人教版新目标九年级英语Unit5单元集体备课教案
新目标九年级英语unit5 教学设计方案
（设计意图：学生在小结了情态动词的用法之后，通过提示完成一些中等难度的练习有助于学生进一步熟悉其用法。）
步骤六：总结
1.教师对学生在实际中如何更恰当地选择情态动词进行总结
2.完成相应的巩固练习。
3.讲解练习，指出学生在使用的不足之处
（设计意图：前面是对情态动词的用法进行小结，而此处的总结主要针对学生在做题中如何更好地进行选择，提高做题的效率。通过做练习和讲练习，找到学生的不足之处，进一步加强学生对情态动词表推测的理解和运用。）
（设计意图：通过听力练习来导入本课的学习，一方面进一步使学生感知情态动词的在情景中的用法，另一方面为接下来的学习做好了充分的语言准备。）
步骤四：新课呈现
1.分别展示一张哈利波特的图片。
Hecan’tbe_________.He must be _________. (a girl / a boy)
2.展示两张图片（每张图片从不同角度看，可以得出不同的结论）
答: ________, they must be ___________.
4.师生共同小结must/can’t/might/could的用法
（设计意图：通过几组图片的对比，句子的提示以及教师的引导，学生进行）
步骤五：习
1.分别展示几张图片，并给出相应的提示
问：Whose…is this?
2.学生选择相应的情态动词进行推测回答，并说出推测的理由
教学设计方案基本信息
作者姓名
张琴
性别
女
工作单位
上饶市弋阳县中畈中学
所用教材
人教版新目标九年级全一册
设计主题
Unit5 It must belong toCarla (Period 2)
人教新目标九年级英语Unit5SectionB(2a2e)教学设计
-目的是培养学生自主学习和搜集信息的能力，同时激发他们对目标设定的兴趣。
5.家庭作业：家长协助学生制定一个家庭学习计划，为期一周，关注学生在家的学习目标和完成情况。
-此作业旨在培养学生的时间管理能力和自我监督意识，同时增进家长对子女学习的了解和参与。
2.词汇教学：
-采用图片、实物等直观教学手段，帮助学生形象记忆词汇。
-通过词义猜测、词汇接龙等游戏，增加词汇学习的趣味性。
3.语法教学：
-使用图表、时间轴等视觉辅助工具，帮助学生直观理解一般现在时和一般过去时的区别和用法。
-设计填空、改错等练习，巩固语法知识。
4.听说教学：
-播放与目标相关的音频材料，引导学生进行听力训练，并鼓励他们复述所听内容。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法培养英语学习能力和思维方式：
1.小组合作：学生通过小组活动，共同讨论和分享各自的目标和经验，培养团队协作和沟通能力。
2.问题解决：学生针对设定目标过程中可能遇到的挑战，提出解决方案，培养分析和解决问题的能力。
3.自主学习：学生在课后进行词汇和语法练习，培养自主学习能力和良好的学习习惯。
（二）讲授新知，500字
1.教师呈现新课的词汇和短语，通过图片、例句和情境让学生理解和记忆。
-利用PPT展示词汇和短语的含义，结合语境进行讲解。
-通过互动问答，检查学生对词汇的理解。
2.讲解一般现在时和一般过去时在描述目标、动机和挑战时的用法。
-使用时间轴和示例句子，帮助学生区分两种时态的用法。
-安排课堂小练习，让学生即时运用所学语法。
3.情感共鸣：学生通过分享和倾听他人的目标和经历，学会理解和关心他人，培养同理心。
人教新目标九年级英语全册教案：Unit 5 教案
教学设计九年级英语Unit 5 What are the shirts made of ? Section A 1a-2d教学设计一、教学目标：1. Remember the new words.2. Talk about what products are made of and where they were made.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Step 1 Show studying aims.Step 2 Words review.Step3 Presentation1. Present the sentence structure, using the pictures on the big screen:A: Hello, what’s this?B: It’s a shirt.A: What’s it made of? Do you know?B: It’s made of cotton.A: Where was it made?B: It was made in Korea.让学生们学习掌握be made of/ be made in的用法.用白板出示其他两幅图片，让学生做填空以及编写对话练习。
Step4. Listening1. 1a What are these things usually made of? Match them with the materials. More than one answer is possible.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. Check the answers with the Ss.1. chopsticks a. wood2. window b. gold3. coin c. silver4. stamp d. paper5. fork e. silk6. blouse f. glassCheck the answers with the Ss.1b Listen and match the products with what they are made of and where they were made.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.Things Made of Made inshirts cotton Koreachopsticks silver Thailandring steel AmericaPlay the recording. Let Ss check the facts they hear. Check the answers。
人教新目标九年级英语全一册Unit5period1教学设计
2.新课呈现：
-利用多媒体展示课文情境，引导学生观察、思考并回答问题。
-采用任务型教学法，设计小组讨论活动，让学生在交流中学习新词汇和句型。
3.活动设计：
-听力练习：播放与课文相关的听力材料，培养学生捕捉关键信息的能力。
作业要求：
1.学生需按时完成作业，保持书写工整、清晰。
2.家长协助监督，确保学生完成作业的质量。
3.教师在下次课堂上，对学生的作业进行点评和指导。
二、学情分析
针对人教新目标九年级英语全一册Unit 5 Period 1的教学内容，进行以下学情分析：
九年级的学生已经具备了一定的英语基础，但在语言运用、词汇掌握、语法理解等方面仍存在一定的差异。在此基础上，本节课的学生在学习本单元时，可能面临以下情况：
1.部分学生对目标词汇和短语的掌握程度不一，需要教师在课堂上进行针对性的巩固和拓展。
4.写作任务：结合本节课所学内容，以“MY GOAL”为主题，写一篇不少于100词的英文作文，描述自己的目标及实现目标的计划。
5.口语练习：与家长或同学用英语进行交流，分享自己的学习目标和计划，要求使用本节课所学词汇和时态。
6.自主学习：鼓励学生利用网络资源或课外书籍，了解其他成功人士的故事，学习他们的成功经验，激发自己的学习动力。
（五）总结归纳
1.教师引导学生回顾本节课所学词汇、句型和语法知识，总结课堂重点。
2.学生分享自己在小组讨论和课堂练习中的收，提出疑问，教师及时解答。
3.教师强调本节课的情感态度与价值观，鼓励学生为实现目标而努力。
4.布置课后作业，要求学生进行词汇复习、语法巩固和拓展阅读。
人教版新目标九年级英语Unit5第五单元全单元教案教学设计
人教版新目标九年级英语Unit5单元教案Unit 5 What are the shirts made of?Section A (1a－2d)学习目标1．重点单词：chopstick，coin，fork，blouse，silver，glass，cotton，steel，fair，grass，leaf，produce，widely，process，pack2．重点短语：be made of，be made in，be made from，as far as sb. know，be known for3．重点句式：What are the shirts made of?—This ring looks nice.Is it made of silver?—Yes，and it was made in Thailand.What is the painting made from?How is tea produced?As far as I know，tea plants are grown on the sides of mountains. People say that tea is good for both health and business! 学习重点1．重点短语和句型2．一般现在时态和一般过去时态的被动语态学习难点一般现在时态和一般过去时态的被动语态自主学习一、预习课本P33－34新单词并背诵，完成下面的汉译英。
1．筷子________ 2.硬币________3．叉子________ 4.衬衫________5．银器________ 6.玻璃________7．棉花________ 8.钢铁________9．展览会________ 10.草地________11．叶子________ 12.生产________13．普遍地________ 14.加工________15．包装________二、认真预习1a－2d找出下列短语和句型。
人教版新目标九年级英语Unit5单元集体备课教案
人教版新目标九年级英语Unit5单元集体备课教案They were made in a XXX.②The pencil is made of wood and graphite。
It was made in a XXX.③The desk is made of wood。
It was made in a XXX.④The computer is made of metal and plastic。
It was made in an XXX.Step 2新词研究1.Introduce the new words: produce。
widely。
process.2.Have students repeat the words and explain the meanings.e the words in XXX students understand their usage.Step 3词组研究1.Introduce the new phrases: be made of/from。
be made in sw。
the art and science fair。
environmental n。
grass and leaves。
be known for/be famous for。
as far as I know。
on the sides of mountains.2.Have students repeat the phrases and explain the meanings.e the XXX students understand their usage.Step 4句型研究1.Introduce the sentence patterns: What is the model plane made of。
What is the painting made from。
Is this ring made of silver。
人教新目标英语九年级英语unit5(sectionA1a2d)教学设计
一、教学目标
（一）知识与技能
1.知识目标：通过本节课的学习，使学生掌握以下英语词汇和表达方式：illness（疾病）、symptom（症状）、medicine（药物）、cure（治愈）、recover（恢复）、sore throat（喉咙痛）、headache（头痛）、fever（发烧）、take one's temperature（量体温）、prescription（处方）、pharmacy（药店）等。同时，让学生学会使用一般过去时描述过去的疾病经历。
5.家长参与：请家长协助学生完成角色扮演视频作业，并在视频拍摄过程中关注学生的英语表达。家长可以为学生提供语言支持，同时了解孩子的学习情况。
1.对话编写：小组成员共同讨论，完成一段不少于10句话的就医对话。对话内容要贴近生活，符合实际情境。
2.角色扮演视频：视频时长不少于3分钟，包含医生、病人两个角色。注意口语表达的准确性，以及动作、表情的自然。
2.技能目标：培养学生运用英语进行就医咨询的能力，学会描述病情、询问药物及用法。通过小组讨论，提高学生的口语表达能力和听力理解能力。
（二）过程与方法
1.过程目标：通过情景教学，引导学生运用所学知识进行角色扮演，模拟就医场景，提高学生的实际应用能力。让学生在小组合作中，学会倾听、表达、沟通和协作。
2.方法目标：采用任务型教学法，设计丰富的课堂活动，如小组讨论、角色扮演、听力训练等，激发学生的学习兴趣，提高学生的参与度和积极性。
（四）课堂练习
1.听力训练：播放一段就医场景的听力材料，让学生回答相关问题，检测他们对词汇和语法的掌握程度。
2.口语表达：邀请学生上台展示角色扮演，其他学生认真聆听，并给予评价。教师关注学生的语言表达，及时纠正错误。
新目标英语九年级全套教案 新目标 Unit 5(新目标版九年级英语教案教学设计)
Unit 5 It must belong to Carla.Part 1: Teaching design (第一部分：教学设计)Structures: Must, might, could and can’t for making inferencesTarget language: Whose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbageLearning strategies: Sequencing, DeducingSECTION AGoals●To learn must, might, could and can’t for making inferences●To listen and speak making inferencesProceduresWarming up by learning about modal verbsModal verbs are used to express ideas such as possibility, intention, obligation and necessity.CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.eg: I would have told you, if you had wanted me to.eg: Yes, I can do that.mustcertainty 1. That must be Jerry. They said he was tall with bright red hair.2. That must have been the right restaurant. There are no other restaurants on this street.3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.2. That must not have been the right restaurant. I guess there is another one around here somewhere.3. NO FUTURE FORM have to1a Looking and writingHello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.1b Listening and matchingYou are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.TapescriptGirl 1: Whose volley ball is this?Boy 1: It must be Carla’s. She loves volley ball.Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Dengwen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.Girl 1: OK… and how about this CD?Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.1c Doing pairworkIn pairs practice the conversation in the picture on page 34Then make conversations using information in the chart in 1b.Whose volleyball is this? It must be Carla’s. She loves volleyball.Whose books are these? They must be Mary’s. The man is her favorite author.Whose CD is this? It must be Grace’s. She likes listening to classical music.Next is the conversation making inferences.Girl 1: Whose toy car is this?Boy 1: It must be Deng Wen’s. He loves toy car.Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.Boy 1: Oh, and look, someone left a magazine.Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.Girl 1: OK… and how about this volleyball?Gir l 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.2a Listening and writingBob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.TapescriptBob: Oh, look! Whose backpack do you think this is?Anna: I don’t know. Look, here’s a school T-shirt.Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the perso n can’t be a boy.Anna: It could be Kumi’s hair band. She has long hair.Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.Bob: Th en it must be Linda’s backpack. She has long hair and she’s on the tennis team.Bob: You’re right!2b Listening and fillingNext you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.2c Filling and tellingOn page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.The notebook must be Ming’s. It was on her desk.The homework can’t be Carol’s. She wasn’t at school today.The soccer b all might be John’s or Tony’s. They both play soccer, don’t they?The French book must be Li Ying’s. She’s the only one who’s studying French.I can’t find my backpack. It might be still at school.The photo must be Lu’s. Those are his parents.The red bic ycle can’t be Hu’s. She has a blue bicycle.This ticket might be my aunt’s or uncle’s. They’re both going to the concert.3a Reading, numbering and circlingOn page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 pa rts and circle the words you don’t know.Subject: Thanks! From: Linda_④_ If you have any idea where it might be, please call me._②_ I think I dropped it during the concert so it might still be in the symphony hall._⑤_ I tried to call you but your mom sa id you were still at your optometrist appointment ( I hope you new glasses look nice!)._③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam._①_ I’m really anxious, because I can’t find my backpack.Thanks,Linda3b Doing pairworkIn pairs talk about the words you don’t understand. You can use“can’t”, “must”,” could” or “might”.A: What do you think “anxious” mean?B: Well, it can’t mean “happy”.A: It might mean “worried”.B: Oh, yes. She’s worried because of her test.A: What do you think “concert” mean?B: Well, it can’t mean “music”.A: It might mean “a performance of music by players or singers”.B: Oh, yes. She was in the symphony hall.4 Doing pairworkIn pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.A: Here’re some earrings. The owner can’t be a boy.B: Well, it could be a boy. The earrings might be a present for his mother.A: Here’s a s chool T-shirt. The owner must be a student.B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.A: Here’s a hair band. The owner can’t be a boy.B: Well, it could be a boy. The hair band might be a present for his mother.Closing down by looking and sayingLook at the picture below and say what is happening in the classroom.。
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5)People say that teais good forbothhealthandbusiness!
环节说明:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
4.完成教材3b的任务，要求学生再次阅读短文，回答3b中所提出的问题。(5分钟)
5.再细读一遍3a的短文，写出3c中所给的词分别指代什么。（3分钟）
环节说明:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
教学反思
首备人
九年级组
复备人
课型
课时
A:Whatdid you see at the art and science fair?
B:I saw a modelplane.
A:What is itmade of？
B:It’s made ofsteel.
A:Wherewas it made?
B:It is madeinBeijing.4.大声朗读听Fra bibliotek材料。(1分钟)
Step 3完成教材2a-2d的任务
【操作案例】
1.要求学生翻开课本P34，要求学生听第一遍录音，完成2a，2b的听力任务。(1分钟)
2.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
3.听力内容巩固训练。要求学生根据所听到的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(4分钟)
②The paper is made from trees.
…（4分钟）
环节说明: 通过谈论学生的日常用品，激发学生的表达欲望，使学生体验到了掌握知识的个人意义。
Step 2完成教材1a-1c的任务
【操作案例】
1.要求学生翻开课本P33页，快速阅读1a表格部分的内容。把物品和可能构成他们的材料匹配起来。(1分钟)
Questions:
Teacher:Can you tell me what these things made of?And where were they made?
Students:___________________________________
①The books are made of paper.
这枚戒指是由白银制成的吗？
—Yes,and it was made in Thailand.
是的。并且它是在泰国制造的。
4.Where is tea produced in China?
在中国，哪些地方产茶？
引导学生通过开展小组学习活动,培养协作意识,并能用英语介绍中国产业,向世界宣传中国的民族产业。
用括号内所给动词的正确形式填空。
1)The applesare sent(send) to the factory for processing.
2)We are all ready but Tomhasn’t packed (pack) his clothes yet.
3)The windows of the roomare cleaned(clean)every day.
2.要求学生听第一遍录音，并完成课本上1b的听力任务。(1分钟)
3.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
4.要求学生先练习1a中的对话，再模仿1c的对话，用1b表格中的信息进行对话练习。并邀请2-3对同学当堂进行演示。(3分钟)
5.小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时纠正。(2分钟)
授课人
授课时间
授课班级
备课组
课题
Unit 5What are the shirts made of?
2.先邀请几位同学阅读短文(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)
3.短文内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。(4分钟)
Now more and more Chinese travelforeignfor vacation,they found it’s interesting thatwhereverthey go,they could find theproductsthat made in China.China iswidelyknown for makingeverydaythings,such as football,handbag,mobile phones.These things arepackedand sent to all parts of the world.Even in thelocalshops,the Americansrealizedthat they can hardlyavoidbuying products made in China.However,we wish that in the future China will also get better at makinghigh-technologyproducts that people can buy in allpartsof the world.
4)The best cottonis produced(produce) in Xing Jiang in China.
5)The songisn’t liked(not like) by most of us.
环节说明:通过学习1a，使学生对被动结构有所了解；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固对一般现在时被动结构的认识。
2.He found it interesting that so many products in the local shops were made in China.他很有趣的发现有如此多在本地商铺的产品是中国制造的。
3.He realized that Americans can hardly avoid buying products made in China.他意识到美国人也不可避免地可能买中国制造的产品。
5.everyday things日常用品
6.make high-technology products制造高科技新产品
7.in all parts of the world在世界所有的地区
8.his shopping experiences他的购物经历
重点句式
1.No matter what you may buy,you might think those products were made in those countries.无论你可能买什么，你都可能认为这些产品是在这些国家生产的。
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环节说明:通过带着问题去学习对话，从而达到导入新课的目的，同时也可以使学生积极反思自己的学习生活，与以前的生活作比较，科学安排好自己的学习时间。
Step 2完成教材3a-3c的任务
【操作案例】
1.要求学生快速默读短文，熟知大意，并找出康健想在美国买哪两样东西以及它们都是哪儿制造的。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)
5.handbag(n.)小手提包
6.mobile（adj.）可移动的;非固定的
7.everyday（adj.）每天的;日常的
重点词组
1.American goods美国商品
2.no matter what无论什么
3.products in the local shops本地商铺的产品
4.made in China中国制造
重点难点
1.被动语态的陈述句、一般疑问句和否定句。
2.be made of,be made in和be made from的区别。
教学方法
导学互学
教学过程
Step 1情景导入
参考案例
Teacher:Please take out your things on your desk.We use them every day,do you really know them?
1)Chinese isfamous forteabothin the pastandnow.
2)As far asI know,tea plantsare grownon the sides of mountains.
3)When theleavesare ready,theyare pickedby hand and thenare sentfor processing.
4.However,he wishes that in the future China will also get better at making high-technology products that people can buy in all parts of the world.然而，他希望在将来中国也能更擅长制造让人们在世界各地都能买到的高科技产品。
7.as far as I know据我所知
8.on the sides of mountains在山边上
重点句式
.What is the model plane made of?
这个飞机模型是用什么制成的？
2.What is the painting made from?
这幅油画是用什么制成的？
3.—Is this ring made of silver?