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年级： 九年级 学科： 英 语
课题：Unit5 What are the shirts made of (Section B 2a-2e)
一、教材分析 Section B 进一步巩固和加深了本单元的话题内容 (Things made in China) –重点介绍中国传统文化中具有代表性的风筝、孔明灯、剪纸和泥塑等，通过介绍传统的中国文化元素，了解与中国传统文化艺术有关的风俗习惯和文化背景，同时引导学生用英语正确表达中国的传统艺术和相关名称，进一步巩固本单元的目标语言结构——被动语态。 《Beauty in common things.》是本单元阅读版块，旨在培养学生阅读能力，同时介绍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。这篇文章可以拓宽学生的知识面和提升民族自豪感，对学生跨文化交流意识和能力的培养也有潜移默化的作用。这篇文章还渗透了一个重要的阅读策略，即让学生了解文章结构的特点之一——先总体介绍，后细节描述。 在Section B 的教学中，如何逐步培养学生运用所学词汇和被动语态简单介绍某一个东西的特点，如制造材料、产地、用途或象征意义等，这是本部分教学重点。被动语态的用法和功能是教学难点。 二、学情分析 本班为九年级学生，拥有一定的英语基础。通过本单元前几课时的学习及课前预习，学生已经对被动语态、新词汇及中国传统艺术的相关话题有了初步了解，学生的语言学习热情也被调动了起来，为本课的学习奠定了语言基础。通过本课的各种教学活动，不仅能帮助学生们更好地掌握重点词汇用法，同时还能引导学生们用英语就他们所学的中国传统艺术形式的制造材料、产地、用途或象征意义等进行情景对话并谈论他们最喜欢的中国传统艺术形式，开阔学生思维，使学生主动参与到课堂中去，享受学习的乐趣。 具体学习目标 1.能理解掌握 its, form, clay, celebration, balloon, scissors, lively, heat, polish，complete，send out(发出) ，in trouble（处于困境中），turn...into（把...变成...），cover with(覆盖)， rise into(升入)， be put on（被贴...上）等单词及词组。 2.能进一步理解含有被动语态的句式，学会运用这些句式介绍中国传统文化艺术形式。 3.能在阅读的基础上，通过快读，关注文章结构；通过细读，了解文章具体信息。 4.加深学生对于中国传统文化艺术形式和文化背景的了解，提高民族自豪感，培养跨文化交际的意识和能力。 四、学习重难点 教学重点: Learn how to use: such as.. turn into, send out, cover with, put on。 教学难点：被动语态
教学过程设计
环 节 教师活动 学生活动 设计意图
开放 导入 核心过程推进 开放式延伸 Step1 Greeting Greet each other and read the learning aims. Step2 Lead-in Show students a short video about paper cutting. Then ask students: What’s the video about Show more pictures about the Chinese traditional art forms. Step3 Fast Reading Ask students to turn their books on page 38, and then, skim the passage and find the answers to the three questions. 1 What art forms are mentioned 2 What are they made of 3 What’s the structure of the text Step4 Scanning Read paragraph 1 carefully and answer the question. What does paragraph 1 mainly tells us Play a video of the sky lanterns and then show the mind map to the students. Ask students to read paragraph 2 carefully. Check the mind map by asking students questions in passive voice. Qs: Who was the sky lanterns first used by What are the sky lanterns made of What are the sky lanterns used for When to use the sky lanterns What are the sky lanterns seen as Ask students to make conversations according to the mind map. Ask students to read paragraph 3 carefully and answer the questions. (1)What kind of pictures are usually found on paper cuttings (2)How do people use paper cuttings during the Spring festival Ask students to read para4 carefully and find out the steps of making Chinese clay art and retell it. Step5 Group work Show a chart. Make students use the information that they learned in this class to ask and answer. Talk about their favorite Chinese art forms and the reason why they like it. Teacher walk around the class and offer the help. Step 6 Post-reading Give the exercise to students. Ask students to show the answers. Step7 Moral education Show a video about Li Ziqi. Ask students to learn from her and try to spread the Chinese culture to the world. Step8 Homework 1.Retell passages 2.Write a letter to introduce one of Chinese traditional arts to Miss Cui. Step1 Greeting Read the learning aims Step2 Lead-in Watch the video. And answer the teacher’s questions. Try to speak out the Chinese art forms in English Remember these phrases and have a check. Step3 Fast reading Read 2b quickly and answer the questions. Step4 Scanning Read paragraph 1 carefully and answer the questions. Watch the video and then read the second paragraph carefully and try to finish the mind map. Answer the teacher’s questions by using the passive voice. Make conversations according to the mind map in pairs and then show in class. Read paragraph 3 carefully and answer the questions. Read para4 carefully and find out the steps of making Chinese clay art and retell it. Step5 Group work Discuss and make a new conversation within the group through the knowledge that learned in the class. Show in class one group by one group. Step 6 Post-reading Finish the exercise. Then check the answers. Step7 Moral education Watch the video and learn about Li Ziqi and know that it’s our duty to spread Chinese culture to the world. Step8 Homework 1.Retell passages 2.Write a letter to introduce one of Chinese traditional arts to Miss Cui. 利用视频激发学生学习本节课的兴趣(want to know more）, 激发学生求知欲 设计skimming 的活动，通过三个问题，让学生意识到阅读文章首先关注文本体裁、文章结构, 对文章先要有一个整体的认识。 结合中考新题型“要点摘记”，利用第一段，训练迅速抓出段落主旨。 结合中考补全对话句型，利用第二段 为学生渗透 mind-mapping 阅读策略，让学生体会到，mind-mapping 在梳理文本结构、帮助记忆方面的有着独特优势。同时问答及情景对话练习提高学生运用被动语态造句的能力。 利用第三段、第四段锻炼学生快速抽取关键信息的阅读能力。 通过小组活动的设置，培养的合作意识，并能针对所学内容进行有效输出，用英语表达自己的喜好及原因，提高学生的自主表达能力。 通过李子柒的视频，让意识到，传播中国传统艺术，是一件令人骄傲的事情，也是我们年轻一代的责任与义务。 通过同类型写作延伸，训练英语拼写、标点、大小写等基本写作技能，以及运用本节所学内容，学会用英语组织语言，描述中国传统艺术文化，达到培养英语逻辑思维的能力.

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