初中英语人教新目标 (Go for it) 版九年级全册Section A教案

这是一份初中英语人教新目标 (Go for it) 版九年级全册Section A教案，共10页。教案主要包含了单元结构导航图，单元及课时学习目标等内容，欢迎下载使用。
课时教学设计
课题
Unit 5 What are the shirts made f？
Perid 1 Listening and speaking
课型
新授课
1. 教学内容分析
【What】Susan和Anita之间的对话介绍了不同物品的价格、制作材料以及原产地。通过Nick和Marcus的对话介绍了科技大会上的所见所闻。
【Hw】以对话的形式介绍了不同产品的价格产地和制作材料，并且将介绍置于不同的时态下进行讨论。
【Why】通过不同人物对话在真实语境下向学生介绍不同物品的价格、制作材料和原产地的询问和解答方法，并且通过科技大会的语境设置向学生输入更加丰富的语言，助力进一步讨论。
2. 学习者分析
学生需求：从新知识学生的需求程度分析学生经常能够在商品标签上看到“Made in China”对于被动语态稍有了解，但是大多数学生对于被动语态没有系统了解，比较陌生。尤其是不清楚be +dne 中dne的动词变化形式。学生对于be made in ,be made frm, be made f 的区分也不清楚。
学生状态：从学生接受该知识的现阶段状态分析学生在之前的学习中曾经在阅读中接触过被动语态，对于被动语态的形式有所了解，本单元的教学材料中有大量的物品与原材料的内容，对于初中学生来说猜测用be made frm 还是be made f 会是比较有意思的活动。用大量的趣味猜测使得学生体验被动语态的用法，然后请学生自主进行分析和总结用法能够激发学生的学习热情。
3. 学习目标确定
掌握一般过去时态的被动语态由 was/were +过去分词构成，学会be made f和be made in的用法，并能正确运用被动语态谈论物品的材料和产地。
通过熟悉我们周围经常使用的物品的历史来开阔眼界，丰富自己的阅历，使自己养成勤于思考、善于总结的好习惯。
3. Language pints（语言点）
要求掌握以下句式：
（1）A: What is the ring made f?
B: I think it is made f silver.
（2）A: Where was it made?
B: It was made in Thailand.
（3）A: Wh were they made by?
B: They were made by university students.
要求掌握以下词汇：material, chpsticks, cin, frk, bluse, silver, glass, cttn, steel, grass, leaf, prduce, widely, prcess
学习重点难点
教学重难点： be made f 与be made frm 的使用及区别。
学习活动设计
教师活动
学生活动
环节一：Dialgue 1
教师活动1
Pre-listening
Step 1:
Grupwrk: Shw sme pictures and have Ss discuss the questin in grups:
What are they made f?
They are made f wd / gld / silver / paper / silk / glass.
Step 2
Pair wrk.
A: What is/are it/they made f?
B: I think it/they is/are made f …
A: Where was/were it/they made?
B: It/They was/were made in …
Step 3
T: What are these things usually made f? Match them with the materials.
While-listening
Step 4:
Task 1: Listen and circle the things yu hear.
Task 2: Listen and match the prducts with what they are made f and where they were made.
Pst-listening
Step 5:
Ask students t wrk n 1c.
A: This ring lks nice. Is it made f silver?
B: Yes, and it was made in Thailand.
学生活动1
Students practice the cnversatin in pairs.
活动意图说明：
利用图片形象直观，创设语言环境，激发学生表达欲望。
由小组讨论到生生对话，进一步熟悉本课功能句，并为听力扫除生词障碍，进行听力预测。
对本课的功能语言进行听力的初步感知，并复习听关键词的听力技巧。
环节二： Dialgue 2
教师活动2
Pre-listening
Step 1
Shw a picture f a mdel plane and have Ss discuss these questins in grups:
What is it?
What is it made f?
While-listening
Step 2
Ask students t listen and check (√) the main tpic f Nick and Marcus’ cnversatin.
_____ the science museum
_____ the art and science fair
_____ envirnmental prtectin
_____ a mdel plane
_____ a beautiful painting
_____ grass and leaves
Step 3
Ask students t listen again. Write shrt answers t the questins.
1. Where is the art and science fair?
2. D Nick and Marcus have t pay t g?
3. What is the mdel plane made f?
4. What is the painting made frm?
Step 4
Ask students t listen again and fill in the blanks.
Nick: Hey Marcus, have yu heard abut the art and science fair?
Marcus: Yu mean the ne just utside the science museum?
Nick: Yeah, that’s the ne. The schl ntice bard says all students ____________ t attend fr free! Our schl is paying fr it!
Marcus: Ww, that’s great!
Nick: I went there yesterday.
Marcus: Did yu see anything cl?
Nick: Of curse! All the wrks there ______________ university students.
Marcus: What did yu see?
Nick: I saw a huge mdel plane. It’s ___________ used wd and glass. I als saw a really beautiful painting. It’s ______________ grass, leaves and flwers.
Marcus: Oh, yeah, the fair is abut envirnmental prtectin and recycling, right?
Nick: Yes, and the students _______________ sme really interesting and creative ideas.
Pst-listening
Step 5
Task 1 通过刚才的听力训练，我们来总结一下
be made f 和 be made frm 都意为“由……做成”，be made f 表示能看出来原材料，be made frm 则表示_____________.
练习：翻译句子
(1) 桌子是由木头做成的。______________________________
(2) 纸是由木头做成的。_________________________________
Task 2
1. The schl ntice bard says all students ____________ t attend fr free!
2. All the wrks there ______________ university students.
3. It’s ___________ used wd and glass.
4. It’s ______________ grass, leaves and flwers.
以上的句子都是_______语态。这种语态的动词结构是 ____________________
Step 6
Pair wrk.
以小组为单位，针对同学们所展示的最感兴趣的物品，介绍制作者、何时制作的、由哪些材料做成、有何用途（be used fr）等，并将提到的物品进行分类。可用下面的语言结构：
What’s the mst interesting thing yu have ever seen?
Wh made it?
When was it made?
Where was it made？
What’s it made f/frm?
What is it used fr?
Step 7
Grup wrk
根据刚才的调查结果，以小组的形式向全班同学作汇报。可用下面的语言结构：
The mst interesting thing I have ever seen is …
It was made by …
And it is used fr …
学生活动2

活动意图说明:
通过巩固强化功能句，加强内化。学生通过练习活动对已掌握的功能句进行输出；教师初步掌握学习情况。
环节三： Cnclusin
教师活动3
小结
Hmewrk
介绍自己一样最感兴趣的物品，包含制作者、何时制作的、由哪些材料做成以及有何用途（be used fr）等信息。
学生活动3
活动意图说明
检测本课教学成果。
板书设计
Unit 5 What are the shirts made f？

What’s the mst interesting thing yu have ever seen?
Wh made it?
When was it made?
Where was it made？
What’s it made f/frm?
What is it used fr?
7. 教学反思与改进
学生初步掌握被动语态结构be +dne的使用，但并不熟练。