Unit 5 What are the shirts made of?(5课时教案）

Unit
5　What
are
the
shirts
made
of
Section
A(1a－2d)
【教学目标】
1.学生能识记本课表示日常用品的词汇：chopsticks，window，coin，stamp，fork，blouse等。
2.学生能识记表示原材料的词汇：wood，gold，silver，paper，silk，cotton，glass。
3.学生初步掌握被动语态的句式结构：A：What
is
the
model
plane
made
of
B：It’s
made
of
used
wood
and
glass.
4.学生能够树立生态环保意识，简单了解中国的茶文化。
【教学重难点】
重点：学会使用被动语态表达被动关系。
难点：正确使用被动语态结构，正确使用动词的过去分词。
【课前准备】
1.准备本节课要用的日常用品，如衬衫、叉子、筷子(木质、金属)、硬币等。
2.准备好录音机、多媒体课件和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Leading in1.The
teacher
shows
a
T shirt
and
asks
students
to
say
what
it
is.2.Then
ask
them
to
s
( http: / / www.21cnjy.com )ay
what
the
T shirt
is
made
of.Write
the
title
of
this
unit
on
the
blackboard.设计意图：教师通过实物来导入课堂，通过提问T shirt的制作材料，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。
　　二、展开过程，探究新知Step
( http: / / www.21cnjy.com )2：Presentation1.Students
may
answer
( http: / / www.21cnjy.com )
the
question
like
this：It’s
made
of
silk/cotton.Teach
students
the
words
for
different
materials.2.Use
the
other
objec
( http: / / www.21cnjy.com )ts
to
teach
the
new
words.While
showing
the
objects，ask
students
to
say
what
they
are
made
of.3.Show
a
pair
( http: / / www.21cnjy.com )
of
steel
chopsticks.Ask
students
what
they
are
made
of.Then
tell
students
the
chopsticks
were
made
in
Korea.Write
the
structure
on
the
blackboard.4.Ask
students
to
follow
the
examples
to
make
conversations
in
pairs.设计意图：使用实物来教授表示日常用品的
( http: / / www.21cnjy.com )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，谈论了它是在韩国生产的，以此让学生体会被动语态的一般过去时。呈现出目标句型后，让学生合作进行对话练习。Step
3：Work
on
1a1.Point
out
the
( http: / / www.21cnjy.com )things
in
la.Ask
students
to
match
them
with
the
materials.2.Remind
them
that
more
than
one
answer
is
possible.3.Check
the
answe
( http: / / www.21cnjy.com )rs
by
asking
students
to
make
sentences
about
each
thing.设计意图：让学生将物品与材料进行搭配，并用被动语态的句式表述出来，既练习了新学的句式，又核对了答案。Step
4：Work
on
1b1.Have
some
students
r
( http: / / www.21cnjy.com )ead
each
column
in
the
chart.Help
them
understand
what
they
are
supposed
to
do.2.Play
the
recording
for
the
first
time.Students
only
listen.3.Play
the
re
( http: / / www.21cnjy.com )cording
again.Match
the
three
columns
with
each
other.Check
the
answers.4.Play
the
recording
a
third
time.Ask
students
to
listen
and
repeat.Step
5：Work
on
lc1.Point
to
t
( http: / / www.21cnjy.com )he
chart
in
1b.Ask
students
to
make
conversations
using
the
information
in
1b.2.Then
ask
them
to
( http: / / www.21cnjy.com )follow
the
example
to
talk
about
the
things
they
have
now.设计意图：听力结束后，对1b中的表格再
( http: / / www.21cnjy.com )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，让学生在真实的情景中进行语言的输出。Step
6：Work
on
2a－2c1.Point
out
the
6
( http: / / www.21cnjy.com )
topics
in
the
chart.Have
students
read
them
one
by
one
and
explain
the
key
words.2.Play
the
recording
for
the
first
time.Students
only
listen.3.Play
the
recording
( http: / / www.21cnjy.com )
again.Students
check
the
main
topic.Check
the
answers.4.Play
the
recordi
( http: / / www.21cnjy.com )ng
a
third
time.Ask
students
to
write
short
answers
to
the
4
questions
in
2b.Cheek
the
answers.5.Go
on
asking
stud
( http: / / www.21cnjy.com )ents
questions.Help
them
to
understand
the
importance
of
recycling
and
help
them
to
know
the
difference
between
be
made
of
and
be
made
from.6.Ask
students
to
follow
the
example
in
2c
to
make
new
conversations.设计意图：听前帮助学生理解题目
( http: / / www.21cnjy.com )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，引导学生关注环保和再生资源。通过例句使学生明白be
made
of和be
made
from的使用区别。Step
7：Work
on
2d1.Ask
students
to
l
( http: / / www.21cnjy.com )ook
at
the
picture
and
guess
what
the
passage
is
about.2.Ask
some
questions
about
tea.3.Then
ask
them
to
re
( http: / / www.21cnjy.com )ad
the
conversation
and
answer
some
questions
about
tea.4.Ask
students
( http: / / www.21cnjy.com )
to
find
out
all
the
sentences
with
passive
voice
and
underline
the
past
participle
forms.5.Ask
students
to
l
( http: / / www.21cnjy.com )isten
and
repeat.Then
ask
them
to
role play
the
conversation.设计意图：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，梳理总结出被动语态的结构。就“茶”这一话题继续讨论，让学生进一步熟悉该结构。最后让学生模仿语音语调，进行角色扮演。
　　三、布置作业口头作业：1.Lis
( http: / / www.21cnjy.com )ten
and
repeat
the
conversations
in
this
class.2.Recite
the
conversation
in
2d.书面作业：Think
of
three
of
your
own
things.Write
about
what
they
are
made
of
and
where
they
were
made.
┃教学小结┃
【板书设计】
Unit
5　What
are
the
shirts
made
of
Section
A(1a－2d)
fork　blouse　chopsticks
A：what
are
the
chopsticks
made
of
B：They
are
made
of
silver
and
they
were
made
in
Korea.
Section　A(3a－4c)
【教学目标】
1.巩固被动语态的句式结构。会进行主动语态和被动语态的转换。
2.学会使用相关阅读策略，获取文章信息。
3.理解制造业的现状以及中国制造的优势和劣势，培养学生全面看待事物的能力。
【教学重难点】
重点：理解文章信息，掌握被动语态的句式结构。
难点：正确理解中国制造的深层含义，掌握主动语态与被动语态的互换。
【课前准备】
水杯、多媒体课件、录音机。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead in1.Show
the
cup
to
the
( http: / / www.21cnjy.com )class.Ask
them
to
say
what
it
is
made
of
and
where
it
was
made.2.Ask
students
to
( http: / / www.21cnjy.com )think
whether
all
the
things
in
our
daily
life
are
made
in
China.List
things
made
in
other
countries.设计意图：使用实物来导入课堂，复习上节课所学内容，并引出本节课关于中国制造的话题，为下文的阅读作好铺垫。
　　二、展开过程，探究新知Step
2：Presentation1.Point
to
the
titl
( http: / / www.21cnjy.com )e.Ask
students
questions
like：Where
is
the
tourist？Does
he
want
to
buy
Chinese
products
or
American
products
Is
it
easy
for
him
to
buy
American
products？Why 2.Ask
students
to
lo
( http: / / www.21cnjy.com )ok
at
the
picture.Ask
them
what
they
can
see
from
the
picture.3.Ask
students
to
( http: / / www.21cnjy.com )
use
one
sentence
to
guess
what
the
passage
is
about.设计意图：让学生通过读题目、看图片学会预测文章内容，形成阅读期待，使用一句话来猜测文章大意。Step
3：Work
on
3a1.Ask
students
to
( http: / / www.21cnjy.com )read
the
passage
quickly
and
answer
the
two
questions
in
3a.2.Check
the
answers.设计意图：进入文本的阅读，快速略读课文，找到关键信息，并了解学生读前预测的文章大意是否准确。Step
4：Work
on
3bAsk
students
to
rea
( http: / / www.21cnjy.com )d
the
questions
in
3b.Make
sure
they
understand
the
meaning
of
each
question.设计意图：细读，找具体细节。
( http: / / www.21cnjy.com )前四个问题可以直接在文章中找到答案。最后一个问题属于开放性问题，让学生分享自己的观点。此处有利于教师引导学生客观理性地看待中国制造的问题，了解中国制造的优势和劣势，树立学生的责任感和使命感。Step
5：Work
on
3c1.Ask
student
( http: / / www.21cnjy.com )s
to
read
the
passage
again
and
write
what
the
words
in
bold
refer
to.2.Teach
students
to
f
( http: / / www.21cnjy.com )ind
out
what
the
pronouns
refer
to
in
the
context.3.Check
the
answers.4.Ask
students
to
list
( http: / / www.21cnjy.com )en
and
repeat
to
follow
the
pronunciation
and
intonation.设计意图：关注代词指代。提醒学生根据上下文判断代词指代功能，更好地理解文章内容。Step
6：Grammar
Focus1.Show
a
sentence
in
t
( http: / / www.21cnjy.com )he
passive
voice.Ask
students
to
find
such
sentences
in
Section
A.2.Ask
students
( http: / / www.21cnjy.com )
to
watch
these
sentences
and
sample
sentences
in
Grammar
Focus
to
find
out
the
rules
of
passive
voice.3.Change
these
s
( http: / / www.21cnjy.com )entences
from
passive
voice
to
active
pare
the
two
voices.4.Help
students
to
fi
( http: / / www.21cnjy.com )nd
out
when
we
use
passive
voice
and
how
to
use
it
by
asking
questions.Step
7：Work
on
4a－4c1.Ask
students
to
c
( http: / / www.21cnjy.com )omplete
the
sentences
with
the
correct
forms
of
the
verbs
in
brackets
in
4a.2.Check
the
answers.3.Ask
students
to
( http: / / www.21cnjy.com )
change
the
third
and
the
fifth
sentences
into
active
voice，and
ask
students
to
tell
the
differences.4.Ask
students
t
( http: / / www.21cnjy.com )o
rewrite
the
sentences
in
4b
using
the
passive
voice.5.Check
the
answers.6.The
teacher
makes
( http: / / www.21cnjy.com )
an
example
using
a
pencil.Then
ask
students
to
talk
about
something
they
are
wearing
or
have
in
their
schoolbags.设计意图：练习被动语态的句式结构，并通过主动语态与被动语态的相互转换，让学生认识到两种语态的区别。
　　三、布置作业口头作业：Li
( http: / / www.21cnjy.com )sten
and
recite
the
passage
in
3a.书面作业：Write
some
sentences
about
five
of
your
own
things
using
the
structure
learned
in
this
class.
┃教学小结┃
【板书设计】
Unit
5　What
are
the
shirts
made
of
Section
A(3a－4c)
1.What
language
is
spoken
in
Germany
What
language
do
people
speak
in
Germany
2.The
classroom
is
cleaned
by
the
students
every
day.
The
students
clean
the
classroom
every
day.
Section
B(1a－1e)
【教学目标】
1.学生能够用正确的句式表达风筝的制作材料。
2.学生能够听懂并完成本课的听力任务。
3.学生能够运用目标句型和本节课信息进行恰当准确的语言的输出。
【教学重难点】
重点：听懂并完成本节课的听力任务。
难点：运用目标结构进行语言输出。
【课前准备】
多媒体课件、录音机。
┃教学过程设计┃
　　一、创设情境切入主题Step
1：Lead in1.Show
pictures
ab
( http: / / www.21cnjy.com )out
the
international
kite
festival
and
different
kites.2.Ask
students
to
think
about
what
kites
are
made
of.设计意图：展示有关风筝节的图片以及各种风筝，让学生思考风筝的制作材料。导入本节课的话题，进行听力前的语言准备。
　　二、展开过程，探究新知Step
2：Work
on
1a1.Ask
students
to
write
down
some
materials
used
in
making
kites.2.Ask
them
to
share
the
materials
by
using
passive
voice.3.Write
the
words
on
the
blackboard.Step
3：Work
on
1b1.Point
out
the
two
questions.2.Ask
students
to
guess
the
answers.3.Play
the
recording
and
ask
students
to
circle
the
correct
answers.4.Cheek
the
answers.设计意图：听力第一遍检测学生对于听力内容的整体理解，播放之前让学生预测答案，这可以激发学生的好奇心，加强听的动机，学生会听得更认真。Step
4：Work
on
1c1.Before
playing
th
( http: / / www.21cnjy.com )e
recording，ask
students
to
read
the
sentences
in
1c
by
themselves.2.Play
the
r
( http: / / www.21cnjy.com )ecording
again
and
ask
students
to
write
L
for
Laura
or
Z
for
Zheng
Yun.3.Check
the
answers.Step
5：Work
on
1d1.Ask
students
to
read
the
sentences
by
themselves.2.Play
the
record
( http: / / www.21cnjy.com )ing
and
ask
students
to
fill
in
the
blanks
with
what
they
hear.3.Check
the
( http: / / www.21cnjy.com )answers
and
ask
students
to
repeat
the
sentences
in
the
recording.设计意图：核对答案时，让学生复述听力中的原句，这可以让学生注意到一义多种表达法现象，即同一个意思可以有不同的表达方式。Step
6：Work
on
1e1.After
listening，write
some
key
words
on
the
blackboard.2.Ask
students
to
( http: / / www.21cnjy.com )
use
the
key
words
and
the
information
in
1b－1d
to
role play
a
conversation
between
Laura
and
Zheng
Yun.3.Have
some
pairs
show
their
conversations.设计意图：听后会话活动。对于基础薄弱的学生，教师可以提一些一般疑问句或者选择疑问句来降低对话的难度。
　　三、布置作业口头作业：L
( http: / / www.21cnjy.com )isten
to
the
recording
and
follow
the
intonation
and
pronunciation.书面作业：Write
a
short
passage
about
kites
and
the
Weifang
International
Kite
Festival.
┃教学小结┃
【板书设计】
Unit
5　What
are
the
shirts
made
of
Section
B(1a－1e)
paper
silk
nylon
wood
bamboo
Section
B(2a－2e)
【教学目标】
1.学生能够了解具有中国特色的传统艺术及其涵义。
2.学生能够掌握一定的阅读技巧，提高阅读能力。
3.学生能够掌握本节课的重点词汇和重要句型。
4.学生能够拓展知识，提升民族自豪感。
【教学重难点】
重点：理解并运用所学词汇和被动语态简单介绍传统艺术的制作材料、用途和象征意义等。
难点：掌握被动语态的用法和功能。
【课前准备】
多媒体课件
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead in1.Play
a
video
about
traditional
art
forms.2.Ask
questions
about
these
art
forms.3.Learn
some
new
words
and
expressions.设计意图：通过视频引入话题，谈论各种艺术品的制作材料和其蕴含的意义，在问答中引出部分生词，也为下一步教学活动做好铺垫。
　　二、开展过程，探究新知Step
( http: / / www.21cnjy.com )
2：PresentationAsk
students
to
r
( http: / / www.21cnjy.com )ead
the
passage
quickly，and
find
out
the
three
art
forms
mentioned
in
the
passage.设计意图：总体阅读文章，找出文中提到的三种传统艺术形式，了解文章的大意。Step
3：Read
strategy1.Point
to
th
( http: / / www.21cnjy.com )e
title.Ask
students
the
question：What
are
the
common
things 2.Ask
students
( http: / / www.21cnjy.com )to
read
the
first
paragraph
and
find
out
the
common
things.Step
4：Reading
for
information1.Read
Para.2
and
answer
some
questions2.Read
Para.3
and
answer
some
questions3.Read
Para.4
and
answer
some
questionsStep
5：Mind
map　　Ask
students
to
use
the
mind
map
to
retell
the
passage.设计意图：本单元的阅读策略为先总体介绍，后细
( http: / / www.21cnjy.com )节描写。通过本节课的阅读，产生出以上的思维导图，该导图体现了这种先总后分的关系。学生借助于这个思维导图，可以更好地理解文章结构，复述文章大意。Step
6：Work
on
2d－2e1.Ask
students
to
( http: / / www.21cnjy.com )complete
the
sentences
in
2d
without
looking
at
the
phrases
in
the
box.2.Then
ask
t
( http: / / www.21cnjy.com )hem
to
complete
the
sentences
using
the
correct
forms
of
the
phrases
in
the
box.3.Have
some
students
read
the
sentences
to
check
the
answers.4.Point
out
( http: / / www.21cnjy.com )the
two
questions
in
2e.Ask
students
to
work
in
groups
of
four
and
discuss
the
questions.5.Have
a
few
students
share
their
opinions.设计意图：2d活动旨在练习巩固文章中出现的重要短语。要求学生先不看所给的词组，根据阅读后的记忆来完成填空，这样可以锻炼学生的记忆和思维能力，也是对猜词能力的一种培养。2e活动是开放式的口语训练，是给学生表达自己思想和看法的机会。
　　三、布置作业口头作业：Listen
to
the
recording
and
recite
the
passage.书面作业：Complete
the
mind
maps
about
paper
cutting
and
Chinese
clay
art.
┃教学小结┃
【板书设计】
Unit
5　What
are
the
shirts
made
of
Section
B(2a－2e)
from
lively
celebration
ballon
complete
scissors
paper
cutting
fairy
heat
polish
Section
B(3a－Self
Check)
【教学目标】
1.学会运用本单元重点单词、短语以及目标语言。
2.熟练运用目标语言表达日常生活中的被动关系。
3.运用被动语态就某一话题进行书面表达。
【教学重难点】
重点：理解并运用所学词汇和被动语态准确表达生活中的被动关系。
难点：动词的过去分词的准确运用。
【课前准备】
搜集本地区特色产品的相关信息。
准备好录音机、制作多媒体课件及学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead in1.Show
some
picture
( http: / / www.21cnjy.com )s
about
special
things
in
our
city，for
example，green
tea，clay
art
and
so
on.2.Ask
students
to
think
of
some
other
special
things.Make
a
list.设计意图：通过展示本地区特色产品的一些图片，引导学生开阔思维，思考并罗列其他的一些特色产品，为下面的写作活动做好充分的铺垫。
　　二、展开过程，探究新知Step
2：Presentation1.Point
to
the
chart
( http: / / www.21cnjy.com )
in
3a.Ask
students
to
use
the
questions
in
the
chart
to
discuss
the
special
things.2.Each
student
will
choose
one
product
and
take
some
notes
about
it.设计意图：学生相互合作，谈论上述特产，
( http: / / www.21cnjy.com )并选定一种产品，进行相互问答，并做好笔记，为下面的写作活动做好准备。在此期间，教师可给予一定的语言帮助。Step
3：Work
on
3b1.Point
out
the
sentence
structures
in
the
box.2.Ask
students
to
use
( http: / / www.21cnjy.com )the
structures
and
the
notes
in
3a
to
write
their
own
passages.3.Ask
students
( http: / / www.21cnjy.com )to
work
in
pairs
to
check
their
partners’
writings
and
give
opinions.设计意图：通过浏览这些句式，进一步
( http: / / www.21cnjy.com )熟悉本单元的句式结构，并学会区分和辨析。这些句式结构中的介词较多，容易混淆，在此有必要让学生理解其不同的作用。Step
4：Self
Check
1－21.Pick
up
thin
( http: / / www.21cnjy.com )gs
like
pens
or
books.Ask
students
to
tell
what
they
are
made
of/from
and
where
they
were
made.2.Then
ask
them
to
lis
( http: / / www.21cnjy.com )t
some
more
things
they
use
every
day.Complete
the
chart.3.Ask
students
to
cho
( http: / / www.21cnjy.com )ose
five
things
from
the
chart.Use
the
information
in
Self
Check
1
to
write
full
sentences.Remind
students
to
use
the
right
tenses.Step
5：Self
Check
3Complete
the
exercises.
　　三、布置作业1.Memorize
the
words
and
structures
in
this
unit.2.Complete
the
exercises
in
the
workbook.
┃教学小结┃
【板书设计】
Unit
5　What
are
the
shirts
made
of
Section
B(3a－Self
Check)
1.People
make
cheese
with
milk.
2.The
school
invited
p
( http: / / www.21cnjy.com )arents
and
students
to
the
school
concert
last
night.
3.The
staffs
close
the
underground
parking
lot
at
midnight
every
day.
4.There
is
a
lot
of
research
on
how
people
learn
languages.
5.Somebody
showed
some
classic
films
at
that
cinema
last
week.