英语人教版九年级全册unit5SectionB2b

1、Unit5SectionB2bBeautyinCommonThings一、整体设计思路这是一节阅读课，选取的文章是人教版Goforit!（2014年版）九年级Unit5SectionB2bBeautyinCommonThings并以此作为写作范例，进行写作练习。1. 对阅读篇章的文本处理，先让学生根据本课提供的阅读策略，整体感知文章的主旨大意，归纳出“总-分”的篇章结构。然后再逐段阅读，获取文章每个段落的具体信息，再要求学生过渡到整体，以思维导图的形式呈现全文的脉络结构。2. 在写作练习部分，主要采取文章仿写的方式，包括仿写阅读篇章的结构、衔接方式和语言表达等，同时鼓励学生结合实际，发挥想象，

2、自由表达。二、教材分析本节课的主要话题是让学生通过对几种中国传统艺术的阅读，让他们掌握从概括到具体的阅读策略的同时，明白如何用被动语态描述物品及产地，并巩固复习被动语态的构成及其应用。三、教学目标1. 知识目标：（1）掌握重点单词和词组：form,clay,celebration,balloon,papercutting,scissors,lively,fairytale,historical,heat,polish,completedoing,turninto,addto,becoveredwith,introuble,objectsofbeauty,sendout,aChinesefair

3、ytale,skylanterns,ataveryhighheat,accordingto.（2）通过学习本篇阅读，让学生感知、复习并运用本单元核心语法内容:一般现在时被动语态theSimplePresentPassiveVoice（am/is/are+done）2. 技能目标:（1）培养学生的阅读技巧，如通过关注每段句首和句尾，快速掌握文章主旨大意的能力，思维导图的形式，分析文章脉络的能力。（2）培养学生根据重点单词和词组复述课文的能力。（3）通过文章仿写，培养学生的写作技巧，如分段写、运用主题句和连接词等。3. 情感目标：通过介绍中国的传统艺术，了解与中国传统文化艺术相关的风俗习惯和文化背

4、景，提升民族自豪感。四、教学重点和难点1培养学生通过扫读和略读快速获取文章主旨大意的能力，和运用思维导图梳理具体信息的能力，提高学生的语篇理解力和阅读效率。2通过对所选文章的结构与语言特点的分析，帮助学生总结归纳写作技巧，并运用于实际写作中。五、教学策略根据本课教学目标和重难点，采用扫读、略读、画思维导图、双人活动、小组讨论、仿写等活动来引导学生自主学习。六、教学用具多媒体、课件七、教学过程Stage1:WarmingupStepl:GreetingStep2:CheckthepreviewReviewthenewwordsandphasesbydoingsomeexercises,sucha

5、stranslatingthenewwordsfromChinesetoEnglishorfromEnglishtoChinese,andcompletingthesentences.Stage2:Pre-readingStep1:Lead-inTask1:FreeTalk1. Askthestudentstotalkaboutsometraditionalartintheirdailylife.T:Doyouknowanyformsoftraditionalartinourcountry?Ss:BeijingOperainBeijing,Face-ChaninginSichuan,liond

6、anceinGuangdong,tiger-headshoesinthenorthernpartofChina.TheconclusionisthateachdifferentpartofChinahasitsownspecialformsoftraditionalart.2. TheteachershowssomepicturesaboutmorespecialformsoftraditionalartindifferentpartsofChina.Then,askthestudentssomequestions: Whatdoyouthinkoftheseformsoftraditiona

7、lart? Ifyouhaveachanee,whichonedoyouwanttolearn?Why?Task2:Usingreadingstrategy(Prediction)Askstudentstoreadthetitleandlookatthepicturesinthetext,thentrytoguessthemaintopicofthepassage.(Readingstrategy-Prediction:Wecanpredictwhatthepassagemaytalkaboutaccordingtothetopicandthepicturesofthetext.)Stage3

8、:While-readingStep1:Scanning(Readingforstructure)Askstudentstoreadthepassagequicklyandfindoutthestructureofthispassage.Theteacherwillgivestudentssomequestionstohelpthem.Questions:1. Howmanyformsoftraditionalartarementionedinthepassage?Whatarethey?Ss:Three.Theyareskylanterns,papercuttingandChinesecla

9、yart.)2. Howmanypartscanthepassagebedividedinto?Andthen,getthemainideaofeachpart.Part1(1):AgeneralintroductionoftheChinesetraditionalart.Part1(2-4):SomespecificdetailsandexamplesoftheChinesetraditionalart.3. Howdoesthewriterorganizethepassage?(thefirstone)4. Askthestudentstodrawamindmapforthewholepa

10、ssage.(Readingstrategy:Movingfromgeneraltospecific-ageneralintroductionofthetopicisusuallyfollowedbyspecificdetailsandexamples.)Step2:Skimming(Readingforinformation)Task1:AskthestudentstoreadPart1again,thenanswerthefollowingquestionandcompletethesentences.T:WhatdoyouknowaboutChinesetraditionalartacc

11、ordingtopara.1? EachpartofChinahasitsownspecialformsoftraditionalart. Theytrytoshowthethingsthatareimportantinlife,suchaslove,beautyandfamily. Themostcommonthingscanbepaper.clayandbamboo.Task2:AskthestudentstoreadPart2again,andfinishthefollowingchartinaccordingtotheparagraph2,3and4.Someexamplesandde

12、tailsofChinesetraditionalartTraditionalartformMaterialsusedSymbolsskyIanternsbambooandpaperhappinessandgoodwishespapercuttingpaper(usuallyred)wishesforgoodluckandahappynewyearChineseclayartaspecialkindofclayloveforlifeandbeautyTask3:PairworkAskstudentstoworkinpairsandreadparagraph2,3and4again.Trytof

13、indoutmorespecificinformationaboutskylanterns,papercuttingandChineseclayart,anddrawamoredetailedmindmapforeachofthem.Then,asksomepairstopresenttheirmindmapstotheclass.IHistory:firstusedbysymbols:happiness_and_goodmaterial:history:forover1500yearscommonpictures:flowers,animals,andthingsaboutChinsespa

14、percuttingwhere:onwindows,doors,andwallssymbols:wishesforgoodluckandmaterials:madeofbamboomaterial:aspecialkindofappearance:Cutechildrenorlivelymakingsteps:1. shapedbyhand2. air-dried.symbols:howlongtomakeit:severalweeksTask4:GroupworkAskstudentstoworkingroupsandhaveadiscussionaboutthemainaspectsofd

15、escribingtraditionalart.Then,drawamindmapabouthowtodescribetraditionalart.materialhistoryappearanceefmakingstepsIStage3:Post-readingTask1：RetellingAskthestudentstoretellthepassageaccordingtothekeywordsgiventothem.Para.1:Generalintroduction:artforms/symbols/commonthings/objectsofbeautyPara2:Skylanter

16、ns:history/today/materials/appearance/symbolsPara3:Papercutting:history/material/commonpictures/symbolsPara4:Chineseclayart:material/appearance/symbols/makingstepsTask2:LanguagepointsAskSstounderlinethedifficultlanguagepointsinthepassage,anddiscussingroups.Then,theteacherexplainsomeimportantlanguage

17、points.Eg:1.Theseusuallytrytoshowthethingsthatareimportantinlife,suchaslove,beautyandfamily.suchas和forexamplesuchas常用来列举同类人或事物中的多个例子。E.g.:Ilikeanimals,suchasdogs,bearsandpandas.forexample一般只以同类人或事物中的“一个”为例。E.g.:Hehaseverbeentomanycountries,forexample,Australia.2.Themostcommonthings,frompapertoclayto

18、bamboo,areturnedintoobjectsofbeauty.1)turninto表示把变成；使变成”，而turninto表示“转变；变成”等意思。E.g:Canyouturnaneggintoaflower?你能把鸡蛋变成花朵吗？Thesunnymorningturnedintoarainyday.晴朗的早晨变成了雨天。2)objectsofbeauty在此为“精美植物；精美物品”的意思。其中object指具体、实际的“物品；东西”。E.g:Look,theresastrangeobjectinthesky!3. AccordingtoChinesehistory,skylante

19、rnswerefirstusedbyZhugeKongming.accordingto根据，按照;据所说E.g:Accordingtotheradio,itwillraintomorrow.据电台广播，明天有雨。4. Thepiecesarecarefullyshapedbyhandfromaveryspecialkindofclayandthenallowedtoair-dry.此句中名词piece意为“作品”，指由艺人、作家等创作出来的艺术品或文学作品。E.g:Justtakealookatthislovelyclaypiece.Doesntthisboylookreal!Didyoureadthatpieceintodaysnewspaper?5. Ittakesseveralweekstocompleteeverything.Ittakes（sb.）sometimetodosth.“花费（某人）多长时间做某事”。其中it是形式主语，动词不定式（短语）是真正的主语。E.g:IttookJackthreehourstomakethemodelplane.杰克做这个飞机模型花了三个小时Task3:Writing1.ShowotherthreeformsofChinesetraditionalartonthescre