(共25张PPT)
Unit 5
What are the shirts made of
Section B 2a-2e
Learning objectives
After learning this lesson, you can:
1. 听说读写译五会，掌握本课时词汇。
2. 通过阅读，了解孔明灯、剪纸、中国陶土作品的相关知识。
Traditional art forms
paper cutting 剪纸
celebration n. 庆典; 庆祝活动
New words
clay n. 黏土; 陶土
balloon n. 气球
fairy tale
童话故事
剪刀 (可数名词），常用复数，作主语时，谓语动词用复数形式。
Free Talk
Do you know any other folk or traditional art forms
Lion dance
Beijing Opera
Sugar Painting
Chinese Knot
beauty in common things
— Do you know what they are
— They are Chinese paper cuttings.
It’s one of the Chinese traditional arts.
2a
What do you know about folk or traditional art, like paper cutting Tell your partner about it.
Look at the title &pictures
Predict: 1 What is the passage about
A. traditional art forms B. sky lanterns
C. paper cutting D. Chinese clay art
Traditional
art forms
Sky lanterns
Paper cutting
Chinese clay
Before Reading
While -reading (读中）
Step 1 Skimming (略读）
Step 2 scanning (寻读）
Step 3 intensive reading (精读）
Step1 Skimming(略读) Skim the passage and think about the questions:
1. What’s the main idea of paragraph 1.
A. general introduction 总体介绍
B. specific details and examples具体细节和例子
2. How many parts is the passage divided into (划分）
General introduction
总体介绍
（Para.1)
Specific details and examples
具体细节和例子
Sky lanterns
(Para.2)
Paper cutting
(Para.3)
Chinese clay art
(Para.4)
Step2 Scanning(寻读) Read the passage and complete the chart.
Traditional art forms Materials used (材料） Symbols of
sky lanterns
paper cutting
Chinese clay
bamboo,paper
paper , scissors
clay
happiness and good wishes
wishes for good luck and a happy new year
love for life and beauty
Step3 Intensive reading(精读)
Read and answer the questions in 2c(Q1).
Para.1
1.What do the forms of traditional art try to show
They try to show things that are important in life , such as love , beauty and family .
Step3 Intensive reading(精读)
Para.2
Read and answer the questions in 2c(Q2).
2. What were sky lanterns used for before and wath are they used for now
They were used for asking for help when in trouble in the past . Today sky lanterns are used at festivals and other celebrations .
Step3 Intensive reading(精读)
Read para 3 and try to finish the mind map with key words.
Paper cutting
history
material
occasion
场合
symbols
over 1,500 years
red paper , scissors
flowers , animals and things about Chinese history
during the Spring Festival
good luck and a happy new year
Step3 Intensive reading(精读)
Para.3
Read and answer the questions in 2c(Q3&4).
3.What kinds of pictures are usually found on paper cutting
4. How do people use paper cuttings during the Spring Festival
The most common pictutres are flowers , animals , and things about Chinese history .
Paper cuttings are put on windows , doors and walls as symbole of wishes for good luck and a happy new year .
Step3 Intensive reading(精读)
Para.4
Read and answer the questions in 2c(Q5).
5. What are the steps for making clay art pieces
First , the pieces are carefully shaped by hand from a very special kind of clay and then allowed to air-dry . Second , after drying , they are fired at a very high heat . At last , they are polished and painted .
Step3 Intensive reading(精读)
Para.4
find the steps to make clay pieces.
First, the pieces are carefully shaped by hand.
Next, they are allowed to air-dry.
Then, they are fired at a very high heat.
Finally, they are polished and painted.
These pieces show Chinese people’s love
for life and beauty.
Post-reading(读后)
Group work
I think ___________ is the most interesting , because __________________ .
Can you tell something about it
2d
such as turn…into send out cover with rise into put…on
People used to ________ sky lanterns when they were in trouble. But today, people light the lanterns and watch them ________ the sky with their wishes.
2. The art of paper cutting ________ a simple thing like a piece of paper ______ a beautiful piece of art. People often _____ these art pieces ______the doors, windows and walls of their homes to celebrate the Spring Festival.
turns
into
put
on
3. To make Chinese clay art, the clay is shaped by hand into things _________ cute children or characters from Chinese fairy tales and stories. They are then ____________ paint.
such as
covered with
send out
rise into
Read the sentences using the correct forms of the phrases in the box .
Discuss the questions in your group.
2e
1. Which art form do you think is the easiest Which is the most difficult Why
2. Which art form would you like to learn Why
Group work
are turned into
are turned into
Life itself is beauty ;
Labor creates beauty ;
Enjoy our life !
Enjoy traditonal art !
Carry forward the traditional culture .
Homework
1. Read the passage to your parents.
2. Finish the exercise on your workbook.
3. Preview the next part.中小学教育资源及组卷应用平台
Unit 5 What are the shirts made of 单元整体教学设计
单元主题意义 本单元的主题属于“人与社会 ”范畴，本单元是《新目标英语》系列教材之一!第五单元的内容，本单元话题设计谈论日常生活用什么原材料的基本词汇。通过听说训练，将本单元语法-被动语态句型在真实的情境中呈现出来，给学生新的语言结构的机会。 在谈论一些产品的制作原料时，切入到再生资源和环保话题，对学生进行潜移默化的人文教育。
单元教学目标 通过本单元的学习，学生能够： 目标a：能够用英语描述及询问物品的制作材料。 目标b：正确理解被动语态的用法及句子结构。 目标c：了解一些日常用品的制成材料，增加生活常识、养成良好的生活习惯。 目标d：了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神等素质。 与核心素养的关系： 在大单元主题理念下，将本单元碎片化的知识以“子主题”形式有效整合，是落实英语学科素养的有效手段，通过本单元的学习，在语言能力方面，学生能够使用被动语态结构，将语言学习和实践运用结合起来，学会讨论物体的原材料和产地，了解常见的文章结构特点，学生并进一步了解中国产品和传统艺术品的影响，为中华民族传统文化的特色产品做宣传，了解当地的知名特色产品，培养学生的文化自信，了解当今世界制造业的格局，看到中国在世界经济竞争中的优势和短板，从而培养学生辨证地看待事物的观点，了解中国制造应该努力的方向，教育学生热爱祖国，努力学习。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一!第五单元的内容，该单元在内容上从最简单的由什么材质做成，过渡到在哪里生产，哪里的特产是什么，然后重点介绍了以...出名的几种用法。 2.纵向知识关联： 功能： 被动语态。 话题： 学生能学会谈论产品的材质和出处 。 语言知识： 能掌握、运用关于商品，制造，工厂，生产等词汇。 能正确使用一般现在时的被动语态，正确理解被动语态的用法及句子结构，能够理解“被动语态”并学会应用。 能够掌握功能句：用英语描述及询问物品的制作材料，制造特点。 3.横向知识关联： （1 ）复习七八年及有关材质的相关词汇； （2 ）本单元出现被动语态句型，巩固已学。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 学生通过开展小组合作活动，培养写作意识；通过呈现茶叶的生产和采摘过程，进一步巩固被动语态，学会向世界介绍中国的茶产业。 通过Pair-work的形式对学习方法谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点学习方法短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-4c 读写课 第二课时 阅读短文，能按要求获取相关的信息，并且通过阅读训练来提高学生 的阅读能力；并了解当今世界制造的格局，培养学生辩证看待事物的观点通过不同方式的操练掌握被动语态。 通过读课文找出描述过去的句子，评价学生对目标句型的认知；通过提取描述关于学习障碍的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1e 听说课 第三课时 帮助学生巩固被动语态结构，让学生学会进行归纳总结。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2f 阅读课 第四课时 通过了解一些地方知名产品和传统艺术品，培养学生的文化自信的意识；引导学生灵活运用不同的短语表达同样的含义。 通过问题启发式评价引导学生从整体到具体的认识，并提取关键信息完成思维导图，评价学生对文本第一段的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章第二段的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第五课时 学生能运用书面表达自己的改变，在练中学，培养学生语言运用能力。 通过书面表达的形式介绍礼貌的寻求表达信息，评价学生写作的能力。
第4课时 教学设计
课题 Unit 5 What are the shirts made of Section B 2a-2e
教材（语篇）分析： 【what】 本节课Section B第二课时，是一节阅读课。 【why】 旨在培养学生阅读能力的同时介绍最具中国特色的传统艺术，如孔明灯、剪纸和泥塑，包括它们的制作工艺，制作原料和象征意义等。 【how】 通过本节课，还训练学生一个重要的阅读策略，既让学生了解文章结构的特点之一---先总提介绍，后细节描写。
学情分析： 自然情况 学生对于本节课中所设计的传统艺术较为熟悉。 （二）已有基础 对于这些传统艺术的制作材料以及用途也不陌生。 （三）存在问题
阅读整合能力还需加强。 （四）解决措施 可以引导学生使用目标句型进行谈论这一话题，本篇文章可以拓展学生的知识而和提升民族自豪感，对学生跨文化交际中所需的文化敏感也有潜移默化的作用。
教学目标： 通过本课学习，学生能够： 学生能够了解具有中国特色的传统艺术及其含义 （学习理解） 学生能够掌握一定的阅读技巧，提高阅读能力。 （应用实践） 血色和功能能够拓展知识，提升民族自豪感。 （迁移创新）
教学重难点 重点：理解并运用所学词汇和被动语态简单介绍传统艺术的制作材料、用途和象征意义等。 难点：掌握被动语态的用法和功能。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Show some pictures about traditional forms . Ask questions about these are forms , for example , What are they made of What do they stand for 学生活动1 Answer the questions and discuss 活动意图说明： 通过图片引入话题，谈论各种艺术品的制作材料和其蕴含的意义，在问答中引出部分生词，也为下一步教学活动作好铺垫。 环节二：Activity 2 教师活动2 Presentation Ask students to read the Passage quickly , and find out the three art forms mentioned in the passage. 学生活动2 Read aloud and finish the task . 活动意图说明： 总体阅读文章，找出文中提到的三种传统艺术形式，了解文章的大意。 环节三：Activity 3 教的活动3 Reading strategy Work on 2c Point to the title . Ask students the question:What are common things Ask students to read the fist paragraph and find out the common things. Point out the reading strategy , and ask students to realize that a general introduction of topic is usually followed by specific details and examples . 学的活动3 Before reading , do some practice . 活动意图说明： 由文章的题目引出问题:What are the common things 让学生了解第一段的大意，继而了解“先总体介绍，后细节描写”的阅读策略。 环节四：Activity 4 教的活动4 Reading for information Read Para. 2 and answer the question: Who first used sky lanterns What are they made of What were they used for before and what are they used for now Read Para. 3 and answer the question: What are they made of What kinds of pictures are usually found on paper cuttings How do people use paper cuttings durign the Spring Festival Read Para4. and answer the questions What are the steps for making clay art pieces What are the clay pieces like What meanings do they show 学的活动4 细读文章，检查预测 回答问题学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 本单元的阅读策略为先总体介绍，后细节描写。通过本节课的阅读，可以更好地理解文章结构，复述文章大意。 环节五：Activity 5 教的活动5 Work on 2d-2e Ask students to complete the sentences in 2d without looking at the phrases in the box. The ask them to complete the sentences using the correct forms of the phrases in the box. Have some students read the sentences to check the answers. Point out the two questions in 2e . Ask students to work in groups of four and discuss the questions. Have a few students share their opinions . 学的活动5 Read the requests and answer the questions . Check the answer 活动意图说明： 2d活动旨在练习巩固文中中出现的重要短语，要求学生先不看所给的词组，根据阅读后的记忆来完成填空，这样可以锻炼学生的记忆和思维能力，也是对猜词能力的一种培养。2e活动是开放式的口语训练，是给学生表达自己思想和看法的机会。
板书设计 Unit 5 What are the shirts made of Period 4 Section B 2a-24 form scissors lively paper cutting celebration fairly balloon heat complete polish
分层作业设计 基础巩固： Read the passage after class. 设计意图：熟记本课重点单词和短语。 能力提升： Finish the exercises . 设计意图：复习巩固重点单词及短语。
教学反思与改进 本节课是一个任务型阅读，教学设计体现了任务型教学是设计理念，如何围绕阅读提取必要信息，整个阅读教学过程由易到难，逐层递进，逐步完成各个任务，使学生初步学会如何去阅读并提取信息。通过小组任务活动，学生能掌握本节课的学习内容，充分地发挥了学生的主体作用，使学生在轻松愉悦的氛围中学到知识和提升初步运用语言的能力，着重学生阅读能力的提高。
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