2023學(xué)年完整公開(kāi)課版教學(xué)案例 Thefourthweek

ThefourthweekThefirstperiodUnit4Don’teatinclass.SectionA1a—Teachingaims一、Thegoalsofknowledge:1.tomasterthewordsinthislesson:rule,arrive,hallway,hall,listen,fight,sorry,outside,wear,important,bring,uniform,quiet.2.Keyphrases：dininghall,arrivelateforschool,(be)ontime,listentomusic,goout,follow/breaktherules,inclass,be/keepquiet,alotof,bring…to…，wearahat,haveto,musicplayers3.Keysentences:properuseofnegativeimperativesentencestatementofregulatoryrequirements,ontheadviceofothers,makeapolitewarningresponse——Don’truninthehallways./Don’tfight.——Sorry,MsClark;Thecorrectuseofmodalverbs;can,can’t——Canwewearahatinschool?——Yes,wecan./No,wecanThecorrectuseofhaveto和mustTalkabouttherulesWemustbeontime/WealsohaveThecorrectuseofmodalverbsandimperativesentencesaboutrulesandregulations.二.Theabilitytotarget：hear“can,can’t”；tobequietinthelibrary.三.Objective:tounderstandtherulesofemotion,normativebehaviorinschool.[key],difficulties1keywords,phrases.2keysentencepatternsandlisteningandspeakingtraining.TeachingproceduresStep1.1a,1bStep2.1cStep3.2a,2b,2c：writeordrawonthedesk/onthewall usemobilephonessitonthedesk playPing-Pong/boardgameschewgun playwithchalksrunaroundintheclassroom/hallways speak/laughloudlyinclassreadcomicbooks/picturebooksStep4.1.Readthedialogue,completethefollowingchartDosDon’tsWeartheschooluniformTeachingreflectionThesecondperiodUnit4.Don’teatinclassSectionA3a—SectionB1dTeachingaimsThegoalsofknowledge:1.Importantgrammars：Imperativesentences:1)role:indicatesthattherequest,command,warning,advice,suggestion.2)form:generalverbsbeginning.A)typeimperativesentence(withactionverbsbeginning)Listentoplease.pleaselistentome.(B)typeofimperativesentencesthatbeginwithBeBecareful)!Becareful!C)Ltypeimperatives(startingwithLet)Letmehelpyou.letmehelpyou.D)Dtypeimperativesentence(withDon't+Don'atthebeginningofverbs)ttalkinclass.3)thenegativeform:Don'trunin'tfight.thehallways./Donfight.Themodalverbscan,can'tusage——Canwewearahatinschool?——Yes,wecan./No,wecan’t.havetoandmustusage2.Keywordsandphrasses：out,practice,dish,beforegoout,dothedishes,practicetheguitar,helphismommakebreakfastcleanone’sroom,onschooldays/nights,after/beforedinner,everySaturday/morning二..Ability:observationability,theabilityofcomprehensiveanalysisofinductionanddeduction,abilitytolistenforspecificinformation,三..Emotionobjectives:tounderstandtherules,todevelopgoodhabitsandbreeding.Learningdifficulty1theimperative,ModalVerbs2.AbilityinlisteningtocapturespecificinformationandshorthandTheprocessoflearningStep1.ReadaloudGrammerfocus：Wedon’thavetowearschooluniformseveryday.Hehastoliveatschoolbecausehishomeisfarawayfromschool.Step2.Finish3a,3b，Thenmakesentenceswiththefollowwords：1）thestudents/cleanclassroom/everyday/haveto2)she/not/haveto/beathome/atfiveo’clock3)she/haveto/domorningreading/everydayStep3TheinvestigationofvocabularyStep4KnowledgeinspirationTeachingreflectionThethirdperiodUnit4.Don’teatinclassSectionB2a—2cTeachingaims:一、Knowledgeofthetarget：1.Tounderstandthelessonword:dirty,kitchen,more,noisy,relax,read,terrible,feel,strict,remember,follow,luck2.Tounderstandthelessonword：makeone’sbed,bestrict(withsb.),followtherules,toomanyrules,readabook,goodluck,3.Importantsentences：1)Therearetoomanyrules!2)Getupnewandmakeyourbed3)Don’tleavethedirtydishesinthekitchen.4)ImustreadabookbeforeIcanwatchTV.5)Iknowhowyoufeel.6)Capacityof.YoucanwatchTVafteryoureadabook.二.Abilitygoal;1.Accordingtotheproblemquicklybrowseinformationcapacityof2.toextracteffectiveinformation三.Theemotiongoal:1trytostandinparents,teachersviewofrules,understandthenecessityof"rules"2canlookforpsychologicaldoctorcounselingapproachestohealthinthefaceofthepressureandtrouble,solve.【Teachingdifficulties】1.Importantwords：relax,strict,feel,remember,follow2.Importantexpressions：makeone’sbed,bestrict(withsb.),followtherules,toomanyrules,readabook,3.Grammarfocuses4.Reading,skipreadingskills,informationinduction.【Teachingprocedures】Pre-readingStep1WordscheckStep2.Warming-up1.Writetherulesinyourhome_______________________________________________2.Whatdoyouthinkofthoserules,aretheyfairorunfair?While-ReadingAfter-reading1.________awaythisdirtyshirtand________meacleanone.A.Take;bringB.Take;takeC.Bring;takeD.Bring;bring2.Ihave________skirtsandthisoneis________largeforme,soyoucantakeitifyoulike.A.toomang;toomuchB.toomuch;muchtooC.toomang;muchtoo3.----_________Tom_______gotobedbyten?A.Do;hastoB.Does;havetoC.Does;hasto4.Idon’tlikeher,________.A.alsoB.tooC.eitherD.to4.用toomany,toomuch和muchtoo填空：Ihave________homeworktodobutthereare__________peopleinmyroom,theyare_________noisyIcan’tdomyhomework.TeachingreflectionThefourthperiodUnit3Howdoyougettoschool?SectionB3a—3c[Objective]tolearn一、,thegoalsofknowledge:1reviewthekeywords,phrases.2reviewthisunitfocusesongrammar,knowledgepoint.3writealettertoDr.Knowforpsychologicalhelp.二、.Abilitytarget:1organizenotes,makeknowledge,structured.2cultureinductionanddeductionabilityandthetrainingofdivergentthinking.3understandthebackgroundofwesternpsychologicalhelpseeking,theuseofimperativesentencesandmodalverbstowritealetterofstandardizedpsychologicalhelpseekingletter.三、.Theemotiongoal:1trytostandinparents,teachersviewofrules,understandthenecessityof"rules"2canlookforpsychologicaldoctorcounselingapproachestohealthinthefaceofthepressureandtrouble,solve.【Teachingimportances】一、Importantwords：arrive,wear,bring,practice,relax,strict,feel,remember,follow二、Importantphrases：dininghall,arrivelateforschool,(be)ontime,listentomusic,goout,follow/breaktherules,inclass,be/keepquiet,alotof,bring…to…，wearahat,haveto,musicplayersmakeone’sbed,bestrict(withsb.),followtherules,toomanyrules,readabook,三、Thefocusofthegrammarpoints1. fightfor“為…而斗爭(zhēng)”，后面常接抽象名詞，表示為事業(yè)、自由等而斗爭(zhēng)。fightagainst“為反對(duì)…而戰(zhàn)斗”，fightwith“和…打架”，“同…（并肩）戰(zhàn)斗”Theyfought________theItaliansinthelastwar,but________theminthiswar.A.with;withB.with;forC.against;againstD.with;against2 .Ms./Mrs./Miss.Ms.：“女士”，用于婚姻狀況不明或不想?yún)^(qū)分婚否的女子的姓前。Mrs.：“夫人”，用于已婚女子姓前。Madam:也用于已婚女子，意為“夫人、女士”，一般單獨(dú)使用，不與姓連用Miss.：“小姐”用于未婚女子姓前，還常用于年輕的女教師的姓前，可譯為“老師”。3. 辨析：getto/reach/arrivegetto+地點(diǎn)；reach+地點(diǎn)arriveat+小地點(diǎn)（車(chē)站等）；arrivein+大地點(diǎn)（國(guó)家等）---Whattimedidtheteam________thetopofthemountain?---Atabout4:30p.m.A.comeB.goC.arriveD.arriveat4. ontime“準(zhǔn)時(shí)，按時(shí)”，指按規(guī)定的時(shí)刻不早不晚。intime“及時(shí)”，指沒(méi)有遲到5. hear、listen和sound都有"聽(tīng)"的意思，但三者是有區(qū)別的：hear"聽(tīng)說(shuō)"側(cè)重于"聽(tīng)"的內(nèi)容。listen"聽(tīng)"側(cè)重于"聽(tīng)"這一動(dòng)作.sound"聽(tīng)起來(lái)"它是系動(dòng)詞后面接形容詞等。________carefully,oryouarenotableto________anything.(beabletodosth能夠做…)A.Hear;listenB.Listen;hearC.Hear;listenD.Listen;listen6. 辨析take,bringtake“帶走，拿走”指把東西從說(shuō)話地帶到別的地方。bring“帶來(lái)”指把東西從別處帶到說(shuō)話地。________awaythisdirtyshirtand________meacleanone.A.Take;bringB.Take;takeC.Bring;takeD.Bring;bring7. strict是形容詞，意為“嚴(yán)格的”；“嚴(yán)厲的”，通常與be動(dòng)詞連用。bestrictwithsb“對(duì)某人嚴(yán)厲”bestrictin(doing)sth“對(duì)某事要求嚴(yán)格”8. remember“記得，記住”，是及物動(dòng)詞，可以直接加名詞。rememberdoingsth記得已做某事（已做）remembertodosth記得要做某事（還沒(méi)做）forgetI8.beinbed"在床上、臥床"，in和bed之間不能用冠詞，bed也不用復(fù)數(shù)。.9.Notalking!"禁止交談。"no后面加上名詞或動(dòng)名詞doing也表示不要做某事.TeachingreflectionThefifthperiod一、Theteachinggoal：1.Thetargetlanguageknowledge：1)howtoreviewandcomprehensiveuseofexpressionwayoftravel.2)thecorrectuseoftake+travelmode;ride...Andby...3)candescribehimselforhistravelmodeusedbytheschoolway.2.Theemotionattitudeandvaluetarget:Tounderstandthewesttravelmodeisdifferent,anddifferenttrafficrules,payattentiontotrafficsafetyeducationofstudents,deepentheknowledgeoftraffic.Consciouslyabidebytrafficregulationsandadvocatingpoliteness,constructingharmoniousinterpersonalrelationship.Understandthetrafficdevelopment,cultivatethespiritofinnovation.二、Teachingemphasisanddifficulties1.Teachingimportances：1)canbeaproperuseoftake+travelmode;ride...Andby...Toexpressthewayoftravel2)practicetoapplythelearnedknowledgetoexpressone'swaytotravel.2.teachingdifficulties:Howtousetheknowledgelearnedtocorrectlyexpressone'swaytotravel.三、TeachingproceduresⅠ.Warming-upandrevision1.GreettheSsasusual.2.Checkthehomeworkandhaveadictationofthenewwordsandexpressions.3.LetsomeSsretellthepassagein2b.Ⅱ.Presentation1.Usingsomepicturestoshowsomewaysoftransportation:walk,takethebus/train/subway/plane/boat;ridethebike/horse;go/gettospbybus/train/subway…2.Makesomesentencesusingthesephrases.3.Givesomeexamplesofthesentences.Ⅲ.Reading1.Readthee-mailfromyourpenpalTomintheUS.Fillintheblankswiththewordsinthebox.Checktheanswers.Ⅳ.WritingInthistask,it'sourturntowriteane-mailtoTomandtellhimhowyougettoschool.1.First,let'slookatthesequestionsbelow:(Letonestudentreadthequestionsaloud.Makesureallthestudentsknowthemeaningofthequestions.)2.Workinpairsaskandanswerthequestions.Andwritethemdownonyourworkbook.3.Trytowriteashorte-mailwiththehelpofthesentencesyouwrote.4.Checkthee-mailswithyourpartners.5.LetsomeSsreadtheire-mailtotheclassasamodel.Ⅴ.SelfCheck11.We'velearnedmanywaysoftransportations.Nowlet'shaveashortreview.Lookatthewordsintheboxesbelowtoformasmanyexpressionsaspossible.2.Ssworkingroupsandtrytowriteasmanyexpressionsaspossible:takeabus,bybus,takeatrain,bytrain,takeasubway,bysubway,rideabike,bybike….3.LetsomeSsreadtheiranswers.Letotherstudentsaddmorephrases.Note:by+出行方式（不加the）;take(ride)+a（the）出行方式Ⅵ.SelfCheck2Lookatthechartbelow.Writeatleastfivequestions.Thenanswerthequestionswiththeinformationinthechart.Homework1.ReviewallthedialoguesandpassagesinSectionB.2.Writeashorte-mailtoyourpenfriendtotellyourwaystogettoschool.TeachingreflectionThefifthweekUnit5Whydoyoulikepandas?ThefirstperiodSectionA1(1a-2d)Ⅰ.AimsandDemands1.KnowledgeObjectsKeyvocabularyTargetlanguage2.AbilityObjectTrainstudents’listening,speaking,reading,writingskill.Trainstudents’communicativecompetence.Improvestudents’spokenEnglish.3.MoralObjectLet’sloveandprotectalltheanimals.Ⅱ.KeyPointsKeyvocabularyTargetlanguageWherequestionsⅢ.Difficulties1.Trainstudents’communicativecompetence.2.Improvestudents’spokenEnglish3.Teachstudentstoexpresspreferenceandgivereasons.Ⅳ.MethodsScenemethodsPairworkListeningandpracticingmethodsⅤ.AidsAtaperecorderAcomputerAmapoftheworldⅥ.ProceduresStepⅠRevisionStepⅡ1a1.Showthepicturesoftheanimals.Askstudentstonameasmanyanimalsastheycan.2.Matchthewordswiththeanimalsinthepicture.StepⅢ1b1c1.Listentothetapecarefully.Checkthenamesoftheanimalsyouhear.2.Lookattheanimalsinthepicturein1aandmakeconversationsaboutthemusingthewordsinthebox.3.Askseveralpairsofstudentstosharetheirconversationswiththewholeclass.StepⅣ2a2b(2a)1.Listencarefullyandwritetheanimalsyouhearonthelines.2.Checktheanswers.(2b)3.Playthesamerecordingonceagain.Completetheconversationwiththewordsinthebox.4.Goovertheanswers.StepⅤ2c&2d2cWorkinpairs.Makeconversationsliketheoneusingthewordsinthebox.2dAskseveralpairsofstudentstoactouttheirconversations.StepⅥGrammarFocusRemindstudentsthedifferenceofkindofandvery.Getstudentstomadesentencestogetafurtherunderstanding.StepⅦ3aFillintheblankswiththewordsfromthebox.Thenpracticetheconversation.Goovertheanswers.StepⅧ3bWritenamesofanimalsintheblankstomakesentencesthataretrueforthestudents.StepⅨ3cThinkofananimal.Askandanswerquestionswithyourpartnertoguesseachother’sanimals.StepⅩSummarySummarythetargetlanguagewe’velearnedinthislesson.StepⅪHomeworkWritefivesentencesabouttheanimalsyoulikeoryoudon’tlike.Usebecausetoshowthereason.TeachingreflectionThesecondperiodUnit5Whydoyoulikepandas?SectionA2(3a-3cⅠ.AimsandDemands1.KnowledgeObjectsKeyvocabularyTargetlanguageReadandwriteadescriptionofananimal.2.AbilityObjectTrainstudents’listening,speaking,reading,writingskill.Trainstudents’communicativecompetence.Improvestudents’spokenEnglish.3.MoralObjectLoveallkindsofanimalsⅡ.KeyPointsKeyvocabularyTargetlanguageReadandwriteadescriptionofananimal.Ⅲ.DifficultiesWhatquestionsWritedescriptionsaboutanimals.Ⅳ.MethodsReadingandwritingmethodsGroupworkPairworkListeningandpracticingmethodsⅤ.AidsAtaperecorderAcomputerⅥ.ProceduresStepⅠRevisionAskseveralstudentstotaketurnsdescribingananimaltheylike.Therestoftheclassguesswhatanimalstheydescribed.StepⅡ11.Matchthedescriptionwordsandtheanimals.2.Checktheanswersontheblackboard.StepⅢ1b1c1.PlaytherecordingofaconversationbetweenTonyandMarin.Listenandcirclethedescriptionwordsonthelistfor1a.2.Playthesamerecordingagain.ListenandfillinthechartwiththeanimalsMariaandTonytalkaboutandtheadjectivestheyusetodescribetheanimals.StepⅣ1d1.Makesimilarconversationsusingtheanimalsandthedescriptionwordsinactivity1.2.Getstudentstoworkinpairstotalkabouttheanimalstheyknow.3.Askseveralpairsofstudentstopresenttheirconversationstotheclass.StepⅤ2a2b2c1.Checktheanimalsyouthinkareingreatdanger.2.Readthewebsitearticleandcheckthebesttitleforit.3.Readthearticleagainandcompletethemindmap.StepⅥ3aBeckyisJill’sfavouriteanimal.Fillintheblankswiththewordsinthebox.StepⅦ3bWriteadescriptionofapandausingthewordsinthebox,orwriteaboutyourfavouriteanimalusingyourownideas.StepⅧSummarySummarythetargetlanguageofthissection.StepⅨHomeworkMemorizeallthekeywordsinthisunit.TeachingreflectionThethirdperiodSectionA3(GrammarFocus-4c)一、Teachingaim：1.Languagegoal：1)Tomasterthewords：boss,Germany,surface,material,traffic,postman,cap,2)consolidatelearningSectionApartofthenewwordsandphrasesstudy.3)toaskabouttheproductionofmaterials,productionsites,productionprocessandotherstatementsaresummarizedandinquirylearning.4)masterusingthepassivevoice,andthroughdifferentwaysofpractice,tomasterthepassivevoice.2theemotionattitudeandvaluetarget:Tounderstandthematerialmadeofsomedailynecessities,increasingthesenseoflife,todevelopgoodhabits;二、teachingemphasisanddifficulties1thefocusofteaching:1)reviewandconsolidatetheSectionApartofthenewwordsandphraseslearned,toachieveproficiencyintheuseoftarget.2)passivevoice.2teachingdifficulties:1)inquirylearning,askabouttheproductionofmaterials,productionsites,productionprocesssentences.2)passivevoice.三、TeachingproceduresⅠ.Warming-upandrevision1.Haveadictationofthenewwordslearnedinthelastclass.2.Reviewsomemainphraseswelearnedinthelastclass.Checkthehomework.Ⅱ.GrammarFocus.Ⅲ.SummaryIV.Practice1.Workon4a:TellSstoreadthesentencesin4aandtrytofillintheblankswiththecorrectformsoftheverbsinbrackets.Learnsomenewwords.2.Workon4b:5)ChecktheanswerswiththeSs.Learnsomenewwords.V.Talking1.Askfiveclassmatesaboutsomethingtheyarewearingorhaveintheirschoolbags.Thelistofwordsbelowmayhelpyou.(Learnsomenewwords.)2.Letonepairreadouttheconversationintheboxasamodel.Homework將下列句子變成被動(dòng)語(yǔ)態(tài)句1.Weusecomputerstosearchinformation.2.Theteacheroftenrepeatsthestory.3.Theydon’tallowfishinghere.4.Billlooksafterhiscatcarefully.5.Wedon’toftenspeakEnglishathome.TeachingreflectionThefourthperiodSectionB1(1a-2e)一、Teachingaims：1.languagegoals：1)Masterthewords：international,competitor,its,form,clay,balloon,scissors,livefairy,heat,polish,complete2)Tomasterthefollowingsentences：①Theyaremadeofbambooandcoveredwithpaper.②AccordingtoChinesehistory,skylanternswerefirstusedbyZhugeKongming.③Theyareseenasbrightsymbolsofhappinessandgoodwishes.④Afterdrying,theyarefiredataveryhighheat.2.Theemotionattitudeandvaluetarget:Understandtheproductionprocessofwell-knownproductssomelocalortraditionalartandtheproductionofmaterials,tocultivatestudents'senseofnationalprideandpatriotism.二、Teachingemphasisanddifficulties1)masternewwordsandusageofthisclassappears.2)forlisteningtraining,improvethecomprehensiveabilityoflisteningandspeaking.3)readthepassage,toobtainrelevantinformation,improvethestudents'comprehensivereadingability.三、teachingdifficulties1listeningtraining2read2Bpartofthepassageandcompletetherelevantrequirements.三、TeachingproceduresStepI.Revision1.Dailygreeting.2.Review.Computersareusedtosearchinformation.Thestoryisoftenrepeatedbytheteacher.ThecatsarecarefullylookedafterbyBill.Englishisn’toftenspokenbyusathome.Step=2\*ROMANII.Presentation1.Presentthenewwordsonthebigscreenandlearnthenewwordstogether.Clay,balloonn.scissorsn.fairytalepapercuttingcelebrationinternationale.g.Tpetitorcompete（動(dòng)詞）+or→competitor(名詞)e.g.Wecancompetewiththebestteams.2.Ssreadandtrytorememberthenewwords.Step=3\*ROMANIII.Lead-in1.T:PlayavideooftheWeifangKiteFestival2.Asksomequestionsaboutit.e.g.1.Doyouknowwhatfestivalisit?It’sWeiFangInternationalKiteFestival.2.Doyoulikeflyingkites?Whatkindofkitesdoyouhave?LetsomeSstalkaboutit.Step=4\*ROMANIV.ListingWorkon1a1.Doyouknowhowtoflyakite?Whatarekitesmadeof?Writedownsomematerialsusedinmakingkites.2.LetSsdiscussaboutit.Thenwritedowntheiranswers.3.Checktheanswerstogether.bamboo,steel,paper,clothes,cord,knife,scissorsStepV.ListeningWorkon1b:1.TellSstolistentoaconversationbetweenLauraandZhengYunandcirclethecorrectanswers.2.PlaytherecordingfortheSs.Ssjustlistenforthefirsttime.Playtherecordingagainandcirclethecorrectanswers.3.Checktheanswers:Workon1c:1.LetSsreadthesentencesin1cfirst.TellSstolistenagainandwriteLforLauraorZforZhengYun.2.PlaytherecordingagainfortheSstolistenandwritethewords.3.Sslistentotherecordingcarefullyandtrytowritedowntheiranswers.3.Checktheanswerswiththeclass.Workon1dListenagainandfillintheblankswithwhatyouhear.Sslistenandtrytowritedowntheiranswers:ChecktheanswerswiththeSs.StepVI.Role-play1.Workinpairs.Role-playaconversationbetweenLauraandZhengYunusingtheinformationin1b-1d.2.LettwoSsmakeaconversationasamodel:StepVII.Talking1.Showsomepicturesofthepapercuttingonthebigscreen.TellSstheyareChinesepapercuttings.It’soneoftheChinesetraditionalarts.T:Doyouknowfolkortraditionalarts?Nowdiscusswithyourpartner.2.AsksomeSssaywhattheyknowaboutthefolkortraditionalarts.StepVIII.ReadingTellSsthefollowingisaboutthreekindsofChinesetraditionalarts.FastReading:Workon2c:1.T:Nowlet’sreadthepassageagainandanswersthequestions.2.LetSsreadthequestionsfirstandmakesuretheyknowthemeaningofeachquestion.3.Ssreadthepassageandanswertheirquestions.3.Checktheanswerswiththeclass.Workon2d:1.LetonestudentreadthephrasesintheboxandtranslatethemintoChinese.2.Ssreadthesentencesandcompletethesentencesusingthecorrectformsofthephrasesinthebox.3.ChecktheanswerswiththeSs.sendout;riseinto;turns,into;puton;suchas;coveredwithStep=9\*ROMANIX.Languagepoints1.Theseusuallytrytoshowthethingsthatareimportantinlife,suchaslove,beautyandfamily.2.Themostcommonthings,frompapertoclaytobamboo,areturnedintoobjectsofbeauty.Step=10\*ROMANX.GroupworkWorkon2e1.Nowlet’sworkon2e.Firstreadthequestionsbelow.Thentrytodiscussthequestionsinyourgroup.Whichartformdoyouthinkistheeasiest?Whichisthemostdifficult？Why？Whichartformwouldyouliketolearn?Why?2.LetsomeSsreadtheiranswers.Homework1.Readthepassageagainafterschool.2.TrytowriteashortintroductiononhowtomakeaChineseclaypiece.TeachingreflectionThefifthperiodSectionB2(3a-SelfCheck)一、theteachinggoal:1．objectivesoflanguageknowledge:1)reviewthepassivevoiceindifferentuses.2)tobeabletouseEnglishtodescribethematerialformakingsomecommonnecessities;describesomefamiliaritemsproductionprocess.3)canbeusedontheknowledgeofgrammarandlanguagematerialsarelearningthisunit,writeanessayontheirfamiliartopic.Tointroducetheirownhomeamorefamousworksofart,food,industrialandcommercialproductsetc..2theemotionattitudeandvaluetarget:Tounderstandthematerialmadeofsomedailynecessities,increasingthesenseoflife,todevelopgoodhabits;tounderstandtheproductionprocessofwell-knownproductssomelocalortraditionalartandtheproductionofmaterials,tocultivatestudents'senseofnationalprideandpatriotism.二,teachingemphasisanddifficulties1thefocusofteaching:1)grammarandlanguagematerialstouselearnedinthisunit,tofinishthewritingpartmaterialandprocesstointroducetheirownfamiliaritems.2)Masterofthisunitthepassivevoicegrammarknowledgetothispoint,andcanusethisknowledgetomakesentences.3)simpleproductionprocesscanreviewthestudyofthisunitmaterial,andsomeworksofart.2t