英语人教版九年级全册unit5 Section B 2b

Unit 5 Section B 2b Beauty in Common Things

一、整体设计思路

这是一节阅读课，选取的文章是人教版Go for it! （2014年版）九年级Unit 5 Section B 2b Beauty in Common Things 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，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,paper cutting, scissors, lively, fairy tale, historical, heat,polish, complete doing, turn into, add to, be covered with, in trouble, objects of beauty, send out, a Chinese fairy tale, sky lanterns, at a very high heat, according to.

（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 the Simple Present Passive Voice ( 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。

5、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。

6、教学用具

多媒体、课件

七、教学过程

Stage1:Warming up

Step1: Greeting

Step2: Check the preview

Review the new words and phases by doing some exercises, such as translating the new words from Chinese to English or from English to Chinese, and completing the sentences.

Stage2: Pre-reading

Step 1: Lead-in

Task 1: Free Talk

1. Ask the students to talk about some traditional art in their daily life.

T: Do you know any forms of traditional art in our country?

Ss: Beijing Opera in Beijing, Face-Chaning in Sichuan, lion dance in Guangdong, tiger-head shoes in the northern part of China...

The conclusion is that each different part of China has its own special forms of traditional art.

2. The teacher shows some pictures about more special forms of traditional art in different parts of China. Then, ask the students some questions:

① What do you think of these forms of traditional art?

② If you have a chance, which one do you want to learn? Why?

Task 2: Using reading strategy ( Prediction )

Ask students to read the title and look at the pictures in the text, then try to guess the main topic of the passage.

(Reading strategy - Prediction: We can predict what the passage may talk about according to the topic and the pictures of the text.)

Stage3: While-reading

Step 1: Scanning ( Reading for structure)

Ask students to read the passage quickly and find out the structure of this passage. The teacher will give students some questions to help them.

Questions:

1. How many forms of traditional art are mentioned in the passage? What are they?

Ss: Three. They are sky lanterns, paper cutting and Chinese clay art.)

2. How many parts can the passage be divided into? And then, get the main idea of each part.

Part 1( 1 ) : A general introduction of the Chinese traditional art.

Part 1( 2 - 4 ) : Some specific details and examples of the Chinese traditional art.

3. How does the writer organize the passage?

( the first one )

4. Ask the students to draw a mind map for the whole passage.

（Reading strategy: Moving from general to specific - a general introduction of the topic is usually followed by specific details and examples.）

Step 2: Skimming ( Reading for information)

Task 1: Ask the students to read Part1 again, then answer the following question and complete the sentences.

T: What do you know about Chinese traditional art according to para.1?

① Each part of China has its own special forms of traditional art.

② They try to show the things that are important in life, such as love, beauty and family.

③ The most common things can be paper,clay and bamboo.

Task 2: Ask the students to read Part2 again, and finish the following chart in according to the paragraph 2, 3 and 4.

Task 3: Pair work

Ask students to work in pairs and read paragraph 2, 3 and 4 again. Try to find out more specific information about sky lanterns, paper cutting and Chinese clay art, and draw a more detailed mind map for each of them. Then, ask some pairs to present their mind maps to the class.

Task 4: Group work

Ask students to work in groups and have a discussion about the main aspects of describing traditional art. Then, draw a mind map about how to describe traditional art.

Stage 3: Post-reading

Task 1：Retelling

Ask the students to retell the passage according to the key words given to them.

Para.1: General introduction: art forms / symbols / common things / objects of beauty

Para 2: Sky lanterns: history / today / materials / appearance /symbols

Para 3: Paper cutting: history / material / common pictures / symbols

Para 4: Chinese clay art: material / appearance / symbols / making steps

Task 2: Language points 

Ask Ss to underline the difficult language points in the passage, and discuss in groups. Then, the teacher explain some important language points.

Eg: 1. These usually try to show the things that are important in life, such as love, beauty and family. 

such as和for example

such as常用来列举同类人或事物中的多个例子。 

  E.g.:I like animals, such as dogs, bears and pandas.      

for example一般只以同类人或事物中的“一个”为例。 

  E.g.:He has ever been to many countries, for example, Australia.      

2. The most common things, from paper to clay to bamboo, are turned into     objects of beauty. 

1) turn…into… 表示“把……变成……；使……变成……”，

而turn into表示“转变；变成”等意思。 

E.g: Can you turn an egg into a flower? 你能把鸡蛋变成花朵吗？ 

   The sunny morning turned into a rainy day. 晴朗的早晨变成了雨天。2) objects of beauty 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, there’s a strange object in the sky!  

3. According to Chinese history, sky lanterns were first used by Zhuge Kongming.  according to 根据，按照; 据……所说  

E.g: According to the radio, it will rain tomorrow. 据电台广播，明天有雨。 

4. The pieces are carefully shaped by hand from a very special kind of clay and then allowed to air-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:  Just take a look at this lovely clay piece. Doesn’t this boy look real! 

Did you read that piece in today’s newspaper?

5. It takes several weeks to complete everything. 

It takes (sb.) some time to do sth. “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: It took Jack three hours to make the model plane. 杰克做这个飞机模型花了三个小时

Task 3: Writing

1.Show other three forms of Chinese traditional art on the screen, such as dough figurine, new year paintings and oil-paper umbrellas. Then, ask students to imitate the structure of this passage and the expression ways of its paragraphs to organize their compositions.

2.Before writing, ask the students to work in groups and have a brainstorm about how to describe these forms of traditional art. Then, draw a mind map for their compositions.

3.The teacher will go around the class to observe their group work, help them if necessary and remind them to use passive voice to describe these traditional art.

4.Ask some groups to present their compositions to the class, and let other students make some comments.

Stage 4: Homework

1. Read the passage again after school. 

2. Try to write a similar passage to introduce three other Chinese traditional art.

本文来源：https://www.2haoxitong.net/k/doc/28548d6f951ea76e58fafab069dc5022abea4615.html