单元话题
In this unit, students learn to talk about what products are made of and where they are made.
单元语法 Passive voice (present tense) 教学目标
1.能够用英语描述及询问物品的制作材料。 2.正确理解被动语态的用法及句子结构。
3.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等素养。 学情分析
本单元通过了解中国制造的产品在全世界的影响力，让学生树立强烈的民族自豪感。让学生通过梳理句子主语与谓语的关系，与主动语态的对比，体会被动语态谓语动词结构的变化。在实际运用中熟练掌握被动语态。
第一课时 Section A(1a～2d)
教学设计
知 识 目 标
重点单词
1.produce v. 生产，制造 2.widely adv. 广泛地，普遍地 3.process v. 加工，处理 4.pack v. 包装，装箱 5.leaf n．叶，叶子 重点词组
1.be made of/from 由……制成 2.be made in sw.在某地制造
3.the art and science fair 艺术与科学展览 4.environmental protection 环境保护 5.grass and leaves 草地与树叶 6.be known for /be famous for 以……闻名 7.as far as I know据我所知 8.on the sides of mountains 在山边上 9.for example 例如 10.by hand 用手，手工 重点句式
1.—What's the model plane made of? ——这个飞机模型是用什么制成的？ —It's made of paper. ——它是用纸制成的。
2. —What is the painting made from? ——这幅油画是用什么制成的？ —It is made from cotton. ——它是用棉花制成的。
3.—Is this ring made of silver? ——这枚戒指是由白银制成的吗？
—Yes, and it was made in Thailand. ——是的，并且它是在泰国制造的。 4. —Where is tea produced in China? ——在中国，哪些地方产茶？ —It is produced in many different areas. ——在中国的许多不同的地区都出产茶叶。
课 堂 环 节
§自主学习案
翻译下列词组。
1．由……做成 _______________________________ 2. 在某地制造_________________________________ 3．艺术和科学展览_______________________________ 4..飞机模型____________________________________ 5．因……出名__________________________________ 6．在山边上__________________________________ 7．手工制作__________________________________ 8．世界各地__________________________________ 9．对……有好处___________________________ 10. 在过去__________________________________ 11.据我所知__________________________________ §课堂导学案
Step 1 准备与热身(Preparation)
播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。 T: Who invented paper first?
S1：Cai Lun invented it in Han Dynasty. T: What was paper made of then? S2: It was mainly made of bamboo.
T: Was it easy for people to make paper then? S1：No, it was very difficult then. T: What is paper made of now?
S3: It's mainly made of wood, bamboo, and cotton. …
Step 2 呈现与输入 (Presentation)
1．要求学生翻开课本P33页，快速阅读1a表格部分的内容。把物品和可能构成他们的材料匹配起来。(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) Step 3练习与体验 (Practice)
1．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)
2．要求学生翻开课本P34放录音一遍，完成2a，2b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．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)
5．大声朗读听力材料。(1分钟) Step 4 运用与生成 (Production)
1．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)
2．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)
Step 5 巩固与提高(Progress)
对话内容巩固训练。要求学生根据2d对话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。以巩固对对话内容的了解。(4分钟)
1．China is __________ tea both in the past and now.
2．_____________ I know, tea plants ___________ on the sides of mountains.
3. When the ______ are ready, they ____________ by hand and then _______ for processing. 4．The tea __________ and sent to many different countries and places ________ China. 5. People say that tea ____________ both _________ and __________ ! 探究点
Is it made of silver? 它是用银子做成的吗？
be made of由……制成，表示制成成品后，从成品中能够看出原料来，制作过程仅发生物理变化。
e．g.The clothes is made of silk.
这件衣服是用丝绸做的。(看得出是用丝绸面料做的) 【拓展】辨析be made from, be made in
(1)be made from由……制成，表示制成成品后，看不出原料来。
e．g.Paper is made from wood.纸是用木材做成的。(已经看不出原材料木头了。) (2)be made in某物生产于某地，in后接某地。
e．g.This TV set is made in Japan.这台电视机产于日本。 针对训练
根据汉语完成句子。 1. 这个课桌是木制的。
The desk ______________ wood. 2. 这辆小汽车产于广州。
The car ________________Guangzhou. 3．这些瓶子是用玻璃制成的。
These bottles ________________ glass. Step 6 家庭作业(Homework)
1．Recite the conversation in 1c after school. 2．完成本单元学生用书第一课时的练习。 §教学反思：__
第二课时 Section A(3a～4c)
教学设计
知 识 目 标
重点单词
1.local adj. 当地的，本地的 2.avoid v. 避免，回避
3.mobile adj. 可移动的，非固定的 4.everyday adj. 每天的，日常的 5.Germany 德国 adj.German 6.surface n．表面，表层 7.material n. 材料，原料 8.traffic n. 交通
重点词组
1.American goods美国商品 2.no matter what无论什么
3.products in the local shops本地商铺的产品 4.made in China中国制造 5.everyday things日常用品
6.make hightechnology products制造高科技新产品 7.in all parts of the world在世界所有的地区 8.his shopping experiences 他的购物经历
9.on the last Friday of each month在每月的最后一个星期五 10.in Germany 在德国
11.most of the earth's surface地球的大部分表面 12.cause many traffic accidents导致许多的交通事故 13.use this silver plate 使用这个银制的盘子 重点句式
1.No matter what you may buy, you might think those products were made in those countries. 无论你可能买什么，你都可能认为这些产品是在这些国家生产的。
2. He found it interesting that so many products in the local shops were made in China. 他很有趣的发现在本地商铺有如此多的产品是中国制造的。
3. He realized that Americans can hardly avoid buying products made in China. 他意识到美国人也不可避免地买中国制造的产品。
4. However, he wishes that in the future China will also get better at making high-technology
products that people can buy in all parts of the world
.然而，他希望在将来中国也能更擅长制造让人们在世界各地都能买到的高科技产品。 5.—Are your shirts made of cotton？
—Yes, they are.And they were made in the US. ——你的衬衣是由棉花制成的吗？ ——是的。并且是在美国制造的。
课 堂 环 节
§自主学习案
翻译下列词组。
1．无论什么 ____________________________________ 2．当地商店 ____________________________________ 3．即使____________________________________
4．日常用品 ____________________________________ 5. 中国造的产品________________________________ 6.他的购物经历________________________________ 7．美国品牌________________________________ 8．高科技产品________________________________ 9．在……种植________________________________ 10．在……生产________________________________ 11.在……制造________________________________
12．在德国________________________________ 13．用过的木头________________________________
14.在许多不同的地方________________________________ 15.造成交通事故________________________________
16．在每月的最后一个星期五________________________________ 17.地球表面________________________________
18．被……所覆盖________________________________ §课堂导学案
Step 1 准备与热身(Preparation)
展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。 Then ask students some questions：
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 of 3a.First, read quickly and find the answers to these questions：
1．Where did Kang Jian visit last year?
2．Were there many things made in China in the US? 3.What two things did Kang Jian want to buy in the US? 4.Where were they made?
Step 2 呈现与输入 (Presentation)
1．要求学生快速默读短文，熟知大意，并推断每段的大意，并找出康健想在美国买哪两样东西，以及它们都是哪儿制造的。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)
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 3练习与体验 (Practice)
1．完成教材3b的任务，要求学生再次阅读短文内容，回答3b中所提出的问题。(5分钟)
2．再细读一遍3a的短文，写出3c中所给的词分别指代什么。 Step 4 运用与生成 (Production)
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)
Now more and more Chinese travel ________ for vacation, they found it's interesting that _________ they go, they could find the products that made in China.China is ________ known for making _________ things, such as football, _______mobile phones.These things are _______ and sent to all parts of the world.Even in the ________ shops, the Americans ______ that they can hardly ________ buying products made in China.______,__we wish that in the future China will also get better at making _______________ products that people can buy in all ______ of the world.
Step 5 呈现与输入 (Presentation)
要求学生分角色问答并翻译表格中的句子。说出被动语态的各种句式的变化形式。并能造出相仿的句子。简要归纳被动语态的结构及用法，并完成本单元学生用书单元语法小专题Grammar Focus的精讲专练部分。
Step 6 练习与体验 (Practice)
1．要求学生翻开课本P36，用所给单词的正确形式完成句子。给出5分钟的时限，并
请5位同学朗读句子，全班集体核对答案。
参考答案
1．aren't allowed 2.are paid 3.is spoken 4.is covered 5.is cleaned
2．参照4b所提供的信息和例句，用被动语态改写句子。给出5分钟的时限，并请4位同学在黑板上改写，全班集体核对答案。(5分钟)
参考答案
2. The best materials are used to make dresses in this shop. 3．Many traffic accidents are caused by careless driving.
4．Letters and postcards are brought to people's homes by the postman. 5．This silver plate isn't used very often in our family. Step 7 运用与生成 (Production)
1．先根据4c方框所提供的单词，依照4c方框所提供的对话，向五位同学询问他们穿戴的，及书包中所包含的物品，然后再与同伴交流讨论。
SA: What's your pencil made of? SB: It's made of wood. SA : Where was it made? SB: It was made in Shanghai.
2．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。有错误的及时解决纠正。(2分钟)
句型转换。
1.We play basketball after class in our school.(改为被动语态) Basketball _________________after class in our school.
2. This kind of rice is only grown in_our hometown．(对画线部分提问) _____________ this kind of rice only ________? 3. People don't make ice-wine in Canada any more.(改为被动语态)
Ice-wine__________________Canada any more.
4．This kind of glasses is used for__keeping__off__the__wind．(对画线部分提问) ____________ this kind of glasses _______________?
5.Do you allow the children under 18 to drive cars in your country? (改为被动语态) _________ the children under 18 _______________ cars in your country? Step 8 巩固与提高(Progress) 探究点
No matter what you may buy, you might think those products were made in those countries. 无论你买什么，你都可能认为那些产品是在那些国家生产的。
此句是由no matter＋特殊疑问词引导的让步状语从句。意为：无论……。
no matter常与what/who/when/where等词连用，构成连词词组来引导让步状语从句。从句可放在句首，也可放在句尾。当主句用将来时，no matter＋特殊疑问词引导的从句常用一般现在时表将来。
e．g.No matter what he says, don't believe him.＝Don't believe him no matter what he says. 不管他说什么，不要相信他。
No matter when you arrive here, just call me.＝Just call me no matter when you arrive here. 不管你什么时候到这里，给我打电话就行了。
No matter how fast you drive, it'll take you at least 2 hours from here to there. 无论你开多快，从这里到那里，至少得开两个钟头。
针对训练
根据汉语完成句子。
1. 无论那栋房子花多少钱，怀特先生都会买下来。
Mr.White will buy that house ____________________________________ 2．无论她拿的是哪一本书，她都应该要问问她的老板。 ____________________________，she should ask her boss. 3．无论你是谁都不能违法。
_____________________________，you can't break the law. 4．无论你去哪儿我都会跟着你。
________________________________，I'll follow you. Step 9 家庭作业(Homework) 1．用下列短语造句。
no matter, be made in, find it ＋ adj.that…， even though, avoid doing sth., everyday things 2.完成本单元学生用书第二课时的练习。 §教学反思：__
第三课时 Section B(1a～1e)
教学设计
知 识 目 标
重点单词
1.international adj.国际的
2.competitor n．参赛者，竞争者 重点句式
1.—Where did you go on vacation?
—I went to an international kite festival. ——你去哪度的假？
——我去了一个国际风筝节。
2.The international kite festival is held in April every year.
国际风筝节是在每年的四月举行。
3. Laura didn't know that kite flying could be so exciting.
劳拉不知道放飞风筝可能会如此令人兴奋。
4. Some of the kites Zheng Yun saw were made of paper. 郑云看到的一些风筝是由纸做的。5. Some were painted with colorful animals. 一些(风筝)被画上彩色的动物。
课 堂 环 节
§自主学习案 翻译下列词组。
1．找出 _______________________ 2．风筝节_______________________
3．如何做风筝_______________________ 4．放风筝_______________________ 5．去度假_______________________
6. 因……而出名_______________________ 7. 国际风筝节 __ _______________________ §课堂导学案
Step 1 准备与热身(Preparation) 展示一组风筝的图片对学生们说：
你去过山东吗？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些山东潍坊的风筝节。
请同学们认真思考老师提出的问题，然后作出回答。(3分钟) ①Show a picture of an international kite festival and ask： —Do you know what festival is it?
—It's Wei Fang International Kite Festival. —Do you like flying kites?
—What kind of kites do you have?
②Free talk.Ask students to talk about how to fly a kite and how to make a kite. Finish task 1a.
Step 2 呈现与输入 (Presentation)
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)
Step 3练习与体验 (Practice)
1．听第一遍录音，完成课本上1b部分的任务。找2个同学核对答案。要求读出序号和完整的句子。
2．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。
1．Z 2.L 3.Z 4.L 5.L
3．再听第一遍录音，用听到的内容完成课本上1d部分的句子。找5个同学朗读句子核对答案。要求读出序号和完整的句子。
1．kites 2.April 3.all over the world 4.competitions 5.silk or paper, drawings
4．听第三遍录音，并打开听力材料，全班逐句进行跟读。(2分钟) Step 4 运用与生成 (Production)
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 5 巩固与提高(Progress) 探究点
Laura is trying to find out more about what Zheng Yun thinks about Weifang. 劳拉正试图多了解郑云对潍坊的看法。
find out找出；发现；查出(真相)，其后一般接名词、代词或从句。 e．g.Please find out where they live.请查出他们住在哪儿。
You should find out about the news.你应当想办法查明那个消息。
Have you found out who stole your car？你查出是谁偷了你的车没有？
【拓展】辨析look for, find与find out
look for寻找；是有目的地找，强调“寻找”这一动作。 e．g.What are you looking for？你在找什么？
find找到；发现，通常指找到或发现具体的东西，也可指偶然发现某物或某种情况，强调的是“找”的结果。
e．g.He didn't find his bike.他没找到他的自行车。
find out多指通过调查、询问、打听之后“搞清楚，弄明白”，通常含有“经过困难曲折”的含义，指找出较难找到的、无形的抽象的东西。
e．g.Try to find out who has broken the window.尽力查出是谁打破了窗户。 针对训练
( )1.—Peter, go and ________ who is knocking on the door. —Sure, dad.
A．look for B．find C．find out D．look at ( )2.Have you ________ the keys you lost?
A．found out B．found C．looked for D．looked ( )3.I________ my pen everywhere.
A．found out B．found C．looked for D．looked Step 6 家庭作业(Homework)
1．Try to write a short introduction on how to make a Chinese clay piece. 2．完成本单元学生用书第三课时的练习。 §教学反思：__
第四课时 Section B(2a～2e)
教学设计
知 识 目 标
重点单词
1.form n. 形式，类型 2.lively adj. 生气勃勃的 3.heat n. 热，高温 v．加热，变热 4.complete v. 完成 重点词组
1.special forms of traditional art 传统艺术的特殊形式 2.objects of beauty 美丽的物体
3.according to Chinese history 根据中国历史 4.send out 释放
5.be covered with 被……覆盖 6.sky lanterns 天灯 7.paper cutting 剪纸
8.a Chinese fairy tale 中国童话故事 9.fire at a very high heat 在高温下烧烤 10.be famous for/be known for以……而闻名
11.be made of /from由……制成 12.be used for…被用来做……
13.research on how languages are learned关于怎样学习语言的研究 重点句式
1.The most common things are turned into objects of beauty. 这些最普通的东西都被变成美的物体。
2.Sky lanterns are used at festivals and other celebrations.天灯用于节日和其他庆祝活动。 3.They are made of bamboo and covered with paper.他们是由竹子制成并在外面糊上纸。 4.They are seen as bright symbols of happiness and good wishes. 他们被看做幸福和美好愿望的美丽象征。
5. Paper cutting has been around for over 1，500 years.剪纸已有1，500多年的历史了。 6. The red paper is folded before it is cut with scissors. 红纸在用剪刀裁剪之前，要被折叠。
7. The pieces are carefully shaped by hand from a very special kind of clay and then allowed to airdry.
这些陶片被小心地用一种特别的黏土手工成形然后凉干。 8. Our town is famous for the rice.我们镇以大米而闻名。
9. The boy is known in the whole school for fighting.这个男孩以打架闻名全校。 10. Cheese is made from milk by workers.奶酪是由工人们用牛奶制成的。 11. This plane is made of steel in China.这架飞机是用钢材在中国制造的。 12. This piece of glass is used as a door for keeping off wind. 这块玻璃被当作一扇门用来挡风。
课 堂 环 节
§自主学习案 翻译下列词组。
1．把……变成……_____________________________ 2．被……覆盖_____________________________ 3．被点燃____________________________ 4．被折叠______________________________ 5．春节____________________________ 6．好运 ____________________________
7．中国神话故事____________________________ 8．用剪刀剪____________________________ §课堂导学案
Step 1 准备与热身(Preparation) 1．情景导入：
你在元宵节放过天灯吗？你会剪窗花吗？你见过天津的小泥人吗？这些都是中国的传统民俗艺术。(4分钟)
Question：
What do you know about Chinese folk or traditional art?
2．进行短文学习之前，教师引导学生浏览2a关于短文的介绍。告诉学生下面的短文是关于中国民俗文化的短文。
Step 2 呈现与输入 (Presentation)
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) Traditional art form Materials used 1.Sky lanterns 2.Paper cuttings 3.Chinese clay Bamboo, paper Paper，scissors Clay 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 3练习与体验 (Practice)
1.让学生再细读短文， 回答2c所提出的问题。(5分钟)
(1) They usually try to show the things that are important in life, such as love, beauty and family.
(2) The sky lanterns were used for asking for help when in trouble in the past, and now they are used as bright symbols of happiness and good wishes.
(3)The most common pictures of paper cuttings are flowers, animals and things about Chinese history.
(4)During the Spring Festival, they are put on windows, doors and walls as symbols of wishes for good luck and a happy new year.
(5) To make Chinese clay, the pieces are first carefully shaped by hand from a very special kind of clay and then allowed to air-dry.After drying, they are fired at a very high heat.They are
then polished and painted.It takes several weeks to complete everything.
Step 4 运用与生成 (Production)
1．用2d方框中所给的短语的正确形式完成2d中的句子。设置一个5分钟的时限，然后请一个同学朗读句子，核对答案。
参考答案
1．send out, rise into 2.turns, into ; put, on 3．such as, covered with
2．让学生分组先讨论一下2e所提出的问题。 Step 5 巩固与提高(Progress) 探究点
The pieces are usually cute children or lively characters from a Chinese fairy tale or historical story.
这些陶瓷工艺品常常是一些憨态可掬的娃娃形象或是一些中国神话故事中的人物形象。 lively adj.活泼的，有生气的；栩栩如生的，生动的。 e．g.His class is always lively.他的课总是很生动。 He gave us a lively description about his trip to Beijing. 他向我们生动地描述了他的北京之旅。 Step 6家庭作业 (Homework)
完成本单元学生用书第四课时的练习。 §教学反思：__
第五课时 Section B(3a～3b)
教学设计
知 识 目 标
重点单词 重点短语 重点句式
special，famous，products，artwork is famous for，is/are made of/from/with/by/in，is/are used for，is/are known for 1.What are some special things that your town/city is famous for? 2.These can be food，artwork or any other products. 3.Discuss them with a partner and take notes.
课 堂 环 节
§课堂导学案
Step 1 准备与热身(Preparation) 1．复述制作风筝及放风筝的过程。
2．China is a country with traditional art.Each part has its own special forms of traditional art. What do you know about folk or traditional art, like paper cutting?
Step 2呈现与输入 (Presentation) 1．让学生讨论完成3a表格的内容。
2．根据内容提示，写出你们城市以什么而闻名，比如说食物，艺术品或者其他的产品，然后和同伴进行交流，写出提要。
Step 3练习与体验 (Practice)
一、用方框中所给词的适当形式填空。
see，rise，happy，light，cover
1．The stars ____________ on bright night.
2．He ______ the candle and left his mother's room. 3．We can see the lanterns ______ into the air slowly.
4．Your eyes ____________ with your hair.It's bad for your eyes. 5．Gifts bring children ______________. 二、根据句意及首字母提示完成句子。
1．This bird is very clever and it can open the cover of the bottle with its own mouth. 2．The old man can cut many different kinds of paper cutting with __________. 3．The bag slowly rose into the air like a ___________.
4．Thanks to the sun，it gives us the light and the __________. 5．It took the man three months to ___________ his new novel. Step 4 运用与生成 (Production)
1．要求学生们根据3a写的提要以及3b方框中所给的句型、短语提示写出一篇文章介绍这种产品。
2．学生完成后评出优秀的书信在班上展示，对于存在的问题，予以指导纠正。 Step 5 家庭作业(Homework)
完成本单元学生用书第五课时的练习。 §教学反思：
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