2021学年Unit 5 What are the shirts made of?综合与测试表格教案设计

这是一份2021学年Unit 5 What are the shirts made of?综合与测试表格教案设计，共16页。教案主要包含了设计意图，范文展示等内容，欢迎下载使用。

主备教师
授课人
课时
授课日期
学生考勤

第1课时
Sectin A 1a-2d
年 月 日
班
应到： 人 实到： 人
应到： 人 实到： 人
班
集体备课成员

教学目标
Knwledge Objects
Key vcabulary
(2) Useful expressins: be made f/frm be prduced in
Ability Objects
Talk abut what prducts are made f and where they were made.
Train students’ listening and speaking skills.
Mral Objects
T lead in Students think abut Chinese flk r traditinal art, learn abut Chinese prducts and sme prducts in the wrd.
教学
重难点
.Master new vcabulary:
chpsticks, cin, frk, bluse, silver, glass, cttn, steel, grass, leaf, prduce, widely, be knwn fr, prcess, pack
2.Master the target language:
—This ring lks nice. Is it made f silver?
—Yes, and it was made in Thailand.
What is it made f?
It’s made f used wd and glass.
教具 准备
录音机、磁带、课本，教学案
教法学法
情境教学和合作学习法 设计意图
教学过程
Step1. Warming up
Greetings and free talk.
Step2. Lead in
1. Ask and answer
T: Wh invented paper first?
S1: Cai Lun invented it in Han dynasty.
T: What was paper made f then?
S2: It was mainly made f bamb.
T: What is paper made f nw?
S3: It’s mainly made f wd, bamb, and cttn.
2. Present the sentence structure, using the pictures n the big screen:
—What’s the glden medal made f?
—It’s made f gld.
—Is this table made f wd?
—N, it isn’t. It’s made f glass.
Explain the structures: be made f/frm, try t identify be made f and be made frm.
Step3. Listen
Try t learn the new wrds using “be made f” structure.
e.g. This pair f chpsticks are made f bamb.
This cin is made f silver.
Is this bluse made f cttn?
N, it isn’t. It’s made f silk.
What’s the frk made f?
It’s made f steel. /a piece f leaf
Ss discuss with their partner.
Wrk n 1a:
1.Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. Mre than ne answer is pssible.
What are these things usually made f?
Listen and match the prducts with what they are made f and where they were made.
2. Ss try t listen and match the things with the material and where they were made.
3. Play the recrding again. Let Ss check the facts they hear.
Ss try t made cnversatins using the infrmatin in 1b.
Wrk n 2a: Let’s listen t a cnversatin between Nick and Marcus.

Wrk n 2b:
1. Let Ss read the sentences belw. Explain sme main sentences fr Ss. Make sure they knw what t d.
2. Play the recrding again t check the answers.
Step4. PAIRWORK
1. Make cnversatins using the infrmatin in 2a and 2b.
2. Practice their cnversatins in pairs.
Step5. Summary
Tell us what we have learned in this class.

Hmewrk.
D EXX in Wrkbk.
Preview Sectin A (2d 3a, 3b, 3c)
【设计意图】情境导入，激发学生学习兴趣。

learn the new wrds using “be made f” structure.
让他们初步接触某些未学的材料的英语名称理解并辨认有关 的短语。完成1a。
2a This activity gives students practice in understanding the target language in spken cnversatin.
听前活动，了解对话的情景和主题(识别人物关系及
对话地点)。
第一步：学生集体放声朗读对话，并从中生词障碍；第二步：简短讲解、学习生词；)

板书
设计
Unit5 what are the shirts made f?
Sectin A 1a-2d
—This ring lks nice. Is it made f silver?
—Yes, and it was made in Thailand.
What is it made f?
It’s made f used wd and glass.
作业批改记录
教学反思
主备教师
授课人
课时
授课日期
学生考勤

第2课时
Sectin A 3a-3c
年 月 日
班
应到： 人 实到： 人
应到： 人 实到： 人
班
集体备课成员

教学目标
一、.能用句型Where were they made? He fund it ...和He realized that ...来谈论自己喜欢的物品的认识和看法。
二、 熟练掌握被动语态用法，学会用被动语态表达自己喜欢的事物的认识和看法。
三、提倡学生使用国货，培养学生的爱国主义情怀。
教学
重难点
本课重点功能句的掌握。
教具 准备
本课重点功能句的掌握。
教法学法
课本、
教学过程
1.Warm-up and revisin（课堂热身和复习）
Pair wrk.
Shw Ss the pictures n the screen and practice the cnversatin.
A:What d yu think f this watch? B: I think it’s very ...
A: What is it made f? B: It is made f ...
A: Where was it made? B: It was made in …
2. Skimming
Read the passage and answer the questins.
(1) What tw things did Kang Jian want t buy in America?
(2) Where were they made?
3. Scanning
Task 1: 阅读短文，回答下列问题(3b).
Task 2: Read the passage again and write what the wrds in bld refer t.
Task 3: 仔细阅读文章，完成下列句子。
Kang Jian is a _____________ student frm Shanghai.
Peple wuld buy a _______ in Japan, sme beautiful ________ in France, r a ________ in Switzerland.
He fund it ___________ that s many prducts in the lcal shps ____________ in China.
He wanted t buy a ________ fr his cusin, but even thugh mst f the tys had American brands, they __________ in China.
He wanted t buy _________________________, but he had t visit ______ r _______ stres befre finding a pair made in America.
There are s many things made in ________.
Even American flags ___________ in China.
He wishes that in the future China will als ____________________ high-technlgy prducts that peple can buy in all parts f the wrld.
4.观察与思考
1. N matter what yu may buy, yu might prbably think thse prducts were made in thse cuntries.
n matter作“无论”、“不管”解，用以引导____________，常用在下列句型中： 句型中的N matter what (wh/when etc.)...分别表示__________、__________、___________等。
练习：请翻译下列句型：
（1) N matter what yu d(whatever yu d), yu must be very careful.
(2) N matter wh yu are (=Whever yu are), I’ll never let yu in.
2. He realized that Americans can hardly avid buying prducts made in China.
avid 表示“避免，回避”的意思，请先看下面几个句子：
I think she is aviding me. 我想她是在躲着我。
Try t avid accidents. 尽量防止发生事故。
He avided answering my questins. 他避而不答我的问题
Hmewrk：你在课堂反思中发现了哪些问题?请对照本课学习目标，
有针对地梳理、记忆本课所学的语言知识。
设计意图：通过复习的方式让学生巩固对已学知识的掌握，并自然引入本课时话题。
设计意图：通过阅读，让学生学会在文中搜寻关键信息，同时学习一些重要知识点并能在实践中灵活运用。

从以上这些句子可以看出，avid其后可接___________作宾语，也可接________作宾语，但是不能接不定式作宾语。
板书
设计

Unit5 what are the shirts made f?
Sectin A 3a-3c
What is it made f?
It’s made f used wd and glass.
be made f/frm
be prduced in
作业批改记录
教学反思
主备教师
授课人
课时
授课日期
学生考勤

第3课时
GF-4c
年 月 日
班
应到： 人 实到： 人
应到： 人 实到： 人
班
集体备课成员

教学目标
1Learn new expressins, like stay ut late, get a ride, etc.
Learn t ask fr permissin in the plite way.
Make students knw hw t talk plitely and prperly, especially t their belved nes.
教学
重难点
让学生学会礼貌地请求、接受请求以及拒绝请求
教具 准备
录音机、磁带、课本，教学案
教法学法
情境教学和合作学习法。
教学过程
Step1 导入——通过复习总结出被动语态的结构
根据汉语提示完成句子：
1. 你的衬衫是棉的吗？
____ yur shirts _____ ____ cttn?
2.茶是如何制成的？
Hw _____ tea __________?
3. 茶树种植在山坡上。当茶叶长成后, 它们被手工采
摘下来，然后送去加工。
Tea plants ____ ______ n the sides f the muntains.
When the leaves are ready, they ____ ______ by hand
and then ____ _____ fr prcessing.
教师和学生一起通过口头复习Sectin A 2d对话中的句子，观察并总结出被动语态的结构，自然导入本课时的重点：一般现在时的被动语态。Step2 知识讲解——认识主动语态和被动语态
当主语为动作的发出者时, 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。
主语（发出者） 谓语（动作） 宾语（承受者）
Mm cks dinner. 主动语态
is cked
Dinner by mm. 被动语态
承受者 动作 发出者
被动语态由“助动词be+及物动词的过去分词”构成。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。
教师通过思维导图的方式引导学生认识主动语态和被动语态的概念及结构。
Step3 难点突破——主动语态变被动语态的方法步骤
They (主语）grw (谓语）tea (宾语）in the sutheast f China.
Tea (主语）is grw (谓语）by them(宾语）in the sutheast f China.
第一步:将主动语态的宾语改为被动语态的主语(代词要用主格)；
第二步:将主动语态的谓语改为“be+及物动词的过去分词”结构；
第三步:将主动语态的主语改为介词by的宾语, 放在谓语之后(有 时可省略)。
第四步:将句子其它成分照抄下来。
教师引导学生通过流程演示总结出主动语态变为被动语态的四个基本步骤，同时强调主格与宾格、单数与复数之间的转换。
随堂练习：
Peple play ftball all ver the wrld.
2. The ld man n TV tells a stry n Sunday.
3. Students listen t the kind teacher carefully.

Step4 知识讲解——主动语态变为被动语态的注意事项
含有双宾语，即直接宾语(常指事物)和间接宾语(常指人)的句子，每个宾语都可变为被动语态的主语，即其被动语态有两种形式，但多以间接宾语作主语。
Jack tells us the truth.
We are tld the truth by Jack.
The truth is tld (t) us by Jack.
Step5 知识讲解——被动语态的用法
1. 不知道谁是动作的发出者或没有必要知道谁是动作的执行者时。
The huse is quite ld. It was built in 1950.
这座房子太旧了，它是1950年建的。
2. 需要强调动作的对象即宾语。
Calculatr can't be used in the math exam.
计算器不能用于数学考试。
3. 有时为了礼貌等原因不愿说出行为者，这时也常用被动语态。
The cnstructin f the new lab must be cmpleted by the end f next mnth.
新实验室必须在下个月底前完工。
一看动词
二找主语
三判关系
四选be
Step6 课堂综合练习
填空题：
1. They prduce silk in Suzhu. (改为被动句)
Silk _________ _________ in Suzhu.
2. We call maths the language f science. (改为被动句)
Maths _________ _________ the language f science.
Step7 Summary
主语 谓语动词 宾语（动作承受者）
Many peple speak English.
English is spken by many peple.
主语 am/is/are+动词 被动语态的宾语
的过去分词 by+动作的发出者
设计意图：通过学习Grammar Fcus中的句子，培养学生观察和总结语法规律的能力；然后，通过4a到4c的练习，让学生充分利用语言实践来掌握如何进行礼貌地请求、接受请求以及拒绝请求。
教师引导学生按照步骤完成随堂练习以加强巩固、加深印象。
板书
设计

Unit5 what are the shirts made f?
GF-4c
主语 谓语动词 宾语（动作承受者）
Many peple speak English.
English is spken by many peple.
主语 am/is/are+动词 被动语态的宾语
的过去分词 by+动作的发出者
作业批改记录
教学反思
主备教师
授课人
课时
授课日期
学生考勤

第4课时
Sectin B 1a-1e
年 月 日
班
应到： 人 实到： 人
应到： 人 实到： 人
班
集体备课成员

教学目标
通过对本单元语法的复习与巩固，学会归纳与总结。
2. 能听懂有关风筝节的活动及风筝的制作并完成听力任务。
3. 用运用正确的时态和过去式的被动语态谈论相关话题。
4. 通过学习听力材料，培养学生的爱国情怀。
教学
重难点
掌握本课时的重点词汇及句型。用正确的时态和过去式的被动语态谈论相关话题。
听、说的训练。
教具 准备
录音机、磁带、课本，教学案
教法学法
直观教学法、模仿示范法、情境教学和合作学习法。
教学过程
1. Warm-up and revisin（课堂热身和复习）
(1) Pair wrk两人一组讨论一下同学们的衣着服饰和学习用品。可以借鉴下面的对话：
A：What’s yur pencil made f? B: It’s made f wd.
A: Where was it made? B: It was made in Shanghai.
(2) Shw a picture f Ke Nan and have Ss answer the questins:
D yu knw wh he is? What’s he like?
D yu like him? He’s ging t help us in class tday. Are yu ready?
2. Wrk n Grammar Fcus
Read the sentences in Grammar Fcus. Learn them by heart and translate the cnversatins with Ke Nan.
3. Wrk n 1a.
Shw Ss sme pictures f kites n the screen. Then get them t answer the questins.
D yu knw hw t fly a kite?
What are kites made f?
Write dwn sme materials used t making kites.
4. Wrk n 1b.
Listen t a cnversatin between Laura and Zheng Yun and circle the crrect answers.
5. Wrk n 1c.
Listen and write L fr Laura r Z fr Zheng Yun.
6. Wrk n 1d.
Listen again. Fill in the blanks with what yu hear.
7. 听录音，跟读对话下面的重点句型：注意模仿录音中的语音语调，纠正自己的发音。
(1) Weifang is a city in Shandng. It is famus fr kites.
(2) The internatinal kite festival is held in Weifang every year.
(3) The cmpetitrs at the festival are frm all ver the wrld.
(4) There are cmpetitins fr the best kites.
(5) Sme f the kites ZhengYun saw were made f different things like silk r paper. Sme are painted with clrful drawings.
8.观察与思考：
通过听力训练思考下列几个词组的使用
be famus fr意为 “________________”。
Beijing ________________ many places f interest.
be painted with意为“__________”
The rm______________ blue and yellw.
9. Wrk n 1e
Rle-play a cnversatin between Laura and Zheng Yun using the infrmatin in 1b–1d.
A: Where did yu g n vacatin?
B: I went t an internatinal kite festival.
A: That sunds interesting .What did yu see there?
B: …
10. 小结 检测学习成果。
设计意图：采用师生问答互动的方式引入相关话题，调动学生的学习积极性。
设计意图：通过听力练习，培养学生获取听力大意及细节信息的能力；通过对话练习，培养学生运用目标语言进行日常交际的能力。
板书
设计

Unit5 what are the shirts made f?
Sectin B 1a-1e
1. English is ne f the mst _______ used languages in the wrld. (广泛地)
2. The Greens are used t using ____________ (筷子) nw.
3. The shp uses the best ________ (材料 )t make dresses.
4. Peple use __________ (剪刀) t make paper cutting.
5. We lve ur gegraphy teacher because he always makes his class _________ (生气勃勃的)
作业批改记录
教学反思
主备教师
授课人
课时
授课日期
学生考勤

第5课时
Sectin B 2a-2e
年 月 日
班
应到： 人 实到： 人
应到： 人 实到： 人
班
集体备课成员

教学目标
1. Knwledge Objects：
(1)Functin:
Talk abut what prducts are made f and where they were made.
(2)Key Vcabulary:
Ss can master the fllwing new wrds and phrases: its, frm, clay, balln, scissrs, lively, fairy, heat, plish, cmplete, traditinal art, turn int, accrding t, send ut, be cvered with, rise int, be arund, art piece, be made by
(3)Target Language:
They are made f bamb and cvered with paper.
When the lanterns are lit, they slwly rise int the air like small ht-air ballns fr all t see.
Paper cutting has been arund fr ver 1500 years.

教学
重难点
⑴ Learn and master sme phrases and sme key sentences.
⑵ Enable the students t understand the main idea f the passage frm general t specific and talk abut Chinese traditinal art using the passive vice.
Learn hw t find the main idea f the passage frm general t specific and develp students’ different reading skills.
Learn and master the usage f the passive vice f the past tense.
教具 准备
录音机、磁带、课本，教学案
教法学法
直观教学法、模仿示范法、情境教学和合作学习法。
教学过程
Step 1 Warming up and lead in（Abut 6 minutes）
Have students listen t the sng Rapper face (Xishu lianpu) tgether. Then have them think f the questins:
Which Chinese traditinal art is the sng abut? What d yu knw abut it?
Have a free talk with students.
T: I like this sng very much. D yu knw which Chinese traditinal art the sng is abut?
Ss: Beijing Opera.
T: Great! This sng is abut the he facial makeup. And what d yu knw abut Beijing Opera?
S1: I knw Beijing Opera has fur main types f rles: Sheng, Dan, Jing and Chu.
T: Yu’re right. The facial makeup uses a special methd t shw these rles. If yu listen carefully, yu’ll be interested in it. What else d yu knw abut flk r traditinal art? Nw please tell yur partner abut what yu find, then I’ll invite sme students t reprt it.
After pairwrk, invite sme students t intrduce what they knw abut Chinese flk r traditinal art frms.
Step 2 Pre-reading（Abut 5 minutes）
T: Just nw, we have knwn smething abut Chinese flk r traditinal art frms. Tday we’ll read a passage abut them. Please lk at the pictures in 2b and tell us what traditinal art frms they are.
Have students lk at the pictures, and then call sme students t say t the class.
Shw sme pictures t teach the new wrds “clay, balln, fairy, scissrs, heat, plish and lively”. Have students read the wrds and help them understand the meanings f these wrds using pictures.
Ask students t read the passage quickly and lk fr the key phrases and sentences and the teacher gives sme explanatins.
Step 4 While-reading（Abut 8 minutes）
Have students read the chart in 2b. Then get them t listen t the passage t fill in the chart individually. Then call tw students t say the “Traditinal art frm” and “Materials used” and check answers with students.
Tell students that the passage intrduces Chinese traditinal art using a methd frm general t specific. Have them lk thrugh the reading strategy and explain it t them.
Then ask students read the passage and find the main idea f each paragraph and say which paragraph is abut general intrductin f tpic and which paragraphs are specific examples.
Have students lk thrugh the questins in 2c. Then ask them t scan the passage and find the answers t the questins.
Ask different students t answer each questin in 2c. Check the answers with the class.
Step 5 After-reading（Abut 6 minutes）
Ask the students t read the passage by themselves. Then call three different students t intrduce three traditinal art frms “the sky lantern, paper cutting and the clay piece” with their wn wrds.
Have students read the phrases in the bx f 2d and say their meanings. Then ask them t wrk alne t cmplete the sentences using the crrect frms f the phrases.
Call different students t say their answers, check them with class.
Step 6 Grupwrk（Abut 6 minutes）
T: Frm the passage, we knw abut three traditinal art frms “the sky lantern, paper cutting and the clay piece”. Every Chinese is famus fr them. Wuld yu like t learn making them? Which wuld yu like t learn?
Have students lk thrugh the questins in 2e and discuss them in grups. As students wrk, mve arund the rm ffering sme language supprt.
Call each grup t reprt their discussin results and explain reasns.
Step 7 Make s survey（Abut 5 minutes）
Step 8 Summary（Abut 3 minutes）
Ask tw students t sum up the key phrases and sentence patterns. Remind them f the sentences that have the passive vice f the past tense.
Step9 Hmewrk（Abut 1 minutes）
Write a passage t intrduce yur favrite traditinal r flk art frm.
设计意图：以图片的形式直观地引入本课时话题，吸引学生的眼球，提高他们的课堂参与积极性。
【设计意图】扫请学生阅读中的障碍
设计意图：本环节的学习旨在培养学生略读和精读的能力，以及对知识点的灵活运用的能力。
【设计意图】锻炼学生综合运用知识的能力，并且调动学生的积极性，提高学生的积极性。
板书
设计
Unit5 What are the shirts made f?
Sectin B 2a-3b
Traditinal art frm Materials used
the sky lantern paper, bamb
paper cutting paper
the clay piece clay
They are made f bamb and cvered with paper.
The paper, usually red, is flded befre it is cut with scissrs.
The pieces are carefully shaped by hand …and then allwed t air-dry.
After drying, they are fired at a very high heat.
作业批改记录
教学反思
主备教师
授课人
课时
授课日期
学生考勤

第6课时
Sectin B (3a-4)self check
年 月 日
班
应到： 人 实到： 人
应到： 人 实到： 人
班
集体备课成员

教学目标
掌握本课单词和短语be made f be made in；
了解一般现在时态被动语态的结构和用法；
归纳和掌握make 构成的短语.
教学
重难点
1. T write a paragraph abut the prduct
2. T check yurself
教具 准备
录音机、磁带、课本，教学案
教法学法
writing
教学过程
环节 1.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 ppular with everyne.
3. The h______(热) frm the fire will sn dry yur cat.
4. His father was angry and tk a pair f s______(剪子) and cut her lng hair.
5. Can yu c______(完成) yur hmewrk n time?
环节2 学习3a、3b
Make s survey（Abut 5 minutes）
T: China is an ancient cuntry with a lng histry. She has a number f traditinal r flk art frms and special things. They can be a kind f fd, an artwrk r any ther prducts. What are sme special things that yur hmetwn is famus fr? Let’s discuss in grups and fill in a survey chart.
D a survey. Let students lk thrugh the chart and discuss the special things that yur twn r city has in grups. Then make sme ntes t finish the chart in 3a.
Call different students t talk abut their results and cmpare with ther grups. Encurage students t say mre special things their hmetwn has.
环节3 Writing（Abut 15 minutes）
Have students read the expressins in the bx f 3b, and then cmplete these sentences using the ntes in 3a. The teacher walks arund and gives them sme help if they need.
Have students put the sentences tgether int a passage. Then everyne reads his r her wn passage in grups and all the members help crrect any mistakes. Each grup chses a gd passage t present in class.
Have students write dwn their passages in the exercise bks.
环节4．学以致用。(书面表达)
Write a paragraph abut the prduct. Use yur ntes in 3a.
要求：1.内容具体、语言完整、格式正确；
2．词数100左右。
【范文展示】
My city, Suzhu, is famus fr its silk quilts. These quilts are made f pure silk. They are made by skillful wrkers in many silk factries in the city. The silk quilts are used t keep peple warm and cmfrtable in bed. They are knwn t be very cmfrtable because they are light and sft t tuch. In additin, they lk beautiful as they are decrated with beautiful patterns. Many peple frm all ver the wrld cme t Suzhu t visit the silk factries and buy nt nly the silk quilts but many ther silk prducts t.
环节5. 学习Self Check
环节6 Summary（Abut 3 minutes）
In this class, we've learned a passage abut Chinese flk r traditinal art. It tells us that these traditinal art frms shw many imprtant things in ur life, such as lve, beauty and family. They shw the lve that all Chinese peple have fr life and beauty.
Ask tw students t sum up the key phrases and sentence patterns. Remind them f the sentences that have the passive vice f the past tense.
Step 7 Hmewrk（Abut 1 minutes）
Write a passage t intrduce yur favrite traditinal r flk art frm.
设计意图：通过陈述的方式总结前面几节课的所学内容和这节课即将学习的内容，有利于知识间的衔接，便于教师循序渐进地开展教学。
、
设计意图：通过写作训练，让学生掌握如何表达自己对某事的观点并给出原因；范文的展示让学生总体了解这类写作的结构。
设计意图：通过写作训练，让学生掌握如何表达自己对某事的观点并给出原因；范文的展示让学生总体了解这类写作的结构。
板书
设计
Unit5 What are the shirts made f?
Sectin B(3a－Self Check)
be made f
be made in
is famus fr
are made by
light and sft
all ver the wrld
作业批改记录
教学反思