英语人教版九年级全册Period 1 Section A (1a～2d).doc

Unit 5What are the shirts made of？第一课时Section A (1a2d)【学习目标】1教会学生关于产品成分构成与产地的常用词汇与句型。2指导学生仔细聆听谈论产品成分构成与产地的对话；学会运用被动语态谈论产品成分构成与产地。3引导学生通过开展小组学习活动，培养协作意识；能用英语介绍中国茶叶的生产与采摘过程，向世界宣传中国的民族产业。【学习重点】重点单词：chopstick，coin，fork，blouse，silver，glass，cotton，steel，fair，environmental，grass，leaf，produce，widely，process，pack【学习难点】通过交流表达和听力训练，引入各种学习方法和策略来学习“What is it made of/from？”学习提示Show objects and have a simple dialogue.eg：A：Whats this?B：Its a paper plane.A：What is it made of?B：Its made of paper.A：Where is it made?B：It is made in my office.Task 1学习提示Preview the words on P3334，read the words by phonetic symbols and mark the new words in the text.Finally finish the tasks in 1a on P33.【学法指导】silver，glass，cotton，steel，grass均为不可数名词；leaf是可数名词，其复数形式为leaves；chopsticks常以复数形式出现。be known for“因而著名”，相当于be famous for。be known as“作为而著名”，相当于be famous as。如：Einstein is known/famous for his Theory of Relativity(相对论)爱因斯坦因为他的相对论而著名。情景导入生成问题T：Look at the book.What is it made of?S1：It is made of paper.T：Quite right.Then what is the pencil made of?S2：It is made of wood.T：Yes.So we can see different things are usually made of different materials.自学互研生成能力Task 1Lets read new words and the phrases.1I can read.(我会读)预习下列单词，争取自己能正确拼读。拼读成功后再在课文中把单词标记出来。chopstick，coin，fork，blouse，silver，glass，cotton，steel，fair，environmental，grass，leaf，produce，widely，process，pack2I can write.(我会写)翻译下列短语。(1)be made of/from 由制成(2)be made in 在制造(3)environmental protection 环境保护 (4)by hand 手工3I can summarize.(我会总结)make的几个被动语态的常见搭配及其区分：(1)be_made_of意为“由制成”，可看出原材料，发生物理变化；(2)be_made_from意为“由制成”，看不出原材料，发生化学变化；(3)be_made_in地点意为“在(地方)制成”；(4)be_made_by意为“被(某人)制成”。Task 2Lets listen to the tape and finish 1b，2a，2b.Task 3Lets make conversations and interview.1I can practice.(我会练)根据汉语意思完成下列英语句子。(1)这个模型飞机是由什么制成的？What is the model plane made of?(2)中国以茶叶闻名。China is famous for tea.(3)据我所知，茶树生长于山脚。As far as I know，tea plants are grown on the sides of mountains.Einstein is known/famous as a great scientist.爱因斯坦作为一名伟大的科学家而著名。Task 2学习提示1Listen to the tape on P33 and finish the listening tasks in 1b.Then students listen to the tape again and repeat.2Listen to the tape on P34，and finish the listening tasks in 2a and 2b.Then listen again and repeat.Task 3学习提示Read 1c and 2c and finish the tasks in 1c/2c.Students imitate listening and have a dialogue practice with the sentences：What is it made of？Its made of【学法指导】As far as I know，tea plants are grown on the sides of mountains.其中“as far as I know”意为“据我所知”。在否定句中也可用so far as I know。When the leaves are ready，they are picked by hand and then are sent for processing.当茶叶长好，就会被手工采摘并被送去加工。The tea is packed and sent to many different countries and places around China.茶叶被打包送往世界各国和中国各地。其中的be sent for意为“被送去做”，be sent to意为“被送到”。【备注】2.I can write.(我会写)你能结合课文内容编写对话，介绍自己的文具或衣服的构成、产地等吗？3I can summarize.(我会总结)被动语态基本结构：be动词过去分词(by动作执行者)(1)be有时态、人称和数的变化；(2)被动语态中的谓语动词必须是及物动词；(3)如果需要强调动作或行为的执行者时，在句后接“by”，意为“被”。交流展示生成新知Show in groups.(Time：six minutes)First the students read the words and phrases in groups，then read together and sum up the usage of the words in groups，mark the difficult points(they can ask the teacher for help)First the students discuss and check the answers in Task 3，then discuss and set scenes to perform the dialogues.At last write show contents on the blackboard.Class show.(Time：sixteen minutes)1I can read.Read together，pay attention to the pronunciation of “environmental”，“produce” and “process”；Sum up and explain the usage of some plural forms of nouns；Consolidate the word learning by word game.2I can write.Students translate the phrases into Chinese by answering quickly；Read together；Spot test：Consolidate the usage of phrases by making sentences.3I can summarize.Students sum up the usage of passive voice with “made”，and introduce the differences among be famous/known for and be famous/known as；Students consolidate the usage of them by exercises.And check the answers and explain.1I can practice.Ask students to translate the key sentences in Task 3；Read together；Explain the usage of “as far as” and the different meanings of “be sent for”and “be sent to” in the sentences.2I can write.Students make dialogues according to the task；Set scenes to perform the dialogues；Spot test：Interview in class and design exercises according to the interview.3I can summarize.Students sum up the usage of basic structure of passive voice；Spot test：Consolidate it by making exercises themselies and chec