Unit 5第四课时A(1a-1e).doc

Unit 5 What are the shirts made of?
Section B 1a-1e (Period four)
Teaching and learning Goals:
一、功能：Talk about what kites are made of and where they are made.
二、词汇和常用表达：Learn to use phrases and sentences about making kites: paper, silk, wood, bamboo.The international kite festival is held in April every year. The competitors at the festival are from all over the world. Some of the kites were made of silk or paper. Some were painted with colorful drawings.
三、学习策略：Sum up the Passive Voice in the conversations. Get some listening information from the pictures on P37. Role-play the conversations with the partner.
四、文化知识：Let studentsknow about Chinese folk or traditional art. Learn about Chinese culture. We are proud of our country.
Pre-listening activities
Review
Retell the passage
Get students to retell the passage with the help of the key words in the form below.
The difficult search for American Products in the US
Where did Kang Jian go?
Last year…visit…in…
What did he discover in the
local shops?
He found it interesting that… were made in…
What did he realize after his shopping experiences?
Americans can hardly avoid…China is so good at…
What’s his wish?
…China will get better at…that people can buy…
（设计意图：通过复习，使学生对所学的语言和话题能够准确熟练地掌握，同时复习了被动语态，为接下来的综合听说训练奠定了基础。）
Preview
Look at P37 and put the following into English orally. Then write them down without looking at your book.
1. Put the words into English.
(1) 国际的 adj.____________ (2) 参赛者；竞争者 n._____________
2. Put the sentences into English.
(1)她不知道放风筝会是那么令人兴奋。
______________________________________________________
(2)她想学放风筝。
___________________________
(3)国际风筝会每年在潍坊举行。
_____________________________
（设计意图：师生可以做到心中有数，教师可以更有针对性地教，学生可以更有针对性地学。）
Warm up and lead in
1. Show some beautiful pictures about kites and let students answer the following questions.

T: What are they?
Ss: They are kites.
T: Do you like flying kites?
Ss: Yes.
T: Do you knowwhat kites are made of? Please look at ia, and write down some materials used in making kites.
（设计意图：这是一个让学生感兴趣的话题，通过讨论可以激发学生的学习热情，使他们快速进入学习状态。）
While-listening activities
1. Prepare for listening
T: Class, What do you know about kites.
Ss: A kite festival.
T: Where is it held?
Ss: Weifang, “the World's Capital of Kites”
T: Yeath, I have two friends. They are Laura and Zheng Yun. Now they are having a conversation. Let’s listen to 1b.
（设计意图：通过与学生进一步讨论与风筝有关的问题，帮助学生获取部分听力信息，同时也缓解了听前常有的焦虑和紧张。）
2. Listening for the general idea.
The general idea of the conversation is about _______.
A. how to make a kite
B. the kite festival
C. how to fly a kite
（设计意图：让学生在听之前仔细审题，找出需要听的关键词，即用下划线标注的词，这样能提高学生的听力效能。）
3. Listening for the specific ideas.
(1) Listen to a conversation between Laura and Zheng Yun and circle the correct answers.
1.Laura is trying to find out more about ______.
A: what Zheng Yun did on his vacation
B: what Zheng Yun thinks about Weifang
2. Zheng Yun tells Laura about ______.
A: a kite festival B: how to make a kite
(2) Listen and write for Laura or Z for Zheng Yun.
1. ____ went on a vacation to Weifang
2. ____ wants to know more about the kite festival
3. ____ saw many different kinds of kites at the festival
4. ____ didn’t know that kite flying could be so exciting
5. ____ wants to learn to fly a kite
(3) Listen again. Fill in the blanks with what you hear.
6. Weifang is a city in Shandong. It is famous for ______.
7. The international kite festival is held in ______ every year.
8. The competitors at the festival are from _________.
9. There are __________ for the best kites.
10. Some of the kites Zheng Yun saw were made of ________. Some were painted with colorful __________.
(4) Check the answers.
（设计意图：本部分的内容重在培养学生们听大意和听细节信息的能力,所以先帮助学生听出对话的大意再去完成后面对应的细节题。）
Post-listening activities
1. Listen to the tape and repeat. Then read and recite the conversations individually.
2. Ask some students to role-play the conversations in front of the class.
A: Where did you go on vacation?
B: I went to …
A: That sounds interesting. What did you see there?
B: …
3 Let students fill in the blanks in the rewriting passage. First give students some time to practice it by themselves. Then let students retell the passage with the teacher. Last choose several students to retell the rewriting passage individually.
Zheng Yun went to Weifang on vacation. The city is ______ for kites. There’s an_________ kite festival there every_______. People from all over the world______ in kite flying. There are also_______ for the best kites. Kiteswere _______ of different things like _____ or _______. Some were painted with colorful _______. It was really fun to see which kite could fly the highest.
（设计说明：本部分的内容重在培养学生们口头表达的能力，通过仿读、背诵、表演对话和复述由对话改写的短文引导学生更好地内化语言知识。）
Summary
1. T: Boys and girls, what have you learned in this lesson? Please fill in the chart. (Give everyone a chart.)

Weifang, “the World's Capital of Kites”
Activities:
The_______at the festival
Are from_____________.
There are________ for the best kites.

Materials:
Some of the kites were made of ____or____.
Some were painted with colorful_________.
Symbol:
It’s________for_______.
The______kite festival is _____ in ____every year.

It was really fun _______ which kite could fly the highest.
We are Chinese. We like our traditional art.
We are proud of our country.

2. Ask some students to read their charts in front of the class.
（设计意图：通过表格让学生知道从哪些方面进行总结，这对部分后进生来说是很有必要的。如果学生能顺利完成表格说明他们对本课内容掌握的还不错。同时最后加进去情感教育。）
Inquiry into knowledge by translation
Ask students to look at the following sentences and try to summarize the language rules. Then fill in the blanks. The students can help each other and have a discussion after doing the following by themselves.
一、… saw many different kinds of kites at the festival.
______________________________________________________________
此处kind是可数名词，意为 ______.常构成短语：different kinds of______________, a kind of____________; all kinds of_____________。
二、The international kite festival is held in Weifang every year.
______________________________________________________________
① international为______词，意为__________.
② held是_______的过去式和过去分词，意为__________.
三、The competitors at the festival are from…
______________________________________________________________
competitor为_______词，意为__________;compete为_______词，意为__________;competition为_______词，意为__________.
（设计意图：让学生先独立思考，然后小组讨论，接着让学生展示自己的成果。鼓励学生在讲台前板书讲解。再次鼓励后进生讲解，运用多元评价进行鼓励学生，采取小组加分的形式，让他们体会学习的乐趣。不再向学生灌输知识，训练了学生自主探究学习的能力。）
The end-of class test
一、用所给单词的适当形式填空。
1. The __________ (compete) from different countries are ready for the_______(compete).
2. There are many different __________ (kind) of animals in the zoo.
3. A meeting was ___________ (hold) to discuss the problem yesterday.
4. My brother wants to learn _____________ (drive) a car.
5. ___________ (fly) kites is very exciting for children.
二、翻译下列句子。
1. ——你去哪里度假了？
——我去了国际风筝会。
___________________________
___________________________
2. 我放的风筝是纸做的。
_____________________________________
3.公园里有许多不同种类的花。
_______________________________
4. 我弟弟正在学骑自行车。
______________________________________
5. 玛丽想知道更多关于中国春节的事情。
_______________________________________________
（设计意图：学生先独立完成，然后小组内互相批阅、打分并登记。认识自我，发现不足，以学评教。）
Assessment
T: Boys and girls, please assess your partner and yourself.
The content of assessment
评价内容
Self-assessment
学生自评
Partner-assessment
同伴互评
Participate in the activities
参与课堂活动

The spirit of co-operation
合作精神

Pronunciation, intonation, fluency
语音、语调及流畅程度

Accomplish the tasks
完成任务情况

等级：A-Excellent(优秀) B-Good(良好) C-Average(一般) D-Need Improvement (有待提高)
（设计意图：通过学生自评和同伴互评可以对表现好的同学予以肯定，对表现欠佳的学生起到促进作用。）
Homework
You must:
1. Recite 1b. ( ★ )
2 Rewrite1b into a passage. ( ★★ )
3. Preview 2b.( ★ )
(分层布置作业，面向全体学生)
本节课亮点：
1. 新课开始，通过复习，使学生对所学的语言和话题能够准确熟练地掌握，同时复习了被动语态，为接下来的综合听说训练奠定了基础。通过观看各种漂亮的风筝图片，这是一个让学生感兴趣的话题，通过讨论可以激发学生的学习热情，使他们快速进入学习状态。
2. 听力部分，精心设置的听前准备活动，通过让学生讨论与图片有关的问题，帮助学生从图片中获取部分听力信息，同时也缓解了听前常有的焦虑和紧张。听取大意时，利用问题设置悬念，激发学生听的欲望；让学生在听之前仔细审题，找出需要听的关键词，即用下划线标注的词，这样提高了学生的听力效能。在听后活动中，通过让学生仿读对话、表演对话、复述由对话改写后的短文等活动来培养学生的口头表达能力，注重内化和输出相结合，引导学生更好地内化语言知识。
3. 让学生自己总结本节课所学内容时，通过一个表格为学生指明了方向，这对后进生来说是很有必要的。通过学生自评和同伴互评可以对表现好的同学予以肯定，对表现欠佳的学生起到促进作用。
4. 翻译探究环节，让学生先自主探究本节课的难点。自己思索之后，再以小组为单位解决自己的疑难问题，小组间解决不了的，可以向班内同学求助，老师适时给予点拨。在学习语言知识的同时渗透情感教育，让学生结合迈克尔的情况来思考自己在中学结束后打算干什么，让学生意识到无论将来打算干什么，在大学中获取丰富的知识是很重要的。
不足之处：
1. 本节课说的内容较多，对后进生的引导不是太好，耽误了时间。
2. 翻译探究环节，在小组讨论时部分后进生只是一种形式。对于这部分同学，下一步我将给他们指定具体而简单的问题。
使用注意事项：
根据学生实际情况，在各个环节，要充分预料后进生的参与情况和用时多少。听后活动可以考虑分层次设置，以满足不同层次学生的需要。
答案：
预习检测：1 （1）international (2) competitor
2(1) She didn’t know that kite flying could be so exciting.
(2) She wants to learn to fly a kite.
(3) The international kite festival is held in April every year.
翻译探究：
一、……在风筝节上看到许多不同种类的风筝。种类；不同种类的；一种；各种各样的
二、国际风筝节每年在潍坊举行。①形容；国际的②hold;举行
三、在风筝节上的参赛者来自……
名；参赛者，竞争者；动；竞争，比赛；名；竞争，比赛

当堂检测：
一、1. competitors; competition 2. kinds 3. held 4. to drive 5. Flying
二、1. ——Where did you go on vacation?
——I went to an international kite festival.
2. The kite I flew was made of paper.
3. There are many different kinds of flowers in the park.
4. My little brother is learning to ride a kite.
5. Mary wants to know more about Chinese Spring Festival.