英语Section A教案设计

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第1课时 教学设计课题Unit 5 What are the shirts made of ?      课型听说课√   语法课口   阅读课口   写作课口   其它课__________教材（语篇）分析：【what】本节课是一节听说可。主要谈论日常用品和制造该用品所需原材料以及生产地等。  【why】    通过谈论生活中常见物品的制作原料来导入话题，复习并呈现日常用品及原材料的相关词汇。  【how】 因本课的很对词汇与生活联系密切，所有很多物品可以通过事物进行展示，在听说过程中，自然呈现被动语态句式，让学生感知被动语态的结构及其表意功能。借助听力材料，切入到再生资源和环保话题，对学生进行潜移默化的人文教育。通过一个关于茶叶的对话，呈现被动语态在不同语境下更多真实运用的例句，加强学生对这一新语法项目的感性认识。 学情分析：（一）自然情况被动语态对与学生来说，这是教材中首次接触。    （二）已有基础但对于很多学生受母语的影响，对被动语态也有一定的了解。   
    （三）存在问题
      由于学生的自觉性差，很少自觉地复习预习，学过的词汇句型可能已经不在熟悉。   （四）解决措施   教师可让他们体会被动语态的结构和表意功能。在听说训练过程中，让学生通过自主和合作学习的方式进行句式结构的语言输入，并设计相应的任务，鼓励学生运用所学进行语言实践，并就原材料话题对学生进行生态环保方面的人文教育。   教学目标：通过本课学习，学生能够：   学生能学会重点词汇以及目标语言。 （学习理解）重点单词及短语：chopsticks , window, coin , stamp , fork , blouse 等。 目标语言：A:What is the model plane made of ? B: It’s made of used wood and glass .      能初步掌握被动语态的句式结构。 （应用实践）学生能够树立生态环保意识，简单了解中国的茶文化。 （迁移创新）9教学重难点重点：学会使用被动语态表达被动语态。 难点：正确使用被动语态结构，正确使用动词的过去分词。  学习活动设计教师活动学生活动环节一：Activity 1  教师活动1  Lead-in The teacher show some pictures and asks students to say what it is. The ask them to say what they are made of .Write the title of this unit on the blackboard .  学生活动1 Make conversations .  Ask and answer  活动意图说明：教师通过问问题来导入新课，引出本单元的标题和句型，让学生在自然的问答中体会到本单元的句型和主题。  环节二：Activity 2  教师活动2  Presentation Students may answer the questions like this :It’s made of silk /cotton , .Teach students the words for different materials . Use the other objects to teach the new words , for example , fork , blouse , chopsticks and so on . While showing the objects , ask students to say what they are made of . Show a pair of steel chopsticks . Ask students what they are made of . Then tell students are chopsticks were made in Korea . Write the structure on the blackboard . Ask students to follow the examples to make conversations in pairs .  学生活动2  Discuss with groupmates .     Learn the new words.    Ask and answer  Work in pairs .  活动意图说明：同样使用PPT来教授表示日常用品的新单词，同时询问学生它们的制作材料是什么，通过问答的方式，让学生体验be made of 的用法。在介绍金属筷子时，谈论了他在韩国生产的，以此让学生体会被动语态的一般过去时。呈现目标句型后，让学生合作进行对话练习。  环节三：Activity 3 教的活动3 Work on 1a Point out the things in 1a . Ask students to match them with the materials .Remind them that more than one answer is possible . Check the answers by asking students to make sentences about each thing . 学的活动3 Finish 1a  Check the answers 活动意图说明：让学生将物品与材料进行搭配，并用被动语态的句式表达出来，既练习了新学的句式，又核对了答案。   环节四：Activity 4 教的活动4 work on  1b    Have some students read column in the chart . Help them understand what they are supposed to do .    Play the recording for the first time . Students only listen .    Play the recording a third time . Ask students to listen and repeat . 学的活动4 Read aloud .  Listen and finish the tasks . 学的活动31. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明：让学生观察课本主题图，结合途中场景和语言内容引导他们推测，预填空缺的单词，培养学生观察图片猜测的能力。 环节五：Activity 5 教的活动5  Work on 1cPoint to the chart in 1b . Ask students to make conversations using the information in 1b . Then ask them to follow the example to talk about the things they have now . 学的活动5  Make a conversations and ask .  活动意图说明： 听力结束后，对1b中的表格再次利用，让学生仿照例句进行对话练习，并引导学生利用身边的资源进行类似的对话操练，让学生真实的情境中进行语言的输出。 环节六：Activity 6  Work on 2a-2c教的活动6Point out the 6 topics in the chart . Have students read them one by one . Explain the key words fair , environmental protection , grass and leaves  Play the recording for the first time . Students only listen . Play the recording again . Students check the main topic . Check the answers . Play the recording for a third time . Ask the students to write short answers to the 4 questions in 2b. Check the answers . Go on asking students questions . Help them to understand the importance of recycling and help them to know the difference be made of and be made from . Ask students to follow the example in 2c to make new conversations . 学的活动6 Read aloud and understand .     Listen to the tapes for three times and finish the tasks     Check the answers  Make conversations.  活动意图说明：听前帮助学生理解题目要求，扫除听力障碍，听后通过追问的方式，让学生思考平常的飞机模型和油画都是什么制成的，而本题中制作材料又是什么，引导学生关注和再生资源。通过例句使学生明白be made of 和be made from 的使用区别。 环节七：Activity 7  教的活动7  Listening  work on 2dAsk students to look at the picture and guess what the passage is about :Ask some questions about tea . For example , How many kinds of tea do you know ? Where are they ? Then ask them to read the conversation and answer the questions : Where is tea produced in China ?How is tea produced ?Check the answers . Ask students to find out all the sentences with passive voice and underline the past participle forms . Go on asking questions like Is tea grown in our hometown ? How are tea  leaves picked ? Where is tea sent ? Ask students to listen and repeat . Than ask them to role-play the conversations .  学的活动7  Look at the picture and answer      Read conversations and answer the questions .     Ask and answer   Listen and repeat    活动意图说明：读前进行话题和词汇准备。通过问答的形式让学生熟悉话题及相关词汇，带着问题进行阅读，读后让学生找出所有含有被动语态的句子，并画出里面的过去分词，树立总结出被动语态的结构。就“茶”这一话题继续讨论，让学生进一步熟悉的结构。最后让学生模仿语音语调，进行角色扮演。     板书设计                               Unit 5 What are the shirts made of ?                                    Period 1 Section A 1a-2d        A:What are the chopsticks made of ?      B: They are made of silver and they were made in Korea .      fork    blouse     chopsticks 分层作业设计   基础巩固：     Preview the Grammar Focus .  设计意图：熟记本课重点单词和短语。    能力提升:          Summarize the key structures .         设计意图： 进一步巩固被动语态的功能和句式结构。  教学反思与改进本节课的设计体现了任务型教学的特点，由易至难，层层递进，由任务推动教学，使每个学生尽可能地参与到课堂之中，但在具体的操练过程中，操练的方法还有待于进一步改进，应加上自己和同伴的前后变化或加上更多的活动和游戏来调动学生参与的积极性，以达到更好的教学效果。