一、教材内容分析

This unit is the unit 5 in the book of “New Target English” of the ninth-grade volume, there are 5 periods in this unit. The topic of this unit is to talk about the raw materials of daily necessities and where they are produced, and to focus on the traditional cultural elements of various countries. It mainly enables students to learn to use passive voice to talk about the history of the quality and origin of the goods. The content of the teaching material is easy to unfold according to the actual life of students, and can fully stimulate students’ interest and desire to speak English. The activities in the textbook can mobilize the enthusiasm of students and improve the students’ ability of hands-on operation, thus activating the classroom atmosphere. The teaching goal of this unit is to guide students to learn passive voice for the first time, and to improve their English listening, reading and writing ability and independent learning inquiry ability from listening to text reading; Students can learn from this course, deeply understand the main purpose of this course, and consciously enhance their love for the motherland and the awareness of ecological environmental protection in their lives.

二、学习者特征分析

The ninth-grade students are mainly faced with the pressure of entering a higher school and are in a very critical learning stage. They generally have a great desire to learn new knowledge and improve their self-ability. Most of the students in this period have formed their own learning methods and habits, and have a certain knowledge base of English skills, such as guessing the main idea of the article, inductive ability and strong logical analysis ability, which are conducive to students’ acceptance of new language knowledge. But at the same time, students have great individual differences, serious polarization, uneven distribution of knowledge and ability, some students are not interested in learning English, and some even have weariness. Therefore, more attention should be paid to the cultivation of students’ interest in future teaching.

 

课时教学设计

一、教材内容分析

二、学习者特征分析

三、单元教学目标

四、单元重点、难点

五、单元教学安排

六、教学环境及资源准备

七、单元教学过程

八、教学反思