教学设计
课题 Unit 5 What are the shirts made of Section A 3a-3c 第二课时
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析：本单元通过了解中国制造的产品在全世界的影响力，让学生树立强烈的民族自豪感。让学生通过梳理句子主语与谓语的关系，与主动语态的对比，体会被动语态谓语动词结构的变化。在实际运用中熟练掌握被动语态。让学生了解一些日常用品的制作材料，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。
学情分析：在学习本单元之前九年级学生已经学习过表示不同物品的名词。对于本课时的学习内容，大部分学生已经有了一定的学习基础。而且谈论物品和茶文化贴近学生生活，是学生比较感兴趣的话题，这是学习本课的优势。
学习目标：1.会读写下列词汇:product，France，local，brand，avoid，product，handbag，mobile，everyday等。2.会熟读识记以下句子：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.3. 能用一般现在时被动语态描述产品的产地。学习重点：1.能够正确理解文章 2.识记重点单词重点短语学习难点：正确理解被动语态的用法及句子结构。
评价任务：1.通过图片练习教师讲解，完成学习目标1。2.通过小组活动阅读短文等活动，完成学习目标2。
教学评活动过程教师活动学生活动环节一：Lead in教师活动Review new words and phrases1.寻找美国商品 _____________________ 2.无论什么 _____________________3.本地商店_____________________4.继续做某事 _____________________5.日常活动 _____________________6.制造高科技产_____________________7.在世界各地____________________学生活动：独立思考，学友展示，师友补充或评价。设计意图:通过学习词组，扫除阅读障碍。环节二：Pre-reading 教师活动：出示图片，学习有关词组。Free talkIf you take a trip abroad, what will you do If you go to another country, what kinds of things will you buy talk with local peopletaste local foodbuy local products学生活动：Free talk学生活动：带着问题，自读课文设计意图：为课堂解决问题做准备。环节三： While-reading 教师活动：Task1. Predicting Look at the picture and the title to answer the questions:1)What’s in the picture？2)Where was the flag made Task 2.Read the passage quickly and find out the answers:What two things did Kang Jian want to buy in America Where were they made Task3.Read the passage again and write what the words in bold refer to.1）No matter what you may buy, you might probably think those products were made in those countries.those: ____________________________those: _____________________________2）He found it interesting that so many products in the local shops were made in China. it:_________________________________ 3） I wanted to buy a toy car for my cousin, but even though most of the toys were American brands, they were made in China. they:_______________________________Task4.Read paragraph 2 and answer the questions:1)Why did he have to visit many stores before buying a pair of basketball shoes 2）What did he realize after his shopping experiences 5.Complete the mind map.6.Fill in the blanks to retell the passage.学生活动：1. Look at the picture and the title to answer the questions.2.师友合作探究，积极思考解决问题。3.Read Para.1 and write what the words in bold refer to.4.Read Para.2 and answer the questions.5.Complete the mind map.6.Fill in the blanks to retell the passage.环节四：Summary教师活动：Kang Jian is a __________ student from Shanghai. Last year he went to visit his aunt and uncle in _____________.He wanted_____________________________, but he found even though most of the toys were ________________, they were made in China. He realized that Americans can hardly ________________ in China. To his surprise, even American flags ________________! Kang Jian thinks it’s great that China is so _______________ these everyday things. However, he wishes that in the future China will also get better at making _______________________ that people can buy in all parts of the world. 学生活动：通过阅读和练习整体感知文章。设计意图：解决目标2--3的问题学生活动：带着问题，自读课文环节五：Post reading教师活动：1)Why are so many products in America made in China 2) How do you feel about this 3) How do you like “made in China” in future 学生活动：师友合作，即兴发言结合生活实际，了解中国制造的产品在全世界的影响力。设计意图：了解中国制造的产品在全世界的影响力，让学生树立强烈的民族自豪感。环节六：Review the new words and expressions.节清解答，挑战自我教师活动：出示相关题目学生活动：师友合作，积极对答设计意图：检验效果，补充疑难点环节七：小结教师活动：指引做课堂知识梳理学生活动：回顾本节所学知识，形成知识树设计意图：总结归纳板书设计：Unit5 What are the shirts made of Section A 3a-3ctalk with local people taste local food Made in Chinabuy local products Love China
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— 5 —教学设计
课题 Unit 5 What are the shirts made of Section A Grammar Focus第三课时
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析：Section A从与日常生活相关的词汇入手，开展了简单的物产及产地的会话和阅读活动，并在表达中穿插了被动语态的陈述句、一般疑问句句、反义疑问句和否定句的使用。Grammar Focus-4c 4a活动突出重点，这一练习既关注语言形式，也关注被动语态的表意功能。4b活动时将主动语态变为被动语态，旨在突破难点，让学生比较两种语态不同结构和意思。4c以对话形式重现本单元所学语言知识，让学生通过阅读和口头操练巩固所学语言，并将其转变成语言运用能力。语法难点是是被动语态的结构及表意功能。
学情分析：在学习本单元之前九年级学生已经学习过表示不同物品的名词。对于本课时的学习内容，大部分学生已经有了一定的学习基础。而且谈论物品贴近学生生活，是学生比较感兴趣的话题。
学习目标：1) 学习掌握下列词汇：boss, Germany, surface, material, traffic, postman, cap, glove 2) 进行一步复习巩固学习Section A 部分所学的生词和词组。3) 对询问物品的制作材料、生产地点、生产制作过程等语句进行归纳总结和学习。学习重点：语法训练：掌握被动语态的一般现在时用法，包括陈述句、一般疑问句、特殊疑问句及回答。学习难点：1) 探究学习询问物品的制作材料、生产地点、生产制作过程等句型。2) 一般现在时被动语态的用法。正确理解被动语态的用法及句子结构。
评价任务：1.通过图片练习教师讲解，完成学习目标1。2.通过小组活动，完成学习目标2。
教学评活动过程教师活动学生活动环节一：Greeting and Leading in教师活动Greet the students and check the homework.no matter：No matter how difficult it is, you will never give up. be made in: The car is made in China.find it + adj. that…: He found it difficult that he would finish the work on time.even though: He still works even though he is very tired.avoid doing sth.: We can’t avoid asking for help from others.everyday things: China is good at making everyday things. Look at the pictures and work in pairs to make conversations like this, and then give a performance.A: What is it made of B: It is made of...学生活动复习核心句型，what is it made of It ismade of….熟悉一般现在时的被动语态.设计意图:有效的激活学生与此话题相关的背景知识激活学生的前期知识环节二：Grammar教师活动：Step1.present the new words and phrasesGermany 德国 surface n. 表面；表层 postman n. 邮递员 cap n帽子 glove n手套 on the last Friday of each month 在每月的最后一个星期五 in Germany 在德国 most of the earth’s surface地球的大部分表面 cause many traffic accidents 导致许多的交通事故 use this silver plate 使用这个银制的盘子Step 2. Perceptual Grammar用“am/ is/ are ＋动词过去分词…”一般现在时态被动语态的肯定、否定、一般疑问和特殊疑问形式, 谈论生活。使用金牌、玻璃桌子、筷子等等生活的物品进行问答练习，例如：1. A：What’s the gold medal made of B: It’s made of gold.2. A: Where is tea produced B: It is produced in China.Step3. Present Grammar 学生活动：谈论生活中熟悉的内容，在语境中感知语法，体验语法。2.学生能对比主动语态和被动语态的不同。学生活动：带着问题，自读课文设计意图：初步感知一般现在时的被动语态。环节三： Conclusion教师活动：1. Ask Ss to summarize and find out the rules in groups 1）一般现在时被动语态肯定句:主语＋_____________________. 否定句：主语＋___________________一般疑问句: ______＋_______主语＋ ________，肯定回答用_______,否定回答用______.特殊疑问句: ________ ＋主语＋____.2）如何把主动句变为被动句主动句 Many people speak English. 被动句 学生活动：学生讨论、发现归纳语法规律，学会与他人合作，自己说出答案，教师指导。环节四：Practice 教师活动：Step1. Work on 4a: Tell Ss to read the sentences in 4a and try to fill in the blanks with the correct forms of the verbs in brackets. Learn some new words.Step2. Work on 4b: 1) 让学生们阅读句子，理解句子的意思。2) 将主动语态句变为被动语态句时，应先确定句子的谓语动词，并找出句子的宾语。然后，将句子的宾语变成被动句的主语，将谓语动词变成be+ Ved形式。3) 逐句进行分析推敲，确定括号中单词的恰当时态。4) 最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。Step3. Work on 4c in groups1) 让学生们阅读表格中的内容。2) 先根据自己的情况在相关表格中打勾。3) 询问自己的小组其他二到三名同学的情况，并在相关表格中打勾。学生活动：练习从简单的套用句式到在具体的语境中应用，层层深入。设计意图：通过小组合作找出一般现在时被动语态的规律。学生活动：带着问题，自读课文环节五：Consolidation 教师活动：T: uses a simple mind-map to let Ss review what they have learned this class and check whether they can get the main contentS: Ss remember what they have learned and talk about the grammar by thinking over.学生活动：利用mind-map关键词复述出所学内容，加深对一般现在时的被动语态的理解。设计意图：利用mind-map关键词复述出所学内容，加深对一般现在时的被动语态的理解，进一步提高学生的综合运用语言的能力。环节六：Do exercises 节清解答，挑战自我教师活动：句型转换。1）We play basketball after class in our school.(改为被动语态)2）This kind of rice is only grown in our hometown.(对划线部分提问)3）People don’t make ice-wine in Canada any more. (改为被动语态)4）This kind of glasses is used for keeping off the wind. (对划线部分提问)5）Do you allow the children under 18 to drive cars in your country (改为被动语态)学生活动：完成一般现在时的被动语态的练习。师友合作，积极对答设计意图：检验效果，补充疑难点
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— 5 —教学设计
课题 Unit 5 What are the shirts made of Section A 1a-2d 第一课时
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析：Section A从与日常生活相关的词汇入手，开展了简单的物产及产地的会话和阅读活动，并在表达中穿插了被动语态的陈述句、一般疑问句句、反义疑问句和否定句的使用。1a主题图及表格运用不同的材料及其制成的东西，谈论物品的制成的材料，呈现了一般现在时的被动语态一般疑问句，如Is it made of silver 引导学生初步了解一般现在时的被动语态一般疑问句。1b和1c分别通过听力练习及口语交流活动，为学生展示了该结构在英语中的运用及其基本特征。2a-2c通过新一轮的听说活动，谈论不同的东西的制造，丰富英语学习话题下的语言输入内容，侧重听说技能的训练和提升学生的语言表达能力。2d则围绕茶的生产与制作，进一步熟练应用一般现在时的被动语态的陈述句。
学情分析：在学习本单元之前九年级学生已经学习过表示不同物品的名词。对于本课时的学习内容，大部分学生已经有了一定的学习基础。而且谈论物品和茶文化贴近学生生活，是学生比较感兴趣的话题，这是学习本课的优势。
学习目标1. 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack 短语：be made of /from/in/by, be famous for , as far as I know,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 2.听说训练： 通过听前的词汇分类与听中聚焦关键信息，学生能掌握该听力策略略。通过听后深度挖掘听力信息任务的设置和文本再构，学生能进一步去判断并思考表达观点，发展了口语技能。学习重点：1.能够正确理解一般现在时的被动语态结构2.识记重点单词重点短语学习难点：正确理解一般现在时被动语态的用法及句子结构。
评价任务：1.通过图片练习教师讲解，完成学习目标1。2.通过小组活动，完成学习目标2。
教学评活动过程教师活动学生活动环节一：Lead in教师活动Watch a video about Chinese culture and find out the answers to the questions.1.How long have Chinese been using chopsticks 2.What kinds of material are chopsticks made of 3.What is this made of / from 学生活动学生观看一个关于筷子的文化英文视频，并回答问题，并根据图片回答物品材质。设计意图:简单有效的激活学生与此话题相关的背景知识激活学生的前期知识，培养学生良好的预习习惯。环节二：Presentation 教师活动：Step1. Present the sentence structure, using the pictures on the big screen:让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。be made of 指看得出原料be made from指看不出原料Step2. Show some pictures on the big screen. Try to learn the new words using “be made of” structure. Step3.Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leafStep4.Pair workA:Is this blouse made of cotton B:No, it isn’t. It’s made of silk.A:What’s the fork made of B:It’s made of steel. Step51a What are these things usually made of Match them with the materials. More than one answer is possible.学生活动：Ss discuss with their partner and try to learn the new words. 2. 学生两人一组能利用目标句型进行对话展示。3.Work on 1a: Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible. 学生活动：带着问题，自读课文设计意图：学习巩固目标词汇和短语，为后续听力做准备和铺垫环节三： While-listening 教师活动：Task 1. Listen. Match the products with what they are made of. Task 2. Ss listen and match the products with where they were made.Task 3. Listen and fill in the blanks.Task 4. Listen and read follow the tape.学生活动：能逐步掌握利用听中聚焦关键信息和关注细节的策略，完成听力任务.再次听力练习，要求听和写统一，让输入和输出一致。设计意图：通过听力练习，达到语言输入的目的。环节四：While-listening教师活动：Task1. Look at the picture and answer the following questions. What is this What is made of Where is it presented Task2 Present the new words and guess the words.Task3. Listen and write short answers to the questions.Task4. Listen again and fill in the blanks. 学生活动：通过听力练习巩固并检测学生所学的目标词汇及句型是否掌握。2. 通过听力原文听音模仿，进一步巩固所学的目标语言。设计意图：听力练习巩固并检测学生所学的目标词汇及句型是否掌握。学生活动：带着问题，自读课文环节五：Role-play 教师活动：Step1. Read 2d and answer the following questions.1) Where is tea produced in China 2) How is it grown 3) What happens next Step2. Fill in the blanks in the table with the information from 2d. How is tea produced:The plants are _________ on the _______.When the leaves are ready, they are ___________ and then are ________________.The tea is ______ and _______ to many different places.学生活动：1. 通过阅读Role play，回答所设置的问题，学生能通过寻找细节。2. 通过模仿朗读，以及表演对话达到语言真实运用的目的。3. 有能力的学生可以在对话原文的基础上创编新的对话，并进行表演。设计意图：通过问题和判断题能让大多数学生清晰掌握本课的内容。环节六：Summary教师活动：1. T: T uses a simple mind –map to let Ss review what they have learned this class and check whether they say the topic words or not S: Ss remember what they have learned and say the key words by thinking over.学生活动：学生能够自己总结归纳本课的学习内容，提炼本课的学习重点。回顾本节所学知识，形成知识树。设计意图：培养学生学会总结归纳，应用和创新的思维品质，学生们小组合作。
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— 5 —教学设计
课题 Unit 5 What are the shirts made of Section B 1a-1e 第四课时
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析：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，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，进一步巩固本单元的语言表现形式被动语态。
学情分析：在学习本单元之前九年级学生已经学习过表示不同物品的名词。对于本课时的学习内容，大部分学生已经有了一定的学习基础。而且谈论物品贴近学生生活，是学生比较感兴趣的话题。
学习目标：1. 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词：international, competitor, its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete句型：They are made of bamboo and covered with paper. 2.听说训练：通过听前的词汇分类与听中聚焦关键信息，学生能掌握该听力策略。通过听后深度挖掘听力信息任务的设置和文本再构，学生能进一步去判断并思考表达观点。学习重点：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。 学习难点：1.提高学生综合听说能力2.在听说中不断发现理解被动结构的特点及其语言规律。
评价任务：1.通过图片练习教师讲解，完成学习目标1。2.通过小组活动，完成学习目标2。
教学评活动过程教师活动学生活动环节一：Warming up 教师活动1. What event will you think of when you see the number 2016 2. Which international event do you like best Why 用学生生活中喜闻乐见或者印象深刻的大事件回顾导入新单词international, competitor,同时复习Section A里中所学被动语态句子结构和表达。学生活动复习核心句型，what is it made of It ismade of….熟悉一般现在时的被动语态.设计意图:有效的激活学生与此话题相关的背景知识激活学生的前期知识环节二：Pre-listening教师活动：Step1.Present the new words on the screen.国际的 international 参赛者，竞争者 competitor弄清，查明白 find out 制作风筝 make kites去度假 go on vacation不同种类的 different kinds of Step 2. Work on 1a 1）Do you know how to fly a kite What are kites made of Write down some materials used in making kites.2）Let Ss discuss about it. Then write down their answers. 3）Check the answers together. 学生活动：1.熟悉核心词汇及短语2.通过图片猜测制作风筝的材料学生活动：带着问题，自读课文设计意图：学习目标词汇和短语，为后续听力做准备和铺垫，听前强化词汇学习，扫清词汇障碍。环节三： While-listening教师活动：Step1. Work on 1b: 1）Tell Ss to listen to a conversation between Laura and Zheng Yun and circle the correct answers. 2） Play the recording for the Ss. Ss just listen for the first time. Play the recording again and circle the correct answers. Step2. Work on 1c: 1）Let Ss read the sentences in 1c first. Tell Ss to listen again and write L for Laura or Z for Zheng Yun. 2）Play the recording again for the Ss to listen and write the words. 3）Ss listen to the recording carefully and try to write down their answers. 4）Check the answers with the class. Step3. Work on 1dListen again and fill in the blanks with what you hear. 2) Check the answers with the Ss. 学生活动：1.能听懂目标词汇与基本句型。2.用目标词汇回答问题。3.能通过听音模仿朗读课文设计意图：通过听力练习，达到语言输入的目的。通过听音模仿，加大语言输入量以及强化语音语调学习环节四：Post-listening教师活动：Step1. Rewrite the listening material and fill in the blanks.There is an ____________ festival in Weifang, Shangdong province every April. People from all over the world compete in kite ________ and there are also ___________for the best kites. The kites are very nice, the kites are made of different things like _____ or ________,and some are painted with colorful_________. Zheng Yun visited it last vacation, and he thought it was really _________ to see which kite could fly the highest.Step2. Role-play 1）Work in pairs. Role-play a conversation between Laura and Zheng Yun using the information in 1b - 1d. 2）Let two Ss make a conversation as a model.A: Where did you go on vacation B: I went to an international kite festival.A: That sounds interesting. What did you see there B: I saw many different kinds of kites at the festival.A: Were the kites nice B: Yes, they were beautiful. They were made of different things like silk or paper. Some were painted with colorful drawings.A: Sounds like you really enjoyed it. I never thought that something as simple as kite flying could be so exciting.B: Yes, it was really fun to see which kite could fly the highest. 学生活动：1.通过朗读听力材料，用所学词汇及短语改写原文，形成自己的英语。2.运用所学目标词汇，创编新的对话设计意图：根据材料编对话，巩固拓展学生词汇及语言能力。学生活动：带着问题，自读课文环节五：Summary 教师活动：T uses a simple mind –map to let Ss review what they have learned this class and check whether they say the topic words or not.学生活动：利用mind-map总结归纳本课的学习内容，提炼本课的学习重点。设计意图：培养学生学会总结归纳，应用和创新的思维品质。环节六：Do exercises设计意图：检验效果，补充疑难点
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— 5 —教学设计
课题 Unit 5 What are the shirts made of Section B（2a-Self Check）第五课时
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析：本阅读部分介绍了最具中国特色的传统艺术如孔明灯、剪纸和泥塑，包括他们的制作工艺、制作原料和象征意义等。文章可以拓宽学生的知识面和提升民族自豪感，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。这篇文章还渗透了一个重要的阅读策略，即让学生了解文章结构的特点：先总体介绍，后细节描述。2a是阅读前的预热活动让学生谈论中国传统文化艺术。2b要求学生快速寻读，找到表格中的信息，既稳重所提到的传统艺术和制作所需材料。2b要求学生快速阅读文章把握文章要点，完成本任务。2c让学生细读文章，并获取细节信息，完成任务。2d训练文中重要的短语，特别是动词短语。2e是读后讨论，这种讨论可以加深学生对中国传统艺术的了解和欣赏，也为后面的写作铺垫和语言储备。3a,3b 是通过讨论后写作，Self Check 是对整个单元的复习总结。
学情分析：通过本单元的学习使学生学会谈论不同的东西及其制成的材料，掌握教材所呈现的与各种东西及原材料主题相关的单词和一般现在时被动语态,能理解段落中各句子之间的逻辑关系；能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局；能根据不同的阅读目的运用简单的阅读策略获取信息；能根据上下文猜测词义，能通过阅读写自己的文章。
学习目标：1.读懂文章大意，学习和掌握下列词汇，短语与句型并能熟练运用。单词：clay, balloon, scissors, lively, fairy, heat, polish, complete短语：such as，turn … into，send out，cover with，rise into ，put on，lively， heat 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. 2．阅读训练：通过阅读短文，能按要求找到相应的信息，提高学生们的阅读能力。学习重点：1) 掌握本课时出现的生词及用法。2） 阅读短文，获得相关信息，提高学生们的综合阅读能力学习难点：学习根据上下文和具体语境猜测词义。
评价任务：1.通过图片练习教师讲解，完成学习目标1。2.通过小组活动，完成学习目标2。
教学评活动过程教师活动学生活动环节一：Greeting and Leading in 教师活动Step1. Greet the students and check the homework.Step2. Show some pictures of the paper cutting on the big screen. Tell Ss they are Chinese paper cuttings. It’s one of the Chinese traditional arts. T: Do you know folk or traditional arts Now discuss with your partner. Step3. Ask some Ss say what they know about the folk or traditional arts.学生活动利用老师提供的信息对老师了解课文的主题。设计意图:真实情景式导入话题，激发学生的学习兴趣。环节二：Pre-reading教师活动：1.Use some pictures to present the new words and phrases1) 例如 such as 2) 把……变成 turn … into3) 发送出去，寄出去 send out 4) 用……覆盖 cover with 5) 升入 rise into 6) 穿上 put on 7) 生气勃勃的，（色彩）鲜艳的 lively8) 加热 heat 9) 完成 complete 2. Remember the new words and phrases with partners 3. Look at the photo and the title to the passage on page 38. Then try to predict what the passage will talk about.学生活动：复习巩固目标词汇和短语，为后续阅读做准备和铺垫，培养学生理解重点单词和短语，在文章中据上下文猜测生词的词意的阅读策略，为阅读扫清障碍。学生活动：带着问题，自读课文设计意图：复习巩固目标词汇和短语，为后续阅读做准备和铺垫，扫清阅读障碍。环节三： While-listening教师活动：Step1.Skimming: Read the passage and complete the chart below. Traditional art form Materials used1）2）3）Step2. Carefully reading1) Read Para. 1What do traditional Chinese art forms try to show Show things that are important in life such as love, beauty and life.2) Read Para. 2① What were sky lanterns used for before For asking help when there is trouble.② What are they used for now For festivals and other celebrations.③ What are they symbols of Happiness and good wishes.3) Read Para. 3① What kinds of pictures are usually found on paper cuttings ② How do people use paper cuttings during the Spring Festivals ③ What are they symbols of 3) Read paragraph 4 and put the steps for making clay art pieces in order.____ allowed to air-dry____ they are then polished and painted____shaped by hand from a very special kind of clay_____ fired at a very high heat 学生活动：1. 略读，清楚文章大体内容。2.通过再次阅读，加深对短文的理解, 帮助学生再一次细节化文章，理解文章的细枝末节。设计意图：加深对短文的理解, 再一次细节化文章，理解文章的细枝末节。环节四：Post-reading教师活动：Step1.Read again and divided the passage. How many parts do you think the passage can be divided into Why Two parts. The first paragraph is Part One and the next three paragraphs are Part Two.The first paragraph is a general introduction and the next three paragraphs are specific details and examplesStep2. work on 2dComplete the sentences using the correct forms of the phrases in the box.学生活动：1. 通过再次阅读，清楚文章结构，知道文章段落之间的关系。2. 理解重点短语用法。设计意图：通过阅读，清楚文章的段落结构。运用重点短语。学生活动：带着问题，自读课文环节五：Summary 教师活动：Retell the passage.T: T uses a simple mind-map to let Ss review whatthey have learned this class and check whether they can retell the passage.学生活动：通过阅读、总结归纳和提炼，能让大多数学生清晰掌握本课的内容。设计意图：检验效果，补充疑难点
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