英语教学设计).doc

九年级英语新目标Unit5教学设计教学设计教学设计基本信息所教年级九年级所教册次、单元九年级上册Unit 5设计主题Section A(1a2c)1.整体设计思路、指导依据说明新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，”口语是交际的最基本的形式，口语交际是英语课程的重要内容，它离不开“听”和“说”双方的互动过程，“听”和“说”又必须在一定的环境中进行，脱离了语言环境，语言教学对学生来说就会显得死板、单调，激发不起他们的兴趣，为了克服此种情况，又根据信息技术与学科的整合理论，我考虑运用多媒体教学手段，它不仅使课堂容量大，集文字，图像，声音于一体，创设了更多的形象生动的情境，变抽象为直观，从而激发学生的兴趣，主观能动性和参与性。2.教学背景分析教学内容分析：本课时的教学内容是用被动语态陈述句，一般疑问句和否定句描述和询问物产及产地，课本中运用一些贴近生活的实物图片来展示，通过比较引出句型The paper was invented by Cailun in China又以视、听、操练等方式引出本课时的Grammar:The Passive Voice及句型.高度体现了听力在新目标版中的地位，让学生在听的过程中达到对知识的熟练掌握，同时为后面的Made in China奠定了基石。学生情况分析：该内容属于九年级GO for it Unit5的内容，学生在八年级已经接触过被动语态，因此学生学习起来就容易多了。本单元与生活相贴近，对日常生活中的物品及所用原材料让学生发表见解，学生非常感兴趣，并且积极踊跃的参与到听、说、练的合作探究活动中去。3.教学目标分析一、教学目标： 1. 语言知识目标：1) 能掌握以下单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack 能掌握以下句型： 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? 2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。2. 情感态度价值观目标： 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；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。4.教学重点、难点分析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：1理解被动语态的用法及句子结构。 2 .be made of/ be made from /be made in5.教学过程设计步骤1：Step I Lead-in. Lead in 1. 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: Its mainly made of wood, bamboo, and cotton. 设计意图：借用视频，使学生感兴趣，进一步激发学生谈论中国古代的四大发明是由谁、什么时候发明的步骤2：StepPresentation1. Present the sentence structure, using the pictures on the big screen: Whats the golden medal made of? Its made of gold. Is this table made of wood?No, it isnt. Its made of glass.Is Butter made from meat?No. Its 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）。.设计意图:通过图片的展示，为1a和1b的学习打基础。 你的衬衫是棉的吗？ _ your shirts _ _ cotton? 是的，而且它们产于美国。 Yes. And they were _ _ the US. 飞机模型是由什么制成？ _ the model plane _ of ? 它是由旧木头和玻璃制成。 Its made of _ _ and _ 茶产自中国哪里？ _ _ tea _ in China? 茶是如何制成的？ _ is tea _?2. Show some pictures on the big screen. Try to learn the new words using “be made of” structure. Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leafe.g. This pair of chopsticks are made of bamboo. This coin is made of silver.Is this blouse made of cotton? No, it isnt. Its made of silk.Whats the fork made of? Its made of steel. These pigs like grass very much. a piece of leaf Kolas like leaves. 3. Ss discuss with their partner and try to learn the new words. 4. Give Ss five more minutes to remember the new words. 5.Work on 1a: Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible. What are these things usually made of? Match them with the materials. More than one answer is possible. 1. chopsticks2. window3. coin4. stamp5. fork6. blousea. wood b. goldc. silverd. papere. silkf. glassCheck the answers with the Ss.步骤：Step3 listen T: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made. Things Made ofMade inshirtscottonKorea chopstickssilverThailand ringsteelAmerica 2. Let one student read the words in the box, Play the recording for the Ss to listen. 3. Ss try to listen and match the things with the material and here they were made. 4. Play the recording again. Let Ss check the facts they hear. 5. Check the answers设计意图:步骤：Step4Pairwork1. 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 isnt. Its made of silk.3. Let some pairs read out their conversations.设计意图:进一步巩固1a和1b的内容,让学生学会运用步骤：Step5 listeningWork on 2a: T: Lets listen to another conversation between Nick and Marcus. 1. What are they talking about? First, lets look at the pictures and the phrases in 1a. (Let one students 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. Make sure they know what to do. 2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question. Play the recording for the Ss to answer the questions. (If necessary, using the pause button.) 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? _3. Play the recording again to check the answers. 4. Play the recording again. Let Ss fill in the blanks of the conversation设计意图:步骤：Step6. Pair work 1. Tell Ss to make a conversation using the information in 2a and 2b. e.g. A: What did you s