Unit 3 Traditional skills Shadow puppet plays Reading课件-2024-2025学年沪教牛津版八年级英语下册

Unit 3 Traditional skills --Shadow puppet plays 教材版本：沪教版 年级：八年级下册 课型：阅读课 课时：第五课时 2 Teaching Philosophy 壹 Teaching Philosophy 壹 General Introduction 贰 Teaching Philosophy 壹 General Introduction 贰 Learning Procedures 叁 Teaching Philosophy 壹 General Introduction 贰 Learning Procedures 叁 Blackboard Design 肆 Teaching Philosophy 壹 General Introduction 贰 Learning Procedures 叁 Blackboard Design 肆 Teaching Reflection 伍 Activity-based Process-oriented Students-centered Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 8 Teaching material Theme: Thematic cluster: Sub theme: human and society society and culture identity and cultural confidence Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 9 Text Text types Content of the texts Thematic meanings Fishing with birds 说明文 一篇描写中国古老技艺—鸬鹚捕鱼的短文 了解中国传统文化，加深对祖国文化的理解和热爱 Paper cutting 图片描述 听一段图片描述，描述一名剪纸艺人在河边剪纸的场景 关注细节描述，特别是人物外貌，人物的动作等 A person with a traditional skill 记叙文 介绍一位传统手艺人的习作 巩固描述人物外貌和介绍传统技艺工序的方法 Shadow puppet plays 报刊文章 介绍一种中国传统技艺—皮影戏 进一步了解中国优秀的传统文化 Chinese knots 说明文 介绍中国传统的装饰物—中国结 对祖国优秀的传统文化能有更深刻的了解 Big idea of this unit 1.protect inheritors. 2.develop intangible cultural heritage. Thematic meaning of this unit 1.explore the history and features of traditional skills. 2.establish the awareness of protecting traditional culture. 3.enhance students’ cultural confidence. About the unit Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 10 What Why How It is a newspaper article about shadow puppet plays. It is written to help students understand this traditional art form and inspire young people to actively participate in the protection of traditional culture. There are 5 paragraphs in this article. Paragraph 1: introduction of Wang Weifang Paragraph 2-3: how to make a puppet and how to put on a shadow puppet play Paragraph 4-5: present situation of shadow puppetry and Wang Weifang’s opinion The whole passage is in the simple present tense and the passive voice is also frequently used in the passage. About the passage Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 11 Analysis of students learning Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 48% 98% 74% 54% 70% 86% 12 占比 Students who can list at least three traditional art forms Students who have heard of shadow puppetry Students who are very interested in traditional skills Students who have practiced a traditional Chinese skill Students who have watched live performances of traditional Chinese art Students who are willing to try making traditional crafts in English class 0.48 0.98 0.74 0.54 0.7 0.86 Learning objectives After having this class, students are expected to: Language ability Learning ability Thinking capacity Cultural awareness use proper reading strategies to get the basic information of shadow puppet plays; figure out the structure of the article and summarize the features of a traditional skill; analyze the steps of making shadow puppets and think critically about its development so as to find ways to protect it; cultivate the awareness of protecting traditional skills and enhance cultural confidence. Learning and understanding Applying and practising Transferring and creating Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 13 curious learners careful readers critical thinkers creative inheritors Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 14 Curious learners Look at my grandma’s old box,guess what’s inside.Show them a shadow puppet. Watch a short video about shadow puppet plays and answer four questions. What is it? What do you know about shadow puppet plays? What’s it made of? What color do you usually see in shadow puppets? How do they move? How about the sound? Intentions 1. Activate students’ background knowledge; 2. Arouse students’ interest; 3. Create an engaging atmosphere and introduce the topic. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 15 Careful readers Questions 1.Where can we find the article? 2.What’s it about? 3.Who is the man in the picture? Intentions 1.Develop students’ ability to summarize the main idea; 2. Cultivate inductive thinking. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 16 Careful readers Questions What can you see in the picture? Who else is mentioned? Why can’t the audience see them? Intentions Obtain the information of the performer; Internalize the target language. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 17 Careful readers&Creative inheritors Intentions 1.Make clear of the steps; 2.Help students to practice the target language; 3.Develop students’ teamwork and creativity. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 18 Careful readers Intentions 1.Cultivate students’ability to infer and complete the structural knowledge; 2.Visualize the information with pictures and a mind-map; 3.Understand and apply the core language by retelling. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 19 Critical thinkers Questions Why are shadow puppet plays not as popular as before? Can you think of other reasons? Intentions 1.Encourage students to think critically by expressing their opinions freely; 2.Guide students to view things from a more comprehensive perspective. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 20 Creative inheritors Intentions 1.Enhance the interactivity and instill fun of learning； 2.Develop students’ abilities of cooperation and evaluate students in their role-play. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 21 Critical thinkers and Creative inheritors Questions 1. Do you know any other traditional art forms? 2. Do you often see them in your daily life?And why? 3. What can we do to protect them? Intentions Inspire students to think critically about how to protect and inherit our traditional skills. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 22 curious learners→careful readers→critical thinkers→creative inheritors Intentions 1.Enhance students’ cultural confidence; 2.Awaken their awareness of protecting traditional culture. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 23 Creative inheritors Intentions 1.Cultivate students’ creativity and imagination; 2.Link the class with students’ life and continue their interest in traditional culture. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 24 Intentions 1.Consolidate the target language; 2.Make knowledge visualized. Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 25 Highlight 1. apply unit holistic teaching identify the theme analyze different texts in the unit focus on the thematic meaning analyze the passage and situation of students set the learning aims and design activities Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 26 Highlight 2. adopt the activity-based approach combine learning with thinking combine learning with performing combine learning with creating Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 27 Highlight 3. apply cross-disciplinary learning History Music Art Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 28 Highlight 4. adopt integration of teaching, learning and evaluating Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 29 Improvements 1.When reading, students had difficulty understanding new words in the passage, such as leather and audience. 2.When discussing and retelling, some students couldn’t express ideas clearly and their thoughts were not well-organized. 3.When performing, students struggled with playing the traditional musical instruments and some were shy to express themselves. Problems 1. Add necessary pictures and phonetic symbols, then teach students to use proper reading strategies. 2. Provide sufficient scaffolding before students’ discussion and retelling. 3. Show professional performance videos to guide and inspire students before performing. Plans Teaching Philosophy General Introduction Learning Procedures Blackboard Design Teaching Reflection 30 “A meter of raw silk as the stage, ten fingers are all it takes to engage, by the window in the moonlight, a show of two palms is such delight.” 三尺生绡作戏台， 全凭十指逞诙谐， 有时明月灯窗下， 一笑还从掌中来。 Thanks for listening! Lavf58.20.100 Lavf58.20.100 Lavf58.28.100 null 11337.122 $$