unit5教案新版人教版九年级英语上册Unit5教案Unit 5 What are the shirts made of?Section A 1 (1a-2d)一、教学目的： 1.语言知识目的：1) 能掌握以下单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass,leaf, produce, widely, be known for, process, pack 能掌握以下句型：① —This ring looks nice. Is it made of silver? —Yes, and it was made in Thailand. ② What is it made of/from? ③ China is famous for tea, right? ④ Whereis tea produced in China?2) 可以用英语描绘及询问物品的制作材料，正确理解被动语态的用法及句子构造。
2. 情感态度价值观目的：理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；理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精神。
二、教学重难点 1. 教学重点：1) 掌握本课时中出现的生词2) 可以用英语描绘及询问物品的制作材料 3〕正确理解被动语态的用法及句子构造。
2. 教学难点：理解被动语态的用法及句子构造。
三、教学过程Ⅰ. Lead in1. 播放动画片《造纸过程》的视频，让学生们理解这个中国传统创造的情况。
T: Who invented paper first? S1: Can 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, andcotton. …Ⅱ. Presen tation1. Present the sentence structure, using the pictures on the big screen: —What’s the golden medalmade of? —It’s made of gold. —Is this table made of wood?—No, it isn’t. It’s made of glass. —Is Butter made from meat? —No. It’s made from cream?让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。
人教版九年级英语上册 Unit 5 教案设计
The formation of the passive voice.
Step 2
The exchanges between the passive sentences and the active sentences.
Step 3
The four steps of changing the active sentences to the passive sentences.
Step 3
Read the passage again and answer the questions according to the passage in 3a.
Step 4
Activity 3c-1.
Ask Ss to read the passage again and write what the words in bold refer to.
Unit 5 Section A-1
Class Type
Listening, reading and speaking
Objectives
3.To learn what materials the things were made of.
4.To know what the things are made of and where they were made.
Step 8
Activity 2d.
Let Ss listen to the tape and ask them to answer the questions.
Step 9
Listen again and read the conversation in the textbook.
英语人教版九年级上册Unit5全单元教案
2. Presentation（呈现新知识）
Pairwork.
A: What is/are it/they made of?
B: I think it/they is/are made of…
Task 2:Listen and check (√) the main topic of Nick and Marcus’conversation(2a).
Task 3:Listen again. Write short answers to the questions(2b).
6.观察与思考：
Task1通过刚才的听力训练，我们来总结一下
(2)Tea plants are grown on the sides of mountains......
10.小结。检测本课教学成果。
作
业
设
计
Homework:
介绍自己一样最感兴趣的物品，介绍制作者，何时制作的，有哪些材料做成，有何用途（be used for）等。
板
书
设
计
Section A1 (1a-2d)
B: Yes,and it was made in Thailand.
5. Work on 2a.
Task 1: Show a picture of a model plane andhave Ssdiscussthese questionsin groups:
What is it? What is it made of?
He wanted to buy _________________________, but he had to visit ______ or _______ stores before finding a pair made in America.
【人教版九年级英语上册】Unit 5 Section A (3a-4c) 教案
Unit 5 What are the shirts made of?Section A (3a~4c)教学目标【知识与技能】1. 掌握本课词汇: France, no matter, local, brand, avoid, product, handbag, mobile, everyday阅读短文，能按要求找到相应的信息。
2. 通过阅读提高学生们的阅读能力。
3. 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可【情感、态度与价值观】通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。
教学重难点【教学重点】1. 掌握本部分出现的生词和词组，达到熟练运用的目标。
2. 阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
【教学难点】1. 阅读短文，获得相关的信息的能力。
2. 理解并运用所学的词汇及表达方式。
教学过程Step 1 Revision1. Ask Ss to role-play the conversation in 2d.2. Check the homework. Let some Ss tell read their sentences.(1). This ring is made of silver.(2). This kind of paper is made from wood.(3). What is paint made from?(4). Hang Zhou is famous for tea.(5). As far as I know, tea plants are grown on the sides of the mountains.Step 2 Lead in1. 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 Ss some questions:T: As we know, there are so many things made in China in England. What about in America andother countries in the world? Now let’s read the passage of 3a. First, read quickly and find the answer to this question: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?Ss read the article quickly and try to answer the questions:2. 方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。
九年级英语人教版全册 Unit5_SectionA(3a-3c)优质课教案
Unit5 SectionA（3a-3c）优质课教案Junior Middle School students of Grade 9 Designer 付宝琴The analysis of teaching material本课教学内容是Unit5 What are the shirts made of? Section A的一节阅读课。
本单元的主要话题是“谈论日常生活用品用什么原材料制造以及出产地”，通过前两节课的学习，学生已经基本掌握了be made of以及be made in的用法，掌握了日常用品和制造该用品所需的材料等，本课时旨在继续学习使用此短语的基础上，引导学生读懂关于Kang Jian去美国的经历，掌握其中的新词汇和表达，训练跳读、细读、研读能力，同时让学生知道目前国际交往日益增多，在国际交往中，要承认差距，虚心学习国外有用的东西，应取其精华，弃其糟粕，要用辩证的方法和发展的眼光看问题，虽然我国在高科技领域的产品还不足，但只要国人都努力，一定会超越他们，从而让学生领会到强烈的社会责任感，从而激发学生努力上进的愿望，形成良好的人生价值观。
The Analysis of the students九年级的学生英语水平出现了很大的分化。
部分学生对英语有很高的学习兴趣，能达到课标要求的知识目标，但能力目标可能稍有欠缺。
但是一部分学生英语基础差，讨厌学习英语，这些学生成绩差的原因有的是因为基础知识掌握不好，有的是阅读能力及写作能力欠佳。
并且阅读能力是相当一部分学生的弱项，阅读能力的提升能有效促进学生英语写作能力、提高英语学习兴趣等，是一名优秀的中学生应当具备的基本能力。
因此提高阅读能力，提升学生的英语水平显得尤为重要。
基于此，根据本节课的教材特点，我预设不同的目标，让多数学生掌握阅读技巧及词汇知识，同时根据本课内容进行对话练习，进行能力拓展的训练。
Teaching aimsKnowledge aims:1) Students will master the following words: local adj. avoid v. mobile adj. everyday adj.2) Students will master the difficult sentences bellow:No matter what you may buy, you might think those products were made in those countries. Even though most of the tots were American brands, they were made in China.Americans can hardly avoid buying products made in China.Ability aims:1. Students will get the main ideas and comprehend the passage by fast reading, careful readingand doing some reading practice.2. Students will retell the passage according to the blackboard design freely.Moral aims:Students believe that China will get better at making high-technology products that people can buy in all parts of the world. And students also know that no matter who they are, they should try their best to make the country stronger and stronger.Teaching key points and difficult points:Teaching key points1) Students will master the key words and phrases.2) Students will get the main ideas and comprehend the passage by fast reading, careful reading and doing some reading practice.Teaching difficult pointsMake up the conversation according to the passage like this:I: Hi! Kang Jian. May I ask you some questions?K: Sure. It’s my pleasure.I: OK, I see. Thanks a lot.K: You are welcome.Teaching methods and learning methods.本课为一节阅读课。
英语人教版九年级上册Unit5全单元教案
B: It/They was/were made in…
Work on 1a.
T: What are these things usually made of? Match them with the materials.
3.Work on 1b.
(2)Tea plants are grown on the sides of mountains......
10.小结。检测本课教学成果。
作
业
设
计
Homework:
介绍自己一样最感兴趣的物品，介绍制作者，何时制作的，有哪些材料做成，有何用途（be used for）等。
板
书
设
计
Section A1 (1a-2d)
Task 2:Listen and check (√) the main topic of Nick and Marcus’conversation(2a).
Task 3:Listen again. Write short answers to the questions(2b).
6.观察与思考：
Task1通过刚才的听力训练，我们来总结一下
Task2:Read the passage again and write what the words in bold refer to.
Task 3:仔细阅读文章，完成下列句子。
Kang Jian is a _____________ student from Shanghai.
People would buy a _______ in Japan, some beautiful ________ in France, or a ________ in Switzerland.
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优秀教学案例
（二）问题导向
1.设计具有挑战性和思考性的问题，引导学生主动探索和思考英语全球化现象，如“为什么英语会成为国际通用语言？”“英语全球化对不同国家和地区有何影响？”等。
2.通过问题引导学生关注英语学习的重要性和方法，如“你认为学习英语对你未来的发展有何帮助？”“你如何提高自己的英语学习能力？”等。
二、教学目标
（一）知识与技能
1.学生能够掌握Unit 5中的核心词汇和短语，如"international language," "globalization," "native speaker,"等，并能够熟练运用这些词汇描述英语的全球化现象。
2.学生能够理解并运用本单元所学的语法知识，如现在进行时态和一般现在时态，描述英语在全球范围内的使用情况。
在课堂评价环节，我采用了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成果。通过自评、互评和他评等多种评价方式，让学生充分认识到自己的优点和不足，激发他们的学习动力，提高他们的自主学习能力。最终，通过本单元的学习，学生不仅掌握了英语在全球范围内的应用和地位，还提高了自己的语言运用能力和综合素质。
人教版九年级英语上册Unit5优秀教学案例
一、案例背景
本案例背景以人教版九年级英语上册Unit 5为主要内容，本单元的主题为“The Spread of English”，主要介绍了英语成为国际通用语言的现状及其对全球化的影响。通过对本单元的学习，学生可以掌握英语在全球范围内的应用和地位，以及学习英语的重要性。此外，学生还能够通过本单元的学习，提高听说读写四项基本技能，尤其是听力和口语的实际应用能力。
人教版九年级英语上册Unit5教学设计
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
英语人教版九年级上册Unit5全单元教案
英语人教版九年级上册Unit5全单元教案Title: Unit 5 - What are the shirts made of。
n A 1a-2dObjectives:1.XXX discuss the materials and place of origin of items.2.To master the past tense passive voice。
formed by using "was/were + past participle"。
To learn the usage of "be made of" and "be made in"。
To broaden XXX with the history of commonly used items。
and to develop good XXX summarizing.1.Warm-up and nGroup work: Show pictures and have students discuss in groups what the items are made of.2.n of New KnowledgePair work:A: What is it made of?B: I think it is made of。
A: Where was it made?B: It was made in。
Work on 1a:XXX asks students what the things are usually made of and matches them with the materials.3.Work on 1b:Task 1: XXX.Task 2: Listen and match the products with their materials and place of origin.4.Work on 1c:A: This ring looks nice。
人教版英语九年级全册Unit5 SectionA(Grammar Focus-4c)精品教案
Unit5 SectionA〔Grammar Focus-4c〕一、教学目标：1. 语言知识目标：1) 学习掌握以下词汇：boss, Germany, surface, material, traffic, postman, cap,glove2) 进展一步复习稳固学习Section A 局部所学的生词和词组。
3) 对询问物品的制作材料、生产地点、生产制作过程等语句进展归纳总结和探究学习。
4) 掌握被动语态的用法，并通过不同方式的练习，来熟练掌握被动语态。
2. 情感态度价值观目标：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；二、教学重难点1. 教学重点：1) 复习稳固Section A 局部所学的生词和词组，到达熟练运用的目标。
2) 被动语态的用法。
2. 教学难点：1) 探究学习询问物品的制作材料、生产地点、生产制作过程等句型。
2) 被动语态的用法。
三、教学过程Ⅰ. Warming- up and revision1. Have a dictation of the new words learned in the last class.2. Review some main phrases we learned in the last class. Check the homework. Ⅱ. Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习。
①你的衬衫是棉的吗？____ your shirts ____ ____ cotton?②是的，而且它们产于美国。
Yes. And they were _____ ___ the US.③飞机模型是由什么制成？______ the model plane ______ of ?④它是由旧木头和玻璃制成。
It’s made of _____ ______ and ______⑤茶产自中国哪里？_______ ____ tea ___________ in China?⑥茶产自很多不同的地区。
人教版九年级英语Unit 5 What are the shirts made of 全单元教案
Unit 5What are the shirts made of?Language Goal 【语言目标】Talk about what products are made of and where they weremadeKnowledge Goals 【知识目标】Key Words chopstick，coin，fork，blouse，silver，glass，cotton，steel，fair，grass，leaf(pl.leaves)，produce，widely，process，product，France，local，avoid，handbag，mobile，everyday，boss，Germany，surface，material，traffic，postman，cap，glove，international，its，form，balloon，scissors，lively，heat，completeKey Phrases be known for，no matter，paper cuttingKey Sentences1.—Are your shirts made of cotton?—Yes，they are.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.When the leaves are ready，they are picked by hand and then aresent for processing.Key Grammar Learn to use the passive voice with present tense.Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skillsby using passive voice.2．Learn to talk about what things are made of and wherethey were made.Moral Goals 【情感目标】1.With the help of this unit's study，students can learn more about Chinese traditional culture and deepen the loveof our motherland.2．Know something about the world's manufacturing industry and see China's advantage and disadvantage in the world economic competition.Teaching Time【课时】Five periodsPeriod 1Section A(1a－2d)Period 2Section A(3a－4c)Period 3Section B(1a－1e)Period 4Section B(2a－2e)Period 5Section B(3a－3b) & Self Check本单元的话题是谈论日常生活用品是用什么材料制造的以及出产地是什么地方，要求学生学习并掌握一些日常生活用品的名称和制造的材料的基本词汇，同时在语言学习训练中接触并学习被动语态。
(人教版)九年级英语上册教案：Unit 5 课时二
学科English 课时 2 年级9年级课题Unit 5 What are the shirts made of ?教学目标掌握生词，短语和重要句型。
掌握一般现在时态被动语态的构成和运用。
教学重点难点掌握重要句型,学会问东西的制作材料，制作者及产地。
掌握一般现在时态被动语态的构成和运用。
教法合作学习法活动教学法情景教学法教学过程及教师活动学生活动设计意图一、导入（启发探究）—What is this?—It’s a huge model plane.—What is it made of ?—It’s made of used wood and glass.—Who is it made by?—It’s made by university students.二、自学（自主探究）1. 拼读、记忆单词the art and science fair 艺术和科学展览会be invited to 被邀请去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 idea 一些既很有趣又有创意的主意三、交流（合作探究）1. 要求学生翻开课本P34放录音一遍，完成2a，2b的听力任务。
2. 要求学生听第二遍录音，并逐句进行跟读。
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。
最新人教新目标版九上英语Unit5SectionA(3a-3c)【教案】
Teaching Reflection
During the teaching process, teachershad better nottranslate every sentence into Chinese or explain it in Chinese, but to understand students' mastery of information through asking questions at all levels, guide students to pay attention to some words, phrases or sentence patterns through asking questions, and "force" students to answer questions with some words, phrases and sentence patterns through asking questions, so as to enable students to perceive the target language and use the target language, and cultivate students' ability to usethe target language.
3.思维品质：概括中国学生Kang Jian在美国的商店找不到美国制造的产品而几乎都是中国制造的原因，并归纳中国在世界经济竞争中的优势与和短处。
4.学习能力：学会根据上下文推断代词指代的内容。
Teaching Difficulties
Practice the target structure in reading comprehension
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。
人教版英语9年级全册Unit5_SectionB(1a-1e)教案
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.
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。
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.
人教版英语九年级全一册教案：Unit5SectionA(GrammarFocus-4c)
Unit5 SectionA (Grammar Focus-4c) 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 Grammar Focus-4c 〔第 3 课时〕
【课型】Grammar 〔语法课〕
附：教学活动设计
f ♦s歹
被动语态的规律.
利用mind-map 关键词复述出所学 内容,为语言的输出任务,加
深对 一般现在时的被动语态的理解,进 一步提升学生的综合运用语言的 水平.
Step7
Consolidati on (5mins)
1. T: uses a simple mind-map to let Ss review
what they have learned this class and check whether they can get the main content S: Ss remember what they have learned and talk about the grammar by thinking over.
DE LC7 4 评 价 学 生 学 习
通过、总结归纳和提 炼,能让大多数学生 清楚掌握本课的内 容.。
人教版九年级上册英语优质教案unit5 Section A 2 (3a-3c)
Unit 5 What are the shirts made of?Section A 2 (3a-3c)一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：France, no matter, local, brand, avoid, product, handbag,mobile, everyday2）阅读短文，能按要求找到相应的信息。
3）通过阅读提高学生们的阅读能力。
4) 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。
2. 情感态度价值观目标：通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。
二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
2. 教学难点：1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程Ⅰ. Revision1. Ask Ss to role-play the conversation in 2d.2. Check the homework. Let some Ss tell read their sentences.(1) This ring is made of silver.(2) This kind of paper is made from wood.(3) What is paint made from?(4) Hang Zhou is famous for tea.(5) As far as I know, tea plants are grown on the sides of the mountains.Ⅱ. PresentationLearn some new words.product n.产品，制品France 法国French adj.法国的，法国人的n.法语，法国人handbag n. 小手提包III. Warming upRead the title of the passage and talk about the following questions.1. Where is the tourist?2. Does he want to buy Chinese products or American products?3. Is it easy for him to buy American products? Why?IV. Reading1. 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 answer to this question: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?Ss read the article quickly and try to answer the questions:2. Work on 3bAnswer the questions and learn some new words.3.Work on 3cV. Post readingWhat is the key sentence for the passage?Which is the most important key word in the title?Why do you think so?Ask Ss to fill in the blanks to complete the passage.Kang Jian is a ____________ student from Shanghai. Last year he went to visit his aunt and uncle in San Francisco. He ______ it interesting that so many _________ in the local shops ______________ China. She wanted to buy a _________ for his cousin, but even though most of the toys were _______ brands, they were made in ________.Read the second paragraph and fill in the blanks.Toys are not the only things made in China. ______, there were many other things made in China--footballs, handbags, pet food, mobile phones. Even ______________ are made in China. He ________that Americans could_______ ______ ______ products made in China.He thinks it’s great that China is so good at ________ these _________ _________. He wishes that China will also get better at making ________________ __________ in the future. And people can buy those products in ______ ______ of the world.Ss try to fill in the blanks by themselves.Check the answers with the Ss.VI. Language points1. No matter what you may buy, you might think those products were made in those countries.无论你买什么, 你也许会认为那些产品一定就是那些国家制造的。
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2014新版人教版九年级英语上册Unit 5教案Unit 5 What aade of?A 1 (1a-2d)一、教学目标：语言知识目标：1) 能掌握以下单词：blouse, silver, glal, grass, leaf, produce, widely, be knowa能掌握以下句型：① —This ring lIs it made of silver?—Yes, and it was made in Thailand.② Whaade of/from?③ China is famoua, right?④ Wa produceda?2) 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。
2. 情感态度价值观目标：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。
二、教学重难点教学重点：1) 掌握本课时中出现的生词2) 能够用英语描述及询问物品的制作材料3）正确理解被动语态的用法及句子结构。
2. 教学难点：理解被动语态的用法及句子结构。
三、教学过程Ⅰ. Lead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 pa?: Can Lun invented it in Han dynaT: What was paper mad?S2: It was mainly made of bambT: was it eale to make pa?: No, it was very difficulT: What is paper made of now?S3: It’s mainly made of wood, bamboo, and…Ⅱ. PresentaPucture, usingu big screen:—What’s the golden medal made of?—It’s made of gold—Iable made of wood?—N’t. It’s made of gla—Is Butter madat?—No. It’s madam?让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。
两词组都是“由……制成的”之意。
be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。
Ⅲ. LearningwubigTry to leaw words using “be made of” structuLeaw words:blouse, silver, glal, grass, leag. This paare made of bambTade of silvIs this blouse mad?N’t. It’s made of silk.What’ade of?It’s madl.These pigs like grass very mualealas like leav2.Ss discuss wartner andleaw wordGive Ss fivubw wordWa: Ladgs and materials in 1a. Discuss wartners and mawaterialan one answblWhat ags usually made of? Mawaterialan one answbl2.windowablousea.woodb.goldlverd.palglaanswers wⅣ. ListeningT: Tellwill heara conversation abougs and material. Listen and maducts with what they are made of and wwere madThings Made ofMadalverThailandgsteelAmerica2. Ludent read the wordbox, Pladingllisten and mags waterial andwere madPlading again. LaaanswⅤ.Pair wReadversabox2ade conversations usingabg. A: Your new shirt looks vIs it mad?B: N’t. It’s made of silLairs read ouversaⅥ. ListeningWork on 2a:T: Let’s laversation between Nick and MarcuWhat aalking about? First, let’s look aures andaa.(Ludents readases in 2a.)Listen and check ( √ ) the maNick and Marcus’ conversa____useum____ the art andair____ enval____ a model plane____ a beautiful painting____ grass and leaves2. Pladinglisten andaPlading agaanswWork on2b:Ladbelow. Explaaake suw what to d2. Lad the qu2b. Make suunderstand the meaning of each quPladinganswer the qu(Iary, using the pause button.)1) Wart andair?_________________________2) Do Nick and Marcus have to pay to go?_________________________3) Whadel plane made of?_________________________4) Whaainting made from?__________________________Plading agaanswPlading again. LllblaversaⅦ. Pair wTellake a conversation usinga2a and 2bgA: What did you see at the art andair?B: I saw a model plaA: Whaade of?B: It’s madl, glass, and pla2. Let Ss mawn conversaP raversaaⅧ. Role-plaWork on 2dReadversation and complbla)_____________ tea bast and now.2) _________ I know, tea plants _________dunta) Wleaves are read_______ by hand and then _______g) The tea ____________ andany duntries and places around China) People say that tea ___________ ____ health _____ business!2. Readversations and Lad aaxplaw words and maversaAle-plaversagrouX. LanguagWhadel plane made of?Whaainting made from?be made of与be made from 辨析两词组都是“由……制成的”之意。
be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。
g. Glass is made of glass. 玻璃杯是由玻璃制成的。
The paade from wood. 纸是木头做的。
2. For example, Anxi and Hangzhou awidely knowa. widely adv. 广泛地；普遍地wide (形容词) + ly → widely (副词)e.g. Gas is widely usedg and heating天然气被广泛地用于做饭和取暖。
Wa produceda?duce v. 生产；制造；出产英语中有produce, grow和plant三个动词均可用来描述农作物及植物的“种植；生产；生长”，但有所区别。
duce指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。
e.g. This region produces over 50%untr y’这个地区出产整个国家50%以上的大米。
Tan produce very good appl这些树能结出优质的苹果。
grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。
e.g. These plants growds. 这些植物从种子生长而来。
The villagers growandlla村民们种植咖啡和玉米好拿到市场上去卖。
plant侧重“栽种；播种”这一行为，指把种子或秧苗种到土壤里使之生长。
e.g. How maave you plantedar? 今年你们种了多少棵树？They planted tomatoes and cabackyard.他们在后院栽种了西红柿和胡萝卜。
For example, Anxi and Hangzhou are widely knowa.be known for 以……闻名；为人知晓be knowbe famoug. Suzhou is knowbeautiful gard 苏州以其美丽的园林而闻名于世。
be known as和be knowbe known as意为“作为……而著名”。
be known for意为“因……而著名”。
根据句意用be known as或be known for的适当形式填空。
1) Han Han ____________ his writings.2) As we know, Yao Ming __________ a basketballplaHomewI. Rversa2d al.II. Transla这个戒指是银制的。