Unit5sectionB三课时全教案含教学反思人教版（2012）九年级英语全册

Unit5SectionB(1a1e)教学目标1.知识与技能Improvestudents'listeningandspeakingabilities.KnowmoreaboutthekitefestivalinWeifang.2.过程与方法Listening&Speaking3.情感态度与价值BeinterestedintraditionalChinesearts.重点keypoint:Graspthekeyphrasesandsentencestructures.难点Difficultpoint:Talkaboutwhatkitesaremadeofinthelisteningandspeakingpractice.教学过程:StepⅠLeadin1.Showsomepicturesofkitesthatareintheshapesofdifferentanimals.Andaskstudentstotalkaboutwhatmaterialscanbeusedtomakekites.2.TellsomeinformationaboutthekitefestivalinWeifang.StepⅡPrelistening1.Showsomepicturesofthingsthatcanbeusedtomakekites.2.Teachthenewwordsofthislesson.StepⅢWhilelistening1.Listenandcirclethecorrectanswersin1b.(Beforelistening,askstudentstoreadthesentencesin1b.)2.Askonestudenttotelltheanswers.3.Readthesentencesin1candcirclethekeywordsineachsentence,tohelpthemgettherightanswerwhilelistening.4.Listenagainandfinishthetaskin1c.5.Checktheanswerstogether.6.Listenforthethirdtime.Andfillintheblanksin1d.Askstudentstopayattentiontothewordsbeforeoraftertheblanks.7.Listenandrepeattochecktheanswers.StepⅣPostlistening1.RoleplayaconversationbetweenLauraandZhengYunusingtheinformationin1a~1d.2.Invitesomegroupstoactouttheirconversationsinfrontoftheclass.3.Languagepoints.StepⅤSummary&Homework1.Sumupthelisteningskillsandkeypoints.2.Homework1.Finishtheexercisesofthislesson.(mustdo)2.SearchmoreinformationabouttheWeifangKiteFestivalandshareitinthenextlesson.(choosetodo)知识点总结Unit5SectionB(1a1e)petitor...:international,flyakite,petitor...二、keysentence:Somewerepaintedwithcolorfuldrawings.教学反思本课时的听力任务较多，听力内容有点长且学生对这方面的知识较少。教师要补充适当的背景知识以及相关词汇，同时鼓励学生多做课外阅读拓展知识面。任课教师：________Unit5SectionB(2a2c)教学目标1.知识与技能hand...sterthekeywordsandphrases:form,balloon,byhand...Improvestudents'readingabilities.2.过程与方法TaskBasedTeachingMethod3.情感态度与价值BeinterestedinChineseartsandtakeprideintraditionalarts.重点keypoint:Graspthenewwordsandphrases.难点Difficultpoint:Getthekeyinformationofthetextbyusingreadingskills.教学过程:StepⅠLeadin1.FreetalkT:Whatdoyouknowaboutfolkortraditionalart,likepapercutting?2.Sumupstudents'answersandthenaddmoreotherChinesetraditionalarts.StepⅡPrereading1.Teachnewwords.2.Lookatthepicturesin2bandreadthetitleofthetext,thenpredictthetopicofthepassage.StepⅢWhilereading1.Fastreading1)Readthepassagequicklyandfillinthechart.Thenaskstudentstogivetheiranswerstocheck.2)Findoutthetopicsentenceofeachparagraph.Thenchecktheanswers.2.Carefulreading1)Readthepassagecarefullyandanswerthequestionsin2c.2)Askstudentstosharetheiranswersandchecktheanswers.Explainthedifficultones.3)Listentothetapeandreadafterit.Thenfinishthetaskin2d.Thenchecktheanswerstogether.StepⅣPostreading1.Retellthemainideasofparagraphs2~4.2.Discussthequestionsin2e.Theninvitesomestudentstosharetheiropinions.3.Languagepoints.StepⅤSummary&HomeworkSumupthekeypointsofthislesson.Homework1.Makesentenceswiththephrasesin2d.(mustdo)2.FindoutmoreChinesetraditionalarts.(choosetodo)知识点总结Unit5SectionB(2a2c)out...ywords:lively,heat,plete,sendout...二、sentences:Thepaper,usuallyred,isfoldedbeforeitiscutwithscissors.教学反思通过本课时的学习，给学生一些阅读技巧，让学生掌握文章大意及关键信息。文章内容比较有趣，学生学习掌握得较好。但内容中包含的生词较多，应让学生做足够预习工作，减少阅读障碍。任课教师：________Unit5SectionB(3aSelfCheck)教学目标1.知识与技能Reviewthekeywords,phrasesandsentences.Learnhowtowriteaboutthespecialthings.2.过程与方法TaskBasedTeachingMethod3.情感态度与价值BeproudoftraditionalChineseartformsandtheimprovementoftechnology.重点keypoint:Howtousethepassivevoicetowriteaboutthespecialthings.难点Difficultpoint:Improvestudents'writingabilities.教学过程:StepⅠLeadin1.Showsomepicturesofthingsandaskstudentswhattheyaremadeof/fromtoreviewthepassivevoice.2.Sharpeyes—ReviewthekeyphrasesStepⅡPrewriting1.ShowstudentsapieceofaChineseclaypiece.Askthemwhatitismadeofandhowtomakeit.2.Workon3aDiscusssomespecialthingsthatyourtown/cityisfamousforandfinishthetablein3a.3.Invitesomestudentstointroducethespecialthingsintheirtown.Theteachercangiveanexampletothem.StepⅢWhilewriting1.Askstudentstoreadthenotesandtrytowriteaparagraphabouttheproduct.2.WritingstructurePara1:GeneralIntroductionfor...Mytown/cityisfamousfor.........isfamousinmytown/city.Para2:Detailsabouttheproduct...in......is/aremadeof/from/with/by/in......is/areusedfor...Para3:Whyisit/aretheyspecial?...is/areknownfor......is/arespecialbecause...3.Theteacherwalksaroundtheclasstogivelanguagesupport.StepⅣPostwriting1.Sh