初中英语 Unit5Beauty in Common Things教学设计

Unit5Whataretheshirtsmadeof?

SectionB

BeautyinCommonThings

Content

GoforitBook5Unit5SectionB2a-2e

Beautyincommonthings

AnalysisofTeachingMaterial

What:ThethemeofthelessonisHistory,Society&Culture.ThetopicisaboutThingsMadeinChina.Thecontentisabout3typicaltraditionalartforms:skylanterns,papercuttingandChineseclayart.

How:Thetexttypeofthispassageisexpositorywriting,andthestructureismovingfromgeneraltospecific.Thetargetlanguageispassivevoice.So,inthisclass,studentswilllearnhowtointroducetraditionalartforms,usingthepassivevoiceandthestructuremovingfromgeneraltospecific.

Why:Themostimportantintentionistoexpandstudents’knowledgeaboutChinesecultureandenablethemtohaveadeeperunderstandingoftraditionalChineseartforms.Meanwhile,italsoaimstoboosttheirgreatnationalprideandculturalself-confidence.

AnalysisofTargetStudents

Features:ThetargetstudentsareGrade9learners,theyareeagertolearnandthink.

Strengths:（1）TheyhaveknownsomethingabouttraditionalChineseartforms.

（2）TheyhaveknownsomethingaboutpassivevoiceinSectionA.

Weaknesses:（1）Theyhavedifficultydescribingtraditionalart.

（2）Theyarenotfamiliarwiththetopic.

Needs:(1)TheyneedsomebackgroundinformationabouttraditionalChineseart.

Theyneedaclearframeworktointroducetraditionalartforms.

Theyneedsomeguidanceinreadingcomprehension.

TeachingObjectives

=1\*GB2

⑴

Byreadingthepassage,studentscananalyzethestructureofthetext,gainandintegratethetextinformation,gainabasicframeworkof3typicalartforms.

Bydiscussingandfurtherthinking,studentscanunderstand,analyzeandevaluatetheconnotationofChinesetraditionalculture.

Throughavarietyofactivities,studentscanintroduceandspreadtraditionalartforms,basedontheframeworkandstructuremovingfromgeneraltospecific,sothattheycangetpreparedforwriting.

Attheendofthisclass,theycanpromotetheirthinkingskillsandestablishtheirculturalawareness.

TeachingFocus

(1)Studentscangainandintegratetheinformationofthreetypicaltraditionalartformsbyusingthestructuremovingfromgeneraltospecific.

(2)Studentscandrawanduseamindmaptointroduceatraditionalartform.

TeachingDifficulty

Studentscandrawanduseamindmaptointroduceatraditionalartform.

TeachingApproaches:

(1)communicativeapproach

(2)activity-basedapproach

TeachingAids

CAI

Processflowchart

TeachingProcedures

Steps

TeachingActivities

LearningActivities

EffectEvaluation

Step1

Warmingup

&

lead-in

1.ShowsomepicturesabouttraditionalartformsinFuyang

2.Introducemorelocaltraditionalartforms.

3.Createrealsituation：WewillholdanartfairandneedsomevolunteersasCulturalAmbassadorsbuttheymusthavefourabilities:discoverbeauty,appreciatebeauty,spreadbeautyandcreatebeauty.

EnjoythepicturesandtalkabouttraditionalartformstheyknowinFuyang

Observethestudents'performanceinansweringthequestionsandfindouttheirknowledgereserveoflocaltraditionalcultureaccordingtothespecificinformationtheysay.

Purpose:

1.Torelievestudents’learninganxietyinarealsituation.

2.Toleadinthetopicandgivethemsomebackgroundinformation.

Step2DiscoverBeauty

Activity1:Prediction

1.Letstudentspredictthemainideathroughthetitleandthepictures

2.Letstudentspredictwhatbeautifulobjectsthesecommonthingscanmakeandhowthesecommonthingscanturntoobjectsofbeauty.

1.Trytopredictthemainideawiththehelpofthetileandpictures.

2.Trytopredicttheanswerstothesetwoquestions.

1.Observewhetherthestudentscanpredictthegeneralideaofthearticlefromthetitleandpictures,tolearnabouttheirreadingabilities.Ifnecessary,givethemsometips.

2.Accordingtothestudents'predictionresult,learnaboutthestudents'relevantknowledgereserveandreadinginterests.

Purpose:

Tomakereadingmoreattractiveandpurposeful.

Totrainstudentstomakefulluseofquestions,picturesandothertextmaterialstopredictthecontentofthetextability.

Activity2:skimming

1.Letstudentsreadthewholepassagetogetthemainidea,texttypeandstructureofthepassage.

2.Explainthefunctionandmainstructureofexpositorywritingandhowtoapplythestructuremovingfromgeneraltospecificinreadingandwriting.

1.Readquicklytochoosetherightanswerstothequestions:

What’sthemainidea?

What’sthetexttype?

What’sthestructureofthepassage?

Observethestudents'acquisitionofthetypeandstructureofthetext,tolearnaboutthestudents'overallunderstandingofthetext.

Purpose:

Tohelpstudentsgettheoverallunderstandingofthetextbyskimmingandchecktheirpredictions.

Tohelpthestudentsimprovereadingandwritingabilitiesbyanalyzingthetexttypeandstructureofthepassage.

Activity3:Scanning

Letthestudentsreadthetextquicklyandfillthechartaboutthematerialsandsymbolsofthesethreetypicaltraditionalartforms.

2.Encouragestudentstoreadthedetailsandexamplescarefully.Findoutinwhataspectsthewriterintroducesaboutthethreeartforms.

1.Readandfinishthechartandthentalkaboutthechartwithpassivevoice.

2.Readandfindoutthekeypointsofthesethreeartforms.

Observetheaccuracyofstudents'informationacquisitionandunderstandstudents'abilitytoobtainkeyinformation,theoverallframeworkandcontextoftheessay.Provideguidanceandfeedbackasneeded.

Purpose:

TopavethewayforstudentstointroducetraditionalChineseartformswithpassivevoicecorrectly.

Tocreateabasicframeworkforspeakingandwriting.

Activity3:

Carefulreading&Furtherthinking

Leadthestudentstoreadparagraphsonebyoneandgetmoredetails.

ReadPara1andanswerthequestion:

Whatdotraditionalartstrytoshow?

ReadPara2andfindouttheanswerstofivequestionsaboutwhen,who,what,howandwhy.

ReadPara3andfillthechartaboutpapercutting.

ReadPara4andcompletethestepsformakeclayartpiecesandguessthemeaningsofnewsomewordsaccordingtothecontext.

Thinkaboutwhetherit’seasyornottomakeaclayartpieceandunderstandthespiritofcraftsmanship.

1.Observethecorrectnessofstudents'informationacquisitionandunderstandtheirapplicationabilityofreadingstrategy.

2.Learnaboutthestudents'overallcomprehensionofthetext,accordingtotheiranswerstothequestions.

Purpose:

Tohelpstudentsgetmoredetails.

Toimprovethestudents’abilitytogainandintegrateinformation.

Step3

AppreciateBeauty

1.Showsomematerialsandencouragestudentstoimaginewhatobjectsofbeautytheycanmake.

2.PresentsometraditionalChineseartformswhicharemadeofthesematerialsandleadthemtotalkabouttheirfeelingsanddiscusswhatliesbehindthebeauty.

Haveafreetalkaboutwhatthesecommonmaterialscanmake.

Appreciatesometraditionalartformsandtalkabouttheirfeelings.

Discusswhatliesbehindthebeauty.

ObservewhetherstudentshaveadeepunderstandingoftheconnotationandsignificanceofChinesetraditionalculture,andjudgethedepthandcreativityofstudents'thinking.Andgiveevaluationandfeedbackaccordingtotheirunderstandingdegree.

Purpose：

Todevelopstudents’thinkingabilityinunderstanding,analyzingandevaluating.

2.Tohelpthemhaveadeeperunderstandingoftraditionalarts.

3.Toboosttheirgreatnationalprideandenhancetheirculturalconfidence.

Step4

SpreadBeauty

Guidestudentstoworkingroupstospreadatraditionalartformbyusingamindmapandthestructuremovingfromgeneraltospecific.

Encouragestudentstothinkaboutwhatotherthingswecandotocarryforwardourtraditionalculture.

1.Discussingroupstotalkaboutothertraditionalartformtheyknow.

2.Choosethemostinterestingoneanddrawamindmap.

3.Giveareporttointroduceitinclass，usingthestructuremovingfromgeneraltospecific.

Haveadiscussionaboutwhatotherthingswecandotocarryforwardourtraditionalculture.

Observestudents'participationingroupdiscussionandclasspresentation,learnaboutthestudents'abilityofcooperativelearning,thengiveencouragementandevaluationaccordingtoneeds.

Purpose:

Todevelopthestudents’abilitiestoapplyandtransferknowledge

2.Toimprovetheircommunicativecompetence.

ToestablishtheirawarenessofspreadingChineseculture

Step5

CreateBeauty

Part1.H