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Unit 5 What are the shirts made of?
Section A（1a-1c）
Teaching Aims
| - Talk about what products are made of and where they were made.
- chopstick, coin, fork, blouse, silver, glass, cotton, steel.
- 1. —This ring looks nice. Is it made of silver?
- —Yes, and it was made in Thailand.
- 2. What are they made of though?
- 3. Sometimes the cheap ones are made of materials that don’t feel
| Teaching Difficulties
| 1.Perceive the structure of the passive voice in listening and speaking.
- 2.Develop Ss’ selective attention.
| Teaching Aids
| A tape recorder ; CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can present the pictures of some common materials and elicit the definition of “material” from Ss. The T may use these prompts:
- Do you know what materials mean?
- Materials are things that can be made into different kinds of products.
- Can you say any kinds of materials in daily life?
- The T may present the pictures of some products made of the materials mentioned before and encourage Ss to talk about what products are made of so that they can perceive the passive voice. The teacher can make a sample:
- ---What are the chopsticks made of?
- ---The chopsticks are made of wood.
- After Ss get familiar with the target structure, the T can present more flash cards of target words and guide them to make conversations using the target structure.
| | Step 2Presentation & Practice
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| - The T can make Ss talk about the picture in 1a. The T may use these prompts:
- What things do you see in the picture?
- What are the things made of?
- What are the people doing?
- The T can make Ss read the words in chorus and make sure they know the meanings of the words. Then Ss finish the task in 1a . The T can check answers by making conversations with Ss or asking them do this in pairs like this:
- T: What are chopsticks made of?
- S2: What is the window made of?
- 1.a,c 2.f 3.b.c 4.d 5.a,c 6.e
- The T may want to extend the activity by asking Ss to identify other
- objects in the picture and say what they are made of.
- sofa — fabric, leather curtains — cotton
- table— wood lamp— metal, fabric
- cushion— cotton box— paper
- Before listening, the T should make sure that Ss understand the requirement of the task. The T can help Ss understand by asking questions and write the form on the blackboard:
- T: What products are mentioned in the dialog? Things______
- What materials are mentioned in the dialog? Made of______
- What countries are mentioned here? Made in_______
- The T can use stratified teaching method in this activity. For weaker Ss, the T can ask them to try predicting and matching before listening so that they can be more focused when listening to check if their prediction is right. For high level Ss, the T can ask them to close the textbook and fill in the form and take notes when listening.
- While listening, the T can play the recording without stop for the first time and Ss finish the task in 1b. This step aims to develop Ss’ skills of grasping the target information. Then the T can play a second time to check Ss’ answers. This time, the T can stop at the key point and check Ss’ answers by asking them to say the complete the sentence, for example:
- The shirts are made of cotton. They were made in America.
- While listening, the T may play the recording a third time and ask Ss to repeat the key sentences. The T may also ask some questions to consolidate Ss’ understanding of the dialog:
- How much did Susan pay for the three shirts?( 29 dollars.)
- What does Anita feel about the three shirts?(cheap)
- What are the shirts made of?(cotton)
- Where were they made?(America)
- Where did Susan buy the chopsticks?(Korea)
- How does Anita like the chopsticks?(cool)
- What else does Susan show?(ring)
- Where was the ring made?(Thailand)
- What will Susan do with the ring? (give it to her friend)
- The T can invite Ss to role-play the conversation in 1c. Then the Ss
- can work in pairs to make conversations without looking at the textbook . During this step, the T should pay attention to the fluency of Ss’ speaking instead of the accuracy. Just offer help to the Ss in need and don’t over correct their small mistakes so that Ss can speak as much as possible. The T should draw Ss’ attention to the different tenses used to talk about what a product is made of and where it was made.
- Note: The Simple Present is used to say what a product is made of. This is because when we say what a product is made of, we are describing the current state of the product.
- e.g. The ring is made of silver.
- The chopsticks are made of steel.
- The Simple Past is used to talk about where a product was made. This is because the process of making the product has been completed.
- e.g. The ring was made in Thailand.
- The chopsticks were made in Korea.
| | Step 4 Language points learning
| | - glass n. 玻璃，是不可数名词。 a piece of glass 一片玻璃
- glass 还可用作可数名词，意为“玻璃杯，眼镜”。
- 当“眼镜”用时，常用复数形式（ glasses）。
- be made of 为“be+及物动词的过去分词+of”的被动语态结构，意为“由……制造；由……制作” 。强调从制成品中仍可以看出它的原材料。
- be made from…意为“由……制成”，强调从制成品中看不出它的
- be made in…意为“在……制造”，介词in后常接产地。
| The language points are for reference only.
| Step 5 Summary & Homework
| The homework can vary with the specific conditions.
| - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Preview the conversation in 2d.
- Do the exercises in students’ book.
| | Teaching Reflection
| - This is the first period of the unit. Teaching new words and reviewing learned words through physical display is an effective teaching method. A picture is worth a thousand words, which can not only give students more input, but also stimulate students' learning enthusiasm. When checking the answers, teachers need not rush to judge right or wrong. They should let students speak actively. This link is a good opportunity to practice the target language, and try to give students at all levels the opportunity to speak. Guide students to pay attention to the composition of passive voice. At this stage, it is OK to understand sentences without explaining for the time being so that students can accumulate more perceptual knowledge in the stage of grammar perception.
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发表于 2026-3-6 03:31:50