2020-2021学年Unit 5 What are the shirts made of?Section A一等奖ppt课件

Teaching Procedures

Tips

Step 1 Lead in

       The T can show some common tags on daily necessities and lead Ss to find out that most things were made in China. The T can use the prompt:

Look at things that you wear and use. What are they made of? Where were they made?

       Then the T can encourage Ss to talk about things made in China and express their opinions:

What do you think of things made in China?

       The T can set a scene and and ask Ss to brainstorm some local products in different countries so that Ss’ can be more involved in the class and prepare well for the following reading task.

   If you go abroad for vacation, what local products will you buy ?

   In Japan/France/Switzerland, I will buy... 

    Then the T can tell Ss that most of these products are made in China.Things made in China have been all over the world.

       The T can play a video about a blogger’s one-day experience in America of avoiding using things made in China. After watching the video, the Ss can exchange their feelings.

Step 2 Presentation & Reading

       Before-reading 

The T can ask Ss to talk about the title and the picture in 3a and have a discussion. The T can use these prompts:

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?

       3a  While-reading

The T make Ss read the passage quickly and find the key information to finish the task in 3a. Then the T can invite some Ss to share answers with the class.

   Answers:

1.He wanted to buy a toy car and a pair of basketball shoes.

2. Most of the shoes and toys that he found were made in China.

       3b  While-reading

The activity is to encourage Ss to read for details and to express their opinions in response to what they have read. The T can ask Ss to read the questions first. Ss read the passage again carefully and finish the task in 3b. Then the T can invite some Ss to share answers with the class.

Answers:

1. San Francisco.
2. He discovered that so many products in the local shops were made in China.
3. Because he wanted to buy a pair of basketball shoes made in America.
4. He realized that Americans can hardly avoid buying products made in China.

Suggested answer:

5. I think Chinese people are great; they can make many things and sell them to places around the world. It shows that China is a great and strong country. I feel proud as a Chinese.

       3b

    The T can extend the activity by conducting a class discussion based on question 5. Encourage Ss to express their opinions about so many foreign brands having their products made in China and how they feel about it and why they feel about it.

    At last, the T can summarize the passage with Ss by asking the following questions:

1. Which is the most important key word in the title?(difficult)
2. Why do you think so?(The passage is about how difficult Kang Jian’s search for products made in America was.)

       3c

The T can point out to Ss that the aim of this activity is to enhance their understanding of the use of pronouns. Being able to understand how pronouns are used is an important skill for reading and writing. Since a pronoun usually refers to something that has already been mentioned, to understand what a pronoun stands for , we should look at the earlier part of the sentence or the sentence that comes before. Ss can first find the sentence with the target pronoun and try analyzing the elements of the sentence and master the usage of these pronouns.

Answers:

those(products):cameras, beautiful clothes, watches

those(countries):Japan, France, Switzerland

 it:so many products in the local shops were made in China

they: most of the toys

Step 3 Language points learning

       search  n.&v.  搜索，搜查 用作名词时，常用短语 in search of,意为“寻找”，后接寻找的人或物。

       no matter 无论；不论   与 what, who, when, where, how

等疑问词连用，引导让步状语从句

       avoid  v. 避免；回避  常用搭配：

①avoid sb./sth. 躲避某人/ 某事

② avoid doing sth. 避免做某事

The language points are for reference only.

Step 5   Summary & Homework

The homework can vary with the specific conditions.

       Summary  The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.

       Homework:

    Read and recite the passage in 3a.

Do the exercises in students’ book. 

Teaching Reflection

During the teaching process, teachers had better not translate every sentence into Chinese or explain it in Chinese, but to understand students' mastery of information through asking questions at all levels, guide students to pay attention to some words, phrases or sentence patterns through asking questions, and "force" students to answer questions with some words, phrases and sentence patterns through asking questions, so as to enable students to perceive the target language and use the target language, and cultivate students' ability to use the target language.