Unit 5 What are the shirts made of?
主备Section A (1a-2d) 内容 【知识目标】 Important words:produce,process,widely Important phrases:be made of/from,be made in,the art and science fair,environmental protection,grass and leaves,be known for /be famous for,as far as I know,on the sides of mountains 教学【能力目标】 目标 1.指导学生仔细聆听谈论产品成分构成与产地的对话。 2.学会运用被动语态谈论产品构成与产地。 【情感目标】 引导学生通过开展小组学习活动,培养协作意识,并能用英语介绍中国产业,向世界宣传中国的民族产业。 教学重点:被动语态的陈述句、一般疑问句和否定句。 重难难点:be made of,be made in和be made from的区别。 点 教学过程 ◆Step 1 情境导入 Teacher:Please take out your things on your desk.We use them every day.Do you really know them? Teacher:Can you tell me what these things are made of? And where were they made? Students: ①The books are made of paper. ②The paper is made from trees. …(4分钟) 设计意图 通过谈论学生的日常用品,激发学生的学习欲望。 ◆Step 2 完成教材1a-1c的任务 1.要求学生翻开课本P33,快速阅读1a表格部分的内容。把物品和可能构成它们的材料匹配起来。(1分钟)
2.要求学生听第一遍录音,并完成课本上1b的听力任务。(1分钟) 3.要求学生听第二遍录音,并逐句进行跟读。(2分钟) 4.要求学生先练习1a中的对话,再模仿1c的对话,用1b表格中的信息进行对话练习。并邀请2~3对同学当堂进行演示。(3分钟) 5.小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时纠正。(2分钟) 用括号内所给动词的正确形式填空 (1)The apples are sent (send) to the factory for processing. (2)We are all ready but Tom hasn’t packed (pack) his clothes yet.
教学过程 (3)The windows of the room are cleaned (clean)every day. (4)The best cotton is produced (produce) in Xinjiang,China. (5)The song isn’t liked (not like) by most of us. 设计通过学习1a,使学生对被动语态有所了解;通过1b,锻炼学生的听力及抓取关键信息的能力;通意图 过1c的训练锻炼学生的口头表达能力,同时巩固对一般现在时被动语态的认识。 ◆Step 3 完成教材2a-2d的任务 1.要求学生翻开课本P34,要求学生听第一遍录音,完成2a,2b的听力任务。(1分钟) 2.要求学生听第二遍录音,并逐句进行跟读。(2分钟) 3.听力内容巩固训练。要求学生根据所听到的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(4分钟) 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 . A: Where was it made?
B:It was made in Beijing. 4.大声朗读听力材料。(1分钟) 5.放下听力材料,要求学生模仿听力内容,利用2a,2b的信息分角色练习对话。然后邀请2~3对同学当堂演示。看哪一对的表现最佳。(5分钟) 6.播放2d的对话录音,让学生跟读,模仿并理解大意。然后让学生分角色朗读并表演2d的对话。(5分钟) 7.对话内容巩固训练。要求学生根据2d的对话内容完成下列各句。完成后要求若干学生给出自己的答案,以巩固对对话内容的了解。(4分钟) (1)China is famous for tea both in the past and now. (2) As far as I know,tea plants are grown on the sides of mountains. (3)When the leaves are ready,they are picked by hand and then are sent for processing. (4)The tea is packed and sent to many different countries and places around China. (5)People say that tea is good for both health and business ! 设计意图 将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力,还巩固了学生对目标语言的学习、识记和运用的能力。 ◆ Step 4 板书设计
教学过程 ◆Step 5 课堂练习 Ⅰ.用括号内所给单词的适当形式填空 1.The CD can help you know (wide) the knowledge of geography. 2.These (leaf) turn yellow in autumn. 3.This kind of car was (make) in Hangzhou. 4.Dandong is (know) for its rice and seafood. 5.Do you know the boy with a pair of (glass)?
Ⅱ.单项选择 ( )6.Do you know when the first train in China? A.was produced B.is produced C.produced D.produces ( )7.Hangzhou is known its tea. A.for B.as C.with D.to ( )8. Rice in the south of China. A.grown B.grow C.is growing D.is grown ( )9. —Your skirt feels so soft. —Yes.It silk. A.is made from B.is made of C.makes from D.makes of ( )10.—What are you so many books for,Grandma? —I’ll give them away to the poor. A.packing B.putting C.getting D.making 答案:Ⅰ.1.widely 2.leaves 3.made 4.known 5.glasses Ⅱ.6—10 AADBA ◆Step 6 Homework 分角色表演对话2d,有实力的小组可以根据该对话的内容自创其他对话。 教学反思
主Section A (3a-4c) 备内容 【知识目标】 Important 教学e words:France,local,avoid,product,handbag,mobile,everyday,boss,Germany,surface,material,traffic,postman,cap,glo目标 Important phrases:no matter what,made in China,everyday things,in all parts of the world,shopping experiences,i
Germany,most of the earth’s surface 【能力目标】 读懂有关中国制造的产品的英文文章。 【情感目标】 通过开展小组学习活动,指导学生了解“中国制造”在世界的地位,增强民族自豪感。 教重点:学会运用no matter引导的让步状语从句。 难点:通过交流表达和阅读训练,读懂含有被动语态的短文。 学重难点 教学过程
◆Step 1 情境导入
每位同学都在店铺、超市买过东西,当你购物时,你最关注的是什么呢?你关心过商品的产地没有?(2分钟)
uestions:
.Do you want to know where your everyday things were made?
.Can you see the words “made in China” when you buy something in the shop?
◆Step 2 完成教材3a-3c的任务
.要求学生快速默读短文,熟知大意,并找出Kang Jian想在美国买哪两样东西以及它们都是在哪儿制造的。然后邀请几位同学给出自
己的答案,全班一起检查讨论。(3分钟)
.先邀请几位同学阅读短文(可一人一段),教师要注意语音,及时纠正。然后播放录音,全班同学一起跟读。(3分钟)
.短文内容巩固练习。教师可给出一篇改写了的短文,将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干
同学给出自己的答案。(4分钟)
ow more and more Chinese travel abroad.They found it interesting that wherever they go,they can find the product
ade in China.China is widely known for making everyday things,such as footballs, handbags ,mobil
hones.These things are packed and sent to all parts of the world.Even in the local shops,they realized tha
mericans can hardly avoid buying products made in China. However ,we hope that in the future China will also ge
etter at making high-technology products that people can buy in all parts of the world.
.完成教材3b的任务,要求学生再次阅读短文,回答3b中所提出的问题。(3分钟)
.再细读一遍3a的短文,写出3c中所给的词分别指代什么。(2分钟)
◆Step 3 Grammar Focus回顾语法重点
要求学生分角色朗读并翻译表格中的句子,并能造出相仿的句子。简要归纳被动语态的结构及用法。(3分钟)
通过翻译重点句子,从而明确本单元的重点语法。 设计意图 ◆Step 4完成教材4a-4c的任务
.要求学生翻开课本P36,完成4a的任务,并请5位同学朗读句子,全班集体核对答案。(5分钟)
.参照4b所提供的信息和例句,用被动语态改写句子,并请4位同学在黑板上改写,全班集体核对答案。(5分钟)
教学过程 3.先根据4c方框所提供的单词,依照4c方框所提供的对话,向5位同学询问他们的穿戴及书包中所包含的物品,然后再与同伴交流讨论。(5分钟) 4.小结训练。要求学生在规定的时间内完成一个小练习,并请若干学生给出自己的答案。有错误的话及时纠正。(4分钟) 句型转换,每空一词。 (1)We play basketball after class in our school.(改为被动语态) Basketball is played by us after class in our school. (2)This kind of rice is only grownin our hometown.(对画线部分提问) Where is this kind of rice only grown ? (3)People don’t make ice-wine in Canada any more.(改为被动语态) Ice-wine isn’t made in Canada any more. (4)This kind of glass is usedfor keeping off the wind.(对画线部分提问) What is this kind of glass used for ? (5)Do you allow the children under 18 to drive cars in your country?(改为被动语态) Are the children under 18 allowed to drive cars in your country?
◆Step 5 板书设计 1.—Are your shirts made of cotton? —Yes,they are.And they were made in the US. 2.—What’s the model plane made of? —It’s made of used wood and glass. 3.—What language is spoken in Germany? —Most people speak German,but many can speak English,too. ◆Step 6 课堂练习 Ⅰ.根据句意及汉语提示填写单词 1.My uncle has taught for twenty years at a (当地的) school. 2.Jane likes the (手提包) very much.She wants to buy it. 3. How was your (日常的)life? 4.My mother gave a (可移动的) phone as my birthday gift yesterday. 5.The girl comes from (法国).She speaks French very well. Ⅱ.用方框内所给单词的适当形式填空 handbag,meet,product,France,local 6. She went home as soon as possible so that she could avoid the teacher. 7. My cousin is a good speaker of . 8.We went to the farm and had a big meal there. 9. There is much money in her lost ,so she is very worried. 10. No matter where you go in America,you can find many made in China.
教学过程 答案:Ⅰ.1.local 2.handbag 3.everyday 4.mobile 5.France Ⅱ.6.meeting 7.French 8.local 9.handbag 10.products ◆Step 7 Homework 写一篇题为“My favorite kite”的短文。
教学反思
主备Section B(1a-2e) 内容 【知识目标】 Important words:international,competitor,its,form,balloon,scissors,lively,heat,complete Important phrases: special forms of traditional art,objects of beauty,according to Chinese 教学目标 history,send out,be covered with,sky lanterns,paper cutting,a Chinese fairy tale,be fired at a very high heat 【能力目标】 教会学生通过听力和阅读训练获取有效信息,从中了解中国传统艺术,并能学会用被动语态来介绍相关话题。 【情感目标】 通过学习,知道有关山东潍坊风筝文化的相关知识,并能更多地关注和了解中国的传统手工艺。 教学重点:通过交流表达和听力训练,了解山东潍坊的风筝文化。 重难点:用英语介绍更多的中国传统艺术文化。 难点 教学过程 ◆Step 1 情境导入 展示一组风筝的图片对学生们说: 你知道山东潍坊的风筝节吗?今天我将带大家一起去了解一下山东潍坊的风筝节。 请同学们认真思考老师提出的问题,然后回答。(3分钟) Questions: 1.When is the International Kite Festival in Weifang? 2.What are kites made of?
设计意图 通过展示图片,激发学生的学习兴趣和表达欲望;情境的成功创设为生词和短语的教学做了良好的铺垫,可谓“一举两得”。
教学过程 ◆Step 2 完成教材1a-1e的任务 1.要求学生翻开课本P37,迅速阅读1a部分的内容,并按要求完成课本上相应的任务,然后要求5~8名同学给出自己的答案。教师可把这些句子在黑板上列举出来以进一步巩固被动语态的结构。(3分钟) 2.听第一遍录音,完成课本上1b部分的任务。找两位同学核对答案。要求读出序号和完整的句子。(2分钟) 3.听第二遍录音,完成课本上1c部分的任务。在播放录音前,要求学生抓住要点,并注意一些听写技巧。核对答案时,要求先读出要填写的单词,然后读出完整的句子。(3分钟) 4.听第三遍录音,用听到的内容完成课本上1d部分的句子。找5位同学朗读句子核对答案。要求读出序号和完整的句子。(3分钟) 5.听第四遍录音,并打开听力材料,全班逐句进行跟读。(2分钟) 6.放下听力材料,要求学生模仿听力内容,利用1b,1d的信息分角色练习Laura与Zheng Yun的对话。然后邀请2~3对同学当堂演示。看哪一对的表现最佳。(5分钟) ◆Step 3 完成教材2a的任务 在学习短文之前教师可邀请几位同学就提出的问题给出自己的答案或见解。(4分钟) Question: What do you know about folk or traditional art,like paper cutting? ◆Step 4 完成2b的任务 1.要求学生快速默读短文,熟知大意,并完成短文后的表格。 然后邀请几位同学给出自己的答案,全班一起检查讨论。(3分钟) 2.先邀请几位同学阅读短文(可一人一段),教师要注意语音,及时纠正。然后播放录音,全班同学一起跟读。(3分钟) ◆Step 5 完成教材2c-2e的任务 1.让学生再细读短文,回答2c所提出的问题,全班一起检查讨论。(3分钟)
2.用2d方框中所给的短语的正确形式完成句子。然后请一位同学朗读句子,核对答案。(3分钟)3.让学生分组讨论一下2e所提出的问题。(3分钟) ◆Step 6 板书设计 Traditional art form Materials used
教学过程 ◆Step 7 课堂练习 Ⅰ.根据句意及汉语或首字母提示填写单词 1.Johnson likes to take down what happens every day in the (形式) of a diary. 2.Let’s start out now since the sun has r . 3. There are many beautiful (气球)in the sky. 4. Mr.White always makes his classes l and interesting. 5. You need a pair of s to cut it off. Ⅱ.用括号内所给单词的适当形式填空 6. Jack studies in an (internation) school. 7. When did your father take up (paint)? 8. Do you know how (make) kites? 9. How often the kite festival (hold)? 10. The (compete) from all over the world took part in Weifang International Kite Festival. 答案:Ⅰ.1.form 2.risen 3.balloons 4.lively 5.scissors Ⅱ.6.international 7.painting 8.to make 9.is;held 10.competitors
◆Step 8 Homework 熟读2b短文,并用英语写一篇介绍你所熟知的中国传统艺术的小文章。 教学反思
主备内容 Section B(3a-3b)& Self Check 【知识目标】 Important phrases:be famous for/be known for,be made of /from,be used for... 【能力目标】 教学目标 学会运用被动语态介绍家乡的特色产品。 【情感目标】 能通过教学,培养学生善于发现美的能力;能通过对家乡产品的介绍,使学生们更加热爱自己的家乡。 重点:含made的几组相似的被动语态用法及句型的运用。 教学重难点 难点:将已学过的被动语态和常见重点短语的表达运用到写作中。 教学过程 ◆Step 1完成教材3a-3b的任务 1.根据3a所给表格列举出的内容提示,写出你们城市以什么特别的事物而闻名,比如食物、艺术品或者其他的产品,然后和同伴进行交流,写出提要。(3分钟) 2.要求学生们根据3a写的提要以及3b方框中所给的句型、短语提示写一篇文章。学生完成后评出优秀的作文在班上展示。(5分钟) 设计意图 本节主要是将读、写的任务结合起来不仅锻炼了学生的写作及对语言的综合运用能力,还巩固了学生对目标语言的学习及综合运用的能力。 ◆Step 2完成教材Self Check的任务 1.列举出你每天用的物品,说一说它们是由什么制成的以及在哪儿生产的,完成1部分的表格。(3分钟) 2.参照上面表格所填的内容在2部分写出完整的句子。(3分钟) 3.用3部分的括号中所给单词的正确形式完成句子。然后让5位学生分别朗读句子,全班集体核对答案。(5分钟) 设计意本节主要是针对本单元的主目标语言进行训练,巩固了学生对目标语言的学习、识记和运用的
图 能力。 ◆Step 3 板书设计 be famous for... be made of/from/with/by/in... be used for... be known for... Cheese is made from milk.奶酪是用牛奶制成的。 ◆Step 4 课堂练习 根据汉语意思完成句子,每空一词。 1. 过去人们放飞孔明灯是为了在危难中求助。 In the old days,people sky lanterns help when in trouble. 2. 中国剪纸约有1 500多年的历史了。 Chinese has been around 1,500 years. 3. 中国的陶土艺术非常有名。 is very famous. 4.太神奇了!几周以后黏土就变成了美丽的物品。 How amazing! The clay objects of beauty after a few weeks. 5.这种气球是由什么制成的? What is this kind of ? 答案:1.sent out;to ask for 2.paper cutting;for over 3.Chinese clay art 4.is turned into 5.balloon made of ◆Step 5 Homework 根据Self Check 1的提示,以“My favorite thing I use every day”为题写一篇短文。 教学反思
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