英语人教版九年级上册Unit5全单元教案
最新人教新目标版九上英语Unit5SectionB(1a-1e)【教案】
1.kites 2.April 3.all over the world
petitions 5.silk or paper; drawings.
1e
To provide Ss with speaking practice using the target language, the T can invite Ss to role-play the conversations between Laura and Zheng Yun. Or make them work in closed pairs. The T can observe the Ss’performance and provide support when necessary.
she may ask Zheng Yun:
How is…?
How do you find…?
How do you like…?
1b
The T can play the recording and Ss finish the task in 1b. Then the T can invite some Ss to share answers by asking the following questions and then the T can make feedback.
What is Laura trying to find out more about?
Does Zheng Yun tell Laura about a kite festival or how to make a
kite?
Why did you choose that answer?
Answers:1.A 2.A
Unit5SectionA1a-2c教案：人教版九年级全册英语
Unit 5 What are the shirts made of？教学设计Section A 1a-2c(Listening & Speaking)【教学背景分析】一、课标要求二、单元教学背景分析本节课选自于人教版新目标九年级U5 What are the shirts madeof ?SA1a-2c。
本单元的教学话题是“Things made in China”, 功能是谈论物品由什么制造而成以及产地和制造者等。
主要语法是一般现在时的被动语态，在后面的U6&U7分别还会继续深入介绍一般过去时被动语态以及含有情态动词的被动语态。
本单元将带领学生了解“中国制造”这一全球流行的现象，领略中国的传统艺术文化，比如：孔明灯、剪纸、泥塑等独特魅力。
本单元教材设置内容丰富，难度适中，很容易引起学生的兴趣，将学生带入独特的艺术世界。
将英语学习和中国特色结合起来，也是本单元教材设置的一大特色。
能够极大地激发学生对于中国传统艺术的热爱，使本单元的语言学习更有文化底蕴。
三、单元学情分析学生在之前学习中已经接触过了被动语态，如：U2中A Christmas Carol is a famous short novel written by Charles Dickens. U4中be used to do等表达，大部分学生已经对被动语态有了一定的认知基础，能够在阅读中辨识出被动语态，因此在本单元让学生掌握被动语态的用法并不困难。
另外，通过本次月考发现学生在听说考试中出现的问题。
听的部分最容易在第二节听问句选应答，因为只有一次机会，所以学生在之前的准备时间应该做好充分的听前预测，以便迅速和准确地找到答案。
说的方面在表达部分普遍分值在3分，分析原因是没有策略，不打草稿，临时想怎么说就怎么说，不会充分利用120秒的准备时间。
学生的能力训练渗透在平时的教学中是尤为重要的，所以钛通过平时的训练来加强和提升听说成绩。
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.
2020年人教版英语九年级 Unit5 全单元教案设计
2020年人教版英语九年级Unit 5 What are the shirts made of?Period 2 Section A Section A (3a-3c) 总第26课时一、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. 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。
人教版新目标九年级英语Unit5单元集体备课教案
第一课时Sect i on A(1a~2d)1.produce（v.）生产；制造2.wide ly（adv.）广泛地;普遍地3.process（v.）加工;处理8.on the s ides o f mount a ins在山边上.What i s the model p lane made of?这个飞机模型是用什么制成的？2.What i s the pa in t ing made f rom?这幅油画是用什么制成的？3.—Is th i s r ing made of s i lver?这枚戒指是由白银制成的吗？—Yes,and i t was made in Tha i land.是的。
并且它是在泰国制造的。
4.Where i s t ea p roduced in China?在中国，哪些地方产茶？Teacher: P lease t ake out your th ings on your desk.We use them every day,do you rea l ly know them?Ques t ions:教学过程Step 2完成教材1a-1c的任务5.小结训练。
要求学生在规定的时间内完成一个小练习。
并请若干学生给出自己的答案。
有错误的话及时纠正。
(2分钟)用括号内所给动词的正确形式填空。
1)The apples a re sen t(send)to the fac tory f or p rocess ing.2)We are a l l r eady bu t Tom hasn’t packed (pack) h i s c lo thes ye t.3)The windows of the room are c leaned(c lean)every day.4)The bes t co t ton i s p r oduced(p roduce)in Xing J iang in China.5)The song isn’t liked (no t l ike) by mos t o f us.环节说明:通过学习1a，使学生对被动结构有所了解；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固对一般现在时被动结构的认识。
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
《Unit 5 Section A 3a-3c》教案人教版英语九年级上册
主要教学活动
设置意图
Step 1
Lead-in
(PPT 3-7)
1. Show some pictures for Ss to know something about “made in China”.
2. Make Ss have a free talk about“made in China”.
1.Read Paragraph 1 and fill in the blanks.
2.Read Paragraph 2 and complete the mind map.
3.Read the passage and answer the questions.
4. Read the passage again and write what the underlined words in bold refer to.
that people can buy in all parts of the world.
3. Structures:
be+past participle verb+by…
教学难点：
1.No matter what +clause.2.find it + adj. +clause
教学过程(表格描述)
b. He found it interesting that so many products in the local shops were made in China.
c. He hopes that in the future China will also get better at making high-technology products
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。
最新人教新目标版九上英语Unit5SectionA(GF-4c)【教案】
4b
Ss finish the task in 4b and then communicate with their partners.
Then the T can invite some Ss to share their answers in class and the T can make assessments.
Step 2Grammar learning
Ask Ss to find sentences with passive voice in Section A and the T may write them on the board. For example:
Tea is produced in many areas in China.
Anxi and Hangzhou are widely known for their tea.
The leaves are picked by hand.
The tea is packed and sent to many different countries.
Grammar Focus
The T can ask Ss to read aloud the sentences in the chart, observe these sentences and trying to find the rules about the target structure. Ss can have a discussion to check their findings in pairs.
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
人教版九年级英语全册Unit5单元教学设计
九年级学生已经具备了一定的英语基础，但在语言运用、情感态度及学习方法上仍存在一定的差异。通过对本班学生的了解，发现以下特点：
1.知识水平：大部分学生能熟练掌握基本的词汇、短语和句型，但仍有部分学生对时态、语态的运用不够熟练，需要在教学中加以巩固。
2.能力水平：学生的听说能力相对较强，但在阅读和写作方面，部分学生的水平仍有待提高。此外，学生在自主学习、合作探究方面的能力有待加强。
人教版九年级英语全册Unit5单元教学设计
一、教学目标
（一）知识与技能
本章节旨在帮助学生掌握人教版九年级英语全册Unit 5的核心知识，提高学生的英语综合运用能力。具体包括：
1.掌握本单元的新词汇、短语和句型，如：achieve, goal, succeed, dream, effort, give up, encourage, confident等，并能熟练运用到实际语境中。
（一）导入新课
1.教师通过展示一组与梦想相关的图片，如科学家在实验室工作、宇航员在太空行走等，引起学生的兴趣和好奇心。
2.邀请学生分享自己的梦想和目标，鼓励他们用英语表达，为新课的学习营造良好的氛围。
3.引导学生回顾已学的相关词汇和句型，为新课的学习做好铺垫。
4.教师提出问题：“How can we achieve our dreams and goals?”让学生思考并展开讨论，为新课的学习奠定主题。
6.整合情感态度与价值观教育，通过课堂讨论、角色扮演、反思日记等途径，让学生在学习英语的同时，塑造健全的人格。
7.加强课后辅导，针对学生的个体差异，提供个性化的学习建议和帮助，促进学生的全面发展。
8.定期进行形成性评价和总结性评价，了解学生的学习进度和存在的问题，及时调整教学策略，确保教学质量。
九年级人教版英语上册 Unit 5 教案设计
Activity 1b.
Let Ss listen a passage and then to match the products with what they were made of.
Step 3
Listen again and ask Ss to answer some questions according to passage in 1b.
Key structure
1. Are your shirts made of cotton?
—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.
Unit 5 Grammar Focus
Class Type
Grammar
Objectives
1.To learn and understand the “passive voice in the present tense”.
2.To better understand and well use the passive voice in the present tense in practice.
Step 11
Activity 4a.
Read and complete the sentences with the correct forms of the verbs in brackets.
Step 12
Activity 4b.
Ask Ss to rewrite the sentences by using the passive voice.
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.。
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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。
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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
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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.
4.观察与思考
1. No matter what you may buy, you might probably think those products were made in those countries.
no matter作“无论”、“不管”解，用以引导____________，常用在下列句型中：句型中的No matter what (who/when etc.)...分别表示__________、__________、___________等。
It was made by…And it is used for…
9.Work on 2d
Task1:Role-play the conversation .Then answerthe question. How找出含有被动语态的句子。
(1)For example , Anxi and Huangzhou are widely known for their tea .
Even American flags ___________ in China.
He wishes that in the future China will also ____________________ high-technology products that people can buy in all parts of the world.
He found it ___________ that so many products in the local shops ____________ in China.
He wanted to buy a ________ for his cousin, but even though most of the toys had American brands, they __________ in China.
7. Pairwork.
以小组为单位，针对同学们所展示的最感兴趣的物品，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，并将提到的物品进行分类。可用下面的语言结构：
What’s the most interesting thing you have ever seen?
Read the passage and answer the questions.
(1)What two things did Kang Jian want to buy in America?
(2)Where were they made?
3.Scanning
Task1:阅读短文，回答下列问题(3b).
练习：请翻译下列句型：
（1) No matter what you do(whatever you do), you must be very careful.
(2) No matter who you are (=Whoever you are), I’ll never let you in.
2.He realized that Americans can hardly avoid buying products made in China.
avoid表示“避免，回避”的意思，请先看下面几个句子：
I think she is avoiding me.我想她是在躲着我。
Try to avoid accidents.尽量防止发生事故。
He avoided answering my questions.他避而不答我的问题
从以上这些句子可以看出，avoid其后可接___________作宾语，也可接________作宾语，但是不能接不定式作宾语。
be made of和be made from都意为“由……做成”，be made of表示能看出来原材料，be made from则表示_____________.
练习：翻译句子
(1)桌子是由木头做成的。______________________________
(2)纸是由木头做成的。_________________________________
九年级上学期英语集体备课教案
主备人
复备人
日期
总5课时
课题
Unit5What are the shirts made of?Section A 1a—2d
第1课时
教学
目标
1.正确运用被动语态谈论物品的材料和产地。
2.掌握一般过去时态的被动语态,由was/were +过去分词构成。学会be made of和be made in的用法、通过熟悉我们周围经常使用的物品的历史来开阔眼界，丰富自己的阅历，使自己养成勤于思考，善于总结的好习惯。
2.Work onGrammar Focus
Read the sentences in Grammar Focus.Learn them by heart and translate the conversations with Ke Nan.
教
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程
教
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1. Warm-up and revision（课堂热身和复习）
(1)Pairwork两人一组讨论一下同学们的衣着服饰和学习用品。可以借鉴下面的对话：
A：What’s your pencil made of? B: It’s made of wood.
A: Where was it made? B: It was made in Shanghai.
二、熟练掌握被动语态用法，学会用被动语态表达自己喜欢的事物的认识和看法。
三、提倡学生使用国货，培养学生的爱国主义情怀。
重点
本课重点功能句的掌握。
集体研讨
个性施教
难点
本课重点功能句的掌握。
教
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程
教
学
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1.Warm-up and revision（课堂热身和复习）
Pairwork.ShowSsthepictureson the screenand practice the conversation.
He wanted to buy _________________________, but he had to visit ______ or _______ stores before finding a pair made in America.
There are so many things made in ________.
第3课时
教学
目标
1.通过对本单元语法的复习与巩固，学会归纳与总结。
2.能听懂有关风筝节的活动及风筝的制作并完成听力任务。
3.用运用正确的时态和过去式的被动语态谈论相关话题。
4.通过学习听力材料，培养学生的爱国情怀。
重点
本单元语法的复习与巩固，学会归纳与总结。
集体研讨
个性施教
难点
用正确的时态和过去式的被动语态谈论相关话题
5.小结。检测本课学习情况。
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设
计
Homework：你在课堂反思中发现了哪些问题?请对照本课学习目标，有针对地梳理、记忆本课所学的语言知识。
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教
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主备人
复备人
日期
总5课时
课题
Unit5What are the shirts made of?(Section A Grammar Focus-B 1e）
Task 1: Listen and circle the things you hear.
Task 2:Listen and match the products with what they are made of and where they were made.
4.Work on 1c.
A: This ring looks nice. Is it made of silver?