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Unit 5 What are the shirts made of Section B 2a-2e
一、学习目标及依据
教材分析--设计背景：
民间文学艺术作品作为民间传统文化艺术的主要表现形式，散发着无穷的魅力。早在建国初期，我国就已开始重视民间文学艺术创作的研究与保护，并开展了一系列的抢救、挖掘、整理民间文学艺术作品的工作。时至今日，已经有工艺品、绘画、舞蹈、戏曲、歌谣、诗歌、乐器、刺绣及其他形式的民间艺术。通过视频我们更清晰的了解到中国传统艺术，感受其底蕴之美。但是中国传统艺术面领着消失的危险，作为青少年应更多的去了解、保护和传承。
学情分析：
1.非文化遗产是最能体现我国劳动人们的智慧体现，非遗传承过程中，工匠精神的弘扬也是极为重要。代代传承是对艺术的坚持，更对艺术的一种尊重。多少人执着于此，苦心用功，耐心坚持，细心钻研，为的就是坚持自己心中最初的那份信念--传承，尊重技艺，弘扬传统，保护艺术，传承经典。
2.本节课即将学习最具中国特色的传统艺术如孔明灯，剪纸和泥塑，包括他们的制作工艺，制作原料和象征意义等。拓宽学生的知识面和提升民族自豪感。
课时目标：
1.语言目标 ：
1)能熟练掌握以下单词及短语： its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete，such as, turn into, according to, be used by, ask for, in trouble, rise into, put…on
2）能熟练掌握下列句子：
①According to Chinese history, sky lantern were first used by Zhuge Kongming.
②Today, sky lanterns are used at festival and other celebrations.
③They are made of bamboo and covered with paper.
④Paper cutting sounds very easy but it can be difficult to do.
⑤It takes several weeks to complete everything.
3）能熟练掌握阅读技能：
①学习文章了解文章结构的特点之一，先总体介绍，后细节描述。
②借助关键词，通过寻读的方式，找寻细节内容。
③关注文章细节，加深对文章的理解。
2.情感态度价值观目标：
拓宽学生的知识面和提升民族自豪感，培养学生跨文化交际意识和能力。
二、重难点
重点 培养学生的阅读能力，同时学习最具中国特色的传统艺术如孔明灯，剪纸和泥塑，包括他们的制作工艺，制作原料和象征意义等。
难点
能够通过阅读，复述中国传统工艺的内容，从而培养有关话题的写作能力。
三、教学活动及设计思路
教学步骤 学习活动 设计意图
Step1. Learn in 1.Words game.( It learn new words by playing a paper-cut game.) 2.Transition. T: Each different part of China has its own special forms of traditional art. 3. Watch a video about traditional Chinese arts in different part of China. 4.Free talk. Show some pictures about traditional Chinese arts to Ss. T: These are traditional Chinese arts. Are they beautiful 5.Transition T：When we are appreciating（欣赏） traditional Chinese arts，what are we talking about？ Ss: materials, history, function（作用）,how to make, occasions （场合），symbols. 6.Time to read T: Let's go and enjoy the beauty in traditional Chinese arts. To liven up Ss' classroom atmosphere , to learn new words. 活跃课堂气氛，学习新单词。 To arouse Ss' interest of learning ,to activate Ss' deep thinking, to prepare for the reading. 激发学生的阅读兴趣，使学生深入思考，为阅读做准备。 To develop Ss' aesthetic judgment; to prepare for reading ；to lead in next activity naturally 培养学生的审美能力，为阅读做准备，自然过渡到下个活动
Step 2 Presentation Fast Reading 1.Before skimming (1)Look at the title, and think about it. What are the common things (2)What beautiful objects can they make？ How do these common things turn into objects of beauty 2.Skimming (1) Find out the structure of the passage. ①Which paragraph give the general introduction ②Which paragraph give the specific details (2)Find out the topic of the passage. ①Read the passage, can you find out the main topic in this passage (What is the meaning of the word "these" ) ②Which paragraph do you pay attention to (Para 2,3,4) (3)Tips Careful Reading 1. Read Para 1 carefully (1) What do traditional Chinese art forms try to show (2) Transition. T: How do traditional Chinese arts show us love, beauty and family 2.Read Para 2 carefully. T: How much do you know about sky lanterns (1) Find out the information about sky lanterns with Ss. (first user, long history, functions, material, how to use, symbols) (2) Answer the questions. ①What were sky lanterns used for before ②What are sky lanterns used for now (3)Give 3 minutes to retell the Para 2. 3.Read Para 3 carefully. T: How much do you know about paper cutting (1) Find out the information about paper cutting with Ss. (history, functions, patterns, material, how to make, how to use, symbols) (2)Answer the questions. ①What kinds of pictures are usually found on paper cutting？ ②How do people use paper cuttings during the Spring Festival (3)Give 3 minutes to retell the Para 3 (4) Watch a video to learn about paper cutting. 4.Read Para 4 carefully. T: How much do you know about Chinese clay arts (1) Find out the information about Chinese clay arts with Ss. (famous, patterns, material, how to make, symbols) (2)Answer the questions. ①How many steps are there for making clay art pieces？ ②Learn about how to make clay art pieces by filling (3)Give 3 minutes to retell the Para 4. 5.Sublimate emotion. China, an ancient country of over 5000 years of history and cultural tradition ,has a profound（深厚的） traditional foundation（底蕴）. Traditional Chinese arts show Chinese social and historical culture of a long life. 7.Critical question. It seems we are living in the conflict between modern and traditional cultures every day. Will the traditional cultures be gradually lost (As Chinese, we should try our best to protect traditional Chinese arts and spread them. ) 8. Work on 2d. 9. Language points （1）Key words （2）Passive Voice in 2b 1.最常见的东西，从纸到陶土再到竹子，都被变成最精美的物品。 The common things, from paper to clay to bamboo,_________ ______ objects of beauty. 2.根据中国历史（记载），孔明灯是由诸葛孔明首次使用的。 According to Chinese history, sky lanterns ______ first___________ Zhuge Kongming. 3.今天，孔明灯被用在节日和其他庆祝活动上。 Today，sky lanterns ______ _______ _______ festivals and other celebrations 4.它们是由竹子制成的，并用纸包裹着。 They _____ ______ _____bamboo and ______ ______ paper. 5.当孔明灯被点燃的时候，它们慢慢地升到空中，就像小的热气球一样让所有人都看见。 When the lanterns ______ ______, they slowly rise into the air like small hot-air balloons for all to see 6.它们被看作是幸福和美好愿望的象征。 They ______ ______ ______ bright symbols of happiness and good wishes. 7. 纸，通常是红色的，在用剪刀剪之前被折叠起 来。 The paper, usually red, _____ ______ before it __________ with scissors. 8.在春节期间，它们被贴在窗上，门上和墙上，作为祈求好运和新年快乐的象征。 During the Spring Festival, they ______ _____ ______ windows, doors and walls as symbols of wishes for good luck and a happy new year. （3）own 意为“自己的”， 常与名词所有格或形 容词性物主代词连用，构成 one's own， 后面可以接名词。 （4）according to 意为“根据，按照”, 其中的 to 是 介词，后面跟名词或者代词。 （5）send out 意为”发出（光，热，信号，声音 等）”。当宾语是代词时，应放在 send 和 out 之间； 当宾语是名词时，可以放在 send 和 out 的中间，也可以放在 out 之后。 （6）send out 发出（光，热，信号等） （7）It takes/took （sb.） some time to do sth. 意为：花费（某人）多长时间做某事 Fast reading. Before skimming. To help Ss read deeply ，to promote Ss' thinking and understanding in the content; to help Ss lead to the topic. 帮助学生深入文本，促进学生对文章的思考和理解能力，引导学生往主题的方向阅读。 To find out the main idea and know about the structure of the passage. To train Ss' reading skills. 快速阅读。要求学生在规定的时间才能完成了解文章大意，和了解文章的结构。以训练学生的阅读技巧. To check Ss' comprehension of Para 1 by asking questions; to help Ss' pay attention to the key information. 检验学生对 Para 1 的 理解，帮助学生关注到关键信息。 To help Ss use the context to refer and answer the questions; to help Ss think deeply, to help Ss have a clearer understanding of sky lanterns. 帮助学生联系上下文推测和回答问题，帮助学生深入思考，有对孔明灯有更清晰的理解。 To retell Para 2 by doing a mind map about sky lanterns, it is helpful to consolidate what Ss have learnt. 通过做思维导图复述第二段的内容，有助于巩固所学知识 To liven up Ss' Classroom atmosphere，to attract Ss' attention, to know more about paper cutting. 活跃课堂气氛，吸引学生的注意力，学习更多有关剪纸的知识。 With the help of pictures , Ss can have a clear understanding in making clay pieces, to lower the difficulty of learning, to increase Ss confidence. 在图片的帮助下，学生对泥塑的制作过程有更清晰地了解，也降低了学习难度，提高学生的学习兴趣。 To sublimate the theme, to increase Ss' national pride. 升华了主题，增强学生的民族自豪感。 To encourage Ss to think critically, to promote deeper thinking as well as to make a ending to this class. 培养学生的批判性思 维；促进学生深入思 考，也结束本文章的阅读
五、板书设计（流程） Beauty in common things Sky lanterns: first user, long history, functions, material, how to use, symbols Paper cutting: history, functions, patterns, material, how to make, how to use, symbols Chinese clay arts: famous, patterns, material, how to make, symbols
六、Home work A 必做 1. Recall the passage again with your partners 2. Exercise Book B 选作 Which art form do you think is the easiest Which one is the most difficult Why Which art form would you like to learn Why
教学反思 本节课我选择的是鲁教版英语八下 Unit 8 SecB-2a-2e Beauty in common things.加深对传统艺术的了解和欣赏，弘扬和保护中国传统文化。 在进行本节课的教授之前，我首先进行了课前三备：备学生、备主题育人点、备与育人方法。在主题育人点的挖掘过程中，本节课即将学习最具中国特色的传统艺术如孔明灯，剪纸和泥塑，包括他们的制作工艺，制作原料和象征意义等。拓宽学生的知识面和提升民族自豪感。非文化遗产是最能体现我国劳动人们的智慧体现，非遗传承过程中，工匠精神的弘扬也是极为重要。代代传承是对艺术的坚持，更对艺术的一种尊重。多少人执着于此，苦心用功，耐心坚持，细心钻研，为的就是坚持自己心中最初的那份信念--传 承，尊重技艺，弘扬传统，保护艺术，传承经典。 在课首五分钟，我实施了首课思政，首先让学生了解中国传统工艺品、绘画、舞蹈、戏曲、歌谣、诗歌、乐器、刺绣及其他形式的民间艺术，培养学生的审美能力，感受中国传统工艺底蕴之美，为阅读做准备，自然过渡到下个活动。但是中国传统艺术面领着消失的危险，作为青少年应更多的去了解、保护和传承。在学生心中种下一粒保护和弘扬中国传统工艺的种子，升华了主题，增强学生的民族自豪感。 首课思政教育结束之后，无缝衔接，自然融入到了本节课的教学过程中，在实施教学过程中，时时对学生进行思政教育。真真正正做到“时时讲”。通过思维导图的构建以及对文本的复述，让学生了解了最具中国特色的传统艺术如孔明灯，剪纸和泥塑，包括他们的制作工艺，制作原料和象征意义等。拓宽学生的知识面和提升民族自豪感。 课后进入融入思政元素的总结反思阶段。本节课实施后，我觉得我对本节课的育人点把握精准，学生体验到参与感与获得感，主题育人点与学科知识的衔接适切。是一堂成功的首课思政课的构建。

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