九年級英語教案上冊

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新人教版九年級英語教案上冊

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新人教版九年級英語教案上冊

　　新版人教版九年級英語上冊Unit 5教案【1】

　　Section A 1 (1a-2d)

　　一、教學目標：

　　1. 語言知識目標：

　　1) 能掌握以下單詞： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack

　　能掌握以下句型：

　　① —This ring looks nice. Is it made of silver?

　　—Yes, and it was made in Thailand.

　　② What is it made of/from?

　　③ China is famous for tea, right?

　　④ Where is tea produced in China?

　　2) 能夠用英語描述及詢問物品的制作材料，正確理解被動語態的用法及句子結構。

　　2. 情感態度價值觀目標：

　　了解一些日常用品的制成材料，增加生活常識，養成良好的生活習慣;了解一些地方知名產品或傳統藝術品的制作過程以及制作材料，培養學生的民族自豪感及愛國主義精神。

　　二、教學重難點

　　1. 教學重點：

　　1) 掌握本課時中出現的生詞

　　2) 能夠用英語描述及詢問物品的制作材料

　　3)正確理解被動語態的用法及句子結構。

　　2. 教學難點：

　　理解被動語態的用法及句子結構。

　　三、教學過程

　　Ⅰ. Lead in

　　1. 播放動畫片《造紙過程》的視頻，讓學生們了解這個中國傳統發明的情況。

　　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: It’s mainly made of wood, bamboo, and cotton.

　　…

　　Ⅱ. Presentation

　　1. Present the sentence structure, using the pictures on the big screen:

　　—What’s the golden medal made of?

　　—It’s made of gold.

　　—Is this table made of wood?

　　—No, it isn’t. It’s made of glass.

　　—Is Butter made from meat?

　　—No. It’s made from cream?

　　讓學生們學習掌握be made of/from句型的用法，及be made of與be made from的區別。

　　兩詞組都是“由……制成的”之意。be made of 指從原料到制成品只發生了形狀變化，沒有發生本質變化(屬物理變化)

　　be made from指從原料到制成品發生了質的變化，已無法復原(屬化學變化)。

　　Ⅲ. Learning

　　1. 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, leaf

　　e.g. This pair of chopsticks are made of bamboo.

　　This coin is made of silver.

　　Is this blouse made of cotton?

　　No, it isn’t. It’s made of silk.

　　What’s the fork made of?

　　It’s made of steel.

　　These pigs like grass very much.

　　a piece of leaf

　　Kolas like leaves.

　　2. Ss discuss with their partner and try to learn the new words.

　　3. Give Ss five more minutes to remember the new words.

　　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. chopsticks

　　2. window

　　3. coin

　　4. stamp

　　5. fork

　　6. blouse

　　a. wood

　　b. gold

　　c. silver

　　d. paper

　　e. silk

　　f. glass

　　Check the answers with the Ss.

　　Ⅳ. Listening

　　1. 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 of Made in

　　shirts cotton Korea

　　chopsticks silver Thailand

　　ring steel America

　　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

　　Ⅴ. Pair work

　　1. 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 isn’t. It’s made of silk.

　　3. Let some pairs read out their conversations.

　　Ⅵ. Listening

　　Work on 2a:

　　T: Let’s listen to another conversation between Nick and Marcus.

　　1. What are they talking about? First, let’s 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 leaves

　　2. 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.

　　Ⅶ. Pair work

　　1. Tell Ss to make a conversation using the information in 2a and 2b.

　　e.g.

　　A: What did you see at the art and science fair?

　　B: I saw a model plane.

　　A: What is it made of?

　　B: It’s made of steel, glass, and plastic.

　　2. Let Ss make their own conversations.

　　3. Practice their conversations in pairs.

　　Ⅷ. Role-play

　　1. Work on 2d

　　Read the conversation and complete the blanks.

　　1) Chinese _____________ tea both in the past and now.

　　2) _________ I know, tea plants _________ on the sides of mountains.

　　3) When the leaves are ready, they _______ by hand and then _______ for processing.

　　4) The tea ____________ and sent to many different countries and places around China.

　　5) People say that tea ___________ ____ health _____ business!

　　2. Read the conversations and Let Ss read after the teacher.

　　3. Explain some new words and main points in the conversation.

　　4. Ask Ss to role-play the conversation in groups.

　　X. Language points

　　1. What is the model plane made of?

　　What is the painting made from?

　　be made of與be made from 辨析

　　兩詞組都是“由……制成的”之意。be made of 指從原料到制成品只發生了形狀變化，沒有發生本質變化(屬物理變化)

　　be made from指從原料到制成品發生了質的變化，已無法復原(屬化學變化)。

　　e.g. Glass is made of glass. 玻璃杯是由玻璃制成的。

　　The paper is made from wood. 紙是木頭做的。

　　2. For example, Anxi and Hangzhou are

　　widely known for their tea.

　　widely adv. 廣泛地;普遍地

　　wide (形容詞) + ly → widely (副詞)

　　e.g. Gas is widely used for cooking and heating.

　　天然氣被廣泛地用于做飯和取暖。

　　3. Where is tea produced in China?

　　produce v. 生產;制造;出產

　　英語中有produce, grow和plant三個動詞均可用來描述農作物及植物的“種植;

　　生產;生長”，但有所區別。

　　produce指農作物成產量化地“出產”，或自然地“生長出;長出;結出(果實)”。

　　e.g. This region produces over 50% of the country’s rice.

　　這個地區出產整個國家50%以上的大米。

　　These trees can produce very good apples.

　　這些樹能結出優質的蘋果。

　　grow表示“種植;使生長”，著重指種植以后的栽培、生長過程。

　　e.g. These plants grow from seeds. 這些植物從種子生長而來。

　　The villagers grow coffee and corn to sell in the market.

　　村民們種植咖啡和玉米好拿到市場上去賣。

　　plant側重“栽種;播種”這一行為，指把種子或秧苗種到土壤里使之生長。

　　e.g. How many trees have you planted this year? 今年你們種了多少棵樹?

　　They planted tomatoes and carrots in their backyard.

　　他們在后院栽種了西紅柿和胡蘿卜。

　　3. For example, Anxi and Hangzhou are widely known for their tea.

　　be known for 以……聞名;為人知曉

　　be known for = be famous for

　　e.g. Suzhou is known for its beautiful gardens.

　　蘇州以其美麗的園林而聞名于世。

　　be known as和be known for

　　be known as意為“作為……而著名”。be known for意為“因……而著名”。

　　根據句意用be known as或be known for的適當形式填空。

　　1) Han Han ____________ his writings.

　　2) As we know, Yao Ming __________ a basketball player.

　　Homework

　　I. Recite the conversation in 2d after school.

　　II. Translation.

　　九年級英語上冊Unit13教案(新版人教版)【2】

　　知識

　　技能 1. Target language:

　　We’re trying to save the earth.

　　People are throwing litter into the river.

　　The river used to be so clean.

　　Everyone should help to clean up the river.

　　2. Grammar:

　　Present progressive, used to, modal verbs

　　3. Words and expressions;

　　(1) Curriculum words: litter, bottom, fisherman

　　(2) Useful expressions: be full of, put…into, throw…into, clean up, play a part in, close down

　　過程

　　方法 According to designing some tasks, to train students’ listening ability and to train students’ communicative competence.

　　情感

　　態度 Everyone should keep our rivers clean.

　　學習策略 Listening for key words, transforming information.

　　重點 Target Language

　　難點 1.How to train students’ listening ability.

　　2. How to train students’ communicative competence.

　　教學內容及問題情境學生活動設計意圖

　　1a. To introduce Ss to the unit goal, talk about pollution and environmental protection.

　　Picture:

　　The four pictures show different forms of environmental pollution. The first picture on the left shows an airplane flying over some houses. The airplane seems to be flying a quite a low altitude, so the noise level must be quite high foe the people living in these houses. This is considered noise pollution. The second picture shows some vehicles give out exhaust fumes and causing air pollution. In the third picture, we see big chimneys giving off a lo of smoke and polluting the air. The last picture shows a rubbish dump hat pollutes the environment around it.

　　What other things cause pollution?

　　Ask Ss to complete the activity as a class, then work in pairs to think of more words to add to the lists for each column.

　　1b. To help Ss recognize the target language in natural speech.

　　Everyone needs to play a part:

　　In the conversation, the boys are talking about the river in their town being polluted by litter and industrial waste. One of them wants to write to the government about the problem, but the other boy wisely says that cleaning up the river is everyone’s responsibility, not just the government’s.

　　Predicting the answers

　　Ss work in pairs to predict the answers to the activity, then play the recording for Ss to fill in the gaps and review answers as a class.

　　1c. To give Ss guided practice in using the target language to talk about pollution and environmental protection.

　　Review of used to and should. Look at the pictures and write these words in the boxes below. Then write other words you know.

　　Work in pairs.

　　Listen and circle the words in 1a that Victor and Ginny use to describe the animals.

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