Unit 5 What are the shirts made of？Section A Grammar Focus 学案 2024-2025学年人教版英语九年级全册

年级科目 九年级 授课名称 Unit 5.What are the shirts made of？ 授课课时 Section A Grammar Focus 授课类型 语法课 授课教师 王翠兰 授课文本 一、教学内容 Teaching content （1）掌握以下词汇：German，Germany，surface. （2）能熟练掌握本单元语法： 被动语态（结构，用法，句子类型，主动变被动） （3） 能对话题产生好奇，增强学习兴趣。 二、教学目标 Teaching objectives Language Abilities (语言能力) Grasp the following important points as well as be able to read and write correctly. Key Words: German，Germany，surface. Key Sentences: People grow tea in Hangzhou. Tea is grown in Hangzhou. Learning Abilities (学习能力) Learn to summary the knowledge points. Learn to master the key words and sentences. Learn to master the grammar of this unit. Thinking Qualities (思维品质) Can recite words by classification (nouns, adjectives..). Can understand, analyze e the Passive voice with present tense. Cultural Awareness (文化意识) Keep the interest in English learning and be willing to take part in classroom activities. Cooperate and communicate with others actively, and have the spirit of cooperation. Let the students understand the traditional cultural of China. 三、教学重难点 Teaching important and difficult points Teaching important points: Grasp the key words and sentences. Learn to use passive voice with present tense. Teaching difficult points: Learn to use passive voice with present tense. 四、教学步骤 Teaching steps Step1: Lead-in Step2: Presentation Step3: Practice Step4: Homework 五、教学活动及设计目的 Teaching activities and design purpose 教学环节 教学内容 设计目的 Step1. Lead in 1.Show Ss a passage,and ask Ss to speak and think. Ask Ss to pay attention to those words emphasized in red. And ask Ss to try to translate them into Chinese. 2. Ask ： Can you find out the rules of the phrases? To help Ss find out the rules of sentences in the grammar focus,to be sure the learning objectives in this lesson. 帮助学生找到在grammar focus中的句子的规律，确定本节课的学习目标, Step 2 Presentation 1. 一般现在时的被动语态 2.主动语态VS 被动语态 I clean my bedroom. 打扫 动作的发出者，实施者 My bedroom is cleaned by myself. 被 打扫 动作的承受者 被动语态用法 主语是动作的执行者时，谓语的形式是主动语态。 主语是动作的承受者时，谓语要用被动语态。 be+过去分词 时态通过be表现出来。 3.主动语态 转化成 被动语态 转换方法： step1：先找出主动语态中的谓语动词，变为被动语态的格式 step2：再找出主动语态中的宾语，放在被动语态的句中，使其变为主语 step3：最后找出主动语态中的主语，放在被动语态的谓语动词后作宾语，即by+宾语 4.被动语态的结构 即:主变宾、宾变主,谓语动词变被动。 (注:主变宾即主语变为介词by宾语) 5.被动语态的句子类型 肯定句：My bedroom is cleaned by myself. 否定句：My bedroom is not cleaned by myself. 变为否定句：把not放在be动词之后 一般疑问句： Is your bedroom cleaned by yourself？ 变为一般疑问句：把be动词放在句首 特殊疑问句：Where is cleaned by yourself？ 变为特殊疑问句：特殊疑问词+一般疑问句 6. Practice 1.填空。 （1）. They often clean their classroom after school. (改为被动语态) Their classroom _____often ______ by them after school. （2）. we don't speak Japanese in China. Japanese______ ______ ____ _____in China. 2.单选题 (1).Please pass me another cup. This one___. A. is broken B. is breaking C. broke D. broken (2).The story books___ by the writer in the 1960s. A. are written B. were written C. are writing D. were writing (3).The flowers___often. A. must be water B. must be watered C. must watered D. must wate 3.主动改被动 （1）. Many people speak English in the world. （2）. They pick apples every autumn. （3）. We wear sunglasses to protect our eyes. （4）. He often takes care of his little sister. Tip：动词短语中的介词或副词再变为被动语态时，仍然要跟在原来的动词之后。 4.填空 （1）.很多不同的地区都生产茶叶。 Tea _________ in many different areas. （2）.安溪和杭州以生产茶叶而广为人知。 Anxi and Hangzhou ___ widely _______for their tea. （3）.当叶子适于采摘时，人们就会手工采摘,然后把他们送去加工。 When the leaves are ready, they ________ by hand and then _______ for ________. （4）.茶叶被包装好,送往许多不同的国家和中国各地。 The tea _______ and ____to many different countries and places around China. （5）.所有的学生被邀请免费参加。 All studensts ________ to attend _______. （6）.所有的作品都是大学生们做的。 All the _____ were made ____ university students. （7）.一些画是由草、叶子和画做成的。 Some paintings___ made___ grass, leaves and flowers. （8）.甚至美国国旗也是中国制造。 Even American flags are____ ___ China. To guide and help Ss systematically and comprehensively learn and summarize structure of Passive Voice and the change of the sentence patterns. 引导和帮助学生系统地，全面地学习和总结被动语态的结构和句型变化。 With the help of the examples,Ss can learn about how Active Voice turns into Passive Voice. 在图片和例句的帮助下，学生能学习主动语态如何转变成被动语态。 To consoildate Ss what have learnt last activity by doing some exercise， to master the skill of doing exercising. 通过做练习巩固学生所学的被动语态，掌握做题技巧。 Step 3 Activity 1.Work on 4a.Complete the sentences with the correct forms of the verbs in brackets. 2.Work on 4b. Rewrite the sentences using the passive voice. 3.Work on 4c.Ask five classmates about something they are wearing or have in their schoolbags. The list of words below may help you. 4.Language points The names of countries 六、教学评价 Teaching evaluation 1.全方位评价学生：整堂课以学生的展示为主，面向全体学生，关注个体差异，结合学生合作能力、学习态度、学习习惯、作业情况等来综合评价学生，并通过评价跟踪学生的学习进展，不断给予学生鼓励。 2.体现评价主体的多元化：评价主体不应局限于教师一方，对学生的评价首先应体现学 生的主体地位。在教学中，可以让学生自我评价，通过自评肯定学习中的进步，反思学习中 的问题。除了自评外，也可以让学生进行互评，老师评价等。此外，教师还可以让家长评价学生，把课内评价和课外评价结合起来。 七、板书设计Blackboard design 被动语态 1.结构：be（am,is,are) + 动词的过去分词 表示“被...” 2.句子的类型： 否定句：把not放在be动词之后 一般疑问句：把be动词放在句首 特殊疑问句：特殊疑问词+一般疑问句 3.主动变被动 step1：先找出主动语态中的谓语动词，变为被动语态的格式 step2：再找出主动语态中的宾语，放在被动语态的句中，使其变为主语 step3：最后找出主动语态中的主语，放在被动语态的谓语动词后作宾语，即by+宾语 八、家庭作业Homework A必做 B选做 根据课文内容，用思维导图归纳“为何在美国难找到本土产品”（分支：低成本劳动力/全球化竞争/消费者偏好等） 角色辩论 选择立场（支持全球化贸易/保护本土产业），用3个被动语态句子陈述理由（例：Local jobs are lost because factories are moved to other countries）。 九、教学反思Teaching reflection My strength: 真实情境导入： 展示“美国超市货架”实拍视频，引导学生观察商品标签（如“Made in Vietnam”），自然引出课文主题； 辩论式阅读： 采用“双色笔记法”——用绿色标注全球化优点（如低价商品），红色标注缺点（如本土产业衰退），强化思辨意识。 My weakness: 被动语态脱离语境 表现：学生机械背诵结构，但造句脱离实际（如“Apples are eaten by me”）。 文化思辨深度不足 表现：讨论停留在“买进口货更便宜”，未触及文化身份认同（如“本土品牌消失意味着什么”）。 My direction of improvement: 设计“全球化产品连连看”：将被动句（例：iPhones are designed in California）与对应图片/国家地图匹配； - 创设“世界工厂”情景对话，模拟跨国公司采购谈判（使用被动语态讨论生产分配）。 学科网（北京）股份有限公司 $$