当前位置：文档之家 › What are the shirts made of 优秀教学设计

What are the shirts made of 优秀教学设计

  • 格式：docx
  • 大小：25.57 KB
  • 文档页数：11

Unit 5 What are the shirts made of?Section A 1a-2d教学重难点一、教材分析1、教学内容本单元谈论日常生活用品用什么原材料制造，以及出产地在什么地方。

Section A部分呈现本单元需要掌握的日常用品和制造该用品所需原材料的基本词汇。

通过听说训练，将本单元的语法—被动语态句型在真实的情境下呈现出来，给学生提供感知新的语言结构的机会。

本节是一节听说课。

提供谈论生活中多见的物品的制作原料来带入话题。

复习并呈现日常用品及原料相关的词汇。

因本课的词汇与生活联系密切，所以很多物品可以提供实物进行展示，如: chopsticks, fork, coin, blouse, glass, silk等。

在听说的过程中，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。

提供一个关于茶叶的对话，呈现被动语态在例外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知认识。

2.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。

二、教学目标①知识目标：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.②能力目标：学会谈论产品是由什么制成的及它们是在何处制造③情感目标：1.了解一些日常用品的制成材料，增加生活常识，养成优良的生活习惯；学生能够树立生态环保意识，简单了解中国茶文化。

2.了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。

三、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。

四、教法和学法策略1.以任务型教学策略为主，采用情景教学法（如本单元新知识推导时）、听力训练法（处理听力材料）、并辅助个人自学、小组讨论和图片等兴趣策略教学。

如在新授单词时，通过一些图片，进行分析教学，以致于从视角引起他们注意从而记住单词。

采取任务型教学策略的目的主要是让学生多练多用，在做中学、学中乐、乐中掌握。

2、学习策略采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的优良习惯。

强调学生不仅要在课上积极发言、多练，并鼓励他们课后积极进行英语学习交流、内化所学语言知识。

3、重难点分析重点词汇通过图片和对话解决。

如：chopsticks,coin,blouse,silver,silk,bemadeof等。

难点：以小组活动的方式，用功能语言进行口语输出。

4、教学准备：图片、录音机、多媒体课件等。

教学设计教学过程设Ⅰ. Lead in1.播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。

T: Who invented paper first?S1: Can Lun invented it in Han dynasty.T: What was paper made of then?S2: It was mainly made of bamboo.T: was it easy for people to make paper then?S1: No, it was very difficult then.T: What is paper made of now?S3: It’s mainly made of wood, bamboo, and cotton.…Ⅱ. Presentation1. Present the sentence structure, using real material or the pictures on the bigscreen:—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?让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。

两词组都是“由……制成的”之意。

be made of指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。

Ⅲ. Learning1.Showsomepicturesonthebigscreen.Trytolearnthenewwordsusing“bemadeof”st ructure.Learnthenewwords:chopsticks,coin,fork,blouse,silver,glass,cotton,steel,grass, leaf.e.g. This pair of chopsticks are made of bamboo.This coin is made of silver.Is this blouse made of cotton?No, it isn’t. It’s made of silk.What’s the fork made of?It’s made of steel.These pigs like grass very much.a piece of leafKolas like leaves.2. Ss discuss with their partner and try to learn the new words.3. Give Ss five more minutes to remember the new words.Work on 1a:Let Ss read the things and materials in 1a. Discuss with their partners and matchthem with the materials. More than one answer is possible.Whatarethesethingsusuallymadeof?Matchthemwiththematerials.Morethanonea nswer is possible.Things Materials1.Chopsticks a. wood2.Window b. window3.Coin c. silver4.Stamp d. paper5.Fork e. silk6.Blouse f.glassCheck the answers with the Ss.Ⅳ. Listening1.T:TellSstheywillhearaconversationaboutsomethingsandmaterial.Listenand match the products with what they are made of and where they were made.ThingsshirtschopsticksringMade ofcottonsilversteelMade inKoreaThailandAmerica2.Letonestudentreadthewordsinthebox,PlaytherecordingfortheSstolisten.3.Sstrytolistenandmatchthethingswiththematerialandheretheyweremade.4. Play the recording again. Let Ss check the facts they hear.5. Check the answersⅤ. Pair work1. Read the conversation in the box in 1c.2. Ss try to made conversations using the information in 1b.e.g. A: Your new shirt looks very nice. Is it made of cotton?B: No, it isn’t. It’s made of silk.3. Let some pairs read out their conversations.Ⅵ. ListeningWork on 2a:T: Let’s listen to another conversation between Nick and Marcus.1.Whataretheytalkingabout?First,let’slookatthepicturesandthephrasesin 1a.(Let one student read the phrases in 2a.)Listen and check (√) the main topic of Nick and Marcus’conversation.____ the science museum____ the art and science fair____ environmental protection____ a model plane____ a beautiful painting____ grass and leaves2. Play the recording for the Ss to listen and check the phrases.3. Play the recording again to check the answers.Work on 2b:1. Let Ss read the sentences below. Explain some main sentences for the Ss. Makesure they know what to do.3) What is the model plane made of?_________________________4) What is the painting made from?__________________________3. Play the recording again to check the answers.4. Play the recording again. Let Ss fill in the blanks of the conversation.Ⅶ. Pair work1. Tell Ss to make a conversation using the information in 2a and 2b.e.g.A: What did you see at the art and science fair?B: I saw a model plane.A: What is it made of?B: It’s made of steel, glass, and plastic.2. Let Ss make their own conversations.3. Practice their conversations in pairs.Ⅷ. Role-play1. Work on 2dRead the conversation and complete the blanks.1) Chinese _____________ tea both in the past and now.2) _________ I know, tea plants _________ on the sides ofmountains.3)Whentheleavesareready,they_______byhandandthen_______forproces sing.4)Thetea____________andsenttomanydifferentcountriesandplacesaroundChina.5) People say that tea ___________ ____ health _____ business!2. Read the conversations and Let Ss read after the teacher.3. Explain some new words and main points in the conversation.4. Ask Ss to role-play the conversation in groups.X. Language points1. What is the model plane made of?What is the painting made from?be made of与be made from辨析两词组都是“由……制成的”之意。

合集下载

SectionA3a-3cUnit5_What_are_the_shirts_made_of 教案及反思

SectionA3a-3cUnit5_What_are_the_shirts_made_of 教案及反思

Unit5 What are the shirts made of?Section A (3a—3c) 鞠东波一、教学目标：1. 语言知识目标：1.知识和技能目标：. 掌握新词汇以及长难句local；avoid. mobile; everyday ; brand; handbag; no matter what1. No matter what you may buy, you might think those products were made in those countries.2. He found it interesting that so many products in the local shops were made in China.3. He realized that Americans can hardly avoid buying products made in China.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.2.过程与方法目标：1）能够在短文中找到并运用关于被动语态的语言结构；。

2）能够理解并且掌握指示代词的指代关系。

3.情感、态度和价值观目标：培养学生的自学能力及合作学习的能力。

2. 情感态度价值观目标：了解中国产品在国外的销售情况，通过“中国制造”走向世界，培养学生的民族自豪感及爱国主义精神。

二、教学重难点1. 教学重点：1) 掌握本课时中出现的新词汇；2) 用被动语态描述产物及产地；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。

学情分析学生们经过第一节课的学习对被动语态有了初步的理解和认识，本节课通过合作学习及相关练习，学生对这一结构会有更透彻的理解和运用。

初中英语_What are the shirts made of教学设计学情分析教材分析课后反思

初中英语_What are the shirts made of教学设计学情分析教材分析课后反思

《Unit 5 What are the shirts made of?》教学设计Section B(2a—2e)Learning Objectives：Knowledge objectives: 1.Master vocabulary words and target language2.Learn some Chinese traditional arts.Ability objective：M aster the reading strategies: moving from general to specific.Moral objective：Feel the beauty in common things, learn to love our country and our people.Important p oints：Reading comprehension and reading strategies. Difficult points ：1. Improve students’ listening and reading ability．2. Help students to express their opinion freely．Teaching tools：m ulti-m edia, blackboardTeaching procedures：Step1. Warm up and lead-in .Show something interesting to students: sky lanterns, Chinese paper cuttings, Chinese clay, Russian dolls ,Beijing opera and so on. Tell Ss they are Chinese traditional arts. Add some more on the screen. Prompt Ss to think about Chinese folk or traditional art.（设计意图：通过展示实物以及图片，了解中国传统艺术，激发学生兴趣并自然引入教学内容。

Unit5教案Whataretheshirtsmadeof

Unit5教案Whataretheshirtsmadeof

Unit5教案WhataretheshirtsmadeofⅠTeaching aims and demands1. Knowledge and abilityMaster the new words and target language2. Procedure and methodTalk about things made in China3. Moral educationEncourage the Ss to know about the traditional art works.ⅡImportant and difficult pointsMaster the vocabulary and target languageⅢTeaching aidsTape and computerⅣTime of the unit: FiveThe first period (Section A 1a-2d)ⅠKnowledge and language skillsMaster the new words and conversationsⅡImportant and difficult pointsTalk about things in ChinaⅢEmotions and attitudesTrain the Ss to make conversations by using new words and sentencesⅣTeaching aid: tape recorderⅤTeaching proceduresStep ⅠWarming upShow some pictures and teach the new words.Step ⅡPresentation1. Talk about what are the things usually made of? Match them with the materials.2. Look at the form and make conversations.:A: This ring looks nice .Is it made of silver?B: Yes, and it was made in Thailand..Step ⅢListening: Listen and match the products with what they are made of and where they were made.Step ⅣListening 2a&2b Listen and check the main topic of Nick and Marcus’ conversation. Step ⅤPractice2c Make conversations A: What did you see at the art and science fair?B: I saw..A:.what is it made of/from?2d Role- play the conversationStep ⅥSummary1. New words and expressions2. Are your shirts made of cotton?Step ⅦHomework1. Review the passive voice sentences.2. Make a conversationBlackboard Design:Unit 5 Section A1 (1a-2d)What are the shirts made of?Is it made of silver?Where is tea produced?Teaching review:The second Period (Section A 3a-3b)ⅠKnowledge and language skillsMaster the new words and the key sentences.ⅡImportant and difficult pointsTalk about things made in China.ⅢEmotions and attitudesTrain the Ss to talk about what are things made of.ⅣTeaching aid: tape recorder and computerⅤTeaching proceduresStep ⅠWarming upGet the students to talk about American things and Chinese things.Step ⅡPresentation1. Get the Ss read the passage for the first time and find out the answer to the questions.2. Read the passage again and answer the questions in 3b.3. Read the passage carefully and find out the key expressions and sentences.4. Explain the key points and read fast.5.Finish 3cStep ⅢPracticeComplete the sentences with what Wei Fen learned from watching movies. Use words and phrases from the passage.StepⅣSummaryThe key words and phrases in the passage.StepⅤHomeworkGet the students try to recite the text and finish the exercises.Blackboard designUint5 Section A 21. no matter2. most of the toys3. everyday things4. avoid doing sth5. be good at6. get better atTeaching reviewThe third period (Section A Grammar focus-4c)ⅠKnowledge and language skillsMaster the new words and grasp the conversationⅡImportant and difficult pointsTalk about where things are made in and what they are made ofⅢEmotions and attitudesTrain the Ss to love our own countryⅣTeaching aid: tape recorderⅤTeaching proceduresStep ⅠRevision依照所学内容，写出下列短语：Be made of be made in be made from be good for be known for as far as I know by hand on the sides of mountainsStep ⅡPresentationbe + p.p.Step ⅣPracticeMake up sentences by using the passive voice4a Complete the sentences with the correct forms of the verbs in brackets.4b rewrite the sentences using the passive voice.4c Ask five students about something they are wearing or have in their schoolbags.Step ⅤSummary1. New words and expressions2. 被动语态的用法Step ⅥHomeworkMake a conversationBlackboard Design:Unit 5 Section A Grammar focus-4cYour shirt is made of cotton.Is your shirt made of cotton?Yes, it is./ No, it isn’t.Your shirt isn’t made of cotton.Teaching review:The fourth period (Section B 1a-2e)ⅠKnowledge and language skillsMaster the new words and the key sentences.ⅡImportant and difficult pointsTalk about things made in China.ⅢEmotions and attitudesTrain the Ss to be proud of our own country.ⅣTeaching aid: tape recorder and computerⅤTeaching proceduresStep ⅠWarming upGet the students to talk about how to fly a kite, What are kites made of? Write down some materials used in making kites. And finish 1a.Step ⅡPresentation1. Listen and circle the correct answers.2. Do the listening part in 1c and 1d.3. Role-play the conversations using the information in 1c and 1d.4. Teach the reading strategy and get the Ss to read the passage for the first time and fcomplete the chart.5. Read the passage again and answer the questions in 2c .6. Read the passage carefully and find out the key expressions and sentences.7. Explain the key points and read fast.Step ⅢPracticeComplete the practice in 2d-2e.StepⅣSummaryThe key words and phrases in the passage.StepⅤHomeworkGet the students try to recite Beauty in common things and finish the exercises.Blackboard designUint5 Section A 21. whether or not2. depend on3. be interested in4. pay attention to5. Use it or lose it6. Practice makes perfects. Teaching reviewThe fifth period (Section B 3a-Self check)ⅠKnowledge and language skillsMaster the new words, phrases and sentencesⅡImportant and difficult pointsWrite a paragraph about the productⅢEmotions and attitudesTrain the Ss learn to describe some special things that your town /city is famous forⅣTeaching aid: tape recorderⅤTeaching proceduresStep ⅠRevisionDiscuss the questions with a partner. And take notes.What are some special things that your town /city is famous for? These can be food,artwork or any1. 开头：点名你所在的小镇或都市闻名的物品2. 正文：甬商所讨论的具体信息，病学会使用被动语态介绍该产品的产地，有谁制作，用途，专门性等等。

人教版初中英语九年级全册unit5Whataretheshirtsmadeof优秀教学案例

人教版初中英语九年级全册unit5Whataretheshirtsmadeof优秀教学案例

4.结合环保话题，讲解衣物生产过程对环境的影响，如棉花生产过程中的水资源消耗、农药使用等。
（三）学生小组讨论
1.布置任务：分组讨论并完成一个关于环保的短剧，要求运用本节课所学知识。
2.学生分组，每组成员分工合作，共同完成任务。
3.引导学生围绕环保主题，运用所学语言知识进行角色扮演和对话练习。
4.给予学生必要的帮助和指导，确保他们能够顺利完成任务。
（四）反思与评价
1.组织学生进行课堂反思，引导学生总结所学知识和技能。
2.鼓励学生分享自己的学习心得和体会，培养他们的自我评价能力。
3.通过学生互评和教师评价，对学生的语言运用和合作能力进行综合评价。
4.关注学生的个体差异，给予不同水平的学生个性化的关注和指导，促进他们的全面发展。
四、教学内容与过程
（二）讲授新知
1.通过PPT展示一般现在时的被动语态结构，如“The shirts are made of cotton.”。
2.讲解一般疑问句及其回答，如“What are these shirts made of?”，“They are made of cotton.”。
3.举例说明衣物材质的多样性，如棉、丝、毛、合成纤维等，并引导学生进行实际操作，练习表达。
4.设计环保主题的短剧，让学生在角色扮演中运用所学知识，提高交际能力。
（二）问题导向
1.针对衣物材质和环保话题，设计一系列问题，引导学生进行思考和讨论。
2.通过提问，激发学生对环保问题的关注，培养学生独立思考和解决问题的能力。
3.引导学生从不同角度分析问题，如生产、消费和回收等，全面了解衣物材质对环境的影响。
针对本节课的内容，我设计了一系列实用的教学活动。首先，通过展示不同材质的衣物及其生产过程，让学生了解各种材料对环境的影响，从而引出本节课的主题。接着，采用任务型教学法，让学生分组讨论并完成一个关于环保的短剧，旨在培养他们的合作意识和创新精神。在课堂总结环节，组织学生进行反思，探讨如何在日常购物中践行环保理念，将学习成果运用到实际生活中。