人教版九年级Unit 5 What are the shirts made of -Section B 1a—1e-ppt课件-(含教案+音频)-公开课-(编号：601dc).zip

1、 1a-1e SectionB Unit 5. What are the shirts made of ? Hey ,I am your old friend. I am present participle . Do you remember me? looking working eating sleeping I am past participle. looked worked eaten slept Old friends 现现在 分词词 过过去 分词词 pick live pack study cry try cut put read sing swim grow take wri

2、te drive picked lived packed studied cried tried cut put read sung swum grown taken written driven Revision I have _ (eat) breakfast. She has _ (finish) her homework. Tom has _(find) his watch. Where do we use Past participle?(过过去分词词在哪里使 用？) 完成时时 The Present Perfect Tense eaten finished found ? Wher

3、e else can we use it? 还还能在哪 用？ Whats this? Its a desk. It is made of wood. Whats this? Its a car. It is made of steel. be made of 由制成 （ 见见原料） Whats this? Its a T-shirt. It is made from cotton. be made from 由制成 （不见见原料） Whats this? Its_. It is made of/from Make a dialogue with your partner.(做对话 ) Do y

4、ou like flying kites? What kind of kites do you make? a butterfly kite a dragon kite a goldfish kite 我 做 风 筝 Put these three pieces into the blank active voice 主动语态 风 筝 做 我 被 passive voice 被动语态 这这里缺一个 部分 被 做 How can we say “被做” inEnglish? is made. The kite is made is made 被 做 被画 is painted 被 选择 is c

5、hosen The kite How can we say “被”in English? 被 be + 过过去分词词 is read am asked is woke n is done are planted istold is spoken are discussed How can we turn Active Voice into Passive Voice?( 怎样把主动语态变 成被动语态 ？) I makethe kite Active voice主动 语态 Passive voice被动 语态 is made by me 主语语谓语谓语宾语宾语 I the kitemake 规则

6、：_和_ 位置_, 动词变成_加_. 主语宾语互换 be过去分词 _ _ _ _ _ _ bamboo wood paper string cloth plastic Do you know how to fly a kite? What are kites made of? Write down some materials used in making kites. 1a Listen to a conversation between Laura and Zheng Yun and circle the correct answers. 1.Laura is trying to find

7、 out more about: A. what Zheng Yun did on his vacation. B. what Zheng Yun thinks about Weifang. 2. Zheng Yun tells Laura about: A. a kite festival. B. how to make a kite. 1b Listen and write L for Laura or Z for Zheng Yun. 1._went on a vacation to Weifang. 2._wants to know more about the kite festiv

8、al. 3._saw many different kinds of kites at the festival. 4._didnt know that kite flying could be so exciting. 5._wants to learn to fly a kite. Z L Z L L 1c Listen again. Fill in the blanks with what you hear. 1. Weifang is a city in Shangdong. It is famous for _. 2. The international kite festival

9、is held in _ every year. kites April 1d 3. The competitors at the festival are from _. 4. There are _ for the best kites. 5. Some of the kites Zheng Yun saw were made of _. Some were painted with colorful _. all over the world also competitions different things like silk or paper drawings Role-play

10、a conversation between Laura and Zheng Yun using the information in 1b-1d. 1e 1. 潍坊因风筝而闻名。 Weifang is _ _ kites. 2. 国际风筝节每年都在潍坊举行。 The international kite festival _ _ in Weifang every year. 3. 风筝是由丝绸或纸制成的。 The kites are _ _ silk or paper. Complete the sentences. 1.过去分词可以用在完成时和_ 中。 Summary（总结总结 ） 2.主

11、动语态变被动语态规则：_和 _ 位置_, 动词变成_ 加_. 主语 宾语互换be 过去分词 3.by 后面的人称代词要用_格 被动语态 宾 Preview the Past tense of Passive Voice. Finish the tasks of this period. Homework 一、教材分析一、教材分析 Section B 1a-1e 部分为语法听说课，语法内容为一般现在 时的被动语态，听说部分为潍坊国际风筝节的介绍。1a 要求学生 介绍风筝的材料制成；1b、1c 和 1d 的听力活动层层递进，谈论 风筝节及 Laura 和郑云在风筝节做了什么；1e 则是要求学生根据

12、 听力材料，做对话训练。 二、学生情况分析二、学生情况分析 教学对象为九年级学生, 受认知结构、能力水平的限制，对事 物的认识还停留在表面，学习时精力不够集中，但仍对形象生动、 形式多样的学习很有兴趣,应引导学生树立正确的学习观。因此在 教学中要特别注重提高学生用英语进行思维和表达的能力，逐渐 由大量信息知识输入转向信息知识输出。培养学生形成自己的学 习技能和策略，学会把语言和现实生活联系起来。通过任务型课 堂活动和学习，让学生自主参与课堂活动，成为课堂学习的主体， 勇于表现自己和阐述自己的观点，把课堂知识拓展到课外，通过 多渠道获取信息。 三、教学目标三、教学目标 I. Knowledge

13、objective: i. Expressions: international, competitor, go on vacation, know about, be famous for, be held in, learn to do. ii. Structures: be made of / from/ in / by 2 iii. Grammar: the Present tense of Passive Voice(S + is/ am/ are + P.P.) II. Ability objective i . Students will be able to know how

14、to turn Active Voice into Passive Voice. ii . Students will practice listening ability. iii. Students will practice speaking ability. III. Emotion objective Love China and love traditional culture. 四、教学重点与难点四、教学重点与难点 I I. Important points i . Students will be able to know how to turn Active Voice in

15、to Passive Voice. ii . Students will practice listening ability. iii. Students will practice speaking ability. IIII. Difficult points How to turn Active Voice into Passive Voice. 五、教学方法和学生学习方法五、教学方法和学生学习方法 I I. Teaching methods Task-based method；communicative method and situational method. IIII. Lea

16、rning methods of students Individual work ; pair word and group work. 3 六、教学过程六、教学过程 Step1.1. Free talk Talk about present participle and past participle. Step 2. Revision Revise the Present Perfect Tense and ask them to think about where else we can use it. Step 3. Presentation 1) Use pictures to p

17、resent the conversation, pay attionion to the differences of be made of /from. 2）Practice the following conversations. Step 4. Lead in Use a kite to lead in what is the kite made of , learn how to turn Active Voice into Passive Voice. Step 5. Practice Practice some sentences of Passive Voice. Step 6

18、. Listening part 1) Listen and circle. 2) Listen and write. 3) Listen and fill in the blanks. Step 7. Role-play Role-play a conversation between Laura and Zheng Yun using the information in 1b-1d. 4 Step 8. Consolidation Use the expressions we hear in the listening part to finish the blanks. Step 9.

19、 Summary and homework 七、板书设计七、板书设计 Unit 5. What are the shirts made of ? 1. be made of / from / in / by 2. be famous for = be known for 3. S + is/ am/ are + P.P. 八、教学反思八、教学反思 1教师课后反思:这节课是人教版新目标初中英语 9 年级第 5 单元第四课时 （语法听说课）。我将这节课设计为自由谈论、复习旧知识、呈现、导入、练习、 听力、巩固提高、小结作业等八个步骤。新课程标准倡导在英语教学中采用任务 型教学途径，让学生学会用英语

20、进行听说训练，培养学生的交际能力。故我在这 节课中通过安排学生的自由谈论、分组讨论等各种形式来激发学生敢于接受任务、 有创造性地完成任务、通过担当任务来充分地理解问题。学生在教师的指导下， 通过热身训练、听说、感知、体验、实践，参与合作等方式，基本掌握语法内容， 提高听说技巧，感受成功。在学习过程中进行情感和策略调整，以形成积极的学 习态度，促进语言实际运用能力的提高。 2.学生上课情况反思：由于学生很多是少数民族学生。他们入校时英语水平参 差不齐，英语学习的基础从小就没有打好。尽管入校以来经过师生的共同努力， 5 英语学习有了一定进步，但是依然存在一些问题，离新课标的要求还有一定距离， 尤其在听力、口头表达和语音语调方面有待进一步提高。这些不足，在学生活动 过程中就能够体会到，然而这些不足正是我在今后的教学中不断努力前进的动力 和源泉。 3.今后的改进措施：抓基础，使学生牢记每单元重点单词、短语和句型， 并做好检查监督：抓能力有的放矢，逐步提高学生英语的听说读写的综合能力。