人教版九年級(jí)英語(yǔ)Unit5SectionB2a-2e教學(xué)設(shè)計(jì)

33Unit5Whataretheshirtsmadeof?SectionB2a-2eReading:Beautyincommonthings學(xué)情分析：九年級(jí)學(xué)生已經(jīng)有了肯定的英語(yǔ)根底，聽(tīng)說(shuō)讀寫的力量都比較強(qiáng)。但本班學(xué)生是我九年級(jí)才接手的，學(xué)生根底較好，但課堂上不是很活潑，不擅長(zhǎng)表達(dá)，也不愛(ài)表達(dá)，如何在課堂上激發(fā)學(xué)生的學(xué)習(xí)樂(lè)觀性，同時(shí)提高學(xué)生的閱讀技能，是我要解決的問(wèn)題。Teachingaims:1.Toofferstudentsopportunitiestoknow,learn,spreadthetraditionalartformsofChina.2.Totrainthestudentsabilityofreading.3.Tohelpstudentsincreasetheirawarenessofcooperation,self-challengeandpatriotism.Teachingfocus&difficulties:Readingstrategy,knowthetruemeaningofthispassage.Teachingprocedures:Lead-inShowthepicturesofaChinesetraditionalcultureforumtoencouragethestudentstobeahelper.---OurschoolwillholdaChinesetraditionalcultureforum.Iwanttobeavolunteer.Doyouwanttobeahelper?Freetalk：Doyouknowaboutanyfolkortraditionalartsinyourhometown?Guidestudentstoknowthetraditionalartforms.[Explanation]ynn和實(shí)物喚起學(xué)生們對(duì)中國(guó)傳統(tǒng)文化的興趣。Step1.KnowthetraditionalartformsAskstudentstoreadthepassagequicklyandanswerthequestions.Whatisthepassageabout?Whichformsarementioned?★Task1.Skimthepassage,guidethemtoreadthepassagefollowthereadingstrategy.Whichparagraphgivesageneralintroduction?Wherecanyoufindspecificdetails?★Task2.Readparagraph1andanswerthequestions.WhatdotraditionalChineseartformstrytoshow?[Explanation]引領(lǐng)學(xué)生把握閱讀技巧Step2.Learnthetraditionalartforms.Askstudentstoreadthepassageandlearnmorethingsaboutthetraditionalartforms★Task1：ReadPara2-4andfillinthechart.TraditionalartformsMaterialusedSymbolsSkylanterns Papercutting Chineseclayart [Explanation]利用中考題型，培育學(xué)生獵取文中關(guān)鍵信息的力量★Task2：ReadPara.2andfillintheblanks.FirstFirstusedbyUsedforSkylanternsmadeof coveredwith looklike Symbols:[Explanation]AskthestudentstoreadthePara2asloudlyastheycan,learnthedetailsofskylanterns.★Task3：ListentoPara.3andfillinthechart.History: Thepaper: beforeitiscutwith papercutting

Thecommonpictures: [Explanation]

Where: Symbols: AskthestudentstolistentoPara3,learnthedetailsofpapercutting.★Task4:ReadPara.4andnumberthesteps.Askstudentstodescribethestepsaccordingtothepicturesandkeywords.[Explanation]AskthestudentstoreadPara4,learnthedetailsofChineseclayart★2c.Readthepassageagainandanswerthequestions.★2dpletethesentencesusingthecorrectformsofthephrasesinthebox.Step3:Spreadthetraditionalartforms.1.Discuss:Whichartformdoyouthinkistheeasiest?Whichisthemostdifficult?Why?2.Groupwork. Introducethetraditionalartformsfortheguests.Atfirst,askstudentstowatchavideoaboutit.Roleplay:S1:ourschool…F:…F:Somanybeautifulthings.Whatarethey?S2:…F:Whataretheyusedfor?S3:…F:Soundsinteresting.Couldyoupleasetellmewhattheyaremadeof?S4:…F:That’samazing.Thankyouforyourintroduction.3.ShowtimeIntroduceothertraditionalformsofChinaalone.Chineseknots SugarpaintingMaterial:colorfullinesUsedfor:decoration(裝飾〕showinggoodwishesSymbols:happiness,longlife,reunionTime：TangDynasty[Explanation]

Material:sugarandsticksUsedfor:eating&watchingSymbols:happinesswishesforgoodluckTime: Forover400years讓學(xué)生利用所學(xué)學(xué)問(wèn)，進(jìn)一步爭(zhēng)論中國(guó)其他的傳統(tǒng)藝術(shù)形式。HomeworkWriteacompositionaboutthetraditionalartformtoourdistinguishedguests.Unit5Unit5Whataretheshirtsmadeof?Section