【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】Unit5 section B

中小学教育资源及组卷应用平台
【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】
Unit5 Section B
导入一　图片导入:
利用PPT,提供几种不同造型的风筝,引导学生想象制作风筝时使用的材料,让学生使用一般现在时的被动语态来编对话,以导入新课。
　　T: Do you like flying kites
　　S: Yes, I do.
　　T: Can you make a kite
　　S: Yes, I can. To make a kite, I need some materials such as…
导入二　对话导入:
Play a part of a TV play about people flying sky lanterns.
T: What are they doing
S1: They are flying sky lanterns.
T: What are they used for
S2: They are symbols of good wishes.
T: You're right. But according to Chinese history, they were first used to ask for help when people were in trouble. It's a form of traditional Chinese art. Today we'll learn some traditional art forms of China.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 1e　Role-play (分层教学)
1. 对于基础好的学生,让学生分组自由讨论。讨论前教师可以先给出关键词:vacation, Weifang, famous for, kite festival, best, painted, drawing等。
2. 对于基础差的学生,教师需要给予帮助和引导,教师可以利用一般疑问句、特殊疑问句或选择疑问句进行提示,降低难度。可以参考下列句子:
Where did you go on vacation Did you go to Weifang Is Weifang in Shandong
What is Weifang famous for Is it famous for kites or bikes
What did you see there Did you see many kinds of kites
What happened at the festival Did people compete in kite flying
What are the kites made of Are they made of silk or paper
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　任务教学
1. What do traditional Chinese art forms try to show
2. What were sky lanterns used for before and what are they used for now
3. What kinds of pictures are usually found on paper cuttings
4. How do people use paper cuttings during the Spring Festival
5. What are the steps for making clay art pieces
6. Which art form do you think is the most interesting Why
　　◎Key:
1.They try to show the things that are important in life, such as love, beauty and family.
2.They were used to ask for help when in trouble before and now they are used at festivals and other celebrations.
3.Flowers, animals, and things about Chinese history.
4.During the Spring Festival, they are put on windows, doors and walls as symbols of wishes for good luck and a happy new year.
5.The pieces are carefully shaped by hand from a very special kind of clay and then allowed to air-dry. After drying, they are fired at a very high heat. They are then polished and painted.
6.I think Chinese clay art is the most interesting. Because the pieces are very cute.
突破二　辅助教学
利用思维导图帮助学生用自己的话复述课文。
Section B
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
On the basis of Section A, this part further consolidates and deepens the topic content of this unit, namely, “Things Made in China—Kites”. This section of the listening material in this lesson centers on the international kite festival in Weifang, and contains a brief introduction to Weifang, as well as the raw materials for kites and the competition of the festival.
Why:
Activity 1a provides familiar topics for pre-listening preparation and consolidates the internalization of the passive voice in this unit; 1b-1d are three different listening activities with different focuses; 1b tests the overall comprehension of the listening content; 1c and 1d test the detailed information; and 1e is an activity for oral output of the previous listening content.
How:
Through discussing the raw materials for making kites and the international kite festival in Weifang, we further learn the passive voice in the general present tense, while broadening our knowledge and stimulating our interest in learning English, and through focusing on the representative kites in traditional Chinese culture, we carry forward the feelings of home and country and build up our cultural self-confidence.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To understand and talk about the raw materials used in the manufacture of kites and the international kite festival in Weifang and other related contents by listening, watching and speaking.
2.To be able to help students sort out the key information of listening by means of complementary tables, mind maps, etc., and to retell the listening.
3.To enhance students' understanding of traditional Chinese cultural elements through talking about kites, to expand their knowledge and to enhance their sense of national pride.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.Listen to and complete the listening tasks in this class period.
2.Use the passive voice to introduce the characteristics of kites.
Teaching Difficulty:
The use and function of the passive voice in real life.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
Make a brief introduction to Weifang.
Purpose To introduce the topic of this lesson—the international kite festival.
Step 2　Pre-listening (1a)
Do you know how to fly a kite What are kites made of Write down some materials used in making kites.
Purpose To review the target language for talking about what things are made of.
Step 3　Listening (1b)
Ask the students to listen to a conversation between Laura and Zheng Yun in 1b and circle the correct answers.
1.Laura is trying to find out more about 　A　.
A.what Zheng Yun did on his vacation
B.what Zheng Yun thinks about Weifang
2.Zheng Yun tells Laura about　A　.
A.a kite festival
B.how to make a kite
Purpose To provide students with practice in listening to the target language in natural speech.
Step 4　Listening (1c)
Have the students listen again and write L for Laura or Z for Zheng Yun in 1c.
1.　Z　 went on a vacation to Weifang.
2.　L　 wants to know more about the kite festival.
3.　Z　 saw many different kinds of kites at the festival.
4.　L　 didn't know that kite flying could be so exciting.
5.　L　 wants to learn to fly a kite.
Step 5　Listening (1d)
Get students to listen again and fill in the blanks in 1d with what they hear.
1.Weifang is a city in Shandong. It is famous for 　kites　.
2.The international kite festival is held in 　April　 every year.
3.The competitors at the festival are from 　all over the world　.
4.There are 　competitions　 for the best kites.
5.Some of the kites Zheng Yun saw were made of 　silk or paper　. Some were painted with colorful 　drawings　.
Purpose To deepen students' understanding of the overall content and details of the listening text through listening exercises.
Step 6　Post-listening (1e)
1.1e.Role-play a conversation between Laura and Zheng Yun using the information in 1b-1d.
A: Where did you go on vacation
B: I went to an international kite festival.
A: That sounds interesting. What did you see there
B: …
2.Pair-work:
Let students make a conversation about the kites.
What is it made of/from
Who is it made by
Where is it made
What can it do
Why is it special
Step 7　Role-play
Purpose To provide students with speaking practice using the target language.
Step 8　Homework
1.Required:
(1)Write something about products with “be made of/be made from/be made in”.
(2)Make a conversation about the kites.
2.Optional:
(1)Look for the information about the first kite in China.
(2)Make a mini writing about the Weifang international kite festival.
第二课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
The content of this lesson is the reading section of the unit, and it introduces the most characteristic traditional Chinese art forms—sky lanterns, paper cutting and Chinese clay art, including their production process, raw materials and symbolic meanings.
Why:
To help students understand the materials used to make some daily necessities, increase their general knowledge of life, and develop good living habits; to understand the production process and materials used to make some well-known local products or traditional artworks, and to cultivate students' national pride and patriotism.
How:
The pre-reading activity in 2a asks students to talk about traditional Chinese culture and art. Activity 2b asks students to scan to find the information in the table, i.e. the traditional art forms mentioned in the text and the raw materials needed for making them.Activity 2c guides students to pay attention to the details of the text to help them deepen their understanding of the text.Activity 2d trains the important phrases appearing in the text, especially verb phrases. Activity 2e is an open-ended activity to help students learn about the process of making some famous local products or traditional artworks and the materials needed for making them.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To center on the topic of traditional Chinese art, deepen the perception of the passive voice sentence pattern in the general present tense, and enhance the ability to grasp the overall structure of the article and the general idea of the paragraphs by reading the general introduction in the first paragraph and illustrations of the article. To be able to use a series of reading skills to effectively improve reading skills and understand the structural characteristics of the article.
2.To be able to discover more beautiful things in life, to value traditional Chinese or folk art and to strengthen cultural self-confidence by thinking about the title of the article “Beauty in Common Things”. Through understanding the production process of some well-known local products or traditional artworks and the materials used to make them, students can feel the Chinese culture and the Chinese spirit.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.Master the words and usage that appear during the lesson.
2.Read short articles to get relevant information and improve students' comprehensive reading ability.
Teaching Difficulty:
Read the short articles in 2b and complete the related requirements.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Free-talk
T: Paper cutting is a traditional art form.
What kind of folk or traditional Chinese art do you know
Sky lanterns, Chinese clay art, china, Beijing opera…
Each different part has its own special forms of traditional Chinese art.
Purpose To introduce traditional Chinese art and set the stage for reading the article.
Step 2　Pre-reading
1.2a.What do you know about folk or traditional art, like paper cutting Tell your partner about it.
S: I know paper cutting. The paper is usually red. When the Spring Festival comes, it is put on windows or doors.
2.Prediction: Show some questions and let students predict the answers according to the picture and the title.
(1)What common things are mentioned in the passage
(2)How many traditional art forms are mentioned What are they
◎Key:
(1)Paper, clay and bamboo.
(2)Three.Sky lanterns, paper cutting and Chinese clay art.
Purpose Predict the main information of this article through the title and pictures before reading to reduce the difficulty of reading and stimulate students' reading curiosity.
Step 3　While-reading
1.Let students match the general idea with each paragraph.
Para.1　 A. Sky lanterns.
Para.2 B. Paper cutting.
Para.3 C. Chinese clay art.
Para.4 D. The forms and meaning of traditional art.
2.Read quickly and answer.
(1)Which paragraph is a general introduction(总体介绍)
◎Key: Para.1.
(2)Which paragraphs are specific details(具体细节) and examples
◎Key: Para.2, Para.3 and Para.4.
Moving from general to specific.
A general introduction of the topic is usually followed by specific details and examples.
Purpose Set up a matching exercise for the main idea of each paragraph to deepen the understanding of the reading text as well as to further develop students' ability to grasp key information.
3.2b.Read the passage and complete the chart below.
Traditional art form Materials used Symbols
sky lanterns bamboo, paper happiness and good wishes
paper cutting paper(usually red) wishes for good luck and a happy new year
clay art clay the love for life and beauty
Purpose To summarize through the table to develop reading skills.
4.Read Para.1 carefully and fill in the blanks.
Traditional art forms usually try to show the things that are important in life, such as 　love　, 　beauty　 and 　family　. The most 　common　 things, from paper to clay to bamboo, are 　turned into　 objects of beauty.
5.Read Para.2 carefully and answer the questions about sky lanterns.
(1)What were sky lanterns used for at first
(2)What are they used for today
◎Key:
(1)Sky lanterns were first used by Zhuge Kongming to ask for help when in trouble.
(2)Today, they are used at festivals and other celebrations as bright symbols of happiness and good wishes.
6.Read Para.3 carefully and answer the questions.
(1)What kinds of pictures are usually found on paper cuttings
(2)How do people use paper cuttings during the Spring Festival
◎Key:
(1)On paper cuttings, the most common pictures are flowers, animals, and things about Chinese history.
(2)People put paper cuttings on windows, doors and walls as symbols of wishes for good luck and a happy new year.
7.Read Para.4 carefully and sort by the right steps.
(1)　2　They are allowed to air-dry.
(2)　1　The pieces are shaped by hand carefully.
(3)　3　They are fired at a very high heat.
(4)　4　They are polished and painted.
8.Think:
(1)The art shows that Chinese are　　　　.
◎Possible Key: smart; creative; skillful; hopeful; clever…
(2)How do you feel about traditional Chinese art forms
Behind the beauty lies　　　　.
◎Possible Key: wisdom; culture; efforts…
Purpose To help students to sort out relevant information and gain a deeper understanding of the hidden messages between the lines.
Step 4　Post-reading
1.Let students finish 2c—Read the passage again and answer the questions.
(1)What do traditional Chinese art forms try to show
(2)What were sky lanterns used for before and what are they used for now
(3)What kinds of pictures are usually found on paper cuttings
(4)How do people use paper cuttings during the Spring Festival
(5)What are the steps for making clay art pieces
(6)Which art form do you think is the most interesting Why
◎Key:
(1)They try to show the things that are important in life, such as love, beauty and family.
(2)Before they were first used by Zhuge Kongming to ask for help when in trouble. Now they are used at festivals and other celebrations as bright symbols of happiness and good wishes.
(3)The pictures usually found on paper cuttings are flowers, animals, and things about Chinese history.
(4)They put them on windows, doors and walls as symbols of wishes for good luck and a happy new year.
(5)They are first carefully shaped by hand from a very special kind of clay and then allowed to air-dry. After drying, they are fired at a very high heat. They are then polished and painted.
(6)Chinese clay art. Because the clay pieces are so small but look very real. (The answer depends on the students' hobbies.)
2.Let students finish 2d—Complete the sentences using the correct forms of the phrases in the box.
such as　turn…into　send out　cover with　rise into　put…on
(1)People used to 　send out　 sky lanterns when they were in trouble. But today, people light the lanterns and watch them 　rise into　 the sky with their wishes.
(2)The art of paper cutting 　turns　 a simple thing like a piece of paper 　into　 a beautiful piece of art. People often 　put　 these art pieces 　on　 the doors, windows and walls of their homes to celebrate the Spring Festival.
(3)To make Chinese clay art, the clay is shaped by hand into things 　such as　 cute children or characters from Chinese fairy tales and stories. They are then　covered with　 paint.
3.Let students discuss the questions in their group.
(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
◎Key:
(1)I think paper cutting is the easiest, because we just cut a piece of paper into what we want with scissors. I think Chinese clay art is the most difficult, because there are too many steps to make a clay piece.
(2)I want to learn paper cutting, not only because it is easy to learn, but also because we can do it at any time.
Purpose To further deepen the understanding of knowledge points and consolidate the understanding of the content of the article through post-reading training questions.
Step 5　Language points(详见课件资源)
Step 6　Summary(详见课件资源)
Step 7　Homework
1.Required:
(1)Find more beauty in common things.
(2)Finish a piece of writing about folk or traditional Chinese art.
2.Optional:
(1)Discuss which art form is the easiest or most difficult, and list the reasons.
(2)Draw a mind map and retell the passage.
第三课时(Writing)
Step 1　Presentation
1.话题解读:
本单元的写作主要围绕“中国制造”这个话题,学习并了解中国的传统艺术,如孔明灯、剪纸、泥塑等,介绍物品的产地、材料、制造方法、使用方法、特点等。
2.常用句型:
My town/city is famous/known for… 我的城镇/城市因……而著名。
…is famous/known in my town/city. ……在我的城镇/城市是著名的。
It has a long history with… 它有着……的悠久历史。
…is/are special because… ……是特殊的,因为……
…is/are made in… ……是在……制造的。
Step 2　Brainstorm
T: What are some special things that your town/city is famous for These can be food, artwork or any other products.
Get the students to do this as a class activity. The teacher can write the ideas on the blackboard.
Step 3　Take notes
Get the students to discuss them with a partner and take notes, and fill in the chart in 3a individually according to the brainstorm.
What the product is
What it is made of/from
Who it is made by
Where it is made
What it can do
Why it is special
And check their work with several students.
Step 4　Guidance on writing methods(详见课件资源)
Step 5　Writing
Get the students to write a paragraph about the product individually, using the expressions in 3b.
Step 6　After-writing
After finishing the writing, ask the students to check their work in pairs.
And then ask some students to present their work to the class.
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