Unit 5: What are the shirts made of?
Section A :1a---1c
Good morning,ladies and gentlemen,nice to meet you here! It’s my great honor to stand here
(荣誉)
to share my teaching ideas with you. Today I am going to talk about the first period in Section A
of Unit 5： What are the shirts made of? My presentation consists of five parts:
（由…组成）
analysis of the teaching material, analysis of the students, teaching methods, teaching
procedures and teaching reflections.
I. Analysis of the teaching material
i)Status and function
（地位）
The topoic of this lesson is to discuss the texture and the producing area of the
(质地)
products, to let the ss can use the simple present Passive Voice correctly and skillfully.
ii) Teaching aims and demands
1. Knowledge Objects
(知识目标)
1) Master the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel.
2) Master the target language：
① —What’s the ring made of? It’s made of silver.
—Where was it made in?. It was made in Thailand.
② —What are the chopsticks made of? They’re made of steel.
—Where were they made in?. They were made in Korea.
③ —What’s the paper made from? It’s made from wood.
—Where was it made in?. It was made in China
2. Ability Objects:
Train the Ss’ listening and speaking skills and develop the Ss’ abilities of
1communication by learning the useful structures.
3. Moral Objects:
Learn some everyday items made of materials, increase the life common
sense,develop good living habits. And make ss enjoy learning English.
4.Teaching keys and difficulties
Key words and target language, The difficulty is Passive voice.
5．Teaching aids
A tape player,many real things and a computer for multimedia use.
II.Analysis of the students
The Ss have learned English for more than one year, they can express their thoughts and
communicate with each other with English well. And all the Ss will be interested in the topic,
because it’s close to their real life.. It’s helpful for this lesson.But many ss don’t have enough
vocabulary about materials, at the same time they’re not confident, and ashamed to show .
(羞于表现)
III.Teaching methods
In this lesson, mainly adopt task-based teaching strategy. and use Object teaching
(采用)
,situation teaching and cooperating teaching methods, and they will be used in the whole
(合作)
lesson. It can provide enough listening and speaking situations for Ss.The purpose of task-based
teaching strategy is to let ss practice more, learning in activities,learning in joy ,grasping
(理
in joy.
解领会)
IV．Teaching procedures
Step1.warming- up
1.Sing an English song《God is a girl》.
22.Watch video 《造纸过程》and think about the following questions:
What’s the paper made from? (bamboo)
Where was the paper made in? (China)
Who was the paper made by? (Cai Lun)
3.Lead in to the topic Unit 5: What are the shirts made of?
Purpose of my designing: 1.Ss learn to sing English songs to enjoy the beauty of English and
ease the tension
(缓解紧张情绪)
. 2.Watch video for the material of paper, visual image (视觉影像)，attract
ss’ attention,prepare for next step.
Step2. Presentation
1.Teach the new words by showing some real things to ss.
2. Show the words of materials on the big screen.
3.Teach the sentence patterns:
be made of…：由…制成（看得出原材料）
be made from…：由…制成（看不出原材料）
be made in + 地点：由某地制造
be made by +人名：由某人制造
① —What’s the ring made of? It’s made of silver.
—Where was it made in?. It was made in Thailand.
② —What are the chopsticks made of? They’re made of steel.
—Where were they made in?. They were made in Korea.
③ —What’s the paper made from? It’s made from wood.
—Where was it made in?. It was made in China
4. Lead ss to read these sentences.
5.Ask several ss to make conversations with me.
36.Ask ss to practice in pairs (with their own things).
Purpose of my designing: 1.Intuitive teaching can strengthen ss’ memories，at
(直观教学) (加强)
the same time provide materials for the oral communication. 2.Display key sentences to
make ss understand the major content of this lesson.
Step 3. Play a game
I tell the first ss in each row a sentence “The chopsticks are made of wood” or “The paper is
made from wood”. Let him/her pass it on to behind s. The last s come to the front and repeat out the
sentence. If he/she is quick and correct,he/she will get a prize. Then ask 3 ss to provide sentence for
the others.
Purpose of my designing: By using the game competition,activate
(激活)
the ss’ interest and
participation desire and train ss’ abilities to shorthand and reaction .
（参与欲望） （速记） （反应）
Step 4. Listening practice
1b: Listen and match the products witn what they are made of and where they were made .
① Play the tape, ask 2 ss to write the answers on the Bb.
② Play again,all ss check the answers.
Purpose of my designing: It gives Ss practice in understanding the target language in spoken
conversations. It can train ss’ listening skill.
Step 5. Practice in pairs
1.Ask ss to take out their things, and ask and answer:
“Is it made of steel? Yes,it is./No,it isn’t. ”
2.Ask some groups to act out.
Purpose of my designing: Task-based teaching method is used here to develop Ss’ ability of
4communication and also their ability of co-operation will be well trained.
Step 6. Team game
Judge the 10 sentences right or wrong according to the text,say “Yes” or “No”.
①Susan bought three shirts for 39 dollars yesterday.( × )
②Susan’s shirts are made of cotton.( √ )
③Susan’s shirts were made in Australia.( × )
④Anita thinks Susan’s shirts are really cool.( √ )
⑤Susan got the chopsticks in Korea.( √ )
⑥Anita has seen steel chopsticks before.( × )
⑦Steel chopsticks are not popular in Korea.( × )
⑧Anita thinks the ring is quite pretty.( √ )
⑨The ring was not made in Thailand.( × )
⑩Susan will give the ring to her mother.( × )
Purpose of my designing: Through the group activities,make ss understand listening
content deeply, and train ss’ listening ,comprehension and
(理解领会)
reaction skills.
Step 7. Summarize
被动语态：be + done (助动词+动词的过去分词)
The paper is made from wood.
It was made in China.
Chopsticks are made of steel.
They were made in Korea.
Purpose of my designing: Sum up to make ss know what they have learned in this
lesson.
5Step 8. Homework
Choose your 6 things to write a passage with the structure :
“____ is/are made of/from….
It was/They were made in…
It was/They were made by…”
Purpose of my designing: Consolidate(巩固) knowledge by the homework, trianing ss’
writing skill.
Step9. Blackboard design
Unit 5: What are the shirts made of?
Section A 1a---1c
一． be made of…：由…制成（看得出原材料）
be made from…：由…制成（看不出原材料）
be made in + 地点：由某地制造
be made by +人名：由某人制造
二．被动语态：be(助动词) + done（动词的过去分词）
The paper is made from wood.
It was made in China.
It was made by Cai Lun.
Chopsticks are made of steel.
They were made in Korea.
They were made by Chinese.
Step10. Teaching reflections.
优点：1.根据我校初三学生的英语现状（基础差，参差不齐）和新知学习规律（由易到难，有少至
多）， 将本课内容确定为Section A 1a---1c，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be made of…及本课主题,能够吸引学生兴趣。
3.实物教学使学生感受真实情境，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与率高，有利于激发学生对英语的兴趣。以任务型教学策略为主，
6采用情景教学法、听力训练法、并辅助个人自学、小组讨论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、乐中掌
握
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.学生有胆怯心理害怕犯错误。
2.新词汇掌握不熟影响应用。
Unit 5 What are the shirts made of ?
Section A 2d & Grammar（说课稿）
一、教材分析
1、教学内容:
本节教学内容为人教版英语Book 9 Unit 5，话题为讨论物品的质地和产地，围绕各国传统文化元素展开，主要是让学
生能够正确熟练地使用被动语态来谈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制造过程，
从而增强爱国荣誉感，并从中感知一般现在时的被动语态，学会熟练、正确地使用被动语态去描述物品的制造过程。
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，根据英语课程标准要求“能够灵活运用英语去做事情”，学生必须
通过学习能够正确地运用本单元所学的被动语态，去描述物品的质地、产地及制造过程，从而达到学以致用的目的。
二、说教学目标:
依据初中英语新课标的要求，我为本课确定了三项教学目标：
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制造过程，并能够简单叙述
熟练掌握一般现在时的被动语态，并能正确运用
能力：能够熟练讨论物品的质地、产地及制造过程
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
根据教学大纲要求，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确定为：
熟练掌握一般现在时的被动语态，并能正确运用
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、合作和探究的方式进行学习的理念，我将采用以下教学方法：
（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，激励学生参与学习、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认真辨析，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：区分短语的用法，通过自主讲解的形式，
鼓励学生参与并展示，充分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进行教学，一是为了锻炼和培养学生的阅读能力，
二是为了下一环节学习被动语态做铺垫，通过阅读基本能够体会到被动语态在描述中的重要性。
7（3）规则归纳法：通过对已学句子的分析，归纳出被动语态的基本结构，使学生充分了解其结构特点，同时学习印象也更
深刻。
（4）自学释疑法：通过自学与交流的方式明确语法重点，接力学生自主学习知识，使其学会自主学习。
五、说教学过程
经过以上对教情，学情的分析，我将本课的教学过程设计为以下六大环节。
（一）Say and do（课前检测）
1、说说我知道（说出下列短语的区别）
（设计意图：通过课前检测，既检测了课下自学效果，又能很好地区分和学习各个短语的用法。）
2、做做我能行（用合适的介词填空）
（设计意图：检测学习效果，夯实基础。）
（二）Self-study（自学）
Task 1: Reading practice（阅读训练）
♣
1、自主阅读2d对话并完成表格
（设计意图：略读填空，锻炼学生的阅读速度，和在读中抓关键词的能力。）
2、再读对话，判断正误（T or F）
（设计意图：精读，寻找出错点，培养精读能力，也提示学生，阅读理解时要关注细节。）
3、小组交流，核查更正
4、分角色朗读对话
（设计意图：对话练习，在读中感知语法，也对茶文化的了解进一步加深，为复述和描述其他物品打好了基础。）
Task 2：Grammar Focus（语法聚焦）
♣
1、读句子找规律（表格中加粗的句子）
（设计意图：归纳规则，锻炼自主学习能力。）
2、自主学习一般现在时的被动语态
（设计意图：自学语法，通过自学，学生的印象更加深刻。）
（三）Explain the difficulties（小组交流、释疑，记忆要点。）
（设计意图：教师点拨，针对要点点拨提示，避免运用出错。）
（四）Practice and test（练习与检测）
1、动词过去式和过去分词练习
2、单项选择
3、用动词的正确语态填空
（设计意图：通过形式变化练习，使学生先对简单的过去分词进行复习，化解下一部分的阅读文章中的难度。再通过由浅
入深的练习，锻炼学生的解题能力，检测所学内容的运用情况，反馈学习难点，解疑化难。）
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