2021初三英语人教版教案

2021初三英语人教版教课设计在英语任务型教课讲堂中，教师应当踊跃指引学生参加讲堂任务，经过设计任务场景，使学生在讲堂上创办新鲜的情境气氛中踊跃参加讲堂任务教课，提高学生学习的热忱，提高学习英语的兴趣。今天小编在这给大家整理了一些2021初三英语人教版教课设计，我们一同来看看吧!2021初三英语人教版教课设计1一、教课目的：语言知识目标：能掌握以下单词：heel,scoop,electricity,style,project,pleasure,zipper,daily,website,pioneer,list,mention能掌握以下句型：①—Whenwasthetelephoneinvented?—Ithinkitwasinventedin1876.②—Whataretheyusedfor?—Theyareusedforseeingatnight.能议论物件被发明的时间、发明者，表达某发明的用途。感情态度价值观目标：认识一些近现代发明的时间及用途，激发自己热爱发明的情1/34感。培育想象力，擅长察看事物。面对难题，用踊跃的态度去解决，发挥想象力，认识世界，改造世界。二、教课重难点教课重点：本课时的单词、词组和句型，学习运用一般过去时态的被动语态。学会咨询发明时间及用途的基本句型：—Whenwasthetelephoneinvented?—Ithinkitwasinventedin1876.—Whataretheyusedfor?—Theyareusedforseeingatnight.教课难点：运用一般过去时态的被动语态来议论发明的发明时间及用途。三、教课过程I.Warmingup展现一些近代发明的图片与近代发明的发明者，让学生们将图片与发明者相连。Doyouknowwhattheseinventionsare?S1:It’sacar.S2:It’satelephone.2/34S3:It’satelevision.T:Doyouknowwhotheseinventorsare?S1:KarlBenzS2:AlexanderBellS3:J.L.BairdLetSsmatchtheinventionsandtheinventors..Presentation指引学生们学习一般过去时态的被动语态构造。让学生们看大屏幕的假如爱和发明者的图片,并将句子改为被动语态。如：T:KarlBenzinventedthefirstcarin1885.Thefirstcarwasinvented(byKarlBenz)in1885..TalkingLookatthepicturesin1a.Discusswithyourgroup,inwhatorderdoyouthinktheywereinvented?Trytonumberthem[1-4].Ssdiscusswiththeirpartnersandnumberthepictures.Talkingabouttheinventions:IthinktheTVwasinventedbeforethecar.Well,IthinktheTVwasinventedaftertheTV..Listening(1b)3/34T:TellSslookatthepicturesandyearsontheleft.PlaytherecordingfortheSstolisten.Sslistentotheconversationandtrytomatchtheinventionwiththeproperyear.Playtherecordingagain.Checktheanswers..Pairwork(1c)Sstrytoremembertheinventionandtheyear.StudentB,coverthedates.StudentA,askStudentBwhenthethingsinthepicturein1bwereinvented.Thenchangerolesandpracticeagain.Letsomepairsaskandanswerinpairs.e.g.A:Whenwasthetelephoneinvented?B:Ithinkitwasinventedin1876..LearningthenewwordsListeningLookatthepicturesthenlearnthenewwords.Workon2a:T:TellSstheywillhearsomeinterestinginventions.Lookatthepicturesin2a.Discussthethingswhattheyareusedfor.4/34PlaytherecordingfortheSstolistenandnumberthepictures.Playtherecordingagaintochecktheanswers.Workon2b:1.LetSsreadthechartbelow.ExplainsomemainsentencesfortheSs.Makesuretheyknowwhattodo.PlaytherecordingfortheSstofillintheblanks.Playtherecordingagaintochecktheanswers.Listenagainandfillintheblanks..Pairwork(2c)1.TellSstomakeconversationsusingtheinformationin2b.MakeamodelfortheSs.Whataretheshoeswithspecialheelsusedfor?Theyareusedforchangingthestyleoftheshoes.LetsomeSsmakeconversationsusingtheinformationin2b.Seewhichgroupdoesthebest..Role-play(2d)1.ReadtheconversationsandLetSsreadaftertheteacher.Explainsomenewwordsandmainpointsintheconversation.AskSstorole-playtheconversationingroups.5/34X.Languagepoints1.Well,youdoseemtohaveapointhaveapoint有道理e.g.Iadmit(that)youhaveapoint.我认可你有理。2.Theyareusedforseeinginthedark.beusedfordoingsth.表示“被用来做某事”。相当于beusedtodosth.e.g.Thiscomputerisusedtocontrolallthemachines.这台电脑是用来控制全部机器的。Doyouknowwhatthistoolisusedfor?你知道这工具是用于做什么的?3.Thinkabouthowoftenit’susedinourdailylives.thinkabout表示“考虑，想起”e.g.Heisthinkingabouttravellinginthesummerholidays.他正在考虑暑期旅游的事。Shewasthinkingaboutherchildhooddays.她正回忆她的童年期间。【拓展相关think其余的短语】thinkof指“考虑，记忆，记起”如：Youthinkofeverything!你全都提到了。Ican’tthinkofhisnameatthemoment.我一时想不起他的6/34名字。thinksth.over指“仔细想，谨慎思虑，作进一步考虑”如：PleasethinkoverwhatIsaid.请仔细考虑我说的话。Iwanttothinkitover.我想仔细考虑一下这件事。thinksth.out指“想通，想出，熟思”如：Hethoughtoutanewidea.他想出了一个新想法。Thatwantsthinkingout.那件事需要仔细考虑。HomeworkRecitetheconversationin2d.2021初三英语人教版教课设计2教课目的(TeachingAims)经过本课教课，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的地点。并要修业生尽可能在社交场合使用。本课只教课生静态地点的表达。(动向地点今后再学)要学习be动词，介词in,on,near,behind,under以及定冠词the和不定冠词a/an的用法。词汇学习：掌握：of,classroom,answer,blackboard,some,schoolbag,flower,find,window理解：broom,raincoat,cap,HongKong,Macao,SAR语音：/i:/e/e/e/k/k/^/g/s/s/z/s7/34教课建议本课主要学会表达大范围(WhereisBeijing?)和小范围(Whereismydesk?)的空间关系。小范围的空间关系，可利用教室里的物件练习句型。老师可不停的变换物件的地点让学生熟习前面提到的几个介词。大范围的空间关系，老师可利用地图让学生确认我国主要城市的地点。老师同时要以特其他表达导入介词“特指the”与“泛指a/an”用法。以上表达应会听、说、(包含会问回答)读，语调语、音基本正确。辅音音标的发音不用一步到位。如;/s/,/z/教课重难点解析1.句型a.主谓一致，即be动词的单复数。Whereis/Where’s?Itis/It’son/in/behind/near/undertheWhereare/Where’re?Theyare/They’reon/in/behind/near/underthe注意语序：特别疑问句：疑问词+是动词+主语+问号b.介词in,on,near,behind,under的用法;可组成介词短语。8/34介词+定冠词+名词如：inthemorning,atnight,inthedesk,onthetable,nearthedoor等。平时社交用语Lookatthepicture.Whatcanyousee?Ican/can’tseeCanyousee?Whereis/Where’s?Itis/It’sin,behind,near,undertheWhereare/Where’re?Theyare/They’rein,behind,near,underthe单词训练建议classroom,blackboard,schoolbag,raincoat，football均为合成词。可让学生利用所学过的单词知识，自学这些单词。学生能自学的词尽量让学生自学，老师可略加指引，以下单词可迁徙，让学生自己读behind→findroom→broom口语训练建议本课的口语训练应放在空间关系上。并应当贯串一直。口语训练重要的一环就是正确引入“地点”所谓观点。这与中文有较大的差别。中文说：在里，(上，后边，周边)的构造，英文只用一个介词，不同样的介词比表达了不同样的地点，并且一般要与定冠词the连用。向学生们介绍介词时，多用直观展现，适合用中文。为了使学生可以确实掌握介词的特色，我们在训练的最先阶9/34段应当集中展现两个物体之间的变化，不要过早的变换物体，这样学生就能全神贯注的意会地点表达的基本方法。注意以下几点：1.创办一个吻合生活逻辑的语境。2.找寻一个非设计空间表达不行的动机。如：找寻一个发问者看不见的东西。老师上课找不见黑板擦，问一个学生。----Where’sthebrush?----It’sundertheteacher’老stable师也.可自问自答。尽量从社交出发，减少纯句型练习。3.确立对话参加者之间的特定关系。在物体选择上，一大一小，组成一主一从的格局。建议教师使用一个色彩鲜亮的大纸盒和一个拥有比较色度的小球，此后再换成玩具小动物，如小狗或小猫等，惹起学生更大的兴趣。画一只猫和一个盒子，这只猫分别在盒子的四个地点，即在上、在下、在里、在后。运用型训练建议老师可设计一个让学生去办公室去拿东西的情形，告诉学生东西的地点。这个练习预先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。Eg.Teacher:Couldyouhelpme?Student:Sure.T:Gotomyofficeandfetchyournotebooks.10/34Whereareournotebooks?Theyareonmytable.Whereisyourtable?It’snearthesecondwindow.OK.笔头训练建议老师可设计一些基本的测试性的笔头练习，但必定是讲堂上频频练习过的。多用直观的方式供给物体的地点，适合中文。注意以下几点：1.清楚的展现物体的地点。2.严格限制表示条件。3.快速反应更正信息。语法训练建议冠词训练a.第一次提到用a/an。定冠词特指后接单述或复数名词。可赐教室里存在的东西，如：地面、时钟、桌椅等，大家都知道的物件。地点介词的用法。inthebag,underthetable,onthedesk,onthetable等。感情教育建议11/34经过本课确实定地点，以及找寻物件，告诉学生应养成放好自己的物件，不乱扔乱放东西的习惯，培育学生乐于助人，帮助他人找寻东西，以及拾到东西应交公或交还失主的优秀道德。可利用本课所供给的内容，Taiwan,HongKong,Macao,SAR,进行爱国主义教育。情形教课学习方向表达在平时生活中很实用。我们身旁有好多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身旁的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到信口开河，这样在社交时才能做到娴熟自然，学致使用。看地图讲地名，要修业生有地理知识。老师不如在课前让学生熟习一下地图，知道三亚在海南，西何在陕西。今后再学用英语表达难度会小些。若有可能，再让学生看看美国地图、英国地图，说说伦敦在哪儿，华盛顿、纽约在哪儿，牢固所学知识，提高学习兴趣。冠词a/an,the的用法冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a,an)和定冠词(the)。不定冠词a和an的功能1、指人或事物的某一种类。比方：Heisastudent..他是学生。12/342、指人或某事物，但不详细说明何人或何物。比方;Aboyisoverthere.3、表示数目“一”的观点。比方：Ihaveabike,acomputerandasmallroom.我有一辆自行车、一台电脑和一个小房间。4、用于某些固定词组中。比方：havealook,haveaseat等。定冠词the的用法描绘1.用来特指某些人或某些事物。比方：Thebooksonthedeskareourteachers(books被onthedesk所限制).桌上的书是我们老师的。2.常用在上文提到过的人或事物的名词前。比方：Thereisachairintheroom.Awomanisonthechair.Thewomaninlilysmother.房间里有一把椅子，一位妇女坐在椅子上，那位妇女是莉莉的妈妈。3.用来指说话人两方都知道的人或事物。比方：Whereistheteacher?老师在哪儿(两方都知道指的是哪个老师)?4.在世界上唯一无二的事物前。如：themoon5.在序数词和形容词级前。如：theyoungestboy(最年青的男孩)thefirstlesson(第一课)6.用在乐器类前。如：playtheviolin(拉小提琴)13/34用在“姓”前，且“姓”后边加-s，表示“一家人”如：TheGreensarenothere8.用在一些习习用语中。比方：inthemorning,inthesameclass等。何时不用冠词?在专用名词前。比方：inChina;inGradeOne等。名词前已有了做定语用的形容词、某些代词、名词全部格等修饰词语时。比方：thispencil;hisknife等。3.表示一类人和事物的复数名词前。比方：Theseareoranges.4.在称呼语或头衔的名词前。比方：ThisisMissGao/Mr.Wang/Mrs.Liu.5.在某些习习用语中。比方：gohome;gotoschool等。2021初三英语人教版教课设计3学习目标1.重点单词：expression，discover，secret，grammar2重点短语：anEnglishmoviecalledToyStory，fallinlovewith，aswell，lookup重点句式：TheteacherspokesoquicklythatIdidnotunderstandher14/34mostofthetime.Iwasafraidtoaskquestionsbecauseofmypoorpronunciation.Icanfindthemeaningofnewwordsbylookingthemupinadictionary.学习重点1.重点短语和句型2.学习英语的方法学习难点学习英语的方法自主学习一、预习课本P3新单词并背诵，达成下边的汉译英。1.表达_________2.发现________3秘.诀_______4语.法______二、仔细预习P3找出以下短语和句型。1.一部叫做ToyStory的电影2.喜爱上3.也4.老师说得这样的快致使于我大部分时间都不理解。5.由于我的发音很差，我惧怕问问题。6.我经过在词典里查问找到新单词的意思。讲堂导学Step1情形导入15/34Teacher：WeiFenreallylikesEnglishandsheisastudentwhoisgoodatEnglishbutshedidn'tusetolikeEnglish.Doyouknowwhathaschangedher?Let'sreadthepassagetofindtheanswer.环节说明：由WeiFen英语成绩的变化为话题，惹起学生的好奇，同时又引出要学的内容。Step2达成教材3a-3b的任务1.阅读3a中的短文，依据短文内容，回答3个问题。(2分钟)2.仔细阅读短文，依据文章内容用文章中的单词或词组达成3b中的句子填空。达成后让学生展现自己的答案，教师点拨。(3分钟)3.再次仔细阅读短文，理解每一句话的意思，小组合作解决碰到的疑难问题。(3分钟)4.教师点拨短文中出现的重点和难点。(2分钟)5.熟读短文，识记并背诵知识重点。(3分钟)6.小结训练。(5分钟)(C)1.Hespeaks________quickly________Ican'thearclearly.A.too;toB.enough;toC.so;thatD.very;that(D)2.Hedidn'tgotoschool________hisillness.16/34A.becausewithB.becauseC.soD.becauseof(B)3.—Areyouafraidof________alone?—No，I'mnot.A.beB.beingC.stayD.tostay(B)4.Youmustn't________thebusuntilitstops.A.getupB.getoffC.getdownD.getover(C)5.Haveyoueverbeentothevillage________GreenCountry?A.callB.callingC.calledD.tocall(C)6.Ithink________isagoodwaytolearnEnglishwell.A.listentotapesB.listeningtapesC.listeningtotapesD.listentapes(D)7.HelikesEnglishandhisbrotherlikesEnglish________.A.alsoB.aswellasC.eitherD.aswell(C)8.Canyouhelpme________thewordsinadictionary?A.looklikeB.lookafterC.lookupD.lookat环节说明：经过阅读解析文章，学生的阅读解析能力在这一环节获得提高，小结训练又实时地牢固加强了重要的知识点。Step3问题研究( )1.Shesaidthatmemorizingthewordsofpopsongs________alsohelpful.A.wereB.isC.wasD.are17/34答案选择C，此句为复合句，是由主句和一个宾语从句组成。宾语从句的主语由动名词短语memorizingthewordsofpopsongs来充任。动名词做主语，谓语动词用单三形式。又由于主句是一般过去时态，因此从句也应当用一般过去时态，因此答案选择C。2.aswell的用法他懂法语，他也懂英语。He_knows_French_and_he_knows_English_as_well.aswell相当于also或too，表示“还，也”等意思，常用于肯定语或疑问句句尾。当堂评论请学生们做前面课时训练部分。2021初三英语人教版教课设计4教课目的KnowledgeObjectsKeyVocabulary：stayupTargetLanguageAbilityObjectTrainstudents’integratingskills.3.MoralObjectStudentsmaythinkparentsshouldallowthemmore18/34freedom.Infact,theyareweakintellingtherightfromwrong.Soacceptparents’vicead.教材解析1.TeachingKeyPointsTalkaboutwhatoneselfisorisn’tallowedtodousingthetargetlanguage.Askforwhatsomeoneisorisn’allowedttodousingthetargetlanguage.2.TeachingDifficultPointTrainstudents’gratinginteskillsbytask-basedactivities.教课过程StepⅠRevisionPlayagametoreviewthestructurebeorbenotallowedto.Dividetheclassintogroups.Eachgroupisaskedtomakealistofschoolrules.Thegroupwhichwritesdownthemostruleswithinfiveminuteswinsthegame.StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Pointtothepictureandaskstudentstodescribeit.19/34Inviteapairofstudentstoreadtheconversationtotheclass.Callstudents’attentiontothechart.Say,YouaretoreadtheconversationagainandwriteSunFei’sandWuYu’srulesinthechart.Askastudenttoreadthesampleanswerstotheclass.Getstudentstocompletethechartindividually.Remindthemtouse"Don’t"and"Youcan".Astheyareworkingthis,movearoundtheroomansweringanyquestionsstudentsraiseabouttheconversationandofferinglanguagesupportasneeded.Checktheanswers.AnswersSunFei:Youhavetobehomeby10:00p.m.WuYu:Youhavetostayathomeonschoolnights.YoucangotothemovieswithfriendsonFridaynights.YoucangoshoppingwithfriendsonSaturdayafternoon.Youcanchooseyourownclothes.Don’tgetyourearspierced.StepⅢ3bThisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.Focusattentionontheconversation.Askapairofstudentstoreadittotheclass,completingthelast20/34sentence.SA:Whatrulesdoyouhaveathome?SB:Well,I’mnotallowedtogooutonschoolnights.Howaboutyou?SA:I’mnotallowedtogooutonschoolnights,either.ButIcanstudyatafriend’shouse.Writetheconversationontheblackboard.Say,PleasecovertheconversationinActivity3a.Usingtheinformationinthechart,makenewconversationsinpairs.Getstudentstocompletetheworkinpairs.Movearoundtheroomcheckingprogressandofferinganyhelpstudentsneed.Askseveralpairstosharetheirconversationswiththeclass.StepⅣPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callstudents’attentiontothechart.Setatimelimitofoneminute.Studentsreadtheheadlinesatthetopandatthesides.Demonstratehowtofillinthechartwithastudent.T:Doyouhavetogohomeafterschool,WeiMing?21/34W:Yes,Ido.T:Areyouallowedtostayupuntil11:00p.m.?W:No,I’mnot.TellstudentswheretowriteWeiMinginthechart.Say,Youaretoaskdifferentstudentsintheclassandfindthreepeoplewhohavetofolloweachoftherulesinthechart.Askstudentstocompletethechart.Allowthemtostandupandmovearoundtheroom.Walkaroundtheroomcheckingprogressandofferinghelpwithpronunciationandwriting.Askseveralstudentstotelltheclasswhattheylearned.Forexample,astudentmightsay,WeiMinghastogohomeafterschool.LiuChangisallowedtostayupuntil11:00p.m.andsoforth.Reviewthetask.Ask,whohastogohomeafterschool?Countthehandsandletstudentskeeparecord.Dothesameapproachwiththeotheritems.Discusstheresultswiththeclass.OptionalactivityAskstudentstocreateachartsimilartotheoneinActivity4.Thenmakeadifferentlistofrulesfromtheonesinthebook.Get22/34themtocompletetheactivitybygoingaroundtheclassandfillinginthechart.StepⅤSummaryandHomeworkSay,Inthisclass,we’velearnedtotalkaboutoneselfisorisnallowedtodoandaskforsomeoneisorisn’tallowedtodo.2021初三英语人教版教课设计5一、教课目的：语言知识目标：能掌握以下单词：chopsticks,coin,fork,blouse,silver,glass,cotton,steel,grass,leaf,produce,widely,beknownfor,process,pack能掌握以下句型：①—Thisringlooksnice.Isitmadeofsilver?—Yes,anditwasmadeinThailand.Whatisitmadeof/from?Chinaisfamousfortea,right?WhereisteaproducedinChina?可以用英语描绘及咨询物件的制作资料，正确理解被动语态的用法及句子构造。感情态度价值观目标：认识一些平时用品的制成资料，增添生活知识，养成优秀的23/34生活习惯;认识一些地方有名产品或传统艺术品的制作过程以及制作资料，培育学生的民族骄傲感及爱国主义精神。二、教课重难点教课重点：掌握本课时中出现的生词可以用英语描绘及咨询物件的制作资料3)正确理解被动语态的用法及句子构造。教课难点：理解被动语态的用法及句子构造。三、教课过程.Leadin播放动画片《造纸过程》的视频，让学生们认识这其中国传统发明的状况。T:Whoinventedpaperfirst?S1:CanLuninventeditinHandynasty.T:Whatwaspapermadeofthen?S2:Itwasmainlymadeofbamboo.wasiteasyforpeopletomakepaperthen?S1:No,itwasverydifficultthen.T:Whatispapermadeofnow?S3:It’smainlymadeofwood,bamboo,andcotton.24/34.PresentationPresentthesentencestructure,usingthepicturesonthebigscreen:—What’sthegoldenmedalmadeof?—It’smadeofgold.—Isthistablemadeofwood?—No,itisn’t.It’smadeofglass.—IsButtermadefrommeat?—No.It’smadefromcream?让学生们学习掌握bemadeof/from句型的用法，及bemadeof与bemadefrom的差别。两词组都是“由制成的”之意。bemadeof指从原想到制成品只发生了形状变化，没有发生实质变化(属物理变化)bemadefrom指从原想到制成品发生了质的变化，已没法还原(属化学变化)。.Learning1.Showsomepicturesonthebigscreen.Trytolearnthenewwordsusing“bemadeof”structure.Learnthenewwords:chopsticks,coin,fork,blouse,silver,25/34glass,cotton,steel,grass,leafe.g.Thispairofchopsticksaremadeofbamboo.Thiscoinismadeofsilver.Isthisblousemadeofcotton?No,itisn’t.It’smadeofsilk.What’stheforkmadeof?It’smadeofsteel.Thesepigslikegrassverymuch.apieceofleafKolaslikeleaves.Ssdiscusswiththeirpartnerandtrytolearnthenewwords.GiveSsfivemoreminutestorememberthenewwords.Workon1a:LetSsreadthethingsandmaterialsin1a.Discusswiththeirpartnersandmatchthemwiththematerials.Morethanoneanswerispossible.Whatarethesethingsusuallymadeof?Matchthemwiththematerials.Morethanoneanswerispossible.chopstickswindowcoin26/34stampforkblousea.woodb.goldc.silverd.papere.silkf.glassChecktheanswerswiththeSs..ListeningT:TellSstheywillhearaconversationaboutsomethingsandmaterial.Listenandmatchtheproductswithwhattheyaremadeofandwheretheyweremade.ThingsMadeofMadeinshirtscottonKoreachopstickssilverThailandringsteelAmericaLetonestudentreadthewordsinthebox,PlaytherecordingfortheSstolisten.Sstrytolistenandmatchthethingswiththematerialand27/34heretheyweremade.Playtherecordingagain.LetSscheckthefactstheyhear.Checktheanswers.PairworkReadtheconversationintheboxin1c.Sstrytomadeconversationsusingtheinformationin1b.e.g.A:Yournewshirtlooksverynice.Isitmadeofcotton?B:No,itisn’t.It’smadeofsilk.3.Letsomepairsreadouttheirconversations..ListeningWorkon2a:T:Let’slistentoanotherconversationbetweenNickandMarcus.Whataretheytalkingabout?First,let’looksatthepicturesandthephrasesin1a.(Letonestudentsreadthephrasesin2a.)Listenandcheck(√)themaintopicofNickandMarcus’conversation.____thesciencemuseum____theartandsciencefair____environmentalprotection28/34____amodelplane____abeautifulpainting____grassandleavesPlaytherecordingfortheSstolistenandcheckthephrases.Playtherecordingagaintochecktheanswers.Workon2b:LetSsreadthesentencesbelow.ExplainsomemainsentencesfortheSs.Makesuretheyknowwhattodo.LetSsreadthequestionsin2b.Makesuretheyunderstandthemeaningofeachquestion.PlaytherecordingfortheSstoanswerthequestions.(Ifnecessary,usingthepausebutton.)1)Whereistheartandsciencefair?_________________________2)DoNickandMarcushavetopaytogo?_________________________3)Whatisthemodelplanemadeof?_________________________4)Whatisthepaintingmadefrom?__________________________Playtherecordingagaintochecktheanswers.29/34Playtherecordingagain.LetSsfillintheblanksoftheconversation..PairworkTellSstomakeaconversationusingtheinformationin2aand2b.e.g.A:Whatdidyouseeattheartandsciencefair?B:Isawamodelplane.A:Whatisitmadeof?B:It’smadeofsteel,glass,andplastic.LetSsmaketheirownconversations.Practicetheirconversationsinpairs..Role-play1.Workon2dReadtheconversationandcompletetheblanks.1)Chinese_____________teaboth