朽木易折，金石可鏤。千里之行，始于足下。第頁(yè)/共頁(yè)Unit5:Whataretheshirtsmadeof?SectionA:1a1cGoodmorning,ladiesandgentlemen,nicetomeetyouhere!It’smygreathonor(榮譽(yù))tostandheretosharemyteachingideaswithyou.TodayIamgoingtotalkaboutthefirstperiodinSectionAofUnit5：Whataretheshirtsmadeof?Mypresentationconsists（由…組成）offiveparts:analysisoftheteachingmaterial,analysisofthestudents,teachingmethods,teachingproceduresandteachingreflections.=1\*ROMANI.Analysisoftheteachingmaterial=1\*romani)Status（地位）andfunctionThetopoicofthislessonistodiscussthetexture(質(zhì)地)andtheproducingareaoftheproducts,toletthesscanusethesimplepresentPassiveVoicecorrectlyandskillfully.=2\*romanii)Teachingaimsanddemands1.

KnowledgeObjects(知識(shí)目標(biāo))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(羞于表現(xiàn)).=3\*ROMANIII.TeachingmethodsInthislesson,mainlyadopt(采用)task-basedteachingstrategy.anduseObjectteaching,situationteachingandcooperating(合作)teachingmethods,andtheywillbeusedinthewholelesson.ItcanprovideenoughlisteningandspeakingsituationsforSs.Thepurposeoftask-basedteachingstrategyistoletsspracticemore,learninginactivities,learninginjoy,grasping(理解領(lǐng)略)injoy.=4\*ROMANIV．TeachingproceduresStep1.warming-up1.SinganEnglishsong《Godisagirl》.2.Watchvideo《造紙過(guò)程》andthinkaboutthefollowingquestions:What’sthepapermadefrom?(bamboo)Wherewasthepapermadein?(China)Whowasthepapermadeby?(CaiLun)3.LeadintothetopicUnit5:Whataretheshirtsmadeof?Purposeofmydesigning:1.SslearntosingEnglishsongstoenjoythebeautyofEnglishandeasethetension(緩解緊張情緒).2.Watchvideoforthematerialofpaper,visualimage(視覺(jué)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+地點(diǎn)：由某地發(fā)明bemadeby+人名：由某人發(fā)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(直觀(guān)教學(xué))canstrengthen(加強(qiáng))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（參加欲望）andtrainss’abilitiestoshorthand（速記）andreaction（反應(yīng)）.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(理解領(lǐng)略)andreactionskills.Step7.Summarize被動(dòng)語(yǔ)態(tài)：be+done(助動(dòng)詞+動(dòng)詞的過(guò)去分詞)Thepaperismadefromwood.ItwasmadeinChina.Chopsticksaremadeofsteel.TheyweremadeinKorea.Purposeofmydesigning:Sumuptomakessknowwhattheyhavelearnedinthislesson.Step8.HomeworkChooseyour6thingstowriteapassagewiththestructure:“____is/aremadeof/from….Itwas/Theyweremadein…Itwas/Theyweremadeby…”P(pán)urposeofmydesigning:Consolidate(鞏固)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+地點(diǎn)：由某地發(fā)明bemadeby+人名：由某人發(fā)明二．被動(dòng)語(yǔ)態(tài)：be(助動(dòng)詞)+done（動(dòng)詞的過(guò)去分詞）Thepaperismadefromwood.ItwasmadeinChina.ItwasmadebyCaiLun.Chopsticksaremadeofsteel.TheyweremadeinKorea.TheyweremadebyChinese.Step10.Teachingreflections.優(yōu)點(diǎn)：1.按照我校初三學(xué)生的英語(yǔ)現(xiàn)狀（基礎(chǔ)差，參差不齊）和新知學(xué)習(xí)邏輯（由易到難，有少至多），將本課內(nèi)容決定為SectionA1a1c，落實(shí)課堂實(shí)效，爭(zhēng)取當(dāng)堂消化。2.由“造紙過(guò)程”的視頻引出被動(dòng)語(yǔ)態(tài)bemadeof…及本課主題,能夠吸引學(xué)生興趣。3.實(shí)物教學(xué)使學(xué)生感觸真切情境，提供了開(kāi)口說(shuō)的材料使學(xué)生有話(huà)可說(shuō)。4.活動(dòng)設(shè)計(jì)多樣學(xué)生參加率高，有利于激發(fā)學(xué)生對(duì)英語(yǔ)的興趣。以任務(wù)型教學(xué)策略為主，采用情景教學(xué)法、聽(tīng)力訓(xùn)練法、并輔助個(gè)人自學(xué)、小組研究和比賽競(jìng)爭(zhēng)等興趣策略教學(xué)。采取任務(wù)型教學(xué)策略的目的是主要是讓學(xué)生多練多用，在做中學(xué)、學(xué)中樂(lè)、樂(lè)中控制5.作業(yè)部分的寫(xiě)作是本課目標(biāo)語(yǔ)言的鞏固，也是寫(xiě)作能力的訓(xùn)練。缺點(diǎn)：1.學(xué)生有膽怯心理膽怯犯錯(cuò)誤。2.新詞匯控制不熟影響應(yīng)用。Unit5

Whataretheshirtsmadeof?SectionA2d&Grammar（說(shuō)課稿）

一、教材分析1、教學(xué)內(nèi)容:

本節(jié)教學(xué)內(nèi)容為英語(yǔ)Book9Unit5，話(huà)題為研究物品的質(zhì)地和產(chǎn)地，圍繞各國(guó)傳統(tǒng)文化元素展開(kāi)，主要是讓學(xué)生能夠準(zhǔn)確熟練地使用被動(dòng)語(yǔ)態(tài)來(lái)議論物品質(zhì)地和產(chǎn)地的歷史，通過(guò)本節(jié)課的學(xué)習(xí)，學(xué)生需要了解中國(guó)茶的種植和發(fā)明過(guò)程，從而增強(qiáng)愛(ài)國(guó)榮譽(yù)感，并從中感知普通現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)，學(xué)會(huì)熟練、準(zhǔn)確地使用被動(dòng)語(yǔ)態(tài)去描述物品的發(fā)明過(guò)程。2、教材的地位和作用:本節(jié)課內(nèi)容中的被動(dòng)語(yǔ)態(tài)，是中考的一個(gè)重點(diǎn)，也是難點(diǎn)，按照英語(yǔ)課程標(biāo)準(zhǔn)要求“能夠靈便運(yùn)用英語(yǔ)去做事情”，學(xué)生必須通過(guò)學(xué)習(xí)能夠準(zhǔn)確地運(yùn)用本單元所學(xué)的被動(dòng)語(yǔ)態(tài)，去描述物品的質(zhì)地、產(chǎn)地及發(fā)明過(guò)程，從而達(dá)到學(xué)以致用的目的。二、說(shuō)教學(xué)目標(biāo):

根據(jù)初中英語(yǔ)新課標(biāo)的要求，我為本課決定了三項(xiàng)教學(xué)目標(biāo)：

知識(shí)：能夠熟練運(yùn)用目標(biāo)句型描述物品的材質(zhì)、產(chǎn)地等信息

了解中國(guó)茶的種植和發(fā)明過(guò)程，并能夠容易講述

熟練控制普通現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)，并能準(zhǔn)確運(yùn)用

能力：能夠熟練研究物品的質(zhì)地、產(chǎn)地及發(fā)明過(guò)程

情感：了解中國(guó)的傳統(tǒng)文化元素，增強(qiáng)愛(ài)國(guó)榮譽(yù)感，激發(fā)學(xué)生了解各國(guó)傳統(tǒng)文化的興趣。三、說(shuō)教學(xué)重難點(diǎn)

按照教學(xué)大綱要求，教材編排特點(diǎn)，并從學(xué)生的實(shí)際出發(fā)，我將本課的重點(diǎn)與難點(diǎn)決定為：

熟練控制普通現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)，并能準(zhǔn)確運(yùn)用四、說(shuō)教法和學(xué)法:

1、教法分析:

基于新課標(biāo)要求要發(fā)揮學(xué)生的主體性，鼓勵(lì)學(xué)生用自主、合作和探索的方式舉行學(xué)習(xí)的理念，我將采用以下教學(xué)主意：

（1）引導(dǎo)感知：采用略讀與精讀相結(jié)合的方式，鍛煉和培養(yǎng)學(xué)生的閱讀能力，促使其感知被動(dòng)語(yǔ)態(tài)在描述物品時(shí)的重要性。

（2）歸納點(diǎn)撥：通過(guò)讀句子，尋找歸納的突破口，鼓勵(lì)學(xué)生參加學(xué)習(xí)、自主學(xué)習(xí)，可以更好地理解和加深學(xué)習(xí)印象。

（3）測(cè)試檢驗(yàn)：鑒于所有學(xué)習(xí)任務(wù)均通過(guò)自學(xué)方式完成，所以檢測(cè)關(guān)很重要，我改變了做與核對(duì)的方式，采用做看改的方式，是學(xué)生從別人的錯(cuò)誤中去仔細(xì)辨析，鍛煉了學(xué)生的自信心。

2、學(xué)法分析:

（1）自主講解法：為了鼓勵(lì)學(xué)生課前自主查閱資料，特意在上一節(jié)課留下作業(yè)：區(qū)別短語(yǔ)的用法，通過(guò)自主講解的形式，鼓勵(lì)學(xué)生參加并展示，充足鍛煉學(xué)生的自主能力和自學(xué)能力。

（2）閱讀訓(xùn)練法：對(duì)于2d部分的小對(duì)話(huà)，我采用了先閱讀再朗讀的方式舉行教學(xué)，一是為了鍛