幼儿园九年级英语unit5SectionA1A1C英文说课稿

朽木易折，金石可镂。千里之行，始于足下。第页/共页Unit5:Whataretheshirtsmadeof?SectionA:1a1cGoodmorning,ladiesandgentlemen,nicetomeetyouhere!It’smygreathonor(荣誉)tostandheretosharemyteachingideaswithyou.TodayIamgoingtotalkaboutthefirstperiodinSectionAofUnit5：Whataretheshirtsmadeof?Mypresentationconsists（由…组成）offiveparts:analysisoftheteachingmaterial,analysisofthestudents,teachingmethods,teachingproceduresandteachingreflections.=1\*ROMANI.Analysisoftheteachingmaterial=1\*romani)Status（地位）andfunctionThetopoicofthislessonistodiscussthetexture(质地)andtheproducingareaoftheproducts,toletthesscanusethesimplepresentPassiveVoicecorrectlyandskillfully.=2\*romanii)Teachingaimsanddemands1.

KnowledgeObjects(知识目标)1)Masterthenewwords:chopsticks,coin,fork,blouse,silver,glass,cotton,steel.2)Masterthetargetlanguage：①—What’stheringmadeof?It’smadeofsilver.—Wherewasitmadein?.ItwasmadeinThailand.②—Whatarethechopsticksmadeof?They’remadeofsteel.—Whereweretheymadein?.TheyweremadeinKorea.=3\*GB3③—What’sthepapermadefrom?It’smadefromwood.—Wherewasitmadein?.ItwasmadeinChina2.

AbilityObjects:TraintheSs’listeningandspeakingskillsanddeveloptheSs’abilitiesofcommunicationbylearningtheusefulstructures.3.MoralObjects:Learnsomeeverydayitemsmadeofmaterials,increasethelifecommonsense,developgoodlivinghabits.AndmakessenjoylearningEnglish.4.TeachingkeysanddifficultiesKeywordsandtargetlanguage,ThedifficultyisPassivevoice.5．TeachingaidsAtapeplayer,manyrealthingsandacomputerformultimediause.=2\*ROMANII.AnalysisofthestudentsTheSshavelearnedEnglishformorethanoneyear,theycanexpresstheirthoughtsandcommunicatewitheachotherwithEnglishwell.AndalltheSswillbeinterestedinthetopic,becauseit’sclosetotheirreallife..It’shelpfulforthislesson.Butmanyssdon’thaveenoughvocabularyaboutmaterials,atthesametimethey’renotconfident,andashamedtoshow(羞于表现).=3\*ROMANIII.TeachingmethodsInthislesson,mainlyadopt(采用)task-basedteachingstrategy.anduseObjectteaching,situationteachingandcooperating(合作)teachingmethods,andtheywillbeusedinthewholelesson.ItcanprovideenoughlisteningandspeakingsituationsforSs.Thepurposeoftask-basedteachingstrategyistoletsspracticemore,learninginactivities,learninginjoy,grasping(理解领略)injoy.=4\*ROMANIV．TeachingproceduresStep1.warming-up1.SinganEnglishsong《Godisagirl》.2.Watchvideo《造纸过程》andthinkaboutthefollowingquestions:What’sthepapermadefrom?(bamboo)Wherewasthepapermadein?(China)Whowasthepapermadeby?(CaiLun)3.LeadintothetopicUnit5:Whataretheshirtsmadeof?Purposeofmydesigning:1.SslearntosingEnglishsongstoenjoythebeautyofEnglishandeasethetension(缓解紧张情绪).2.Watchvideoforthematerialofpaper,visualimage(视觉影像)，attractss’attention,preparefornextstep.Step2.Presentation1.Teachthenewwordsbyshowingsomerealthingstoss.2.Showthewordsofmaterialsonthebigscreen.3.Teachthesentencepatterns:bemadeof…：由…制成（看得出原材料）bemadefrom…：由…制成（看不出原材料）bemadein+地点：由某地发明bemadeby+人名：由某人发明①—What’stheringmadeof?It’smadeofsilver.—Wherewasitmadein?.ItwasmadeinThailand.②—Whatarethechopsticksmadeof?They’remadeofsteel.—Whereweretheymadein?.TheyweremadeinKorea.=3\*GB3③—What’sthepapermadefrom?It’smadefromwood.—Wherewasitmadein?.ItwasmadeinChina4.Leadsstoreadthesesentences.5.Askseveralsstomakeconversationswithme.6.Asksstopracticeinpairs(withtheirownthings).Purposeofmydesigning:1.Intuitiveteaching(直观教学)canstrengthen(加强)ss’memories，atthesametimeprovidematerialsfortheoralcommunication.2.Displaykeysentencestomakessunderstandthemajorcontentofthislesson.Step3.PlayagameItellthefirstssineachrowasentence“Thechopsticksaremadeofwood”or“Thepaperismadefromwood”.Lethim/herpassitontobehinds.Thelastscometothefrontandrepeatoutthesentence.Ifhe/sheisquickandcorrect,he/shewillgetaprize.Thenask3sstoprovidesentencefortheothers.Purposeofmydesigning:Byusingthegamecompetition,activate(激活)thess’interestandparticipationdesire（参加欲望）andtrainss’abilitiestoshorthand（速记）andreaction（反应）.Step4.Listeningpractice1b:Listenandmatchtheproductswitnwhattheyaremadeofandwheretheyweremade.=1\*GB3①Playthetape,ask2sstowritetheanswersontheBb.=2\*GB3②Playagain,allsschecktheanswers.Purposeofmydesigning:ItgivesSspracticeinunderstandingthetargetlanguageinspokenconversations.Itcantrainss’listeningskill.Step5.Practiceinpairs1.Asksstotakeouttheirthings,andaskandanswer:“Isitmadeofsteel?Yes,itis./No,itisn’t.”2.Asksomegroupstoactout.Purposeofmydesigning:Task-basedteachingmethodisusedheretodevelopSs’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.Step6.TeamgameJudgethe10sentencesrightorwrongaccordingtothetext,say“Yes”or“No”.=1\*GB3①Susanboughtthreeshirtsfor39dollarsyesterday.(×)=2\*GB3②Susan’sshirtsaremadeofcotton.(√)=3\*GB3③Susan’sshirtsweremadeinAustralia.(×)=4\*GB3④AnitathinksSusan’sshirtsarereallycool.(√)=5\*GB3⑤SusangotthechopsticksinKorea.(√)=6\*GB3⑥Anitahasseensteelchopsticksbefore.(×) =7\*GB3⑦SteelchopsticksarenotpopularinKorea.(×)=8\*GB3⑧Anitathinkstheringisquitepretty.(√)=9\*GB3⑨TheringwasnotmadeinThailand.(×)=10\*GB3⑩Susanwillgivetheringtohermother.(×)Purposeofmydesigning:Throughthegroupactivities,makessunderstandlisteningcontentdeeply,andtrainss’listening,comprehension(理解领略)andreactionskills.Step7.Summarize被动语态：be+done(助动词+动词的过去分词)Thepaperismadefromwood.ItwasmadeinChina.Chopsticksaremadeofsteel.TheyweremadeinKorea.Purposeofmydesigning:Sumuptomakessknowwhattheyhavelearnedinthislesson.Step8.HomeworkChooseyour6thingstowriteapassagewiththestructure:“____is/aremadeof/from….Itwas/Theyweremadein…Itwas/Theyweremadeby…”Purposeofmydesigning:Consolidate(巩固)knowledgebythehomework,trianingss’writingskill.Step9.BlackboarddesignUnit5:Whataretheshirtsmadeof?SectionA1a1c一．bemadeof…：由…制成（看得出原材料）bemadefrom…：由…制成（看不出原材料）bemadein+地点：由某地发明bemadeby+人名：由某人发明二．被动语态：be(助动词)+done（动词的过去分词）Thepaperismadefromwood.ItwasmadeinChina.ItwasmadebyCaiLun.Chopsticksaremadeofsteel.TheyweremadeinKorea.TheyweremadebyChinese.Step10.Teachingreflections.优点：1.按照我校初三学生的英语现状（基础差，参差不齐）和新知学习逻辑（由易到难，有少至多），将本课内容决定为SectionA1a1c，落实课堂实效，争取当堂消化。2.由“造纸过程”的视频引出被动语态bemadeof…及本课主题,能够吸引学生兴趣。3.实物教学使学生感触真切情境，提供了开口说的材料使学生有话可说。4.活动设计多样学生参加率高，有利于激发学生对英语的兴趣。以任务型教学策略为主，采用情景教学法、听力训练法、并辅助个人自学、小组研究和比赛竞争等兴趣策略教学。采取任务型教学策略的目的是主要是让学生多练多用，在做中学、学中乐、乐中控制5.作业部分的写作是本课目标语言的巩固，也是写作能力的训练。缺点：1.学生有胆怯心理胆怯犯错误。2.新词汇控制不熟影响应用。Unit5

Whataretheshirtsmadeof?SectionA2d&Grammar（说课稿）

一、教材分析1、教学内容:

本节教学内容为英语Book9Unit5，话题为研究物品的质地和产地，围绕各国传统文化元素展开，主要是让学生能够准确熟练地使用被动语态来议论物品质地和产地的历史，通过本节课的学习，学生需要了解中国茶的种植和发明过程，从而增强爱国荣誉感，并从中感知普通现在时的被动语态，学会熟练、准确地使用被动语态去描述物品的发明过程。2、教材的地位和作用:本节课内容中的被动语态，是中考的一个重点，也是难点，按照英语课程标准要求“能够灵便运用英语去做事情”，学生必须通过学习能够准确地运用本单元所学的被动语态，去描述物品的质地、产地及发明过程，从而达到学以致用的目的。二、说教学目标:

根据初中英语新课标的要求，我为本课决定了三项教学目标：

知识：能够熟练运用目标句型描述物品的材质、产地等信息

了解中国茶的种植和发明过程，并能够容易讲述

熟练控制普通现在时的被动语态，并能准确运用

能力：能够熟练研究物品的质地、产地及发明过程

情感：了解中国的传统文化元素，增强爱国荣誉感，激发学生了解各国传统文化的兴趣。三、说教学重难点

按照教学大纲要求，教材编排特点，并从学生的实际出发，我将本课的重点与难点决定为：

熟练控制普通现在时的被动语态，并能准确运用四、说教法和学法:

1、教法分析:

基于新课标要求要发挥学生的主体性，鼓励学生用自主、合作和探索的方式举行学习的理念，我将采用以下教学主意：

（1）引导感知：采用略读与精读相结合的方式，锻炼和培养学生的阅读能力，促使其感知被动语态在描述物品时的重要性。

（2）归纳点拨：通过读句子，寻找归纳的突破口，鼓励学生参加学习、自主学习，可以更好地理解和加深学习印象。

（3）测试检验：鉴于所有学习任务均通过自学方式完成，所以检测关很重要，我改变了做与核对的方式，采用做看改的方式，是学生从别人的错误中去仔细辨析，锻炼了学生的自信心。

2、学法分析:

（1）自主讲解法：为了鼓励学生课前自主查阅资料，特意在上一节课留下作业：区别短语的用法，通过自主讲解的形式，鼓励学生参加并展示，充足锻炼学生的自主能力和自学能力。

（2）阅读训练法：对于2d部分的小对话，我采用了先阅读再朗读的方式举行教学，一是为了锻