Unit 5 教案 - 2025-2026学年人教版英语九年级全册

本文围绕九年级英语Unit 5展开，聚焦物品制作材料、产地及被动语态等核心知识点。承接基础英语知识，为后续复杂语法学习奠基，呼应文化交流主题。通过多样教学环节，如观看视频、小组讨论等，渗透语言、文化、思维及学习能力等核心素养。 该设计亮点在于结合多媒体教具，采用任务驱动等特色教法。从学生层面看，能提升语言运用与思维能力；从教师角度，提供清晰授课路径；课堂效果上，增强互动，有效突破被动语态这一教学难点。

Unit 5 What are the shirts made of ? Period 1 Section A (1a-2d) 备课组 九年级英语组 主备人 授课教师 授教学科 英语 授课班级 九年级_班 课题名称 Unit 5 What are the shirts made of? Section A(1a-2d) 学习目标 1.语言能力 (1)掌握本课时重点单词汇及句型:chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack 重点句型: 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)学习一般现在时态和一般过去时被动语态的结构和用法。 2.学习能力 (1)能够用英语描述及询问物品的制作材料以及在何处制造。 (2)正确理解被动语态的用法及句子结构。 3.思维品质 了解一些日常用品的制造材料,增加生活常识,并养成良好的生活习惯。 4.文化意识 (1)能够认识到茶叶在中国的地位以及茶叶在其他国家的影响 (2)了解一些地方知名产品或传统艺术品的制作过程及制作材料,树立品牌意识。 学习重点 (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。 学习难点 理解被动语态的用法及句子结构。 教学用具 PPT课件、希沃白板、一起中学APP、课本 学时安排 一学时 教学过程 课前预学单 1. 预习课本 Words and Expressions in Each Unit 部分 Unit5 的相关词汇表达。 2. 预习课本 Unit 5 Section A 1a-2d 的相关内容, 并搜集关于茶文化的相关信息。 教学环节 教师活动设计 学法设计 个性备课 情景导入 1. Warming up 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? What was paper made of then? T: was it easy for people to make paper then? T: What is paper made of now? 观看视频,然后与老师互动,回答问题,导入新课。 展示目标 Show the learning aims to students. 大声诵读,明确目标 自主学习 展学交流 精讲点拨 课中共学单 Task One: 1.Work on 1a Get the students to look at the things in 1a and match them with the materials. 2. check the answers. Pre-listening Talk about the things in picture1a. What is it/are they made of?(know something about some words and phases in listening . Task Two:While-listening Work on 1b 1.Play the tape for the first time for the students to Listen and match the products with what they are made of and where they were made. 2.Play the tape for the second time for the students to Listen and repeat. 3.Check answers. Work on 1c 1. Role-play the conversation . 2. The Ss make up their own conversaions using the information in 1b. 3.Check their work with several pairs. Work on 2a-2b 1. Listen and check (√) the main topic of Nick and Marcus' conversation in 2a. 2. Listen and write short answers to the questions in 2b. 3. Check answers. Task Three:Post-listening ( 2c) 1. Role-play 2c in pairs. 2. Then pick some pairs to present to the class. Work on 2d 1.The students read the conversation individually and answer the questions. Q1:Do you like drinking tea? Q2:What kind of tea do you like best? Q3:Can you share us some famous tea in China? 3.Read for the specific ideas of 2d. Read again and fill in the chart. Chinese tea Where In many 1._.2._ are widely known for their tea. Tea plants are 3._ on the 4._. How When the leaves are ready,they are 5._and then are 6._. The tea is 7._ and 8._ to many different countries and places around China. 3.Watch the video then role-play the conversation 4.Retell the conversation. 精讲点拨 1.be made of “用……制成, 由……构成” (常指成品仍可看出原材料) 2.be made from “用……制成, 由……构成” (常指成品后看不出原材料) 3. widely adv.广泛地;普遍地wide (adj) + ly widely e.g. Gas is widely used for cooking and heating. 4.be known for = be famous for 因……而出名。 5.as far as 就……来说;在……范围内 自学:朗读1a中的词汇,然后将物品与材料匹配。 互学:相互检查答案。 展学:抽生展示匹配结果。 自学:首听录音,匹配物品、材料及产地;再听录音跟读,并核对答案。 展学:抽生展示答案。 互学:1.角色扮演对话。 2.两人一组,编写新的对话。 展学:抽组展示他们自己的对话。 自学:一听录音,勾划主题;再听录音,回答2b中的问题。 互学:两人一组,创编对话。 展学:抽组展示角色扮演对话。 自学: 1.读对话,回答问题。 2.读对话,填表格。 互学:角色扮演对话。 展学:尝试复述对话。 课堂总结 Summarize the key contents in this lesson. 1. Let students summarize what they have learned in this period in pairs. 2. Call some students to show what they have learned in this class. 互学:两人一组总结本节课所学重点内容。 展学:抽生展示并总结本节课所学要点。 板书设计 Unit 5 What are the shirts made of? Period 1 Section A (1a-2d) New words:chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack Key sentences: —This ring looks nice.Is it made of silver? —Yes,and it was made in Thailand. What is it made of/from? China is famous for tea,right? Where is tea produced in China? 课后续学单 A组: 1. 完成《全品》5单元第一课时 —III及V题。 2. Please make a poster to introduce a product in which the human wisdom or talent impresses you most.(拓展) B组: 1.熟记本节课所学单词和句型并完成《全品》第5单元第一课时 —III及VI题。 课后反思 Unit 5 What are the shirts made of? Period 2 Section A(3a-3b) 备课组 九年级英语组 主备人 授课教师 授教学科 英语 授课班级 九年级_班 课题名称 Unit 5 What are the shirts made of? Section A(3a-3b) 学习目标 1.语言能力 (1)熟练使用以下词汇:product, France, local, avoid, handbag, mobile, everyday, boss, Germany, surface, material, traffic, postman, cap, glove, no matter, avoid doing sth., be allowed (not) to do sth. (2)围绕中国制造的话题,深入感知一般现在时的被动语态句型,。 2.学习能力 (1)通过阅读策略的训练和学习,增强阅读理解能力。 (2)通过速读,扫读,跳读,课文复述等方式,增强对文章的理解能力 3.思维品质 (1)通过阅读有关中国制造的文章,保持学习英语的兴趣。 (2)联系生活实际,逻辑辩证表达个人看法,提升思维能力的逻辑性。 4.文化意识 进一步了解手工制造业和有关中国制造的原材料,通过了解中国制造提升学生民族自豪感,培养学生跨文化交际意识和能力。 学习重点 (1)掌握本部分出现的生词和词组,达到熟练运用的目标。 (2)理解并运用所学的词汇及表达方式。 学习难点 通过阅读练习,来提高在阅读中获取相关信息的能力。 教学用具 PPT课件、希沃白板、一起中学APP、课本 学时安排 一学时 教学过程 课前预学单 1.尝试背诵本单元第35页的词汇。 教学环节 教师活动设计 学法设计 个性备课 2.预习阅读理解文章并试着回答3a及3b中的问题。 1 学科网(北京)股份有限公司 情景导入 1.Then ask Ss a question,“If you go to another country,what will you buy?” 2.Present the countries and products that usually could be bought and let Ss think,"Most of the products have their bands, but were those made in their countries?” 3.Watch a video about“Made in China” 思考回答问题,导入新课。 展示目标 Show the learning aims to students. 大声诵读,明确目标 自主学习 展学交流 精讲点拨 课中共学单 Task One:Pre-reading 1.Let Ss look at the picture of Amer -ican flags and guess where it was made. 1. Ss look at the title of and guess three questions. a.Where did Kang Jian visit? b.What products did he want to buy? c.Was it easy for him to buy Amenica products? 3.Check answers. Task Two:Careful Reading 1. Let students read the passage again carefully and answer the questions in 3b. 2. Play the tape of the passage and ask students to read after it. 3. Explain the difficulties. Task Three:Post-reading 1. Work in pairs. Retell the passage in 3a to your partner. 2. Retell the passage with the help of the key words in the form below. Last year…visited…in…He found it interesting that…were made in America -ns can hardly avoid…China is so good at China will also get better at…that people can buy. 3.Discuss with their partner: Share your opinion and hope about “Made in China” 精讲点拨: Explain the language points and ask students to read them. Point out the usages of the following. 1.no matter what =whatever 2.avoid doing sth. 自学: 1. 学生看美国国旗图片并猜测它的产地。 2. 学生根据文章标题,回答问题。 互学:相互检查答案。 展学:抽生回答问题。 自学:学生认真读课文,回答3b中的问题。 展学:抽生展示答案。 互学:两两合作,向同伴复述课文。 展学:抽生复述课文。 互学:小组讨论自己关于中国制造的看法和希望。 展学:抽生展示讨论结果。 课堂总结 Summarize the key contents in this lesson. 3. Let students summarize what they have learned in this period in pairs. 4. Call some students to show what they have learned in this class. 互学:两人一组总结本节课所学重点内容。 展学:抽生展示并总结本节课所学要点。 板书设计 Unit 5 What are the shirts made of? Period 2 Section A(3a-3c) Language points: I think it's great that... . be produced and processed. But it's not enough.. “Made in China” I know that... . be created / designed... I believe... Created in China I feel proud that...be widely seen and used. I hope that... ...be known by. 课后续学单 A组: 1. 完成《全品》5单元第二课时 — 题。 2. If a foreign friend comes to China and wants to buy some local products, what will you advise him to buy? List some famous Chinese products you know and tell the place of origin (原产地).(Useful languages:...be made in......be produced in... ...be processed in..) B组: 1. 复习本节课所学单词和句型并完成《全品》第十三单元第二课时 — 题。 课后反思 Unit 5 What are the shirts made of? Period 3 Section A (Grammar Focus-4c) 备课组 九年级英语组 主备人 授课教师 授教学科 英语 授课班级 九年级_班 课题名称 Unit 5 What are the shirts made of?! Section A(Grammar Focus-4c) 学习目标 1.语言能力 (1)掌握本课时的 相关词汇及句子:boss, Germany, surface, material, traffic, postman, cap, glove ,be allowed, causes many traffic accidents 重要句子: - Tea is produced in China. - Are your shirts made of cotton? - Where is tea produced in China? -Most of the earth’s surface is covered by water. (2)理解和使用被动语态的一般现在时结构,并能将主动语态和被动语态进行自由转换。 2.学习能力 (1)能够在不同语境中,通过观察归纳,同伴合作等方式,正确得出被动语态的基本结构。 (2)能够在学习过程中积极思考,主动探究,保持学习英语的兴趣,发现并尝试使用多种策略解决语言学习的问题,积极进行拓展性运用。 3.思维品质 (1)通过观察归纳小组合作等方式,在探究被动语态一般现在时结构的过程中,激发其对英语语言规则的主动探究, (2)通过学习提高其思维的逻辑性,加强语言表达的准确性。 4.文化意识 (1)能够在讨论制造原材料的语境中,拓宽知识面,增强学生民族自豪感。 (2)通过语篇的学习,培养跨文化交际意识,培养学生爱国主义精神。 学习重点 1. 能正确区分一般现在时和现在进行时的表达。 2. 能根据语境使用一般现在时态与现在进行时态表述现在。 3. 能根据动词的变化规律写出正确的现在分词形式。 学习难点 1. 探究学习询问物品的制作材料、生产地点、生产制作过程等句型。 2. 能够在不同语境中,正确使用被动语态的基本结构。 教学用具 PPT课件、希沃白板、一起中学APP、课本 学时安排 一学时 教学过程 课前预学单 1. 尝试背诵本单元1-4页的单词。 2. 复习课本184页不规则动词的过去分词。 3. 朗读 Grammar Focus中的句子,并分析课本150页被动语态的相关知识。 教学环节 教师活动设计 学法设计 个性备课 情景导入 Free-talk: A: What is your coat made of? B: A hundred percent cotton. A: What about your hat? B: ... 谈论自己衣物的制造成分去引入被动语态。 展示目标 Show the learning aims to students. 大声诵读,明确目标 自主学习 展学交流 精讲点拨 课中共学单 Task One:Dictation 1. Have a dictation of the new words learned in the last class”. 2. Make students read the sentences in Grammar Focus and learn them by heart. It’s produced in many . 3. Ask students to summarize the structure of passive voice by themsel- Ves/in groups. 4. Explains the passive voice of the present tense and different patterns of passive voice and how to change the active into the passive voice. Ensures all students can understand. 5. Read and recite the sentences in gr- ammar focus. Task Two:Practice Work on 4a. 1. Have students complete the senten -ces with correct forms. 2. Check the answers with the Ss. Work on 4b 1. Rewrite the sentences using the passive voice. 2. Correct their answers together. Task Three:Pair work 回顾旧知,复习巩固。 自学:Grammar Focus. 阅读Grammar Focus中的句子 互学:互学、互查重点答案。 展学:抽生朗读句子。 自学:根据Grammar Focus中的句子,总结被动语态结构。 互学:小组合作相互补充。 展学:抽生展示总结的被动语态结构。 自学:朗读背诵Grammar Focus中的句子。 课堂总结 Summarize the key contents in this lesson. 互学:两人一组总结本节课所学重点内容。 板书设计 Unit 5 What are the shirts made of? Period 3 Section A(Grammar Focus-4c) 肯定句:主语+ am/is/are+及物动词 结构 否定句:主语+ am/is/are + not动词的过去分词(+by) 现在时的被动 一般疑问句:Am/Is/Are+主语+及物动 语态 词的过去分词(+by) 主动语态 被动语态 课后续学单 A组: 1. 完成《全品》第5单元《单元语法聚焦》I-IV题。 2. Use passive voice to introduce a special thing that your town / city is famous for.(选做) What is the product? What is it made of / from? Who is it made by? Where is it made? B组: 1. 熟记本节课所学单词和句型。 2. 2.完成《全品》第5单元《单元语法聚焦》I-IV题。 课后反思 Unit 5 What are the shirts made of? Period 4 Section B (1a-1e) 备课组 九年级英语组 主备人 授课教师 授教学科 英语 授课班级 九年级_班 课题名称 Unit 5 What are the shirts made of? Section B(1a-1e) 学习目标 1.语言能力 (1)熟练使用以下词汇、短语和句型:international, competitor 短语:find out, make a kite, many different kinds of kites, fly a kite, the international kite festival, all over the world 重难点句子: -The international kite festival is held in April every year. -Some of the kites were made of silk or paper. -Some were painted with colorful drawings. (2)能熟练使用be+past participle verb来描述风筝的制造材料,过程、产地等事项。 2.学习能力 (1)通过谈论风筝话题,保持英语学习兴趣。 (2)通过听力及口语策略的学习,形成良好学习习惯,提高学习效率,并且能够积极使用英语进行交流。 3.思维品质 (1)掌握听前预测等学习策略。 (2)能够通过补全表格,思维导图等途径帮助学生梳理听力关键信息,提高思维的逻辑性和深刻性。 4.文化意识 能够通过谈论风筝话题,增进对中国传统文化元素的了解,开拓知识面,提升学生民族自豪感。 学习重点 1.掌握本课时的目标词汇及句型: (1). Key vocabulary: international, competitor ,find out, make a kite, many different kinds of kites, fly a kite, the international kite festival, all over the world (2). Key sentences: a. The international kite festival is held in April every year. b. Some of the kites were made of silk or paper. 2.听懂并完成本课时的听力任务。 学习难点 1.运用被动语态等知识简单介绍风筝的特点。 2.掌握被动语态的用法和功能在实际生活中的运用。 教学用具 PPT课件、希沃白板、一起中学APP、课本 学时安排 一学时 教学过程 课前预学单 4. 预习课本 Unit5 Section B 1a-1e的相关词汇和课本内容。 5. 自主回顾被动语态和制作风筝的材料词汇等相关知识 教学环节 教师活动设计 学法设计 个性备课 情景导入 Watch a video about the kite Festival in Wei Fang and presents the question: “What's the video about?” “Where was the event?” 通过观看潍坊风筝节的视频,然后思考并回答和风筝相关的问题,导入新课。 展示目标 Show the learning aims to students. 大声诵读,明确目标 自主学习 展学交流 精讲点拨 课中共学单 Task One:Pre-listening Work on 1a. 1. Ask students to look at the pictures in 1a. then discuss these questions: ① Do you like playing kites? ② Do you know how to make kites? ③ Do you know where kites are the most famous?? 2.Write down some materials used in making kites 6. Ask students to read the sentences in 1c, then predict what the Listening material is about. 4.Share their predictions. Task Two:While-Listening 1.Listen to a conversation between Laura and Zheng Yun and circle the correct answers.(1b and1c) 2. Play the tape for the second time and ask students to complete the task in1d. 4. Play the tape again. After 5 minutes, check the answers. Task Three: Post-listening Work on 1e (Pair work) 4.Language points The teacher explains relevant language knowledge points, and ensure that students can understand. (1) international用法 (2) hold的用法 (3)compete的用法 自学:看图片,然后回答问题,并写出制作风筝的材料。 展学:抽生说出所写的制作风筝的材料。 自学:读1c中的句子;预测听力材料的主题。 展学:抽生展示自己的预测。 自学:听录音,完成相关听力任务。 展学:抽生展示自己的答案。。 互学:两人一组,创编对话。 展学:抽组展示扮演对话。 课堂总结 Summarize the key contents in this lesson. 互学:两人一组总结本节课所学内容。 板书设计 Unit 5 What are the shirts made of? Period 4 Section B(1a-1e) 1. New words and phrases: international, competitor find out, make a kite, many different kinds of kites, fly a kite, the international kite festival, all over the world 2. Structures: a. The international kite festival is held in April every year. b. Some of the kites were made of silk or paper 课后续学单 A组: 1. 完成《全品》第5单元第三课时I—III题。 2. Search other special forms of Chinese traditional art. And make a conversation with your Partner. B组: 1. 背熟本节课所学单词和句型。 2. 2.完成《全品》第5单元第三课时 —题。 课后反思 Unit 5 What are the shirts made of? Period 5 Section B (2a-2e) 备课组 九年级英语组 主备人 授课教师 授教学科 英语 授课班级 九年级_ 班 课题名称 Unit 5 What are the shirts made of? Section B(2a-2e) 学习目标 1.语言能力 (1)熟练掌握本课时重要词汇和短语: its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete 重难点句子: a. They are made of bamboo and covered with paper. b.According to Chinese history, sky lanterns were first used by Zhuge Kongming. c. They are seen as bright symbols of happiness and good wishes. d.After drying, they are fired at a very high heat. (2)通过阅读,了解天灯、剪纸和陶艺三种传统艺术形式并能作简单介绍。 2.学习能力 (1)通过阅读,提高自己概括、找主题句和搜索细节信息的能力。 (2)通过阅读策略的训练和学习,增强阅读理解能力。 (3)通过阅读有关中国传统艺术的文章,保持学习英语的兴趣。 3.思维品质 (1)通过速读,扫读,跳读等方式,增强对文章的理解和分析能力。 (2)通过课文复述去提升思维能力的逻辑性,批判性和创新性。 4.文化意识 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。 学习重点 1.掌握并运用本课重点词汇、短语和目标语言 Key vocabulary: its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete. Key sentences: a. They are made of bamboo and covered with paper. b. According to Chinese history, sky lanterns were first used by Zhuge Kongming. c. They are seen as bright symbols of happiness and good wishes. d. After drying, they are fired at a very high heat 2.了解传统的剪纸艺术,陶瓷艺术的制作,进而掌握被动语态。 学习难点 通过了解中国各地的传统艺术,努力弘扬中华传统文化。 教学用具 PPT课件、希沃白板、一起中学APP、课本 学时安排 一学时 教学过程 课前预学单 7. Read the words and expressions of Unit 5 (on Page160 of the textbook). 8. Search for the information about traditional Chinese arts and take notes. 教学环节 教师活动设计 学法设计 个性备课 情景导入 Lead in 1.First. let Ss watch a video 2.Then ask Ss questions: "What folk or traditiond art do you know?" 2.Show the pictures and Free talk What other traditional art forms do you know? 3.Show some pictures of traditional art forms. Beijing Opera Facial make-up Chinese painting shadow figures China new year paintings Chinese knot Sugar art paper cutting Sky lanterns Chinese clay art They are all Chinese Traditional Art Forms. The materials are very common, but they can be turned into beautiful things. Let’s find the Beauty in the Common Things. 通过观看视频,引出本文主题“中国传统艺术”激发学生兴 展学:抽生展示讨论结果。 展示目标 Show the learning aims to students. 大声诵读,明确目标 自主学习 展学交流 精讲点拨 课中共学单 Task One:Pre-reading 1.let students finish 2a. What do you know about folk or traditional art,like paper cutting? Tell your partner about it. 2.Look at the picture and title of the passage and make a prediction . What is the passage mainly about? Reading strategy(阅读策略): 1.Look at the pictures and you can get some information. 3.Read 2b quickly to check your predic -tion. (略读小贴士:寻找文章大意一般要快速的浏览文章图片,标题及首段。) Task Two:While-reading Skimming 1.How many paragraphs are there in 2b? 2.Underline the topic sentence in each paragraph. (阅读技巧小结:每段中心句一般会出现在每段的句首或句尾。) 3.Reading strategy A general introduction of the topic is usually followed by specific details and example Scanning 1.Scan the first paragraph and answer: (1).What do traditional art forms try to show? (2).What common things are turned into objects of beauty? 2.After answering the questions, read the first paragraph loudly together. (找读小贴士:你可以先明确句子里的关键词 ,然后再找出目标句子)。 9. Read paragraph 2 and underline the answers.Then read the second paragrap -h loudly together. 10. Read para.3 and fill in blanks. 4.Read para.4 and say out the steps of making clay art. Task Three:Post-reading Work on 2c 1.Culture explore文化探究 What are the symbols of them? Sky lanterns-Happiness and good wishes Paper cutting-Wishes for good luck and a happy new year Clay art-The love for life and beauty Emotion education Traditional art forms are the fortune (财富) of our country. We should be proud of them and try to spread them everywhere we go! Group work Work in groups of three and discuss: Which traditional art forms do you like best? Why? 自学:1.思考并关于传统艺术的问题。 2.看图片预测文章是关于什么主题的。 展学:展示自己的预测。 自学: 1.略读文章,找出它有几段。段落大意的匹配任务。 2.画出每一段的主题句。 自学:在老师的帮助下,通过思维导图去学习了解相关的阅读策略。阅读课文,小组合作回答相关问题。 自学:浏览第1段回答问题。 展学:抽生分享展示自己答案。 互学:小组互检答案,并讨论分享各自的观点。 互学:小组合作完成阅读任务。 展学:抽生分享答案。 互学:小组合作探究一些传统文化艺术形式的象征意义。 展学:抽生分享展示他们对于传统文化艺术形式象征意义的理解。 互学:小组讨论自己最喜欢的传统艺术形式及其原因。 展学:抽生分享展示自己的观点。 课堂总结 Summarize the key contents in this lesson. 5. Let students summarize what they have learned in this period in pairs. 6. Call some students to show what they have learned in this class. 互学:两人一组总结本节课所学重点内容。 展学:抽生展示并总结本节课所学要点。 板书设计 Unit 5 What are the shirts made of? Period 5 Section B(2a-2e) 课后续学单 A组: 1. 背熟本节课所学单词和句型并成《全品》第5单元第四课时I、II、IV题。 B组: 1. 背熟本节课所学单词和句型。 2. 完成《全品》第5单元第四课I、II题。. 课后反思 Unit 5 What are the shirts made of? Period 6 Section B (3a-Self Check) 备课组 九年级英语组 主备人 授课教师 授教学科 英语 授课班级 九年级_班 课题名称 Unit 5 What are the shirts made of? Section B(3a-Self Check) 学习目标 1.语言能力 (1)掌握本单元重点单词、短语、句型: be famous/known for, be made of/for, be used for... 重要句子: a. My town/city is famous for... b. … is/are made of/from/with/by/in... c. ...is/are used for... d. ...is/are known for. (2)复习被动语态的不同用法 2.学习能力 (1)能够用英语描述一些常用生活用品的制作材料;描述一些熟悉物品的制作过程。 (2)通过头脑风暴,提纲罗列,修改提升等认识写作的步骤,学习写作与家乡特色的有关中文章。 3.思维品质 (1)通过一系列的活动,能够内化有关的语言知识,在写作中注意语篇的整体性,结构性和逻辑性。 (2)保持学习英语的兴趣提升思维能力的逻辑性,批判性和创新性 4.文化意识 (1)能够了解一些日常用品的制成材料,增加生活常识,养成良好的生活习惯。 (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。 学习重点 1. 能运用本单元所学的语法及语言材料,完成写作介绍自己熟悉的物品的制件材料及过程。 2. 能总结本单元所学的物质材料、及一些艺术品的简单制作过程 学习难点 正确理解和使用一般现在时的被动语态,较好地完成写作任务。 教学用具 PPT课件、希沃白板、一起中学APP、课本 学时安排 一学时 教学过程 课前预学单 11. 背诵巩固本单元单元的词汇,并复习第五单元有关被动语态的用法。 12. 上网搜索你喜欢的一种广东传统美食制作工艺、原材料、背后的故事、 教学环节 教师活动设计 学法设计 个性备课 复习导入 Review the key words and phrases in this unit. Read aloud the words and phrases in the word list of this unit aloud. 朗读复习本单元的词汇。 展示目标 Show the learning aims to students. 大声诵读,明确目标 自主学习 展学交流 精讲点拨 课中共学单 Task One:Presentation(Work on 3a.) 1.Brainstorm. Think about some special things that your hometown or city is famous for.Talk with your partner about these special products. Pre-writing 1. Complete the task in 3a. What are some special things that your hometown or city is famous for? These can be food, artwork or any other products. Discuss them with a partner and take notes. What the product is What it is made of/from Who it is made by Where it is made What it can do Why it is special Task Two:Writing Work on 3b. While-writing 1.Outline the writing. Ask students to read the instruction in 3b, then outline the writing . 2.Some key words and expressions. Think about how you can express the ideas in your outline. List the key words and expressions that may be used. If you have difficulties in using these words and expressions, you can ask teachers and classmates for help. Use the following expressions to help you: My town/city is famous for… …is famous in my town/city. …is/are made of/from/with/by/in... …is/are used for... …is/are special because... Ask students to complete the first draft Post-writing 1.Ask students to change their writings with their deskmates and do peer-editing. 2.Invite some students to show their writings to the class. Evaluate them in details and point out the advantages and disadvantages. Task Three:Self Check Complete the Self Check 1. List some things you use every day. Write down what they are made of/from and where they were made 2. Use the information above to write full sentences. 3.Complete the sentences using the correct forms of the words in brackets. (1).Cheese _ (make) from milk. (2).Parents and students _ (invite) to the school concert last night. (3).The underground parking lot _ (close) at midnight every day. (4).There is a lot of research on how _(learn) languages. (5)Some classic films _ (show) at that cinema last week. 自学:想一想自己家乡比较著名的一些特殊物品,然后谈谈它们的相关情况。 互学:组内讨论,分享所学,完成表格。 展学:抽生展示答案。 自学:阅读提示,完成写作。 互学:分享习作,互相学习,互相改错。 展学:抽生朗读优秀习作。 自学:1.列举自己每天使用的物品,并写出它们的制造材料。 2.补全句子。 展学:抽生展示答案。 课堂总结 Summarize the key contents in this lesson. 7. Let students summarize what they have learned in this period in pairs. 8. Call some students to show what they have learned in this class. 互学:两人一组总结本节课所学重点内容。 展学:抽生展示并总结本节课所学要点。 板书设计 Unit 5 What are the shirts made of? Period 6Section B (3a-Self Check) My town/city is famous for… …is famous in my town/city. …is/are made of/from/with/by/in... …is/are used for... …is/are special because... 课后续学单 A组: 1.完成《全品》第5单元《Self Check》I—IV题。 2.6月5日是世界环境保护日。我们周围的环境变得越来越糟糕,污染越来越严重。请你以“Protect the Environment”为主题,利用课前编写的有创意的环境保护宣传标语制作一张海报。 9. Make a new thing using the old things .(A,B组均可选做) B组: 1.背熟本节课所学单词和句型。2.完成《全品》第一单元《Self Check》I-II题。 课后反思 22 学科网(北京)股份有限公司 $$