人教新目標(biāo)版九上英語(yǔ)Unit5SectionB（1a-1e）【教案】

Unit5Whataretheshirtsmadeof?SectionB（1a-1e）TeachingAims1.語(yǔ)言能力：能夠了解風(fēng)箏是用什么材料制作的。2.文化意識(shí)：了解山東濰坊的國(guó)際風(fēng)箏節(jié)3.思維品質(zhì)：能夠從聽(tīng)力材料中獲取相關(guān)的信息。4.學(xué)習(xí)能力：有意識(shí)地運(yùn)用被動(dòng)語(yǔ)態(tài)談?wù)摦a(chǎn)品用什么制造，在哪兒制造。TeachingDifficultiesDevelopSs’abilitytousethetargetlanguagetotalkaboutcertaintopics.TeachingAidsAtaperecorder;CAIormultimediacoursewareTeachingProceduresTipsStep1Warm-upTheTcanplayavideoaboutkindsofkitestoarouseSs’interestandbroadentheireyes.ThenSscanhavesomediscussionsusingtheirpriorknowledge.TheTmayusetheseprompts:Haveyoueverseensomanykites?Howdoyoulikethem?Haveyouevertriedflyingkites?...ThentheTcanplaytheothervideoaboutWeifangInternationalKiteFestivaltointroducesomebackgroundknowledgetoSs.ThentheTcanmakeSsbrainstormwhatmaterialsareneededtomakeakite.TheTcanusetheseprompts:Haveyouevermadeakite?Whatmaterialsortoolsdoweneedtomakeakite?ThentheTcanlistthematerialsandtoolsontheboardsothatSscanhaveareviewofthesewordsandphrases.Step2Presentation&Practice1aThisactivityistoreviewthetargetlanguagefortalkingaboutwhatthingsaremadeof.Iffeasible,theTmaybringoneortwokitestoclassandhaveSsidentifythematerialsusedtomakethosekites.Alternatively,theTmayaskSspriortothislessontobringanykitestheymighthaveforthislesson.1aSslookatthepicturesin1aandtheTcanasksomequestionssuchas“Aretheybees?Aretheyflies?Isthisabutterfly?”tohelpSstoreviewthelearnedwords.Ssfinishthetaskin1aandsharetheiranswersbymakingconversationsusingthetargetlanguagestructureinpairs.Suggestedanswers:paper,silk,nylon,wood/bamboo1bBefore-listening,theTcanaskSstolookthroughthecontextin1btopredict.TheTmayusetheseprompts:IfLaurawantstoknowwhatZhengYundidonhisvacation,shemayaskZhangYun:Whatdidyoudo…?Whathappened…?Whattookplace…?IfLaurawantstoknowwhatZhengYunthinksaboutWeifang,shemayaskZhengYun:Howis…?Howdoyoufind…?Howdoyoulike…?1bTheTcanplaytherecordingandSsfinishthetaskin1b.ThentheTcaninvitesomeSstoshareanswersbyaskingthefollowingquestionsandthentheTcanmakefeedback.WhatisLauratryingtofindoutmoreabout?DoesZhengYuntellLauraaboutakitefestivalorhowtomakeakite?Whydidyouchoosethatanswer?Answers:1.A2.A1bAfterSshavecompletedactivity1b,theTmaywanttoaskSstolistentotherecordingagainandidentifythesuperlativesusedtodescribethekites.(best/highest)1cThisactivityistogiveSspracticeinlisteningforspecificinformation.TheTcanaskSstolookthroughthesentencesin1cbeforeplayingtherecording.Ssfinishthetaskin1candtheTcannominateSstosharetheiranswers.Answers:Z2.L3.Z4.L5.L1dThisactivityistogiveSsfurtherpracticeinlisteningforspecificinformation.Beforeplayingtherecordingagain,theTcanhaveSsworkinpairstopredictanswersin1dsothattheycanbemorefocusedwhenlistening.ThentheTpresentthecorrectanswers.Answers:1.kites2.April3.allovertheworld4.competitions5.silkorpaper;drawings.1eToprovideSswithspeakingpracticeusingthetargetlanguage,theTcaninviteSstorole-playtheconversationsbetweenLauraandZhengYun.Ormakethemworkinclosedpairs.TheTcanobservetheSs’performanceandprovidesupportwhennecessary.Otheroptions:TheTmayhaveSsworkinpairstomakeaconversationaboutotherfestivalstheyhavebeento,theninviteafewpairstorole-playtheirconversationsfortheclass.Step4Languagepointslearninginternationaladj.國(guó)際的international作形容詞，由“inter-（前綴）+nation（n.國(guó)家；民族）+-al（形容詞后綴）”構(gòu)成。（1）前綴inter-表示“……之間，相互”。inter-+net（n.網(wǎng)絡(luò)）Internet（n.互聯(lián)網(wǎng)）（2）后綴-al常加在名詞之后，構(gòu)成形容詞，表示“與有關(guān)的”。nature（n.自然）去e+-alnatural（adj.自然的）competitorn.參賽者；競(jìng)爭(zhēng)者（1）compete作動(dòng)詞，意為“競(jìng)爭(zhēng)”。Somecompaniesarecompetingagainsteachotherforthemarket.（2）competition作名詞，意為“比賽，競(jìng)爭(zhēng)”。Hetookpartinseveralchesscompetitionslastyear.Thelanguagepointsareforreferenceonly.Step5Summary&HomeworkThehomeworkcanvarywiththespecificconditions.SummaryTheTcanencourageSstosummarizethekeypointsofthisclasstohelpSsconsolidatetheknowledge.Homework:PreviewthepassageinSectionB2b.Dotheexercisesinstudents’book.TeachingReflectionInthisperiod，thestudentsshouldexpandthetopic.Theyhavealottosayabouttheirfavoritetopic－flyingkites.Thestud