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Unit 5 Section B (2a - 2e) 教学设计
I. Teaching Aims
1. Knowledge Objectives
Students can master the new words and phrases: its, form, clay,
balloon, scissors, lively, fairy, heat, polish, complete, be turned into,
according to, send out, rise into, be seen as, a symbol of wishes, at a
very high heat, etc.
Students can understand and use the passive voice in the simple
present tense correctly, such as “Sky lanterns are made of bamboo
and covered with paper.”
2. Ability Objectives
Improve students' reading ability, especially the skills of
skimming, scanning and detailed reading.
Develop students' ability to talk about Chinese traditional arts in
English.
Train students' writing ability to describe a traditional art form
briefly.
3. Emotional Objectives
Cultivate students' interest in Chinese traditional arts and
enhance their national pride.
Encourage students to inherit and promote Chinese traditional
culture.
II. TeachingKey Points and Difficult Points
1. Teaching Key Points
Key vocabulary and phrases and their usage.
The understanding and application of the passive voice in the
simple present tense.
Comprehend the passage about three Chinese traditional art
forms: sky lanterns, paper cutting, and Chinese clay art.
2. Teaching Difficult Points
How to help students use the passive voice accurately in
speaking and writing.
Enable students to deeply understand the cultural connotations
behind the traditional art forms.
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III. Teaching Methods
Task - based Teaching Method: Design various reading tasks to guide students to understand the text.
Group Cooperative Learning Method: Organize students to
discuss in groups to promote communication and cooperation.
Situational Teaching Method: Create real - life situations to
help students better understand and use the language.
IV. Teaching Aids
Multimedia, pictures of traditional art forms, real objects (such
as a small paper - cutting work), blackboard
V. Teaching Procedures
1. Lead - in
Greet the students as usual.
Show some pictures of common things around us, like
chopsticks, porcelain, silk scarves, etc. Then ask students: “Where are
these things made What are they made of ” Encourage students to
answer in English. For example, “Chopsticks are usually made of
wood or bamboo. They are made in China.”
Then introduce the topic of this class: Chinese traditional arts
and the beauty in common things.
2. Pre - reading
Present the title “Beauty in Common Things” and the pictures on
page 38 to the students. Let them predict what the passage may talk
about by asking questions like: “What do you think the common
things are in the title What traditional art forms might be mentioned
in the passage ”
Let students share their predictions in pairs, and then invite some
pairs to report their ideas to the whole class.
3. While - reading Skimming
Ask students to read the passage quickly (within 2 - 3 minutes) and find out the main idea of the article and the traditional art forms
mentioned in it.
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After that, check the answers with the class. The main idea is to
introduce some Chinese traditional art forms and how common things
are turned into beautiful objects. The traditional art forms are sky
lanterns, paper cutting, and Chinese clay art.
Scanning
Let students read the passage again and complete the chart in 2b.
They need to fill in the traditional art form, materials used, and what
they are used for or what they represent.
Walk around the classroom to monitor students' work. Then ask
several students to share their answers on the blackboard or through
PPT projection, and correct any mistakes together.
Careful Reading
Work on 2c. Read the questions with the students to make sure
they understand the meaning. Then let them read the passage
paragraph by paragraph carefully to find the answers. For example,
when reading the part about sky lanterns:
Question: What are sky lanterns made of What are they used for
Guide students to find the relevant sentences in the text: “Sky
lanterns are made of bamboo and covered with paper. They are seen
as bright symbols of happiness and good wishes. They were first used
by Zhuge Kongming... Now sky lanterns are used at festivals and
other celebrations.” Analyze the passive - voice sentences together.
Do the same for the parts of paper cutting and Chinese clay art.
Let students work in groups of 4 - 5 to discuss and find the answers.
Then each group reports one question's answer.
For 2d, ask one student to read the phrases in the box and
translate them into Chinese briefly. Then students read the sentences
and complete them using the correct forms of the phrases in the box.
Check the answers with the whole class.
4. Post - reading Group Work
Work on 2e. Divide the students into groups. Let them discuss the questions: “Which art form do you think is the easiest Which art
form do you like best Why ”
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Walk around the groups, listen to their discussions, and offer
help if necessary. Encourage students to use the words and
expressions they have learned in this class.
Presentation
Each group selects a representative to share their group's
opinions with the whole class. Other groups can ask questions or give
comments.
After each presentation, give some positive feedback and
suggestions on students' language use, such as grammar, vocabulary,
and pronunciation.
5. Summary
Summarize the key points of this class with the students,
including the new words, phrases, the usage of the passive voice in
the simple present tense, and the main content of the passage about
Chinese traditional art forms.
Write down the important words and sentences on the
blackboard while summarizing for students to take notes.
6. Homework
Ask students to recite the new words and phrases.
Let them write a short passage (about 80 - 100 words) to
introduce another Chinese traditional art form they know, such as
shadow puppetry or Chinese knotting. They should use at least 3
sentences in the passive voice.
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