Unit 5 Art world Welcome to the unit 教案（表格式）
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| 名称 | Unit 5 Art world Welcome to the unit 教案（表格式） |  | |
| 格式 | doc | ||
| 文件大小 | 40.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-12-21 09:11:13 | ||
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9A unit 5 Art world Welcome to the unit
学习目标
经过本课的学习，学生能够：
1. 读懂并理解卡通漫画里Hobo和Eddie关于艺术的对话。重点
2. 辨识本课中六中艺术形式的英文表达，并在真实语境中进行正确使用。难点
3. 乐于与同伴谈论自己最喜欢的艺术形式和艺术家，并阐述理由。
4. 感受中西方艺术文化的差异，对于世界多元文化具有包容的心态，初步培养自己的国际理解意识，并对中国传统艺术形成文化自信。
教学过程
步骤 教学活动 设计意图 核心素养提升点
Step 1Lead in 1. T shows Ss two videos and asks what they are about.2. After helping Ss to review Beijing Opera and musical, T asks Ss to think of what these things belong to. 利用视频快速对旧知进行复习，激活学生背景知识（在7B和8B分别涉及到Beijing Opera和musical），唤起学生学习兴趣，帮助学生快速进入学习状态并快速引出本节课主题：艺术。 语言能力：通过观看视频，获取信息。学习能力：自主学习
Step 2Activity 1Do you love art 1. T encourages Ss to brainstorm any words, phrases or sentences when talking about art and finish the mind map.2. According to the mind map, T asks Ss where we can find art.3. T asks Ss to imitate the proverb and create a new one about art.4. T asks Ss to guess if Eddie loves art according to the picture in the book.5. T invites Ss to answer questions after listening and reading the dialogue between Eddie and Hobo.(1). What is Eddie doing (2). Do you think Eddie really likes it (3). What do you think Eddie loves exactly 6. T encourages Ss to use their life experience to rewrite the sentence in the dialogue.Art is something pleasant and______ because______. 1. 利用头脑风暴发散学生思维，调查学生对艺术的了解，为下面的学习做铺垫并引导学生总结出艺术在生活中无处不在，人人都是艺术家。2. 通过观察图片对听力内容进行预测，并利用文本句式总结艺术的功能。 语言能力：通过图片和听力获取信息，回答问题。思维品质：头脑风暴培养发散性思维。学习能力：与学生生活经验相结合，探讨艺术的功能。
Step 3Activity 2What art forms do you know 1. T asks Ss to think of what art forms they know.2. T shows pictures of different art forms, especially Chinese traditional ones to Ss.3. T asks Ss to finish Part A on Page 65.4. T invites Ss to have a look at the first picture in Part A and encourages Ss to notice the differences between Chinese drama and western drama.5. T displays photography, films, music and dance from both China and western countries and asks Ss to feel the differences between them.6. T helps Ss to find out the root of these differences.7. T asks Ss to finish the table after listening and talk about their favourite art forms with their partners.Daniel’ favouriteart formKindSinger Reason 利用图片，帮助学生了解不同艺术形式，尤其是掌握有关中国传统艺术的表达。通过观察和对比，感受中西方艺术形式的差异，总结出艺术形式的差异源于文化的差异。 语言能力：通过听力获取信息，完成表格；整合运用书本语言进行表达。学习能力：自主学习，合作学习。文化意识：感受中西方艺术文化的差异，对于世界多元文化具有包容的心态，初步培养自己的国际理解意识。
Step 4Activity 3How to protect Chinese art 1. T shows the news and asks Ss why government does this.2. T asks Ss to do a group work of writing a proposal.Student A: Introduce your favourite Chinese art form and list reasons;Student B: Think of actions to protect traditional Chinese art;Student C: Design a slogan（标语）;Student D: Share your propsal to us.Dear friends,China is an ancient country with plenty oftraditional art forms. Among them......It's our duty to protect Chinese traditional art......Welcome to join us!Yours,... 引导学生意识到西方文化入侵现象，并对此正确看待；同时，给学生提供语言支架，引导他们利用写倡议书的形式弘扬中国传统文化。 语言能力：通过观察获取信息；并进行表达。文化意识：对中国传统艺术形成文化自信。学习能力：自主学习。
Step 5Summary&Homework 1. T invites Ss to sum up what they have learned.2. AssignmentsOption 1:1. Post your proposal on the Internet;Option 2:2. Learn more about your favourite art form;Option 3:3. Finish your exercise book. 通过学生自主总结，复习今日所学并利用分层作业进行巩固。 学习能力：自主梳理今日所学，发现尚有疑惑的问题并尝试课后补偿。
学习目标
经过本课的学习，学生能够：
1. 读懂并理解卡通漫画里Hobo和Eddie关于艺术的对话。重点
2. 辨识本课中六中艺术形式的英文表达，并在真实语境中进行正确使用。难点
3. 乐于与同伴谈论自己最喜欢的艺术形式和艺术家，并阐述理由。
4. 感受中西方艺术文化的差异，对于世界多元文化具有包容的心态，初步培养自己的国际理解意识，并对中国传统艺术形成文化自信。
教学过程
步骤 教学活动 设计意图 核心素养提升点
Step 1Lead in 1. T shows Ss two videos and asks what they are about.2. After helping Ss to review Beijing Opera and musical, T asks Ss to think of what these things belong to. 利用视频快速对旧知进行复习，激活学生背景知识（在7B和8B分别涉及到Beijing Opera和musical），唤起学生学习兴趣，帮助学生快速进入学习状态并快速引出本节课主题：艺术。 语言能力：通过观看视频，获取信息。学习能力：自主学习
Step 2Activity 1Do you love art 1. T encourages Ss to brainstorm any words, phrases or sentences when talking about art and finish the mind map.2. According to the mind map, T asks Ss where we can find art.3. T asks Ss to imitate the proverb and create a new one about art.4. T asks Ss to guess if Eddie loves art according to the picture in the book.5. T invites Ss to answer questions after listening and reading the dialogue between Eddie and Hobo.(1). What is Eddie doing (2). Do you think Eddie really likes it (3). What do you think Eddie loves exactly 6. T encourages Ss to use their life experience to rewrite the sentence in the dialogue.Art is something pleasant and______ because______. 1. 利用头脑风暴发散学生思维，调查学生对艺术的了解，为下面的学习做铺垫并引导学生总结出艺术在生活中无处不在，人人都是艺术家。2. 通过观察图片对听力内容进行预测，并利用文本句式总结艺术的功能。 语言能力：通过图片和听力获取信息，回答问题。思维品质：头脑风暴培养发散性思维。学习能力：与学生生活经验相结合，探讨艺术的功能。
Step 3Activity 2What art forms do you know 1. T asks Ss to think of what art forms they know.2. T shows pictures of different art forms, especially Chinese traditional ones to Ss.3. T asks Ss to finish Part A on Page 65.4. T invites Ss to have a look at the first picture in Part A and encourages Ss to notice the differences between Chinese drama and western drama.5. T displays photography, films, music and dance from both China and western countries and asks Ss to feel the differences between them.6. T helps Ss to find out the root of these differences.7. T asks Ss to finish the table after listening and talk about their favourite art forms with their partners.Daniel’ favouriteart formKindSinger Reason 利用图片，帮助学生了解不同艺术形式，尤其是掌握有关中国传统艺术的表达。通过观察和对比，感受中西方艺术形式的差异，总结出艺术形式的差异源于文化的差异。 语言能力：通过听力获取信息，完成表格；整合运用书本语言进行表达。学习能力：自主学习，合作学习。文化意识：感受中西方艺术文化的差异，对于世界多元文化具有包容的心态，初步培养自己的国际理解意识。
Step 4Activity 3How to protect Chinese art 1. T shows the news and asks Ss why government does this.2. T asks Ss to do a group work of writing a proposal.Student A: Introduce your favourite Chinese art form and list reasons;Student B: Think of actions to protect traditional Chinese art;Student C: Design a slogan（标语）;Student D: Share your propsal to us.Dear friends,China is an ancient country with plenty oftraditional art forms. Among them......It's our duty to protect Chinese traditional art......Welcome to join us!Yours,... 引导学生意识到西方文化入侵现象，并对此正确看待；同时，给学生提供语言支架，引导他们利用写倡议书的形式弘扬中国传统文化。 语言能力：通过观察获取信息；并进行表达。文化意识：对中国传统艺术形成文化自信。学习能力：自主学习。
Step 5Summary&Homework 1. T invites Ss to sum up what they have learned.2. AssignmentsOption 1:1. Post your proposal on the Internet;Option 2:2. Learn more about your favourite art form;Option 3:3. Finish your exercise book. 通过学生自主总结，复习今日所学并利用分层作业进行巩固。 学习能力：自主梳理今日所学，发现尚有疑惑的问题并尝试课后补偿。