Unit5
What
are
the
shirts
made
of?
单元综合测试
听力部分（20分）
Ⅰ.听句子，选择正确的图片，其中有一幅是多余的。（5分）
Ⅱ.听小对话，选择正确的选项。（5分）
1.
Where
was
the
car
made?
A.
In
China.
B.
In
Japan.
C.
In
Germany.
2.
What’s
the
coat
made
of?
A.
Silk.
B.
Cotton.
C.
Nylon.
3.
What
did
Jimmy
saw
at
the
art
and
science
fair?
A.
A
cloth
painting.
B.
A
steel
painting.
C.
An
oil
painting.
4.
When
does
the
dialogue
probably
take
place?
A.
In
March.
B.
In
April.
C.
In
February
5.
Who
is
Mark’s
model
ship
made
by?
A.
His
father
B.
His
brother
C.
Himself
Ⅲ.
听短文，选择正确的选项。（10分）
1.
How
many
languages
are
there
in
the
world
today?
A.
Over
3000.
B.
Over
400.
C.
Over
200.
2.
is
most
widely
used
in
the
world.
A.
Chinese.
B.
French.
C.
English.
3.
English
is
used
widely
as
foreign
language
in
.
A.
Canada.
B.
India.
C.
New
Zealand.
4.
people
use
English
as
their
first
language.
A.
More
than
300
million.
B.
More
than
400
million.
C.
More
than
500
million.
5.
English
is
very
popular,
so
it
is
widely
used
for
between
different
countries.
A.
study
B.
sports
C.
business
笔试部分
Ⅳ.
单项选择（15分）
1.
---Your
sweater
looks
nice,
is
it
made
wool?
---Yes,
and
it’s
made
______
Shanghai.
A.
from;
by
B.
of;
in
C.
from;
for
D.
of;
from
2.
---I
hear
Dandong
is
a
beautiful
city.
---Yes,
it’s
famous
______
its
rice
and
seafood.
A.
for
B.
as
C.
to
D.
with
3.
Last
year,
Chang’e-Ⅱ_______
into
the
space.
It
made
us
proud.
A.
is
sent
B.
was
sent
C.
sends
D.
sent
4.
---What
do
you
think
of
this
painting?
It
is
made
_____
light.
---Wow!
How
amazing
it
looks!
A.
from
B.
of
C.
for
D.
by
5.
The
magazine
was
started
by
Becky,
______
I
know.
A.
as
far
as
B.
as
well
as
C.
as
soon
as
D.
as
much
as
6.
---Do
you
like
the
film?
---Yes,
I
do.
______,
I’ve
never
seen
a
better
one.
A.
First
of
all
B.
In
fact
C.
In
all
D.
In
future
7.
I
saw
some
________
and
________
dancing
in
the
street
the
day
before
yesterday.
A.
Germen;
Frenchmen
B.
Germans;
Frenchmans
C.
Germans;
Frenchmen
D.
Germen;
Frenchmans
8.
Though
three
fourths
of
the
earth
water,
we
mustn’t
waste
it.
A.
is
covered
with
B.
is
filled
with
C.
is
made
of
D.
is
made
with
9.
We’d
better
start
early
so
that
we
can
avoid?
the
street
at
rush
hours.
A.
to
cross
B.
crossing
C.
crossed
D.
cross
10.
At
times,
parents
find
_____
difficult
that
they
want
to
communicate
with
their
children.
A.
that
B.
this
C.
one
D.
it
11.
Could
you
help
me
when
Shenzhou
Ⅹ
returned
on
the
Internet?
A.
look
out
B.
try
out
C.
find
out
D.
make
sure
12.
---Do
you
know
when
and
where
the
22th
Winter
Olympic
Games
______?
---Yes,
on
February
of
2014
in
Sochi.
A.
hold
B.
will
hold
C.
is
held
D.
was
held
13.
The
tea
leaves
are
picked
______
by
people
in
spring
and
are
sent
for
processing.
A.
in
hand
B.
with
hand
C.by
hand
D.
by
the
hand
14.
She's
a
______girl
and
popular
with
everyone
in
her
class.
A.
serious
B.
strange
C.
selfish
D.
lively
15.
Beijing
Opera
has
been
______for
more
than
200
years.
A.
in
B.
up
C.
around
D.
off
Ⅴ.
完形填空.（15分）
These
days，cars
are
designed
using
computers.
Let’s
look
at
how
a
new
car
is
created.
First，several
1
talk
about
the
new
car
and
any
good
ideas
that
they
have.
Then
they
sit
down
at
their
computers
and
2
many
sketches.
The
best
two
or
three
drawings
are
chosen
and
then
more
detailed
drawings
of
cars
are
3
on
the
computer.
You
can
change
the
size,
shape
or
color
of
any
part
on
the
computer
to
see
4
the
car
would
look
and
then
you
can
choose
the
best
design.
Both
the
inside
and
the
outside
of
the
car
have
to
be
designed
well.
Part
of
the
inside
of
the
car
is
5
so
that
the
designers
can
sit
in
it.
They
can
feel
if
there
is
enough
6
inside
and
if
they
can
reach
7
.
Then
some
cars
are
built-there
are
more
than
15000
parts
of
a
car
to
8
.
When
everything
is
known
to
be
9
,
the
cars
are
made
in
the
factory.
Again,
computers
are
used
to
10
that
all
the
parts
are
ready
as
they
are
needed.
The
factory
usually
stays
open
all
through
the
night
so
that
the
car
production
never
stops.
1.
A.
drivers
B.
designers
C.
workers
D.
salesmen
2.
A.
draw
B.
order
C.
type
D.
enjoy
3.
A.
shown
B.
matched
C.
developed
D.
completed
4.
A.
how
B.
if
C.
what
D.
that
5.
A.
covered
B.
painted
C.
locked
D.
built
6.
A.
material
B.
glass
C.
leather
D.
room
7.
A.
nothing
B.
somebody
C.
everything
D.
nobody
8.
A.
choose
B.
test
C.
show
D.
repair
9.
A.
safe
B.
easy
C.
cheap
D.
fast
10.
A.
find
out
B.
take
down
C.
think
about
D.
make
sure
Ⅵ.
阅读理解。（20分）
A
In
1620,
about
half
the
USA
was
covered
by
forests.
In
1850,
about
a
third
was
covered
by
forests.
Today
the
forests
have
almost
gone.
A
lot
good
land
has
gone
with
them,
leaving
only
sand.
Today
too
many
trees
are
still
being
cut
the
USA。
China
does
not
want
to
copy
the
USA’s
example.
So
China
has
built
a
new
Great
Wall
across
the
northern
part
of
the
country.
This
time
it
is
a
“Great
Wall”
of
trees,
millions
of
trees.
The
Great
Green
Wall
is
7,000
kilometers
long,
and
between
400
and
1,700
kilometers
wide.
The
Great
Green
Wall
will
stop
the
wind
from
blowing
the
earth
away.
It
will
stop
the
sand
from
moving
towards
the
rich
farmland
in
the
south.
It
has
already
saved
a
lot
of
land.
But
more
“Great
Green
Walls”
are
still
needed,
and
not
only
in
China.
They
must
be
built
all
over
world.
1.
About
the
USA’s
forests
went
from
1620
to
1850.
A.
half
B.
a
third
C.
a
sixth
D.
one
eighth
2.
If
too
many
tree
are
cut
down
in
a
place,
.
A.
a
lot
of
good
land
will
go
and
much
sand
will
be
left
B.
a
lot
more
farmland
will
be
got
C.
many
more
plants
will
be
grown
D.
more
houses
will
be
built
3.
China
has
built
the
Great
Green
Wall
because
.
A.
it
does
not
want
to
copy
the
example
of
the
USA
B.
there
is
not
enough
farmland
C
many
trees
are
still
needed
D.
the
Great
Wall
is
old
and
broken
4.
The
Great
Green
Wall
is
made
of
.
A.
metal
B.
wood
C.
trees
D.
bricks
5.
China
built
the
Great
Green
Wall
to
.
A.
meet
people’s
need
for
more
trees
B.
save
the
land
C.
grow
a
lot
more
food
D.
make
good
use
of
mountain
B
Every
morning
my
father
buys
a
newspaper
on
his
way
to
work.
Every
evening
my
mother
looks
through
magazines
at
home.
And
every
night,
I
look
at
the
posters
with
photos
of
David
Beckham
and
Yao
Ming
on
my
bedroom
wall
before
I
go
to
sleep.
Can
we
imagine
life
without
paper
or
print?
Paper
was
first
created
about
2,000
years
ago,
and
has
been
made
from
silk,
cotton,
bamboo,
and,
since
the
19th
century,
from
wood.
People
learned
to
write
words
on
paper
to
make
a
book.
But
in
those
days,
books
could
only
be
produced
one
at
a
time
by
hand.
As
a
result,
they
were
expensive
and
rare.
And
because
there
weren’t
many
hooks,
few
people
learned
to
read.
Then
printing
was
invented
in
China.
When
printing
was
developed
greatly
at
the
beginning
of
the
11th
century,
books
could
be
produced
more
quickly
and
cheaply.
As
a
result,
more
people
learned
to
read.
After
that,
knowledge
and
ideas
spread
quickly.
Today
information
can
be
received
online,
downloaded
from
the
Internet
rather
than
found
in
books,
and
information
can
be
kept
on
CD-ROMs
or
machines
such
as
MP3
players.
Computers
are
already
used
in
classrooms,
and
newspapers
and
magazines
can
already
be
read
online.
So
will
books
be
replaced
by
computers
one
day?
No,
I
don’t
think
the
Yao
Ming
poster
on
my
bedroom
wall
will
ever
be
replaced
by
a
computer
two
meters
high!
6.
What
does
the
writer
do
before
he
goes
to
sleep’?
A.
He
reads
books.
B.
He
reads
newspapers
C.
He
looks
through
magazines
D.
He
looks
at
the
posters
on
the
wall.
7.
When
was
paper
first
created?
A.
About
2.000
years
ago.
B.
In
the
19th
century.
C.
About
1.000
years
ago.
D.
In
the
11th
century.
8.
Why
were
books
expensive
and
rare
before
the
invention
of
printing?
A.
People
could
not
read.
B.
People
could
not
write
words
on
paper.
C.
People
could
not
find
silk,
cotton
or
bamboo.
D
People
could
only
produce
books
one
at
a
time
by
hand
9.
What
happened
after
books
became
cheaper?
A.
People
didn’t
want
to
buy
books.
B.
Printing
was
invented
in
China.
C.
Knowledge
and
ideas
spread
quickly.
D.
The
Internet
was
introduced
to
people
soon
10.
What
is
the
writer’s
opinion
about
books
and
computers’?
A.
People
won’t
need
books
any
more
B.
Books
won’t
be
replaced
by
computers.
C.
People
prefer
to
find
information
in
books.
D.
Computers
have
already
replaced
books.
Ⅶ.词汇。（10分）
1.
In
winter,
a
pair
of?g_____(手套)?is
a
welcome
present
for
us.
2.
At
first,
the
Internet
was
only
used
by
the
government.
But
now
it’s
w________(广泛地)
used
in
every
field.?
3.
With
the
help
of
the
l_______(当地的)
people,
we
found
the
small
village
easily.
4.
Would
you
please
p_____(润色)my
article
right
now?
5.
Drive
slowly,
there
is
too
much
t_____(车辆)at
this
time
of
day.
B.用所给词的适当形式填空。
6.
Our
teacher
often
encourages
us
to
get
close
to
nature
and
enjoy
its
(beautiful).
7.
Computers
are
used________(wide)
in
our
daily
life.
8.
After
the
candles
(light),
she
made
a
silent
wish.
9.
He
likes
reading
very
much.
Most
of
his
money
(spend)
on
books.
10.
He
is
afraid
and
is
trying
to
avoid
(answer)
our
question.
Ⅷ.
句型转换(10分)
1.
He
doesn’t
clean
the
meeting-room
every
day.
(变为被动语态)
The
meeting-room
_____
_____
every
day.
2.
The
old
man
put
the
paper
cutting
products
on
windows
yesterday
evening.
(变为被动语态)
The
paper
cutting
products
______
______
on
windows
yesterday
evening
the
old
man.
3.
Sanya
is
famous
for
its
beautiful
beaches.
(改为同义句)
Sanya
is
______
______
its
beautiful
beaches.
4.
This
car
was
made
in
Germany.
(改为否定句)
This
car
______
______
in
Germany.
5.
No?matter?what
the?weather?is?like?tomorrow,?we’ll?go?fishing.
(改为同义句)
______
the?weather?is?like?tomorrow,
we
______
______?fishing.
Ⅸ.书面表达.（15分）
假如你生日时你叔叔送你一个Ipad作为生日礼物，它是美国产的，有塑料和金属制成；你用它查找资料、给朋友发电子邮件，还用它听音乐、玩游戏等。请你以My
birthday
present为题写一篇80词左右的短文，介绍你的生日礼物。
听力材料
Ⅰ.听句子，选择正确的图片，其中一幅是多余的。
1.
Jenny’s
blouse
is
made
of
silk.
It
feels
soft.
2.
My
mother
bought
some
chopsticks
made
of
bamboo.
3.
This
kind
of
tea
is
made
in
Anxi.
4.
The
park
was
covered
with
snow
yesterday.
5.
The
silver
forks
and
knives
were
usually
used
by
the
rich
people.
Ⅱ.听小对话，选择正确的选项。
1.
W:
What
a
cool
car!
Is
it
made
in
Japan?
M:
No.
It’s
a
German
brand,
but
it
was
made
in
China.
2.
M:
Is
your
coat
made
of
silk
or
cotton,
Linda?
W:
Neither.
It’s
made
of
Nylon.
3.
W:
Jimmy,
what
did
you
see
at
the
art
and
science
fair?
M:
I
saw
a
beautiful
painting
made
of
steel.
4.
W:
David,
where
did
you
go
on
vacation?
M:
I
went
to
Weifang
International
Kite
Festival
last
month.
It
is
held
in
March
every
year.
5.
W:
What
is
the
model
ship
made
of,
Mark?
M:
Oh,
it’s
made
of
bamboo
and
it
was
made
by
my
father.
Ⅲ.
听短文，选择正确的选项。
More
than
3,000
languages
are
spoken
on
the
earth
today.
Many
of
these
languages
are
spoken
by
small
groups
of
people.
On
the
other
hand,
over
200
languages
are
spoken
by
one
million
or
more
people.
Chinese
is
spoken
by
the
largest
number
of
people
in
the
world.
But
English
is
most
widely
spoken
in
the
world.
English
is
spoken
by
more
than
400
million
people
as
their
first
language.
It
is
spoken
by
most
people
in
the
U.S.A.,
Great
Britain,
Canada,
Australia
and
New
Zealand.
And
it
is
also
used
widely
as
foreign
language
in
many
other
countries
of
the
world.
English
is
very
popular
in
the
modern
world,
so
it
is
widely
used
for
business
between
different
countries.
单元综合测试答案：
Ⅰ.听句子，选择合适的图片。1-5
FBEAC
Ⅱ.听小对话，选择正确的选项。1-5ACBBA
Ⅲ.
听短文，回答下列问题。1-5?1-5ACBBC
Ⅳ.
单项选择
1-5BABAA
6-10BCABD
11-15CDCDC
Ⅴ.
完形填空.
1-5BACAD
6-10DCBAD
Ⅵ.
阅读理解。
1-5
CAACB
6-10
DADCB
Ⅶ.词汇。
1.
gloves
2.
widely
3.
local
4.
polish
5.
traffic
6.
beauties
7.
widely
8.were
lit
9.
is
spent
10.
answering
Ⅷ.
句型转换
1.
isn’t
cleaned
2.
were
put;
by
3.
known
for
4.
wasn’t
made
5.
Whatever;
will
go
Ⅸ.
书面表达
One
possible
version:
My
birthday
present
Last
month,
my
uncle
bought
me
a
beautiful
Ipad
as
my
birthday
present.
It
looks
very
cool.
It
is
made
of
plastic
and
metal
and
it
was
made
in
America.
It’s
said
that
it
was
invented
by
Apple
Inc.
Its
color
is
white.
There
is
a
nice
case
outside
it.
I
like
this
present
very
much.
It
is
often
used
for
reading
news,
searching
for
some
useful
information
and
e-mailing
to
my
friends.
It
can
give
me
a
lot
of
help
about
study.
Sometimes
I
can
use
it
to
listen
to
music
and
watch
some
wonderful
movies.
In
the
free
time,
it
is
also
used
for
playing
games.
It
makes
me
relaxed
after
hard
study.
I
regard
it
as
my
best
friend.
I
take
good
care
of
it
every
day.
It’s
the
best
birthday
gift
I
have
ever
received.Unit5
What
are
the
shirts
made
of?第三课时教学设计
The
Third
Period
(Section
B
1a---1e)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
what
products
are
made
of
and
where
they
were
made.
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
international,
competitor,
find
out,
go
on
a
vacation,
fly
a
kite,
at
midnight
(3)Target
Language:
The
international
kite
festival
is
held
in
Weifang
every
year.
Some
of
the
kites
Zhang
Yun
saw
were
made
of
cloth.
Some
were
painted
with
colorful
paint.
(4)Structure:
Passive
voice
of
the
Present
tense
and
the
past
tense
2.
Ability
Objects
①To
learn
to
talk
about
what
products
are
made
of
and
where
they
were
made
by
using
the
passive
voice
and
improve
students’
ability
of
listening
and
speaking.
②Learn
and
master
the
structure
and
usage
of
the
passive
voice
of
the
Present
tense
and
the
past
tense.
3.
Moral
Objects
Introduce
the
kite
festival
to
foreign
friends
and
strengthen
the
national
sense
of
pride.
Teaching
Key
Points：
⑴
To
learn
to
talk
about
what
products
are
made
of
and
where
they
were
made
by
using
the
passive
voice.
⑵
To
train
and
improve
students’
ability
of
listening
and
speaking.
Teaching
Difficult
Points：
Enable
students
to
talk
about
what
products
are
made
of
and
where
they
were
made
by
using
the
passive
voice
of
the
past
tense.
Teaching
Methods：
The
Situational
Teaching
Approach,
Task-based
language
teaching
method,
The
Cooperative
Learning
Method,?The
Communicative
Approach.
Teaching
Aids：
The
pictures
about
kits
and
kite
festival,
a
video
of
flying
a
kite,
PPT
Teaching
Procedures：
Step
1
Review（About
6
minutes）
Greet
the
class
as
usual.
T:
Boys
and
girls,
we
use
some
things
every
day.
But
do
you
know
what
they
are
made
of
and
where
they
were
made?
Please
choose
five
things
you
use
every
day
to
fill
in
the
chart
in
Self
Check
1
on
Page
40.
Then
talk
about
the
things
with
your
partner.
Have
students
fill
in
the
chart
and
talk
about
the
things
with
their
partners.
Call
some
pairs
to
act
out
in
class.
Then
have
students
write
some
full
sentences
using
the
information
they
filled
and
finish
Self
Check
2.
For
example:
My
red
pencil
is
made
of
wood
and
it
was
made
in
Shanghai.
Invite
some
students
to
say
their
sentences
to
the
class.
Step
2
Presentation（About
6
minutes）
Show
a
picture
of
Weifang
international
kite
festival
and
talk
about
it
with
students.
T:
What
can
you
see
in
the
picture?
Ss:
We
see
many
kites
flying
in
the
sky.
T:
What
beautiful
kites!
In
the
picture
people
are
flying
all
kinds
of
kites.
Which
kind
of
kites
do
you
like?
S1:
I
like
the
kite
like
a
dragon.
S2:
I
like
the
kite
like
a
bee.
S3:
I
like
the
panda
kite.
...
T:
Great
But
do
you
know
how
to
fly
a
kite?
Please
watch
a
video,
and
then
say
how
to
fly
a
kite.
Play
a
video
of
flying
a
kite,
and
have
students
to
discuss
how
to
fly
a
kite
in
pairs.
As
students
work,
move
around
the
room
offering
language
support
and
helping
them
with
any
words
they
want
to
use.
Call
a
student
to
say
how
to
fly
a
kite
and
have
others
to
add
something
to
what
he
said.
T:
The
kites
look
so
beautiful;
do
you
know
what
they
are
made
of?
Please
think
over
and
tell
us.
Have
students
look
at
the
pictures
in
1a
and
think
of
what
are
the
kits
made
of.
Then
write
down
some
materials.
Invite
some
students
to
say
the
materials
used
in
making
kites.
Check
answers
with
students.
Step
3
Listen
and
circle（About
5
minutes）
T:
You
will
hear
Laura
and
Zheng
Yun
talking
about
the
kite
festival
on
the
recording.
Listen
and
check
the
correct
answers.
Call
the
students’
attention
to
the
questions
and
answers
in
the
box
in
1b.
Play
the
recording
and
ask
students
to
circle
the
correct
answers.
Then
play
the
recording
again
and
check
the
answers
in
class.
Step
4
Listen
and
tell（About
5
minutes）
Call
students’
attention
to
the
sentences
in
the
box
in
1c.
Tell
them
these
sentences
are
about
Laura
or
Zheng
Yun.
Ask
them
to
look
through
the
sentences
in
1c
individually
and
understand
the
meanings.
Have
students
listen
to
the
conversation
and
write
L
for
what
Laura
does
or
did
and
Z
for
what
Zheng
Yun
does
or
did.
Play
the
recording
the
third
time
and
ask
the
students
to
fill
in
the
blanks.
Play
the
recording
for
the
fourth
time
and
ask
them
check
the
answers
by
themselves.
Then
call
a
student
to
read
the
complete
sentences,
the
rest
of
the
class
check
their
answers.
Step
5
Listen
and
complete（About
6
minutes）
Call
the
students
to
look
through
the
sentences
in
1d
individually.
Then
ask
them
to
guess
the
answers.
Play
the
recording.
Ask
the
students
to
fill
in
the
blanks.
Play
the
recording
again
and
check
the
answers.
Say
congratulations
to
the
students
who
had
a
good
guess
before
listening.
Then
invite
a
student
to
read
these
sentences
and
others
find
out
any
difficulties,
teacher
helps
to
explain
them.
Remind
them
of
the
passive
voice
of
the
past
tense.
Step
6
Pairwork（About
8
minutes）
T:
Just
now,
You
heard
Laura
and
Zheng
Yun
talking
about
the
kite
festival.
You
have
known
much
information
about
the
kite
festival.
Next,
please
make
a
new
conversation
to
talk
about
it.
Have
students
read
the
uncompleted
conversation
in
1e.
Then
ask
students
to
complete
the
conversations
in
pairs
by
using
the
information
in
1b-1d.
While
they
are
working
in
pairs,
move
around
and
offer
language
and
pronunciation
support
if
they
need.
Check
the
answers
by
calling
on
different
pairs
to
role-play
their
conversations
to
the
class.
A
sample
conversation:
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
a
kite
flying
competition.
There
were
many
people
flying
the
kites
of
all
shapes
and
sizes.
A:
How
exciting!
Do
you
know
where
the
competitors
are
from?
B:
The
competitors
from
around
the
world
were
invited
to
the
kite
festival.
A:
What
were
the
kites
made
of?
B:
Some
kites
I
saw
were
made
of
cloth
and
bamboo.
And
some
were
painted
with
colorful
paint.
Step
7
Summary（About
3
minutes）
In
this
class,
we’ve
mainly
known
about
the
kite
festival
by
listening
and
speaking.
We
also
learned
to
talk
about
what
the
kites
were
made
of
using
the
passive
voice
of
the
past
tense.
It
can
help
us
learn
more
about
kites,
a
traditional
art
form
in
our
country.
Help
students
sum
up
the
usage
of
the
passive
voice
of
the
past
tense
and
some
key
phrases.
Step
8
Practice（About
5
minutes）
Have
the
students
read
the
incomplete
sentences
in
Self
Check
3.
Then
have
students
work
alone
to
complete
the
sentences
with
the
correct
forms
of
the
verbs.
Remind
them
when
they
should
use
the
passive
voice
of
the
past
tense.
Move
around
the
classroom
and
help
them
if
necessary.
Call
different
students
to
say
their
answers
and
check
them
with
students.
Step
9
Homework（About
1
minutes）
After
knowing
about
the
kites,
you
must
be
interested
in
Chinese
traditional
folk
art.
Please
research
for
some
information
on
Chinese
traditional
folk
art
on
the
Internet
or
in
the
library.
Then
make
notes
and
report
in
your
group.
Blackboard
Design：
Unit5
What
are
the
shirts
made
of?
Section
B
1a-1e
were
made
of
was
/were
+
done
were
painted
with
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
a
kite
flying
competition…
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
We
need?a?peaceful?i_______(国际的)?environment.
2.
He
is
going
to
the
beaches
for
v
(假期)with
his
parents.
3.
The
youngest
c
(参赛者)won
the
first
prize
in
this
competition.
4.The
kite
festival
is
h_______
(举办)
in
Weifang
every
year.
5.
The
walls
were
p_______
(画)
with
flowers
and
birds.
Ⅱ.单项选择。
1.
You’d
better
his
opinions
before
making
a
decision.
A.
look
for
B.
search
for
C.
find
out
D.
work
out
2.
I
saw
three
kids
a
kite
there
when
I
walked
past
the
playground.
A.
fly
B.
flying
C.
to
fly
D.
flew
3.
Lijiang
is
its
scenery
and
there
are
thousands
of
visitors
visiting
here
every
day.
A.?famous?as?
B.?famous?for?
C.?known
as?
D.?ready?for?
4.
---Do
you
know
when
and
where
the
30th
Olympic
Games
______?
---Yes,
in
July
of
2012
in
London.
A.
held
B.
is
held
C.
was
held
D.
will
hold
5.
---Could
you
tell
me
a
kite?
---Sure.
You
need
some
paper
and
bamboo.
A.
how
to
fly
B.
how
to
make
C.
when
to
fly
D.
what
to
make
Ⅲ.句型转换。
Ⅰ.
用所给词的适当形式。
1.
H
e
think
that
the
kite
(fly)
is
very
exciting.
2.
The
sports
meeting
_____(hold)
in
our
school
every
year.
3.
Jack
(invite)
to
Mary’s
birthday
party
last
Sunday.
4.
Salt
(make)
from
sea
water.
5.
There
are
many
kites
of
different
(shape)
flying
in
the
sky.
教学反思
本节课是一节听说课，以大量的听说练习来提升学生的语言综合技能，掌握过去时被动语态的用法。围绕听说设计了一系列由易到难的学习活动，促进学生去交流和实践所学的语言材料，积极参与课堂练习，让每个学生都感受到成功的快乐。课堂教学重视说的训练，听力练习始终以说为前提，以说为基础，以说来巩固。大量的说的训练，一方面帮助学生提高了口语交际能力，让学生造句、编写对话水到渠成；另一方面给学生创造更多展示的机会，提升了学生学习的自信心，也促进了学生之间的团结协作。
图片导入和视频的播放具有针对性和趣味性，让学生很快进入学习情境，能够积极谈论他们感兴趣的东西，最大限度地调动学生学习的兴趣和热情，很好地激活了课堂气氛。
第三课时课时作业答案
Ⅰ.
1.
international
2.
vacation
3.
competitor
4.
held
5.
painted
Ⅱ.
1-5CBBCB
Ⅲ.
1.
flying
2.
is
held
3.
was
invited
4.
is
made
5.
shapesUnit5
What
are
the
shirts
made
of?
教案
单元教材分析
本单元以“中国制造的东西(Things
made
in
China)”为核心话题，围绕本单元语言交际功能项目“谈论产品是用什么制造，在哪儿制造的”（Talk
about
what
products
are
made
of
and
where
they
were
made），逐步展开各项听、说、读、写活动，谈论人们身边的各种物品的制成材料和出产地。教学首先谈论生活用品的材料和产地，引出本单元话题，同时呈现了本单元新的目标学习语言：be
made
of/be
made
in；然后通过谈论展览会中的产品和茶叶的制作练习新目标语言，再通过学习了解美国产品大多为中国制造的短文和有关中国传统艺术产品的介绍，进一步激发学生学习兴趣，使教学层层深入，逐步引导学生在阅读时学习运用目标语言，掌握被动语态的用法。使学生在了解中国产品和传统艺术品的同时，增强民族自豪感，对国家的未来充满信心。
本单元教学内容与学生的实际生活密切相关，谈论的话题很容易激发学生学习兴趣。学生通过感受、观察、阅读等方式去谈论生活中各种物品的材料和产地，很容易掌握be
made
of/be
made
in结构，初步了解被动语态的用法，并能运用被动语态和be
made
of/be
made
in结构谈论感兴趣的物品的材料和产地。而且通过学习进一步了解中国产品和传统艺术品的影响，教育学生热爱祖国，努力为国家多做贡献。
Section
A：是基本认知部分。主要介绍单元基本的语言内容，注重学生的听说能力和短语的积累。教材利用图片或实物去谈论人们身边物品的材料和产地，导入本单元语言功能项目“谈论产品是用什么制造，在哪儿制造的”（Talk
about
what
products
are
made
of
and
where
they
were
made）和语法项目“被动语态”，然后通过听力和口语训练逐步落实这些语言功能项目。
活动1a介绍身边常用物品以及材料的重要词汇和be
made
of/be
made
in句型。让学生根据自身经验了解物品的材料，并把它们配对。通过描述图片上物品或实物，学习新的语言功能项目，掌握be
made
of/be
made
in句型。
活动1b提供理解目标语言在对话中运用的听力训练。听力内容是谈论产品的材料和产地。首先让学生读1a中的对话，体会怎样用be
made
of/be
made
in句型描述物品材料和产地；然后阅读1b中的表格，熟悉可能听到的物品的情况，猜测他们的材料和产地。然后放第一遍录音，学生仔细听，体会be
made
of/be
made
in句型；放第二遍录音时，学生根据听到的内容完成练习。
活动1c提供运用目标语言的示范性口语对话。重点练习使用be
made
of/be
made
in结构谈论物品材料和产地。
首先，让两个学生起来朗读1a中的对话和1b中的示例对话，体会怎样谈论产品的材料和产地；然后让学生使用1b的信息，进行对话练习，反复操练be
made
of/be
made
in结构。最后借助图片或实物，让学生仿照例子运用be
made
of/be
made
in句型进行真实的交际。最后找两三对学生展示他们的对话。
活动2a提供的是使用目标语言进行的听力练习。要求学生听对话，选出听到对话的主题。这要求学生听懂对话谈论的是哪些产品，然后总结出对话主题。首先让学生阅读2a所介绍的主题，根据图片猜测对话主题。然后播放录音，让学生根据谈论的内容推断对话主题。
活动2b提供理解目标语言在对话中运用的听力练习。让学生先阅读2b中的几个问题，弄清回答的重点以及听录音时要抓住的句型和关键词汇。然后要求学生再听录音，根据对话回答问题，进一步体会be
made
of/be
made
in结构的用法。
活动2c提供的是使用目标语言进行的示范性口语练习。让学生阅读2c中不完整的对话，弄清提问的内容，指导学生根据2a和2b中的信息编写一个对话。然后让学生结对编写对话，找几对学生进行表演，检查学生对目标语言的掌握情况。
2d是针对单元重点话题“Things
made
in
China”提供的角色练习，帮助学生对所学语言功能项目进行练习巩固。通过谈论茶叶的产地及生产情况，学习运用被动语态的用法。
3a是针对语言项目的阅读理解练习。先让学生找出图中美国产品的特殊之处，再阅读所给的问题，猜测短文主要内容；然后让学生阅读短文，了解康健在美国购买产品的经历以及他的发现，体会目标语言be
made
in的用法；最后根据短文回答所给问题。
3b提供的是读、说和写的练习。要求学生阅读短文，进一步理解短文，回答提出的问题。
3c提供的是读和写的练习。这是对短文内容的深入理解。要求学生根据上下文内容，推测这些代词的用法，理解句子含义。
Grammar
focus对被动语态进行总结，让学生理解被动语态和主动语态的区别，学习一些像be
made
of/be
made
in等常用被动语态结构，掌握被动语态的结构和用法，并在日常交际中正确运用。
4a提供针对被动语态的关键结构的写的练习。要求学生掌握被动语态的结构，用所给词的正确被动语态形式完成句子，帮助学生进一步练习目标语言，巩固所学语法结构。
4b是针对被动语态语法结构的写的练习。熟悉示例句子后，让学生把所给主动语态的句子变成被动语态，帮助学生进一步练习被动语态的关键结构和用法。
4c提供词汇学习和运用目标语言进行读、说和写的练习。先让学生阅读表格中的词汇，列出自己身上穿的和书包里有的物品；然后让学生朗读示例对话，再让学生选出一些物品，结对练习，仿照例子编写对话，帮助学生进一步巩固被动语态和be
made
of/be
made
in结构的用法。
Section
B部分：是知识的扩展和综合的语言运用，进一步强化前面的语言学习。本部分注重学生的个人表达能力的训练，重点练习谈论周围物品的材料和产地，介绍中国特殊的传统艺术品，巩固语言功能项目。
活动1a提供的是词汇复习和使用目标语言的写练习。让学生描述图片，用被动语态结构介绍制作风筝的材料并写出来。学生独立完成后找几个同学说出自己的答案。
活动1b提供目标语言在对话中运用的听力练习。主题是郑云和劳拉谈论有关风筝节和风筝的一些情况。要求学生听录音选出对话谈论的内容。
1c和1d提供的是针对目标语言在对话中运用和对话细节理解的听力练习。首先让一个学生朗读1c中的不完整的句子，弄清听力要求；然后听对话，选出谁做什么事。1d要求学生再听录音，根据听到的信息把句子补充完整。先让学生阅读句子，根据句子意思推断句子中应该填什么，然后再听录音，完成句子。
活动1e是运用目标语言进行的口语练习。这是上面听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。要求学生根据1e提供的示例，使用1b-1d的信息结对编写对话，谈论风筝节和风筝制作的有关情况，帮助他们进一步理解目标语言和语法结构。找几组同学角色表演他们自己所写的对话。抽查学生练习的情况。
活动2a针对“中国制造的东西”这一话题和语言功能项目的说和写的练习。要求学生能够了解一些有关像剪纸这样中国民间传统艺术的知识，并和同伴谈论所了解的内容，引出下面阅读部分。
活动2b是针对语言功能项目的阅读理解练习。要求学生在老师帮助下阅读短文，学会根据文章结构理解短文内容。然后理解短文，了解一些中国传统艺术品，完成表格，体会被动语态在文中的运用。
活动2c提供的是阅读和写的练习。先让学生阅读2c中的问题，然后让学生再次阅读短文，回答这些问题。
活动2d提供的是针对重点词语的阅读理解的练习。这是阅读活动的延伸，帮助进一步理解短文。首先让学生理解这些短语的含义，然后阅读每个句子，选择正确短语，并用其正确形式完成句子。让学生用自己的话介绍这些传统艺术。
活动2e是针对阅读内容进行说和写的训练。要求学生在小组里讨论所给问题，说说自己认为最难、最容易的传统艺术，并说明原因，谈谈自己想学习哪一种艺术形式。然后请一些同学说说他们讨论结果。
活动3a是针对功能语言项目的说和写的训练。先让学生说出自己所在城市或城镇闻名的一些特别的物品，然后根据表格内容和同伴讨论它的材料、产地制作者、用途以及特别之处等，并记录下来完成表格。找几个同学汇报他们记录的情况。
活动3b是运用目标语言围绕功能语言项目进行写的练习。先让学生阅读3b提供的写作时要用的几个句型结构，把3a中有关产品的情况补充进去，运用所学的语言结构，写出完整的句子，再把这些句子组合成一篇短文介绍家乡特有的物品。
Self-check：针对单元语言功能项目进行词汇、语法和写作练习。
1和2是针对单元语言功能项目的写的练习。复习巩固单元关键结构be
made
of/from和be
made
in。要求学生列出常用物品以及它们的材料和产地。然后用自己的话描述这些物品。
3针对单元语言功能项目和关键结构的写的练习。要求学生运用所给词的被动语态形式完成句子，巩固被动语态的结构。
单元语言知识
词汇
Section
A：单词：chopstick,
coin,
fork,
blouse,
silver,
glass,
cotton,
steel,
grass,
leaf,
produce,
widely,
process,
pack,
France,
local,
brand,
avoid,
product,
handbag,
mobile,
everyday,
boss,
Germany,
surface,
material,
traffic,
postman,
cap,
glove
短语：be
made
of/from被……制成；be
made
in在……地方制造；the
art
and
science
fair艺术科学博览会；environmental
protection环境保护；be
famous
for以……而闻名；be
known
for以……闻名；为人知晓；as
far
as就……来说；all
over
the
world全世界；no
matter不论；无论；avoid
doing
sth.避免做某事；everyday
thing日常用品；in
the
future在未来；make
dresses做衣服
Section
B：单词：international,
competitor,
its,
form,
clay,
balloon,
scissors,
lively,
fairy,
heat,
polish,
complete
短语：find
out查明，弄清楚；go
on
a
vacation去度假；fly
a
kite放风筝；traditional
art传统艺术；turn
into变成；according
to根据；send
out发送；be
covered
with被……覆盖着；rise
into升到；be
around出现；art
piece艺术品；be
made
by被……制造
Self
Check：at
midnight在夜里
语法
Passive
voice（present
tense）
Is
it
made
of
silver?
Yes,
and
it
was
made
in
Thailand.
What
is
it
made
of/from?
Where
is
tea
produced
in
China?
Tea
plants
are
grown
on
the
sides
of
mountains.
功能用语和话题
功能用语：“谈论产品是用什么制造，在哪儿制造的”（Talk
about
what
products
are
made
of
and
where
they
were
made）
话题：“中国制造的东西”(Things
made
in
China)
Are
your
shirts
made
of
cotton?
Yes,
they
are.
And
they
were
made
in
the
US.
What’s
the
model
plane
made
of?
It’s
made
of
used
wood
and
glass.
How
is
the
tea
produced?
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.
单元教学设想
本单元以“中国制造的东西(Things
made
in
China)”为核心话题，围绕本单元语言交际功能项目“谈论产品是用什么制造，在哪儿制造的”（Talk
about
what
products
are
made
of
and
where
they
were
made），逐步展开各项听、说、读、写活动，谈论人们身边的各种物品的制成材料和出产地。教学首先谈论生活用品的材料和产地，引出本单元话题，同时呈现了本单元新的目标学习语言：be
made
of/be
made
in；然后通过谈论展览会中的产品和茶叶的制作练习新目标语言，再通过学习了解美国产品大多为中国制造的短文和有关中国传统艺术产品的介绍，进一步激发学生学习兴趣，使教学层层深入，逐步引导学生在阅读时学习运用目标语言，掌握被动语态的用法。使学生在了解中国产品和传统艺术品的同时，增强民族自豪感，对国家的未来充满信心。
本单元教学内容与学生的实际生活密切相关，谈论的话题很容易激发学生学习兴趣。学生通过感受、观察、阅读等方式去谈论生活中各种物品的材料和产地，很容易掌握be
made
of/be
made
in结构，初步了解被动语态的用法，并能运用被动语态和be
made
of/be
made
in结构谈论感兴趣的物品的材料和产地。而且通过学习进一步了解中国产品和传统艺术品的影响，教育学生热爱祖国，努力为国家多做贡献。
本单元的主要内容是谈论人们身边的各种物品的制成材料和出产地，内容涉及人们生活的各个领域。教师可以根采用多种方法设置各项任务活动，利用学生熟悉、感兴趣的情境引导他们进行探究学习。以多种训练方式帮助学生在情景中学习新词汇，练习日常交际用语，反复操练目标语言，掌握被动语态的用法，完成目标语言的输入。学生在感受、观察、阅读等基础上去谈论生活中各种物品的材料和产地，很容易掌握be
made
of/be
made
in结构和被动语态的用法，并能在实际生活之中使用这些结构，让他们进一步了解中国产品和传统艺术的影响，培养他们民族自豪感。
思路一：本单元的功能与话题部分内容，与学生实际生活紧密联系，围绕“谈论产品是用什么制造，在哪儿制造的”这个语言功能项目，出示与我们生活中常见的产品的图片引导学生学习谈论各种物品的制成材料和出产地。通过学生间的合作练习，以及巧妙设计的各项听说方面的任务活动，力争学生能在符合实际的情境中反复操练“be
made
of/be
made
in”结构。然后再进一步延伸到谈论在国外的中国产品和中国传统民间艺术等，让学生在合作学习的过程中体会被动语态的用法，学会运用被动语态描述自己感兴趣的物品和各种传统艺术形式。
思路二：对本单元的语法教学，采用任务教学法和情景教学法，以Pairwork、groupwork等问答式的口语交际活动和大量的听力训练，学习“be
made
of/be
made
in”结构；设置各种贴近学生生活，具有趣味性的情景，组织学生进行“实践”训练，进一步了解被动语态的语法。通过观察图片、听说训练、阅读理解以及书面模仿操练等，学会运用被动语态描述自己感兴趣的物品和我国各种传统艺术，让学生在感受、理解、体验的基础上，熟练掌握被动语态结构。
思路三：在进行阅读教学时，要求学生提前预习，自己学习生词和短语的含义，了解短文中使用被动语态的句子；运用listen、skim、scan等阅读技巧理解短文内容，掌握短文“from
general
to
specific”结构方式，了解中国产品的地位和传统艺术的美，以及他们对我们生活的影响，体会作者的观点，培养学生民族自豪感，教育他们热爱祖国。阅读时注意观察描述物品和传统艺术品的被动语态句式，掌握它们的结构和用法，为自己实际运用打好基础。
教材课时分配：
根据本单元教材的内容、学生学习英语的特点和规律，本单元内容可4课时完成
Period1
(Section
A:
1a-2d)
Period2
(Section
A:3a-4c)
Period3
(Section
B:1a-1e,
self
check)
Period4
(Section
B2a-3b)
单元知识详解
1.
Is
it
made
of
silver?
它是银制的吗？(P33)
【用法】be
made
of是固定短语，意为“用……（原材料）制成的”，这是made的被动语态结构。指从表面上能看出原材料的性质或形状。如：This
old
bridge
is
made
of
stone.
这座古桥是石头砌成的。
【拓展】①be
made
from也意为“用……制成”，指表示某物加工制成另外的物品时，从表面上已看不出原材料。如：The
wine
is
made
from
grapes.
这酒是由葡萄制成的。②be
made
in意为“在……制造”，指的是产地。如：These
cars
are
made
in
China.
这些小汽车是中国制造的。③be?made?by表示“由……制作”，by后跟指人的名词或代词，强调动作的执行者。如：This
model
plane
was
made
of
his
father.
这个模型飞机是他爸爸制作的。
2.
Where
is
tea
produced
in
China?
茶是在中国哪儿出产的？(P34)
【用法】这是一个现在时的被动语态的句子，其构成是“be(am,
is,
are)+动词过去分词”。这里produce用作及物动词，意为“生产；制造；出产”，指生产一切有形的或无形的东西。如：They
are
trying
to
produce
more
cars.
他们正在努力生产更多的汽车。Australia
produces
wool.澳大利亚出产羊毛。
【拓展】①produce也可用作不可数名词，意为“产品”，主要是指农产品。如：We
need
some
fresh
produce.
我们需要一些新鲜的农产品。②make与produce辨析：两者作“制造；生产”讲时，可以互换。make为普通用语，可指任何物品的制作、制造、生产、加工，意为“做；建造；生产”，主语多为人；produce为正式用语，着重强调生产情况及产量，不强调生产过程，意为“生产；产生；制造”，其主语可以是人，也可以是物或某个地点。如：They
make
over
250
cars
a
week.他们一星期制造250多辆汽车。Xinjiang
produces
good
cotton.
新疆出产优质棉花。
3.
For
example,
Anxi
and
Hangzhou
are
widely
known
for
their
tea.
例如，安溪和杭州的茶广为人知。(P34)
【用法】⑴be
known
for是固定短语，意为“以……闻名；为人知晓”，与be
famous
for同义。如：China
is
known
for
the
Great
Wall.
中国以长城而闻名。⑵widely是副词，意为“广泛地；普遍地”，常和过去分词连用，有时也和表示差异或变化的词语连用。如：English
is
widely
used
in
the
world.英语在世界范围内广泛使用。The
conversation
ranged
widely.
谈话内容十分广泛。
【拓展】①be
known
as意为“作为……而闻名”，相当于be
famous
as。如：Mo
Yan
is
known
as
a
writer.
莫言作为一个作家而闻名。②widely的同根词wide也用作副词，意为“广大地；广阔地；张得很大地”，表示范围或程度的极点。而widely通常表示范围或程度的广大。如：Open
your
mouth
wide.
把口张开。He
has
travelled
widely.
他曾遍游各地。
4.
As
far
as
I
know,
tea
plants
are
grown
on
the
sides
of
mountains.
据我所知，茶树被种在山的边上（P34）
【用法】这里as
far
as用作从属连词，意为“就……来说；从……来看；在……范围内”，引导状语从句，强调程度或范围，从句中动词常用know,
see等，有时可用作so
far
as。如：As
far
as
I
know,
he
has
been
abroad
.据我所知，他已经出国了。
【拓展】as
far
as还可作短语介词或连词，后跟名词或从句，意为“和……一样远；一直到……”，在否定句中也可用
so
far
as。如：She
didn’t
go
as/so
far
as
the
others
(did).
她走得不像其他人那样远。
5.
No
matter
what
you
may
buy,
you
might
think
those
products
were
made
in
those
countries.
无论你想买什么，你可能认为那些产品是在那些国家制造的。（P35）
【用法】⑴句中no
matter和疑问词what连用，意为“无论什么”，引导让步状语从句，这时可与whatever互换。如：No
matter
what/
Whatever
you
say,
I
won’t
believe
you.无论你说什么，我都不相信你。⑵product是可数名词，意为“产品；制品”。指某种自然的或人工生产的产品，也可指文学或艺术作品；一般多指工业品，也可指农产品，它的含义比produce广。如：Our
car
is
a
product
of
that
factory.
我们的车是那个工厂的产品。Such
farm
products
are
cheap.
那样的农产品不贵。
【拓展】no
matter是从属连词，意为“不管；无论”，其后常接疑问词what、which、who、
whom、where、whose、when、how等，用来引导让步状语从句。从句既可放在主句之前，也可放在主句之后。使用no
matter时，要注意以下几种情况：①若主从句均表示将来动作，从句的谓语动词要用一般现在时表示将来时。如：No
matter
who
they
are，they
will
have
to
wait
in
line．无论他们是谁，他们都将排队等候。②含有“no
matter+疑问词”的从句不能用作主语或宾语，而“疑问词+ever”不但可以引导让步状语从句，还可引导主语从句、宾语从句。如：I’ll
eat
whatever
you
give
me.
无论你给我什么，我都会吃。Whoever
leaves
the
room
last
should
close
the
door.无论谁最后离开房间都应该关门。
6.
He
found
it
interesting
that
so
many
products
in
local
shops
were
made
in
China.他发现当地商店那么多产品产于中国很有趣。（P35）
【用法】本句是“find
+
it
+
形容词
+
that从句”的结构，形容词充当宾语补足语，it是形式宾语，that从句是真正的宾语。如：I
find
it
necessary
that
we
should
ask
him
for
his
advice.我发现我们向他征求意见是必须的。
【拓展】“find
+it
+形容词+不定式”也是一个常用结构，表示“发现干某事怎么怎么样”。形容词充当宾语补足语，补充说明it的情况或状态；it是形式宾语，动词不定式是真正的宾语。如：I
find
it
hard
to
finish
the
work
today.我发现今天难于完成工作。
7.
He
realized
that
Americans
can
hardly
avoid
buying
products
made
in
China.
他意识到美国人几乎无法避免买中国制造的产品。（P35）
【用法】avoid是动词，意为“避免；回避”，后面常跟名词或动词作宾语；跟动词作宾语只能用动名词，构成avoid
doing结构，不能跟不定式作宾语。如：We
crossed
the
road
to?avoid?him.
?为了避开他我们走到马路对面。You
had
better
avoid
reading
in
the
train.你最好避免在地铁上阅读。
【拓展】avoid作动词，还可意为“防止；预防”。avoid所表达的意图总是达成的，否则就须用try。We
should
try
to
avoid
accidents.
我们应该尽量防止发生事故。
8.
Kang
Jiang
thinks
it’s
great
that
China
is
so
good
at
making
these
everyday
things.
康健认为，中国这么擅长制作日常用品是很伟大的。（P35）
【用法】⑴本句是省略that的宾语从句，在从句中又含有一个that引导的主语从句，it是形式主语。如：It
is
strange
that
she
didn’t
come
yesterday.很奇怪昨天她没来。⑵everyday是形容词，意为“日常的；每日的”，在句中常用作定语。It’s
very
important
to
remember
some
everyday
English.记住一些日常英语是很重要的。
【辨析】daily,
everyday和
every
day的区别
三者都可表示“每天；每日”，其用法区别如下：从词性和用法上看：daily可用作形容词(只作定语)或副词；everyday只用作形容词；every
day
是副词性短语。从词义上看：形容词
daily
意为“每日的”，指每天发生一次的，也可指按日计的；而
everyday意为“日常的；每日的”，指日常发生的、无须特别关心的；用作副词的
daily
几乎与
every
day
同义，两者常可换用，只是后者更口语化。如：He
wrote
a
song
about
daily
lives.他写一首关于日常生活的歌曲。Cooking
dinners
is
her
everyday
job.
做饭是她每日的工作。Thousands
of
people
come
to
visit
the
Great
Wall
daily/
every
day.
每天有数以千计的人来参观长城。
9.
Each
different
part
of
China
has
its
own
special
forms
of
traditional
art.
在中国每个不同的地区都有她自己独特的传统艺术形式。（P38）
【用法】这里form是可数名词，意为“形式；类型”。如：Ice,
snow
and
steam
are
different?forms?of
water.
冰、雪、蒸汽是水的不同形式。
【拓展】①form作可数名词，还可意为“表格”。如：He
is
filling
in
a?form.他正在填写一张表格。②form也可用作动词，意为“组成；形成；建立”。如：The
children?formed?a
circle
round
her.孩子们在她周围围成了一个圈。They
decided
to
form
a
music
group.他们决定成立一个音乐组合。
10.
He
sent
them
out
to
ask
for
help
when
in
trouble.
在困难的时候，他把它们发送出去请求帮助。（P38）
【用法】send
out是动词短语，意为“发送；发出”。如：They
sent
out
invitations
to
many
people.他们向许多人发了请帖。
【拓展】①send
out还可意为“派遣；散布”。如：They
sent
out
two
people
to
meet
their
teachers.他们派两个人去接老师。②send
out还可意为“长出”。如：The
trees
send
out
new
leaves
in
the
spring.春天树都长出新树叶。③含send的其他常用短语：send
away解雇；send
for派人去请；send
sb.
off为某人送别；send
up发射。
11.
They
are
made
of
bamboo
and
covered
with
paper.
它们是用竹子制作的，外面用纸覆盖着。（P38）
【用法】be
covered
with是固定短语，意为“被……覆盖着”。如：One
third
of
this
area
is
covered
with
forest.
这一地区1/3的地方都是森林。
【辨析】be
covered
with和be
covered
by
这两个短语都意为“被……所遮盖”。当介词宾语为非人为的自然物时，两者可互换。如：The
mountain
is
covered
with(by)
snow
all
the
year
round.山上终年积雪。
其区别是：①强调状态时多接with，强调动作时多接by。如：The
yard
is
covered
with
leaves.
院子被树叶覆盖着。The
top
of
the
mountain
was?covered?by
a
cloud.
山顶被云遮盖了。②当介词宾语为一件较小的覆盖物(如cloth,
book)时,一般要用with，因为此时往往用“人”作为行为施动者。如：The
table
was
covered
with
a
table
cloth
(by
me).
(我在)桌上盖着一块桌布。
12.
Paper
cutting
has
been
around
for
over
1500
years.剪纸已经出现1500
多年了。（P38）
【用法】be
around意为“出现”。如：This
kind
of
machine
has
been
around
for
a
long
time
.这种机器很早就有了。
【拓展】①be
around意为“活跃”。如：She
hasn't
been
around
lately.她最近不活跃了。②be
around意为“见过世面；经验丰富”。如：He
pretends
he
has
been
around
but
he
is
really
very
immature.他装作老于世故，而实际上却很不成熟。③be
around意为“在……周围”。如：I
am
always
nervous
when
I
am
around
her.当我在她旁边时总是很紧张。
13.
The
pieces
are
carefully
shaped
by
hand
from
a
very
special
kind
of
clay
and
then
allowed
to
air-dry.这些作品用一种特殊的黏土被仔细地用手工制成形，然后才允许风干。（P38）
【用法】本句是含有shape和allow的被动语态的句子。shape这里是及物动词，意为“制成(某种)形状”，接名词、代词作宾语。如：The
children
shaped
the
wet
sand.
孩子们把湿沙子堆成各种形状。常用短语：shape
into意为“使成形；把……做成……形状”。如：The
children
enjoyed
shaping
the
snow
into
figures
of
people
and
animals.孩子们喜欢把雪堆成人和动物。shape
up意为“改进；调整”。如：If
the
boy
doesn't
begin
to
shape
up
soon,
he'll
have
to
leave
school.要是这个男孩不快点在功课方面有进展的话，他就得退学了。
【拓展】①shape作及物动词还可意为“培养塑造(人的思想、性格)；影响……的发展”。如：A
good
teacher
helps
shape
a
child's
character.
一个好的老师应帮助孩子形成自己的性格。②shape用作不及物动词，也意为“制成形状”，但其主动形式含有被动意义。如：Clay
shapes
easily.
泥土容易做成各种形状。③shape还可用作名词，意为“外形；形状；样子”。That
cloud
has
a
strange
shape.那朵云的形状很怪。常用短语有：in
the
shape
of意为“以……形式表现（或体现）”。如：The
cloud
was
in
the
shape
of
a
monkey.
那云成一个猴子的形状。in
shape意为“健康”，而out
of
shape意为“变形；不健康”。如：We
take
exercises
to
keep
in
good
shape.
我们锻炼身体以保持健康。
单元语法解析
被动语态（一）
一、语态
语态是动词的一种形式，表示句子中主语和谓语动词之间的关系。英语的语态有两种：主动语态和被动语态。
主动语态：句子主语是动作的执行者。如：The
students
clean
the
classroom
every
day.学生们每天打扫教室。（主语The
students是动作clean的执行者）
被动语态：句子主语是动作的承受者，即行为动作的对象，常用介词by引出动作执行者。如：The
classroom
is
cleaned
by
the
students
every
day.
教室每天都被学生打扫。（主语classroom是是动作clean的承受者）
二、被动语态的基本构成
被动语态由“助动词be＋及物动词的过去分词”构成。助动词be有人称、时态和数的变化，与句子的主语保持一致。
本单元主要学习一般现在时的被动语态，其构成形式是：
肯定形式：
一般现在时：主语+am/is/are+及物动词过去分词+其它.
如：The
shirts
are
made
of
cotton.这些衬衫是棉花制成的。
否定形式：
一般现在时：主语+am/is/are
+not
+及物动词过去分词+其它.
如：The
shirts
are
made
of
cotton.这些衬衫不是棉花制成的。
疑问形式：
一般现在时：am/is/are+主语+及物动词过去分词+其它?
如：Are
the
shirts
are
made
of
cotton?
这些衬衫是棉制的吗？
三、被动语态的主要用法
⑴当不知道或没有必要指出动作的执行者时，常用被动语态。
如：The
desk
is
made
of
wood.这张课桌是木头制成的。（不必要知道谁做的）Some
new
computers
were
stolen
last
night. 一些新电脑在昨晚被盗了。（不知道电脑是谁偷的）
⑵强调动作的承受者，而不强调动作的执行者。当突出或强调动作的承受者，而不强调动作的执行者时，常用被动语态。如果需要可用by短语引出动作的执行者。
如：The
book
is
written
especially
for
children.
这本书是专门为孩子们写的。（强调的是这本书）The
glass
was
broken
by
Mike.玻璃杯是迈克打破的。（强调玻璃杯碎了）
⑶为了使语言得体或圆滑等不愿意说出动作的执行者而使用被动语态。
如：You
are
requested
to
make
a
speech
at
next
meeting.
请您在下次会议上作个发言。
四、主动语态变被动语态的步骤
①把主动语态的宾语作为被动语态的主语。②将主动句的谓语变成“be＋过去分词”的被动结构。（be根据主语的人称和数，以及原来主动句的时态来决定）③把主动语态中的主语放在介词by之后作宾语，将主格改为宾格。如：
单元资料链接
Chinese
Ceramics
China’s
ceramics
has
an
amazing
history
of
over
8000
thousand
years.
As
early
as
in
Han
dynasty,
it
was
well
known
all
over
the
world.
It
became
a
fashion
in
European
upper
class
as
a
symbol
of
status
and
nobility.
Over
the
past
thousand
years,
ceramics
are
still
liked
both
at
home
and
abroad.
It
was
first
made
in
china.
In
the
light
of
some
facts,
the
first
“ceramic”
arose
in
the
Neolithic
age
known
as
grey
pottery.
The
ceramics-making
became
prosperous
in
ancient
China.
Nowadays,
thousands
of
various
ceramics
come
out
of
stove
every
single
day.
Some
of
them
are
simple,
bold
and
everyday
kitchenware
used,
while
others,
with
profusion
in
size
and
shape
are
engraved
with
delicate
and
intricate
traditional
and
regional
designs.
These
ceramics
are
ported
worldwide
as
an
exotic
from
china
and
become
an
instant
popularity.
At
the
first
sight,
no
one
will
not
be
marveled
at
this
wonderful
artwork.
Some
begin
to
wonder
by
what
kind
of
handicraftsman
this
beautiful
works
were
made.
In
general,
making
a
ceramic
involves
in
five
steps
including
collecting
china
clay,
purifying,
shaping,
decorating
and
burning.
The
whole
process
demands
your
absolute
concentration.
Then
what
is
ceramic?
Actually,
there
is
no
exact
definition.
But
in
general,
it
has
several
features.
First,
it
is
made
from
china
clay.
Second,
the
vessel
must
experience
an
extraordinary
high
temperature
about
1200
degree
centigrade
to
1300
degree
centigrade.
Third,
the
vitreous
glaze
on
its
surface
must
be
burned
together
with
vessel
under
the
high
temperature.
Finally,
when
all
works
are
done,
your
work
must
be
hard,
well-nit
and
tense
and
giving
out
a
clear
and
melodious
sound
while
knocking
it.
All
the
features
are
key
points
in
telling
whether
a
ceramic
is
good
or
not.
Ceramics,
with
an
extraordinary
long
history
and
strong
Chinese
characteristics,
is
the
fruit
of
Chinese
handicraftsman’s
wisdom
and
will
forever
be
China’s
precious
treasure.Unit5
What
are
the
shirts
made
of?课时教案
The
First
Period
(Section
A
1a---2d)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
what
products
are
made
of
and
where
they
were
made.
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
chopstick,
coin,
fork,
blouse,
silver,
glass,
cotton,
steel,
grass,
leaf,
produce,
widely,
process,
pack,
be
made
of/from,
be
made
in,
the
art
and
science
fair,
environmental
protection,
be
famous
for,
be
known
for,
as
far
as,
all
over
the
world
(3)Target
Language:
Is
the
ring
made
of
silver?
Yes,
and
it
was
made
in
Thailand.
What’s
the
model
plane
made
of?
It’s
made
of
used
wood
and
glass.
What
is
the
painting
made
from?
How
is
the
tea
produced?
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.
(4)Structure:
Passive
voice
of
the
Present
tense
2.
Ability
Objects
①
Enable
the
students
to
talk
about
what
products
are
made
of
and
where
they
were
made.
②
Learn
and
master
the
structure
and
usage
of
the
passive
voice
of
the
Present
tense.
3.
Moral
Objects
Know
more
about
the
products
made
in
China
and
be
proud
of
them.
Teaching
Key
Points：
Learn
to
talk
about
what
products
are
made
of
and
where
they
were
made.
Learn
and
master
the
structure
of
the
passive
voice
of
the
Present
tense.
Teaching
Difficult
Points：
Learn
and
master
the
structure
and
usage
of
the
passive
voice
of
the
Present
tense.
How
to
train
students’
listening
ability
and
communicative
competence．
Teaching
Methods：
The
Situational
Teaching
Approach,
Task-based
language
teaching
method,
The
Activity
Teaching
Method,?The
Communicative
Approach.
Teaching
Aids：
The
pictures
about
everyday
things
and
a
plastic
flower,
PPT
Teaching
Procedures：
Step
1
Leading-in（About
5
minutes）
Greet
the
class
as
usual.
Show
a
plastic
flower
and
have
a
free
talk
with
students.
T:
Look!
I
bought
some
flowers.
What
do
you
think
of
them?
Ss:
Very
beautiful!
T:
Yes,
they
look
nice.
I
like
them
very
much.
Are
they
real
flowers,
S1?
(Have
S1
touch
the
flowers)
S1:
No,
but
they
look
like
real
flowers.
T:
You’re
right.
They’re
plastic
flower.
They’re
made
of
plastic.
(Explain
the
meaning
of
“be
made
of”
to
students
in
Chinese)
What
are
the
flowers
made
of?
Ss:
They’re
made
of
plastic.
T:
Great!
Look
at
the
picture.
What’s
this?
Ss:
It’s
a
shirt.
T:
What’s
it
made
of?
S2:
I
think
it’s
made
of
silk.
T:
Is
it
made
of
silk?
No,
it’s
made
of
cotton.
(Have
students
repeat
and
teach
the
word
“cotton”)
Show
the
picture
of
a
red
blouse
and
say.
T:
This
is
not
a
shirt.
It’s
a
blouse.
Women
usually
wear
it.
(Have
students
learn
the
word
“blouse”.)
Is
it
made
of
cotton?
Ss:
No,
it
isn’t.
T:
Is
it
made
of
silk?
Ss:
Yes,
it
is.
T:
And
it
was
made
in
Hangzhou.
(Have
students
guess
the
meaning
of
“be
made
in”,
and
then
the
teacher
explains
it)
Step
2
Presentation（About
5
minutes）
Point
to
the
picture
of
the
blouse
and
present
the
conversation
and
have
students
repeat.
A:
What’s
this?
B:
It’s
a
blouse.
A:
Is
it
made
of
cotton?
B:
No,
it
isn’t.
A:
What’s
it
made
of?
B:
It’s
made
of
silk.
And
it
was
made
in
Hangzhou.
Show
the
pictures
of
these
everyday
things
and
teach
new
words.
After
studying
new
words,
ask
students
to
read
the
sample
conversation
and
work
in
pairs
to
talk
about
the
everyday
things
in
the
pictures.
As
students
work,
move
around
the
room
offering
language
support
and
helping
them
with
any
words
they
want
to
use.
Call
several
pairs
to
act
out
their
conversations.
Step
3
Practice（About
3
minutes）
Have
students
read
the
words
in
the
chart
in
1a.
Then
ask
them
to
match
the
things
with
the
materials
in
their
own.
Remind
them
that
some
things
may
be
made
of
more
than
one
material.
Call
one
student
to
say
the
answer
and
check
the
answers
in
class.
Step
4
listening
practice（About
5
minutes）
Have
students
look
at
the
picture
on
Page
33
and
read
the
conversation
in
the
picture.
And
then
ask
them
to
read
the
chart
in
1b.
Tell
them
that
two
girls
are
talking
about
what
some
things
are
made
of
and
where
they
made.
Play
the
recorder
and
ask
students
to
listen
to
the
tape
carefully
and
match
the
products
with
materials
and
the
place
of
products.
Then
listen
again
and
check
the
answers
in
class.
Step
5
Pairwork（About
4
minutes）
Ask
two
students
to
read
the
sample
dialogue
in
1c.
Then
ask
students
to
read
the
chart
in
1b
and
make
a
conversation
with
a
partner
using
the
information
in
1b.
As
students
work,
listen
to
some
pairs
in
order
to
check
the
progress
and
give
them
some
help
as
needed.
Ask
some
pairs
to
come
to
the
front
of
the
classroom
and
act
out
their
conversations.
Step
6
Listening
practice（About
6
minutes）
Have
students
read
the
topics
in
2a,
and
tell
them
that
Nick
and
Marcus
are
talking
about
what
some
things
made
of
/from.
What
is
their
topic?
Then
present
the
picture
of
2a
and
ask
them
to
guess
the
main
topic
of
the
conversation.
Play
the
recording
and
let
them
check
the
main
topic
they
hear.
Play
the
tape
again
and
check
the
answer
in
class.
Have
the
students
read
the
questions
in
2b.
Explain
the
difference
between
“be
made
of”
and
“be
made
from”.
Play
the
recording
for
the
third
time
and
let
them
make
notes.
Play
the
recording
for
the
fourth
and
have
them
write
down
their
answers.
Call
different
students
to
answer
the
questions
in
2b
and
check
the
answers
with
students.
Step
7
Pairwork（About
5
minutes）
Have
students
read
the
sample
conversations
in
2c
and
help
them
complete
the
conversation.
Then
ask
students
to
make
up
conversations
using
the
information
in
2a
and
2b.
For
example:
A:
What
did
you
see
at
the
art
and
science
fair?
B:
I
saw
a
model
plane.
A:
What’s
it
made
of?
B:
It’s
made
of
steel.
Call
several
pairs
to
act
out
their
conversations
in
class.
Step
8
Expansion
and
extension（About
8
minutes）
Role-play
the
conversation
First,
have
students
to
role-play
the
conversation
in
2d
in
groups
and
choose
the
best
one.
Have
students
read
the
conversation
and
find
out
the
sentences
about
the
passive
voice.
Then
have
them
discuss
the
structure
of
the
passive
voice.
As
students
work,
the
teacher
walks
around
and
gives
them
some
help
if
they
need.
Explain
the
structure
and
usage
of
the
passive
voice
and
some
key
new
phrases
“be
famous
for,
be
known
for,
as
far
as”.
Help
students
understand
the
language
points
and
have
them
write
their
own
sentences
with
the
phrases
and
the
structures.
Call
several
pairs
to
act
out
the
conversations
in
front
of
class.
Step
9
Summary（About
3minutes）
Guide
Ss
to
summarize
the
language
points
they
learnt
in
this
class.
Ask
students
to
sum
up
the
structure
and
usage
of
the
passive
voice
the
present
tense.
Have
them
use
the
structure
of
the
passive
voice
to
talk
about
the
things
in
the
classroom
or
in
their
schoolbag.
Make
sure
that
they
can
use
the
structure
of
“be
made
of/from,
be
made
in”.
Step
10
Homework（About
1
minutes）
Have
each
student
choose
his/her
favorite
two
things,
and
then
make
up
conversations
with
his/her
partner
to
talk
about
the
materials
and
the
place
of
products
by
using
the
passive
voice.
Write
their
conversation
on
the
exercise
books.
Blackboard
Design：
Unit5
What
are
the
shirts
made
of?
Section
A
1a-2d
What’s
the
flower
made
of?
structure:
be
+及物动词过去分词
It
is
made
of
plastic.
主语+am/is/are+及物动词过去分词+其它.
Is
the
ring
made
of
silver?
am/is/are+主语+及物动词过去分词+其它?
Yes,
and
it
was
made
in
Thailand.
be
made
from
be
famous
for
=be
known
for
How
is
the
tea
produced?
Tea
plants
are
grown
on
the
sides
of
mountains.
…they
are
picked
by
hand
and
then
are
sent
for
processing.
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
It
is
impolite
to
point
at
anyone
with
your
c______(筷子)
while
eating
meals.
2.
This
yellow
b
(衬衫)goes
with
her
blond
hair.
3.
Email
English
is
w________(广泛地)
used
among
young
people.
4.
It's
waste
to
throw
away
g______(玻璃),
paper
and
metal.
5.
Now
factories
are
trying
their
best
to
p______(生产)
more
cars
to
meet
the
needs
of
the
consumers.
Ⅱ.
选择填空。
1.
---Your
coat
looks
very
nice.
What's
it
made
______?
---Cotton,
and
it
is
made
_______
Wuhan.
A.
from;
in
B.
of;
in
C.
from;
on
D.
of;
on
2.
We’ll
have
dinner
at
Qianxilong
Restaurant,
which
is
famous
____
its
food.
A.
of
B.
to
C.
for
D.
as
3.
The
famous
singer
will
hold
his
concert
next
month,
I
know.
A.
as
far
as
B.
as
well
as
C.
as
soon
as
D.
as
much
as
4.
Many
teachers
________
to
poor
areas
to
help
with
teaching
every
year.
A.
are
sent
B.
will
send
C.
sends
D.
sent
5.
The_______
of
most
trees
will
fall
in
autumn.
A
leaf
B.
leafs
C
leaves
D.
plant
Ⅲ.句型转换。
1.
Students
clean
the
windows
every
day.
(变被动语态)
The
windows
every
day.
2.
China
is
famous
for
the
Great
Wall.
(同义句)
China
is
the
Great
Wall.
3.
A
lot
of
trees
are
planted
on
both
sides
of
the
road.
(同义句)
A
lot
of
trees
on
side
of
the
road.
4.
This
model
ship
is
made
of
wood.
(变一般疑问句)
this
model
ship
wood？
5.
The
apples
are
produced
in
Shandong.
(划线提问)
the
apples
？
教学反思
本节课以谈论产品的材料和产地为话题开展丰富多彩的课堂教学活动，学习被动语态构成和用法。首先通过展示实物“塑料花”导入新课，教学关键结构be
made
of和be
made
in，非常直观，学生可以通过亲手感受理解这个结构，然后运用直观的图片进行操练，自然贴切，在呈现新结构时，教学生词。这样把生词教学与语法教学融为一体，既提高学生学习兴趣，也降低了学习的难度。
教学过程采用了“理解-操练-迁移应用”的模式，各教学环节相互紧扣，每一个环节既是对上一环节的承上和提升，也是下一环节练习的基础。内容呈现、结对训练、听力练习、角色表演等都置于精心设计的生活化的情境之中，学生在语言交流中、合作体验中、实践应用中练习巩固所学知识。任务活动的设计贴近学生生活，注重学生间的共同协作，让学生把说英语变成一种愉快的体验，使学生在愉悦的环境里潜移默化地接受语言、领悟语言、使用语言。
第一课时作业设计答案：
Ⅰ.
1.
chopsticks
2.
blouse
3.
widely
4.
glass
5.
produce
Ⅱ.
1-5
BCAAC
Ⅲ.
1.
are;
cleaned
2.
known;
for
3.are
grown;
each
4.
Is;
made
of
5.
Where;
are;
producedUnit5
What
are
the
shirts
made
of?第四课时教学设计和课时作业
The
Fourth
Period
(Section
B
2a---3b)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
what
products
are
made
of
and
where
they
were
made.
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
its,
form,
clay,
balloon,
scissors,
lively,
fairy,
heat,
polish,
complete,
traditional
art,
turn
into,
according
to,
send
out,
be
covered
with,
rise
into,
be
around,
art
piece,
be
made
by
(3)Target
Language:
They
are
made
of
bamboo
and
covered
with
paper.
When
the
lanterns
are
lit,
they
slowly
rise
into
the
air
like
small
hot-air
balloons
for
all
to
see.
Paper
cutting
has
been
around
for
over
1500
years.
The
paper,
usually
red,
is
folded
before
it
is
cut
with
scissors.
The
pieces
are
carefully
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.
(4)Structure:
Passive
voice
of
the
Present
tense
and
the
past
tense
2.
Ability
Objects
⑴
Enable?the?students?to?understand
the
main
idea
of
the
passage
from
general
to
specific
and
learn
to
talk
about
what
products
are
made
of
by
using
the
passive
voice.
⑵
To
understand
the
passage
and
know
about
the
meanings
of
Chinese
traditional
art.
3.
Moral
Objects
Learn
about
the
meanings
and
beauty
of
Chinese
traditional
art.
Educate
students
to
love
Chinese
traditional
art.
Teaching
Key
Points：
⑴
Learn?and
master
some
phrases
and
some
key
sentences.
⑵
Enable?the?students?to?understand
the
main
idea
of
the
passage
from
general
to
specific
and
talk
about
Chinese
traditional
art
using
the
passive
voice.
Teaching
Difficult
Points：
Learn
how
to
find
the
main
idea
of
the
passage
from
general
to
specific
and
develop
students’
different
reading
skills.
Learn
and
master
the
usage
of
the
passive
voice
of
the
past
tense.
Teaching
Methods：
The
Task-based
Language
Teaching
Method,
The
Cooperative
Learning
Method,?The
Gaming
Teaching
Method
Teaching
Aids：
The
pictures
about
Chinese
traditional
art,
PPT
Teaching
Procedures：
Step
1
Warming
up
and
lead
in（About
6
minutes）
Have
students
listen
to
the
song
Rapper
face
(Xishuo
lianpu)
together.
Then
have
them
think
of
the
questions:
Which
Chinese
traditional
art
is
the
song
about?
What
do
you
know
about
it?
Have
a
free
talk
with
students.
T:
I
like
this
song
very
much.
Do
you
know
which
Chinese
traditional
art
the
song
is
about?
Ss:
Beijing
Opera.
T:
Great!
This
song
is
about
the
he
facial
makeup.
And
what
do
you
know
about
Beijing
Opera?
S1:
I
know
Beijing
Opera
has
four
main
types
of
roles:
Sheng,
Dan,
Jing
and
Chou.
T:
You’re
right.
The
facial
makeup
uses
a
special
method
to
show
these
roles.
If
you
listen
carefully,
you’ll
be
interested
in
it.
What
else
do
you
know
about
folk
or
traditional
art?
Now
please
tell
your
partner
about
what
you
find,
then
I’ll
invite
some
students
to
report
it.
After
pairwork,
invite
some
students
to
introduce
what
they
know
about
Chinese
folk
or
traditional
art
forms.
Step
2
Pre-reading（About
5
minutes）
T:
Just
now,
we
have
known
something
about
Chinese
folk
or
traditional
art
forms.
Today
we’ll
read
a
passage
about
them.
Please
look
at
the
pictures
in
2b
and
tell
us
what
traditional
art
forms
they
are.
Have
students
look
at
the
pictures,
and
then
call
some
students
to
say
to
the
class.
Show
some
pictures
to
teach
the
new
words
“clay,
balloon,
fairy,
scissors,
heat,
polish
and
lively”.
Have
students
read
the
words
and
help
them
understand
the
meanings
of
these
words
using
pictures.
Ask
students
to
read
the
passage
quickly
and
look
for
the
key
phrases
and
sentences
and
the
teacher
gives
some
explanations.
Step
4
While-reading（About
8
minutes）
Have
students
read
the
chart
in
2b.
Then
get
them
to
listen
to
the
passage
to
fill
in
the
chart
individually.
Then
call
two
students
to
say
the
“Traditional
art
form”
and
“Materials
used”
and
check
answers
with
students.
Tell
students
that
the
passage
introduces
Chinese
traditional
art
using
a
method
from
general
to
specific.
Have
them
look
through
the
reading
strategy
and
explain
it
to
them.
Then
ask
students
read
the
passage
and
find
the
main
idea
of
each
paragraph
and
say
which
paragraph
is
about
general
introduction
of
topic
and
which
paragraphs
are
specific
examples.
Have
students
look
through
the
questions
in
2c.
Then
ask
them
to
scan
the
passage
and
find
the
answers
to
the
questions.
Ask
different
students
to
answer
each
question
in
2c.
Check
the
answers
with
the
class.
Step
5
After-reading（About
6
minutes）
Ask
the
students
to
read
the
passage
by
themselves.
Then
call
three
different
students
to
introduce
three
traditional
art
forms
“the
sky
lantern,
paper
cutting
and
the
clay
piece”
with
their
own
words.
Have
students
read
the
phrases
in
the
box
of
2d
and
say
their
meanings.
Then
ask
them
to
work
alone
to
complete
the
sentences
using
the
correct
forms
of
the
phrases.
Call
different
students
to
say
their
answers,
check
them
with
class.
Step
6
Groupwork（About
6
minutes）
T:
From
the
passage,
we
know
about
three
traditional
art
forms
“the
sky
lantern,
paper
cutting
and
the
clay
piece”.
Every
Chinese
is
famous
for
them.
Would
you
like
to
learn
making
them?
Which
would
you
like
to
learn?
Have
students
look
through
the
questions
in
2e
and
discuss
them
in
groups.
As
students
work,
move
around
the
room
offering
some
language
support.
Call
each
group
to
report
their
discussion
results
and
explain
reasons.
Step
7
Make
s
survey（About
5
minutes）
T:
China
is
an
ancient
country
with
a
long
history.
She
has
a
number
of
traditional
or
folk
art
forms
and
special
things.
They
can
be
a
kind
of
food,
an
artwork
or
any
other
products.
What
are
some
special
things
that
your
hometown
is
famous
for?
Let’s
discuss
in
groups
and
fill
in
a
survey
chart.
Do
a
survey.
Let
students
look
through
the
chart
and
discuss
the
special
things
that
your
town
or
city
has
in
groups.
Then
make
some
notes
to
finish
the
chart
in
3a.
Call
different
students
to
talk
about
their
results
and
compare
with
other
groups.
Encourage
students
to
say
more
special
things
their
hometown
has.
Step
8
Writing（About
5
minutes）
Have
students
read
the
expressions
in
the
box
of
3b,
and
then
complete
these
sentences
using
the
notes
in
3a.
The
teacher
walks
around
and
gives
them
some
help
if
they
need.
Have
students
put
the
sentences
together
into
a
passage.
Then
everyone
reads
his
or
her
own
passage
in
groups
and
all
the
members
help
correct
any
mistakes.
Each
group
chooses
a
good
passage
to
present
in
class.
Have
students
write
down
their
passages
in
the
exercise
books.
Step
9
Summary（About
3
minutes）
In
this
class,
we've
learned
a
passage
about
Chinese
folk
or
traditional
art.
It
tells
us
that
these
traditional
art
forms
show
many
important
things
in
our
life,
such
as
love,
beauty
and
family.
They
show
the
love
that
all
Chinese
people
have
for
life
and
beauty.
Ask
two
students
to
sum
up
the
key
phrases
and
sentence
patterns.
Remind
them
of
the
sentences
that
have
the
passive
voice
of
the
past
tense.
Step10
Homework（About
1
minutes）
Write
a
passage
to
introduce
your
favorite
traditional
or
folk
art
form.
Blackboard
Design：
Unit5
What
are
the
shirts
made
of?
Section
B
2a-3b
Traditional
art
form
Materials
used
the
sky
lantern
paper,
bamboo
paper
cutting
paper
the
clay
piece
clay
They
are
made
of
bamboo
and
covered
with
paper.
The
paper,
usually
red,
is
folded
before
it
is
cut
with
scissors.
The
pieces
are
carefully
shaped
by
hand
…and
then
allowed
to
air-dry.
After
drying,
they
are
fired
at
a
very
high
heat.
第四课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
The
b____
(气球)
were
hung
here
and
there
in
the
hall.
2.
She's
a
l_____(
活泼的)girl
and
popular
with
everyone.
3.
The
h______(热)
from
the
fire
will
soon
dry
your
coat.
4.
His
father
was
angry
and
took
a
pair
of
s______(剪子)
and
cut
her
long
hair.
5.
Can
you
c______(完成)
your
homework
on
time?
Ⅱ.
选择填空。
1.
Most
of
the
kites
here
are
made
hand.
A.
in
hand
B.
with
hand
C.by
hand
D.
by
the
hand
2.
When
you
are
in
danger
in
the
sea,
you
should
radio
signals
for
help.
A.
hold
out
B.
give
out
C.
send
out
D.
take
out
3.
It
snowed
heavily
last
night.
The
ground
_____snow.
A.
was
covered
with
B.
was
filled
with
C.
was
made
of
D.
was
getting
on
with
4.
---Miss
Yang
is
very
popular
with
her
students.
---Yes.
Her
classes
are
always
______
and
interesting.
A.
noisy
B.
lively
?
?
?
C.
living
?
?
D.
lovely
5.
It’s
reported
that
the
new
bridge
_______
at
the
end
of
last
month.
A.
has
completed
B.
is
completed
C.
was
completed
D.
completed
Ⅲ.
根据汉语意思，把下列句子补充完整。
1.
当孔明灯被点亮时，他们像小热气球一样慢慢地升到空中。
When
the
sky
lanterns
,
they
slowly
the
air
like
small
hot-air
balloon.
2.
剪纸已经出现1500
多年了。
Paper
cutting
has
for
1500
years.
3.
中国陶土艺术能把这种特殊的粘土变成一件美丽的艺术品。
Chinese
clay
art
can
this
special
kind
of
clay
a
beautiful
piece
of
art.
4.
人们过去经常在处于困境时放出孔明灯去求救。
People
used
to
the
sky
lanterns
for
help
when
they
were
.
5.
这些带有人们美好祝愿的剪纸艺术品常被放在家里的窗户、门和墙上。
These
of
paper
cutting
with
people’s
good
wishes
are
usually
windows,
doors
and
walls
of
their
homes.
教学反思
教学环节衔接自然，张弛有度。课堂开始用一首歌趣导入，气氛活跃，学生精神松弛；中间的各项阅读活动，任务紧凑，由易到难，学生只有紧张投入才能完成阅读任务；最后调查写作，谈论与学生生活密切相关，且又是本地特别的有趣的一些东西，用已经熟悉的被动语态去描述，学生不会有压力，可以轻松地进行活动，愉快地完成写作任务。
导入新颖，过渡自然。以《戏说脸谱》这首歌导入新课，一方面可以活跃课堂气氛，引起学生学习兴趣，帮助他们尽快进入状态，另一方面有助于体会中国民族艺术的伟大，更好地理解课文。把热身、导入、及情感教育融合在一起，起到了很好的教学效果。
阅读部分侧重利用阅读策略理解短文，教会学生阅读的方法。阅读教学时，重点引导学生“由整体到特殊”去了解文章介绍的传统艺术形式，使学生很容易就能抓住文章的脉络。然后具体细节分析时，又能回应总体的介绍，从而很快完成阅读的任务。
第四课时作业设计答案
Ⅰ.
1.
balloons
2.
lively
3.
heat
4.
scissors
5.
complete
Ⅱ.
1-6
CCABC
Ⅲ.
1.
are
lit;
rise
into
2.
been
around;
over
3.
turn;
into
4.
send
out;
in
trouble
5.
art
pieces;
put
onUnit5
What
are
the
shirts
made
of?第二课时教学设计
The
Second
Period
(Section
A
3a---4c)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
what
products
are
made
of
and
where
they
were
made.
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
France,
local,
brand,
avoid,
product,
handbag,
mobile,
everyday,
boss,
Germany,
surface,
material,
traffic,
postman,
cap,
glove,
no
matter,
avoid
doing
sth.,
everyday
thing,
in
the
future,
make
dresses
(3)Target
Language:
No
matter
what
you
may
buy,
you
might
think
those
products
were
made
in
those
countries.
He
found
it
interesting
that
so
many
products
in
local
shops
were
made
in
China.
He
realized
that
Americans
can
hardly
avoid
buying
products
made
in
China.
(4)Structure:
Passive
voice
of
the
Present
tense
2.
Ability
Objects
①
Be
able
to
master
and
use
the
key
vocabulary
and
target
language.
②
To
read
the
passage,
learn
and
master
how
to
talk
about
what
products
are
made
of
and
where
they
were
made.
③To
learn
to
grasp
and
use
the
passive
voice
of
the
present
tense
and
the
past
tense.
3.
Moral
Objects
We
should
take
pride
of
so
many
products
made
in
China
in
the
US.
Educate
students
to
love
our
country
and
study
science
technology
harder.
Teaching
Key
Points：
⑴
To
read
the
passage,
learn
and
master
how
to
talk
about
what
products
are
made
of
and
where
they
were
made.
⑵To
grasp
and
use
the
passive
voice
of
the
present
tense
and
the
past
tense.
Teaching
Difficult
Points：
⑴Learn
and
master
the
passive
voice
of
the
present
tense
and
the
past
tense.
⑵To
understand
the
passage,
practice
talking
about
what
products
are
made
of
and
where
they
were
made.
Teaching
Methods：
The
Situational
Teaching
Approach,
Task-based
language
teaching
method,
The
Gaming
teaching
Method.
Teaching
Aids：
The
pictures
about
everyday
things,
PPT
Teaching
Procedures：
Step
1
Review（About
4
minutes）
Greet
the
class
as
usual.
Show
the
pictures
and
talk
about
them
with
students.
T:
What
is
this?
S1:
It’s
a
blouse.
T:
Is
it
made
of
cotton?
S1:
No,
it
isn’t.
T:
What’s
it
made
of?
S1:
It’s
made
of
silk.
T:
Where
was
it
made?
S1:
I
think
it
was
made
in
Suzhou.
Have
some
students
use
“be
made
of/from”
and
“be
made
in”
to
talk
about
the
other
pictures
with
their
partners
in
front
of
the
class.
Remind
them
to
use
“be
made
from”
while
talking
about
the
juice.
Step
2
Groupwork
（About
5
minutes）
Name
Thing
Material
Place
of
product
First,
have
students
read
the
conversation
in
4c.
Then
in
groups,
call
a
student
to
ask
other
students
about
something
they
are
wearing
or
have
in
their
schoolbags,
and
then
fill
in
the
chart.
After
each
group
finishes,
the
teacher
asks
some
different
students
to
check
their
reports.
Step
3
Grammar
Focus
(About
4
minutes)
Have
the
students
read
and
remember
the
sentences
in
Grammar
Focus
by
themselves,
and
then
have
them
sum
up
the
forms
of
the
declarative
sentence,
negative
sentence
and
interrogative
sentence
of
the
passive
voice.
Teacher
writes
the
structures
of
the
passive
voice
of
the
present
tense
on
the
Bb
and
gives
some
explanations.
Subject
+am/is/are
+done
+others.
Subject
+am/is/are
+not
+
done
+others.
am
/is/are
+
Subject
+
done
+others?
Then
explain
the
usage
of
the
passive
voice
to
students
and
tell
them
how
to
change
the
active
voice
into
the
passive
voice.
Present
two
sentences
and
ask
students
to
turn
them
into
the
passive
voice.
1.
Farmers
grow
vegetables
in
the
greenhouse
in
the
winter.
2.
Mother
cleans
the
rooms
every
day.
Ask
the
students
to
work
individually.
Then
call
two
students
to
report
in
class
and
praise
the
students
who
don’t
have
any
mistakes.
Step
4
Practice（About
6
minutes）
Have
students
read
the
example
in
4b
and
compare
the
structures
of
the
active
voice
with
that
of
the
passive
voice.
Have
students
rewrite
the
other
sentences
in
4b
using
passive
voice.
Move
around
and
give
them
some
help
if
they
need.
Call
some
different
students
to
say
their
answers
and
check
them
in
class.
Step
5
Writing
practice
(About
4
minutes)
Have
the
students
read
the
incomplete
sentences
in
4a.
Then
use
the
first
sentence
as
an
example
and
tell
them
why.
Have
students
work
alone
to
complete
the
sentences
with
the
correct
forms
of
the
verbs.
Move
around
the
classroom
and
help
them
if
necessary.
Call
different
students
to
say
their
answers
and
check
them
with
students.
Step
6
Reading
(About
11
minutes)
Lead-in:
Have
students
look
at
the
price
label
in
the
store
of
America.
Then
have
a
talk
with
students.
T:
This
is
an
American
flag.
What
is
it
made
of?
S2:
It’s
made
of
Nylon.
T:
Where
was
it
made?
S2:
It
was
made
in
China.
T:
Yes,
the
flag
was
made
in
China.
In
the
USA,
there
are
many
products
made
in
China
in
the
local
shops.
Next,
we’ll
read
a
passage
about
shopping
in
the
USA.
Please
read
the
title
of
the
passage.
Why
is
searching
for
American
goods
in
the
USA
difficult?
Now
let’s
read
the
article
together
and
find
the
answer.
While-reading:
First,
have
students
to
read
the
questions
in
3a,
and
then
read
the
passage
quickly
and
find
the
answers
to
the
questions.
Ask
different
students
to
answer
them.
Call
two
students
to
read
the
passage.
At
the
same
time,
have
other
students
check
the
answers
and
find
out
key
phrases
and
key
sentences.
Then
help
students
sum
up
some
key
language
points
and
explain
the
structures
of
“find
it
+adjective
+that
clause”
and
“avoid
doing
sth”.
Have
students
read
the
questions
in
3b,
then
ask
them
to
scan
the
passage
with
the
questions
and
find
the
answers
to
the
questions.
Call
some
students
to
answer
the
questions
and
check
the
answers
in
class.
After-reading:
Have
students
find
the
words
in
bold
in
the
passage,
and
then
discuss
what
they
refer
to
in
groups.
While
discussing,
move
around
and
give
them
some
help
if
necessary.
Call
some
students
to
report
their
results
and
check
the
answers
with
students.
Step
7
Summary（About
3
minutes）
Today
we
have
learned
a
passage
about
shopping
in
the
USA
and
known
there
are
many
products
made
in
China
there.
It
tells
us
that
China
is
a
great
country
and
we
are
proud
of
her.
Ask
students
to
sum
up
the
important
phrases
and
the
key
sentence
they
learned.
Help
students
sum
up
the
structure
and
usage
of
the
passive
voice
the
present
tense.
Call
some
students
to
explain
how
to
change
the
active
voice
into
the
passive
voice.
Step
8
Homework（About
1
minutes）
Write
a
short
passage
about
some
things
you
use
every
day.
And
introduce
what
they
are
made
of/from
and
where
they
were
made.
Blackboard
Design：
Unit5
What
are
the
shirts
made
of?
Section
A
3a-4c
Passive
voice
Subject
+am/is/are
+done
+others.
No
matter
what….
Subject
+am/is/are
+not
+
done
+others.
find
it
+adjective
+that
clause
am
/is/are
+
Subject
+
done
+others?
avoid
doing
sth
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
The
l______(当地的)
people
like
that
restaurant
because
it
has
both
delicious
food
and
good
service.
2.
The
two
foreign
teachers
in
our
school
are
both
from
G
______(德国).
3.
Two
thirds
of
the
earth's
s______
(表面)
is
covered
with
water.
4.
The
roads
are
becoming
more
and
more
crowded
because
of
too
much
t______
(车辆).
5.
The
computers
have
become
a
necessary
part
of
our
e______
(日常的)
life.
Ⅱ.
选择填空。
1.
—Is
the
film
interesting?
—I
thought
it
would
be.
But
______,
it’s
very
boring.
A.
in
all
B.
in
fact
C.
in
need
D.
in
future
2.
---Are
there
any
______in
your
school?
---Yes,
there
are.
A.
Germen
B.
Germans
C.
German
D.
Germany
3.
The
mountain
______
with
snow
all
year
round,
so
it’s
hard
to
climb
it.
A.
covered
B.
was
covered
C.
is
covered
D.
covers
4.
---What
should
we
do
to
prevent
the
flu?
---We
should
wash
hands
often
and
avoid
______
to
crowded
places
and
so
on.
A.
go
B.
going
?
?
?
C.
gone?
?
?
D.
to
go
5.
We
find
impossible
that
we
want
to
learn
a
foreign
language
well
in
a
short
time.
A.
that
B.
this
C.
one
D.
it
Ⅲ.
句型转换。
1.
People
in
that
country
speak
French.（改为被动语态）
French
in
that
country.
2.
At
times,
parents
find
it
difficult
that
they
talk
with
their
teenage
children.
(改为同义句)
At
times,
parents
find
difficult
with
their
teenage
children.
3.
This
song
is
taught
on
the
radio
every
day.
(划线提问)
is
this
song
on
the
radio?
4.
No
matter
what
you
say,
I
believe
you.
(改为同义句)
you
say,
I
believe
you.
5.
In
our
daily
life,
we
may
find
many
interesting
things
around
us.
(改为同义句)
In
our
life,
we
may
many
interesting
things
around
us.
教学反思
本节课教学设计体现学以致用的原则，坚持“学中练，练中学”。首先以看图对话和小组活动复习被动语态，然后学生在老师帮助下很容易地就能总结被动语态的结构特点，然后及时通过练习和小组活动加以巩固。
本节课是一节读写课，在重视读写训练的同时，也不忽视口语训练，自始至终把学生语言技能的培养融入教学的每一环节。阅读教学选择有针对性的图片进行导入，既能引起学生兴趣，也让学生对短文内容有个初步了解，有助于提高阅读效率。阅读时还注意培养学生的阅读技巧，教给他们阅读方法。泛读、细读、研讨等活动都以任务形式出现，促使学生集中精力参与课堂活动，保证了阅读的效果。
第二课时作业设计答案
Ⅰ.
1.
local
2.
Germany
3.
surface
4.
traffic
5.
everyday
Ⅱ.1-5BBCBD
Ⅲ.
1.
is;
spoken
2.
it;
to
talk
3.
How
often;
taught
4.
whatever
5.
everyday;
discover
