Unit 8 What are the shirts made of 课时教学设计（表格式）鲁教版（五四制）八年级下册

Unit 8 What are the shirts made of
Purpose To introduce Ss to the unit goal: talk about what products are made of and where they were made. To set the scene, increase Ss’ vocabulary and introduce the target language.
Picture The picture shows a living room scene. There is a sofa with two cushions on it. In front of the sofa is a big table. On the big table, there is a bowl and two pairs of chopsticks. On the side table, there is a lamp. There are curtains in the background. The focus is on two girls sitting on the sofa. The girl on the left has a box on her lap. The girl on the right is holding a ring. The two girls are talking about this ring. They are talking about how the ring looks, what it is made of and where it was made.
Culture Focus Being polite In the picture, the girl on the left is asking the other girl what she thinks of the ringshe has. The other girl says that it is quite pretty. In many cultures, such a question usually calls for a polite and tactful answer. When someone asks us if something they have is nice, it is polite to pay a compliment and say that it is nice/pretty/good/ interesting, etc. Even if we do not think it is very nice, it is polite to say something positive, like “It suits you”, “It’s brightly colored”, etc. Criticizing the object is usually considered an impolite thing to do, unless we know the person really well and we know for sure that the person wants to hear an honest or truthful answer which may not necessarily be positive.
Optional Approach What are the other things made of The T may want to extend the activity by asking Ss to identify other objects in the picture and say what they are made of. Examples: ● sofa – fabric (e.g. cotton), leather ● curtains – cotton
Optional Approach ● table – wood ● lamp – metal, fabric ● cushion – cotton ● box – paper ● bowl – porcelain
Answers 1. a, c 2. g 3. b, c 4. e 5. a, c 6. f
Purpose To help Ss recognize the target language in natural speech.
Culture Focus Made in ... People sometimes show cultural bias in the way they judge the quality of products on the market. There is often a tendency to think that things that are made in other countries and imported are better than things made locally. With improved skills and technology all over the world, this is no longer necessarily so. Therefore, the quality of things should be judged in its own right and not judged based on the countries of origin.
Answers ● shirts – cotton – America ● chopsticks – steel – Korea ● ring – silver – Thailand
Purpose To give Ss guided practice in using the target language in everyday conversations.
Teaching Tip Using the simple present and simple past The T may want to draw Ss’ attention to the different tenses used to talk about what a product is made of and where it was made. Note: The Simple Present is used to say what a product is made of. This is because when we say what a product is made of, we are describing the current state of the product. e.g. The ring is made of silver. The chopsticks are made of steel. The Simple Past is used to talk about where a product was made. This is because the process of making the product has been completed. e.g. The ring was made in Thailand. The chopsticks were made in Korea.
Purpose To provide Ss with practice in listening for the main topic of a conversation.
Teaching Tip Identifying the main topic At the start of the activity, the T may want to emphasize to Ss that they are to check only what the speakers talk about, not check everything that is mentioned. Note: ● To mention something is to refer to it without giving details. ● To talk about something in this case is to give details about that thing.
Answers Checked: the art and science fair
Purpose To provide Ss with practice in listening for specific details.
Answers 1. (Just) outside the science museum. 2. No. (Their school is paying for it.) 3. Used wood and glass. 4. Grass, leaves and flowers.
Purpose To give Ss practice in using the target language in everyday speech.
Optional Approach Personal experiences To add on to the activity, the T may want to ask Ss to make conversations about similar fairs they have been to, then invite some Ss to present their conversations to the class.
Purpose To give Ss more practice in using the target language in natural speech.
Optional Approach Tea research To widen Ss’ knowledge, the T may want to either ask Ss to do some further research on tea as a group project, such as finding out how to make black/green/oolong tea, the recommended ways to make the perfect cup of tea, the harvest process, the benefits of drinking tea, etc. Alternatively, the T can share some additional information or facts about tea. For example: ● All types of tea (green, black, white, oolong, etc) actually come from the same plant species – Camellia sinensis. ● Two main varieties are grown and harvested for tea – Camellia sinensis var. sinensis from China, and Camellia sinensis var. assamica from Assam, India.
Teaching Tip Using the active/passive voice in the simple present There are a few sentences in the conversation that make use of the active or passive voice in the simple present tense. To help Ss better understand the use of the active and passive voice in the simple present tense, the T may want to provide Ss with a short explanation. Note: ● In a sentence written in the active voice, the subject is the ‘doer’ of the action described by the verb, e.g. People grow tea in Hangzhou. In this sentence, the subject (people) does the action (grow tea). ● In a sentence written in the passive voice, the subject is not the doer. The subject ‘receives’ the action described by the verb, e.g. Tea is grown (by people) in Hangzhou. In this sentence, the subject (tea) does not do the action. Instead, it ‘receives’this action performed by people. We usually use the passive voice in these situations: ● We do not know who the doer is, e.g. The bicycle has been stolen. (We do not know who stole the bicycle.) ● It is obvious who the doer is, e.g. The thief was arrested last night. (It is obvious that the police arrested the thief.) ● It is not important who the doer is, e.g. This soap is used for dry skin. (It does not matter who uses the soap.) When talking about where things were made, we use the passive voice because it is not important for us to know exactly who made the things. We also do not know exactly who made the things. The simple present tense is used in the sentence “Tea is grown (by people) in Hangzhou.” because this sentence expresses a general fact.
Purpose To provide Ss with reading practice using the target language.
Culture Focus China’s growth China’s manufacturing industry is growing very quickly with many countries around the world investing in the industry and having their products made or assembled in China. In fact, so many things are made in China these days that the country is sometimes called ‘the workshop of the world’ . There are several reasons for this phenomenon. First, the cost of production in China is relatively low. In addition, China has a very big population providing
Culture Focus a ready supply of labor. This big population also provides a huge domestic market for the manufactured goods. Therefore, wherever we may go in the world today, we will certainly come across products made in China!
Optional Approach Pre-reading The T may want to provide a lead-in to the activity by making use of these prompts to engage Ss: ● What are you wearing now Where were they made ● What other things do you have with you right now Where were they made ● If you could visit America one day, what would you like to buy there
Answers Suggested answers: He wanted to buy a toy car and a pair of basketball shoes. Most of these were made in China (but he managed to find a pair of basketball shoes made in America after visiting many shops).
Purpose To encourage Ss to read for details and to express their opinions in response to what they have read.
Optional Approach Sharing opinions The T may want to extend the activity by conducting a class discussion based on question 5. Encourage Ss to express their opinions about so many foreign brands having their products made in China and how they feel about it (e.g. proud, happy, pleased, etc) and why they feel that way.
Answers 1. San Francisco. 2. He found many products in the local shop were made in China. (Most of the toys had American brands, but they were made in China.) 3. Because he wanted to look for a pair of basketball shoes that were made in America. 4. He realized that Americans could hardly avoid buying products that were made in China. 5. Production costs are lower and there is a big labor market. [For the second part of the question. Ss may express pride in their own country, or show some unhappiness about not being able to buy things made in other countries even when they go abroad.]
Purpose To enable Ss to understand the use of pronouns.
Teaching Tip Pronouns The T may want to 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. Note: A pronoun is used to replace a noun, a noun phrase or another pronoun that has already been mentioned. When a pronoun is used, it makes the sentence more concise and less repetitive. There are different groups of pronouns: personal pronouns, possessive pronouns, reflexive pronouns, demonstrative pronouns, interrogative pronouns, relative pronouns and indefinite pronouns. 1. “Those” is a demonstrative pronoun. It is a plural pronoun used to refer to things that are farther away in time or space. In this activity question, “those” is used to refer to other countries and things made in other countries. 2. “It” is a personal pronoun. It is a singular pronoun used to refer to a thing, an animal, an idea, a situation, etc. In this activity question, “it” is used in a special way to act as the object of the sentence while the actual object is stated only later in the sentence. 3. “They” is a personal pronoun. It is a plural pronoun used to refer to people, things, animals, ideas, etc. In this activity question, “they” refers to toys. 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. This, however, does not apply in Question 2 where the pronoun is used as the object of a sentence before the actual object is mentioned.
Answers ● those (products): whatever products you buy in other countries ● those (countries): the countries you visit ● it: the fact that so many products in the local shops were made in China ● they: toys
Answers 1. are not allowed 2. are paid 3. is spoken 4. is covered 5. is cleaned
Answers 1. The tea is planted on the sides of mountains by farmers. 2. The best materials are used by this shop to make dresses. 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. / This silver plate is not used by our family very often.
Purpose To reinforce the target language for talking about what things are made of and where they were made.
Optional Approach In real life The T may want 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.
. Optional Activity 1: Materials Bingo
Purpose To review the materials used for making common objects.
Materials Required One Bingo card for each S.
Sample Cards for Materials Bingo
Teacher’s Card: (Answers will vary)
blouse (silk/cotton) necklace (silver/gold/ steel) blanket (silk/ cotton) belt (leather/ plastic) box (wood/ paper/plastic)
cup (gold/silver/ steel/ plastic/ porcelain) chair (plastic/ wood) handkerchief (silk/cotton) bag (leather/ cotton) skirt (silk/ cotton)
notebook (paper) spoon (steel/wood/ silver/plastic) watch (silver/ gold/steel) vase (porcelain) eyeglasses (glass/plastic/ steel)
window (glass) door (wood) table (wood/plastic) envelope (paper) wallet (leather)
Students’ Cards
Procedure
(Note: This activity may be conducted after Section A, activity 1c.)
1. Before the lesson, the T should print and cut enough Bingo cards for each S.
2. During the lesson, give each S a Bingo card and explain how the game is played:
● The T will call out the name of an object in the Teacher’s Card.
● Ss are to listen carefully and circle the materials that this object could be made of.
Sometimes there will be more than one answer, but each S can only circle one answer, e.g. If the T calls out “table”, a S may circle “wood” or “plastic”, but not both.
● When a S has circled all six materials on his/her card, he/she will shout “Bingo” .
● The first student(s) to shout “Bingo” is/are the winner(s).
. Optional Activity 2: Did you know
Purpose To review and reinforce the target language for talking about where things come from. To encourage reading beyond the classroom.
Procedure
(Note: This activity may be conducted after Section A, activity 2d.)
1. Divide the class into groups of five.
2. Refer Ss to the conversation in Section A, activity 2d.
3. Tell groups that their task is to write a similar conversation about something that is produced in China and exported to other parts of the world.
4. Give groups sufficient time (up to one week, if necessary) to do their research and write their conversations.
5. Encourage groups to show the T their conversations for checking.
6. Allocate sufficient time for groups to role-play theirrespective conversations in class.
Purpose To review the target language for talking about what things are made of.
Optional Approach Kites If feasible, the T may want to bring one or two kites to class and have Ss identify the materials used to make those kites. Alternatively, the T may want to ask Ss prior to this lesson to bring any kites they might have for this lesson.
Answers Suggested answers: paper, silk, nylon, wood/bamboo
Purpose To provide Ss with practice in listening to the target language in natural speech.
Teaching Tip Identify the superlatives After Ss have completed activity 1b, the T may want to ask Ss to listen to the recording again and identify the superlatives used to describe the kites. (Answers: best, highest) Note: ● Comparatives are used to compare two things. e.g. Your kite is better than my kite. ● Superlatives are used to compare three or more things. e.g. Xiao Ming won the competition because his kite could fly the highest. ● The definite article ‘the’ is used before a superlative. e.g. His kite is the best.
Answers 1. A 2. A
Purpose To give Ss practice in listening for specific information.
Culture Focus Festivals A festival may be a holiday when people celebrate a special event like Christmas or the Spring Festival. A festival may also be an organized event that happens in the same place every year (e.g. a film festival, a drama festival, a kite festival, etc). Many places in the world have their own unique festivals. Each festival usually has its own cultural significance, and some festivals may also have interesting legends to explain their origins. Today, many festivals are not only celebrated by the local people, they also attract a lot of foreign visitors who are eager to experience the unique cultural elements for themselves.
Answers 1. Z 2. L 3. Z 4. L 5. L
Purpose To give Ss further practice in listening for specific information.
Answers 1. kites 2. April 3. all over the world 4. competitions 5. silk or paper, drawings
Purpose To provide Ss with speaking practice using the target language.
Optional Approach Have you been to other festivals The T may want to 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.
Purpose To prompt Ss to think about Chinese folk or traditional art.
Teaching Tip Chinese folk or traditional art The T may want to teach the vocabulary items needed to talk about folk or traditional art before conducting activity 2a. Some Chinese folk or traditional art forms: ● basket weaving ● lantern-making ● kite-making ● puppetry (making puppets and staging puppet shows) ● Chinese knotting ● Chinese painting and calligraphy ● paper cutting ● clay art ● food art (making figurines using sugar, flour, etc) ● Chinese opera ● Chinese music (singing folk songs and playing traditional Chinese musical instruments)
Answers Answers will vary.
Purpose To provide Ss with practice in reading for main ideas and specific details.
Culture Focus Traditional or folk art in other countries Being one of the oldest civilizations in the world, the Chinese have many traditional art forms that have been passed down from generation to generation . Like China, there are a few other cultures which have a rich history of traditional or folk art.
Culture Focus ● Mexico Mexican handicraft and folk art feature a vast collection of items made with various materials. These items are intended for utilitarian (i.e . for use rather than beauty), decorative or other purposes. Examples include wall hangings, vases and items created for celebrations and religious purposes. These arts and crafts are collectively called “artesanía” in Mexican Spanish. The most common of Mexico’s crafts is ceramics/pottery. Ceramics was considered one of the highest art forms during the Aztec Empire, and it is said that the knowledge of making pottery came from the god Quetzalcoatl. Other types of folk arts and crafts in Mexico include metalworking, weaving and leatherwork. One of the major holidays for artesanía is the Day of the Dead, where ceremonial objects are created to decorate houses and create “ofrendas” (altars to the deceased), e.g. candy skulls, decorated skeletons (many of them dressed up to imitate professions such as doctors), etc. ● Africa African folk art consists of a wide variety of items such as household objects, metal objects, toys, textiles, masks and wood sculptures. Similar to Mexico, African folk art also features pottery. Pottery is made all over the continent of Africa for functional and ritual use. A unique folk art would be the textiles created by the Shoowa people, a small population on the northwestern border of the Bushoong kingdom (which is located in Southeastern Congo, Africa). The cloth panels created by the Shoowa people are visually attractive and colorful, and are said to combine tradition and creativity in a complicated and artistic way.
Answers Traditional art form Materials used
1. sky lanterns bamboo, paper
2. paper cutting paper (usually red)
3. clay art clay
Purpose To provide Ss with practice in reading for details.
Optional Approach Sharing their opinions For question 6, the T may want to invite a few Ss to express their opinions and encourage them to give reasons to support their opinions.
Answers Suggested answers: 1. They try to show things that are important in life such as love, beauty and life. 2. Before, they were first used by Zhuge Kongming to ask for help when in trouble. Now, they are used at festivals and other celebrations as symbols of happiness and good wishes. 3. The pictures usually found on paper cuttings are flowers, animals and things about Chinese history. 4. They put them on windows, doors and walls as symbols of wishes for good luck and a happy new year. 5. They are first 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. Answers will vary.
Purpose To enable Ss to focus on some key phrases used in the reading passage.
Teaching Tip What do these phrases mean 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. Note: ● send out – make something go from one place to many places ● rise into – go upwards into a space ● turn ... into – change something into another form ● put ... on – move something onto a place ● such as – used to introduce an example ● cover with – form a layer over something
Answers 1. send out, rise into 2. turns ... into, put ... on 3. such as, covered with
Purpose To encourage Ss to express their opinions about a given subject.
Optional Approach Open discussion The T may want to have students discuss the questions in groups, and then have a class discussion and encourage some volunteers to express their opinions.
Purpose To prepare Ss for the subsequent writing activity by giving them the opportunity to consolidate what they have learned so far.
Teaching Tip Research time The T may want to ask Ss to do some research before this lesson so that they will come ready to discuss with a partner what they have found out.
Answers Suggested answers: What the product issilk quiltWhat it is made ofsilkWho it is made bysilk factory workersWhere it is madeSuzhouWhat it can dokeeps you warm and comfortableWhy it is specialmade of real silk that is soft, light and comfortable; also decorated with beautiful patterns
Purpose To give Ss the opportunity to use the target language in writing.
Answers Sample writing: My city, Suzhou, is famous for its silk quilts. These quilts are made of pure silk. They are made by skillful workers in many silk factories in the city. The silk quilts are used to keep people warm and comfortable in bed. They are known to be very comfortable because they are light and soft to touch. In addition, they look beautiful as they are decorated with beautiful patterns. Many people from all over the world come to Suzhou to visit the silk factories and buy not only the silk quilts but many other silk products too.
Purpose To provide a comprehensive review of key vocabulary and functions presented in the unit.
Teaching Tip Subject-verb agreement The T may want to emphasize the importance of subject-verb agreement before Ss work on activities 2 and 3. Note: ● A singular subject takes a singular verb. e.g. This ring is made of silver. ● An uncountable noun takes a singular verb. e.g. Yoghurt is made from milk. ● A plural noun takes a plural verb. e.g. These blankets are made of wool.
Answers 1. Suggested answers: ThingsMade of/from ...Made in ...blanketcottonIndiapencilwoodChinabagleatherItalycalculatormetal, plasticJapanchopstickssteelKorea
2. Suggested answers: 1. I have a beautiful cotton blanket made in India. 2. All of us use wooden pencils made in China. 3. Her mother has an expensive leather bag that was made in Italy. 4. This calculator is made of metal and plastic, and it was made inJapan. 5. The chopsticks are made of steel, and they are made in Korea. 3. 1. is made 2. were invited 3. is closed 4. are learned 5. were shown
. Optional Activity: Show and tell
Purpose To encourage Ss to practice using the target language to talk about what things are made of and where they were made.
Procedure
(Note: This activity may be conducted to conclude the unit.)
1. Plan a ‘Show and Tell Day’ .
2. Before that day, ask Ss to prepare an object that they can bring to class to show their classmates. It could be an object that they like very much or an object that shows a traditional art form. Tell Ss to prepare a short speech about the object they are bringing to class. They may talk about what the object is made of, where it was made, why it is important to them, etc.
3. On ‘Show and Tell Day’, divide the class into groups of five or six and have them show their group members the objects they have brought. Give them time to tell their group members about the object.
4. Ask each group to choose one member to show the rest of the class his/her object and tell them more about it.