最新人教新目标版九上英语Unit5SectionA（GF-4c）（教案）.docx

1、Unit 5 What are the shirts made of ?Section A（Grammar Focus-4c）Teaching Aims1.语言能力：了解被动语态的用法。2.文化意识：能够了解产品用什么材料制造的，以及在哪儿制造的。懂得产品的相关信息。3.思维品质：学习用“be made of”表达产品用什么材料制造，用“be made in”表达产品在哪儿制造。4.学习能力：学会用被动语态改写句子。Teaching Difficulties主动语态和被动语态的相互转换Teaching AidsA tape recorder ,CAI or multimedia coursew

2、areTeaching ProceduresTipsStep 1 Warm-up & Revision The T can play a video of several films excerpts which contain lines with passive voice so that Ss can learn and practice the target structure in natural speech. The T can guide Ss to review what they have learned by asking them to describe the pic

3、tures of local products in different countries. Pay attention to the accuracy of Ss words and remind Ss to use the target structure.Step 2 Grammar learning Ask Ss to find sentences with passive voice in Section A and the T may write them on the board. For example: Tea is produced in many areas in Ch

4、ina. Anxi and Hangzhou are widely known for their tea. The leaves are picked by hand. The tea is packed and sent to many different countries. Grammar Focus The T can ask Ss to read aloud the sentences in the chart, observe these sentences and trying to find the rules about the target structure. Ss c

5、an have a discussion to check their findings in pairs. At last the T can summarize the usage of the target grammar structure from several aspects. The T can also explain to Ss when and where we should use the passive voice instead of active voice.Step 3 Presentation & Practice 4aAsk Ss to finish the

6、 task in 4a quickly. Ss who finish can put up hands and the T can take down the time Ss spend and give positive feedback to those Ss who spend less time. The T can invite Ss to read aloud the sentences to check their answers as well as their pronunciation and intonation.Answers:1. are not allowed2.

7、are paid 3.is spoken 4.is covered 5.is cleaned 4aCompare the two voices. Draw Ss attention to the question 3 and 5 and ask them to turn the two questions into active voice. The T may write them on the board to guide Ss to tell the differences between them in structure and function like this:What lan

8、guage is spoken in Germany?What language do people speak in Germany?The classroom is cleaned by the students every day. The students clean the classroom every day. 4b Ss finish the task in 4b and then communicate with their partners.Then the T can invite some Ss to share their answers in class and t

9、he T can make assessments. Answers:2.The best materials are used to make dresses by this shop. 3.Many traffic accidents are caused by careless driving. 4.Letters and postcards are brought to peoples homes by thepostman.5. This silver plate is not used very often by our family. 4c The activity is to

10、reinforce the target language for talking about what things are made of and where they were made. The T may prompt Ss to name the things they are wearing and the things they have on their desks and in their schoolbags. Write these words on the board. Have Ss work in pairs to make similar conversatio

11、ns using the things they have just named. The T can then invite a few pairs to role-play their alternative conversations.Step 4 Summary & Homework Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the new words and phrase

12、s in Section B(1a-1e).Do the exercises in students book. The homework can vary with the specific conditions. Teaching ReflectionGrammar focus arranges the general present tense usage of the passive voice in this unit, including declarative sentences, general questions, special questions and answers.

13、 The activity 4a highlights the structure of the passive voice. Activity 4b is to turn the active voice into the passive voice. It aims to break through the difficult points and let students compare the different structures and functions of the two voices. Activity 4c reproduce the language knowledge learned in this unit in the form of dialogue. Let students consolidate the language through reading and oral practice. While teaching, teachers should also focus Ss attention to the past participle of irregular verbs involved in the structure.4