染雾新版九年级英语上册Unit5教案 篇一
Unit 5: Travelling Abroad
Lesson 1: Planning a Trip
Objectives:
- Students will be able to discuss different kinds of transportation for travelling abroad.
- Students will be able to plan a trip using appropriate vocabulary and phrases.
- Students will be able to express their preferences for different types of travel.
Warm-up:
- Begin by showing students images of different modes of transportation (car, plane, train, boat, etc.) and ask them to discuss in pairs which they would choose for a trip abroad and why.
Presentation:
- Introduce new vocabulary related to travelling abroad (passport, visa, itinerary, accommodation, etc.) and have students repeat and practice pronunciation.
- Show a sample itinerary for a trip and ask students to identify the key information (dates, destinations, activities, etc.).
- Model a conversation between two people planning a trip, focusing on using the vocabulary and phrases introduced.
Practice:
- Have students work in pairs to create their own travel itinerary, including destinations, activities, transportation, and accommodations.
- Encourage students to use the new vocabulary and phrases in their conversations.
Production:
- In groups, students will present their travel itineraries to the class, explaining their choices and preferences.
- Provide feedback on pronunciation, vocabulary usage, and overall presentation.
Homework:
- For homework, students will research a destination of their choice and create a detailed travel itinerary, including transportation, accommodations, and activities.
Assessment:
- Assess students based on their participation in class discussions, ability to use new vocabulary and phrases accurately, and creativity in planning their travel itineraries.
新版九年级英语上册Unit5教案 篇二
Unit 5: Travelling Abroad
Lesson 2: Cultural Differences
Objectives:
- Students will be able to identify and discuss cultural differences in different countries.
- Students will be able to compare and contrast their own culture with that of a foreign country.
- Students will be able to use appropriate vocabulary to describe cultural practices and customs.
Warm-up:
- Show students images or videos of different cultural practices from around the world and ask them to share their thoughts on what they see.
Presentation:
- Introduce new vocabulary related to cultural differences (customs, traditions, etiquette, etc.) and have students repeat and practice pronunciation.
- Show examples of cultural practices from different countries and discuss how they differ from those in the students' own culture.
- Lead a discussion on the importance of respecting and appreciating cultural differences when travelling abroad.
Practice:
- Have students work in pairs to research a specific country and prepare a presentation on its cultural practices, including greetings, food, holidays, and other customs.
- Encourage students to use the new vocabulary and phrases in their presentations.
Production:
- In groups, students will present their findings on different countries' cultural practices to the class, highlighting similarities and differences with their own culture.
- Facilitate a discussion on the importance of cultural awareness and sensitivity when interacting with people from different backgrounds.
Homework:
- For homework, students will write a reflection on what they have learned about cultural differences and how they can apply this knowledge to their own travels and interactions with people from other cultures.
Assessment:
- Assess students based on their ability to research and present information on different countries' cultural practices, engage in meaningful discussions on cultural differences, and demonstrate cultural sensitivity and respect.
新版九年级英语上册Unit5教案 篇三
新版人教版九年级英语上册Unit5教案
Unit 5 What are the shirts made of?
Section A 1 (1a-2d)
一、教学目标： 1. 语言知识目标：
1) 能掌握以下单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass,
leaf, produce, widely, be known for, process, pack
能掌握以下句型：
① —This ring looks nice. Is it made of silver? —Yes, and it was made in Thailand. ② What is it made of/from? ③ China is famous for tea, right? ④ Where is tea produced in China?
2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。
2. 情感态度价值观目标：
了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。 二、教学重难点 1. 教学重点：
1) 掌握本课时中出现的生词
2) 能够用英语描述及询问物品的制作材料 3）正确理解被动语态的用法及句子结构。 2. 教学难点：
理解被动语态的用法及句子结构。 三、教学过程 Ⅰ. Lead in
1. 播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。 T: Who invented paper first? S1: Can Lun invented it in Han dynasty.
T: What was paper made of then? S2: It was mainly made of bamboo.
T: was it easy for people to make paper then? S1: No, it was very difficult then. T: What is paper made of now?
S3: It’s mainly made of wood, bamboo, and cotton. …
Ⅱ. Presentation
1. Present the sentence structure, using the pictures on the big screen: —What’s the golden medal made of? —It’s made of gold. —Is this table made of wood?
—No, it isn’t. It’s made of glass. —Is Butter made from meat? —No. It’s made from cream?
让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。 Ⅲ. Learning
1. Show some pictures on the big screen. Try to learn the new words using “be made of” structure.
Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf
e.g. This pair of chopsticks are made of bamboo. This coin is made of silver. Is this blouse made of cotton? No, it isn’t. It’s made of silk. What’s the fork made of? It’s made of steel.
These pigs like grass very much. a piece of leaf Kolas like leaves.
2. Ss discuss with their partner and try to learn the new words. 3. Give Ss five more minutes to remember the new words. Work on 1a:
Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.
What are these things usually made of? Match them with the materials. More than one answer is possible. 1. chopsticks 2. window 3. coin 4. stamp 5. fork 6. blouse a. wood b. gold c. silver d. paper e. silk f. glass
Check the answers with the Ss. Ⅳ. Listening
1. T: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made.
2. Let one student read the words in the box, Play the recording for the Ss to listen. 3. Ss try to listen and match the things with the material and here they were made. 4. Play the recording again. Let Ss check the facts they hear. 5. Check the answers Ⅴ. Pair work
1. Read the conversation in the box in 1c.
2. Ss try to made conversations using the information in 1b. e.g. A: Your new shirt looks very nice. Is it made of cotton?
B: No, it isn’t. It’s made of silk.
3. Let some pairs read out their conversations. Ⅵ. Listening Work on 2a:
T: Let’s listen to another conversation between Nick and Marcus.
1. What are they talking about? First, let’s look at the pictures and the phrases in 1a. (Let one students read the phrases in 2a.)
Listen and check ( √ ) the main topic of Nick and Marcus’ conversation. ____ the science museum ____ the art and science fair ____ environmental protection ____ a model plane ____ a beautiful painting ____ grass and leaves
2. Play the recording for the Ss to listen and check the phrases. 3. Play the recording again to check the answers. Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question.
Play the recording for the Ss to answer the questions. (If necessary, using the pause button.)
1) Where is the art and science fair? _________________________ 2) Do Nick and Marcus have to pay to go? _________________________ 3) What is the model plane made of? _________________________ 4) What is the painting made from? __________________________
3. Play the recording again to check the answers.
4. Play the recording again. Let Ss fill in the blanks of the conversation. Ⅶ. Pair work
1. Tell Ss to make a conversation using the information in 2a and 2b. e.g.
A: What did you see at the art and science fair? B: I saw a model plane. A: What is it made of?
B: It’s made of steel, glass, and plastic. 2. Let Ss make their own conversations. 3. Practice their conversations in pairs. Ⅷ. Role-play 1. Work on 2d
Read the conversation and complete the blanks.
1) Chinese _____________ tea both in the past and now.
2) _________ I know, tea plants _________ on the sides of mountains.
3) When the leaves are ready, they _______ by hand and then _______ for processing. 4) The tea ____________ and sent to many different countries and places around China. 5) People say that tea ___________ ____ health _____ business! 2. Read the conversations and Let Ss read after the teacher. 3. Explain some new words and main points in the conversation. 4. Ask Ss to role-play the conversation in groups. X. Language points
1. What is the model plane made of? What is the painting made from? be made of与be made from 辨析
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。 e.g. Glass is made of glass. 玻璃杯是由玻璃制成的。 The paper is made from wood. 纸是木头做的。 2. For example, Anxi and Hangzhou are widely known for their tea. widely adv. 广泛地；普遍地 wide (形容词) + ly → widely (副词) e.g. Gas is widely used for cooking and heating. 天然气被广泛地用于做饭和取暖。 3. Where is tea produced in China? produce v. 生产；制造；出产
英语中有produce, grow和plant三个动词均可用来描述农作物及植物的“种植； 生产；生长”，但有所区别。
produce指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。 e.g. This region produces over 50% of the country’s rice. 这个地区出产整个国家50%以上的大米。 These trees can produce very good apples. 这些树能结出优质的苹果。
grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。 e.g. These plants grow from seeds. 这些植物从种子生长而来。 The villagers grow coffee and corn to sell in the market. 村民们种植咖啡和玉米好拿到市场上去卖。X K b 1 .C o m
plant侧重“栽种；播种”这一行为，指把种子或秧苗种到土壤里使之生长。 e.g. How many trees have you planted this year? 今年你们种了多少棵树？ They planted tomatoes and carrots in their backyard. 他们在后院栽种了西红柿和胡萝卜。
3. For example, Anxi and Hangzhou are widely known for their tea. be known for 以……闻名；为人知晓 be known for = be famous for
e.g. Suzhou is known for its beautiful gardens. 苏州以其美丽的园林而闻名于世。 be known as和be known for
be known as意为“作为……而著名”。be known for意为“因……而著名”。 根据句意用be known as或be known for的适当形式填空。 1) Han Han ____________ his writings.
2) As we know, Yao Ming __________ a basketball player. Homework
I. Recite the conversation in 2d after school. II. Translation.
1. 这个戒指是银制的。 2. 这种纸是由树木制成的。 3. 油漆是由什么制成的。 4. 杭州因其茶叶而为人知。
5. 据我所知，茶树被种植于山坡上。
Section A 2 (3a-3c)
一、教学目标： 1. 语言知识目标：
1) 学习掌握下列词汇：France, no matter, local, brand, avoid, product, handbag, mobile, everyday 2）阅读短文，能按要求找到相应的信息。 3）通过阅读提高学生们的阅读能力。
4) 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。 2. 情感态度价值观目标：
通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。
二、教学重难点 1. 教学重点：
1) 掌握本部分出现的.生词和词组，达到熟练运用的目标。 2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。 2. 教学难点：
1) 阅读短文，获得相关的信息的能力。 2) 理解并运用所学的词汇及表达方式。 三、教学过程 Ⅰ. Revision
1. Ask Ss to role-play the conversation in 2d.
2. Check the homework. Let some Ss tell read their sentences. (1). This ring is made of silver.
(2). This kind of paper is made from wood. (3). What is paint made from? (4). Hang Zhou is famous for tea.
(5). As far as I know, tea plants are grown on the sides of the mountains. Ⅱ. Lead in
1. 展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。 Then ask Ss some questions:
T: As we know, there are so many things made in China in England. What about in America and other countries in the world? Now let’s read the passage of 3a. First, read quickly and find the answer to this question: 1) Where did Kang Jian visit last year?
2) Were there many things made in China in the US? 3) What two things did Kang Jian want to buy in the US? 4) Where were they made?
Ss read the article quickly and try to answer the questions:
2. 方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。 3. 学生们，按老师指导的方法进行阅读，并快速回答这二个问题。 4. 最后，教师让部分学生回答答案，并校对答案。 III. Reading
Work on 3b:
1. 告诉学生们再次阅读短文内容，并完成3b中的问题。
2. 让学生们先读这五个问题，确信所有的学生都能理解这些问题的意思。 3. 然后仔细回读短文，在短文的相关信息处划线，并回答出问题。 3. 让学生们回答问题，校对答案。 Ⅳ. Careful Reading Work on 3c
1. 告诉学生们本学习活动的要求：写出下列指示代词在短文所指代的事物。 2. 让学生们读3d中的内容，理解黑体指示代词所处的句子的意思，及其上下文的意思，开动自己大脑进行思维，确定它们所指的内容。 3. 如果不能确定，可以在小组内进行讨论。 4. Check the answers. V. Post reading
Ask Ss to fill in the blanks to complete the passage.
Kang Jian is a ____________ student from Shanghai. Last year he went to visit his aunt and uncle in San Francisco. He ______ it interesting that so many _________ in the local shops ______________ China. She wanted to buy a _________ for his cousin, but even though most of the toys were _______ brands, they were made in ________. Read the second paragraph and fill in the blanks.
Toys are not the only things made in China. ______, there were many other things made in China--footballs, handbags, pet food, mobile phones. Even ______________ are made in China. He ________that Americans could_______ ______ ______ products made in China.
He thinks it’s great that China is so good at ________ these _________ _________. He wishes that China will also get better at making ________________ __________ in the future. And people can buy those products in ______ ______ of the world. Ss try to fill in the blanks by themselves. Check the answers with the Ss. VI. Explanations 1. no matter 无论；不论
no matter意为“无论”与“what, who, which, where, how”等疑问词连用，引导让步
状语从句。
e.g. No matter what you say, I won’t believe you. 无论你说什么，我都不会相信你。
No matter when you are free, you can come here for a cup of tea. 无论你什么时候有空，都可以来这里喝杯茶。 2. local adj. 当地的；本地的
e.g. The local people are always friendly to tourists. 当地人对游客一向很热情。 3. avoid v. 避免；回避 avoid doing sth. 避免做某事
avoid 后面常跟名词、代词或动名词作宾语，但不能跟不定式作宾语。 e.g. They tried to avoid making Mrs. Li angry. 他们尽量避免让李老师生气。 Jack kept back his anger and avoided a fight.
杰克压住了怒火，避免了一场斗殴。 4. mobile adj. 可移动的；非固定的 mobile phone 手机
e.g. Would you please give us some details of your mobile phone? 你能给我们一些你的手机的细节吗？ 5. everyday adj. 每天的；日常的
everyday是every和day构成的合成词。everyday是形容词, 仅用在名词前作定语，不能单独使用。
e.g. everyday life日常生活everyday activities 日常活动 everyday与every day 辨析
every day是副词短语，意为“每天”，用作时间状语。 e.g. The teacher asked us to read English books every day. 老师让我们每天都要读英语。 VII. Exercises
用括号中单词的适当形式填空
1. One who goes to ______ (French) never fails to visit Paris.
2. How soon would you like to have these ___________ (product) done? 3. In the crowd, Sam looked aside to avoid _________ (see) Jane and Mary. 4. Is this kind of bicycle______ (make) in Shanghai?
5. The ______ (locally) government listed him as an elderly person of no home. Homework
1. Read the passage several times after school. 2. Make sentences with these words:
no matter, be made in, find it + adj. that…, even though, avoid doing sth., everyday things
Section A 3 (Grammar Focus-4c)
一、教学目标： 1. 语言知识目标：
1) 学习掌握下列词汇：boss, Germany, surface, material, traffic, postman, cap,
glove
2) 进行一步复习巩固学习Section A 部分所学的生词和词组。
3) 对询问物品的制作材料、生产地点、生产制作过程等语句进行归纳总结和探究学习。
4) 掌握被动语态的用法，并通过不同方式的练习，来熟练掌握被动语态。 2. 情感态度价值观目标：X k B 1 . c o m
了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯； 二、教学重难点 1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。 2) 被动语态的用法。 2. 教学难点：
1) 探究学习询问物品的制作材料、生产地点、生产制作过程等句型。 2) 被动语态的用法。 三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words learned in the last class.
2. Review some main phrases we learned in the last class. Check the homework. Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 你的衬衫是棉的吗？
____ your shirts ____ ____ cotton?
② 是的，而且它们产于美国。 Yes. And they were _____ ___ the US. ③ 飞机模型是由什么制成？ ______ the model plane ______ of ?
④ 它是由旧木头和玻璃制成。
It’s made of _____ ______ and ______
⑤ 茶产自中国哪里？
_______ ____ tea ___________ in China?
⑥ 茶产自很多不同的地区。
It’s produced in man
⑦ 茶是如何制成的？ _____ is tea __________?
⑧ 茶树种植在山坡上。当茶叶长成后，它们被手工采摘下来，然后送去加工。 Tea plants ______ ______ on the sides of the mountains. When the leaves are
ready they _____ ______ by hand and then ______ ______for _________. ⑨ 在杭州人们种植茶叶。
People_______ ________ in Hang Zhou.
Tea _____ ________ (by people) in Hang Zhou.
Ⅲ. Summary 一、被动语态
当主语为动作的执行者时, 谓语的形式为主动语态; 当主语为动作的承受者时, 谓语要用被动语态。 e.g. Many people speak English.
（主动语态, 句子的主语many people是动作speak的执行者） English is spoken by many people.
（被动语态, 句子的主语English是动作speak的承受者） 二、被动语态的构成
被动语态由“助动词be + 及物动词的过去分词”构成。与主动语态一样，被动语态也有时态、人称和数的变化, 其变化规则与be作为连系动词时完全一样。
IV. Practice 1. Work on 4a:
Tell Ss to read the sentences in 4a and try to fill in the blanks with the correct forms of the verbs in brackets. Learn some new words. 2. Work on 4b:
1) 让学生们阅读句子，理解句子的意思，为进行句子转换做好准备。 2) 将主动语态句变为被动语态句时，应先确定句子的谓语动词，并找出句子
的宾语。然后，将句子的宾语变成被动句的主语，将谓语动词变成be+ V-ed形式。
3) 逐句进行分析推敲，确定括号中单词的恰当时态。
4) 最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。 5) Check the answers with the Ss. Learn some new words. V. Talking
1. Ask five classmates about something they are wearing or have in their schoolbags. The list of words below may help you. (Learn some new words.) 2. Let one pair read out the conversation in the box as a model. 3. 提示学生们运用左侧方框中的示例词。
4. 让学生们以小组为单位分别自主发挥，用英语谈论自己的物品的制作材料及生产地点。 Homework
将下列句子变成被动语态句
1. We use computers to search information. 2. The teacher often repeats the story. 3. They don’t allow fishing here. 4. Bill looks after his cat carefully. 5. We don’t often speak English at home.
Section B 1 (1a-2e)
一、教学目标： 1. 语言知识目标：
1) 能掌握以下单词：international, competitor, its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete 2) 能掌握以下句型：
① They are made of bamboo and covered with paper.
② According to Chinese history, sky lanterns were first used by Zhuge Kongming. ③ They are seen as bright symbols of happiness and good wishes. ④ After drying, they are fired at a very high heat. 2. 情感态度价值观目标：
了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。 二、教学重难点 1. 教学重点：
1) 掌握本课时出现的生词及用法。 2) 进行听力训练，提高综合听说能力。
3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。 2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。 三、教学过程 Step I. Revision 1. Daily greeting.
2. Review. 主动语态变被动语态的方法 Computers are used to search information. The story is often repeated by the teacher. The cats are carefully looked after by Bill. English isn’t often spoken by us at home. Step II. Presentation
1. Present the new words on the big screen and learn the new words together. clay n. 黏土；陶土 balloon n. 气球 scissors n. 剪刀 fairy tale 童话故事
paper cutting 剪纸 celebration n. 庆典；庆祝活动 international adj. 国际的
e.g. The kilogram is the international standard of weight. 公斤是国际通用的重量标准。 competitor n. 参赛者；竞争者 compete （动词）+ or → competitor (名词) e.g. We can compete with the best teams.
我们能与最好的队竞争。
Each competitor should wear a number.
每个比赛者必须佩戴一个号码。 form n. 形式；类型
e.g. Jogging is a healthy form of exercise. 慢跑是一种健康的锻炼方式。 its adj. 它的
e.g. My pet dog likes catching biscuits in its mouth. 我的宠物狗喜欢用嘴接饼干。 lively v. 生气勃勃的；鲜艳的
e.g. Mary is a lovely young woman with imagination. 玛丽是一名富有想像力生气勃勃的年轻女人。 historical adj. （有关）历史的 e.g. These are not just historical points. 这可不仅仅是历史的观点。
heat n. 热；高温 v. 加热；变热
e.g. Heat the water, otherwise it will freeze. （动词） 把水加热，否则会结冰。
The heat from the fire will soon dry your coat. （名词） 炉火的高温很快就会烘干你的上衣。 polish v. 磨光；修改；润色
e.g. Let’s polish the silver before the guests arrive. 让我们在客人到达前将银器擦亮。 Would you polish up the article a bit? 你把文章再润色一下好吗？ complete v. 完成 complete sth. 完成某事 complete doing sth. 完成做某事
e.g. They made every effort to complete the task. 他们尽最大努力完成任务。
They have just completed building the bridge. 他们刚刚建成那座大桥。
2. Ss read and try to remember the new words. Step III. Lead-in
1. T: Play a video of the Weifang Kite Festival 2. Ask some questions about it. e.g.
1. Do you know what festival is it?
It’s Wei Fang International Kite Festival. 2. Do you like flying kites?
What kind of kites do you have? Let some Ss talk about it. Step IV. Listing Work on 1a
1. Do you know how to fly a kite? What are kites made of? Write down some materials used in making kites.
2. Let Ss discuss about it. Then write down their answers. 3. Check the answers together.
bamboo, steel, paper, clothes, cord, knife, scissors and so on. Step V. Listening Work on 1b:
1. Tell Ss to listen to a conversation between Laura and Zheng Yun and circle the correct answers.
2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and circle the correct answers. 3. Check the answers: Work on 1c:
1. Let Ss read the sentences in 1c first. Tell Ss to listen again and write L for Laura or Z for Zheng Yun.
2. Play the recording again for the Ss to listen and write the words. 3. Ss listen to the recording carefully and try to write down their answers. 3. Check the answers with the class. Work on 1d
Listen again and fill in the blanks with what you hear. Ss listen and try to write down their answers: Check the answers with the Ss. StepVI. Role-play
1. Work in pairs. Role-play a conversation between Laura and Zheng Yun using the information in 1b - 1d.
2. Let two Ss make a conversation as a model: A: Where did you go on vacation? B: I went to an international kite festival.
A: That sounds interesting. What did you see there? B: I saw many different kinds of kites at the festival. A: Were the kites nice?
B: Yes, they were beautiful. They were made of different things like silk or paper. Some were painted with colorful drawings.
A: Sounds like you really enjoyed it. I never thought that something as simple as kite flying could be so exciting.
B: Yes, it was really fun to see which kite could fly the highest. A: I think I want to learn to fly a kite, too. 3. See which groups is the best. Step VII. Talking
1. Show some pictures of the paper cutting on the big screen. Tell Ss they are Chinese paper cuttings. It’s one of the Chinese traditional arts.
T: Do you know folk or traditional arts? Now discuss with your partner. 2. Ask some Ss say what they know about the folk or traditional arts. Step VIII. Reading
Tell Ss the following is about three kinds of Chinese traditional arts. Fast Reading:
1. Read the passage and complete the chart below.
2. Check the answers. Careful Reading Work on 2c:
1. T: Now let’s read the passage again and answers the questions.
2. Let Ss read the questions first and make sure they know the meaning of each question.
3. Ss read the passage and answer their questions. 3. Check the answers with the class. Work on 2d:
1. Let one student read the phrases in the box and translate them into Chinese. 2. Ss read the sentences and complete the sentences using the correct forms of the phrases in the box.
3. Check the answers with the Ss.
send out; rise into; turns, into; put on; such as; covered with Step IX. Language points
1. These usually try to show the things that are important in life, such as love, beauty and family.
such as和for example都有“例如”的意思，但是它们的用法有所不同。 ★ such as常用来列举同类人或事物中的多个例子。 e.g. I like animals, such as dogs, bears and pandas. 我喜欢动物，如狗、熊、熊猫。
★ for example一般只以同类人或事物中的“一个”为例。 e.g. He has ever been to many countries, for example, Australia. 他曾经去过许多国家，如澳大利亚。
2. The most common things, from paper to clay to bamboo, are turned into objects of beauty.
1) turn…into…表示“把……变成……；使……变成……” ，而turn into表示“转变；变成”等意思。
e.g. Can you turn an egg into a flower? 你能把鸡蛋变成花朵吗？
The sunny morning turned into a rainy day. 晴朗的早晨变成了雨天。
2) objects of beauty 在此为“精美植物；精美物品”的意思。其中object指具体、实际的“物品；东西”。
e.g. Look, there’s a strange object in the sky! 快瞧，天上有一个奇怪的东西。
3. According to Chinese history, sky lanterns were first used by Zhuge Kongming. according to 根据，按照; 据……所说 e.g. According to the radio, it will rain tomorrow. 据电台广播，明天有雨。
4. The pieces are carefully shaped by hand from a very special kind of clay and then allowed to air-dry.
1) 此句中名词piece意为“作品”，指由艺人、作家等创作出来的艺术品或 文学作品。如：
Just take a look at this lovely clay piece. Doesn’t this boy look real! 看看这个可爱的小陶人，这男孩看上去多么逼真啊！ Did you read that piece in today’s newspaper? 你看过今天报纸上的那片文章了吗？
2) air-dry 是由air和dry复合而成的一个合成动词，意为“晾干”，类似的词还有blow-dry吹干。
5. It takes several weeks to complete everything.
It takes (sb.) some time to do sth. 是英语中的常用句型，意为“花费（某人）多长时间做某事”。其中it是形式主语，动词不定式（短语）是真正的主语。 e.g. It took Jack three hours to make the model plane. 杰克做这个飞机模型花了三个小时。 Step X. Group work Work on 2e
1. Now let’s work on 2e. First read the questions below. Then try to discuss the questions in your group.
Which art form do you think is the easiest? Which is the most difficult？Why？ Which art form would you like to learn? Why? 2. Let some Ss read their answers. Homework
1. Read the passage again after school.
2. Try to write a short introduction on how to make a Chinese clay piece.
Section B 2 (3a-Self Check)
一、教学目标： 1. 语言知识目标：
1) 复习被动语态的不同用法。
2) 能够用英语描述一些常用生活用品的制作材料；描述一些熟悉物品的制作过程。
3) 能用就本单元所学习的语法知识及语言材料，就自己所熟悉的话题写一篇小作文。
介绍自己家乡的某个较为著名的艺术品、食物、工商产品等。
2.情感态度价值观目标：
了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。
二、教学重难点
1. 教学重点：
1) 能运用本单元所学的语法及语言材料，完成写作介绍自己熟悉的物品的制件
材料及过程。
2）掌握本单元所学被动语态这一语法知识点，并能运用这一知识进行造句。
3）能总结本单元所学的物质材料、及一些艺术品的简单制作过程。
2. 教学难点：
阅读短文，完成写作。
三、教学过程
Ⅰ. Revision
Review the main phrases and sentences.
Ⅱ. Talking
Ask some Ss to describe how to make a Chinese clay piece.
? First, the pieces are carefully shaped by hand from a very special kind of clay and then allowed to air-dry.
? Second, after drying, they are fired at a very high heat.
? At last, they are polished and painted.
Ⅲ. Discussion
Talk about some special things that your city is famous for.
e.g.
A: What’s your city famous for?
B: Our city is famous for making lanterns.
A: Really! What are they made of?
B: They’re made of bamboo, silk or paper.
A: What they can do?
B: They were first used for lighting in the old days. Today, they are used at festivals
and other celebrations.
A: Why are they special?
B: Chinese people love lanterns very much because they’re symbols of good luck and
family reunion (团圆).
Ⅳ. Writing
1. Work on 3a.
What are some special things that your town/ city is famous for? These can be food, artwork or any other products. Discuss them with a partner and take notes.
2. Work on 3b.
Write a paragraph about the product. Use your notes in 3a.
1. Use the following expressions to help you:
My town/city is famous for…
…is famous in my town/ city.
…is / are made of/ from/ with/ by/ in…
…is / are used for…
…is / are known for…
…is / are special because…
2. 写作指导：
? 这是一篇科普性说明文，让同学们介绍灯笼的相关情况，语态应为被动语
态为主；时态应以一般现在时为主，辅以少量一般过去时态或其他时态的句子。
? 写作时，应理清自己的写作思路，逐条清晰地进行介绍。比如，可以先介
绍灯笼的历史、用途及象征意义。然后介绍人们悬挂灯笼的时间。最后，介绍灯笼的制作材料、产地及其类型。
? 注意要恰当运用被动语态，检查被动语态句的数、时态以及句子结构等是
否正确。
3. Ss try to write down their answers in the blanks.
4. Walk around the class give any help Ss may need.
One possible version:
Lanterns have been around for about 1800 years. They were first used for lighting in the old days. Today, they are used at festivals and other celebrations. Chinese people love lanterns very much because they’re symbols of good luck and family reunion.
From Spring Festival to Lantern Festival, lanterns are hung up everywhere. Lanterns were usually made of bamboo and paper in the old days. Now they are made of many kinds of materials, such as steel, silk, cloth, plastic and so on. They are made all round China. Lanterns are made in the shape of different animals, vegetables, fruits and many other things.
Ⅴ. Self Check
Work on Self Check 1.
1. List some things you use every day. Write down what they are made of/from and where they were made?
2. Let Ss discuss with their partners. Try to fill in the blanks.
If necessary, Ss can review the things in Section A and B.
Work on Self Check 2.
1. Tell Ss to make true sentences with the information in Self check 1.
2. Give Ss one example:
My pencil is made of wood and it was made in Shanghai.
Ss try to make their own sentences.
3. Exchange their sentences and check if there’s any mistake.
Work on Self Check 3.
Make sure Ss know what they should do.
T: Complete the sentences using the correct forms of the words in brackets.
Ⅵ. Exercise
Ⅰ. Complete the sentences.
1. 皮革是动物的皮做的。
Leather ____ _____ _____ the skin of animals. X k B 1 . c o m
2. 这个小镇以其手工艺品而广为人知。
The small town ____ ______ _____ for its handicraft products.
3. 茶叶被手工采摘，然后送去加工。
The leaves for tea plants are picked by hand and then _____ ____ for _________.
4. 无论你做什么，都要尽力去做。
_____ ______ ________ you do, you must do it with great efforts.
5. 国际风筝节每年在潍坊举行一次。
The ___________ kite festival __
新版人教版九年级英语上册Unit5教案
__ ______ in Weifang every year.6. 据新闻报道，纽约州昨晚下了大雪。
________ ____ the news report, it snowed heavily in New York last night.
7. 饭桌上铺着一层塑料台布。
The table _____ _______ _______ a plastic table clothes.
8. 大意驾驶酿成很多交通事故。
Careless _________ causes many ________ ___________ .
Keys: 1. is made of 2. is famous for 3. are sent, processing
4. No matter what 5. international, is held 6. According to
7. is covered with 8. driving, traffic accidents
Ⅱ. Finish the sentences. X k B 1 . c o m
1. In spring, we can see green ______ (leaf) and grass everywhere.
2. The Internet is ______ (wide) used in most families in our country today.
3. English ________ (speak) by many people in the world.
4. The company hopes ____ (it) product will be successful on the European market.
5. My teacher did what he could to make his class ______ (live).
6. If the traffic _____ (be not) heavy, it’ll take us an hour to get there.
7. They spent one part of their holiday in _____ (French) and the other in England.
8. Bell is ______ (know) for inventing the telephone.
9. The Chinese use _________ (chopstick) instead of knives and forks.
Keys: leaves, widely, is broken, its, lively, isn’t, France, known, chopsticks Homework
上网搜索你所喜欢的中国传统工艺品相关情况，用所学的句子写一个报告。
