2023-2024学年人教版英语九年级全册 Unit 5 What are the shirts made of 大单元教学设计（表格式）

人教版九年级英语（全）册
《Unit 5 What are the shirts made of 》
（大单元教学设计）
一、备课素材
备 课 人 XXX 备课学科 九年级英语
备课年级 九年级 备课时间 2024年X月
辅助备课 新课标、教材、PPT课件、练习题
备课分类 新教师 后优教师 优秀或老教师
Section A
课程导入设计 导入一　视频导入： 利用视频，提供几种生活中常见的日用品，如chopsticks, stamps等，让学生使用被动语态对这些常见的日用品进行描述，以导入新课。 T: What do you usually use to eat noodles S: I usually use chopsticks. T: What are the chopsticks made of S: They are made of... 导入二　情境导入： T: Look at the book. What is it made of S1: It is made of paper. T: Quite right. Then what is the pencil made of S2: It is made of wood. T: Yes. So we can see different things are usually made of different materials. 导入三　词汇导入： 采用多种形式复习学过的单词和学习新的单词。 教师可以课前进行准备，利用实物呈现话题词汇，特别是涉及到chopsticks, fork, coin, blouse, silver, glass, steel, cotton, silk等词汇时，最好有实物展示。 导入四　谜语导入： It is a small, round circle. It is yellow. It is made of gold. I wear it on my finger. Guess what it is！(ring) They are pairs of thin sticks. They can be made of wood, bamboo, plastic, silver, gold or steel. They are used for lifting food to your mouth. They are popular in China, Japan and Korea. Guess what they are. (chopsticks)
课堂活动设计 （一）听说训练 【活动 1】1c　Pair work (两两对话：谈论不同物品的情况) Ask the students to practice the conversation in 1a. Then make conversations using the information in 1b. For example A: ...looks nice. Is it made of...？ B: Yes, and it was made in... 【活动 2】2a－2b Listening 听录音，完成下列表格。(听力原文：Section A　2a, 2b ) The art and 1. _______ fair Outside the science 2. _______The model plane Made of used 3. _______ and glassThe painting Made from grass, 4. _______ and flowers
　　[答案] 1. science　2. museum　 3. wood　 4. leaves 【活动 3】 2d　Role play(分角色表演：强化巩固关于茶叶的表达在交际中的应用，深入了解茶叶的相关信息) 1. Read for the main idea of 2d. The main idea of 2d is _______． A. why China is famous for tea　 B. why many people like Chinese tea C. where and how tea is produced in China [答案] C 2. Read for the specific ideas of 2d. Read again and fill in the chart. Chinese teaWhereIn many (1)_______. (2)_______ are widely known for their tea.Tea plants are (3)_______ on the (4)_______.HowWhen the leaves are ready, they are (5)_______ and then are (6)_______.The tea is (7)_______ and (8)_______ to many different countries and places around China.
[答案] (1)different areas　(2)Anxi and Hangzhou　(3)grown　(4)sides of mountains　(5)picked by hand　(6)sent for processing　(7)packed　(8)sent （二）语法突破设计 突破 一般现在时的被动语态 【观察】 1. —Are your shirts made of cotton —Yes, they are. And they were made in the US. 2. —What's the model plane made of —It’s made of used wood and glass. 3. —Where is tea produced in China —It’s produced in many different areas. 4. —How is tea produced —Tea plants are grown on the sides of mountains. When the leaves are ready, they are picked by hand and then are sent for processing. 【探究】 一般现在时的被动语态的结构为“主语(动作承受者)＋is/am/are＋动词的过去分词＋(by＋动作执行者)”。 一般现在时的被动语态的句型有： 肯定句：主语＋be＋动词的过去分词＋(by...). 否定句：主语＋be+ not＋动词的过去分词＋(by...). 一般疑问句：Be＋主语＋动词的过去分词＋(by...) 特殊疑问句： 特殊疑问词＋be主语＋动词的过去分词＋(by...) 【观察】 I used to be afraid of the dark. Did Jerry use to be short You used to be short, didn't you 【探究】 used to意为“过去常常”，暗指现在已经不存在的动作或状态，后接动词原形。 used to的否定式通常为didn't use to。 含有used to的句子变为一般疑问句时，可用“助动词Did ＋主语＋use to do sth.？”结构。 肯定回答用Yes, sb. did.；否定回答用No, sb. didn't.。 含有used to的特殊疑问句的结构为“疑问词＋助动词did＋主语＋use to do...？”。 反意疑问句中如果陈述部分含有used to，附加疑问部分通常使用助动词did来引导。 （三）阅读突破设计 突破一　任务教学 (略读课文，回答问题) Read the passage in 3a and answer the following questions. 1. Where did Kang Jian go to visit his aunt and uncle 2. What did he discover in the local shops 3. Why did he have to visit several stores before buying a pair of basketball shoes 4. What did he realize after his shopping experiences 5. Why do you think so many products in America are made in China How do you feel about this [答案] 1.San Francisco. 2.He found many products in the local shops were made in China. 3.Because he wanted to buy a pair of basketball shoes made in America. 4.He realized that Americans can hardly avoid buying products made in China. 5.Because production costs are lower and there is a big labor market in China. 突破二　辅助教学 (细读课文，把握关键点，转化成自己的语言进行复述) Retell the passage with the help of the key words in the form below. The Difficult Search for American Products in the USWhere did Kang Jian go？Last year...visit...in...What did he discover in the local shops？He found it interesting that...were made in...What did he realize after his shopping experiences？Americans can hardly avoid...China is so good at...What's his wish？...China will also get better at...that people can buy...
Section B
课程导入设计 导入一　图片导入： 利用PPT，提供几种不同造型的风筝，引导学生想象制作风筝时使用的材料，让学生使用一般现在时的被动语态来编对话，以导入新课。 T: Do you like flying kites S: Yes, I do. T: Can you make a kite S: Yes, I can. To make a kite, I need some materials such as... 导入二　对话导入： Play a part of a TV play about people flying sky lanterns. T: What are they doing S1: They are flying sky lanterns. T: What are they used for S2: They are symbols of good wishes. T: You're right. But according to Chinese history, they were first used to ask for help when people were in trouble. It's a form of Chinese traditional art. Today we'll learn some traditional art forms of China.
课堂活动设计 （一）听说训练 【活动】1e　Role play (分层教学) 1. 对于基础好的学生，让学生分组自由讨论。讨论前教师可以先给出关键词：vacation, Weifang, famous for, kite festival, best, painted, drawing等。 2. 对于基础差的学生，教师需要给予帮助和引导，教师可以利用一般疑问句、特殊疑问句或选择疑问句进行提示，降低难度。可以参考下列句子： Where did you go on vacation Did you go to Weifang Is Weifang in Shandong What is Weifang famous for Is it famous for kites or bikes What did you see there Did you see many kinds of kites What happened at the festival Did people compete in kite flying What are the kites made of Are they made of silk or paper （二）阅读突破设计 　突破一　任务教学 1. What do traditional Chinese art forms try to show 2. What were sky lanterns used for before and what are they used for now 3. What kinds of pictures are usually found on paper cuttings 4. How do people use paper cuttings during the Spring Festival 5. What are the steps for making clay art pieces 6. Which art form do you think is the most interesting Why [答案] 1.They usually try to show the things that are important in life, such as love, beauty and family. 2.They were used to ask for help when in trouble before and now they are used at festivals and other celebrations. 3．Flowers, animals, and things about Chinese history. 4．During the Spring Festival, they are put on windows, doors and walls as symbols of wishes for good luck and a happy new year. 5．The pieces are carefully shaped by hand from a very special kind of clay and then allowed to air dry. After drying, they are fired at a very high heat. They are then polished and painted. 6．I think Chinese clay art is the most interesting. Because the pieces are very cute. 突破二　辅助教学 帮助学生用自己的话复述课文。
二、单元导航
主要内容 本单元的主题图呈现的是两个人谈论日常生活用品用什么原材料制造，以及出产地在什么地方。活动la通过图文导人单元话题What are the shirts made of 呈现本单元要学习并掌握的日常生活用品和制造该用品所需原材料的基本词汇。 Section A部分教学重点是被动语态的结构和用法，教学难点是理解被动语态的功能和意义，不规则动词的过去分词也是另一难点； Section B进一步巩固和加深了本单元的话题内容(Things made in China)——重点介绍中国传统文化中具有代表性的风筝、孔明灯、剪纸和泥塑等，通过介绍传统的中国文化元素，了解与中国传统文化艺术有关的风俗习惯和文化背景，同时引导学生用英语正确表达中国的传统艺术和相关名称，进一步巩固本单元的目标语言结构一被动语态。
教学目标 通过对本单元的学习，学生应做到： 1. 知识目标： （1）掌握与描述物品被何种原材料制造和生产地相关的词汇。 （2）掌握谈论物品被制造的句型。 （3）能正确使用一般现在时的被动语态： —Are your shirts made of cotton —Yes, they are. And they were made in the US. —What’s the model plane made of —It’s made of used wood and glass. —How is tea produced —Tea plants are grown on the sides of mountains. 2. 能力目标：通过对描述我们所发生的变化相关词汇和句型的学习，感知新语言内容的结构特征，体会其用法。 3. 德育目标： 通过介绍传统的中国文化元素，了解与中国传统文化艺术有关的风俗习惯和文化背景，同时引导学生用英语正确表达中国的传统艺术和相关名称，可以拓宽学生的知识面和提升民族自豪感，鼓励学生宣传中国的传统文化。同时对学生跨文化交际意识和能力的培养也有潜移默化的作用。
教学重、难点 重点： 1.被动语态的结构、陈述句、一般疑问句和否定句等的用法。 2.be made of,be made in和be made from的区别。 3.学会运用no matter引导的让步状语从句。 4.用英语介绍更多的中国传统艺术文化。 难点： 1.理解被动语态的功能和意义 2.不规则动词的过去分词
词汇和常用表达 1. 能够正确使用下列词汇 chopstick,coin,fork,blouse,silver,glass,cotton,steel,fair,grass,leaf,process,product, France,handbag,boss,Germany,surface,material,traffic,postman,cap,glove,form, balloon,scissors,heat,produce,avoid,complete,local,mobile,everyday, international,its, lively, widely 能正确使用下列常用表达 be known for, no matter 能认读下列词汇 environmental, pack, brand, competitor, clay, celebration, paper cutting, fairy tale, historical, polish
学习策略 了解常见的文章结构特点——先总体介绍，后细节描述
文化知识 1.了解中国的传统文化元素 2.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处
三、个人备课
课时内容 第1课时 Section A （1a~2d）
教学目标 【知识与技能】 能掌握下列词汇： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack 2.能掌握以下句型： (1) —This ring looks nice. Is it made of silver —Yes, and it was made in Thailand. (2) What is it made of/from (3) China is famous for tea, right (4) Where is tea produced in China 【情感、态度与价值观】 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；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。
教学重点 1.学习并积累一些与日常用品的制成材料有关的词汇。 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。
教学难点 理解被动语态的用法及句子结构。
教学准备 多媒体课件或其他教学所需的工具
教学过程
教学过程 Step 1: Leading in 1. 播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。 T: Who invented paper first S1: Cai Lun invented it in Han dynasty. S2: It was mainly made of bamboo. T: was it easy for people to make paper then S1: No, it was very difficult then. T: What is paper made of now S3: It’s mainly made of wood, bamboo, and cotton. Step 2:Presentation Pre-listening Ask Ss to open their books and finish the task in 1a. The T can make Ss read the words in chorus and make sure they know the meanings of the words. Then Ss finish the task in 1a . The T can check answers by making conversations with Ss or asking them do this in pairs like this: T: What are chopsticks made of S1: They’re made of... S2: What is the window made of S3: It’s made of... Answers: 1.a,c 2.f 3.b.c 4.d 5.a,c 6.e While-listening While listening, the T can play the recording without stop for the first time and Ss finish the task in 1b. This step aims to develop Ss’ skills of grasping the target information. Then the T can play a second time to check Ss’ answers. This time, the T can stop at the key point and check Ss’ answers by asking them to say the complete the sentence, for example: The shirts are made of cotton. They were made in America. Answers: skirts—cotton—America chopsticks—steel—Korea ring—silver—Thailand Post-listening Ask Ss to look at the picture in 1a and make conversations following the example. (Tip: T can encourage Ss to talk freely or make conversations following the example in 1c.) Step 3:Work on 2a,2b,2c & 2d 1.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. 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 2．Listen for the specific ideas of 2a and 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. Post-listening 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) Role play the conversation 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 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 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. ... .... 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 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 【知识讲解】 1．be made of,be made from与be made in (1)be made of 为“be+及物动词的过去分词+of”的被动语态结构，意为“由……制成”,指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）。 (2)be made from意为“由……制成”,指从原料到制成品发生了质的变化，已无法复原（属化学变化）。 (3)be made in..意为“在……制造”，介词in后常接产地。 Glass is made of glass. 玻璃杯是由玻璃制成的。 The paper is made from wood. 纸是木头做的。 This kite is made in China.这个风筝是中国制造的。 2.fair (1)fair n. 展览会；交易会 (2)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” 3.famous 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。 Suzhou is known for its beautiful gardens. 苏州以其美丽的园林而闻名于世。 4.produce (1)produce v. 生产；制造；出产 (2)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。 (3)英语中有produce, grow和plant三个动词均可用来描述农作物及植物的“种植； 生产；生长”，但有所区别。 produce指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。 This region produces over 50% of the country’s rice. 这个地区出产整个国家50%以上的大米。 These trees can produce very good apples. 这些树能结出优质的苹果。 grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。 These plants grow from seeds. 这些植物从种子生长而来。 The villagers grow coffee and corn to sell in the market. 村民们种植咖啡和玉米好拿到市场上去卖。 plant侧重“栽种；播种”这一行为，指把种子或秧苗种到土壤里使之生长。 How many trees have you planted this year 今年你们种了多少棵树？ They planted tomatoes and carrots in their backyard. 他们在后院栽种了西红柿和胡萝卜。 5.widely (1)widely adv. 广泛地；普遍地 由“wide（adj. 宽的）+ly（副词后缀）”构成相关词汇： (2)width n. 宽度；广度 widen v.（使）变宽； （使）扩大 Gas is widely used for cooking and heating. 天然气被广泛地用于做饭和取暖。 6.as far as I know 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 Step 5: Summary 建议：让学生自己总结本节课主要学习了什么，还有哪些疑惑？教师可作补充。
课堂作业 1.Preview the conversation in 2d. 2.Preview the passage in 3a. 3.Do the exercises in students’ book.
板书设计 Unit 5 What are the shirts made of Section A（1a～2d） (1)—Is it made of silver —Yes,and it was made in Thailand. (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.
教学反思 1.这是单元的第一个课时,通过实物展示来教授新单词和复习学过的单词是一种有效的教学方法。一图胜千言，既能给学生更多的输入，又能激发学生的学习热情。在检查答案时，教师不必急于判断对错。他们应该让学生积极发言。这个环节是练习目标语言的好机会，尽量让各个层次的学生都有机会说。引导学生注意被动语态的构成。在这个阶段，可以暂时不加解释地理解句子，这样学生可以在语法感知阶段积累更多的感性知识。 2.被动语态对中国学生来说很难。他们要么忘记了动词“be”，要么遗漏了动词后面的“ed”，尤其是不规则动词的过去分词，这更容易让学生忘记。有时即使他们理解被动语态的意思，他们也没有什么应用意识。因此，教师必须为实践创造不同的语境。
个人备课
课时内容 第2课时 Section A （3a~4c）
教学目标 【知识与技能】 1.能掌握下列词汇： France, no matter, local, brand, avoid, product, handbag, mobile, everyday 2.能掌握以下句型： (1)No matter what you may buy, you might think those products were made in those countries. (2)He found it interesting that so many products in the local shops were made in China. (3)He realized that Americans can hardly avoid buying products made in China. (4) Children under 18 are not allowed to watch this show without their parents. (5)We are paid by the boss on the last Friday of each month. (6)Most of the earth’s surface is covered by water. 【情感、态度与价值观】 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；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。
教学重点 1.学会运用no matter引导的让步状语从句。 2.通过交流表达和阅读训练,读懂含有被动语态的短文。
教学难点 主动语态和被动语态的相互转化。
教学准备 音频和课件。
教学过程
教学过程 Step 1:Leading in 1.展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。 Then ask Ss some questions: T: As we know, there are so many things made in China in England. What about in America and other countries in the world Now let’s read the passage of 3a. First, read quickly and find the answer to the questions: (1) Where did Kang Jian visit last year (2) Were there many things made in China in the US (3) What two things did Kang Jian want to buy in the US (4) Where were they made Ss read the article quickly and try to answer the questions: 2.方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。 3.学生们，按老师指导的方法进行阅读，并快速回答这几个问题。 4.最后，教师让部分学生回答答案，并核对答案。 Step 2:Finish the task in 3a Pre-reading The T can ask Ss to talk about the title and the picture in 3a and have a discussion. The T can use these prompts: 1. Where is the tourist 2. Does he want to buy Chinese products or American products 3. Is it easy for him to buy American products Why While-reading The T make Ss read the passage quickly and find the key information to finish the task in 3a. Then the T can invite some Ss to share answers with the class. Answers: 1.He wanted to buy a toy car and a pair of basketball shoes. 2. Most of the shoes and toys that he found were made in China. Step 3:Finish the task in 3b The activity is to encourage Ss to read for details and to express their opinions in response to what they have read. The T can ask Ss to read the questions first. Ss read the passage again carefully and finish the task in 3b. Then the T can invite some Ss to share answers with the class. Answers: 1.San Francisco. 2.He discovered that so many products in the local shops were made in China. 3.Because he wanted to buy a pair of basketball shoes made in America. 4.He realized that Americans can hardly avoid buying products made in China. Suggested answer: 5.I think Chinese people are great; they can make many things and sell them to places around the world. It shows that China is a great and strong country. I feel proud as a Chinese. Step 4:Finish the task in 3c The T can point out to Ss that the aim of this activity is to enhance their understanding of the use of pronouns. Being able to understand how pronouns are used is an important skill for reading and writing. Since a pronoun usually refers to something that has already been mentioned, to understand what a pronoun stands for, we should look at the earlier part of the sentence or the sentence that comes before. Ss can first find the sentence with the target pronoun and try analyzing the elements of the sentence and master the usage of these pronouns. Answers: those(products):cameras, beautiful clothes, watches those(countries):Japan, France, Switzerland it:so many products in the local shops were made in China they: most of the toys Step 5 Finish Grammar Focus The T can ask Ss to read aloud the sentences in the chart, observe these sentences and trying to find the rules about the target structure. Ss can have a discussion to check their findings in pairs. At last the T can summarize the usage of the target grammar structure from several aspects. The T can also explain to Ss when and where we should use the passive voice instead of active voice. Step 6:Finish the task in 4a Ask Ss to finish the task in 4a quickly. Ss who finish can put up hands and the T can take down the time Ss spend and give positive feedback to those Ss who spend less time. The T can invite Ss to read aloud the sentences to check their answers as well as their pronunciation and intonation. Answers: 1.are not allowed 2.are paid 3.is spoken 4.is covered 5.is cleaned Step 7:Finish the task in 4b(finish it after class as homework) Ss finish the task in 4b and then communicate with their partners. Then the T can invite some Ss to share their answers in class and the T can make assessments. Answers: 2.The best materials are used to make dresses by this shop. 3.Many traffic accidents are caused by careless driving. 4.Letters and postcards are brought to people's homes by the postman. 5.This silver plate is not used very often by our family. Step 8:Finish the task in 4c The activity is to reinforce the target language for talking about what things are made of and where they were made. The T may prompt Ss to name the things they are wearing and the things they have on their desks and in their schoolbags. Write these words on the board. Have Ss work in pairs to make similar conversations using the things they have just named. The T can then invite a few pairs to role-play their alternative conversations. Talk about your school things with your partner. A:What’s your pencil made of B:It’s made of wood. A:Where was it made B:It was made in... Step 9:Language points 【知识讲解】 一、no matter 无论；不论 no matter意为“无论”与“what, who, which, where, how”等疑问词连用，引导让步状语从句。 No matter what you say, I won’t believe you. 无论你说什么，我都不会相信你。 No matter when you are free, you can come here for a cup of tea. 无论你什么时候有空，都可以来这里喝杯茶。 二、local adj. 当地的；本地的 The local people are always friendly to tourists. 当地人对游客一向很热情。 三、avoid avoid v. 避免；回避 avoid doing sth. 避免做某事 avoid 后面常跟名词、代词或动名词作宾语，但不能跟不定式作宾语。 They tried to avoid making Mrs. Li angry. 他们尽量避免让李老师生气。 Jack kept back his anger and avoided a fight. 杰克压住了怒火，避免了一场斗殴。 Mobile mobile adj. 可移动的；非固定的 mobile phone 手机 Would you please give us some details of your mobile phone 你能给我们一些你的手机的细节吗？ everyday (1)everyday adj. 每天的；日常的,everyday是every和day构成的合成词。everyday是形容词, 仅用在名词前作定语，不能单独使用。 everyday life日常生活everyday activities 日常活动 (2)everyday与every day 辨析 every day是副词短语，意为“每天”，用作时间状语。 The teacher asked us to read English books every day. 老师让我们每天都要读英语。 六、被动语态 1.当主语为动作的执行者时, 谓语的形式为主动语态; 当主语为动作的承受者时, 谓语要用被动语态。 Many people speak English. （主动语态, 句子的主语many people是动作speak的执行者） English is spoken by many people. （被动语态, 句子的主语English是动作speak的承受者） 2.被动语态的构成 被动语态由“助动词be + 及物动词的过去分词”构成。与主动语态一样，被动语态也有时态、人称和数的变化, 其变化规则与be作为连系动词时完全一样。 Step 10: Summary 鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Read and recite the passage in 3a. 2.Do the exercises in students’ book.
板书设计 Unit 5 What are the shirts made of Section A（3a～4c） Key sentences： No matter what you may buy,you might think those products were made in those countries. He found it interesting that so many products in the local shops were made in China. Children under 18 aren’t allowed to watch this show without their parents. Grammar： 被动语态的构成及用法
教学反思 1.在这一课时，在教学过程中，教师最好不要把每句话都翻译成中文或用中文解释，而是通过提问了解学生对信息的掌握程度，通过提问引导学生注意一些单词、短语或句型，通过提问“逼”学生用一些单词、短语和句型来回答问题。从而使学生能够感知目的语并运用目的语，培养学生运用目的语的能力。 2.语法重点安排了本单元被动语态一般现在时的用法，包括陈述句、一般疑问句、特殊疑问句和答案。活动4a强调被动语态的结构。活动4b是把主动语态变成被动语态。它旨在突破难点，让学生比较两种声音的不同结构和功能。活动4c以对话的形式再现本单元所学的语言知识。让学生通过阅读和口语练习巩固语言。在教学过程中，教师还应将学生的注意力集中在结构中涉及的不规则动词的过去分词上。
个人备课
课时内容 第3课时 Section B （1a~2e）
教学目标 【知识与技能】 能掌握下列词汇： international, competitor, its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete 2. 能掌握以下句型： (1) They are made of bamboo and covered with paper. (2) According to Chinese history, sky lanterns were first used by Zhuge Kongming. (3) They are seen as bright symbols of happiness and good wishes. (4) After drying, they are fired at a very high heat. 【情感、态度与价值观】 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；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。
教学重点 1.掌握本课时出现的生词及用法。 2.进行听力训练，提高综合听说能力。 3.阅读短文，获得相关信息，提高学生们的综合阅读能力。
教学难点 用英语介绍更多的中国传统艺术文化。
教学准备 录音机、CAI或多媒体课件。
教学过程
教学过程 Step 1: Warming up T: Look at the pictures on Page 37. What are they Ss: They are kites. T: Do you like flying kites Ss: Yes. T: Do you know what kites are made of ... Step 2:Presentation (1a) Do you know how to fly a kite What are kites made of Write down some materials used in making kites. This activity is to review the target language for talking about what things are made of. If feasible, the T may bring one or two kites to class and have Ss identify the materials used to make those kites. Alternatively, the T may ask Ss prior to this lesson to bring any kites they might have for this lesson. Ss look at the pictures in 1a and the T can ask some questions such as “Are they bees Are they flies Is this a butterfly ” to help Ss to review the learned words. Ss finish the task in 1a and share their answers by making conversations using the target language structure in pairs. Answers: paper, silk, nylon, wood/bamboo (提示:让学生与同伴分享答案。) Step 3:Practice (1b) Ask the students to listen to a conversation between Laura and Zheng Yun in 1b and circle the correct answers. Answers:1. A　2. A Step 4:Listening (1c－1d) Have the students listen again and write L for Laura or Z for Zheng Yun in 1c. This activity is to give Ss practice in listening for specific information. The T can ask Ss to look through the sentences in 1c before playing the recording .Ss finish the task in 1c and the T can nominate Ss to share their answers . Answers:1. Z　2. L　3. Z　4. L　5. L Get the students to listen again and fill in the blanks in 1d with what they hear. This activity is to give Ss further practice in listening for specific information. Before playing the recording again, the T can have Ss work in pairs to predict answers in 1d so that they can be more focused when listening. Then the T present the correct answers. Before playing the recording again, get Ss to fill in their answers in the blanks and then exchange their textbooks with a partner. When playing the recording again, partners need to check their friend’s answers and mark the correct ones. Answers:1. kites　2. April　3. all over the world　4. competitions 5. silk or paper; drawings (在录音结束时，让他们归还课本，他们可以结对讨论答案。) Step 5:Pair work (1e) To provide Ss with speaking practice using the target language, the T can invite Ss to role-play the conversations between Laura and Zheng Yun. Or make them work in closed pairs. The T can observe the Ss’ performance and provide support when necessary. Other options: The T may have Ss work in pairs to make a conversation about other festivals they have been to, then invite a few pairs to role-play their conversations for the class. Step 6:Leading in Play a part of a TV play about people flying sky lanterns. T: What are they doing S1: They are flying sky lanterns. T: What are they used for S2: They are symbols of good wishes. T: You're right. But according to Chinese history, they were first used to ask for help when people were in trouble. It's a form of Chinese traditional art. Today we'll learn some traditional art forms of China. Step 7:Skip the passage and find out the answer(略读，了解大意) The general idea of the passage is about _______． A. some traditional Chinese art forms B. Chinese history C. Chinese festivals Answer:A Step 8:Careful reading (精读掌握细节信息) 1. Read the passage carefully and complete the chart in 2b. 2. Read the passage again and answer the following questions. (1)What do traditional Chinese art forms try to show (2)What were sky lanterns used for before and what are they used for now (3)What kinds of pictures are usually found on paper cuttings (4)How do people use paper cuttings during the Spring Festival (5)What are the steps for making clay art pieces (6)Which art form do you think is the most interesting Why [答案] (1)They usually try to show the things that are important in life, such as love, beauty and family. (2)They were used to ask for help when in trouble before and now they are used at festivals and other traditions. (3)Flowers, animals, and things about Chinese history. (4)During the Spring Festival, they are put on windows, doors and walls as symbols of wishes for good luck and a happy new year. (5)The pieces are carefully shaped by hand from a very special kind of clay and then allowed to air dry. After drying, they are fired at a very high heat. They are then polihed and painted. (6)I think Chinese clay art is the most interesting. Because the pieces are very cute. Step 9:Retell the story 让学生根据提示用自己的话复述课文。 Step 10:Practice Complete the sentences using the correct forms of the phrases in the box in 2d. The activity is to enable Ss to focus on some key phrases used in the reading passage. Before Ss start working on the activity, the T may want to check that Ss understand what all the phrases in the box mean. If Ss are unsure, the T can encourage them to use contextual clues to work out the meanings of the phrases. Then the T can invite some Ss to read aloud the sentences to check their answers. Answers: 1.send out; rise into 2.turns...into;put...on 3.such as; covered with The activity is to encourage Ss to express their opinions about a given subject. The T may have Ss discuss the questions in groups, and then have a class discussion and encourage some volunteers to express their opinions. (2e) Answers: 1. I think paper cutting is the easiest, because I’m good at drawing and using scissors. I think Chinese clay art is the most difficult, because there are too many steps to make a clay piece. 2.I’d like to learn the Chinese clay art. Because I can have fun making some cute characters by myself. Step 11: Language points 一、such as和for example such as和for example都有“例如”的意思，但是它们的用法有所不同。 such as常用来列举同类人或事物中的多个例子。 I like animals, such as dogs, bears and pandas. 我喜欢动物，如狗、熊、熊猫。 for example一般只以同类人或事物中的“一个”为例。 He has ever been to many countries, for example, Australia. 他曾经去过许多国家，如澳大利亚。 二、turn...into... turn...into...表示“把……变成……；使……变成……” ，而turn into表示“转变；变成”等意思。 Can you turn an egg into a flower 你能把鸡蛋变成花朵吗？ The sunny morning turned into a rainy day. 晴朗的早晨变成了雨天。 turn的常用短语： turn off 关闭 turn on 打开 turn down调低；拒绝 turn up 调高；出现 turn back 返回 turn out 结果是 三、international international adj. 国际的 international作形容词，由“ inter-（前缀）+ nation（n. 国家；民族） + -al（形容词后缀）”构成。 （1）前缀inter-表示“……之间，相互”。 inter- + net（n. 网络） Internet（n. 互联网） （2）后缀-al常加在名词之后，构成形容词，表示“与……有关的”。 nature（n. 自然）去e + -al natural（adj. 自然的） 四、competitor competitor n. 参赛者；竞争者 （1）compete作动词，意为“竞争”。 Some companies are competing against each other for the market. （2）competition作名词，意为“比赛，竞争”。 He took part in several chess competitions last year. 五、be seen as be seen as 被看作；被视为是see...as的被动语态结构，其中see意为“看作”。 The dog is seen as her family member. 这只狗被视为她的家庭成员。 Miss Wang sees her students as her own children. 王老师视她的学生为自己的孩子。 see... as...的同义短语： treat ... as... /consider ... as... / regard ... as... 六、according to according to 根据，按照; 据……所说 According to the radio, it will rain tomorrow. 据电台广播，明天有雨。 七、piece piece意为“作品”，指由艺人、作家等创作出来的艺术品或 文学作品。 Just take a look at this lovely clay piece. Doesn’t this boy look real! 看看这个可爱的小陶人，这男孩看上去多么逼真啊！ Did you read that piece in today’s newspaper 你看过今天报纸上的那片文章了吗？ 八、It takes (sb.) some time to do sth. It takes (sb.) some time to do sth. 是英语中的常用句型，意为“花费（某人）多长时间做某事”。其中it是形式主语，动词不定式（短语）是真正的主语。 It took Jack three hours to make the model plane. 杰克做这个飞机模型花了三个小时。 Step 12: Summary 老师鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1. Read the passage again after school. 2. Try to write a short introduction on how to make a Chinese clay piece.
板书设计 Unit 5 What are the shirts made of Section B（1a～2e） New words and expressions: international　 its　 balloon　 scissors heat　 complete　 turn into　 send out　 be covered with Sentence structures: 1.According to Chinese history,sky lanterns were first used by Zhuge Kongming. 2.They are made of bamboo and covered with paper.
教学反思 在这一阶段，学生应该展开话题。关于他们最喜欢的话题——放风筝，他们有很多话要说。学生可以在听和说方面练习对话。在听听力之前，老师会让学生准备有关主题的新单词，复习材料单词和被动语态。听完后，他们进行口语练习来进行对话。 在这个阶段，最重要的是培养学生的阅读能力。在阅读时，学生应该学会如何在文章中表达自己的观点。我们先做个概括性的介绍，然后再给出具体的细节和例子。一方面，我们必须学习新单词和新语言项目;另一方面，我们必须练习用目标语言谈论这个话题。我们会问和回答很多问题，并以多种方式练习有用的表达。
个人备课
课时内容 第4课时 Section B （3a~Self Check）
教学目标 【语言知识目标】 1.能掌握下列词汇： be famous for..., be made of/from/with/by/in..., be known for... 2.能掌握以下句型： (1)Cheese is made from milk. (2)Parents and students were invited to the school concert last night. (3)There is a lot of research on how languages is learned. My life has changed a lot in the last few years. 【情感态度价值观目标】 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；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。
教学重点 1.含make的几组相似的被动语态用法及句型的运用。 2.将已学过的被动语态和常见重点短语的表达运用到写作中。 3.学会运用被动语态介绍家乡的特色产品。
教学难点 能运用本单元所学的语法及语言材料，完成写作介绍自己熟悉的物品的制作材料及过程。
教学准备 设计并制作课文中所涉及的图片、教学幻灯片。
教学过程
教学过程 Step 1:Warming up Review the important words and expressions in Section A and Section B. Step 2:Work on 3a What are some special things that your town/ city is famous for These can be food, artwork or any other products. Discuss them with a partner and take notes. Talk about some special things that your city is famous for. A: What’s your city famous for B: Our city is famous for making lanterns. A: Really! What are they made of B: They’re made of bamboo, silk or paper. A: What they can do B: They were first used for lighting in the old days. Today, they are used at festivals and other celebrations. A: Why are they special B: Chinese people love lanterns very much because they’re symbols of good luck and family reunion (团圆). Step 3:Work on 3b Write a paragraph about the product. Use your notes in 3a. Step 4:Writing Write a paragraph about the product using the notes in 3a. Use the following expressions to help you: My town/city is famous/known for...我的城镇/城市因……而著名。 ...is famous/known in my town/city. ……在我的城镇/城市是著名的。 It has a long history with...它有着……的悠久历史。 ...is/are special because...……是特殊的，因为…… ...is/are made in...……是在……制造的。 Step 5:Exercises Self Check 1 1. List some things you use every day. Write down what they are made of/from and where they were made 2. Let Ss discuss with their partners. Try to fill in the blanks. If necessary, Ss can review the things in Section A and B. Self Check 2. 1. Tell Ss to make true sentences with the information in Self check 1. 2. Give Ss one example: My pencil is made of wood and it was made in Shanghai. Ss try to make their own sentences. 3. Exchange their sentences and check if there’s any mistake. Self Check 3. Make sure Ss know what they should do. T: Complete the sentences using the correct forms of the words in brackets. Step 6:Summary 可以鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Preview Unit 6 Section A (1A-1C). 2.Do the exercises in students’ book. 3.Write a paragraph about the product. .
板书设计 Unit 5 What are the shirts made of Section B （3a~Self Check） Key sentences： 1.Cheese is made from milk. 2.Parents and students were invited to the school concert last night. 3.There is a lot of research on how languages is learned. My life has changed a lot in the last few years.
教学反思 在这个阶段，最重要的是培养学生的阅读能力。在阅读时，学生应该学会如何在文章中表达自己的观点。我们先做个概括性的介绍，然后再给出具体的细节和例子。一方面，我们必须学习新单词和新语言项目;另一方面，我们必须练习用目标语言谈论这个话题。我们会问和回答很多问题，并以多种方式练习有用的表达。