英语人教版九年级全册unit5 Section B 2b

Unit 5 Section B 2b Beauty in Common Things

一、整体设计思路

这是一节阅读课，选取的文章是人教版Go for it! （2014年版）九年级Unit 5 Section B 2b Beauty in Common Things 并以此作为写作范例，进行写作练习。

1.对阅读篇章的文本处理，先让学生根据本课提供的阅读策略，整体感知文章的主旨大意，归纳出“总-分”的篇章结构。然后再逐段阅读，获取文章每个段落的具体信息，再要求学生过渡到整体，以思维导图的形式呈现全文的脉络结构。

2.在写作练习部分，主要采取文章仿写的方式，包括仿写阅读篇章的结构、衔接方式和语言表达等，同时鼓励学生结合实际，发挥想象，自由表达。

二、教材分析

本节课的主要话题是让学生通过对几种中国传统艺术的阅读，让他们掌握从概括到具体的阅读策略的同时，明白如何用被动语态描述物品及产地，并巩固复习被动语态的构成及其应用。

三、教学目标

1.知识目标：

（1）掌握重点单词和词组：form, clay, celebration, balloon,paper cutting, scissors, lively, fairy tale, historical, heat,polish, complete doing, turn into, add to, be covered with, in trouble, objects of beauty, send out, a Chinese fairy tale, sky lanterns, at a very high heat, according to.

（2）通过学习本篇阅读，让学生感知、复习并运用本单元核心语法内容: 一般现在时被动语态the Simple Present Passive Voice ( am/is/are + done)

2.技能目标:

（1）培养学生的阅读技巧，如通过关注每段句首和句尾，快速掌握文章主旨大意的能力，思维导图的形式，分析文章脉络的能力。

（2）培养学生根据重点单词和词组复述课文的能力。

（3）通过文章仿写，培养学生的写作技巧，如分段写、运用主题句和连接词等。

3.情感目标：

通过介绍中国的传统艺术，了解与中国传统文化艺术相关的风俗习惯和文化背景，提升

民族自豪感。

四、教学重点和难点

1.培养学生通过扫读和略读快速获取文章主旨大意的能力，和运用思维导图梳理具体信息的能力，提高学生的语篇理解力和阅读效率。

2.通过对所选文章的结构与语言特点的分析，帮助学生总结归纳写作技巧，并运用于实际写作中。

五、教学策略

根据本课教学目标和重难点，采用扫读、略读、画思维导图、双人活动、小组讨论、仿写等活动来引导学生自主学习。

六、教学用具

多媒体、课件

七、教学过程

Stage1:Warming up

Step1: Greeting

Step2: Check the preview

Review the new words and phases by doing some exercises, such as translating the new words from Chinese to English or from English to Chinese, and completing the sentences.

Stage2: Pre-reading

Step 1: Lead-in

Task 1: Free Talk

1.Ask the students to talk about some traditional art in their daily life.

T: Do you know any forms of traditional art in our country?

Ss: Beijing Opera in Beijing, Face-Chaning in Sichuan, lion dance in Guangdong, tiger-head shoes in the northern part of China...

The conclusion is that each different part of China has its own special forms of traditional art.

2.The teacher shows some pictures about more special forms of traditional art in different parts of China. Then, ask the students some questions:

①What do you think of these forms of traditional art?

②If you have a chance, which one do you want to learn? Why?

Task 2: Using reading strategy ( Prediction )

Ask students to read the title and look at the pictures in the text, then try to guess the main topic of the passage.

(Reading strategy - Prediction: We can predict what the passage may talk about according to the topic and the pictures of the text.)

Stage3: While-reading

Step 1: Scanning ( Reading for structure)

Ask students to read the passage quickly and find out the structure of this passage. The teacher will give students some questions to help them.

Questions:

1.How many forms of traditional art are mentioned in the passage? What are they?

Ss: Three. They are sky lanterns, paper cutting and Chinese clay art.)

2.How many parts can the passage be divided into? And then, get the main idea of each part.

Part 1( 1 ) : A general introduction of the Chinese traditional art.

Part 1( 2 - 4 ) : Some specific details and examples of the Chinese traditional art.

3.How does the writer organize the passage?

( the first one )

4. Ask the students to draw a mind map for the whole passage.