人教2011课标版九年级英语
Unit 5 What are the shirts made of ?
Section B (1a-1e)
一. 教学目标：
知识与技能：
1.Master the key words : international , competitor
2.Be able to talk about what kites are made of?
3.Improve students’ listening and speaking skills.
过程与方法：
1.Employ task-based approach and autonomous approach.
2.To train students’ listening and speaking skills by talk about what kites are made of.
情感、态度与价值观：
劳动合同书模板Encourage students to make things by themselves.
二. 教学重点：
1.Master the new words and target language.
2.Learn to talk about what products are made of.
3. Develop students’ listening and speaking skills.
教学难点：
Train students’ listening and speaking skills by talking about what products are made of.
三．教学方法:
Multimedia method、group work、cooperation discussion
四. 教学过程：
Step 1 Check students’ homework.
T :Do you know about any folk or traditional arts in our country?
Ss: paper cutting ,shadow figure,
Step 2 Leading in
1.Show some pictures of kites and ask the students what they are.
2.Watch a video and answer the questions .
T :What are Peppa’s family doing ?
我爱吃蔬菜Ss : They are flying kites .
杭皇后Step 3 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, wood, paper, cloth, plastic, string, silk and so on.)
4 .Can you describe the shapes of kites? Show some different pictures of
kites
微波炉有害健康吗( a bird kite, a dragon kite, a butterfly kite, a character kite )
Step 4 Listening to a material
(A report about the International Kite Festival)
T:Do you know which city it is ?
Ss : Wei Fang
by啥意思T :Let’s watch a video about the International Kite Festival .
Step 5 Work on 1b-1d
1.Play the recording and ask the students to listen to the conversation
between Laura and Zheng Yun and circle the correct answers in 1b.
2.Let the students read the sentences in 1c first.Play the recording again
and ask the students to listen and write L for Laura or Z for Zheng Yun
in 1c.
3.Play the recording for a third time and ask the students to fill in the
blanks with what they hear in 1d.
4.Check the answers with the class.
Step 6 Work on 1e
1.Ask the students to read the sample in 1e and give a model with more
information.
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.
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.
2.Ask several pairs to act out their conversations in front of the class.
Step 7 Show time
Ask the students to make a short introduction of the kite festival in Weifang.
(学生能够根据前面几个环节的操练，完整的讲述风筝节的过程，潜移默化的引导学生在叙述事件时，利用关键词进行梗概的整理。)
Step7 Homework
Search other special forms of Chinese traditional art . And make a conversation with your partner.
教学反思：本课时主要谈论“风筝”这一话题。通过听前准备，进一步巩固本单元所学的被动语态和有关制造原材料的词汇。对于“风筝”这一话题，学
生非常熟悉。学生对于潍坊国际风筝节也有所了解，老师可以很自然
海南环岛铁路地引导学生利用所学句型谈论风筝的制作材料以及其他相关信息，为
听力做准备。听前做好充分的铺垫，有助于学生听力活动的顺利进行,
也有利于听后的语言输出。
不足之处：分组讨论时，由于时间有限，没能给每一位同学表达自
己观点的机会，影响了个别同学参与课堂活动的积极性。
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