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長白學校 學校教師備課筆記 年級 九年級 學科 英語 主備教師 姜殿鳳 復備教師 課題 Unit 5 What are the shirts made of? Section A 1 (1a-2d) 課型 新授課 教材分析 本單元以"產(chǎn)品制造"為話題，共設計了四大部分的內容。以"What are the shirts made of?"為主線，圍繞著談論XX東西在那制造，原材料是什么等語言功能展開一系列的任務活動，通過第一部分的學習，要求學會有關things和materials等基礎詞匯，并了解、學會基本句型的應用。教材內容從基本語言知識到語言綜合知識的運用，層層遞進，以一種循序漸進的生活化的學習程序，引導學生在做事中有目的的學習語言。 學情分析 通過學生了解的產(chǎn)品引入本節(jié)課，相信會激起學生的學習興趣。 教 學 目 標 教學目標： 1. 語言知識目標： 1) 能掌握以下單詞： 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 Where is tea produced in China? 2) 能夠用英語描述及詢問物品的制作材料，正確理解被動語態(tài)的用法及句子結構。 教學重點難點分析 教學重難點 1) 掌握本課時中出現(xiàn)的生詞 2) 能夠用英語描述及詢問物品的制作材料 3）正確理解被動語態(tài)的用法及句子結構。 教學策略分析 以任務型教學策略為主，采用情景教學法（如本單元新知識推導時）、聽力訓練法（處理聽力材料）、并輔助個人自學、小組討論和圖片等興趣策略教學。 課前準備 教師 研究課標，專研教材，分析學情，設計導學案 學生 課前預習，了解一些日常用品的制成材料。 教學活動過程設計（第 1 課時） 教 學 環(huán) 節(jié) 教學活動 設計 意圖 教師活動 學生活動 引入新課 播放動畫片《造紙過程》的視頻，讓學生們了解這個中國傳統(tǒng)發(fā)明的情況。 T: Who invented paper first? T: What was paper made of then? T: was it easy for people to make paper then? T: What is paper made of now? S1: Can Lun invented it in Han dynasty. S2: It was mainly made of bamboo. S1: No, it was very difficult then. S3: It’s mainly made of wood, bamboo, and cotton. 讓學生們了解這個中國傳統(tǒng)發(fā)明的情況 Ⅱ Presentation 1. Present the sentence structure, using the pictures on the big screen: —What’s the golden medal made of? —It’s made of gold. —Is this table made of wood? —No, it isn’t. It’s made of glass. —Is Butter made from meat? —No. It’s made from cream? Practice the structure 學習掌握be made of/from句型的用法，及be made of與be made from的區(qū)別。 Ⅲ. Learning 1. Show some pictures on the big screen. Try to learn the new words using “be made of” structure. Learn the new words: Work on 1a: 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. .1, Ss discuss with their partner and try to learn the new words. 2. Give Ss five more minutes to remember the new words. 3.Work on 1a: 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. Practice the structures and remember the new words Ⅳ. Listening 1.: 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. 2. Check the answers Ss try to listen and match the things with the material and here they were made 在情景中呈現(xiàn)并抄練句型 Ⅴ. Pair work Ask Ss to read the conversation in the box in 1c. and try to made conversations using the information in 1b. Read the conversation in the box in 1c. and try to made conversations using the information in 1b. Make conversations using the information in 1b. Ⅵ. Listening Work on 2a: 1 Let’s listen to another conversation between Nick and Marcus. 2.Play the recording again to check the answers. 1 Listen to another conversation between Nick and Marcus. and check ( √ ) the main topic of Nick and Marcus’ conversation. 語法總結，突破難點，為表演對話奠定基礎 Work on 2b: 1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do. 2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question. Play the recording for the Ss to answer the questions. Ss read the sentences below. Make sure they know what to do. Write short answers Ⅶ. Pair work Tell Ss to make a conversation using the information in 2a and 2b 1Ss make their own conversations. 2Practice their conversations in pairs. 練習運用被動語態(tài) Ⅷ. Role-play 1. Work on 2d Read the conversation Explain some new words and main points in the conversation. Read the conversation and complete the blanks. 1) Chinese _____________ tea both in the past and now. 2) _________ I know, tea plants _________ on the sides of mountains. 3) When the leaves are ready, they _______ by hand and then _______ for processing. 4) The tea ____________ and sent to many different countries and places around China. 5) People say that tea ___________ ____ health _____ business! Ss to role-play the conversation in groups 在情境中理解對話的語言點，通過不同方式操練對話，最后達到分角色表演的程度 Homework I. Recite the conversation in 2d after school. II. Translation. 1. 這個戒指是銀制的。 2. 這種紙是由樹木制成的。 3. 油漆是由什么制成的。 4. 杭州因其茶葉而為人知。 5. 據(jù)我所知，茶樹被種植于山坡上。 Finish homework 綜合運用本節(jié)課所學知識 板書設計 Unit 5 What are the shirts made of? Section A 1 (1a-2d) Grammer: The passing voice Language points: 教學反思 教學中需要強調只有及物動詞才有被動語態(tài)。用適合的方法記憶單詞，事半功倍。 長白學校 學校教師備課筆記 年級 九年級 學科 英語 主備教師 姜殿鳳 復備教師 課題 Unit 5 What are the shirts made of? Section A 2 (3a-3c) 課型 新授課 教材分析 通過閱讀短文，讓學生們明白中國在近代的發(fā)展狀況，認識到我們偉大的中國正在快速崛起，并學習用被動語態(tài)描述物產(chǎn)及其產(chǎn)地。 學情分析 在學習被動語態(tài)之后，相信學生能很快理解課文，并從中找出被動語態(tài)的句子。 教 學 目 標 1) 學習掌握下列詞匯：France, no matter, local, brand, avoid, product, handbag, mobile, everyday 2）閱讀短文，能按要求找到相應的信息。 3）通過閱讀提高學生們的閱讀能力。 4) 了解“中國制造”已在世界各國廣泛存在，并被世界人民所認可。 教學重點難點分析 1. 教學重點： 1) 掌握本部分出現(xiàn)的生詞和詞組，達到熟練運用的目標。 2) 閱讀短文，獲得相關的信息。通過閱讀練習，來提高閱讀能力。 2. 教學難點： 1) 閱讀短文，獲得相關的信息的能力。 2) 理解并運用所學的詞匯及表達方式。 教學策略分析 掃讀理解文章大意，加強理解被動語態(tài)描述物產(chǎn)及其產(chǎn)地的方法 課前準備 教師 研究課標，專研教材，分析學情，設計導學案 學生 課前預習生詞，鞏固被動語態(tài)的用法 教學活動過程設計（第 2 課時） 教 學 環(huán) 節(jié) 教學活動 設計 意圖 教師活動 學生活動 Ⅰ. Revision 1. Ask Ss to role-play the conversation in 2d. 2.Read the sentences. 1.Role-play the conversation in 2d. 2. (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. 復習被動語態(tài) Ⅱ. Lead in 方法指導：帶著問題，然后快速閱讀短文，爭取在較短的時間內，找到答案 讓部分學生回答答案，并校對答案 First, read 3a 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? Check the answers 由問題引入課文 III. Reading Work on 3b: 1. 告訴學生們再次閱讀短文內容，并完成3b中的問題。 2. 讓學生們先讀這五個問題，確信所有的學生都能理解這些問題的意思。 3. 然后仔細回讀短文，在短文的相關信息處劃線，并回答出問題。 3. 讓學生們回答問題，校對答案 Work on 3b: 1. 再次閱讀短文內容，并完成3b中的問題。 2. 先讀這五個問題，確信所有的學生都能理解這些問題的意思。 3. 然后仔細回讀短文，在短文的相關信息處劃線，并回答出問題。 3. 回答問題，校對答案。 Ⅳ. Careful Reading Work on 3c 1. 告訴學生們本學習活動的要求：寫出下列指示代詞在短文所指代的事物。 2. 讓學生們讀3d中的內容，理解黑體指示代詞所處的句子的意思，及其上下文的意思，開動自己大腦進行思維，確定它們所指的內容。 4. Check the answers. Work on 3c 1. 寫出下列指示代詞在短文所指代的事物。 2. 讀3d中的內容，理解黑體指示代詞所處的句子的意思，及其上下文的意思，開動自己大腦進行思維，確定它們所指的內容。 3. 如果不能確定，可以在小組內進行討論。 4. Check the answers. 幫助學生理解3C題目要求，并完成3c任務 V. Post reading Ask Ss to fill in the blanks to complete the passage Ss try to fill in the blanks by themselves. Check the answers with the Ss. 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 通過填空練習加深對文章的理解 VI. Explanations 1. no matter 無論；不論 no matter意為“無論”與“what, who, which, where, how”等疑問詞連用，引導讓步狀語從句。 e.g. No matter what you say, I won’t believe you. No matter when you are free, you can come here for a cup of tea. 2. local adj. 當?shù)氐模槐镜氐? e.g. The local people are always friendly to tourists. 3. avoid v. 避免；回避 avoid doing sth. 避免做某事 avoid 后面常跟名詞、代詞或動名詞作賓語，但不能跟不定式作賓語。 e.g. They tried to avoid making Mrs. Li angry. Jack kept back his anger and avoided a fight. 4. everyday adj. 每天的；日常的 everyday是every和day構成的合成詞。everyday是形容詞, 僅用在名詞前作定語，不能單獨使用。 e.g. everyday life日常生活everyday activities 日?；顒? everyday與every day 辨析 every day是副詞短語，意為“每天”，用作時間狀語。 e.g. The teacher asked us to read English books every day Taking notes and learning 幫助學生從課文中找出語言點，并理解運用 VII. Exercises 用括號中單詞的適當形式填空 1. One who goes to ______ (French) never fails to visit Paris. 2. How soon would you like to have these ___________ (product) done? 3. In the crowd, Sam looked aside to avoid _________ (see) Jane and Mary. 4. Is this kind of bicycle______ (make) in Shanghai? 5. The ______ (locally) government listed him as an elderly person of no home. 鞏固練習 Homework 1. Read the passage several times after school. 2. Make sentences with these words: no matter, be made in, find it + adj. that…, even though, avoid doing sth., everyday things Finish homework 鞏固課文知識 板 書 設 計 Unit 5 What are the shirts made of? Section A 2 (3a-3c) The difficult search for American products in the US Explanations: 教 學 反 思 在英語閱讀中經(jīng)常運用默讀，掃讀，細讀，快讀等閱讀策略。而提高閱讀速度和質量還需不斷練習 長白學校 學校教師備課筆記 年級 九年級 學科 英語 主備教師 姜殿鳳 復備教師 課題 Unit 5 What are the shirts made of? Section A 3 (Grammar Focus-4c) 課型 新授課 教材分析 復習鞏固Section A 部分所學的生詞和詞組，總結被動語態(tài)的用法 學情分析 在理解被動語態(tài)的基礎上，加強時態(tài)和語態(tài)的綜合訓練，提高學生對語法的掌握 教 學 目 標 1. 語言知識目標： 1) 學習掌握下列詞匯：boss, Germany, surface, material, traffic, postman, cap, glove 2) 進行一步復習鞏固學習Section A 部分所學的生詞和詞組。 3) 對詢問物品的制作材料、生產(chǎn)地點、生產(chǎn)制作過程等語句進行歸納總結和探究學習。 4) 掌握被動語態(tài)的用法，并通過不同方式的練習，來熟練掌握被動語態(tài)。 2. 情感態(tài)度價值觀目標： 了解一些日常用品的制成材料，增加生活常識，養(yǎng)成良好的生活習慣； 教學重點難點分析 1. 教學重點： 1) 復習鞏固Section A 部分所學的生詞和詞組，達到熟練運用的目標。 2) 被動語態(tài)的用法。 2. 教學難點： 1) 探究學習詢問物品的制作材料、生產(chǎn)地點、生產(chǎn)制作過程等句型。 2) 被動語態(tài)的用法。 教學策略分析 梳理再現(xiàn) 知識積累 整合訓練 課前準備 教師 研究課標，專研教材，分析學情，設計導學案 學生 課前復習單詞和主動語態(tài)變被動語態(tài)的方法 教學活動過程設計（第 3 課時） 教 學 環(huán) 節(jié) 教學活動 設計 意圖 教師活動 學生活動 Ⅰ. Warming- up and revision 1. Have a dictation of the new words learned in the last class. 2. Review some main phrases we learned in the last class. 3.Check the homework. 1. Have a dictation of the new words learned in the last class. 2. Review some main phrases that are learned in the last class. Revision Ⅱ. Grammar Focus. 1. 讓學生閱讀Grammar Focus中的句子，然后做填空練習 2.讓學生分析Grammar Focous 的每個例句傳遞了什么語法信息 閱讀Grammar Focus中的句子，然后做填空練習。 ① 你的襯衫是棉的嗎？ ____ your shirts ____ ____ cotton? ② 是的，而且它們產(chǎn)于美國。 Yes. And they were _____ ___ the US. ③ 飛機模型是由什么制成？ ______ the model plane ______ of ? ④ 它是由舊木頭和玻璃制成。 It’s made of _____ ______ and ______ ⑤ 茶產(chǎn)自中國哪里？ _______ ____ tea ___________ in China? ⑥ 茶產(chǎn)自很多不同的地區(qū)。 It’s produced in many ________ _______. ⑦ 茶是如何制成的？ _____ is tea __________? ⑧ 茶樹種植在山坡上。當茶葉長成后，它們被手工采摘下來，然后送去加工。 Tea plants ______ ______ on the sides of the mountains. When the leaves are ready they _____ ______ by hand and then ______ ______for _________. ⑨ 在杭州人們種植茶葉。 People_______ ________ in Hang Zhou. Tea _____ ________ (by people) in Hang Zhou 讓學生自己對所學語法進行總結，練習語法條目 Ⅲ. Summary 一、被動語態(tài) 當主語為動作的執(zhí)行者時, 謂語的形式為主動語態(tài); 當主語為動作的承受者時, 謂語要用被動語態(tài)。 e.g. Many people speak English. （主動語態(tài), 句子的主語many people是動作speak的執(zhí)行者） English is spoken by many people. （被動語態(tài), 句子的主語English是動作speak的承受者） 二、被動語態(tài)的構成 被動語態(tài)由“助動詞be + 及物動詞的過去分詞”構成。與主動語態(tài)一樣，被動語態(tài)也有時態(tài)、人稱和數(shù)的變化, 其變化規(guī)則與be作為連系動詞時完全一樣。 Studying and taking notes Summary IV. Practice 1. Work on 4a: Tell Ss to read the sentences in 4a and try to fill in the blanks with the correct forms of the verbs in brackets. 2. Work on 4b: 1) 讓學生們閱讀句子，理解句子的意思，為進行句子轉換做好準備。 2) 將主動語態(tài)句變?yōu)楸粍诱Z態(tài)句時，應先確定句子的謂語動詞，并找出句子的賓語。然后，將句子的賓語變成被動句的主語，將謂語動詞變成be+ V-ed形式。 3) 逐句進行分析推敲，確定括號中單詞的恰當時態(tài)。 4) 最后，通讀一遍句子，進行綜合理解，看句子是否通順，合理。 5) Check the answers with the Ss. Learn some new words. 1. Work on 4a: Ss to read the sentences in 4a and try to fill in the blanks with the correct forms of the verbs in brackets. Learn some new words. 2. Work on 4b: 1) 讓學生們閱讀句子，理解句子的意思，為進行句子轉換做好準備。 2) 將主動語態(tài)句變?yōu)楸粍诱Z態(tài)句時，應先確定句子的謂語動詞，并找出句子的賓語。然后，將句子的賓語變成被動句的主語，將謂語動詞變成be+ V-ed形式。 3) 逐句進行分析推敲，確定括號中單詞的恰當時態(tài)。 4) 最后，通讀一遍句子，進行綜合理解，看句子是否通順，合理。 5) Check the answers Learn some new word. 幫助學生理解被動語態(tài)，并進行一般現(xiàn)在時的被動語態(tài)練習，掌握主動語態(tài)變被動語態(tài)的方法 V. Talking 1. Ask five classmates about something they are wearing or have in their schoolbags. The list of words below may help you. (Learn some new words.) 2. Let one pair read out the conversation in the box as a model. 3. 提示學生們運用左側方框中的示例詞。 4. 讓學生們以小組為單位分別自主發(fā)揮，用英語談論自己的物品的制作材料及生產(chǎn)地點。 1. Ss talk about something they are wearing or have in their schoolbags. The list of words below may help you. (Learn some new words.) 2. Let one pair read out the conversation in the box as a model. 3.運用左側方框中的示例詞。 4.以小組為單位分別自主發(fā)揮，用英語談論自己的物品的制作材料及生產(chǎn)地點 用被動語態(tài)談私人物品，歸納物品名詞和原料名詞 Homework 將下列句子變成被動語態(tài)句子 1.We use computers to search information. 2. The teacher often repeats the story. 3. They don’t allow fishing here. 4. Bill looks after his cat carefully. 5. We don’t often speak English at home. Finish homework 鞏固被動語態(tài) 板書設計 Unit 5 What are the shirts made of? Section A 3 (Grammar Focus-4c) 一、被動語態(tài) Materials: leather wool 二、被動語態(tài)的構成 gold plastic 三、主動語態(tài)變被動語態(tài)的方法 silk 教學反思 主動語態(tài)變被動語態(tài)，動詞的變化是難點，應采取板演訓練，達到直觀糾錯的目的 長白學校 學校教師備課筆記 年級 九年級 學科 英語 主備教師 姜殿鳳 復備教師 課題 Unit 5 What are the shirts made of? Section B 1 (1a-2e) 課型 新授課 教材分析 了解一些地方知名產(chǎn)品或傳統(tǒng)藝術品的制作過程以及制作材料；閱讀短文，獲得相關信息，提高學生們的綜合閱讀能力。 學情分析 了解一些地方知名產(chǎn)品或傳統(tǒng)藝術品的制作過程以及制作材料，培養(yǎng)學生的民族自豪感及愛國主義精神。通過課文的學習會激起學生的興趣和求知欲望。 教 學 目 標 1. 語言知識目標： 1) 能掌握以下單詞：international, competitor, its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete 2) 能掌握以下句型： ① They are made of bamboo and covered with paper. ② According to Chinese history, sky lanterns were first used by Zhuge Kongming. ③ They are seen as bright symbols of happiness and good wishes. ④ After drying, they are fired at a very high heat. 2. 情感態(tài)度價值觀目標： 了解一些地方知名產(chǎn)品或傳統(tǒng)藝術品的制作過程以及制作材料，培養(yǎng)學生的民族自豪感及愛國主義精神。 教學重點難點分析 1. 教學重點： 1) 掌握本課時出現(xiàn)的生詞及用法。 2) 進行聽力訓練，提高綜合聽說能力。 3） 閱讀短文，獲得相關信息，提高學生們的綜合閱讀能力。 2. 教學難點 1. 聽力訓練 2. 閱讀2b部分的短文并完成相關要求。 教學策略分析 激發(fā)情感，知識滲透 課前準備 教師 研究課標，專研教材，分析學情，設計導學案 教學活動過程設計（第 4-5 課時） 教 學 環(huán) 節(jié) 教學活動 設計 意圖 教師活動 學生活動 StepI. Revision Review. 主動語態(tài)變被動語態(tài)的方法 Review. 主動語態(tài)變被動語態(tài)的方法 Revision Step II. Presentation 1. Present the new words on the big screen and learn the new words together. 2. Ss read and try to remember the new words. Learn the new words together. international adj. 國際的 e.g. The kilogram is the international standard of weight. competitor n. 參賽者；競爭者 compete （動詞）+ or → competitor (名詞) form n. 形式；類型 e.g. Jogging is a healthy form of exercise. lively v. 生氣勃勃的；鮮艷的 e.g. Mary is a lovely young woman with imagination. historical adj. （有關）歷史的 These are not just historical points. heat n. 熱；高溫 v. 加熱；變熱 Heat the water, otherwise it will freeze. （動詞） 把水加熱，否則會結冰。 The heat from the fire will soon dry your coat. （名詞） polish v. 磨光；修改；潤色 e.g. Let’s polish the silver before the guests arrive. Would you polish up the article a bit? complete v. 完成 complete sth. 完成某事 complete doing sth. 完成做某事 e.g. They made every effort to complete the task. They have just completed building the bridge. polish v. 磨光；修改；潤色 e.g. Let’s polish the silver before the guests arrive. Learning the new words Step III. Lead-in 1. Play a video of the Weifang Kite Festival 2. Ask some questions about it. 1). Do you know what festival is it? 2). Do you like flying kites? What kind of kites do you have? Answer the questions 1It’s Wei Fang International Kite Festival. 激發(fā)學生興趣，導入新課 Work on 1a 1. Do you know how to fly a kite? What are kites made of? Write down some materials used in making kites. 3. Check the answers together 2 Ss discuss about it. Then write down their answers.）Ss talk about it. 3. Check the answers together. Step IV. Listing Work on 1a 1. Do you know how to fly a kite? What are kites made of? Write down some materials used in making kites. 2. Let Ss discuss about it. Then write down their answers. 3. Check the answers together. Write down their answers 通過復習使學生對所學的語言和話題能熟練運用和掌握。用濰坊風箏導入新課 Step V. Listening 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 the first time. Play the recording again and circle the correct answers. 3. Check the answers: Work on 1c: 1. Let Ss read the sentences in 1c first. Tell Ss to listen again and write L for Laura or Z for Zheng Yun. 2. Ss listen to the recording carefully and try to write down their answers. 4. Check the answers with the class. Work on 1d Listen again and fill in the blanks with what you hear. Check the answers with the Ss. Work on 1b: 1. Listen to a conversation between Laura and Zheng Yun and circle the correct answers. 2. Check the answers: Work on 1c: 1. Ss read the sentences in 1c first. Write L for Laura or Z for Zheng Yun. 2. Ss listen to the recording carefully and try to write down their answers. 4. Check the answers with the class. Ss listen and try to write down their answers: 進一步提高學生在實際情景中使用所學語言的能力 StepVI. Role-play 1. Work in pairs. Role-play a conversation between Laura and Zheng Yun using the information in 1b - 1d. 2. Let two Ss make a conversation as a model: A: Where did you go on vacation? B: I went to an international kite festival. A: That sounds interesting. What did you see there? B: I saw many different kinds of kites at the festival. A: Were the kites nice? B: Yes, they were beautiful. They were made of different things like silk or paper. Some were painted with colorful drawings. A: Sounds like you really enjoyed it. I never thought that something as simple as kite flying could be so exciting. B: Yes, it was really fun to see which kite could fly the highest. A: I think I want to learn to fly a kite,