Unit 5 What are the shirts made of 全单元表格教案共5课时

Unit
5
What
are
the
shirts
made
of?
单元知识梳理
—This
ring
looks
nice.
Is
it
made
of
silver?
—Yes,
and
it
was
made
in
Thailand.
What
is
it
made
of/from?
China
is
famous
for
tea,
right?
Where
is
tea
produced
in
China?
第一课时
课型：听说课
授课时间：
年
月
日
一、学习内容：Section
A
1a-2d
二、学习目标
1．知识与技能：
1）能听说读写重点词汇chopsticks,
coin,
fork,
blouse,
silver,
glass,
cotton,
steel,
grass,
leaf,
produce,
widely,
be
known
for,
process,
pack
等重点词汇。
2）能够用重点句型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结构。
—This
ring
looks
nice.
Is
it
made
of
silver?
—Yes,
and
it
was
made
in
Thailand.
What
is
it
made
of/from?
2.
过程与方法：通过情景创设，体验学习，以听说训练，对话练习等方式描述及询问物品的制作材料。
3.
情感态度价值观：通过本节课的学习，鼓励学生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。
三、学习重点：用重点句型描述及询问物品的制作材料。
四、学习难点：正确理解被动语态的用法及句子结构。
五、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习内容
教师活动
学生活动
预设效果
设计意图
复习导入
师生问好
Greetings.
Greetings.
学生能与老师交流。
亲近学生
师问生答
1.
Play
a
video
named
The
process
of
making
paper.
2.
Who
invented
paper
first?3.
What
was
paper
made
of
then?
4.
Was
it
easy
for
people
to
make
paper
then?
5.What
is
paper
made
of
now?
1.
Watch
the
video.Cai
Lun
invented
it
in
Han
dynasty.
It
was
mainly
made
of
bamboo.No,
it
was
very
difficult.5.It’s
mainly
made
of
wood,
bamboo,
and
cotton.…
通过与学生用重点句型问答互动，让学生模仿表达。
用紧扣本课时重点学习内容的话题导入，通过师生的对话，在轻松的氛围自然进入新课。
呈现新知
学生词完成1a核对答案
Work
on
1a:1.Let
Ss
read
the
things
and
materials
in
1a.
What
are
these
things
usually
made
of?
Try
to
learn
the
new
words
using
“be
made
of”
structure.
e.g.
This
pair
of
chopsticks
are
made
of
bamboo.
1.Discuss
with
their
partners
and
match
them
with
the
materials.
More
than
one
answer
is
possible.A:
This
coin
is
made
of
silver.Is
this
blouse
made
of
cotton?
B:No,
it
isn’t.
It’s
made
of
silk.What’s
the
fork
made
of?
A:
It’s
made
of
steel.
几乎所有的学生可以对重点词汇句型理解透彻，组内的优等生教读、教说。
把重点短语融入重点句型中学习，词不离句，感知理解重点句型。为后面的听说训练作铺垫.
听说训练
1b师播放听力生听核对答案
Work
on
1b:
Give
the
listening
instructions.2.
Play
the
tape.3.
Check
the
answers
with
the
students.
1.
Listen.Listen
and
match
the
products
with
what
they
are
made
of
and
where
they
were
made.
3.Check
the
answers
with
the
whole
class.
用边听边按暂停键的方法,学生都能听懂。
以听说为主的方式输入重点句型，在情景中练习理解重点，为输出做准备。同时，学生在感知、理解、运用的基础上，突破难点。
播放听力生标核对答案
Work
on
2a:
1.Let’s
listen
to
another
conversation
between
Nick
and
Marcus.
2.Play
the
tape.3.
Check
the
answers.
1.
Listen.2.
Listen
and
check
(
√
)
the
main
topic
of
Nick
and
Marcus’
conversation.
3.
Check
the
answers.
大多数学生能回答出来。
播放听力生搭配
Work
on
2b1.Listen
again.
Let
Ss
read
the
sentences
below.
Explain
some
main
sentences
for
the
Ss.
Make
sure
they
know
what
to
do.
2.
Play
the
recording.
(If
necessary,
using
the
pause
button.)
3.
Check
the
answers.
1.Read
the
questions
in
2b.
Make
sure
they
understand
the
meaning
of
each
question.2.
Answer
the
questions.3.
Check
the
answers.
进行听力指导：抓关键词，让学生多关注重点词汇。
对话练习
师示范生练习生展示师生评价
Work
on
2c:
1.Let
Ss
make
their
own
conversations.A:
What
did
you
see
at
the
art
and
science
fair?B:
I
saw
a
model
plane.
A:
What
is
it
made
of?B:
It’s
made
of
steel,
glass,
and
plastic.
2.
Have
ss
act
out
in
pairs.
1.Make
a
conversation
using
the
information
in
2a
and
2b.
2.
Act
out
in
pairs.
多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。
将1c和2c内容融合，在对话中运用、输出重难点知识，语言知识运用到实际交流中。
口语运用
角色扮演巩固运用
Work
on
2d:
1.Give
some
exercises，have
ss
finish
the
exercises
and
then
check
the
answers
together.2.
Explain
some
new
words
and
main
points
in
the
conversation.
1.Read
the
conversation
and
complete
the
blanks.1)
Chinese
_____________
tea
both
in
the
past
and
now.
2)
_________
I
know,
tea
plants
_________
on
the
sides
of
mountains.
3)
When
the
leaves
are
ready,
they
_______
by
hand
and
then
_______
for
processing.
2.Learn
some
key
expressions.
学生有点困难，但会尽力克服。
分角色朗读对话体会重点句型在日常交际中的运用，通过完成文章，理解重难点句型功能意义。
总结归纳
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
记忆重点单词和句型。
板书设计
词汇chopsticks,
coin,
fork,
blouse,
silver,
glass,
cotton,
steel,
grass,
leaf,
produce,
widely,
be
known
for,
process,
pack
等重点词汇。句型—This
ring
looks
nice.
Is
it
made
of
silver?
—Yes,
and
it
was
made
in
Thailand.
What
is
it
made
of/from?
课后反思：
第二课时
课型：阅读课
授课时间：
年
月
日
一、学习内容：Section
A
3a-3c
二、学习目标
1．知识与技能：
1）能听说读写重点词汇France,
local,
brand,
avoid,
no
matter,product,
handbag,mobile,
everyday
等重点词汇。
2）阅读短文，能按要求找到相应的信息。
3）通过阅读提高学生们的阅读能力。
2.
过程与方法：通过阅读短文，按要求找到相应的信息。
3.
情感态度价值观：通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。
三、
学习重点：
1)
掌握本部分出现的生词和词组，达到熟练运用的目标。
2)
阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
四、学习难点：
1)
阅读短文，获得相关的信息的能力。
2)
理解并运用所学的词汇及表达方式。
五、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
七、学习过程：
学习内容
教师活动
学生活动
预设效果
设计意图
复习导入
师生问好
师生问好。?
认真倾听,并做相应互动。
生能听懂语速适中
亲近学生
师导入语生模仿回答
1.
Who
invented
paper
first?2.
What
was
paper
made
of
then?
3.
Was
it
easy
for
people
to
make
paper
then?
4.What
is
paper
made
of
now?
1.
Cai
Lun
invented
it
in
Han
dynasty.
2.
It
was
mainly
made
of
bamboo.3.
No,
it
was
very
difficult.4.
It’s
mainly
made
of
wood,
bamboo,
and
cotton.…
学生模仿教师谈论学习方法。
用重点学习内容导入，自然进入新课。
阅读训练
完成习题核对答案
Work
on
3a:1.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.
2.
Check?the?answers.
1.First,
read
quickly
and
find
the
answers
to
these
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?
2.
Check?the?answers.
大部分的学生可以对文章理解透彻，部分人可能会对重点词汇读不懂。加强小组、同桌之间合作。
训练学生捕捉信息，形成自己的判断，在指导合作下形成自己的答案，培训学生自主合作的阅读学习技能。
生练习生展示
Work
on
3b:
1.Read
the
passage
again.
Do
a
task.1)Where
did
Kang
Jian
go
to
visit
his
aunt
and
uncle?2)What
did
he
discover
in
the
toy
store?3)Why
did
he
have
to
visit
many
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?2.
Organize
the
Ss
to
give
the
answers.
1.Find
the
answers
to
these
questions:2.Check
the
answers.
教读难点词汇。借助板书指导。
以阅读为主的方式输入重点并辅以笔头练习，为输出做准备。同时，突破难点。
巩固运用
师指导生练习展示
Work
on
3b:1.Give
some
exercises.2.
Check
the
answers.
1.Finish
the
exercises.1)
One
who
goes
to
______
(French)
never
fails
to
visit
Paris.2)
How
soon
would
you
like
to
have
these
___________
(product)
done?
3)
In
the
crowd,
Sam
looked
aside
to
avoid
_________
(see)
Jane
and
Mary.4)
Is
this
kind
of
bicycle______
(make)
in
Shanghai?
5)
The
______
(locally)
government
listed
him
as
an
elderly
person
of
no
home.
2.
Check
the
answers.
进行练习指导：让学生多关注语言支架。
在练习中运用、输出重难点知识，检测重点单词句型的使用情况。
总结归纳
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
1.
Read
the
passage
several
times
after
school.2.
Make
sentences
with
“avoid,
no
matter,”
板书设计
词汇France,
local,
brand,
avoid,
no
matter,product,
handbag,mobile,
everyday
课后反思
第三课时
课型：语法课
授课时间：
年
月
日
一、学习内容：Section
A
4a
-
4c
二、学习目标
1．知识与技能：
1）能听说读写boss,
Germany,
surface,
material,
traffic,
postman,
cap,
glove等重点词汇。
2）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探究学习。
3)
掌握被动语态的用法，并通过不同方式的练习，来熟练掌握被动语态。
2.
过程与方法：通过习题训练，对话练习等方式熟练掌握被动语态。
3.
情感态度价值观：通过本节课的学习，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。
三、学习重点：
被动语态的用法。
四、学习难点：
被动语态的用法。
五、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习内容
教师活动
学生活动
预设措施
设计意图
导入学习重点语法
师生问好
师生问好。?
认真倾听,并做相应互动。
学生能与老师交流。
亲近学生
学习一般现在时态被动语态
一、被动语态
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。e.g.
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）二、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。
?肯定式否定式疑问式一般现在时I
am
asked
…He/She
is
asked
…We/You/They
are
asked…I
am
not
asked…He/She
is
not
asked…We/You/They
are
not
asked
…Am
I
asked
…?Is
he/she
asked
…?Are
we/you/they
asked
…?
学生基本上都能听懂，有点生硬，还需继续巩固运用。
从紧扣本课时重点语法学习内容进入新课，学习突破重难点。
呈现新知
巩固运用重点句型
Grammar
Focus.
1.
学生阅读Grammar
Focus中的句子，然后做填空练习。2.
学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
学生们根据记忆，看大屏幕来完成填空练习。2.
检查答案，强化记忆。
几乎所有的学生可以积极完成。
在完成习题的过程中巩固运用重点语法，拓展句型内容。
完成习题
师指导生练习展示
Work
on
4a:
1.Give
the
instructions.2.Check
the
answers.
1．Fill
in
the
blanks
with
the
correct
forms
of
the
verbs
in
brackets.
2.Check
the
answers.
绝大多数学生都会积极完成。
以练习为主的方式输入重点句型，练习理解重点，为输出做准备。同时，突破难点。
理解练习核对答案
Work
on
4b:
1.Give
the
instructions.2.Check
the
answers.
1.
Rewrite
the
sentences
using
the
passive
voice.2.Check
the
answers.
巡视指导
巩固运用
师出示语言支架生练习生展示师生评价
Work
on
4c:
1.Make
Ss
read
the
instruction.
Make
a
survey
like
the
sample.
Interview
five
classmates
about
something
they
are
wearing
or
have
in
their
schoolbags.
The
list
of
words
below
may
help
you.Sample:A:
What’s
your
pencil
made
of?
B:
It’s
made
of
wood.A:
Where
was
it
made?
B:
It
was
made
in
Shang
Hai.2.Give
a
report
about
the
survey
information.
1.Interview
the
partners
each
other
like
the
sample.
According
to
the
survey,
take
notes
to
give
a
report.2.Report:
The
pencil
was
made
of
wood.
It
was
made
in
Shang
Hai.
...
was
made
of
...
It
was
made
in
...
多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。
在练习中运用、输出重难点知识，为本单元后续练习奠定基础。
总结归纳
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
将你最喜欢的某种物品的材质和产地写成一个小报告，向你的同学们汇报一下。
板书设计
A:
What’s
your
pencil
made
of?
B:
It’s
made
of
wood.A:
Where
was
it
made?
B:
It
was
made
in
Shang
Hai.
课后反思
第四课时
课型：综合课
授课时间：
年
月
日
一、学习内容：Section
B
1a-2e
二、学习目标
1．知识与技能：
1）能听说读写international,
competitor,
its,
form,
clay,
balloon,
scissors,
lively,
fairy,
heat,
polish,
complete
等重点词汇。
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.
2.
过程与方法：通过情景创设，体验学习，以听说训练，对话练习,
阅读训练等方式提升学生综合能力。
3.
情感态度价值观：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。
三、
学习重点：能正确使用被动语态谈论物品材料和产地。
四、学习难点：阅读短文，根据阅读任务，提取有用信息。
五、教法：情景教学法、多媒体辅助教学、阅读训练、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习内容
教师活动
学生活动
预设效果
设计意图
复习导入
师生问好
师生问好。?
认真倾听,并做相应互动。
学生能与老师交流。
亲近学生
师导入生听理解模仿说
Lead
in
T:
Do
you
know
how
to
fly
a
kite?
S:Yes.
/
No.
学生能与老师用旧知交流。
用紧扣本课时重点的话题导入，自然进入新课。
呈现新知
教授学习生词
Work
on
1a1.
What
are
kites
made
of?
Let
Ss
discuss
about
it.
Then
write
down
their
answers.
2.
Check
the
answers
together.
1.Write
down
some
materials
used
in
making
kites.2.
Check
the
answers
together.
bamboo,
steel,
paper,
clothes,
cord,
knife,
scissors
and
so
on.
组内的优等生教说。
承接上一环节，为后面的听说训练作铺垫。
听说训练
师要求师指导生展示评价
Work
on
1b1.Tell
Ss
to
listen
to
a
conversation
between
Laura
and
Zheng
Yun
and
circle
the
correct
answers.
2.
Play
the
recording
for
the
Ss.
3.
Check
the
answers.Work
on
1c:1.
Let
Ss
read
the
sentences
in
1c
first.2.
Play
the
tape.Check
the
answers
with
the
students.Work
on
1d:
1.Give
the
listening
instructions.2.Play
the
tape.Check
the
answers.
Work
on
1e:1.Read
the
instructions
and
the
conversation
to
the
class,
and
then
ask
students
to
make
similar
conversations.2.
Act
out
in
pairs.
1.Listen.2.Just
listen
and
circle
the
correct
answers.3.Check
the
answers.1.
Read
the
sentences
in
1c
first.2.Listen
and
write
L
for
Laura
or
Z
for
Zheng
Yun.3.
Check
the
answers.
1.
Listen.2.Listen
again
and
fill
in
the
blanks
with
what
you
hear.
3.
Check
the
answers.
1.
Make
similar
conversations.A:
Where
did
you
go
on
vacation?B:
I
went
to
an
international
kite
festival.
A:
That
sounds
interesting.
What
did
you
see
there?
...2.
Act
out
in
pairs.
学生有点困难，但能尽力完成。
以听说训练方式训练学生从听力材料中提取有效信息的能力。同时，学生在练习、巩固、运用的基础上，突破难点。
阅读训练
师出示要求生完成任务核对答案交流答案
Work
on
2a:
1.T:
Do
you
know
folk
or
traditional
arts?
2.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.
Work
on
2b1.
Give
the
instructions
to
ss
of
2b.2.Have
ss
show
each
other.Careful
ReadingWork
on
2cCareful
Reading
1.
Now
let’s
read
the
passage
again
and
answers
the
questions.
2.
Check
the
answers
with
the
class.
Work
on
2d
1.
Let
one
student
read
the
phrases
in
the
box
and
translate
them
into
Chinese.2.Check
the
answers
with
the
Ss.
Yes./No.2.Discuss
with
partners.Say
what
they
know
about
the
folk
or
traditional
arts.1.
Read
the
passage
and
complete
the
chart
below.
Traditional
art
form
Materials
usedShow
in
class.1.Read
the
passage
and
answer
the
questions.2.Check
the
answers.1.Read
the
sentences
and
complete
the
sentences
using
the
correct
forms
of
the
phrases
in
the
box.2.Check
the
answers.send
out;
rise
into;
turns,
into;
put
on;
such
as;
covered
with
涉及到的词汇量较大，有点难度，多加强合作。
通过完成阅读任务，训练学生理解文章流畅性、使用目标语言、推测词义等多种阅读技能。
巩固运用
师示范生练习展示师生评价
Work
on
2e1.First
read
the
questions
below.
Try
to
discuss
the
questions
in
your
group.
2.
Let
some
Ss
read
their
answers.
1.Which
art
form
do
you
think
is
the
easiest?
Which
is
the
most
difficult？Why？Which
art
form
would
you
like
to
learn?
Why?2.Ss
read
their
answers.
多数学生都会积极参与其中。教师巡视指导。学生互教。
在对话中运用、输出目标语言，为本单元后续写作训练奠定基础。
作业
Read
the
passage
again
after
school.
板书设计
单词：international,
competitor,
its,
form,
clay,
balloon,
scissors,
lively,
fairy,
heat,
polish,
complete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.
课后反思
第五课时
课型：综合写作课
授课时间：
年
月
日
一、学习内容：Section
B
3a-Self
Check2
二、学习目标
1．知识与技能：
1)
复习被动语态的不同用法。
2)
能够用英语描述一些常用生活用品的制作材料；描述一些熟悉物品的制作过程。
2.
过程与方法：通过情景创设，体验学习，以写作训练，习题训练等方式让学生能用就本单元所学习的语法知识及语言材料，就自己所熟悉的话题写一篇小作文。
3.
情感态度价值观：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。
三、
学习重点：
1)
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件材料及过程。
2）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）能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。
四、学习难点：阅读短文，完成写作。
五、教法：情景教学法、多媒体辅助教学、写作训练、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
七、学习过程：
学习内容
教师活动
学生活动
预设效果
设计意图
复习导入
师生问好
师生问好。?
认真倾听,并做相应互动。
学生能与老师交流。
亲近学生
师导生听模仿
Do
you
know
some
special
things
in
our
country?
Pandas/Great
Wall/...
交流，加深理解。
巩固重点词汇、短语。
写作训练
师指导生练习展示
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
in
the
chart
and
give
a
report.
教师引导完成。
由对话到句型到篇章，层层递进，最终达到写作层面。以写作训练方式训练学生由简到难，逐步进入文本写作训练，从局部到整体，层层推进。同时，学生在练习、巩固、写作的基础上，突破重难点。
师指导生配对核对答案
Writing
Work
on
3b:
Write
a
paragraph
about
the
product.
Use
your
notes
in
3a.
Use
the
following
expressions
to
help
you:
My
town/city
is
famous
for…
…is
famous
in
my
town/
city.…is
/
are
made
of/
from/
with/
by/
in……is
/
are
used
for……is
/
are
known
for……is
/
are
special
because…
学生几乎所有人都能说出一些
师导生补充生展
Work
on
Self
Check
1:
1.
Read
the
instructions
to
the
class.
2.
Check
the
answers
with
the
students.
1.
List
some
things
you
use
every
day.
Write
down
what
they
are
made
of/from
and
where
they
were
made?
2.
Check
the
answers
with
the
students.
学生能说出一些并写下来，教师提供一定的语言帮助。
师引导生写展示
Work
on
Self
Check
21.Give
the
instructions.2.
Give
Ss
one
example:
My
pencil
is
made
of
wood
and
it
was
made
in
Shanghai.3.Check
the
answers.
1.Make
full
sentences
with
the
information
in
Self
check1.
2.Ss
try
to
make
their
own
sentences.
3.
Exchange
their
sentences
and
check
if
there’s
any
mistake.
学生都能完整的写出来。个别组内辅导。
Work
on
Self
Check
31.Make
sure
Ss
know
what
they
should
do.2.Check
the
answers.
1.Complete
the
sentences
using
the
correct
forms
of
the
words
in
brackets.2.Check
the
answers.
作业
1.
复习本单元的全部内容。2.
复习本课时重点句型。
板书设计
My
town/city
is
famous
for…
…is
famous
in
my
town/
city.…is
/
are
made
of/
from/
with/
by/
in…
课后反思