2021初三英語人教版教案
在英語任務型教學課堂中，教師應當積極引導學生參與課堂任務，通過設計任務場景，使學生在課堂上營造新鮮的情境氛圍中積極參與課堂任務教學，提高學生學習的熱情，提高學習英語的興趣。今天小編在這給大家整理了一些2021初三英語人教版教案，我們一起來看看吧!
2021初三英語人教版教案1
一、教學目標：
1. 語言知識目標：
1) 能掌握以下單詞： heel,scoop,electricity, style, project, pleasure,zipper, daily, website, pioneer,list,mention
能掌握以下句型：
① —When was the telephone invented?
—Ithinkit was invented in 1876.
② —What are they used for?
—Theyareused for seeing at night.
2) 能談論物品被發(fā)明的時間、發(fā)明者，表達某發(fā)明的用途。
2. 情感態(tài)度價值觀目標：
了解一些近現(xiàn)代發(fā)明的時間及用途，激發(fā)自己熱愛發(fā)明的情感。培養(yǎng)想象力，善于觀察事物。面對難題，用積極的態(tài)度去解決，發(fā)揮想象力，認識世界，改造世界。
二、教學重難點
1. 教學重點：
1) 本課時的單詞、詞組和句型，學習運用一般過去時態(tài)的被動語態(tài)。
2) 學會詢問發(fā)明時間及用途的基本句型：
—When was the telephone invented?
—Ithinkit was invented in 1876.
—What are they used for?
—Theyareused for seeing at night.
2. 教學難點：
運用一般過去時態(tài)的被動語態(tài)來討論發(fā)明的發(fā)明時間及用途。
三、教學過程
I. Warming up
1. 展示一些近代發(fā)明的圖片與近代發(fā)明的發(fā)明者，讓學生們將圖片與發(fā)明者相連。
T: Do youknowwhatthese inventions are?
S1: It’sacar.
S2: It’satelephone.
S3: It’satelevision.
T: Do youknowwhothese inventors are?
S1: Karl Benz
S2: Alexander Bell
S3: J. L. Baird
Let Ssmatchtheinventions and the inventors.
Ⅱ. Presentation
引導學生們學習一般過去時態(tài)的被動語態(tài)結(jié)構(gòu)。
讓學生們看大屏幕的如果愛和發(fā)明者的圖片,并將句子改為被動語態(tài)。
如：
T: KarlBenzinventedthe first car in 1885.
The firstcarwasinvented (by Karl Benz) in 1885.
Ⅲ. Talking
1. Lookatthepictures in 1a. Discuss with your group, in what order do you thinktheywereinvented? Try to number them [1-4].
2. Ssdiscusswiththeir partners and number the pictures.
3. Talkingabouttheinventions:
A: I think theTVwasinvented before the car.
B: Well, IthinktheTV was invented after the TV.
Ⅳ. Listening (1b)
1. T: Tell Sslookatthe pictures and years on the left.
2. Playtherecordingfor the Ss to listen.
3. Ss listentotheconversation and try to match the invention with the proper year.
4. Playtherecordingagain.
5. Checktheanswers.
Ⅴ. Pair work (1c)
1. Ss trytorememberthe invention and the year.
2. StudentB,coverthe dates. Student A, ask Student B when the things in the picture in1bwereinvented. Then change roles and practice again.
3. Let somepairsaskand answer in pairs.
e.g. A: Whenwasthetelephone invented?
B: I thinkitwasinvented in 1876.
…
Ⅵ. Learning the new words & Listening
Look atthepicturesthen learn the new words.
Work on 2a:
T: Tell Sstheywillhear some interesting inventions.
1. Lookatthepictures in 2a. Discuss the things what they are used for.
2. Playtherecordingfor the Ss to listen and number the pictures.
3. Playtherecordingagain to check the answers.
Work on 2b:
1. Let Ssreadthechart below. Explain some main sentences for the Ss. Make sure theyknowwhatto do.
2. Playtherecordingfor the Ss to fill in the blanks.
3. Playtherecordingagain to check the answers.
4. Listenagainandfill in the blanks.
Ⅶ. Pair work (2c)
1. Tell Sstomakeconversations using the information in 2b. Make a model for the Ss.
A: Whatarethe shoes with special heels usedfor?
B: Theyareused for changing the style ofthe shoes.
2. Let someSsmakeconversations using the information in 2b.
3. Seewhichgroupdoes the best.
Ⅷ. Role-play(2d)
1.Readtheconversations and Let Ss read after the teacher.
2. Explainsomenewwords and main points in the conversation.
3. AskSstorole-play the conversation in groups.
X. Language points
1. Well, youdoseemto have a point…
haveapoint 有道理
e.g. Iadmit(that) you have a point. 我承認你有理。
2. Theyareused for seeing in the dark.
be usedfordoingsth.表示“被用來做某事”。相當于be used to do sth.
e.g.Thiscomputer is used to control all themachines.
這臺電腦是用來控制所有機器的。
Do youknowwhat this tool is used for?
你知道這工具是用于做什么的?
3. Thinkabouthowoften it’susedin our daily lives.
thinkabout 表示“考慮，想起”
e.g. Heisthinking about travelling in thesummer holidays.
他正在考慮暑假旅游的事。
Shewasthinking about her childhood days.
她正回想她的童年時期。
【拓展有關(guān)think 其它的短語】
thinkof 指“考慮，記憶，記起”
如：You thinkof everything! 你全都提到了。
I can’t think ofhis name at the moment. 我一時想不起他的名字。
think sth. over指“仔細想，審慎思考，作進一步考慮”
如：Please think over what I said.請仔細考慮我說的話。
I wanttothink it over. 我想仔細考慮一下這件事。
think sth.out 指“想通，想出，熟思”
如：He thought out a new idea. 他想出了一個新主意。
Thatwantsthinking out. 那件事需要仔細考慮。
Homework
Recitetheconversationin 2d.
2021初三英語人教版教案2
教學目標(Teaching Aims)
通過本課教學，使學生初步學會說：什么東西或什么人在什么地方，即人或物所在的位置。并要求學生盡可能在交際場合使用。本課只教學生靜態(tài)位置的表達。(動態(tài)位置以后再學)要學習be動詞，介詞in, on, near, behind, under以及定冠詞the和不定冠詞a/an的用法。
詞匯學習： 掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find, window
理解： broom, raincoat, cap, Hong Kong, Macao, SAR
語音： /i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教學建議
本課主要學會表達大范圍 (Where is Beijing?) 和小范圍 (Where is my desk?) 的空間關(guān)系。小范圍的空間關(guān)系，可利用教室里的物品練習句型。老師可不斷的變換物品的位置讓學生熟悉前面提到的幾個介詞。
大范圍的空間關(guān)系，老師可利用地圖讓學生確認我國主要城市的位置。老師同時要以特殊的表達導入介詞“特指the”與“泛指a/an”用法。
以上表達應會聽、說、(包括會問回答)讀，語調(diào)語、音基本正確。
輔音音標的發(fā)音不必一步到位。如; /s/, /z/
教學重難點分析
1.句型
a.主謂一致，即be動詞的單復數(shù)。
Where is/ Where’s …?
It is/ It’s on/ in/behind/near/under the…
Where are/ Where’re …?
They are/ They’re on/ in/behind/near/under the…
注意語序：
特殊疑問句： 疑問詞 + 是動詞 + 主語 + 問號
b. 介詞in, on, near, behind, under的用法; 可組成介詞短語。
介詞 + 定冠詞 + 名詞
如：in the morning, at night, in the desk, on the table, near the door等。
2. 日常交際用語
Look at the picture. What can you see …? I can / can’t see… Can you see …?
Where is /Where’s…? It is / It’s in, behind, near, under the…
Where are /Where’re …? They are / They’re in, behind, near, under the…
單詞訓練建議
classroom, blackboard, schoolbag, raincoat，football 均為合成詞。可讓學生利用所學過的單詞知識，自學這些單詞。
學生能自學的詞盡量讓學生自學，老師可稍加引導，以下單詞可遷移，讓學生自己讀 behind → find room →broom
口語訓練建議
本課的口語訓練應放在空間關(guān)系上。并應當貫穿始終。口語訓練重要的一環(huán)就是正確引入“位置”所謂概念。這與中文有較大的差異。中文說：在… 里，(上，后面，附近)的結(jié)構(gòu)，英文只用一個介詞，不同的介詞比表達了不同的位置，而且一般要與定冠詞the連用。向?qū)W生們介紹介詞時，多用直觀展示，適當用中文。
為了使學生能夠確切把握介詞的特點，我們在訓練的最初階段應當集中展示兩個物體之間的變化，不要過早的變換物體，這樣學生就能聚精會神的體會位置表達的基本方法。注意以下幾點：
1.創(chuàng)設一個合乎生活邏輯的語境。
2.尋找一個非設計空間表達不可的動機。如：尋找一個提問者看不見的東西。 老師上課找不見黑板擦，問一個學生。---- Where’s the brush? ---- It’s under the teacher’s table.老師也可自問自答。盡量從交際出發(fā)，減少純句型練習。
3.確定對話參與者之間的特定關(guān)系。
在物體選擇上，一大一小，構(gòu)成一主一從的格局。建議教師使用一個色彩鮮明的大紙盒和一個具有對比色度的小球，然后再換成玩具小動物，如小狗或小貓等，引起學生更大的興趣。
畫一只貓和一個盒子，這只貓分別在盒子的四個位置，即在上、在下、在里、在后。
運用型訓練建議
老師可設計一個讓學生去辦公室去拿東西的情景，告訴學生東西的位置。這個練習事先和課代表準備好。課上給全班同學演示。其目的是告訴學生們介詞在生活中的運用。
Eg.
Teacher: Could you help me?
Student: Sure.
T: Go to my office and fetch your notebooks.
S: Where are our notebooks?
T: They are on my table.
S: Where is your table?
T: It’s near the second window.
S: OK.
筆頭訓練建議
老師可設計一些基本的測試性的筆頭練習，但一定是課堂上反復練習過的。多用直觀的方式提供物體的位置，適量中文。注意以下幾點：
1.清楚的展示物體的位置。
2.嚴格限定表示條件。
3.迅速反饋改正信息。
語法訓練建議
冠詞訓練
a. 第一次提到用a/an。
b. 定冠詞特指后接單述或復數(shù)名詞。
可指教室里存在的東西，如：地面、時鐘、桌椅等， 大家都知道的物品。
c. 位置介詞的用法。
in the bag, under the table, on the desk , on the table等。
情感教育建議
通過本課的確定位置，以及尋找物品，告訴學生應養(yǎng)成放好自己的物品，不亂扔亂放東西的習慣，培養(yǎng)學生樂于助人，幫助別人尋找東西，以及拾到東西應交公或交還失主的良好品德。
可利用本課所提供的內(nèi)容，Taiwan, Hong Kong, Macao, SAR, 進行愛國主義教育。
情景教學
學習方位表達在日常生活中很有用。我們身邊有很多可就地取材的東西，建議老師在教、學生在學的時候，都不要忽略了身邊的實物。如：書包在哪里，書在哪里，桌椅在哪里等。同學們要盡可能練到脫口而出，這樣在交際時才能做到熟練自然，學以致用。看地圖講地名，要求學生有地理知識。老師不妨在課前讓學生熟悉一下地圖，知道三亞在海南，西安在陜西。此后再學用英語表達難度會小些。如有可能，再讓學生看看美國地圖、英國地圖，談談倫敦在哪兒，華盛頓、紐約在哪兒，鞏固所學知識，提高學習興趣。
冠詞a/an, the的用法
冠詞是用在名詞前幫助說明所指的人或事物。其分為不定冠詞(a, an)和定冠詞(the)。
不定冠詞a和an的功能
1、 指人或事物的某一種類。例如：He is a student..他是學生。
2、 指人或某事物，但不具體說明何人或何物。例如;A boy is over there.
3、 表示數(shù)量“一”的概念。例如：I have a bike, a computer and a small room. 我有一輛自行車、一臺電腦和一個小房間。
4、 用于某些固定詞組中。例如：have a look, have a seat等。
定冠詞the的用法描述
1. 用來特指某些人或某些事物。例如：The books on the desk are our teachers(books被on the desk所限定).桌上的書是我們老師的。
2. 常用在上文提到過的人或事物的名詞前。例如：There is a chair in the room. A woman is on the chair. The woman in lilys mother.房間里有一把椅子，一位婦女坐在椅子上，那位婦女是莉莉的媽媽。
3. 用來指說話人雙方都知道的人或事物。例如：Where is the teacher?老師在哪兒(雙方都知道指的是哪個老師)?
4.在世界上獨一無二的事物前。如：the moon
5. 在序數(shù)詞和形容詞級前。如：the youngest boy(最年輕的男孩) the first lesson(第一課)
6. 用在樂器類前。如：play the violin(拉小提琴)
7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：The Greens are not here
8. 用在一些習慣用語中。例如：in the morning, in the same class等。
何時不用冠詞?
1. 在專用名詞前。例如： in China; in Grade One等。
2. 名詞前已有了做定語用的形容詞、某些代詞、名詞所有格等修飾詞語時。例如：this pencil; his knife等。
3. 表示一類人和事物的復數(shù)名詞前。例如：These are oranges.
4. 在稱呼語或頭銜的名詞前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu.
5. 在某些習慣用語中。例如：go home; go to school等。
2021初三英語人教版教案3
學習目標
1.重點單詞：expression，discover，secret，grammar
2重點短語：an English movie called Toy Story，fall in love with，as well，look up
3重點句式：
The teacher spoke so quicklythat I did not understand her most of the time.
I was afraid to ask questionsbecause of my poor pronunciation.
I can find the meaningof new words by looking them up in a dictionary.
學習重點
1.重點短語和句型 2.學習英語的方法
學習難點
學習英語的方法
自主學習
一、預習課本P3新單詞并背誦，完成下面的漢譯英。
1.表達_________ 2.發(fā)現(xiàn)________3.秘訣_______ 4.語法______
二、認真預習P3找出下列短語和句型。
1.一部叫做Toy Story的電影
2.喜歡上
3.也
4.老師說得如此的快以至于我大多數(shù)時間都不明白。
5.因為我的發(fā)音很差，我害怕問問題。
6.我通過在字典里查詢找到新單詞的意思。
課堂導學
Step 1 情景導入
Teacher：Wei Fen really likes English and sheis a student who is good at English but she didn't use to like English.Do you knowwhat has changed her?Let's read the passageto find the answer.
環(huán)節(jié)說明：由Wei Fen英語成績的變化為話題，引起學生的好奇，同時又引出要學的內(nèi)容。
Step 2 完成教材3a-3b的任務
1.閱讀3a中的短文，根據(jù)短文內(nèi)容，回答3個問題。(2分鐘)
2.認真閱讀短文，根據(jù)文章內(nèi)容用文章中的單詞或詞組完成3b中的句子填空。完成后讓學生展示自己的答案，教師點撥。(3分鐘)
3.再次細心閱讀短文，理解每一句話的意思，小組合作解決遇到的疑難問題。(3分鐘)
4.教師點撥短文中出現(xiàn)的重點和難點。(2分鐘)
5.熟讀短文，識記并背誦知識要點。(3分鐘)
6.小結(jié)訓練。(5分鐘)
(C)1.He speaks ________quickly ________ I can't hear clearly.
A.too;to B.enough;to C.so;that D.very;that
(D)2.He didn't go to school________ his illness.
A.because with B.because C.so D.becauseof
(B)3.—Are you afraid of________ alone?
—No，I'm not.
A.be B.being C.stay D.tostay
(B)4.You mustn't ________the bus until it stops.
A.get up B.getoff C.get down D.getover
(C)5.Have you ever beento the village ________ Green Country?
A.call B.calling C.called D.tocall
(C)6.I think ________ isa good way to learn English well.
A.listen to tapes B.listeningtapes C.listening to tapes D.listentapes
(D)7.He likes English andhis brother likes English ________.
A.also B.aswell as C.either D.aswell
(C)8.Can you help me ________the words in a dictionary?
A.look like B.lookafter C.look up D.lookat
環(huán)節(jié)說明：通過閱讀分析文章，學生的閱讀分析能力在這一環(huán)節(jié)得到提升，小結(jié)訓練又及時地鞏固強化了重要的知識點。
Step 3 問題探究
( )1.She said that memorizing the wordsof pop songs ________ also helpful.
A.were B.is C.was D.are
答案選擇C，此句為復合句，是由主句和一個賓語從句構(gòu)成。賓語從句的主語由動名詞短語memorizing the words ofpop songs來充當。動名詞做主語，謂語動詞用單三形式。又因為主句是一般過去時態(tài)，所以從句也應該用一般過去時態(tài)，所以答案選擇C。
2.as well 的用法
他懂法語，他也懂英語。He_knows_French_and_he_knows_English_as_well.
as well相當于also或too，表示“還，也”等意思，常用于肯定語或疑問句句尾。
當堂評價
請學生們做前面課時訓練部分。
2021初三英語人教版教案4
教學目標
1. Knowledge Objects
(1) Key Vocabulary：stay up
(2) Target Language
2. Ability Object
Train students’ integrating skills.
3. Moral Object
Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice.
教材分析
1.Teaching Key Points
Talk about what oneself is or isn’t allowed to do using the target language.
Ask for what someone is or isn’t allowed to do using the target language.
2. Teaching Difficult Point
Train students’ integrating skills by task-based activities.
教學過程
Step Ⅰ Revision
Play a game to review the structure be or be not allowed to.
Divide the class into groups. Each group is asked to make a list of school rules.
The group which writes down the most rules within five minutes wins the game.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Point to the picture and ask students to describe it.
Invite a pair of students to read the conversation to the class.
Call students’ attention to the chart. Say, You are to read the conversation again and write Sun Fei’s and Wu Yu’s rules in the chart. Ask a student to read the sample answers to the class.
Get students to complete the chart individually. Remind them to use "Don’t" and "You can".
As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.
Check the answers.
Answers
Sun Fei: You have to be home by 10:00 p.m.
Wu Yu: You have to stay at home on school nights.
You can go to the movies with friends on Friday nights.
You can go shopping with friends on Saturday afternoon.
You can choose your own clothes.
Don’t get your ears pierced.
Step Ⅲ 3b
This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.
SA: What rules do you have at home?
SB: Well, I’m not allowed to go out on school nights. How about you?
SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house.
Write the conversation on the blackboard.
Say, Please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs.
Get students to complete the work in pairs. Move around the room checking progress and offering any help students need.
Ask several pairs to share their conversations with the class.
Step Ⅳ Part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class.
Call students’ attention to the chart. Set a time limit of one minute.
Students read the headlines at the top and at the sides.
Demonstrate how to fill in the chart with a student.
T: Do you have to go home after school, Wei Ming?
W: Yes,I do.
T: Are you allowed to stay up until 11 : 00 p.m.?
W: No, I’m not.
T: …
Tell students where to write Wei Ming in the chart.
Say, You are to ask different students in the class and find three people who have to follow
each of the rules in the chart.
Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing.
Ask several students to tell the class what they learned. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p.m. and so forth.
Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same approach with the other items. Discuss the results with the class.
Optional activity
Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart.
Step Ⅴ Summary and Homework
Say, In this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do.
2021初三英語人教版教案5
一、教學目標：
1. 語言知識目標：
1) 能掌握以下單詞： chopsticks,coin, fork, blouse, silver, glass,cotton, steel, grass, leaf, produce, widely,be known for, process, pack
能掌握以下句型：
① —This ring looks nice. Is it made of silver?
—Yes,and it wasmade in Thailand.
② What is it made of/from?
③ China is famous for tea, right?
④ Where is tea produced in China?
2) 能夠用英語描述及詢問物品的制作材料，正確理解被動語態(tài)的用法及句子結(jié)構(gòu)。
2. 情感態(tài)度價值觀目標：
了解一些日常用品的制成材料，增加生活常識，養(yǎng)成良好的生活習慣;了解一些地方知名產(chǎn)品或傳統(tǒng)藝術(shù)品的制作過程以及制作材料，培養(yǎng)學生的民族自豪感及愛國主義精神。
二、教學重難點
1. 教學重點：
1) 掌握本課時中出現(xiàn)的生詞
2) 能夠用英語描述及詢問物品的制作材料
3)正確理解被動語態(tài)的用法及句子結(jié)構(gòu)。
2. 教學難點：
理解被動語態(tài)的用法及句子結(jié)構(gòu)。
三、教學過程
Ⅰ. Lead in
1. 播放動畫片《造紙過程》的視頻，讓學生們了解這個中國傳統(tǒng)發(fā)明的情況。
T: Whoinventedpaper first?
S1: Can Luninventedit in Han dynasty.
T: What waspapermade of then?
S2: It wasmainlymade of bamboo.
T: was it easyforpeople to make paper then?
S1: No, it wasverydifficult then.
T: What ispapermade of now?
S3: It’smainlymade of wood, bamboo, and cotton.
…
Ⅱ. Presentation
1. Presentthesentence structure, using the pictures on the big screen:
—What’s the goldenmedal made of?
—It’s made ofgold.
—Isthis tablemade of wood?
—No, it isn’t. It’s made of glass.
—Is Butter made from meat?
—No. It’s made from cream?
讓學生們學習掌握be made of/from句型的用法，及be made of與be madefrom的區(qū)別。
兩詞組都是“由……制成的”之意。be made of 指從原料到制成品只發(fā)生了形狀變化，沒有發(fā)生本質(zhì)變化(屬物理變化)
be made from指從原料到制成品發(fā)生了質(zhì)的變化，已無法復原(屬化學變化)。
Ⅲ. Learning
1. Showsomepictures on the big screen. Try to learn the new words using “bemade of”structure.
Learn the newwords:chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass,leaf
e.g. This pairofchopsticks are made of bamboo.
This coin is madeofsilver.
Is this blousemadeof cotton?
No, it isn’t.It’smade of silk.
What’sthe forkmade of?
It’smade ofsteel.
These pigslikegrass very much.
a piece of leaf
Kolaslikeleaves.
2. Ss discusswiththeir partner and try to learn the new words.
3. Give Ss fivemoreminutes to remember the new words.
Work on 1a:
Let Ss readthethings and materials in 1a. Discuss with their partners and match them withthematerials. More than one answer is possible.
What arethesethings usually made of? Match them with the materials. More than oneanswer ispossible.
1. chopsticks
2. window
3. coin
4. stamp
5. fork
6. blouse
a. wood
b. gold
c. silver
d. paper
e. silk
f. glass
Check theanswerswith the Ss.
Ⅳ. Listening
1. T:Tell Ss they will hear a conversationabout some things and material. Listen andmatch the products with what theyare made of and where they were made.
Things Made of Madein
shirts cotton Korea
chopstickssilver Thailand
ring steel America
2. Let onestudentread the words in the box, Play the recording for the Ss tolisten.
3. Ss try tolistenand match the things with the material and here they were made.
4. Playtherecording again. Let Ss check the facts they hear.
5. Check theanswers
Ⅴ. Pair work
1. Readtheconversation in the box in 1c.
2. Ss try tomadeconversations using the information in 1b.
e.g. A: Yournew shirt looks very nice. Is it madeof cotton?
B: No, it isn’t.It’s made of silk.
3. Let somepairsread out their conversations.
Ⅵ. Listening
Work on 2a:
T: Let’slisten toanother conversation between Nick and Marcus.
1. What aretheytalking about? First, let’s look at the picturesand the phrases in 1a.
(Let onestudents read the phrases in 2a.)
Listen andcheck ( √ ) the maintopic of Nick and Marcus’ conversation.
____ thesciencemuseum
____ the artandscience fair
____ environmentalprotection
____ a model plane
____ abeautifulpainting
____ grassandleaves
2. Playtherecording for the Ss to listen and check the phrases.
3. Playtherecording again to check the answers.
Work on 2b:
1. Let Ss readthesentences below. Explain some main sentences for the Ss. Make sure theyknowwhat to do.
2. Let Ss readthequestions in 2b. Make sure they understand the meaning of each question.
Play therecordingfor the Ss to answer the questions. (Ifnecessary, using thepause button.)
1) Where is theart andscience fair?
_________________________
2) Do NickandMarcus have to pay to go?
_________________________
3) What is themodelplane made of?
_________________________
4) What isthepainting made from?
__________________________
3. Playtherecording again to check the answers.
4. Playtherecording again. Let Ss fill in the blanks of the conversation.
Ⅶ. Pair work
1. Tell Ss to makeaconversation using the information in 2a and 2b.
e.g.
A: What didyou see at the art and sciencefair?
B: I saw amodel plane.
A: What isit made of?
B: It’smade of steel, glass, and plastic.
2. Let Ss maketheirown conversations.
3. Practicetheirconversations in pairs.
Ⅷ. Role-play
1. Work on 2d
Readtheconversation and complete the blanks.
1)Chinese_____________ tea both in the past and now.
2) _________ Iknow,tea plants _________ on the sides of mountains.
3) When theleavesare ready, they _______ by hand and then _______ for processing.
4) The tea____________and sent to many different countries and places around China.
5) People saythattea ___________ ____ health _____ business!
2. Readtheconversations and Let Ss read after the teacher.
3. Explain somenewwords and main points in the conversation.
4. Ask Sstorole-play the conversation in groups.
X. Language points
1. What is themodelplane made of?
What is thepainting made from?
be made of與be made from 辨析
兩詞組都是“由……制成的”之意。be made of 指從原料到制成品只發(fā)生了形狀變化，沒有發(fā)生本質(zhì)變化(屬物理變化)
be made from指從原料到制成品發(fā)生了質(zhì)的變化，已無法復原(屬化學變化)。
e.g. Glass ismadeof glass. 玻璃杯是由玻璃制成的。
The paper ismade from wood. 紙是木頭做的。
2. For example,Anxiand Hangzhou are
widely knownfor their tea.
widely adv.廣泛地;普遍地
wide (形容詞) + ly → widely (副詞)
e.g. Gas iswidelyused for cooking and heating.
天然氣被廣泛地用于做飯和取暖。
3. Where isteaproduced in China?
produce v. 生產(chǎn);制造;出產(chǎn)
英語中有produce,grow和plant三個動詞均可用來描述農(nóng)作物及植物的“種植;
生產(chǎn);生長”，但有所區(qū)別。
produce指農(nóng)作物成產(chǎn)量化地“出產(chǎn)”，或自然地“生長出;長出;結(jié)出(果實)”。
e.g. Thisregionproduces over 50% of the country’s rice.
這個地區(qū)出產(chǎn)整個國家50%以上的大米。
These treescan produce very good apples.
這些樹能結(jié)出優(yōu)質(zhì)的蘋果。
grow表示“種植;使生長”，著重指種植以后的栽培、生長過程。
e.g. Theseplantsgrow from seeds. 這些植物從種子生長而來。
Thevillagers grow coffee and corn to sell inthe market.
村民們種植咖啡和玉米好拿到市場上去賣。
plant側(cè)重“栽種;播種”這一行為，指把種子或秧苗種到土壤里使之生長。
e.g. How manytreeshave you planted this year? 今年你們種了多少棵樹?
They plantedtomatoes and carrots in theirbackyard.
他們在后院栽種了西紅柿和胡蘿卜。
3. For example,Anxiand Hangzhou are widely known for their tea.
be known for 以……聞名;為人知曉
be known for =befamous for
e.g. Suzhou isknownfor its beautiful gardens.
蘇州以其美麗的園林而聞名于世。
be known as和be known for
be known as意為“作為……而著名”。be known for意為“因……而著名”。
根據(jù)句意用be known as或be knownfor的適當形式填空。
1) HanHan____________ his writings.
2) As we know, YaoMing__________ a basketball player.
Homework
I. Recitetheconversation in 2d after school.
II. Translation.
1. 這個戒指是銀制的。
2. 這種紙是由樹木制成的。
3. 油漆是由什么制成的。
4. 杭州因其茶葉而為人知。
5. 據(jù)我所知，茶樹被種植于山坡上。