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人教版九年級英語Unit 5 What are the shirts made of Section A 1a-1c 教案
一、 教學內容分析
本節課是人教版九年級英語Unit 5 What are the shirts made of Section A 1a-1c部分，主要圍繞“物品材質”這一話題展開。1a部分通過圖片和單詞匹配活動，幫助學生學習和鞏固與物品材質相關的詞匯；1b部分通過聽力練習，訓練學生捕捉關鍵信息的能力，并進一步鞏固1a所學詞匯；1c部分通過小組對話活動，引導學生運用目標語言進行簡單的詢問和回答，培養學生的口語交際能力。
二、 學情分析
九年級學生已經具備了一定的英語基礎，能夠進行簡單的日常交流。但對于“物品材質”這一話題，學生可能缺乏相關的詞匯儲備和表達經驗。因此，在教學過程中，需要注重詞匯的輸入和操練，并結合實際生活情境，引導學生運用目標語言進行表達。
三、 核心素養目標
語言能力目標：
能夠聽懂、會說、會讀、會寫以下單詞和短語：blouse, cotton, silk, wool, polyester, plastic, glass, metal, wood, paper, made of, made in
能夠運用句型“What is/are … made of ” 和 “It’s/They’re made of …” 進行簡單的詢問和回答。
學習能力目標：
能夠通過圖片、上下文等線索猜測詞義。
能夠積極參與課堂活動，與同伴合作完成學習任務。
思維品質目標：
能夠根據物品的材質進行簡單的分類和歸納。
能夠思考不同材質的物品的優缺點，并嘗試用英語表達自己的觀點。
文化意識目標：
了解不同國家生產的特色產品，感受文化差異。
樹立環保意識，選擇環保材料制成的產品。
四、 教學重難點
教學重點：
掌握與物品材質相關的詞匯和句型。
能夠運用目標語言進行簡單的詢問和回答。
教學難點：
區分不同材質的英文表達。
在真實情境中靈活運用目標語言進行交流。
五、 教學過程
Step 1: Warm-up and Lead-in (5 minutes)
1. Greetings and free talk.
2. Show some pictures of different objects and ask students: “What’s this ” and “What color is it ” to review the names of objects and colors.
3. Hold up a pen and ask: “What’s this made of ” Write the sentence on the board and explain the meaning of “made of”.
4. Lead in the new lesson: Today we’re going to learn how to ask and answer about what things are made of.
Step 2: Presentation (10 minutes)
1. Show the pictures in 1a and teach the new words: blouse, cotton, silk, wool, polyester, plastic, glass, metal, wood, paper.
2. Use real objects or pictures to help students understand the meaning of each word.
3. Play the recording in 1a and have students listen and repeat.
4. Point to different objects in the classroom and ask: “What’s this made of ” Encourage students to answer using the new words.
Step 3: Practice (15 minutes)
1. 1a: Matching
Have students look at the pictures in 1a and match them with the correct words.
Check the answers as a class.
2. 1b: Listening
Play the recording in 1b and have students listen and complete the sentences.
Check the answers as a class.
Play the recording again and have students repeat the sentences.
3. 1c: Pair work
Divide students into pairs and have them practice the conversation in 1c.
Encourage students to use different objects and materials to make their own conversations.
Invite some pairs to perform their conversations in front of the class.
Step 4: Production (10 minutes)
1. Group work:
Divide students into small groups and give each group a set of pictures of different objects.
Have students ask and answer questions about what the objects are made of.
Encourage students to use the sentence patterns: “What is/are … made of ” and “It’s/They’re made of …”
2. Class survey:
Have students walk around the classroom and ask their classmates about what their clothes, bags, or other belongings are made of.
Encourage students to record their findings and share them with the class.
Step 5: Summary and Homework (5 minutes)
1. Summarize the key points of the lesson: new words, sentence patterns, and how to ask and answer about what things are made of.
2. Homework:
Write a short paragraph about what your favorite object is made of and why you like it.
Find out what some common household items are made of and prepare to share with the class next time.
六、 板書設計
Unit 5 What are the shirts made of
New words: blouse, cotton, silk, wool, polyester, plastic, glass, metal, wood, paper
Sentence patterns:
What is/are … made of
It’s/They’re made of …
七、 教學反思
本節課以“物品材質”為主題，通過圖片、實物、錄音等多種形式，引導學生學習和運用目標語言。在教學過程中，注重詞匯的輸入和操練，并結合實際生活情境，設計了豐富的課堂活動，如配對、聽力、對話、小組合作等，有效地激發了學生的學習興趣，提高了學生的參與度。
然而，在教學過程中也存在一些不足之處。例如，部分學生對于不同材質的英文表達還不夠熟練，在對話活動中容易出現混淆。針對這一問題，可以在課后布置相關的鞏固練習，并鼓勵學生在日常生活中多觀察、多思考，嘗試用英語描述身邊物品的材質。
此外，在文化意識目標的達成方面，還可以進一步拓展和深化。例如，可以引導學生了解不同國家生產的特色產品，并探討其背后的文化內涵；也可以結合環保主題，引導學生思考如何選擇環保材料制成的產品，為保護環境貢獻力量。
總之，本節課的教學目標基本達成，但仍有改進的空間。在今后的教學中，我將繼續探索更加有效的教學方法，努力提升學生的英語核心素養。

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