Unit 5 What are the shirts made of Section A (1a～2d) 教学设计 -2025-2026学年人教新版（2012）九年级英语全册

Unit 5 What are the shirts made of? Section A (1a-2d) 教学设计 一、 教材分析 本单元以“物品制造”为核心话题，是学生首次系统学习一般现在时的被动语态。Section A (1a-2d) 是本单元的入门和基础部分。1a-1c 通过呈现常见物品与材料，引入核心句型 “What is/are... made of?” 和 “Where is/are... made?”，旨在让学生初步感知并理解被动语态的语义和用法。2a-2c 的听力材料深化了话题，增加了“生产者”等信息，使语言输入更丰富，为目标语言的输出做铺垫。2d 的对话是综合运用环节，将目标语法置于茶文化的真实语境中，不仅巩固了语言知识，更融入了文化意识和国际视野的培养，实现了语言学习与情感态度的自然融合。 二、 学情分析 知识基础：九年级学生已掌握大量有关物品和国家的词汇，并熟悉一般现在时的主动语态。这为学习被动语态提供了良好的基础，但也可能因思维定式出现 “People make it in China.” 这样的错误。 认知特点：学生抽象逻辑思维迅速发展，能够理解语法规则，但对纯语法讲解易感枯燥。他们对于“中国制造”等与现实世界紧密相连的话题有天然的好奇心。 潜在困难：被动语态的构成（be + done）特别是过去分词的不规则变化是主要难点。学生容易遗漏 be 动词或误用动词原形。同时，“be made of” 与 “be made from” 的辨析在本课不宜过度展开，以免增加负担。 三、 课时目标 通过本课学习，学生将能够： 1. 语言能力： 识别并运用关于材料（cotton, silk, steel, wood, glass）和产地（China, America, Thailand 等）的核心词汇。理解并初步运用一般现在时的被动语态（am/is/are + p.p.）谈 论物品的材料、产地和制造者。 2. 学习能力： 通过听力和对话，获取关于物品制造过程的关键信息。通过小组合作，完成模拟的真实交际任务。 3. 思维品质与文化意识： 关注全球化背景下“中国制造”的现象，进行简单的分析和讨论。了解中国传统文化----茶文化，并尝试用英语进行介绍，提升民族自豪感。 Learning Objectives （学习目标） 基础 我能围绕中国制造的话题，正确使用有关原材料的词汇，感知一般现在时的被动语态句型，通过听前预测提高听力技能。 发展 我能通过听说读等训练准确获取有关产品制造的原材料以及产地等信息，联系生活实际，逻辑辩证表达个人看法，实现思维能力的迁移。 创生 我能了解中国的茶文化，通过谈论茶文化话题，增进对中国传统文化元素的了解，开拓知识面，提升民族自豪感。 四、 教学重难点 教学重点：理解和运用一般现在时被动语态的基本结构谈论物品的材料和产地。 教学难点：正确构建被动语态句式（确保 be 动词和过去分词的正确使用）；在真实语境中综合运用目标语言进行有效交际。 五、 评价任务 1. 目标词汇评价：通过“物品-材料”匹配（1a）和教师提问，检测学生对核心词汇的掌握情况。 2. 句型结构评价：通过听力练习（1b, 2a, 2b）的完成度，评价学生对目标句型的听力理解能力。 3. 口语输出评价：通过 Pair work 由短语到句子再到对话的输出，介绍中国特色物品的对话展示，评价学生能否在情境中准确、流利地运用目标语言进行交流。教师根据表达的准确性和流畅度进行即时评价与纠正。 六、 学习活动设计 Step 1: Lead in 1. 观看视频： 回顾刚刚举办的九三阅兵式，设问 What do other countries think of China now?你想知道国外媒体是如何介绍阅兵式的吗？Where was the equipment made? 引出所有高科技装备都是 made in China, 自然而然的提问 What are the everyday things made of/from? 2. 揭示课题：展示日常用品的图片，用句子表述 be made of 通过几轮类似的互动，自然引出本课标题 “What are the shirts made of?”并板书。 Step 2: 词汇与句型呈现 1. 完成 1a：学生独立或将物品与材料匹配，全班核对答案。教师带读，巩固发音。 2. 机械操练：教师展示图片（衬衫、戒指等），引导学生进行全班或小组问答： A: What is the shirt made of? B: It's made of cotton. A: Where is it made? B: It's made in China. 3. 完成 1b：学生听录音，完成匹配任务。听后，教师引导学生用完整句子复述，如：“The chopsticks are made of wood.” Step 3: 听力技能训练 完成 2a-2b： 听前：预测内容，介绍哪里可以看到或者买到最新的 products，引出 fair 交易会，博览会这个生词。浏览题目信息，明确需要捕捉的主题。 听中：第一遍完成 2a（勾选听到的主题），第二遍完成 2b。 Susan: Hi, Anita. I bought three shirts for 29 dollars yesterday! Anita: Oh, really? What are they made of though? Sometimes the cheap ones ____ _____ __ materials that don't feel very good. Susan: A hundred percent _______. They're nice and soft, and they _____ ______ ______ America. Anita: Oh. OK. By the way, where did you buy those ___________? They are really cool. Susan: Oh, I got them in South Korea. They're nice, aren't they? Anita: Yeah. Chopsticks are usually made of _______. I've never seen _______ ones before. Susan: Oh, steel chopsticks are __________in Korea. Hey, do you think this ring looks OK? Anita: Hmm... yes, I think it's quite pretty. Is it made of ________? Susan: Yes, and it was made in Thailand. I will give it to my best friend for her birthday. Anita: Oh, I'm sure she'll love it. 参考答案 are made of cotton were made in chopsticks steel silver 听后：引导学生根据表格信息，进行“听后再述”，如：What do you think of the fair? It is interesting and creative. 1. Where is the art and science fair? ___________________________________________ 2. Do Nick and Marcus have to pay to go? ___________________________________________ 3. What is the model plane made of? ___________________________________________ 4. What is the painting made from? ___________________________________ 参考答案 Outside the science museum. No. Their school is paying for it. It is used wood and glass. It is made from grass, leaves and flowers. Step 4: 聚焦对话茶文化 1. 读前：设置情景，Last weekend, I visited a tea fair...看到了茶文化展览会，例如茶叶种类、制作过程、漂亮的茶具等等，关于茶文化你想了解更多吗？引出 2d 对话。 2. 读中：听录音，回答全局性问题 Which cities are widely known for their tea ?Where is tea grown? Is tea popular around the world ? How do you know that? 参考答案 China is famous for tea. Anxi and Hangzhou. Tea plants are grown on the sides of mountains. Yes, it is. Many people all over the world drink Chinese tea 文化讨论：提出问题：Is tea popular around the world ? How do you know that?引导学生简单讨论自己理解的茶文化。接着展开讨论其象征意义。角色扮演：学生分组练习朗读对话，然后进行角色扮演。 Step 5 任务输出： Retell: How is tea produced? 展示与评价：邀请 2-3 组进行复述。 Report：How to introduce Chinese tea culture? China is famous for tea. Tea is produced ......As far as I know, tea plants are grown ...... When the leaves are ready, ...... Then the tea ......People all over the world ...... Tea is good for ......! Report China is famous for tea. Tea is produced ......As far as I know, tea plants are grown ...... When the leaves are ready, ...... Then the tea ...... People all over the world ...... Tea is good for ......! 教师和其余学生从以下几个方面给予评价。 Step 6: 总结与作业 1. 课堂小结：师生共同回顾本课所学核心词汇、被动语态结构及功能。 2. 布置作业： 1. Make 5 sentences about products with “be made of / be made from / be made in”. 2.Write a paragraph to introduce tea 学科网（北京）股份有限公司 $