Unit 5 What are the shirts made of?
Section A 1 (3a-3c)
Period 3: Reading
Ⅰ. The analysis of teaching material.
This is the third class of unit 5. The type is reading. It’s main content is to learn the words about articles and making materials and the usage of be made of, and talk about the making materials and producing areas of daily necessities in a passive voice.
The topic of this unit is about what the shirts made of, which is close to students’ interest in learning easily. The structure of this lesson is made of, the teacher will let students learn to talk about their shirts made of , at the same time, students can learn the key sentences and phrases. In this lesson, by learning about the topic of talk about what are the shirts made of, students can develop their reading abilities such as skimming and scanning.
Ⅱ. The analysis of learning Condition
The students are from a junior middle school in the countryside. They are in Grade 9. Most of the students are in the medium level of English and they are not good at listening and speaking. The topic of this lesson is “What are the shirts made of”, before this lesson, students have learned some new words about passive members which lays the foundation for this lesson, but the new words and sentence patterns such as The shirts made of...may be a little difficult for students. Since the topic of this unit is closely related to students daily life and students are interest in learning, this lesson will not be difficult for students.
In class, the teacher will use a variety of teaching methods to help students to learn how to get the key words and key sentences while reading. According to the characteristics of Grade 9 students, we all know that their cognition is high, and this lesson will be closed to the real life. Thus, students will be more easy to understand the passage.
Ⅲ. Teaching Objectives：
According to the key points and difficult points in this unit, combining with the learning situation of students in this class, and referring to the New Curriculum Standard of English, the teacher sets the following objectives.
A. Knowledge objectives：
1) Students can say and recognize the following words：
France, no matter, local, brand, avoid, product, handbag, mobile, everyday
2）Students can understand the following sentence patterns：
①Where did Kang Jian visit last year?
——San Francisco.
②Were there many things made in China in the US?
——Yes, there were many things made in China in the US.
B. Ability objectives：
1）Students can read the passage and find the corresponding information as required.
2）Students can improve their reading ability through reading.
3) Students can understand that "made in China" has been widely used in the world and recognized by people all over the world.
C. Emotional objectives：
Through reading this essay, students can understand the development status of China in modern times and realize that our great China is rising rapidly. From relying on imported foreign industrial products to manufacturing in China, China has joined the ranks of industrial powers.
Ⅳ. Key points and difficulties
A. Key points：
1)Key words: France, no matter, local, brand, avoid, product, handbag, mobile, everyday
2)Key sentence patterns:
①——Where did Kang Jian visit last year?
——San Francisco.
②——Were there many things made in China in the US?
——Yes, there were many things made in China in the US.
A. Difficulties：
1) Students can read essays to obtain relevant information skills.
2) Students can understand and use the vocabulary and expressions learned.
Ⅴ. Teaching method & aids
A. Teaching methods
1. Task-based Language Teaching Approach (Teachers assign different tasks to students in different stages of listening and ask students to practice with questions, which will make it easier for students to learn words and sentence patterns.)
2. Communicative Approach (Through the pair work, students will be encouraged to communicate with the teacher and their partners.)
B. Teaching aids
Pictures , PPT & Recording
Ⅵ. Teaching Procedures
Step 1 Revision
1. Ask Ss to role-play the conversation in 2d.
2. Check the homework. Let some Ss tell read their sentences.
(1) This ring is made of silver.
(2) This kind of paper is made from wood.
(3) What is paint made from?
(4) Hang Zhou is famous for tea.
(5) As far as I know, tea plants are grown on the sides of the mountains.
【Purpose】 This step is based on the Communicative Approach.Students by watching the picture to get the students’ attention. Students can make full preparation for the following study.
Step 2 Presentation
Learn some new words.
product n.
French adj/n.
handbag n.
Step 3 Pr-reading
Read the title of the passage and talk about the following questions.
1. What are they doing?
2. Do you like flying kites?
3. What are the kites usually made of?
【Purpose】This step is based on the Communicative Approach and Task-based Language Teaching Approach. By pair work, students can make full preparation for the following study。
Step 4 While Reading
1. 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 answer to this question:
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?
2. Work on 3b
Answer the questions and learn some new words.
3.Work on 3c
【Purpose】This step is based on the Communicative Approach and Task-based Language Teaching Approach. Through reading the passage, students can learn the new words and sentences in an interesting way.
Step 5 Post reading
1. Ask Ss to fill in the blanks to complete the passage.
Kang Jian is a ____________ student from Shanghai. Last year he went to visit his aunt and uncle in San Francisco. He ______ it interesting that so many _________ in the local shops ______________ China. She wanted to buy a _________ for his cousin, but even though most of the toys were _______ brands, they were made in ________.
2. Read the second paragraph and fill in the blanks.
Toys are not the only things made in China. ______, there were many other things made in China--footballs, handbags, pet food, mobile phones. Even ______________ are made in China. He ________that Americans could_______ ______ ______ products made in China.
3. Check the answers with the Ss.
【Purpose】This step is based on the Communicative Approach and Task-based Language Teaching Approach.Through doing pair work and group work, students can practice the pronunciation and intonation.
Step 6 Language points
everyday adj
e.g. everyday life VS everyday activities everyday VS every day
every day
e.g. The teacher asked us to read English books every day.
Step 7 Exercises
Fill in the blanks with the appropriate from in brackets.
1. One who goes to ______ (French) never fails to visit Paris.
2. How soon would you like to have these ___________ (product) done?
3. In the crowd, Sam looked aside to avoid _________ (see) Jane and Mary.
Step 8 Summary
During this lesson we mainly learn words related to some collocation such as “be made of”. In the next lesson, we will continue to use these sentence patterns to learn more .
【Purpose】This step is based on the Communicative Approach. After the learning has done, students need to recall the key points, and try to remember them in the class.
Step 9 Homework
1. Read the passage several times after school.
2. Make sentences with these words:
no matter, be made in, find it + adj. that…, even though, avoid doing sth., everyday things.
【Purpose】The teacher asks students to read the passage after class in order to help students to memorize easily. Make the sentences by using the new words can help students consolidate the use of sentence patterns.
Blackboard Design
Unit 5 What are the shirts made of ?
Section A 3a~3c Reading
Pre-reading
While reading
Post reading: Fill in the blanks. 
Key words: San Francisco...
Key phrases: be made of...
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