教师活动 | 学生活动 | |
环节一：Activity 1 | |
教师活动1 Lead-in - The teacher show some pictures and asks students to say what it is.
- The ask them to say what they are made of .Write the title of this unit on the blackboard .
| 学生活动1 Make conversations . Ask and answer | |
活动意图说明： 教师通过问问题来导入新课，引出本单元的标题和句型，让学生在自然的问答中体会到本单元的句型和主题。 | |
环节二：Activity 2 | |
教师活动2 Presentation - Students may answer the questions like this :It’s made of silk /cotton , .Teach students the words for different materials .
- Use the other objects to teach the new words , for example , fork , blouse , chopsticks and so on . While showing the objects , ask students to say what they are made of .
- Show a pair of steel chopsticks . Ask students what they are made of . Then tell students are chopsticks were made in Korea . Write the structure on the blackboard .
- Ask students to follow the examples to make conversations in pairs .
| 学生活动2 Discuss with groupmates . Learn the new words. Ask and answer Work in pairs . | |
活动意图说明： 同样使用PPT来教授表示日常用品的新单词，同时询问学生它们的制作材料是什么，通过问答的方式，让学生体验be made of 的用法。在介绍金属筷子时，谈论了他在韩国生产的，以此让学生体会被动语态的一般过去时。呈现目标句型后，让学生合作进行对话练习。 | |
环节三：Activity 3 | |
教的活动3 Work on 1a - Point out the things in 1a . Ask students to match them with the materials .
- Remind them that more than one answer is possible .
- Check the answers by asking students to make sentences about each thing .
| 学的活动3 Finish 1a Check the answers | |
活动意图说明： 让学生将物品与材料进行搭配，并用被动语态的句式表达出来，既练习了新学的句式，又核对了答案。 | |
环节四：Activity 4 | |
教的活动4 work on 1b - Have some students read column in the chart . Help them understand what they are supposed to do .
- Play the recording for the first time . Students only listen .
- Play the recording a third time . Ask students to listen and repeat .
| 学的活动4 Read aloud . Listen and finish the tasks . | 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. |
活动意图说明： 让学生观察课本主题图，结合途中场景和语言内容引导他们推测，预填空缺的单词，培养学生观察图片猜测的能力。 | |
环节五：Activity 5 | |
教的活动5 Work on 1c - Point to the chart in 1b . Ask students to make conversations using the information in 1b .
- Then ask them to follow the example to talk about the things they have now .
| 学的活动5 Make a conversations and ask . | |
活动意图说明： 听力结束后，对1b中的表格再次利用，让学生仿照例句进行对话练习，并引导学生利用身边的资源进行类似的对话操练，让学生真实的情境中进行语言的输出。 | |
环节六：Activity 6 Work on 2a-2c | |
教的活动6 - Point out the 6 topics in the chart . Have students read them one by one .
- Explain the key words fair , environmental protection , grass and leaves
- Play the recording for the first time . Students only listen .
- Play the recording again . Students check the main topic . Check the answers .
- Play the recording for a third time . Ask the students to write short answers to the 4 questions in 2b. Check the answers .
- Go on asking students questions . Help them to understand the importance of recycling and help them to know the difference be made of and be made from .
- Ask students to follow the example in 2c to make new conversations .
| 学的活动6 Read aloud and understand . Listen to the tapes for three times and finish the tasks Check the answers Make conversations. | |
活动意图说明： 听前帮助学生理解题目要求，扫除听力障碍，听后通过追问的方式，让学生思考平常的飞机模型和油画都是什么制成的，而本题中制作材料又是什么，引导学生关注和再生资源。通过例句使学生明白be made of 和be made from 的使用区别。 | |
环节七：Activity 7 | |
教的活动7 Listening work on 2d - Ask students to look at the picture and guess what the passage is about :
- Ask some questions about tea . For example , How many kinds of tea do you know ? Where are they ?
- Then ask them to read the conversation and answer the questions : Where is tea produced in China ?How is tea produced ?Check the answers .
- Ask students to find out all the sentences with passive voice and underline the past participle forms .
- Go on asking questions like Is tea grown in our hometown ? How are tea leaves picked ? Where is tea sent ?
- Ask students to listen and repeat . Than ask them to role-play the conversations .
| 学的活动7 Look at the picture and answer Read conversations and answer the questions . Ask and answer Listen and repeat | |
活动意图说明： 读前进行话题和词汇准备。通过问答的形式让学生熟悉话题及相关词汇，带着问题进行阅读，读后让学生找出所有含有被动语态的句子，并画出里面的过去分词，树立总结出被动语态的结构。就“茶”这一话题继续讨论，让学生进一步熟悉的结构。最后让学生模仿语音语调，进行角色扮演。 | |
| | | |
