Unit 5 What are the shirts made of全单元教案(5课时,含反思)

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名称 Unit 5 What are the shirts made of全单元教案(5课时,含反思)
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Unit
5
What
are
the
shirts
made
of?
Section
A
(1a-2d)
知识目标
单词
chopstick,coin,fork,blouse,silver,glass,cotton,steel,fair,grass,leaf,produce,widely,process
词组
be
made
of,be
made
in,be
made
from, as
far
as
I
know,be
known
for
句型
1.What
are
the
shirts
made
of?
2.—This
ring
looks
nice.
Is
it
made
of
silver?
—Yes,and
it
was
made
in
Thailand.
3.What
is
the
painting
made
from?
4.How
is
tea
produced?
5.As
far
as
I
know,
tea
plants
are
grown
on
the
sides
of
mountains.
技能目标
理解被动语态的用法
1.学习本课时的重点短语和句型。
2.学习一般现在时态的被动语态。
学习一般现在时态的被动语态。
Step
1复习:介绍自己过去和现在的变化。
Step
2情景导入:T:Do
you
know
what
are
the
things
we
use
and
see
made
of/from?
Most
of
them
were
made
in
China.
And
you
can
also
see
the
things
made
in
other
countries.
Some
things
were
first
made/produced
in
China.
Such
as
tea,
papermaking,
pointing
and
so
on.
What
else
do
you
know
were
made
in
China?
环节说明:情景导入既可以激发学生对中国的热爱之情,又可以直接把学生引入新学的知识中。
Step
3完成教材1a-2d中的任务:
1.你认为方框左栏中的物品是由什么制成的?将物品和原材料匹配。
2.听录音,将物品、原材料和产地匹配,完成1b。
3.运用la中的信息练习对话,重点落在be
made
of/from和be
made
in上。
4.听录音,完成2a中的任务。
5.再听录音,完成2b。
6.根据2a和2b中的信息编对话并表演。
7.读2d中的对话,然后找2-3组学生表演对话。
8.教师根据学生掌握的情况解释重点和难点,如:be
produced
in,
be
known
for,
by
hand,
be
sent
for。
环节说明:听说读写任务的结合,不仅锻炼了学生的语言运用能力,还巩固了学生对目标语言的学习及运用。
1.The
shoes
are
madeleather
and
are
suitable
going
for
a
walk.
A.from;
ofB.of;
to
C.from;
toD.of;
for
答案:Dbe
made
of和be
made
from都表示“由……制成”,主语为制成品。be
made
of强调从制成品中可看出原材料;be
made
from强调从制成品中看不出原材料;be
suitable
for
doing
sth.表示“适合做某事”。结合语境可知选D。
2.He
is
famoushis
strength.
A.forB.asC.atD.to
答案:Abe
famous
for…意为“因……而出名”;
be
famous
as意为“作为……而著名”,根据句意“他因力气大而著名”可知选A。
3.The
magazine
was
started
by
Becky,I
know.
A.as
far
asB.as
well
as
C.as
soon
asD.as
much
as
答案:Aas
far
as
I
know意为“据我所知”。句意为:“就我所知,这本杂志是贝姬创办的。”故选A。
4.—How
do
you
like
the
two
books?
—of
them
are
interesting.
And
I’ve
read
them
several
times.
A.BothB.NeitherC.None
答案:A根据答语第二句句意“我已经把它们读过几遍了”可知,答语第一句表示“这两本书都有趣”,表示“两者都……”用both。
完成对应习题
本课时的教学重点在于听和说,教师要注意培养学生对听力信息的提炼能力,同时,让学生进行小组讨论,通过对话的形式提升学生的口语运用能力。另外,教师要精心准备情景导入,让学生不再感觉上课很枯燥,在这样轻松的课堂氛围中,学生的积极性被充分调动了起来,学习效率有了显著提高。教师应鼓励更多的学生多听多说,提高学生的语言运用能力。Unit
5
What
are
the
shirts
made
of?
Section
A
(Grammar
Focus-4c)
知识目标
单词
product,France,local,avoid,handbag,mobile,everyday,boss,Germany, surface,material,traffic,postman,cap, glove
词组
no
matter
句型
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.
技能目标
理解和掌握被动语态的用法
1.学习本课时的重点短语和句型。
2.学习一般现在时的被动语态及代词的指代作用。
学习一般现在时的被动语态及代词的指代作用。
Step
1复习:用实物让学生提问并回答产品制作的原材料及产地。
如:1.—What’s
it
made
of/from?
—It’s…
Step
2情景导入:T:Have
you
ever
bought
something
in
foreign
countries?Do
you
think
it
easy
to
find
things
made
in
China
in
foreign
countries?Now
let’s
read
the
passage
in
3a
to
find
the
answer
to
the
question.
环节说明:由问题导入本节课要学的内容,过渡自然,能引起学生的兴趣。
Step
3完成教材Grammar
Focus-4c中的任务:
1.学生大声朗读Grammar
Focus中的句子并熟记。完成下面的表格。
Are
your
shirts
made
of
cotton?
(你的衬衫是棉花制成的吗?)Yes,they
are.
And
they
were
made
in
the
US.
(是的,它们是。它们是在美国制造的。)What’s
the
model
plane
made
of?
(这个飞机模型是由什么制成的?)It’s
made
of
used
wood
and
glass.
(它是由用过的木材和玻璃制成的。)Where
is
tea
produced
in
China?
(茶叶是在中国的什么地方出产的?)It’s
produced
in
many
different
areas.
(它产于很多不同的地方。)How
is
tea
produced?
(茶叶是怎样被生产的?)Tea
plantsare
grown(生长)
on
the
sides
of
mountains.When
the
leaves
are
ready,
they
are
picked(采摘)by
hand,and
then
are
sent
for
processing.环节说明:Grammar
Focus中的句型填空练习使学生能更好地理解和掌握本单元的重点语法和句型。
2.阅读4a中的句子,然后用括号内所给单词的正确形式填空。
3.阅读4b中的例句,然后根据例句形式把所给的主动语态的句子改写成被动语态的句子。
4.仿照4a的对话形式询问小组内其他同学有关他们服饰或文具用品的材质和生产地的情况。
按要求完成句子
1.They
built
a
new
school
in
the
village
last
year.(改为被动语态)
A
new
schoolin
the
village
last
year.
2.People
use
teapots(茶壶)
to
make
tea.(改为被动语态)
Teapotsto
make
tea
by
people.
3.The
girls
sing
the
song.(改为被动语态)
The
songthe
girls.
4.Did
you
buy
this
bike
from
the
shop?(改为被动语态)
this
bikefrom
the
shop
by
you?
答案:1.was
built2.are
used3.is
sung
by
Was;
bought
完成对应习题
在本课时中,教师通过短文阅读、分组讨论和语法归纳等一系列教学方式引导学生先熟悉新课内容,再通过口头表达训练和语法精讲来提高学生的综合学习水平。采用由易到难的学习方式,循序渐进地让学生掌握和理解本课时的内容,同时,以提问的方式导入新课,值得借鉴。Unit
5
What
are
the
shirts
made
of?
Section
B
(2a-Self
Check)
知识目标
单词
its,
form,
balloon,
scissors,
lively,
heat,
complete
词组
turn…into,
in
trouble,
be
covered
with,
paper
cutting
句型
1.He
sent
them
out
to
ask
for
help
when
in
trouble.
2.They
are
made
of
bamboo
and
covered
with
paper.
3.They
are
seen
as
bright
symbols
of
happiness
and
good
wishes.
4.Paper
cutting
has
been
around
for
over
1,500
years.
技能目标
培养学生的书面表达能力
1.学习本课时的重点短语和句型。
2.培养学生的阅读技巧。
1.利用所学知识谈论过去发生的事情。
2.培养学生的阅读技巧,提高学生的阅读能力。
Step
1复习:复述做风筝及放风筝的过程。
Step
2情景导入:T:There
are
many
traditional
art
forms,
like
paper
cutting,
Chinese
clay…Do
you
know
about
them?Today
we
will
learn
a
passage
about
Chinese
traditional
art.
I
am
sure
you
will
learn
more
about
the
art
forms.
OK,let’s
learn
the
passage
together.
环节说明:开门见山引出本课时的学习内容——中国传统的艺术形式,为学生更好地理解文章内容做铺垫。
Step
3完成教材2a-2e中的任务:
1.关于中国民间传统的艺术形式你了解多少?在小组内互相交流。
2.阅读2b中的短文,了解短文大意,完成2b中的两个表格。
3.阅读短文,回答2c中的六个问题。
4.阅读文章,用2d方框中的词组完成句子。
5.在小组内互相交流自己认为最简单和最难的艺术形式及原因和自己最想学习的艺术形式及原因。
环节说明:通过本环节的学习,学生对课文内容有了更深刻的理解,同时对中国的传统艺术形式有了更深刻的理解。
6.小结训练
用方框中所给单词的正确形式填空
Seen
risehappylightcover
(1)The
stars
can
beat
night.
(2)Hethe
candle
and
left
his
mother’s
room.
(3)We
can
see
the
lanterns
into
the
sky
slowly.
(4)Your
eyeswith
your
hair.
It’s
bad
for
your
eyes.
(5)Gifts
bring
children.
答案:(1)seen
(2)lit
(3)rise
(4)are
covered
(5)happiness
1.Don’t
iron
the
silk
scarfhigh
heat.
A.in
B.at
C.on
D.for
答案:B句意为:“不要把丝绸制成的围巾在高温下熨烫。”at
high
heat意为“在高温下”。因此答案选B。
2.The
mountain
is
coveredsnow
all
the
year
round.
A.to
B.with
C.at
D.of
答案:B句意为:“这座山一年到头都被雪覆盖着。”be
covered
with意为“被……覆盖”,因此答案选B。
3.We
are
madeall
the
work.
A.do
B.to
do
C.doing
D.done
答案:Bmake
sb.
do
sth.意为“使某人做某事”,其被动结构为sb.
be
made
to
do
sth.,故选B。
完成对应习题
在本课时的教学过程中,师生互动频繁,课堂气氛活跃。教师以“复述做风筝及放风筝的过程”导入课题,调动了学生的积极性,使得之后的学习趣味十足。阅读和写作内容的学习有一定难度,但对学生读写习惯的培养很重要,因此教师应带领学生多阅读示范文章,让学生在模仿的基础上尝试写作。Unit
5
What
are
the
shirts
made
of?
Section
B
(1a-1e)
知识目标
单词
international
词组
find
out,
go
on
vacation,
learn/know
about
句型
1.Laura
is
trying
to
find
out
more
about
the
kite
festival.
2.—Where
did
you
go
on
vacation?
—I
went
to
an
international
kite
festival.
技能目标
了解民间艺术
学习一般现在时的被动语态
学习一般现在时的被动语态
Step
1复习:让学生介绍自己家乡的特产是怎样生产的。
Step
2情景导入:设置以下问题,引导学生思考。
·Have
you
ever
flown
a
kite?
·What
do
you
know
about
the
kite?
·What
are
kites
made
of?
·Which
place
is
famous
for
its
kites?
·Do
you
know
the
international
kite
festival?
Step
3完成教材1b-1e中的任务:
1.你知道怎样放风筝吗?你知道风筝是由什么材料制成的吗?在1a中的横线上写出风筝的制作材料。
2.认真听劳拉和郑云的对话录音,圈出1b中两个问题的答案。
3.再听一遍录音,根据你所听到的内容完成1c中的练习。
4.听第三遍录音,根据你听到的内容补全1d中的句子。
5.两人一组利用1b-1d中的听力材料分角色表演劳拉和郑云之间的对话。
1.Chopsticks
every
day
when
people
eat
Chinese
food.
A.is
usedB.are
usedC.was
used
答案:B句意为:“当人们吃中国食物时,每天都用筷子。”名词复数chopsticks作主语,与use是被动关系,结合时间状语every
day可判断用一般现在时的被动语态,故选B。
2.Many
trees
on
the
streets
every
year.
So
the
air
is
very
fresh
now.
A.plantB.are
planted
C.plantedD.were
planted
答案:B根据时间状语every
year可知用一般现在时态。主语是many
trees,故用一般现在时的被动语态,因此选B。
完成对应习题
本课时与前面所学的内容联系紧密,结构层层递进。通过对家乡特产的讨论与复习来引入本节课所学的内容。通过师生问答和听听力的方式,加强学生对知识点的了解与掌握,特别是对重点短语be
made
of/from的运用。Unit
5
What
are
the
shirts
made
of?
Section
A
(3a-3c)
知识目标
单词
product,France,local,avoid,handbag,mobile,everyday,boss,Germany, surface,material,traffic,postman,cap,glove
词组
no
matter
句型
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.
技能目标
理解和掌握被动语态的用法
1.学习本课时的重点短语和句型。
2.学习一般现在时的被动语态及代词的指代作用。
学习一般现在时的被动语态及代词的指代作用。
Step
1复习:用实物让学生提问并回答产品制作的原材料及产地。
如:1.—What’s
it
made
of/from?
—It’s…
Step
2情景导入:T:Have
you
ever
bought
something
in
foreign
countries?Do
you
think
it
easy
to
find
things
made
in
China
in
foreign
countries?Now
let’s
read
the
passage
in
3a
to
find
the
answer
to
the
question.
环节说明:由问题导入本节课要学的内容,过渡自然,能引起学生的兴趣。
Step
3完成教材3a-3c中的任务:
1.快速阅读短文,找出3a中两个问题的答案。
2.认真阅读短文,回答3b中的五个问题。
3.再次认真阅读短文,写出文中黑体单词所指代的内容。
4.小结训练
(1)不管发生过什么事,他不会说一个字。(根据汉语意思完成句子)
happened,
he
would
not
say
a
word.
(2)At
times,
parents
find
it
difficult
with
their
teenage
children.
A.talkB.talkedC.talkingD.to
talk
答案:(1)No
matter
what
D“find+it+adj.+for
sb.+to
do
sth.”意为“发现对某人来说做某事是……的”,
因此用动词不定式,故选to
talk。
1.The
teacher
is
the
boy
in
school.
A.searchingB.searching
for
C.searching
atD.looking
2.—Where
was
it
?
—It
was
made
in
Japan.
A.made
inB.made
from
C.made
of
b
D.made
答案:1.B2.D
完成对应习题
在本课时中,教师通过短文阅读、分组讨论和语法归纳等一系列教学方式引导学生先熟悉新课内容,再通过口头表达训练和语法精讲来提高学生的综合学习水平。采用由易到难的学习方式,循序渐进地让学生掌握和理解本课时的内容,同时,以提问的方式导入新课,值得借鉴。