18（九年级）Unit 5 Section A（2a-2d）（教案1）

skybamboo

Unit 5  What are the shirts made of?
Section A（2a-2d）

Teaching Aims	Language goals     Learn the target structure in listening and speaking. Key words and phrases    fair, environmental, grass, leaf, produce, widely, be known for,    process, pack. Key sentences    1. For example, Anxi and Hangzhou are widely known for their tea.    2. Well, as far as I know, tea plants are grown on the sides of      mountains.    3. It seems that many people all over the world drink Chinese tea.
Teaching Difficulties	Learn and practice the passive voice in listening and speaking.
Teaching Aids	A tape recorder ;  CAI or multimedia courseware

Teaching Procedures	Tips
Step 1 Lead in
The T can present some pictures of kinds of fairs and introduce to Ss what a fair is . Fair is an event at which people or businesses show and sell products. Then the T can elicit from Ss what fair they have ever attended:    a book fair/a trade fair/an art and science fair
Step 2 Presentation & Practice
2a   Before listening , the T can ask Ss to look at the picture in 2a and talk about it. The T can use the following prompts: What’s this in the picture? Where do you think we can see it in our daily life? The T can ask Ss to read the expressions in 2a to make sure they get the meaning of them and the requirement of the task. 2a   The activity is to provide Ss with practice in listening for the main topic of a conversation. At the beginning, the T may emphasize to Ss that they are to check only the main topic , not check everything that is mentioned. Then the T play the recording for the first time and make Ss grasp the main idea of the listening and check the main topic. Answer: the art and science fair 2b     Ask Ss to read the four questions to get the meaning in 2b. Then the T should teach Ss how to identify and capture the required information from the recording quickly and accurately and listen to some details selectively. For high level Ss, the T can encourage them to take notes about some details mentioned. Then the T may stop at the key point while playing the recording so that Ss have time to write answers. Ss can be asked to check their answers in pairs by making conversations.         Answers: 1.Outside the science museum.              2.No. Their school i spaying for it.              3. Used wood and glass.              4. Grass, leaves and flowers. 2b Play the recording again and ask Ss to focus attention to more details in the conversation. The T ask more questions to test Ss’ understanding such as:   Do we have a notice board in our school?   What does “notice board” mean? Can you say “fair” in another way? Do you know some other meaning of “fair”? Who were the works made by? Were they made by scientists, university students or middle school students? 2b After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. 2c   To give Ss practice using the target language in everyday speech, the T can encourage Ss to make conversations using the information in 2a like this: A: What did you see in the art and science fair? B: I saw a huge model plane and a really beautiful painting. A:What is the model plane made of? B:The plane made of wood and glass. A:... 2c To add on to the activity,the T can ask Ss to make conversations about similar fairs they have been to, then invite Ss to present their conversations to the class.
Step 3 Presentation & Reading
2d   Before reading, the T can use these prompts to encourage Ss to have a discussion so that Ss’ interest can be aroused: What do you know about tea? How many kinds of tea do you know? What place is famous for Tieguanyin / Longjing? 2d   The T can ask Ss to read the conversation quickly for the first time to get the main idea. The T can check their understanding by asking them questions : 1.What’s the topic of the conversation? 2. Which places are known for their tea? 3.Do people from other countries drink tea? 2d   The T can focus Ss’ attention on the structure of passive voice appeared in the conversation. Ss can be asked to find the sentences with passive voice and then the T list them on the board and summarize the target structure. Ss can also say the primitive verb of past participle. For example: produce    Where is tea produced in China?            How is tea produced? know      Anxi and Hangzhou are widely known for their tea. ...        .... 2d   Ask Ss to read the conversation again carefully and pay attention to the details .The T can ask some questions to check their understanding. 1. Which city is well-known for its tea? 2. Where is tea grown? 3. How are tea leaves picked? 4. What needs to be done after tea leaves are processed? 5. Why is tea drunk all over the world? 2d   The T can play the recording of the conversation and make Ss read after it. Pay attention to the pronunciation and intonation. Then the T can play the video of the conversation and then invite some Ss to role-play the conversation as open pairs.
Step 4 Language points learning
fair  n. 展览会；交易会 fair作形容词  意为“公平的；公正的”， 常用结构： be fair to sb. 对某人是公平的 反义词为unfair 意为“不公平的；不公正的” fair作形容词  还可意为“白皙的；浅色的” be famous for 意为“因……而出名”，后接原因（通常是名词）    be famous as意为“作为……而出名”，后接表示身份、地位等的名词。 be famous to意为“为……所熟知”，后接表示人的名词。 produce  v. 生产；制造；出产 produce  本身也可作名词，意为“产品； (尤指)农产品”。为不可数名词。区别于product。 ①product是produce的名词形式，意为“产品；成果”，是可数名词。 ②production也为produce的名词形式，意味“生产；产量”，是不可数名词。 widely  adv. 广泛地；普遍地  由“wide（adj. 宽的）+ly（副词后缀）”构成。   相关词汇： width n. 宽度；广度     widen v.（使）变宽； （使）扩大 as far as I know 据我所知   结构类似的短语有：as far as I can see 依我看 As far as I can remember 据我所记得 as far as I can tell  据我所知	The language points are for reference only.
Step 5  Summary & Homework	The homework can vary with the specific conditions.
Summary  The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework:     Preview the passage in 3a. Do the exercises in students’ book.
Teaching Reflection	Passive voice is difficult for Chinese students. They either forget the verb “be” or miss the “ed” after the verb, especially the past participle of irregular verbs, which is easier for students to forget. Sometimes even if they understand the meaning of the passive voice, they have little sense of application. Therefore, teachers must create different contexts for practice.