Unit 5 What are the shirts made of Section B 2a-2e教学方案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)
【学情分析】
1.学生已有知识和经验
学生们在Unit 5 Section A中已学习了一般现在时的被动语态,以及围绕单元话题What are the shirts made of 运用被动语态谈论了日常生活用品和制造该用品所需的原材料和产地等的基本词汇,这为新知识的学习奠定了认知基础。Section B 1a-1e的听说课中,学生已经初步感知了中国的传统艺术形式之一——风筝的相关介绍,如制作原材料、国际风筝节等,这为新内容的学习也做好了充分的铺垫。
2. 学生学习方法和技巧
学生在教师的指导下运用多种阅读方法策略,如Scanning, Skimming,careful reading, paying attention to key words、mind map来习得文本中的内容,并迁移思维导图来构建自己的个性图式,最终实现个性创作,同时学生也采用了小组合作学习法,通过合作学习,以达到组员之间互帮互助的目的。
3. 学生个性发展和群体提高
学生在教学过程中提升综合运用语言的能力。最后的介绍传统艺术品小组活动,小组自由选择确定一件传统艺术品并展开论述进行介绍,这有利于他们个性的发展。
【学习目标】
1. get some basic knowledge about sky lanterns, paper cutting and Chinese clay art by working in groups.
2. talk about traditional art forms by using mind map.
3. be proud of our country, spread and create the beauty of traditional art forms by group work.
【教学重难点】
Get some basic knowledge about sky lanterns, paper cutting and Chinese clay art.
2.Learn to draw a mind map by some basic knowledge.
【教学过程】
Step 1 Lead-in
Learning objectives.
Free talk
T:What do you usually do in your free time Ss:...
T: Do you like to visit the museum Why
Ss: No/Yes,because...
T: I agree with you.I also like museum. It tell me a lot about the culture of our country.
Show photos about Henan Museum.
T: Henan Museum is going to hold a folk exhibition. It’s looking for the best speaker for their traditional art forms. Do you want to have a try Let’s go!
Show some pictures about traditional art forms.
T: There are too many traditional art forms in the museum. Let’s have a look.
设计意图：师生间free talk引出博物馆话题，河南博物院准备举办一场民俗展，正在为传统艺术品寻找最佳讲解员，发动同学们积极参与成为最佳讲解员。通过浏览馆内传统艺术品，发现他们的外表都特别美丽，而且都是由一些简单物品制成，今天让我们一起寻找他们的美丽所在吧！课堂情境围绕Find beauty—Share beauty—Spread beauty—Create beauty展开教学。
Step 2 While reading
Fast reading
Predict the main idea by looking at the title and pictures.
Find out the text type of the passage, which part the general introduction is and which parts the specific details are.
设计意图：训练学生通过题目、图片快速找出文章大意的阅读技巧。使学生理解文章的体裁及总体框架（先对话题概括介绍，后描述具体细节、举例），这一步让学生对文章有一个整体而清晰的认识。
Careful reading
Read para.1 and ask Ss to answer the questions.
What do traditional art forms try to show
What common things are mentioned(提到) in paragraph 1
2）Read Paragraph 2 and lead Ss to find out basic knowledge.
设计意图：细读第一段理解文章大意，课前学生已经预习过，请一位同学上台寻找出关于孔明灯的基本信息，板书构建关于孔明灯基本信息思维导图，不仅有助于加深复述孔明灯相关知识，为后面分享其他两个艺术品提供了思路。
Step 3 After reading
Pair-work
Let Ss retell the basic knowledge of sky lanterns.
Group work
Read Paragraph 3 and 4, Choose the paper cutting or Chinese clay. Find key information and draw a mind map for it. Ask Ss to talk about it according to the mind map.
Further thinking
How do traditional art forms show us love, beauty and family
Will the traditional art forms be gradually lost
The best speaker
Before class each group prepared a traditional art form, work in groups of 4, introduce the traditional art form. Show the assessment before the task. And then vote for the best group.
设计意图：同桌两人相互复述孔明灯相关信息，落实学习目标1，提高语言表达能力；小组合作找出剪纸或泥塑相关信息并绘制思维导图，为后面介绍其他艺术品铺垫，层层深入，完成学习目标2。课前每组确定一件艺术品并带到课堂，围绕艺术品展开介绍，4人上台分享介绍艺术品，在此活动中，学生欣赏了不同传统艺术品的美丽，讲述中国传统艺术品的故事，增强学生的文化自信，落实情感目标。
Step 4 Homework
设计意图：体现作业分层。一个为复述本节课学到的三件艺术品，锻炼语言表达能力；另一个作业为自己创造一件艺术品，并围绕几个方面写一篇文章，锻炼动手能力及写作能力。
Blackboard Design: