Unit 5 What are the shirts made of ? Section B (2a-2e) 说课课件2024-2025学年人教版英语九年级全册

人教版 九年级全一册 Unit 5 What are the shirts made of ? Section B (2a-2e) 姓 名：刁瑞凤 学 校：城关实验中学 Contents 01 Teaching philosophy 03 Analysis of students 02 Teaching material 04 Learning objectives 07 Blackboard design 05 Teaching methods 06 Teaching procedures 08 Teaching reflection PART 01 Teaching Philosophy Teaching philosophy Activity-based Process-oriented Students-centered 《基于主题意义进行单元整体教学的实践思路和策略》 （李宝荣，2019） 4 课程目标分析 7-9年级学段核心素养 具体内容 语言能力 感知与积累 积累常用的词语搭配，了解被动语态句子特征；能读懂语言简单，主题相关的简单语篇，提取并归纳简单信息，理解隐含意义。 习得与建构 能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容。 表达与交流 能围绕相关主题，运用所学语言，能选用不同句式结构和时态，描述或介绍中国传统文化和工艺。 文化意识 比较与判断 能用所学语言描述文化现象，表达自己的价值取向，认同中国文化。 感悟与内化 能理解与感悟中国优秀文化的内涵，领会语篇蕴含的人文精神，树立文化自信。 思维品质 观察与辨析 能辨识语篇中的衔接手段，判断句子、段落之间的逻辑关系，能发现同类语篇的相似之处。 学习能力 合作与探究 能在学习活动中积极与他人合作，共同完成学习任务。 5 课程内容分析 六要素 具体内容 主题 人与社会 - 艺术 - 中国传统工艺品的文化价值 语篇 说明文（人教版九年级Unit 5 Section B Beauty in common) 语言知识 1.词汇知识 理解和领悟词汇的基本含义，以及在特定语境和语篇中的意义、词性和功能。 2.语法知识 了解被动句的结构特征，在语境中运用所学语法知识进行描述、叙述和说明等。 3.语篇知识 理解说明文语篇的主要写作目的、结构特征和信息组织方式，并用以说明事物。 文化知识 中国传统优秀工艺及其美好寓意 语言技能 1.理解性技能 辨别语篇中的衔接手段，辨别语篇中句子和段落之间的逻辑关系。 2.表达性技能 根据所读语篇内容和所给条件，进行简单的口头或书面改编。 学习策略 1.认知策略 了解运用各种阅读技巧和策略，如预测、略读、理解篇章结构等，提升阅读兴趣与能力。 2.情感管理策略 乐于参与课内英语实践活动，积极沟通表达，不怕犯错。 6 PART 02 Teaching material Teaching material Theme: human and society Theme group: art Sub theme: Chinese traditional artworks 8 About the unit Topic Section Type Centent Thematic meaning Things made in China Period 1 Listening & Speaking The basic information of the daily supplies and Chinese tea. Understand the Chinese traditional culture and build cultural confidence. Period 2 Reading Things made in China of America. Period 3 Grammar Passive voice. Period 4 Listening & Speaking The basic information of kites. Period 5 Reading The basic information of sky lanterns, paper cutting and clay art. Period 6 Writing Introduce the famous things in our hometown. 9 About the passage What:The theme of the passage is human and society. And the content is Chinese traditional artworks. It introduces the history, material, production process and the good meanings of the sky lanterns, paper cutting and clay art. Why: It’s written to guide students to understand the deep meanings of Chinese traditional artworks and help them to build cultural confidence. How: This is an exposition which adopts general-specific structure. And passive voice is frequently used. 10 Key and difficult points Key point: Students can introduce the history, material, production process and deep meanings of Chinese traditional artworks fluently. Difficulty: Students can understand and use the passive voice correctly. 11 PART 03 Analysis of students Know Want Learn Students have strong interest in respecting and protecting Chinese traditional artworks and build cultural confidence. Refer to learning aims. KWL Model Students in Grade 9 have certain understanding of traditional artworks and the certain ability to use proper reading strategies to analyze the content and structure of the passage. 13 PART 04 Learning objectives Learning objectives 学习理解 应用实践 迁移创新 By the end of the class, all the students can: Introduce the history, material, production process and best wishes of sky lanterns, paper cutting and clay art by the careful reading of the passage. Summarize and analyze the content and the structure of the same passages by skimming, scanning and retelling. Describe or write the basic information of other traditional artworks and build cultural confidence by discussing in group. 15 PART 05 Teaching methods 2. Group Cooperative Learning 3. Evaluation Method By self-assessment, students can reflect and rethink the knowledge in class, and it can promote learning.（目标一、二、三） 1. Task-based Approach Teaching methods By working in group, students can discuss and introduce the traditional artworks. (目标三） By finishing the tasks, student can summarize and analyze the content and structure of the passage.（目标一、二） 17 PART 06 Teaching procedures Teaching procedures 01 Show learning objectives 03 Pre-reading 02 Lead-in 04 While-reading 07 Homework 05 Post-reading 06 Self-assessment 学习理解 应用实践 迁移创新 By the end of the class, all of you can: Introduce the history, material, production process and best wishes of sky lanterns, paper cutting and clay art by the careful reading of the passage. Summarize and analyze the content and the structure of the same passages by skimming, scanning and retelling. Describe or write the basic information of other traditional artworks and build cultural confidence by discussing in group. Step 1 Learning objectives 20 Step 2 Lead-in Watch a video and do a free talk 1. What folk or traditional art do you know? 2. When we are introducing traditional Chinese arts, what can we talk about? (Intentions: Stimulate students’ background knowledge and interest; Introduce the topic and pave the way for the passage.) 21 Step 3 pre-reading Make a prediction How many traditional art forms are mentioned? What are they? Three. sky lanterns paper cutting Chinese clay art (Intentions: Help students know the basic information of the passage according to the pictures and subject.) 22 Step 4 while-reading 1. Skimming Choose the passage structure. A. B. 1 1 2 3 3 4 2 4 (Intentions: Help students analyze the passage structure - general to specific.) 23 2. Fast reading Match the general topic with each paragraph. sky lanterns paper cutting Chinese clay art The forms and meaning of the traditional art Para.1 Para.2 Para.3 Para.4 (Intentions: Help students get the key information of each paragraph.) Tips: Pay attention to the pictures, the key words, the first and last sentences of each paragraph. 24 3. Careful reading ① Read para.1 and answer 3 questions. 1. What’s the topic of this passage? _________________________________ 2. What are the important things in life? _________________________________ 3. Which common things are mentioned? _________________________________ Special forms of traditional art. Love, beauty and family. Paper, clay and bamboo. (Intentions: Help students find the topic of the passage by using the proper reading strategies.) 25 3. Careful reading ② Read para.2 and answer 4 questions. 1. Who made sky lanterns first? _______________________________________________________________ 2. What were sky lanterns used for before and what are they used for now? ___________________________________________________________________________________________________________________________ 3. What are sky lanterns made of? _____________________________________________________________ 4. What are they symbols of? _____________________________________________________________ Zhuge Kongming. They were used for asking for help before, but now they are used for making wishes at festivals and other celebrations. They are made of bamboo and covered with paper. They are the symbols of happiness and good wishes. 26 Art form: ______________. Material used: __________. History : _____________________________________ Symbols: ____. Sky lanterns bamboo, paper ask for help when in trouble before, used at festivals and celebrationa now happiness and good wishes first used by Zhuge Koming Make a card for sky lanterns and retell it. Function:_____________________________________ _____________________________________________. (Intentions: Help students know the basic information of sky lanterns and consolidate it by retelling it.) 27 3. Careful reading ③ Read para. 3 and answer 4 questions. 1. What is paper cutting made of? ______________________________________________________________ 2. How old is paper cutting? ______________________________________________________________ 3.What kinds of pictures are usually found on paper cuttings? ______________________________________________________________ ______________________________________________________________ How do people use paper cuttings during the Spring Festival? ______________________________________________________________ ______________________________________________________________ It’s made of red paper and scissors. 1,500 years old. On paper cuttings, the most common pictures are flowers, animals, and things about Chinese history. People put paper cuttings on windows, doors and walls as symbols of wishes for good luck and a happy new year. 28 Art form: ______________. Material used: __________. History : _______________. Appearanc: _______________ _____________________________________________. Symbols: _. Make a card for paper cutting in group and introduce it. Function: ________. Paper cutting (red) paper, scissors flowers, animals and things about Chinese history 1,500 years old put on ... during the spring festival wishes for good luck and a happy new year (Intentions: Help students know the basic information of paper cutting and improve their classroom subjectivity.) 29 3. Careful reading ④ Read para. 4 and answer 1 question. What are the steps for making clay art pieces? 30 Art form: ______________. Material used: __________. Appearances: ___. The process of making it:1. _. Make a card for clay art in group and introduce it. Symbols: ________. (Chinese) art clay a special kind of clay cute children/lively character Shaped by hand the love of Chinese people for life and beauty 2. _. 3. __. 4. __. Air-dried Fired at a very high heat Polished and painted (Intentions: Help students know the basic information of clay art and improve their classroom subjectivity.) 31 Listen and imitate following the tape. (Intentions: Help students practice the pronunciation and intonation.) 32 Step 5 Post-reading 1. Retell the passage. Beauty in Common Things General special forms for traditional art Specific sky lanterns paper cutting Chinese clay be made by...be made of ... be used for ... the symbols of... over 1,500 years...be made of...be used for...the symbols of... be made of ... shaped by hand→allowed to air-dry→fired at a very high heat→polished and painted... the symbols of (Intentions: Improve students’ understanding and expressive skills and cognitive strategies.) 33 How can we turn common things into beauty? 2. Further-thinking. 34 In our daily lives, we should have the eyes to see beauty and the skills to create it. 要有发现美的眼睛和创造美的能力。 Even waste can be turned into wealth. (Intentions: Help students find the relationship between common things and beauty and the deep cultural meanings.) 35 1. Choose your favorite artwork. (sky lanterns/paper cutting/clay art...) 2. Choose materials you need to make it. 3. Introduce your artwork to other students.(what/who/when/how...) 3. Hand-made in group and introduce your artwork. (Intentions: Improve Students’ ability of working in group and build cultural confidence.) 36 37 38 4. Disscuss the situation of Chinese traditional artworks. 39 Wood carving Shadow figures Chinese embroidery Beijing opera Sky lantern Paper cutting Chinese clay art Sugar painting 40 Nowadays, fewer young people are interested in learning traditional art so that they may die out one day! As a teenager, what can you do? We should protect, develop and inherit(传承) our traditional culture. We can learn more about their history and show their beauty to people around the world. (Intentions: Stimulate students’ respect and love for Chinese traditional artworks.) 41 Step 6 Self-assement what I can do Yes No If no, how to improve I can introduce some Chinese traditional artworks. (What/when/who/how...) I can use passive voice and key words correctly. I can respect, love and share Chinese traditional culture to others. (Intentions: Make students rethink and reflect knowledge in class and promote learning by evaluation.) 42 Step 7 Homework Have to do: Finish a piece of writing about Chinese traditional art. Try to do: Option A: Find more beauty in common things. Option B: Search for more information about traditional art on the Internet and make a poster of their information. 43 PART 07 Blackboard design Common things (paper, clay, bamboo...) Beauty Best wishes for life 45 PART 08 Teaching reflection Highlights 1. Apply unit holistic teaching Set the learning aims and design activities analyze the passage and situation of students analyze different sections in the unit and focus on the thematic meaning identify the theme 47 Highlights 2. Adopt the task-based approach Combine learning with using Combine learning with thinking Combine learning with creating 48 Highlights 3. Develop students’ core competencies Language ability Learning ability Cultural awareness Thinking capacity 49 Problems Plans Improvements 1. When discussing, some students can’t use correct words or phrases to express ideas. 2. When making and introducing artworks, students lack background information. 1. Provide sufficient scaffolding before students’ discussion. 2. Present more information about other traditional artworks to inspire students. 50 Thanks. Lavf58.29.100 Packed by Bilibili XCoder v2.0.2 ÇúÄ¿ 4 δ֪ ÎÞ±êÌâ - 14-08-15 (1), track 4 δ֪ 165154.42 eng - Track:Comments $$生吹一，放肆交加，婉转如梦花问答。偃月流往地上轻扬。天下人。死。散装嬉皮和吃饭。千年手指，水月笼沙。长歌闭目，各奔天涯。青山之子换万物繁华。苏家话千里春批的月光。像记住流向了我。雨顺风调似花香灯影绝景，寻觅金光飞梦。