Unit 5 Section B(2a-Self Check) 教案 2024-2025学年人教版九年级英语全册

The Fifth Period:Section B(2a-Self Check) 教学目标 知识与技能 1. Master the key words: its, form, clay, bal-loon, scissors, lively, fairy, heat, polish, complete. 2. Train students' reading and writing skills by talking about some traditional art in China. 3. Master the reading strategy: moving from general to specific. 4.Consolidate the target language through writing practice and self check. 过程与方法 1.Learn the new words and phrases through the reading material. 2.Consolidate the target language by a passage and writing practice. 3.Check the learning efficiency by self check. 情感、态度与价值观 Learn more about traditional Chinese culture. 重点 1.Master the new words and target language. 2. Read the passage to get the main idea,understand words in the context and catch the special information. 难点 1. Be able to talk about what products are made of and where they were made. 2. Train students' reading and comprehensive skills. 教学过程 Step I Warm up 1. Greet the class as usual. 2.Revision. Check the homework. Have a dictation of the words and phrases in this unit. Step II Presentation 1.Teach activity 2a. This part is designed to make preparations for the reading. First, lead students to read the instruction to know what to do in this activity and how to do it. Then, have students talk about folk or traditional art they know in pairs. Give them five minutes to do this work. As they work, move around to check the progress and answer any question they may ask. Later, invite some students to talk about folk or traditional art they know. 2.Teach activity 2b. This part is designed to train students' reading skill by learning about folk or traditional art. First, show some pictures about folk or tradi-tional art on the screen. Ask students to talk about the history about them and speak out how to make them. Then, lead students to read the reading strategy in the box. Give students several minutes to read the passage,get the main idea and complete the chart below. Ask students to underline some difficult words or sentence structures at the same time. Later, invite a student to give the main idea of the passage and check the answers to the chart together. Traditional art form Materials used 1.sky lanterns bamboo and paper 2.paper cutting red paper 3.Chinese clay art a very special kind of clay Finally, lead students to read the passage sentence by sentence, and explain some words or sentence structures students can't understand well. (1)He sent them out to ask for help when in trouble.在有困难的时候他就放飞他们求救。 send sth.out意为“放射，发出”。 They sent 200 invitations out to their wedding. 他们发出了两百张婚礼请帖。 ask for help 寻求帮助 He had to ask for help. 他不得不请人帮忙。 in trouble意为“陷入困境”。 He always offers his help when I am in trouble. 每当我陷入困境，他总伸出援助之手。 She is a kind friend to everyone in trouble. 她对处于困境的人都很友善。 in trouble还可以作“将受惩罚；被责难”讲。 He is in trouble again,because he has broken a window. 他又要受到责罚了，因为他打破了一个窗户。 (2)They are made of bamboo and covered with paper.它们由竹子制成，上面包裹着纸。 be covered with 不是被动语态，而是系表结构，注重于事物的状态，可译为“到处都是”。 The mountain was covered with snow all the year round. 这座山一年到头都被雪覆盖着。 It must have rained last night,for the ground is covered with water. 昨晚一定下过雨，因为地上到处都是水。 (3)When the lanterns are lit, they slowly rise into the air like small hot-air balloons for all to see.当这些灯笼被点着后，它们就像热气球一样缓缓升上天空，所有人都能看到。 rise是“上升，上涨，起床，站立”的意思。该词含义较广，总的意思是指依次上升，如自然界的日、月、星、雾、云的上升，人体从睡、跪、坐、躺等姿势站立起来等。该词为不及物动词，其过去式与过去分词分别是rose和risen。 The sun rises in the east and sets in the west. 日出于东而落于西。 Prices rise every day in those countries. 那些国家的物价天天上涨。 The chairman rose from his chair. 主席从椅子上站了起来。 raise用作及物动词，其基本含义是“使升起来，举起”，它的过去分词和过去式都是raised。 Heavy rains raised the river. 暴雨使河水水位升高。 We must raise the living standard of the people. 我们必须提高人民的生活水平。 His speech raised my interest. 他的发言激起了我的兴趣。 (4)The pieces are usually cute children or lively characters from a Chinese fairy tale or historical story. 这些作品通常是来自中国神话传说或者历史故事中的可爱儿童或者鲜活的角色。 lively通常指人和物，汉语可译为“活泼的，活跃的，充满生机的”，一般用作定语或表语。 She is a lively girl. 她是一个活泼的女孩。 而与之类似的词还有living，alive和live，它们表达的意思各有不同。 living指人或物，作定语、表语，说明某个时候是活着的，强调“尚在人间、健在”的意思。 His father is still living. the living可以表示“活着的人们”的意思，为复数含义。 The living are more imnportant to us than the dead. 对我们来说，活着的人比逝去的人更重要。 alive可指人也可指物，通常作后置定语或补足语，说明生与死的界限，与dead相对应。 Who is the greatest man alive? 谁是目前世界上最伟大的人？ The thief was caught alive. 小偷被活捉了。 live只能作定语，接名词，一般不指人，译为“活的，现场直播的，实况的”。 My mother bought a live fish this morning. 我妈妈今早买了条活鱼。 Step III Practice 1.Teach activity 2c. This part is designed to make students learn more details of the passage. Ask students to read the passage again carefully to find out the answers to the questions. Give them five minutes to do this work. Later, invite six students to give the answers to each question. T: What do traditional Chinese art forms try to show? S1: They usually try to show the things that are important in life, such as love, beauty and family. T: What were sky lanterns used for before and what are they used for now? S2: They were used to ask for help before. Today they are used at festivals and other celebrations as bright symbols of happiness and good wishes. T: What kinds of pictures are usually found on paper cuttings? S3: They are usually flowers, animals, and things about Chinese history. T: How do people use paper cuttings during the Spring Festival? S4: People put paper cuttings on windows, doors and walls as symbols of wishes for good luck and a happy new year. T: What are the steps for making clay art pieces? S5: First, they are shaped by hand from a very special kind of clay and then allowed to air-dry. After that, they are fired at a very high heat, and then polished and painted. T: Which art form do you think is the most interesting? Why? S6: I think... is the most interesting. Because... 2.Teach activity 2d. This activity is designed to help students master the use of some phrases. First, invite a student to read the phrases in the box and explain their usage. Then, give students three minutes to complete the sentences using the correct form of each phrase. Later, check the answers together. Answers: 1.send out; rising into 2. turns; into; put;on 3.such as; covered with 3.Teach activity 2e. This activity is designed to help students consol-idate the target language. First, lead students to read the instructions and the questions to know what to do in this activity and how to do it. Then, have students talk about traditional art in pairs. Give them several minutes to do this work. As they discuss, move around the classroom checking the progress and offering language assis-tance as needed. Finally, invite some students to express their opinion. Step IV Consolidation 1.Teach activities 3a & 3b. These two parts aim to help students consolidate the target language by writing practice. First, lead students to read the instructions to know what to do and how to do it. Invite a student to demonstrate this work. T: What is the special thing that your town/city is famous for? S1:It's... T: What is it made of? S1: It's made of... T: Where is it made? S1: It's made in... T: Who is it made by? S1: It's made by... T:What can it do? S1:It can,.. T:Why is it special/famous? S1:Because it... Have students make conversations like this in pairs, and make notes in the chart. After that, have students write a paragraph about the product using the notes in 3a. Give students enough time to do this work. As they work, move around the classroom checking the progress and offering language support as needed. Finally, invite some students to present their work. 2.Self Check. This part is designed to help students to check their learning efficiency by themselves. Give students enough time to finish this part.Ask them to do it carefully and individually. Later, ask students to give the answers. Answers to activity 3: 1.is made 2.were invited 3.is closed 4.are learned 5.were shown Step V Summary In this period, students mainly learned some information about traditional Chinese arts through some reading and writing practice. Through the prac-tice,they consolidated the use of passive voice and checked their learning efficiency. Step VI Homework 1.Copy the key words and phrases in this unit. 2.Finish the exercises in the workbook. 3.Preview the next unit. 板书设计 Unit 5 What are the shirts made of? The Fifth Period its, form,clay, balloon, scissors, lively, fairy,heat, polish, complete 随堂练习 I.根据句意及首字母或汉语提示完成句子。 1.Wood can be used for (make)tables. 2.The jacket is (malse) of cotton. 3.Where are oranges (grow)? 4.English is (speak) all over the world. 5.Knives are used for(cut)things. 6.Trees are (plant) in spring. Answers 1.making 2.made 3.grown 4.spoken 5.cutting 6.planted II.单项选择。 1.-When_these eggs ? -I don't know. A.are;lay B.were;laid C.were;lay D.are;laid 2.This side door as an exit. A.is used B.uses C.is using D.been used 3.Thebottle_.Maybe it by the dog. A.is broken;broken B.broken;broken C. is broken; was broken D. broken; is broken 4. Li Ling was born in the year when the People's Republic of China A.was founded B.are founded C.was found D.are found 5.- was the PRC founded? -It was founded October 1,1949. A.Where;in B.When;in C.Where;on D.When;on 6. The locks are made metal. A.in B.by C.from D.of 7.When the bowl hot water, the wine would get warm. A.full of B.was filled with C.filled with D.is filled with 8.The big bowl was used for the wine warm. A.keeping B.to keep C.keep D.been kept 9.When I_the bookshop, I found it A.arrived; was closed B.arrived;closed C.reached; was closed D.reached;closed Answers 1-5 BACAD 6-9 DBAD II.把下列各句改为被动句，每空一词。 1. They produce silk in Suzhou. Silk in Suzhou 2.We clean our classroom every day. Our classroom every day. 3.They speak English in class. English in class. 4. He teaches us ten words every class. Ten words to us every class. Answers 1.is produced 2.is cleaned 3.is spoken by them 4.are taught; by him IV.补全对话。 A:Hi! You've bought a new motorbike, haven't you? B:Yes, I have. A: 1 B: I bought it only yesterday. How do you like it? A: It's nice except the colour. B: 2 A: I prefer red to white. B: But I like white better. A:By the way, 3 It must be very expensive. B: Not very much. It's about two thousand yuan. A: Really? It looks like a Japanese one. 4 B: It's made in Chongqing. A:May I have a try? B: 5 A: Thank you. B:You're welcome. Answers 1.When did you buy it? 2.What colour do you prefer/like? 3.how much is it? 4.Where is it made? 5.Sure. / Certainly. / Of course. V.阅读理解。 There were only a few thousand people in the world long ago. Those people moved from place to place over the land，hunting（猎取）animals for food. No one knows how or when those people learned about growing food. But when they did, their lives changed. They did not have to look for food any more. They could stay in one place and grow it. Peo- ple began to live near one another, so the first village grew. Many people came to work in the villages.These villages grew very big. When machines were invented,life in the villages changed again. Factories were built. More and more people lived near the factories. The cities grew very big. Today some people are moving back to small towns. Can you tell why? 1.How many people were there in the world long ago? A.A few hundred. B.A few thousand. C.A few million. D.A few billion. 2.How did people live long ago? A.Grew food. B.Grew fruit trees. C.Fed animals. D. Hunted animals. 3.People could stay in one place because A. they learned about growing food B. they didn't want to move C. it was very beautiful there D.they had to look forfood 4. When machines were invented, people began to A.grow food B.hunt animals C.build factories D.move back to small towns 5.Today some people are moving back to small towns because . A.it is more beautiful in towns than in cities B. there are a few people in towns C. there are many factories in towns D. the air is clear in town Answers 1-5 BDACD 教学反思 本节课旨在通过一篇文章帮助学生巩固目标语言的学习，掌握被动语态在实际生活中的灵活运用，同时带领学生了解中国传统民间艺术和工艺品的历史渊源及象征意义。之后，通过一系列阅读练习和写作练习，检测了学生对知识的掌握情况，锻炼了学生的阅读感悟能力和写作能力。 学科网（北京）股份有限公司 $$