Unit 5 What are the shirts made of?
第一课时 Section A (1a-2d)
◇目标导航◇
类别
课时要点
重点单词
chopstick n.筷子
coin n.硬币
fork n.餐叉;叉子
blouse n.(女式)短上衣;衬衫
silver n.银;银器adj.银色的
glass n.玻璃
cotton n.棉;棉花
steel n.钢;钢铁
fair n.展览会;交易会
grass n.草;草地
leaf n.(pl.leaves)叶;叶子
produce v.生产;制造;出产
widely adv.广泛地;普遍地
process v.加工;处理n.过程
重点短语
be made of由……制成(能看出原材料)
be made from由……制成(看不出原材料)
be made in在……制造
be known/famous for以……闻名;为人知晓
as far as I know 据我所知
by hand手工
重点句型
1.Anxi and Hangzhou are widely known for their tea.安溪和杭州因茶叶而广为人知。
2.It seems that many people all over the world drink Chinese tea.似乎世界上很多人都喝中国的茶叶。
教学重点
1.让学生能用英语描述及询问物品的制作材料。
2.让学生能正确理解被动语态的用法及句子结构。
教学难点
让学生能理解被动语态的用法及句子结构。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 33-34上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.朗读1a-2c的单词、句子和对话,试着译成中文。
3.和搭档分角色朗读2d中的对话。
二、预习检测
英汉互译
1.be made of 由……制成 ?
2.在……(某地)制造 be made in ?
3.be known for 以……闻名/为人知晓 ?
4.手工 by hand ?
5.all over the world 全世界 ?
6.对……有益 be good for ?
7.no matter 不论,无论 ?
8.be good at 擅长 ?
课堂教学
Step 1 Leading in
1.Greet the students.
2.Show some pictures of the things you bought yesterday,and ask two questions to lead in the topic:How are they like? What do you want to know more about them?
3.Ask the students to talk about the materials.
T:Look at the red dress.It is made of cotton.Look at the T-shirts.It is made of silk...
4.Use some things and pictures to let students be familiar with the new words.
T:What are the chopsticks made of?
S:They are made of wood.
T:What is the coin/ring/blouse/window...made of?
S:It is made of silver/gold/cotton/glass...
Step 2 Work on 1a
1.Ask the students to read the “Things” and “Materials” in 1a and know the meanings of the words.
2.Ask the students to match the “Things” with the “Materials”.More than one answer is possible.
3.Ask the students to read the sentences in the picture.
4.Explain the sentences.
Step 3 Work on 1b
1.Read the instruction in 1b.
2.Play the recording for the first time without pause.
3.Play the recording for a second time and pause at the important points of information.
4.Check the answers with the whole class.
Step 4 Work on 1c
1.Let the students make conversations using the information in 1b.
For example:
A:The shirts look nice.Are they made of cotton?
B:Yes,and they were made in America.
2.Ask some pairs to act out the conversations in front of the class.
Step 5 Work on 2a-2b
1.Play the recording.Let the students listen and check the main topic of Nick and Marcus’ conversation in 2a.
2.Check the answers with the class.
3.Play the recording again.Let the students write short answers to the questions in 2b.
4.Let the students listen and read loudly following the recording.
Step 6 Work on 2c
1.Let the students make their own conversations with their partners using the information in 2a and 2b.
2.Check and call on different pairs to act out their conversations to the class.
Step 7 Work on 2d
1.Ask the students to read the conversation in 2d and answer the following questions.
(1)Where is tea produced in China?
It is produced in many different areas.?
(2)How is it grown?
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.?
(3)What happens next?
The tea is packed and sent to many different countries and places around China.?
2.Ask the students to role-play the conversation in 2d with their partners.
3.Ask one pair to act out the conversation in front of the class.
板书设计
1.be made of与be made from都有“由……制成的”之意。be made of 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);be made from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)。
2.produce作动词,意为“生产,制造,出产”。英语中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。
(1)produce指农作物产量化地“出产”,或自然地“生长出,长出,结出(果实)”。
(2)grow表示“种植,使生长”,着重指种植以后的栽培、生长过程。
(3)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。
3.be known for意为“以……闻名;为人知晓”,相当于be famous for。known的其他搭配:be known as意为“作为……而出名”;be known to意为“为……所熟知”。
◇教学反思◇
本课时的主要任务是让学生熟练掌握be made of,be made from,be made in 的用法和区别,了解一般现在时的被动语态的结构和用法,归纳和掌握make 构成的短语。
本课时主要围绕“产品制造”这个话题展开,以“What are the shirts made of?”为主线,展开一系列的任务活动,让学生学会基本句型的应用。教材内容从基本语言到综合知识的运用,层层递进,以一种循序渐进的生活化的学习程序,引导学生在活动中有目的地学习语言。
初中学生的形象思维能力强,但抽象思维能力较弱。初三学生学习压力大,学习时间长,每天学到的知识点多,为提高课堂效率,本课时采取了灵活多样的教学方法,因此本课时以话题、实物、多媒体课件的形式激发了学生的兴趣,提高了他们的注意力。
第三课时 Section B (1a-1e)
◇目标导航◇
类别
课时要点
重点单词
international adj.国际的
重点短语
find out发现
different kinds of不同种类的
重点句型
1.The international kite festival is held in April every year.国际风筝节在每年的4月举行。
2.Some of the kites Zheng Yun saw were made of silk or paper.Some were painted with colorful drawings.郑云看到一些风筝是由丝绸或纸制成的,一些上面绘有多彩的图案。
教学重点
让学生听懂并完成本课时的听力任务。
教学难点
让学生运用目标结构进行语言输出。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 37上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.浏览1c和1d的句子,预测听力所涉及的话题和内容。
3.大声朗读1e的对话,并与搭档交流。
二、预习检测
Ⅰ.英汉互译
1.许多不同种类的风筝 many different kinds of kites ?
2.fly a kite 放风筝 ?
3.去度假 go on vacation ?
4.an international kite festival 一个国际风筝节 ?
5.怎样制作风筝 how to make a kite ?
Ⅱ.根据汉语意思完成句子,每空一词
1.山东沾化以冬枣而闻名。
Zhanhua,Shandong is famous for winter Chinese dates.?
2.不管你去哪里,你都必须要告诉你的妈妈。
No matter where you go,you must tell your mother.?
3.他们想学习放风筝。
They want to learn to fly kites.?
4.她正在试图找出更多关于这个节日的信息。
She is trying to find out more about this festival.?
5.在公园里放风筝是如此有趣。
Flying kites in the park is so interesting.?
课堂教学
Step 1 Leading in
1.Daily greeting.
2.Show some pictures of different kites and ask the students what kinds of materials can be made for the kites.Ask the students to think of anything a kite may look like.Let the students discuss about it.
3.Help the students review and learn new words.
Step 2 Work on 1a
1.Ask the students to write down some materials used for making kites,use the results of discussion in leading in.
2.Share the answers together.
Step 3 Work on 1b-1d
1.Play the recording and ask the students to listen to the conversation between Laura and Zheng Yun and circle the correct answers in 1b.
2.Let the students read the sentences in 1c first.Play the recording again and ask the students to listen and write L for Laura or Z for Zheng Yun in 1c.
3.Play the recording for a third time and ask the students to fill in the blanks with what they hear in 1d.
4.Check the answers with the class.
Step 4 Work on 1e
1.Ask the students to read the sample in 1e and give a model with more information.
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.
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.
A:I think I want to learn to fly a kite,too.
2.Write some key words on the board to help.Ask the students to work in pairs and make their own conversations.
3.Ask several pairs to act out their conversations in front of the class.
◇教学反思◇
本课时主要谈论“风筝”这一话题。通过听前准备,进一步巩固本单元所学的被动语态和有关制造原材料的词汇。
对于“风筝”这一话题,学生非常熟悉。学生对于潍坊国际风筝节也有所了解,老师可以很自然地引导学生利用所学句型谈论风筝的制作材料以及其他相关信息,为听力做准备。听前做好充分的铺垫,有助于学生听力活动的顺利进行,也有利于听后的语言输出。
对于不同层次的学生,在语言输出环节进行分层教学,基础薄弱的学生通过搭档或老师提问的方式来进行对话练习。
第二课时 Section A (3a-4c)
◇目标导航◇
类别
课时要点
重点单词
product n.产品;制品
local adj.当地的;本地的
avoid v.避免;回避
handbag n.小手提包
mobile adj.可移动的;非固定的
everyday adj.每天的;日常的
boss n.老板;上司
surface n.表面;表层
material n.材料;原料
traffic n.交通;路上行驶的车辆
postman n.邮递员
cap n.(尤指有帽舌的)帽子
glove n.(分手指的)手套
重点短语
no matter不论;无论
重点句型
1.No matter what you may buy,you might think those products were made in those countries.无论你买什么,你或许都会认为那些产品产自那些国家。
重点句型
2.He found it interesting that so many products in the local shops were made in China.他发现有趣的是,当地商店里的很多产品都是中国制造的。
3.But I had to visit five or six stores before finding a pair made in America.但是,在找到一双美国制造的(篮球鞋)之前,我不得不走访五六家商店。
4.He realized that Americans can hardly avoid buying products made in China.他意识到美国人几乎不可避免会购买到中国制造的产品。
教学重点
1.让学生掌握本课时的重点单词和短语,达到熟练运用的目标。
2.让学生学会询问物品的制作材料、生产地点、制作过程等句型。
3.让学生熟练掌握被动语态的用法。
教学难点
1.让学生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.让学生掌握被动语态的用法。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 35-36上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.朗读3a的文章,找出重点句子。
3.大声朗读并翻译Grammar Focus中的句子,画出重点短语和句型。
二、预习检测
Ⅰ.根据句意及汉语提示完成单词
1.The surface (表面) of the stone is rough.?
2.Five postmen (邮递员) are very kind in the company.?
3.I give my mother a pair of gloves (手套).?
4.The material (原料) of the product is unknown.?
5.He gave me a cap (帽子) to protect me from the sunshine.?
Ⅱ.根据句意用所给词的适当形式填空
1.He is not allowed (allow) to go home.?
2.The flowers need watering/to be watered/water (water).?
3.There are many traffic accidents (accident) on the road.?
4.What’s your pen made (make) of??
5.What language is spoken (speak) in France??
课堂教学
Step 1 Leading in
1.Greet the class and check the homework.
2.Brainstorming:
Quickly ask the students some questions about some famous things in their hometown.
Step 2 Work on 3a-3c
1.Write the topic on the blackboard.
2.Help the students to understand the demand in 3a and let the students read the two questions.
3.Encourage the students to answer the two questions when they find the answers in the text.
4.Ask the students to read the five questions in 3b and then read the passage carefully to find the answers to the five questions.
5.Get the students to say out the answers when they find them.And ask the students to read aloud the article again.
6.Ask the students to write what the words in bold refer to in 3c.
7.Check the answers with the students.
Step 3 Work on Grammar Focus
1.Ask the students to find out the sentences in the passive voice in Section A.
2.Ask the students to read aloud the sentences in the Grammar Focus and find how they are composed.
3.Ask the students to learn and try summarizing the structure by themselves.
4.Remind them to compare the passive voice with the active voice.
5.Explain the passive voice to the students,and encourage the students to make sentences using the passive voice.
Step 4 Work on 4a-4b
1.Ask the students to read the sentences in 4a and try to fill in the blanks with the correct forms of the verbs in brackets.
2.Check the answers with the class.
3.Let the students read the sentences in 4b,and then rewrite them using the passive voice.
4.Check the answers with the class.
Step 5 Work on 4c
1.Ask five students about something they are wearing or have in their schoolbags.Tell the students the list of words below may help.
2.Let the students work in pairs and discuss the things they have with their partners,ask what and where are their things made of.
3.Ask several pairs to act out the conversations in front of the class.
板书设计
1.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。
2.avoid作动词,意为“避免,回避”。
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。
3.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。every day是副词短语,意为“每天”,用作时间状语。
◇教学反思◇
本课时进一步巩固学习了Section A 部分所学的单词和短语。在阅读短文时,大部分学生都能按要求找到相应的信息。通过阅读提高了学生的阅读能力,也让学生了解“中国制造”已在世界各国广泛存在,并被世界各地的人们所认可。让学生了解到中国现在的发展状况,认识到我们伟大的祖国正在快速崛起,从以前依赖进口国外工业产品,到现在中国制造受到全世界人民的热烈欢迎。
同时,教学中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了归纳总结和探究学习,引导学生掌握被动语态的用法,并通过不同方式的练习,让学生熟练掌握被动语态。在情感态度方面,让学生了解一些日常用品的制成材料,增加了学生的生活常识。
第五课时 Section B (3a-Self Check)
◇目标导航◇
类别
课时要点
重点句型
There is a lot of research on how languages are learned.有很多关于怎样学习语言的研究。
教学重点
1.让学生能运用本单元所学的语法及语言材料,用英语介绍自己熟悉的物品的制作材料及制作过程。
2.让学生掌握本单元所学被动语态这一语法知识点,并能运用这一知识进行造句。
3.让学生能够总结本单元所学的物质材料及一些艺术品的简单制作过程。
教学难点
1.让学生掌握被动语态的用法。
2.让学生运用所学知识完成写作任务。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 39上3a的内容。
2.预习并试做Self Check。
二、预习检测
Ⅰ.根据句意用所给词的适当形式填空
1.This kind of bike is sold (sell) in the shop.?
2.The students are asked (ask) to be on time every day.?
3.I don’t know how the fork is used (use).?
4.The cars are used for driving (drive).?
5.A lot of tea is grown (grow) in the southeast of China.?
Ⅱ.根据句意用适当的介词填空
1.Yantai is famous for apples.?
2.The man is well-known as a writer.?
3.Who was the paper cutting cut by ??
4.The clothes were made in Hong Kong.?
5.Is cheese made from milk??
课堂教学
Step 1 Leading in
1.Greet the class.
2.Discuss some cities or other places and the things they are famous for,using the language we have learned in this unit.
3.Read aloud the article in 2b and review new words and phrases.
Step 2 Work on 3a-3b
1.Read the instruction in 3a.
2.Let the students work in groups and discuss the questions in the chart.Then ask the students to take notes when discussing and fill in the chart.
3.Show the expressions in 3b on the blackboard.
4.Ask the students to write a paragraph about the product and use the information in 3a.
5.Ask the students to exchange their writing work with their partners and correct them.
6.Choose several students to present their writing in front of the class.
Step 3 Work on Self Check
1.Finish Self Check 1.
(1)Do oral practice first.
(2)Ask the students to fill in the box and list the things on their own.
2.Finish Self Check 2.
(1)Ask the students to write their sentences.
(2)Ask the students to read their complete sentences to their partners.
(3)Ask several students to share their sentences.
3.Finish Self Check 3.
(1)Read the instruction and understand how to work.Review how to make sentences in the passive voice.
(2)Ask the students to complete the sentences using correct forms of the given words in brackets.
(3)Check the answers and get the students to read the full sentences.
(4)Review the grammar and discuss the usage and differences between active voice and passive voice.
◇教学反思◇
本课时以练和写为主。在Self Check中,第一题练习了单词,第二题练习了学生的造句能力,第三题练习了被动语态的结构,因此本课时的练习比较全面,既练习了单词和句子,也练习了语法知识。
写作是本课时的教学重点,本课时的大部分时间都用在了写作上,因此对提高学生的书面表达能力很有好处。学生可以选出一篇优秀的范文进行背诵。
第四课时 Section B (2a-2e)
◇目标导航◇
类别
课时要点
重点单词
its pron.它的
form n.形式;类型
balloon n.气球
scissors n.(pl.)剪刀
lively adj.生气勃勃的;(色彩)鲜艳的
heat n.热;高温v.加热;变热
complete v.完成
重点短语
such as 例如
turn...into...把……变成……
send out 发送;发出
be covered with 覆盖着……
rise into 升入……
put...on...把……放到……上面;穿上
重点句型
1.They are made of bamboo and covered with paper.它们由竹子制成,并且覆盖着纸。
2.It takes several weeks to complete everything.完成所有工作需要花费几周时间。
教学重点
1.让学生掌握本课时出现的重点单词、短语及句型。
2.通过阅读短文,获得相关信息,提高学生的综合阅读能力。
教学难点
让学生在具体语境中运用所学知识。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 38上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.朗读2b的文章,努力读懂文章意思。
3.跟着录音朗读文章,注意语音语调。
二、预习检测
单项填空
(B)1.The tailor is famous making good suits.?
A.as B.for
C.in D.of
(A)2.We should avoid this street at rush hour.?
A.crossing B.cross
C.to cross D.crossed
(C)3.These grapes are made wine.?
A.from B.of
C.into D.by
(C)4.It him half a year to make the large model plane.?
A.spent B.paid
C.took D.cost
(B)5.It snowed heavily last night and the ground is snow now.?
A.filled with B.covered with
C.used for D.asked for
课堂教学
Step 1 Leading in
1.Greet the class.
2.Show some pictures of the paper cutting on the screen.Tell the students they are Chinese paper cuttings.It’s one of the Chinese traditional arts.
3.Ask some students to say what they know about the folk or traditional art.
4.Play a video about traditional art forms.
Step 2 Work on 2a-2b
1.Ask a pair of students to share their discussion about folk or traditional art.
2.Ask the students how do they know about paper cutting.
3.Look at the title and the three photos in 2b and ask the students to predict what the passage will talk about.
4.Ask the students to read the passage quickly and try to complete the chart below in 2b.
5.Ask some students to share their opinions.
Step 3 Work on 2c-2d
1.Ask the students to read the passage again carefully and answer the questions in 2c.
2.Ask six students to answer the questions.One for each.
3.Check the answers with the students.
4.Explain the important sentences and words in the passage.
5.Play the recording of the passage and ask the students to read aloud following the recording.Pay attention to their pronunciation and tone.
6.Ask the students to complete the sentences in 2d,using the correct forms of phrases in the box.
7.Ask one student to share his/her answers.
8.Check the answers with the students.
Step 4 Work on 2e
1.Divide the students into several groups,and ask them to discuss the questions in 2e.
2.Ask the students to choose one on behalf of the group to share their opinions.
板书设计
1.such as和for example都有“例如”的意思,但是它们的用法有所不同。
(1)such as常用来列举同类人或事物中的多个例子。
(2)for example一般只以同类人或事物中的“一个”为例。
2.turn...into...表示“把……变成……,使……变成……”,而turn into表示“转变,变成”。
3.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。
◇教学反思◇
本课时通过学习课文让学生了解了中国传统的孔明灯、剪纸艺术和陶瓷艺术的制作,很好地将课文与被动语态结合起来。
通过本课时的学习,学生熟练掌握了一些重点词汇、短语和句型。在情感教育方面,帮助学生了解了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,培养了学生的民族自豪感及爱国主义精神。在今后的教学过程中,要多注重学生能力和价值观的培养,拓展学生的视野,让学生全面发展,不能一味只学习课本上的知识。
