Unit 5 What are the shirts made of第3课时同步教案.docx

1、Unit 5 What are the shirts made of第3课时同步教案英语 九年级全册Unit 5What are the shirts made of?Period 3Content Section A 2d, Grammar Focus, 4a, 4b, 4c教学目标要求1能掌握被动语态的构成：be done。2能询问物品的材质，如：Whats your pencil made of?3能询问物品的产地，如：Where was it made? 4能正确朗读Grammar Focus中的句子，如：Are your shirts made of cotton?5能区分主动语态和

2、被动语态的区别，如：People grow tea in Hangzhou. Tea is grown in Hangzhou. 6能学会主动语态和被动语态之间的转换，如：People grow tea in Hangzhou. Tea is grown (by people) in Hangzhou. 教学过程活动步骤教与学活动目的及其操作教学资源运用复习时间3 m1复习已学目标语。让学生复述上一课所学课文。导入时间2 m21.通过图片及问题了解对话内容。Look at the picture. What is it about? (学生会回答tea或茶叶等). Its a picture

3、about tea. What do you know about tea? How many kinds of tea do you know? What place is famous for Tieguanyin?点多名学生回答，参与讨论。2.导入本课标题。教师板书并课件显示：Unit 5 What are the shirts made of? Period 3 2d时间6 m3阅读并初步感知对话内容。Look at 2d. Read 2d and answer the questions. 4通过语境教授单词。Look at the sentences and the words.

4、What do the words mean?教师设语境帮助学生理解或猜测单词。 5T：1Where is tea produced in China? 2How is tea produced?教师问两个关键问题，让学生引用原文回答，从而熟悉并熟练表达对话内容。在学生回答问题时，把对话8个含有被动语态的动词原形和他们所在的句子写在黑板上。让学生关注被动语态的用法，归纳被动语态结构。例如：know Anxi and Hangzhou are widely known for their tea.produce Where is tea produced in China?grow How is

5、 tea grown?plant Tea is planted on the sides of mountains. pick Tea leaves are picked by hand.send Tea leaves are sent for processing.pack The tea is packed. send to The packed tea is sent to different places. 6通过练习掌握目标语。Now close your books and lets make sentences with the phrases. 关上课本，教师围绕着8个动词，用

6、被动语态的句子提问，可以是一般疑问句，选择疑问句，基础好的学生用wh 疑问句：Is tea produced in Anxi and Hangzhou?What other places is tea produced?Which city is well-known for its tea?How is tea grown? Where is it planted?Is tea grown in your hometown?How are tea leaves picked?When are tea leaves sent for processing?When is tea packed?

7、Where is tea sent?Why is tea drunk all over the world? 7小组活动。角色扮演，练习并掌握目标语。Work in pairs and role play the conversation.请几组同学为全班作对话表演。GrammarFocus时间8 m8读句子，感知目标语。Student A and Student B. can you read the sentences in Grammar Focus for us together?让两个学生以问答形式朗读Grammar Focus中的例句。9观察、比较、找规律。 Look at the

8、 sentences and think about: Whats the difference between active voice and passive voice?Why do we use passive voice?教师要求学生观察句子并思考。 10总结归纳目标句式。Now lets summarize the structure of Past Progressive Tense. 让部分学生说出自己的总结结果。引导学生总结出被动语态的结构：bedone；观察并说出规则动词的变化规律。planted, produced, picked, packed 和made, grown

9、, known, sent, drunk等过去分词构成上有什么不同；鼓励学生说出更多不规则动词的过去分词。 11通过探究，进一步理解目标语。Lets think about when we use passive voice. Do we know who made the model plane? (学生会回答 “no”)Do we know who planted the tea? (学生会回答 “no”)Sometimes we dont need to know who did the things. Then we use the passive voice.引导学生了解被动语态的语

10、境。4a时间5 m12进一步细化语法点。Look at 4a. Finish the sentences. 学生快速笔头完成填空练习。 13练习巩固。Let the sentences together. 要求学生大声读出完整的句子，即核对答案，又检查并训练语音语调。4b时间7 m14读句子，感知目标语。Read the sentences together.做题之前齐读句子。 15完成目标练习。Change the sentences into Passive Voice. 完成句子改写。让学生大声朗读主动与被动表达的两个句子，核对答案。4c时间5 m16对话练习目标语。教师示范：Whats

11、 this? Ss: Its a .Whats it made of? Ss: Its made of .Where is it made? Ss: Its made in .What is it used for? Ss: Its used for .组织同学上前拿出实物进行操练，并向全班同学展示他们的对话。 小结时间2 m171. 总结本节课的重点内容，回顾重要目标语言。What have you learned from this lesson?鼓励学生先自己总结，教师最后归纳。2.朗读Grammar Focus的句子，进一步掌握目标语。Read the sentences in Grammar Focus together. 拓展时间7 m18拓展练习：被动语态。小组合作，用被动语态编故事。作业1 m19Homework(布置作业)1工整抄写并熟读Grammar Focus 中的句子。2 使用被动语态造5个句子。