中小学教育资源及组卷应用平台
Unit 5 What are the shirts made of 单元整体教学设计
单元主题意义 本单元的主题属于“人与社会 ”范畴，本单元是《新目标英语》系列教材之一!第五单元的内容，本单元话题设计谈论日常生活用什么原材料的基本词汇。通过听说训练，将本单元语法-被动语态句型在真实的情境中呈现出来，给学生新的语言结构的机会。 在谈论一些产品的制作原料时，切入到再生资源和环保话题，对学生进行潜移默化的人文教育。
单元教学目标 通过本单元的学习，学生能够： 目标a：能够用英语描述及询问物品的制作材料。 目标b：正确理解被动语态的用法及句子结构。 目标c：了解一些日常用品的制成材料，增加生活常识、养成良好的生活习惯。 目标d：了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神等素质。 与核心素养的关系： 在大单元主题理念下，将本单元碎片化的知识以“子主题”形式有效整合，是落实英语学科素养的有效手段，通过本单元的学习，在语言能力方面，学生能够使用被动语态结构，将语言学习和实践运用结合起来，学会讨论物体的原材料和产地，了解常见的文章结构特点，学生并进一步了解中国产品和传统艺术品的影响，为中华民族传统文化的特色产品做宣传，了解当地的知名特色产品，培养学生的文化自信，了解当今世界制造业的格局，看到中国在世界经济竞争中的优势和短板，从而培养学生辨证地看待事物的观点，了解中国制造应该努力的方向，教育学生热爱祖国，努力学习。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一!第五单元的内容，该单元在内容上从最简单的由什么材质做成，过渡到在哪里生产，哪里的特产是什么，然后重点介绍了以...出名的几种用法。 2.纵向知识关联： 功能： 被动语态。 话题： 学生能学会谈论产品的材质和出处 。 语言知识： 能掌握、运用关于商品，制造，工厂，生产等词汇。 能正确使用一般现在时的被动语态，正确理解被动语态的用法及句子结构，能够理解“被动语态”并学会应用。 能够掌握功能句：用英语描述及询问物品的制作材料，制造特点。 3.横向知识关联： （1 ）复习七八年及有关材质的相关词汇； （2 ）本单元出现被动语态句型，巩固已学。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 学生通过开展小组合作活动，培养写作意识；通过呈现茶叶的生产和采摘过程，进一步巩固被动语态，学会向世界介绍中国的茶产业。 通过Pair-work的形式对学习方法谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点学习方法短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-4c 读写课 第二课时 阅读短文，能按要求获取相关的信息，并且通过阅读训练来提高学生 的阅读能力；并了解当今世界制造的格局，培养学生辩证看待事物的观点通过不同方式的操练掌握被动语态。 通过读课文找出描述过去的句子，评价学生对目标句型的认知；通过提取描述关于学习障碍的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1e 听说课 第三课时 帮助学生巩固被动语态结构，让学生学会进行归纳总结。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2f 阅读课 第四课时 通过了解一些地方知名产品和传统艺术品，培养学生的文化自信的意识；引导学生灵活运用不同的短语表达同样的含义。 通过问题启发式评价引导学生从整体到具体的认识，并提取关键信息完成思维导图，评价学生对文本第一段的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章第二段的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第五课时 学生能运用书面表达自己的改变，在练中学，培养学生语言运用能力。 通过书面表达的形式介绍礼貌的寻求表达信息，评价学生写作的能力。
第1课时 教学设计
课题 Unit 5 What are the shirts made of
课型 听说课√ 语法课口 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节听说可。主要谈论日常用品和制造该用品所需原材料以及生产地等。 【why】 通过谈论生活中常见物品的制作原料来导入话题，复习并呈现日常用品及原材料的相关词汇。 【how】 因本课的很对词汇与生活联系密切，所有很多物品可以通过事物进行展示，在听说过程中，自然呈现被动语态句式，让学生感知被动语态的结构及其表意功能。借助听力材料，切入到再生资源和环保话题，对学生进行潜移默化的人文教育。通过一个关于茶叶的对话，呈现被动语态在不同语境下更多真实运用的例句，加强学生对这一新语法项目的感性认识。
学情分析： 自然情况 被动语态对与学生来说，这是教材中首次接触。 （二）已有基础 但对于很多学生受母语的影响，对被动语态也有一定的了解。
（三）存在问题
由于学生的自觉性差，很少自觉地复习预习，学过的词汇句型可能已经不在熟悉。 （四）解决措施 教师可让他们体会被动语态的结构和表意功能。在听说训练过程中，让学生通过自主和合作学习的方式进行句式结构的语言输入，并设计相应的任务，鼓励学生运用所学进行语言实践，并就原材料话题对学生进行生态环保方面的人文教育。
教学目标： 通过本课学习，学生能够： 学生能学会重点词汇以及目标语言。 （学习理解） 重点单词及短语：chopsticks , window, coin , stamp , fork , blouse 等。 目标语言：A:What is the model plane made of B: It’s made of used wood and glass . 能初步掌握被动语态的句式结构。 （应用实践） 学生能够树立生态环保意识，简单了解中国的茶文化。 （迁移创新）
9教学重难点 重点：学会使用被动语态表达被动语态。 难点：正确使用被动语态结构，正确使用动词的过去分词。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in The teacher show some pictures and asks students to say what it is. The ask them to say what they are made of .Write the title of this unit on the blackboard . 学生活动1 Make conversations . Ask and answer 活动意图说明： 教师通过问问题来导入新课，引出本单元的标题和句型，让学生在自然的问答中体会到本单元的句型和主题。 环节二：Activity 2 教师活动2 Presentation Students may answer the questions like this :It’s made of silk /cotton , .Teach students the words for different materials . Use the other objects to teach the new words , for example , fork , blouse , chopsticks and so on . While showing the objects , ask students to say what they are made of . Show a pair of steel chopsticks . Ask students what they are made of . Then tell students are chopsticks were made in Korea . Write the structure on the blackboard . Ask students to follow the examples to make conversations in pairs . 学生活动2 Discuss with groupmates . Learn the new words. Ask and answer Work in pairs . 活动意图说明： 同样使用PPT来教授表示日常用品的新单词，同时询问学生它们的制作材料是什么，通过问答的方式，让学生体验be made of 的用法。在介绍金属筷子时，谈论了他在韩国生产的，以此让学生体会被动语态的一般过去时。呈现目标句型后，让学生合作进行对话练习。 环节三：Activity 3 教的活动3 Work on 1a Point out the things in 1a . Ask students to match them with the materials . Remind them that more than one answer is possible . Check the answers by asking students to make sentences about each thing . 学的活动3 Finish 1a Check the answers 活动意图说明： 让学生将物品与材料进行搭配，并用被动语态的句式表达出来，既练习了新学的句式，又核对了答案。 环节四：Activity 4 教的活动4 work on 1b Have some students read column in the chart . Help them understand what they are supposed to do . Play the recording for the first time . Students only listen . Play the recording a third time . Ask students to listen and repeat . 学的活动4 Read aloud . Listen and finish the tasks . 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 让学生观察课本主题图，结合途中场景和语言内容引导他们推测，预填空缺的单词，培养学生观察图片猜测的能力。 环节五：Activity 5 教的活动5 Work on 1c Point to the chart in 1b . Ask students to make conversations using the information in 1b . Then ask them to follow the example to talk about the things they have now . 学的活动5 Make a conversations and ask . 活动意图说明： 听力结束后，对1b中的表格再次利用，让学生仿照例句进行对话练习，并引导学生利用身边的资源进行类似的对话操练，让学生真实的情境中进行语言的输出。 环节六：Activity 6 Work on 2a-2c教的活动6 Point out the 6 topics in the chart . Have students read them one by one . Explain the key words fair , environmental protection , grass and leaves Play the recording for the first time . Students only listen . Play the recording again . Students check the main topic . Check the answers . Play the recording for a third time . Ask the students to write short answers to the 4 questions in 2b. Check the answers . Go on asking students questions . Help them to understand the importance of recycling and help them to know the difference be made of and be made from . Ask students to follow the example in 2c to make new conversations . 学的活动6 Read aloud and understand . Listen to the tapes for three times and finish the tasks Check the answers Make conversations. 活动意图说明： 听前帮助学生理解题目要求，扫除听力障碍，听后通过追问的方式，让学生思考平常的飞机模型和油画都是什么制成的，而本题中制作材料又是什么，引导学生关注和再生资源。通过例句使学生明白be made of 和be made from 的使用区别。 环节七：Activity 7 教的活动7 Listening work on 2d Ask students to look at the picture and guess what the passage is about : Ask some questions about tea . For example , How many kinds of tea do you know Where are they Then ask them to read the conversation and answer the questions : Where is tea produced in China How is tea produced Check the answers . Ask students to find out all the sentences with passive voice and underline the past participle forms . Go on asking questions like Is tea grown in our hometown How are tea leaves picked Where is tea sent Ask students to listen and repeat . Than ask them to role-play the conversations . 学的活动7 Look at the picture and answer Read conversations and answer the questions . Ask and answer Listen and repeat 活动意图说明： 读前进行话题和词汇准备。通过问答的形式让学生熟悉话题及相关词汇，带着问题进行阅读，读后让学生找出所有含有被动语态的句子，并画出里面的过去分词，树立总结出被动语态的结构。就“茶”这一话题继续讨论，让学生进一步熟悉的结构。最后让学生模仿语音语调，进行角色扮演。
板书设计 Unit 5 What are the shirts made of Period 1 Section A 1a-2d A:What are the chopsticks made of B: They are made of silver and they were made in Korea . fork blouse chopsticks
分层作业设计 基础巩固： Preview the Grammar Focus . 设计意图：熟记本课重点单词和短语。 能力提升: Summarize the key structures . 设计意图： 进一步巩固被动语态的功能和句式结构。
教学反思与改进 本节课的设计体现了任务型教学的特点，由易至难，层层递进，由任务推动教学，使每个学生尽可能地参与到课堂之中，但在具体的操练过程中，操练的方法还有待于进一步改进，应加上自己和同伴的前后变化或加上更多的活动和游戏来调动学生参与的积极性，以达到更好的教学效果。
21世纪教育网(www.21cnjy.com)(共30张PPT)
Unit 5
What are the shirts made of
Section A 1a-2d
Learning objectives
After learning this lesson, you can:
1. To listen and talk about what products are made of and where they were made of .
2. To understand the passve voice with present tense .
3. To guide students to learn more about Chinese traditional culture .
useful
or useless？
paper tube
How do you deal with them
Reading task
They are made from _________.
由...制成（原材料）
paper tube
It's important to know
the material（材料）of an object.
Sometimes we can
make it useful again
according to its material.
Look at these things,
can you find out their materials
What is the blouse made of
The blouse is made of _______.
silk
What are the coins made of
They are made of _______.
silver
What is the stamp made of
The stamp is made of _______.
Where was it made
It was made in China.
paper
The fork is made of _______.
Where was it made
What is the fork made of
It was made in Korea.
steel
The window is made of ________
What is the windown made of
Where was it made
It was made in Thailand .
glass
America
What are the chopsticks made of
The window is made of ________
Where were the chopsticks made
They were made in America .
wood
chopsticks
window
coin
stamp
fork
blouse
What are these things usually made of Match them with the materials.
1a
wood
gold
silver
paper
silk
glass
More than one
answer is possible
Listen and match the products with what they are made of and where they were made.
1b
Things Made of Made in
shirts cotton Korea
chopsticks silver Thailand
ring steel America
Practice the conversation in 1a. Then make conversations using the information in 1b.
1c
This ring looks nice. Is it made of silver
Yes, and it was made in Thailand.
A:What is/are....made of
B: It is /They are made of ...
A: Where was /were ... made
B: It was /They were made in ...
Listen and check the main topic of Nick and Marcus’ conversation.
2a
____ the science museum
____ the art and science fair
____ environmental protection
____ a model plane
____ a beautiful painting
____ grass and leaves
Listen again. Write short answers to the questions.
2b
1. Where is the art and science fair
_________________________
2. Do Nick and Marcus have to pay to go
_________________________
3. What is the model plane made of
_________________________
4. What is the painting made from
__________________________
Outside the science museum.
No, they don’t.
Used wood and glass.
Grass, leaves and flowers.
Listen again and find out the details.
2b
Q1: Who were all the works made by
Q2: What is the fair about
Q3: What does Nick think of the students
They were made by university students .
The fair is about environmental protection and recycling .
The students came up with some really interesting and creative ideas.
What are they doing
They are picking the leaves
of tea .
how much do you know abou tea
Hangzhou is widely known for its tea .
Anxi is widely known for its tea .
1. Where is tea produced in China
2. How is tea produced
Read the conversation and answer the questions.
2d
In many different areas.
When the leaves are ready, they are picked by hand and then are sent for processing. The tea is packed and sent to many different countries and places.
Discussion
1. Is tea grown in our hometown
2. How are tea leaves picked
3. Where is tea sent
Yes, it is .
They are picke by hand .
The tea is sent to many different countries and places aruond China .
are grown.
are picked by hand .
are sent for processing .
is packed
is sent to
被动语态：表示主语要位于动作在承受者。一般现在时态在被动语态在基本结构为： am/is/are +及物动词在-ed 形式。
2d
Fill in the blanks according to the conversation.
China ____________tea . Tea _______________ in many different places in China . For example , Anxi and Hangzhou ___________________ their tea . As far as we know , tea plants ______________ on the sides of mountains . When teh leaves are ready , they ___________by hand and then ___________ for processing . Then the tea _____________and ____________to many different countries and places around China . People all over the world drink Chinese tea . Because tea ____________both health and buisiness .
is famous for
is famous for
is produced
are widely known for
are grown
are picked
are sent
is packed
sent
is good for
Homework
1. Preview Grammar Focus on P36.
2. Summarize key structures on P33-35.
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