Unit 5 What are the shirts made of? Section A
◆ 教材分析
本节教学内容为人教版英语Book 9 Unit 5，话题为讨论物品的质地和产地，围绕各国传统文化元素
Period 1 Section A 1a-2d
展开，主要是让学生能够正确熟练地使用被动语态来谈论物品质地和产地的历史，通过本节课的学习，学生需要了解中国茶的种植和制造过程，从而增强爱国荣誉感，并从中感知一般现在时的被动语态，学会熟练、正确地使用被动语态去描述物品的制造过程。
本节课内容中的被动语态，是中考的一个重点，也是难点，根据英语课程标准要求“能够灵活运用英语去做事情”，学生必须通过学习能够正确地运用本单元所学的被动语态，去描述物品的质地、产地及制造过程，从而达到学以致用的目的。 ◆ 教学目标 【知识与能力目标】
1) 能掌握以下单词: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack 能掌握以下句型：
① —This ring looks nice. Is it made of silver? —Yes, and it was made in Thailand. ② What is it made of/from? ③ China is famous for tea, right? ④ Where is tea produced in China?
2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。 【过程与方法目标】
基于新课标要求要发挥学生的主体性，鼓励学生用自主、合作和探究的方式进行学习的理念，本课采用情景教学法和交际法，让学生熟悉本节课的话题，并能够谈论产品的质地和产地。 【情感态度价值观目标】
了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。 【教学重点】 ◆ 教学重难点 1) 掌握本课时中出现的生词
2) 能够用英语描述及询问物品的制作材料 3）正确理解被动语态的用法及句子结构。
【教学难点】
理解被动语态的用法及句子结构。 ◆ 课前准备 1. 准备录音机和磁带； 2. 设计课后巩固练习； 3. ppt； 4. ◆ 教学过程 Step 1. Warm-up
1. Present the sentence structure, using the pictures on the big screen: —What’s the golden medal made of? —It’s made of gold. —Is this table made of wood?
—No, it isn’t. It’s made of glass. —Is Butter made from meat? —No. It’s made from milk. Step 2. Presentation
1. Show some pictures on the big screen. Try to learn the new words using “be made of” structure. Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf 2. Ss discuss with their partner and try to learn the new words. 3. Give Ss five more minutes to remember the new words. 4. Work on 1a:
Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.
What are these things usually made of? Match them with the materials. More than one answer is possible.
Check the answers with the Ss. Step 3. Listening
1. T: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made.
Things shirts Made of cotton Made in Korea
chopsticks ring silver steel Thailand America 2. Let one student read the words in the box, Play the recording for the Ss to listen. 3. Ss try to listen and match the things with the material and here they were made. 4. Play the recording again. Let Ss answer the questions. 1)29 dollars. 2) Cheap. 5) Korea. 6) Cool. Step 4. Pair work
1. Read the conversation in the box in 1c.
2. Ss try to made conversations using the information in 1b. e.g. A: Your new shirt looks very nice. Is it made of cotton?
B: No, it isn’t. It’s made of silk.
3. Let some pairs read out their conversations. Step 5. Listening Work on 2a:
T: Let’s listen to another conversation between Nick and Marcus.
1. What are they talking about? First, let’s look at the pictures and the phrases in 1a. (Let one students read the phrases in 2a.)
Listen and check ( √ ) the main topic of Nick and Marcus’ conversation. 2. Play the recording for the Ss to listen and check the phrases. 3. Play the recording again to check the answers. Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question. Play the recording for the Ss to answer the questions. (If necessary, using the pause button.) 3. Play the recording again and mark true or false. Step 6. Pair work
1. Tell Ss to make a conversation using the information in 2a and 2b. e.g. A: What did you see at the art and science fair? B: I saw a model plane. A: What is it made of?
B: It’s made of steel, glass, and plastic. 2. Let Ss make their own conversations.
3) Cotton. 4) America.
8)Thailand. 9) She give it to her friend.
7) Ring.
3. Practice their conversations in pairs. Step 7. Role-play 1. Work on 2d
Read the conversation and complete the blanks.
2. Read the conversations and Let Ss read after the teacher. 3. Ask Ss to role-play the conversation in groups. Step 8. Language points
1. What is the model plane made of? What is the painting made from? be made of与be made from 辨析
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。 e.g. Glass is made of glass. 玻璃杯是由玻璃制成的。 The paper is made from wood. 纸是木头做的。
2. For example, Anxi and Hangzhou are widely known for their tea. widely adv. 广泛地；普遍地 wide (形容词) + ly → widely (副词)
e.g. Gas is widely used for cooking and heating. 天然气被广泛地用于做饭和取暖。 be known for 以……闻名；为人知晓 be known for = be famous for
e.g. Suzhou is known for its beautiful gardens. 苏州以其美丽的园林而闻名于世。 be known as和be known for辨析 be known as意为“作为……而著名” be known for意为“因……而著名”
根据句意用be known as或be known for的适当形式填空。 1) Han Han ____________ his writings.
2) As we know, Yao Ming __________ a basketball player. 3. Where is tea produced in China? produce v. 生产；制造；出产
英语中有produce, grow和plant三个动词均可用来描述农作物及植物的“种植； 生产；生长”，但有所区别。
produce指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。 e.g. This region produces over 50% of the country’s rice. 这个地区出产整个国家50%以上的大米。 These trees can produce very good apples. 这些树能结出优质的苹果。
grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。 e.g. These plants grow from seeds. 这些植物从种子生长而来。 The villagers grow coffee and corn to sell in the market. 村民们种植咖啡和玉米好拿到市场上去卖。
plant侧重“栽种；播种”这一行为，指把种子或秧苗种到土壤里使之生长。 e.g. How many trees have you planted this year? 今年你们种了多少棵树？ They planted tomatoes and carrots in their backyard. 他们在后院栽种了西红柿和胡萝卜。 Step 9. Homework
I. Recite the conversation in 2d after school. II. Translation. 1. 这个戒指是银制的。 2. 这种纸是由树木制成的。 3. 油漆是由什么制成的。 4. 杭州因其茶叶而为人知。 5. 据我所知，茶树被种植于山坡上。
◆ 教学反思 略
Period 2 Section A 3a - 3c
◆ 教学目标 【知识与能力目标】 1) 学习掌握下列词汇：France, no matter, local, brand, avoid, product, handbag, mobile, everyday 2）阅读短文，能按要求找到相应的信息。 3）通过阅读提高学生们的阅读能力。
4) 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。 【过程与方法目标】
采用略读与精读相结合的方式，锻炼和培养学生的阅读能力，促使其感知被动语态在描述物品时的重要性。
【情感态度价值观目标】
通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。 ◆ 教学重难点 【教学重点】 1) 掌握本部分出现的生词和词组，达到熟练运用的目标。 2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。 【教学难点】
1) 阅读短文，获得相关的信息的能力。 2) 理解并运用所学的词汇及表达方式。
◆ 课前准备 1. 准备录音机和磁带； 2. 设计课后巩固练习； 3. ppt；
◆ 教学过程 Step 1. Revision 1. Ask Ss to role-play the conversation in 2d.
2. Check the homework. Let some Ss tell read their sentences. (1) This ring is made of silver.
(2) This kind of paper is made from wood. (3) What is paint made from? (4) Hang Zhou is famous for tea.
(5) As far as I know, tea plants are grown on the sides of the mountains. Step 2. Presentation Learn some new words. product n. 产品，制品
France 法国
French adj. 法国的，法国人的 n. 法语，法国人
handbag n. 小手提包 Step 3. Warm up
Read the title of the passage and talk about the following questions. 1. Where is the tourist?
2. Does he want to buy Chinese products or American products? 3. Is it easy for him to buy American products? Why? Step 4. Reading
1. T: As we know, there are so many things made in China in England.What about in America and other countries in the world? Now let’s read the passage offind the answer to this question:
Ss read the article quickly and try to answer the questions: 2. Work on 3b
Answer the questions and learn some new words. 3.Work on 3c Step 5. Post reading
Ask Ss to fill in the blanks to complete the passage. Check the answers with the Ss. Step 6. Language points
1. No matter what you may buy, you might think those products were made in those countries. 无论你买什么, 你也许会认为那些产品一定就是那些国家制造的。
no matter意为“无论”与“what, who, which, where, how”等疑问词连用，引导让步状语从句。 e.g. No matter what you say, I won’t believe you. 无论你说什么，我都不会相信你。
No matter when you are free, you can come here for a cup of tea. 无论你什么时候有空，都可以来这里喝杯茶。
2. 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购买中国制造的产品。 avoid v. 避免；回避
avoid doing sth. 避免做某事
avoid 后面常跟名词、代词或动词ing形式作宾语，但不能跟不定式作宾语。 e.g. They tried to avoid making Mrs. Li angry.
他们尽量避免让李老师生气。
Jack kept back his anger and avoided a fight.
杰克压住了怒火，避免了一场斗殴。
3a. First, read quickly and
3. Kang Jian thinks it’s great that China is so good at making these everyday things. 康健认为中国擅长制造这些日常用品是很了不起的。 everyday adj. 每天的；日常的
everyday是every和day构成的合成词。everyday是形容词, 仅用在名词前作定语，不能单独使用。 e.g. everyday life日常生活everyday activities 日常活动 everyday与every day 辨析
every day是副词短语，意为“每天”，用作时间状语。
e.g. The teacher asked us to read English books every day. 老师让我们每天都要读英语。 Step 7. Exercises
用括号中单词的适当形式填空
1. One who goes to ______ (French) never fails to visit Paris. 2. How soon would you like to have these ___________ (product) done? 3. In the crowd, Sam looked aside to avoid _________ (see) Jane and Mary. 4. Is this kind of bicycle______ (make) in Shanghai?
5. The ______ (locally) government listed him as an elderly person of no home. Step 8. Homework
1. Read the passage several times after school. 2. Make sentences with these words:
no matter, be made in, find it + adj. that…, even though, avoid doing sth., everyday things ◆ 教学反思 略
Period 3 Section A Grammar Focus -4c
◆ 教学目标 【知识与能力目标】 1) 学习掌握下列词汇：boss, Germany, surface, material, traffic, postman, cap, glove 2) 进行一步复习巩固学习Section A 部分所学的生词和词组。
3) 对询问物品的制作材料、生产地点、生产制作过程等语句进行归纳总结和探究学习。 4) 掌握被动语态的用法，并通过不同方式的练习，来熟练掌握被动语态。 【过程与方法目标】
通过对已学句子的分析，归纳出被动语态的基本结构，使学生充分了解其结构特点，同时学习印象也更深刻。通过自学与交流的方式明确语法重点，接力学生自主学习知识，使其学会自主学习。 【情感态度价值观目标】
了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯 ◆ 教学重难点 【教学重点】
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。 2) 被动语态的用法。 【教学难点】
1) 探究学习询问物品的制作材料、生产地点、生产制作过程等句型。 2) 被动语态的用法。 ◆ 课前准备 1. 准备录音机和磁带； 2. 设计课后巩固练习； 3. ppt； ◆ 教学过程 Step 1. Warm- up and revision
1. Have a dictation of the new words learned in the last class.
2. Review some main phrases we learned in the last class. Check the homework. Step 2. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ① 你的衬衫是棉的吗？
____ your shirts ____ ____ cotton?
② 是的，而且它们产于美国。
Yes. And they were _____ ___ the US. ③ 飞机模型是由什么制成？
______ the model plane ______ of ?
④ 它是由旧木头和玻璃制成。
It’s made of _____ ______ and ______
⑤ 茶产自中国哪里？
_______ ____ tea ___________ in China?
⑥ 茶产自很多不同的地区。
It’s produced in many ________ _______.
⑦ 茶是如何制成的？ _____ is tea __________?
⑧ 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 ______ ______ on the sides of the mountains. When the leaves are ready they
_____ ______ by hand and then ______ ______for _________. ⑨ 在杭州人们种植茶叶。
People_______ ________ in Hang Zhou.
Tea _____ ________ (by people) in Hang Zhou.
Step 3. Summary 一、被动语态
当主语为动作的执行者时, 谓语的形式为主动语态; 当主语为动作的承受者时, 谓语要用被动语态。 e.g. Many people speak English.
（主动语态, 句子的主语many people是动作speak的执行者） English is spoken by many people.
（被动语态, 句子的主语English是动作speak的承受者） 二、被动语态的构成
被动语态由“助动词be + 及物动词的过去分词”构成。与主动语态一样，被动语态也有时态、人称和数的变化, 其变化规则与be作为连系动词时完全一样。 Step 4.
肯定式 否定式 疑问式 一般 现在时 I am asked … I am not asked… Am I asked …? He/She is asked … He/She is not asked… Is he/she asked …? We/You/They are asked… We/You/They are not Are we/you/they asked … asked …? Practice
1. Work on 4a:
Tell Ss to read the sentences in 4a and try to fill in the blanks with the correct forms
of the verbs in brackets. Learn some new words. 2. Work on 4b:
1) 让学生们阅读句子，理解句子的意思，为进行句子转换做好准备。
2) 将主动语态句变为被动语态句时，应先确定句子的谓语动词，并找出句子的宾语。然后，将句子的宾语变成被动句的主语，将谓语动词变成be+ V-ed形式。 3) 逐句进行分析推敲，确定括号中单词的恰当时态。
4) 最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。 5) Check the answers with the Ss. Learn some new words. Step 5. Talking
1. Ask five classmates about something they are wearing or have in their schoolbags. The list of words below may help you. (Learn some new words.)
2. Let one pair read out the conversation in the box as a model. 3. 提示学生们运用左侧方框中的示例词。
4. 让学生们以小组为单位分别自主发挥，用英语谈论自己的物品的制作材料及生产地点。 Step 6. Homework 将下列句子变成被动语态句
1. We use computers to search information. 2. The teacher often repeats the story. 3. They don’t allow fishing here. 4. Bill looks after his cat carefully. 5. We don’t often speak English at home. ◆ 教学反思 略
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