人教版初中英语三年级《What are the shirts made of-B》图文课件
What are the shirts made of教学设计-教案
What are the shirts made of 教学设计-教案第一章：教学目标1.1 知识目标学生能够理解并运用目标句型"What are the shirts made of?" 询问衣物的材质。
1.2 技能目标学生能够听懂、会说、会读、会写目标句型，并在实际情景中进行运用。
1.3 情感目标培养学生对英语学习的兴趣，提高学生的自信心和积极性。
第二章：教学重难点2.1 教学重点学生能够掌握目标句型"What are the shirts made of?" 的结构和使用方法。
2.2 教学难点学生能够正确发音和理解"What are the shirts made of?" 句型中的词汇和语法。
第三章：教学方法3.1 任务型教学法通过设计各种任务活动，让学生在实际语境中运用目标句型，提高学生的语言实践能力。
3.2 情境教学法创设各种生活情境，让学生在情境中学习并运用目标句型，增强学生的语言运用能力。
第四章：教学过程4.1 导入通过展示各种衣物图片，引导学生谈论衣物的材质，激发学生的学习兴趣。
4.2 呈现教师展示目标句型"What are the shirts made of?" 的图片或实物，引导学生模仿并重复句型。
4.3 练习学生分组进行角色扮演，运用目标句型进行问答，教师巡回指导并纠正发音。
4.4 应用学生分组进行小组活动，用目标句型编写小对话或短文，并进行展示。
第五章：教学评价5.1 课堂表现观察学生在课堂上的参与程度、积极性、合作意识等，给予相应的评价。
5.2 课后作业布置相关的课后练习，让学生巩固所学内容，并对学生的作业完成情况进行评价。
5.3 单元测试在单元结束后，进行相关的测试，以检验学生对目标句型的掌握程度。
第六章：教学资源6.1 教学图片收集各种衣物的图片，用于导入和呈现环节，帮助学生直观地理解和学习。
初中英语_Unit5whataretheshirtsmadeof？SectionBreading教学设计学情分析教材分析课后反思
Unit 5What are the shirts made of?Section B Reading一、设计理念尝试对教材进行微调，希望能更好地使用教材；渗透对学生阅读策略的指导；指引学生树立正确的人生观和价值观。
通过古今四大发明对比，培养学生的民族自豪感，树立远大奋斗目标。
二、教学目标1. 知识目标：学生能理解与掌握“things made in China”这一话题相关的词汇和语言表达形式，并且能通过自我运用和合作学习在阅读过程和活动环节中进行语言和观点输出。
2. 能力目标: 学生能通过跳读的阅读策略和wh-questions的学习策略获取信息；能借助mind-map梳理从文本中获取的信息；能运用新知和旧知对文本的主旨内容进行输出。
3. 情感目标:学生通过文本了解，知道中国制造对世界的影响，培养民族自豪感和树立远大目标三、教学设计Step 1: Warming-up通过欣赏皮影（shadow play）来引起学生探知和阅读的兴趣，与学生进行互动交流，营造宽松积极的课堂氛围。
Step 2: Leading-in & Pre-reading学生中讨论，中国古传统艺术形式，为学生扫清阅读障碍，拿下生词和短语这两个拦路虎，让学生在新颖的方式下自然而然地学习。
同时在展示的过程中，提示孩子注意传统艺术形式材料，并通过最常见的传统民间艺术风筝导入到今天阅读内容并复习被动语态句式“What is it made of？It is made of paper and bamboo.”Step 3: While-readingTask 1: fast reading1.Read and answer设计意图：1.what is the passage about？通过fast reading阅读技巧，快速获得文章主题。
使用阅读策略：Read the first paragraph 、firstsentence of each paragraph and the pictures.带领学生迅速融入本节课主题“Chinese traditional art”。
What are the shirts made of教学设计教案
What are the shirts made of 教学设计教案一、教学目标1. 知识目标：学生能够听懂、会说、会读"What are the shirts made of?" 这个问题。
学生能够学习并掌握与衣服材质相关的词汇，如"cotton", "polyester", "silk" 等。
2. 能力目标：学生能够通过图片或实物，正确地描述衣服的材质。
学生能够在日常生活中，用英语询问和回答衣服材质的问题。
3. 情感目标：学生能够对英语学习保持积极的态度，对学习新的词汇和句型感兴趣。
二、教学重难点1. 教学重点：学生能够正确地发音"What are the shirts made of?" 这个问题。
学生能够听懂、会说、会读与衣服材质相关的词汇。
2. 教学难点：学生能够正确地使用"What are the shirts made of?" 这个问题进行询问。
学生能够在日常生活中，用英语描述衣服的材质。
三、教学准备1. 教具准备：衣服样品（棉质、聚酯、丝绸等）。
词汇卡片（cotton, polyester, silk 等）。
录音机或播放器。
2. 教学环境：教室里摆放着衣服样品，方便学生观察和学习。
四、教学过程1. 导入：教师向学生展示衣服样品，引导学生观察并猜测衣服的材质。
学生发表自己的猜测，教师给出正确的答案。
2. 新课呈现：教师出示"What are the shirts made of?" 这个问题的卡片，引导学生跟读并理解问题。
教师出示衣服样品，引导学生用"What are the shirts made of?" 这个问题进行询问。
3. 操练：教师组织学生进行小组活动，互相询问衣服的材质，并用英语进行回答。
教师选取一些学生的回答，进行展示和点评。
人教初三英语 Unit 5 What are the shirts made of同步练习(含答案解析)
Unit 5 What are the shirts made of?同步练习重点单词(Unit 5 What are the shirts made of?) 同步练习（答题时间：20分钟）Ⅰ. 根据句意和汉语提示写出所缺单词1. We Chinese usually use ______（筷子）to have meals.2. In western countries, people eat meals with knives and ______（叉子）.3. The boy is wearing a ______（棉）sweater.4. The lock is made of _____（钢铁）.5. The wood is ______（加工）into different kinds of desks and chairs.Ⅱ. 根据句意，用所给单词的正确形式填空1. Look! Three _______（balloon）are flying in the sky.2. Your ______（scissor）are new. Where are they made?3. After the soup ______（heat）, you can have it.4. We hope ______（complete）the building next week.5. People often use cute children or ______（live）characters to make clay pieces.Ⅲ. 完形填空Bernard Shaw wasn’t interested in clothes. When he was young, he was too poor to 1 good clothes. When he was 2 , he did not wear good clothes, either. In early days his clothes were 3 old that the colors in the material faded（褪色）over the years. Later in his life he was glad to dress differently from 4 men. When they went out in evening dresses in the evening, Shaw did not. Even when he went to the theater, he was in an old coat. It was made 5 a kind of material that he liked.One evening he went to see a play in his old coat. At the door of the theater the gatekeeper 6 him from entering it. “ 7 is the matter?” he asked angrily. The man pointed to the old coat. “Don’t you like it?” Shaw cried, “If you don’t like it, I’ll8 .” A few minutes later, he walked towards his place in the theater 9 the coat, but the man followed him, crying loudly, “Stop! You can’t go in like that!”Shaw’s 10 face turned black, “Do you think I’m going to take off any more?”1. A. put on B. buy C. sell D. had2. A. older B. stronger C. taller D. younger3. A. such B. so C. very D. too4. A. other B. others C. another D. the other5. A. into B. in C. by D. of6. A. asked B. stood C. stopped D. protected7. A. How B. What C. Which D. Why8. A. take it off B. take off it C. put it on D. put on it9. A. in B. on C. with D. without10. A. angry B. happy C. sad D. worried重点单词(Unit 5 What are the shirts made of?) 同步练习参考答案Ⅰ. 1. chopsticks 2. forks 3. cotton 4. steel 5. processedⅡ. 1. balloons 2. scissors 3. is heated 4. to complete 5. livelyⅢ. 1. B 解析：根据句意“当他年轻的时候，他太穷了而买不起好衣服。
Unit 5 What are the shirts made of？(第3课时)教学设计
Unit 5 What are the shirts made of？（第3课时）教学设计一. 教材分析Unit 5 What are the shirts made of?是人教版小学英语PEP教材中第三册第五单元的教学内容，主要围绕衣服的材质展开对话。
本课时的教学内容通过呈现和操练，使学生能够熟练掌握询问和回答衣服材质的交际用语，并能运用到实际情景中。
教材内容贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析通过前几单元的学习，学生已经掌握了基本的日常英语交际用语，对询问物品的名称、颜色、大小等话题有一定的了解。
但学生在运用英语进行实际交际时，还存在一定的困难，如单词发音、句子结构等。
因此，在教学过程中，教师需要关注学生的个体差异，因材施教，尽量让每个学生都能参与到课堂活动中来。
三. 教学目标1.知识目标：学生能够掌握询问和回答衣服材质的交际用语，如“Whatare the shirts made of?”“They are made of cotton.”等。
2.能力目标：学生能够在实际情景中运用所学知识进行交际。
3.情感目标：培养学生热爱生活，关注服饰的审美情趣。
四. 教学重难点1.重点：学生能够熟练掌握询问和回答衣服材质的交际用语。
2.难点：学生能够在实际情景中灵活运用所学知识进行交际。
五. 教学方法采用情境教学法、互动教学法和任务型教学法，通过创设生活情境，引导学生积极参与课堂活动，提高学生的英语交际能力。
六. 教学准备1.教师准备：提前准备好衣服样品，了解学生的学习进度，设计好课堂活动。
2.学生准备：预习单词和句子，熟悉课堂活动流程。
七. 教学过程1.导入（5分钟）教师展示衣服样品，引导学生猜测衣服的材质，激发学生的学习兴趣。
如：“Can you guess what material this shirt is made of?”学生回答后，教师给出正确答案，并引入本课时的主题。
SectionA3a-3cUnit5-What-are-the-shirts-made-of教案及反思
Unit5 What are the shirts made of?Section A (3a—3c)一、教学目标：1. 语言知识目标：1.知识和技能目标：. 掌握新词汇以及长难句local；avoid. mobile; everyday ; brand; handbag; no matter what1. No matter what you may buy, you might think those products were made in those countries.2. He found it interesting that so many products in the local shops were made in China.3. He realized that Americans can hardly avoid buying products made in China.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.2.过程与方法目标：1）能够在短文中找到并运用关于被动语态的语言结构；。
2）能够理解并且掌握指示代词的指代关系。
3.情感、态度和价值观目标：培养学生的自学能力及合作学习的能力。
2. 情感态度价值观目标：了解中国产品在国外的销售情况，通过“中国制造”走向世界，培养学生的民族自豪感及爱国主义精神。
二、教学重难点1. 教学重点：1) 掌握本课时中出现的新词汇；2) 用被动语态描述产物及产地；3）正确理解被动语态的用法及句子结构。
2. 教学难点：理解被动语态的用法及句子结构。
学情分析学生们经过第一节课的学习对被动语态有了初步的理解和认识，本节课通过合作学习及相关练习，学生对这一结构会有更透彻的理解和运用。
初三下what_are_the_shirts_made_of_相关讲解练习题
1.—What ________ the shirts __________? — Cotton.A. are; made from B. are; made of C. is made2. —Is your blouse made _______ silk? —Yes. It’s made ______ Shanghai.A. of; from B. of, in C. from, in3. — Your skirt looks nice. What is it made ________? — Silk. A. in B. from C. of二、翻译下列句子。
1. 这个戒指是银制的。
___________________2. 这种纸是由树木制成的。
_____________________3. 玻璃是由什么制成的。
____________________________________4. 这块手表是中国上海制造的。
____________________________________________1) Han Han ____________ his writings.2) As we know, Yao Ming __________ a basketball player.America _________ its strong power.A. is known asB. is known forC. is famous as杭州因其茶叶而为人知。
________________________________________________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？What ______ the model plane ______ of ?④它是由旧木头和玻璃制成。
Unit5Whataretheshirtsmadeof说课
Unit5Whataretheshirtsmadeof说课Unit 5 What are the shirts made of说课稿范文作为一名辛苦耕耘的教育工作者，常常要根据教学需要编写说课稿，说课稿有助于教学取得成功、提高教学质量。
那么写说课稿需要注意哪些问题呢？下面是店铺收集整理的Unit 5 What are the shirts made of说课稿，仅供参考，欢迎大家阅读。
一、教材分析1、教学内容: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展开，主要是让学生能够感知并能够正确就产品的制作材料、产地等进行简单的交流。
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。
2、教材的地位和作用: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，通过学习学生必须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。
二、说教学目标:依据初中英语新课标的要求，我为本课确定了三项教学目标：1、能够理解并熟练掌握短语be made of / from / in / by2、通过阅读，了解中国茶叶的种植和生产过程3、能够就产品的制作材料、产地等进行简单的交流4、在学习中了解中国茶文化及其对世界产生的`影响，增强爱国荣誉感三、说教学重难点被动语态是教学重难点，为了更好地感知和理解该语法项目，我采用任务阅读贯穿课堂，尝试去改变语法学习的枯燥同时也希望在学习中能够锻炼任务型阅读的技巧。
重难点如下：学习难点：对生活用品进行简单介绍和交流学习重点：感知和认识一般现在时态下的被动语态用法锻炼提高阅读技能四、说教法和学法:1、教法分析: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，我将采用以下教学方法：（1）引导感知：采用看图猜物的方式，呈现目标句型和基本知识，以各种形式体现被动语态的不同句型，并给予理解be made of / from / in/ by等短语的区别。
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Symbols
They are symbols of happiness ________ and ________. good wishes
happiness symbols good wishes festivals occasions celebrations
history
long
Zhuge first Kongming
例如： such as 把...变成：turn…into 由...制成：be made of 处于困境中：in trouble 被...覆盖： be covered with 升上天空： rise into the air 热气球： hot-air balloons 作为...的象征：as symbols of 用剪刀剪： cut with scissors 张贴： put on 童话故事： fairy tale 手工：by hand 晾干： air -dry 被打磨和上色: be polished and painted
Today’s learning task:
We’re going to make a poster to introduce Chinese traditional arts.
朱馆长
Traditional Arts
Welcome to my Traditional Art Museum. Guess how many kinds of things there are in the museum.
60
Flash Cards!
Careful Reading Product First User
90
Sky lanterns have a long history. They were first used by________ Zhuge Kongming
Read the 2nd paragraph and fill in the chart.
Chinese clay _________
30
bamboo paper _____and_____
skimming
red ____paper
is made of
are made of sky lanterns _________
paper _________ cutting
Traditional Arts Chinese clay _________ is made of clay _____
Summary
Symbols
History
Occasions
Traditional Arts
Materials
Functions
Chinese traditional culture and crafts (工 艺，技术) are disappearing，as Chinese, we should try our best to protect(保护) them and spread （传播）them.
needlework
Chinese knot
tiger-head shoes
sugar painting
皮 影
shadow figures
灯 笼 Paper lantern
sky lantern
lotus lantern
风筝制作 kite making
clay art pieces --惠山泥人
How to made it? 1. Shaped by hand 2. air-dry 3. are fired at high heat 4. are polished and painted What is symbol of it？ Show love that people have for life and beauty.
Find these phrases in passage
Fast Reading
Read the passage quickly and fill in the mindmap.
Mind Map
sky lanterns _________ paper cutting _________
Traditional Arts
Homework
1.Retell passages 2.Write a letter to introduce one of Chinese troditional arts to Boss zhu.
Paper cutting
Paper cutting for wedding
民 间 年 画 New Year pictures
bambooand _____. paper Materials(材料) They are made of _____
Functions(功能)
for help They were sent to ask ______ in trouble when_______.
festivals celebrations Occasions(场合) They are used at_____ and ______.
user Sky Lanterns
ask for help
bamboo functions materials paper
Mind Map
history materials
90
Why shapes
patterns (样式)
occasions (场合)
symbols
how to do
symbols
Underline more details according to the key words.
Unit 5 What are the shirts made of ?
Section B Reading
Beauty in Common Things
Video Enjoyment! What is the video a What is the video about?
bambooand _____. paper Materials(材料) They are made of _____
Functions(功能)
for help They were sent to ask ______ in trouble when_______.
festivals celebrations Occasions(场合) They are used at_____ and ______.
1500 years
Chinese clay: Why is it famous for? so small , look very real What are the shapes?
Draw your own mind maps
Cute children or lively character from Chinese fairy tale or history story
Paper cutting
History: over______________ Materials : red _____ paper patterns （样式）： animals flowers ______,_______, _______________________. things about Chinese history occasions (场合): During ___________________ The Spring Festival Are put on windowns ______,_______,and______. walls doors Symbols : Wishes for good luck ___________and___________. Happy new year
Symbols
They are symbols of happiness ________ and ________. good wishes
Remeber. Product First User
4 mins
Sky lanterns have a long history. They were first used by________ Zhuge Kongming