中小学教育资源及组卷应用平台
Unit 5 Reading Beauty in Common Things
Task 1 Read the passage quickly and find out the structure of the passage.
Task 2 Read paragraph 1 and answer the questions.
What do traditional art forms try to show
_______________________________________________________________
Are these beautiful things made of very special materials
_______________________________________________________________
Task 3 Read paragraph 2 and fill in the blanks.
Task 4 Group work: Read paragraph 4 and draw a mind map for it. Be creative!(共16张PPT)
Unit 5 Reading
Beauty in Common Things
人教新目标 九年级
Unit 5 Reading
Beauty in Common Things
此处添加小标题
Video: Chinese Traditional Art
A
B
C
Para.1
Para.2
Para.3
Para. 4
Para.1
Para.2
Para.3
Para.4
Para.2
Para.3
Para.4
Para.1
general
specific
Read for the structure.
D
Para.1
Para.2
Para.3
Para.4
Para.1
What do traditional art forms try to show
_____________________________________________
2. Are these beautiful things made of very special materials
_____________________________________________
sky
lantern
1. First used by _______________
to _______________
when ___________
2. Now used _________________________
3. Made of _______ and covered with _______
Zhuge Kongming
ask for help
4. Seen as symbols of ______________________
in trouble
at festivals and other celebrations
bamboo
paper
happiness and good wishes
Para.2
Para.3
KEY information, different COLORS
and PICTURES can make the mind
map clear and interesting.
Group Work
1 information searcher: find out the key information;
1 painter: Use different colors and pictures to draw the mind map;
1 reporter: Retell paragraph 4 according to the group’s mind map.
3 students as a group. Make a mind map of paragraph 4.
Create beauty with little acts
Brainstorm
create
beauty
environment
animals
people around
ourselves
…
Beauty
Beauty comes from common things.
Beauty lies in little acts.
A smile, a hug, a helping hand
Build up a beautiful world.
Start now, start small
Create beauty for all!
THANK YOU！
谢谢
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教学设计
授课材料（教材）的电子文档
一、整体设计思路、指导依据说明
本课的教学设计以英语核心素养的四维目标为出发点，教师通过设计不同梯度的教学活动，引导学生感受中国传统技艺之美，强化寻找文章结构的阅读策略，学习并实践思维导图的制作，引导学生发现美、欣赏美和创造美。
二、教学背景
教学内容分析： Beauty in Common Things是一篇介绍中国传统技艺的阅读文章。文章以孔明灯、剪纸和泥塑三种中国传统技艺为载体，旨在给学生以传统文化的熏陶。 文章为总分结构，文段内部逻辑严密，文本适合用于着重培养学生认识和实践思维导图的能力。
学生情况分析： 通过赛前与学生15分钟的简短交流，教师发现本班大多数学生乐观开朗，热爱英语。但面对新教师，学生往往对教师处于试探阶段，教师需要积极鼓励学生参与到课堂学习中。
三、教学目标（以下各项可整合）
1. 语言能力目标： 掌握form, celebration, scissor，symbol等词汇和turn into, send sth. out, be seen as symbols of等短语的发音并能够以口头和书面的方式正确运用这些表达。 掌握现在时和过去时的被动语态，尤其是主语和be动词数的匹配。
2. 学习能力目标： 以小组活动为载体，通过扮演“information searcher”, “painter”和“reporter”,学生学会分工与协作。
3. 思维品质目标： 强化快速判断文章结构的阅读策略； 挖掘文章标题与文本内容的内在联系； 在认识和制作思维导图的过程中，理解作者的写作构思及意图。
4.文化品格目标： 在观赏，品读，描述和创造中国传统技艺的过程中，强化对民族优秀文化的认同感和自豪感，加强对我文化的欣赏，丰富自己的文化认知体系。
四、教学重、难点
教学重点： 搭建合理的教学梯度，提供思维导图的有效范例，引导学生查找关键信息，理清文章内部逻辑，创造性地制作思维导图。
2. 教学难点： 在较短的时间内（约7分钟），小组有效分工协作，基于文本，创造性地制作出思维导图。
五、课堂风貌设计（活动名称）
兴趣课堂： 现场剪纸：教师现场剪出“囍”字，学生体会turn something common into something beautiful的过程； 视频赏析：教师播放关于Chinese Traditional Art的视频，学生观察并说出相应的艺术形式。
自主课堂： 制作思维导图：阅读文章，完成关于孔明灯的半控制型思维导图制作。
3.“英语做事”课堂： 信息转换：学生将看到的图片，视频和思维导图信息，用英语转换为文字信息，通过口头和笔头的方式分享给教师和全班同学。
人文素养课堂： 诗歌诵读：学生以小组为单位，通过头脑风暴，探讨“创造美”的“小行为”，然后集体诵读英文诗歌“Beauty”； 合作探究：三人一组，一名信息搜寻员，一名画家，一名记者，自主思考，创造属于自己小组的思维导图，并基于该思维导图复述文段主要内容。
六、教学过程设计（方法、手段、意图）
读前活动 教师问候学生，现场展示剪“囍”字，激发学生课堂热情，激活学生已知知识，引导学生体会beauty in common things，为话题做好铺垫准备。 播放视频，学生用相关的词汇描述中国传统技艺。这一活动旨在为学生的阅读做好词汇铺垫。 读中活动 1. 快速阅读，查找文章结构。这一教学活动旨在强化学生查找主旨和结构的阅读能力。 2. 分段阅读，训练学生制作思维导图的能力： （1）第一段：学生阅读并回答两个问题，理清文章标题和文本内在的逻辑关系；（2）第二段：学生阅读并填写关键信息至思维导图相应处（半控制）；（3）第三段：学生阅读，教师提问并从学生回答中提取关键词，师生合作制作思维导图（半控制）；（4）第四段：小组合作，创造性地制作思维导图，基于小组的思维导图复述文段主要信息（自由式）。 读后活动 学生进行头脑风暴，探讨如何以生活中的“小行动”来“创造美”。全班诵读诗歌“Beauty”。
七、教学评价
1. 评价内容： 学生评价：学生的参与状态，交往状态（师生、生生互动），思维状态（问题与见解是否具有挑战性和原创性），生成状态（运用本课所学生成产出的效果，具体指学生思维导图制作的效果）。 教师评价：组织能力，教学机智，教学策略实施。 教学内容评价：教学过程的执行，教学目标的达成，学科思想的渗透。
2. 评价方法： 自评与互评：学生和教师对自己的课堂表现进行自评，师生和生生之间进行互评，形式以现场点评为主。 教学反思：教师书写课堂教学反思，总结经验教训，以便后期借鉴。
八、板书设计中小学教育资源及组卷应用平台
Teaching Plan
Background information
School: Chongqing Experimental Foreign Language School
Students: 30 students from Junior 3
Material: Unit 9, Go For It, PEP
Type of lesson: Reading
Lesson duration: 40 mins
Date: November 29, 2016
Aids: textbook, blackboard, chalks, drawing paper, multi-media
Contents:
1. Vocabulary: form, celebration, scissor, symbol, turn into, send sth. out, be seen as symbols of
2. Reading: Beauty in Common Things
Objectives:
Objectives for students
(1). Students can correctly pronounce the following words and phrases, understand their meanings and correctly use them orally: form, celebration, scissor, symbol, turn into, send sth. out, be seen as symbols of.
(2). Students are able to improve their integrated language learning skills, especially using the following reading skills, such as finding out the topic of each paragraph with the help of the first sentence in each paragraph, reading for key information, understanding the the logic between the title and the content, to comprehend the text’s main idea and details.
(3). Students can retell paragraph 2 with the help of the mind map on the screen.
(4). By following the teacher’s example, students can work in groups of 3, read paragraph 4, draw a mind map of it and retell the main idea of it to the whole class.
(5). Students can learn to work cooperatively and shoulder separate responsibilities in group work.
Objectives for the teacher
I will create a student-friendly classroom environment where students can feel free to share their ideas;
I will adjust the difficulty levels of the questions I raise and assign different levels of tasks according to the students’ reactions.
Focal points:
Imitate the example of the mind map made by the teacher and create a mind map in groups of three.
Difficult points:
Students can creatively produce a mind map of paragraph 4 within a limited time (about 7 minutes) and introduce their dream robots in front of the whole class.
Procedures and Time Allotment
Stage 1: Getting students ready for learning (2 minutes)
The teacher introduces himself as a new teacher of the students. To relax the teacher himself and the students, the teacher plays a joke on himself.
(Purpose: Create a student-friendly situation to ease students’ nervousness and motivate students’ learning interest)
Stage 2: Pre-reading (6 minutes)
The teacher makes a piece of paper cutting in front of the class. Students are guided to find out “beauty in common things”.
One video about Chinese traditional art is shown to the students and students are supposed to watch and write down different kinds of traditional art forms. In this process, the teacher presents the new words and expressions like “scissor”, “form”, “symbol”, “celebration” and “turn into”. Students are given a chance to make their own sentences.
(Purpose: to stimulate students’ imagination about the topic of the target reading passage and prepare the students linguistically and thematically, which lowers the difficulty level they may face when reading)
Stage 3: While-reading (13 minutes)
Step 1: Finding out the structure of the passage (2 minutes)
Individual work: students read quickly to find out the structure of the passage, which proves to be much more effective when the students pay more attention to the first sentence of each paragraph.
(Purpose: to improve students’ reading skill of finding out the structure of the passage quickly.)
Step 2: Students read for specific information and the teacher guides students to find out how to make a mind map. (11 minutes)
Task 1: (1). Students read paragraph 1 and answer 2 questions.
Question 1: What do traditional art forms try to show
Question 2: Are these beautiful things made of very special materials
(Purpose 1: to improve students’ ability to find out the key information.)
(2). Students are challenged with the question “Why is the passage titled ‘Beauty in Common Things’”.
(Purpose 2: to cultivate students’ logical thinking and improve their ability to find out the supporting information.)
Task 2: (1). Students read paragraph 2 and complete the mind map with the help of key words.
(Purpose: to improve students’ ability to locate the information needed.)
(2). Pair work: Students retell the main idea of paragraph by referring to the mind map.
(Purpose: to improve student’s ability of organizing and making sentences according to the key information.)
Task 3: Students read paragraph 3, answer the teacher’s questions orally and complete the mind map of paragraph 3.
(Purpose: to improve students’ ability of listening carefully and finding out the key information needed.)
Stage 4: Post-reading (18 minutes)
Step 1: Group work. Read paragraph 4, draw a mind map of it and retell it to the class (13 minutes)
Students work in groups of three. They are encouraged to create a mind map of their own. They are encouraged to be as creative as possible. Group members play different roles: 1 painter is needed to draw a picture of their group’s “clay art”; 1 mind map maker is supposed to gather information and puts down the key information on the mind map; 1 reporter is expected to retell the main idea of paragraph 4 to the whole class.
Several groups of students come to the front and share their mind maps with the whole class.
(Purpose: to train the students’ ability of working in a group and develop their imagination and ability to draw, create and report.)
Step 2: Brainstorm and discussion. (5 minutes)
Students are guided to discuss how to create beauty with little acts. Several students are invited to share their opinions.
Stage 5: Conclusion (1 minute)
The teacher thanks the students for their active participation and cooperation in the class, encourages them to find and enjoy the beauty in life and more importantly create beauty for others.
(Purpose: to guide the students to have a better understanding of beauty.)
