2023學年完整版九年級上冊Unit5WhataretheshirtsmadeofUnit5W -

TeachingPlanforUnit5Whataretheshirtsmadeof?SectionB（2a-2c）ReadingComprehension=1\*ROMANI.Analysisoftheteachingmaterials：ThislessonisthesecondperiodofSectionBofUnit5inGrade9.ThisperiodmainlyprovidesapassagewhichtalksaboutChinesefolkortraditionalart.Studentswilllearnthereadingstrategymovingfromgeneraltospecific.Studentsareprovidedwithpracticeinreadingformainideasandspecificdetails.II.Analysisofthestudents:AfterlearningsectionB(1a-1e),studentshaveabasicunderstandingofChinesetraditionalartform,likekite-making,andJuniorThreestudentshavealreadyhadsomereadingskills,sothispassageiscomparativelyeasytounderstand.Afterreadingthepassage,studentswillbeproudofthemandknowthatitistheirdutytopassdowntheChinesetraditionalartformstothenextgeneration.=3\*ROMANIII.Teachingaims:1.Knowledgeaims1)GetsomebasicknowledgeabouttraditionalChineseartforms,likeskylanterns,papercuttingandChineseclayart.2)PromptstudentstoknowmoreaboutChinesefolkortraditionalart.3)knowaboutthematerials,theprocesses,thefeaturesandthesymbolsofthethreekindsofartforms.2.AbilityobjectiveLearntomasterthereadingstrategy:movingfromgeneraltospecific.Summarizetheframestructureofthepassageanddrawamindmap.Identifythemeaningofsomekeyphrasesusedinthepassage.Moralaims1)Beingoneoftheoldestcivilizationsintheworld,theChinesehavemanytraditionalartformsthathavebeenpasseddownfromgenerationtogeneration.2)Beautyliesincommonthings.Bepleasedtofindthemout.3)Developtheprideofourowntraditionalcultureandcountry.IV.Teachingkeypointsanddifficulties:Haveageneralunderstandingofthewholetext.Continuetolearnpassivevoiceandunderstandthestructureofthispassage.Scanforspecificinformationefficiently.V.Teachingapproach:1)Task-basedlanguageteaching.2)Communicativeteachingmethod.VI.Learningstrategies:Movingfromgeneraltospecific.Skimmingandscanning.VII.Teachingprocedures:TeachingProceduresTeacher’sActivitiesStudents’ActivitiesDesigningIntention1Lead-inTheteachershowsapictureofkite-makingtoleadtootherChinesetraditionalartformsandasksstudentstomatchthenamesofChinesetraditionalartforms.StudentstalkaboutandguessthenamesofChinesetraditionalartforms.Toleadinthetopic:theChinesetraditionalartforms.Toarousestudents’interestsinChinesetraditionalartforms.2Before-readingTheteachershowsthreepicturesandthetitleofthepassageandasksStudentsquestions.Studentslookatthepicturesandpredictwhattheywillreadinthepassage.Tohelpstudentsreadthethemepicturesandtraintheirpredictionability.3While-readingTask1SkimmingTheteacherasksstudentstoreadthepassagequicklyandfindouthowmanypartsitcanbedividedintoandhelpsthemtogetthemainideaofeachpart,thenintroducesthereadingstrategy.Task2ScanningTheteacherasksstudentstofindoutthecommonthingsandobjectsofbeauty.Task3MindmapTheteacherasksstudentstofindoutthespecificdetailsandfillinthemindmaps.Studentsreadthepassageandfindouttheanswerstothequestionsandthemainideasofeachpart.Studentsreadagainandfindoutthematerialstofillinthechart.Studentsreadthepassageagainandcompletethemindmapsofthesethreeartforms.Tohelpstudentsunderstandthestructureofthepassageandlearnthenewreadingstrategy“Movingfromgeneraltospecific”.Togetabetterunderstandingofthepassageandgivechancestoworktogetheranddevelopteamworkspirits.4Post-readingTheteacherhelpsstudentstofindoutbeautyinthesetraditionalartforms.Studentstalkaboutwhatbeautyrefertointhepassage.Developtheprideofourowntraditionalculture.Toevokestudents’thinking.5HomeworkTheteachergivesstudentshomework.Studentsfinishhomeworkafterclass.TohelpstudentsknowotherChinesetraditionalartforms.VIII.Blackboarddesign:Unit5Whataretheshirtsmadeof?SectionB(2a-2c)Unit5Whataretheshirtsmadeof?SectionB(2a-2c)BeautyBeautyinCommonthingsSymbolsofLanguagepoints:ClaySymbolsofLanguagepoints:ClaySpecificCelebrationLivelyPolishAtaveryhighheatSendoutMaterialsusedBambooand