人教版新目标九年级英语Unit5单元集体备课教案
新目标九年级英语unit5 教学设计方案
（设计意图：学生在小结了情态动词的用法之后，通过提示完成一些中等难度的练习有助于学生进一步熟悉其用法。）
步骤六：总结
1.教师对学生在实际中如何更恰当地选择情态动词进行总结
2.完成相应的巩固练习。
3.讲解练习，指出学生在使用的不足之处
（设计意图：前面是对情态动词的用法进行小结，而此处的总结主要针对学生在做题中如何更好地进行选择，提高做题的效率。通过做练习和讲练习，找到学生的不足之处，进一步加强学生对情态动词表推测的理解和运用。）
（设计意图：通过听力练习来导入本课的学习，一方面进一步使学生感知情态动词的在情景中的用法，另一方面为接下来的学习做好了充分的语言准备。）
步骤四：新课呈现
1.分别展示一张哈利波特的图片。
Hecan’tbe_________.He must be _________. (a girl / a boy)
2.展示两张图片（每张图片从不同角度看，可以得出不同的结论）
答: ________, they must be ___________.
4.师生共同小结must/can’t/might/could的用法
（设计意图：通过几组图片的对比，句子的提示以及教师的引导，学生进行）
步骤五：习
1.分别展示几张图片，并给出相应的提示
问：Whose…is this?
2.学生选择相应的情态动词进行推测回答，并说出推测的理由
教学设计方案基本信息
作者姓名
张琴
性别
女
工作单位
上饶市弋阳县中畈中学
所用教材
人教版新目标九年级全一册
设计主题
Unit5 It must belong toCarla (Period 2)
人教新目标九年级英语Unit5SectionB(2a2e)教学设计
-目的是培养学生自主学习和搜集信息的能力，同时激发他们对目标设定的兴趣。
5.家庭作业：家长协助学生制定一个家庭学习计划，为期一周，关注学生在家的学习目标和完成情况。
-此作业旨在培养学生的时间管理能力和自我监督意识，同时增进家长对子女学习的了解和参与。
2.词汇教学：
-采用图片、实物等直观教学手段，帮助学生形象记忆词汇。
-通过词义猜测、词汇接龙等游戏，增加词汇学习的趣味性。
3.语法教学：
-使用图表、时间轴等视觉辅助工具，帮助学生直观理解一般现在时和一般过去时的区别和用法。
-设计填空、改错等练习，巩固语法知识。
4.听说教学：
-播放与目标相关的音频材料，引导学生进行听力训练，并鼓励他们复述所听内容。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法培养英语学习能力和思维方式：
1.小组合作：学生通过小组活动，共同讨论和分享各自的目标和经验，培养团队协作和沟通能力。
2.问题解决：学生针对设定目标过程中可能遇到的挑战，提出解决方案，培养分析和解决问题的能力。
3.自主学习：学生在课后进行词汇和语法练习，培养自主学习能力和良好的学习习惯。
（二）讲授新知，500字
1.教师呈现新课的词汇和短语，通过图片、例句和情境让学生理解和记忆。
-利用PPT展示词汇和短语的含义，结合语境进行讲解。
-通过互动问答，检查学生对词汇的理解。
2.讲解一般现在时和一般过去时在描述目标、动机和挑战时的用法。
-使用时间轴和示例句子，帮助学生区分两种时态的用法。
-安排课堂小练习，让学生即时运用所学语法。
3.情感共鸣：学生通过分享和倾听他人的目标和经历，学会理解和关心他人，培养同理心。
人教新目标九年级英语全册教案：Unit 5 教案
教学设计九年级英语Unit 5 What are the shirts made of ? Section A 1a-2d教学设计一、教学目标：1. Remember the new words.2. Talk about what products are made of and where they were made.二、教学重难点1. 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Step 1 Show studying aims.Step 2 Words review.Step3 Presentation1. Present the sentence structure, using the pictures on the big screen:A: Hello, what’s this?B: It’s a shirt.A: What’s it made of? Do you know?B: It’s made of cotton.A: Where was it made?B: It was made in Korea.让学生们学习掌握be made of/ be made in的用法.用白板出示其他两幅图片，让学生做填空以及编写对话练习。
Step4. Listening1. 1a What are these things usually made of? Match them with the materials. More than one answer is possible.Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible. Check the answers with the Ss.1. chopsticks a. wood2. window b. gold3. coin c. silver4. stamp d. paper5. fork e. silk6. blouse f. glassCheck the answers with the Ss.1b Listen and match the products with what they are made of and where they were made.1. T: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made.Things Made of Made inshirts cotton Koreachopsticks silver Thailandring steel AmericaPlay the recording. Let Ss check the facts they hear. Check the answers。
人教新目标九年级英语全一册Unit5period1教学设计
2.新课呈现：
-利用多媒体展示课文情境，引导学生观察、思考并回答问题。
-采用任务型教学法，设计小组讨论活动，让学生在交流中学习新词汇和句型。
3.活动设计：
-听力练习：播放与课文相关的听力材料，培养学生捕捉关键信息的能力。
作业要求：
1.学生需按时完成作业，保持书写工整、清晰。
2.家长协助监督，确保学生完成作业的质量。
3.教师在下次课堂上，对学生的作业进行点评和指导。
二、学情分析
针对人教新目标九年级英语全一册Unit 5 Period 1的教学内容，进行以下学情分析：
九年级的学生已经具备了一定的英语基础，但在语言运用、词汇掌握、语法理解等方面仍存在一定的差异。在此基础上，本节课的学生在学习本单元时，可能面临以下情况：
1.部分学生对目标词汇和短语的掌握程度不一，需要教师在课堂上进行针对性的巩固和拓展。
4.写作任务：结合本节课所学内容，以“MY GOAL”为主题，写一篇不少于100词的英文作文，描述自己的目标及实现目标的计划。
5.口语练习：与家长或同学用英语进行交流，分享自己的学习目标和计划，要求使用本节课所学词汇和时态。
6.自主学习：鼓励学生利用网络资源或课外书籍，了解其他成功人士的故事，学习他们的成功经验，激发自己的学习动力。
（五）总结归纳
1.教师引导学生回顾本节课所学词汇、句型和语法知识，总结课堂重点。
2.学生分享自己在小组讨论和课堂练习中的收，提出疑问，教师及时解答。
3.教师强调本节课的情感态度与价值观，鼓励学生为实现目标而努力。
4.布置课后作业，要求学生进行词汇复习、语法巩固和拓展阅读。
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。
人教版新目标九年级英语Unit5单元集体备课教案
人教版新目标九年级英语Unit5单元集体备课教案They were made in a XXX.②The pencil is made of wood and graphite。
It was made in a XXX.③The desk is made of wood。
It was made in a XXX.④The computer is made of metal and plastic。
It was made in an XXX.Step 2新词研究1.Introduce the new words: produce。
widely。
process.2.Have students repeat the words and explain the meanings.e the words in XXX students understand their usage.Step 3词组研究1.Introduce the new phrases: be made of/from。
be made in sw。
the art and science fair。
environmental n。
grass and leaves。
be known for/be famous for。
as far as I know。
on the sides of mountains.2.Have students repeat the phrases and explain the meanings.e the XXX students understand their usage.Step 4句型研究1.Introduce the sentence patterns: What is the model plane made of。
What is the painting made from。
Is this ring made of silver。
人教新目标英语九年级英语unit5(sectionA1a2d)教学设计
一、教学目标
（一）知识与技能
1.知识目标：通过本节课的学习，使学生掌握以下英语词汇和表达方式：illness（疾病）、symptom（症状）、medicine（药物）、cure（治愈）、recover（恢复）、sore throat（喉咙痛）、headache（头痛）、fever（发烧）、take one's temperature（量体温）、prescription（处方）、pharmacy（药店）等。同时，让学生学会使用一般过去时描述过去的疾病经历。
5.家长参与：请家长协助学生完成角色扮演视频作业，并在视频拍摄过程中关注学生的英语表达。家长可以为学生提供语言支持，同时了解孩子的学习情况。
1.对话编写：小组成员共同讨论，完成一段不少于10句话的就医对话。对话内容要贴近生活，符合实际情境。
2.角色扮演视频：视频时长不少于3分钟，包含医生、病人两个角色。注意口语表达的准确性，以及动作、表情的自然。
2.技能目标：培养学生运用英语进行就医咨询的能力，学会描述病情、询问药物及用法。通过小组讨论，提高学生的口语表达能力和听力理解能力。
（二）过程与方法
1.过程目标：通过情景教学，引导学生运用所学知识进行角色扮演，模拟就医场景，提高学生的实际应用能力。让学生在小组合作中，学会倾听、表达、沟通和协作。
2.方法目标：采用任务型教学法，设计丰富的课堂活动，如小组讨论、角色扮演、听力训练等，激发学生的学习兴趣，提高学生的参与度和积极性。
（四）课堂练习
1.听力训练：播放一段就医场景的听力材料，让学生回答相关问题，检测他们对词汇和语法的掌握程度。
2.口语表达：邀请学生上台展示角色扮演，其他学生认真聆听，并给予评价。教师关注学生的语言表达，及时纠正错误。
新目标英语九年级全套教案 新目标 Unit 5(新目标版九年级英语教案教学设计)
Unit 5 It must belong to Carla.Part 1: Teaching design (第一部分：教学设计)Structures: Must, might, could and can’t for making inferencesTarget language: Whose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbageLearning strategies: Sequencing, DeducingSECTION AGoals●To learn must, might, could and can’t for making inferences●To listen and speak making inferencesProceduresWarming up by learning about modal verbsModal verbs are used to express ideas such as possibility, intention, obligation and necessity.CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.eg: I would have told you, if you had wanted me to.eg: Yes, I can do that.mustcertainty 1. That must be Jerry. They said he was tall with bright red hair.2. That must have been the right restaurant. There are no other restaurants on this street.3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.2. That must not have been the right restaurant. I guess there is another one around here somewhere.3. NO FUTURE FORM have to1a Looking and writingHello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.1b Listening and matchingYou are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.TapescriptGirl 1: Whose volley ball is this?Boy 1: It must be Carla’s. She loves volley ball.Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Dengwen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.Girl 1: OK… and how about this CD?Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.1c Doing pairworkIn pairs practice the conversation in the picture on page 34Then make conversations using information in the chart in 1b.Whose volleyball is this? It must be Carla’s. She loves volleyball.Whose books are these? They must be Mary’s. The man is her favorite author.Whose CD is this? It must be Grace’s. She likes listening to classical music.Next is the conversation making inferences.Girl 1: Whose toy car is this?Boy 1: It must be Deng Wen’s. He loves toy car.Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.Boy 1: Oh, and look, someone left a magazine.Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.Girl 1: OK… and how about this volleyball?Gir l 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.2a Listening and writingBob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.TapescriptBob: Oh, look! Whose backpack do you think this is?Anna: I don’t know. Look, here’s a school T-shirt.Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the perso n can’t be a boy.Anna: It could be Kumi’s hair band. She has long hair.Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.Bob: Th en it must be Linda’s backpack. She has long hair and she’s on the tennis team.Bob: You’re right!2b Listening and fillingNext you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.2c Filling and tellingOn page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.The notebook must be Ming’s. It was on her desk.The homework can’t be Carol’s. She wasn’t at school today.The soccer b all might be John’s or Tony’s. They both play soccer, don’t they?The French book must be Li Ying’s. She’s the only one who’s studying French.I can’t find my backpack. It might be still at school.The photo must be Lu’s. Those are his parents.The red bic ycle can’t be Hu’s. She has a blue bicycle.This ticket might be my aunt’s or uncle’s. They’re both going to the concert.3a Reading, numbering and circlingOn page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 pa rts and circle the words you don’t know.Subject: Thanks! From: Linda_④_ If you have any idea where it might be, please call me._②_ I think I dropped it during the concert so it might still be in the symphony hall._⑤_ I tried to call you but your mom sa id you were still at your optometrist appointment ( I hope you new glasses look nice!)._③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam._①_ I’m really anxious, because I can’t find my backpack.Thanks,Linda3b Doing pairworkIn pairs talk about the words you don’t understand. You can use“can’t”, “must”,” could” or “might”.A: What do you think “anxious” mean?B: Well, it can’t mean “happy”.A: It might mean “worried”.B: Oh, yes. She’s worried because of her test.A: What do you think “concert” mean?B: Well, it can’t mean “music”.A: It might mean “a performance of music by players or singers”.B: Oh, yes. She was in the symphony hall.4 Doing pairworkIn pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.A: Here’re some earrings. The owner can’t be a boy.B: Well, it could be a boy. The earrings might be a present for his mother.A: Here’s a s chool T-shirt. The owner must be a student.B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.A: Here’s a hair band. The owner can’t be a boy.B: Well, it could be a boy. The hair band might be a present for his mother.Closing down by looking and sayingLook at the picture below and say what is happening in the classroom.。
人教新目标九年级英语Unit5单元教学设计
人教新目标九年级英语Unit5单元教学设计教案Unit 5 What are the shirts made of?Period 1 Section A 1a-2d【教材内容分析】本课是一节听说课。
主要谈论日常用品和制造该用品所需原材料以及生产地等，首先，通过谈论生活中常见物品（如杯子、课桌等）的制作原料来导入话题。
复习并呈现日常用品及原材料的相关词汇。
因本课的很多词汇与生活联系密切，所以很多物品可以通过实物进行展示，如chopsticks, fork，coin，blouse，glass，silk等。
在听说过程中，自然呈现出被动语态句式，让学生感知被动语态的结构及其表意功能。
借助听力材料，切入到再生资源和环保话题，对学生进行潜移默化的人文教育。
通过一个关于茶叶的对话，呈现被动语态在不同语境下更多真实运用的例句，加强学生对这一新语法项目的感性认识。
【学情分析】被动语态对于学生来说，这是在教材中首次接触。
但实际上，很多学生受母语的影响，对被动语态也有一定的了解。
通过给学生一定的情景，谈论日常用品的原材料和生产地，让他们体会被动语态的结构和表意功能。
在听说训练过程中，让学生通过自主和合作学习的方式进行句式结构的语言输入，并设计相应的任务,鼓励学生运用所学进行语言实践，并就原材料话题对学生进行生态环保方面的人文教育。
【学习目标】1.学生能识记本课表示日常用品的词汇：chopsticks，window，coin，stamp，fork，blouse等。
2.学生能识记表示原材料的词汇：wood，gold，silver，paper，silk，cotton，glass。
3.学生初步掌握被动语态的句式结构：A: What is the model plane made of?B：It’s made of used wood and glass.4.学生能够树立生态环保意识，简单了解中国的茶文化。
【学习重点】学会使用被动语态表达被动关系。
人教新目标英语九年级英语unit5(sectionA1a2d)优秀教学案例
4.针对本节课的语法点，进行详细的讲解和举例，让学生在具体语境中理解和运用一般现在时和现在进行时。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个环保主题，如节约用水、减少塑料污染等。
2.小组内讨论如何用英语表达该主题的相关内容，并设计一段对话或一个小故事，展示环保行动的具体做法。
3.引导学生回顾已学的环保相关词汇和句型，为新课的学习做好铺垫。
（二）讲授新知
1.教师呈现本节课的主要教学内容，包括词汇、句型和语法点。
2.通过图片、例句等形式，讲解和演示新词汇和句型的用法，如：“recycle, reuse, reduce”, “What can we do to protect the environment?”等。
在本案例中，教师以现实生活中的环保问题为切入点，结合教材内容，激发学生的兴趣和责任感。教学过程中，教师采用任务型教学法，鼓励学生参与讨论、互动交流，使学生在实际语境中运用所学知识。此外，教师还注重培养学生的思辨能力和团队协作精神，将学科知识与德育教育有机结合，现知识传授与价值观教育的统一。
二、教学目标
（二）问题导向
以问题为导向的教学策略可以激发学生的好奇心和探究欲望。在本章节的教学中，我将设计一系列与环保主题相关的问题，引导学生思考、讨论和解决问题。例如：“What are the main environmental problems in our daily life?” “How can we reduce waste and protect the environment?”通过这些问题，让学生运用所学知识进行分析、推理和表达，培养他们的思维能力和解决问题的能力。
人教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。
人教新目标九年级英语Unit5SectionA教案说课稿
一、教材分析
（一）内容概述
人教新目标九年级英语Unit 5 Section A主要讲述了关于美国著名的篮球运动员迈克尔·乔丹的故事。本节课的内容在整个课程体系中处于九年级英语教学的关键阶段，是学生对英语学习的一个巩固和提升。主要知识点包括：一般过去时的被动语态，如何运用一般过去时被动语态描述过去的事件；听力技能，通过听力练习，提高学生对英语口语的理解能力；以及如何运用本节课所学知识进行日常交流。
（二）教学目标
1.知识与技能：学生能够掌握一般过去时的被动语态结构"was/were done"，并能够运用该结构描述过去的事件。学生能够听懂、会说、会读本节课的生词和短语，如"basketball player"，"passed the ball"，"made a slam dunk"等。
2.过程与方法：通过听力练习，提高学生对英语口语的理解能力，培养学生运用英语进行听力交流的能力。通过小组讨论，培养学生合作学习的能力，提高学生的口语表达能力。
（二）教学反思
在教学过程中，我预见到可能出现的问题或挑战，如学生对一般过去时被动语态的理解和运用可能存在困难，以及部分学生可能对篮球运动不熟悉，影响听力理解。为应对这些问题，我将提供更多的例子和练习，以帮助学生理解和运用语法知识。同时，我会根据学生的反馈，调整教学方法和策略，以满足他们的学习需求。课后，我将通过学生的作业和课堂表现来评估教学效果，并根据评估结果，制定具体的反思和改进措施，以不断提高教学质量。
（二）学习障碍
在学习本节课之前，学生应具备一定的一般过去时语法知识和听力技能。然而，对于一般过去时的被动语态，学生可能较为陌生，理解和运用可能存在困难。此外，对于听力部分的篮球场景描述，部分学生可能因为对篮球运动的不熟悉而影响听力理解。因此，在教学过程中，教师需要关注这些学习障碍，并通过合适的方法和策略进行针对性教学。
人教新目标九年级英语课件 Unit 5 教案
人教新目标九年级英语课件 Unit 5 教案Unit 5 Lesson 1: How long have you been collecting shells?教学目标：1. 学习并掌握有关时间段的表达方式，如for+时间段和since+时间点。
2. 学习并掌握现在完成进行时的用法和结构。
3. 能够运用所学知识描述自己和他人的经历和习惯。
教学重点：1. 学习并掌握现在完成进行时的用法和结构。
2. 能够正确使用for+时间段和since+时间点进行时间段的表达。
教学难点：1. 现在完成进行时和现在完成时的区别。
2. 理解并正确使用for+时间段和since+时间点进行时间段的表达。
教学准备：1. 课件：Unit 5 Lesson 1 PPT.2. 教材：人教新目标九年级英语教材第五单元。
教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and ask them about their hobbies.2. Show some pictures of different hobbies on the screen and ask the students if they have ever tried any of them.3. Encourage the students to talk about their hobbies and share interesting stories related to their hobbies.Step 2: Presentation (15 minutes)1. Introduce the new target language: "How long have you been collecting shells?"2. Explain that this question is used to ask about the duration of an action that started in the past and is still happening in the present.3. Present the structure of the present perfect continuous tense: subject + have/has + been + verb-ing.4. Give examples of sentences using the present perfect continuous tense and explain the difference between the present perfect continuous tense and the present perfect tense.5. Introduce the expressions "for" and "since" to indicate the duration of an action.6. Provide examples of sentences using "for" and "since" to express different time periods.Step 3: Practice (20 minutes)1. Divide the class into pairs or small groups.2. Give each group a set of conversation cards with questions related to hobbies and experiences.3. Instruct the students to take turns asking and answering the questions using the present perfect continuous tense and the expressions "for" and "since".4. Monitor the students' conversations and provide assistance as needed.5. After the practice activity, ask some pairs or groups to share their conversations with the class.Step 4: Production (15 minutes)1. Ask the students to think about their own hobbies and experiences.2. Instruct them to write a short paragraph or give a short presentation using the present perfect continuous tense and the expressions "for" and "since".3. Encourage the students to include details about how long they have been doing their hobbies or experiencing certain things.4. Provide feedback and correction on their writing or presentations.Step 5: Review and Summary (5 minutes)1. Review the key points of the lesson, including the use of the present perfect continuous tense and the expressions "for" and "since".2. Summarize the main ideas and encourage the students to ask any remaining questions.Step 6: Homework (2 minutes)1. Assign homework that reinforces the use of the present perfect continuous tense and the expressions "for" and "since".2. Examples of homework assignments could include writing a diary entry using the present perfect continuous tense or creating a dialogue using the target language.教学反思：本节课主要教授了现在完成进行时的用法和结构，以及使用for+时间段和since+时间点进行时间段的表达。
人教版九年级英语Unit5全英文教案新目标-人教新目标版九年级全册
Unit 5 It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students’imagination and improve students’ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. Vocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ.Teaching Key Points1. Key vocabulary2. Target languageⅢ.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard. Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Funthings and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Step ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation. Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class. S A : Whose book is this?S B: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step ⅥHomework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Unit 5 It must belong to Carla.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think "anxious" means?Well, it can’t mean "happy".It might mean "worried".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ communicative competence using the target language.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points1. Key vocabulary2. Target languageⅣ. Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?S s: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.Step Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.S A: What do you think "anxious" mean? S B: Well, it can’t mean "happy".S A: It might mean "worried". S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.Practice the pronunciation of these words and explain the meaning of each word. Step ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture. Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.Write the conversation on the black board. Explain the meaning of each sentence. Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of the vocabularywords.2. Read the conversations in Activities 3b and 4 again for further understanding of the target language.3. Finish off the exercises on pages 15～16 of the workbook.The Third PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:chase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching ProceduresStep ⅠRevision1. Invite a student to read the thank you message Linda wrote to Anna to the class.2. Get different pairs of students to read the conversations in Activities 3band 4.3. Check answers to the exercises on pages 15～16 of the workbook.StepⅡPart lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures. Encourage students to write two or three sentences to finish the story.Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.Step Ⅳ2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see …The man says…and The woman says…Say, You are to listento the same recording again. And complete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so thatStep Ⅴ2cThis activity provides oral practice using the target languagePoint out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit. He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class.Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practice using the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t.The Fourth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2. Ability Objects(1) Train students’ reading skill. (2) Train students’ writing skill.(3) Train students’ integrating skills.3. Moral ObjectEveryone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points1. Reading practice2. Writing practiceⅣ. Teaching ProceduresStep ⅠRevisionCheck homework.Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?S1: He must be a student. S2: He could be having a dream. S3: He might like reading books. Step Ⅱ3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector.Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset.Call students’ attention to the article. Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer.Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed. Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they don’t know in Activity 3a with one another. Call students’attention to the three sets of notes. Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about Bell Town using these notes. You may use the article inActivity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard.Step Ⅳ3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Collect students’ works and write a comment on each paper before returning them.Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer.Maybe it means you are too hungry. Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using the target language. We’ve learned some vocabulary words as well.Step ⅦHomework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,The Fifth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt(2)Fill in blanks and make sentences using vocabulary words.(3)Learn some proverbs.(4)Circle the word that doesn’t belong.2. Ability Objects(1)Train students’ writing skill.(2)Train students’ ability of reading comprehension.(3)Train students’ ability of clarifying.3. Moral ObjectWe’ll benefit a lot by learning proverbs.Ⅱ. Teaching Key Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.3. Circle the word that doesn’t belong.Ⅲ. Teaching Difficult Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.Ⅳ.Teaching ProceduresStep ⅠRevisionAsk several students to read the newspaper article in Activity 3a to the class.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their Own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.Answers1. favourite2. careful3. anxious4. worried5. strangeAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’answers with mistakes on the blackboard.Help correct the mistakes.Sample answers1. What’s your favourite song?2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.Step ⅢPart 2This activity provides reading, writing, listening and speaking practice using the target language. Show the vocabulary words on the screen by a projector.Say the words and have students repeat them until they can pronounce them fluently and accurately. Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students(It’s better to have help to do even small jobs).Say, Please read the proverbs, Discuss with your classmates what they might mean.Get students to work in groups of four.As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.Step ⅥPart 3This activity focuses on the new vocabulary introduced in this unit.Ask students to read the five lines of words in the box.Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn’t belong in each line.Get students to complete the task on their own. As they are doing this, move aroundthe classroom checking their progress and offering help as needed.Check the answers by asking a student to read his or her circled words to the class. Answers :1. owner 2. alien 3. land 4. exercise 5. lostStep ⅤJust for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.Step ⅥSummarySay. In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit. And we’ve learned several proverbs.StepⅦHomework(1) Read and remember the proverbs learned in Activity 2.(2) Each student collects ten proverbs.(3) Finish off the exercises on pages 16～17,of the workbook.Step Ⅷ。
人教新目标英语九年级英语Unit5SectionB2a2d教学设计
四、教学内容与过程
（一）导入新课
1.教学活动：头脑风暴
教师引导学生思考并分享自己的个人目标，如短期目标（如提高某科成绩）和长期目标（如考上理想的高中）。此活动旨在激发学生的学习兴趣，为新课的学习做好情感上的准备。
2.通过阅读训练，培养学生获取、筛选、整理信息的能力。
3.通过设置真实语境，激发学生的学习兴趣，引导学生运用所学知识进行交流。
4.通过课堂活动，培养学生的自主学习能力，提高英语学习效率。
（三）情感态度与价值观
1.培养学生树立远大目标，激发学生为实现目标而努力奋斗的信心和决心。
2.培养学生关注个人成长，认识到努力、自信、坚持等品质对于实现目标的重要性。
五、作业布置
为了巩固本节课的学习内容，培养学生的自主学习能力，特布置以下作业：
1.词汇巩固：请学生复习本节课所学的核心词汇和短语，并通过在线词汇练习进行自我检测，确保对词汇的掌握。
要求：完成至少两篇词汇练习，每篇练习正确率不低于80%。
2.阅读理解：阅读一篇关于个人目标实现的文章，并完成相应的阅读理解练习。
2.教学内容：目标与行动计划
通过学生的分享，教师引出本节课的主题——如何制定目标和行动计划。同时，教师呈现一些与目标相关的图片，让学生预测本节课的学习内容。
（二）讲授新知
1.教学内容：新词汇和短语
教师通过图片、实物等直观教具，结合语境教授本节课的核心词汇和短语，如achieve, goal, principle, concern等。同时，教师举例说明，让学生在实际语境中感知和理解语言。
（五）总结归纳
1.教学内容：课堂小结
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5)People say that teais good forbothhealthandbusiness!
环节说明:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
4.完成教材3b的任务，要求学生再次阅读短文，回答3b中所提出的问题。(5分钟)
5.再细读一遍3a的短文，写出3c中所给的词分别指代什么。（3分钟）
环节说明:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
教学反思
首备人
九年级组
复备人
课型
课时
A:Whatdid you see at the art and science fair?
B:I saw a modelplane.
A:What is itmade of？
B:It’s made ofsteel.
A:Wherewas it made?
B:It is madeinBeijing.4.大声朗读听Fra bibliotek材料。(1分钟)
Step 3完成教材2a-2d的任务
【操作案例】
1.要求学生翻开课本P34，要求学生听第一遍录音，完成2a，2b的听力任务。(1分钟)
2.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
3.听力内容巩固训练。要求学生根据所听到的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(4分钟)
②The paper is made from trees.
…（4分钟）
环节说明: 通过谈论学生的日常用品，激发学生的表达欲望，使学生体验到了掌握知识的个人意义。
Step 2完成教材1a-1c的任务
【操作案例】
1.要求学生翻开课本P33页，快速阅读1a表格部分的内容。把物品和可能构成他们的材料匹配起来。(1分钟)
Questions:
Teacher:Can you tell me what these things made of?And where were they made?
Students:___________________________________
①The books are made of paper.
这枚戒指是由白银制成的吗？
—Yes,and it was made in Thailand.
是的。并且它是在泰国制造的。
4.Where is tea produced in China?
在中国，哪些地方产茶？
引导学生通过开展小组学习活动,培养协作意识,并能用英语介绍中国产业,向世界宣传中国的民族产业。
用括号内所给动词的正确形式填空。
1)The applesare sent(send) to the factory for processing.
2)We are all ready but Tomhasn’t packed (pack) his clothes yet.
3)The windows of the roomare cleaned(clean)every day.
2.要求学生听第一遍录音，并完成课本上1b的听力任务。(1分钟)
3.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
4.要求学生先练习1a中的对话，再模仿1c的对话，用1b表格中的信息进行对话练习。并邀请2-3对同学当堂进行演示。(3分钟)
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)
授课人
授课时间
授课班级
备课组
课题
Unit 5What are the shirts made of?
2.先邀请几位同学阅读短文(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)
3.短文内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。(4分钟)
Now more and more Chinese travelforeignfor vacation,they found it’s interesting thatwhereverthey go,they could find theproductsthat made in China.China iswidelyknown for makingeverydaythings,such as football,handbag,mobile phones.These things arepackedand sent to all parts of the world.Even in thelocalshops,the Americansrealizedthat they can hardlyavoidbuying products made in China.However,we wish that in the future China will also get better at makinghigh-technologyproducts that people can buy in allpartsof the world.
4)The best cottonis produced(produce) in Xing Jiang in China.
5)The songisn’t liked(not like) by most of 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。
2.He found it interesting that so many products in the local shops were made in China.他很有趣的发现有如此多在本地商铺的产品是中国制造的。
3.He realized that Americans can hardly avoid buying products made in China.他意识到美国人也不可避免地可能买中国制造的产品。
5.everyday things日常用品
6.make high-technology products制造高科技新产品
7.in all parts of the world在世界所有的地区
8.his shopping experiences他的购物经历
重点句式
1.No matter what you may buy,you might think those products were made in those countries.无论你可能买什么，你都可能认为这些产品是在这些国家生产的。
__________________________________________________
环节说明:通过带着问题去学习对话，从而达到导入新课的目的，同时也可以使学生积极反思自己的学习生活，与以前的生活作比较，科学安排好自己的学习时间。
Step 2完成教材3a-3c的任务
【操作案例】
1.要求学生快速默读短文，熟知大意，并找出康健想在美国买哪两样东西以及它们都是哪儿制造的。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)
5.handbag(n.)小手提包
6.mobile（adj.）可移动的;非固定的
7.everyday（adj.）每天的;日常的
重点词组
1.American goods美国商品
2.no matter what无论什么
3.products in the local shops本地商铺的产品
4.made in China中国制造
重点难点
1.被动语态的陈述句、一般疑问句和否定句。
2.be made of,be made in和be made from的区别。
教学方法
导学互学
教学过程
Step 1情景导入
参考案例
Teacher:Please take out your things on your desk.We use them every day,do you really know them?
1)Chinese isfamous forteabothin the pastandnow.
2)As far asI know,tea plantsare grownon the sides of mountains.
3)When theleavesare ready,theyare pickedby hand and thenare sentfor processing.
4.However,he wishes that in the future China will also get better at making high-technology products that people can buy in all parts of the world.然而，他希望在将来中国也能更擅长制造让人们在世界各地都能买到的高科技产品。
7.as far as I know据我所知
8.on the sides of mountains在山边上
重点句式
.What is the model plane made of?
这个飞机模型是用什么制成的？
2.What is the painting made from?
这幅油画是用什么制成的？
3.—Is this ring made of silver?