英語人教版九年級全冊第五單元教學設(shè)計

1、英語人教版九年級全冊第五單元教學設(shè)計編制僅供參考審核批準生效日期地址： 電話：傳真: 郵編:教學內(nèi)容9年級 Unit 5 Beauty in common things 教者： 施 歡 課型：閱讀課教學目標知識與技能：1.通過讀前新單詞掃障的方法以及相關(guān)閱讀任務(wù)的開展，掌握本課的新詞匯。 2.通過閱讀任務(wù)的進行，鞏固被動語態(tài)在文章中間的運用。 3.通過相關(guān)閱讀任務(wù)掌握本課的文章謀篇布局的分析法-總分，便于學生在以后的閱讀中掌握這種方法進行相關(guān)的閱讀練習。過程與能力：通過快讀、精讀等閱讀技能對本課相關(guān)閱讀練習的處理，讓學生掌握總-分結(jié)構(gòu)類型文章的閱讀分析。 情感與價值：本課通過對三種中國傳統(tǒng)藝術(shù)

2、形式的閱讀探討，使學生了解中國傳統(tǒng)藝術(shù)形式的美，以及讓學生認清中國傳統(tǒng)藝術(shù)形式正在流失的這一現(xiàn)實，進而呼吁關(guān)注與保護中國傳統(tǒng)藝術(shù)形式這一先人們傳承下來的瑰寶。重點難點閱讀技巧-謀篇布局，即總分結(jié)構(gòu)文章的閱讀技巧；中國傳統(tǒng)藝術(shù)形式的閱讀探討；被動語態(tài)在文章中的運用與設(shè)題。教學準備幻燈片，電子白板教 學 過 程個性化批注問候?qū)W生，通過觀看一段關(guān)于中國傳統(tǒng)節(jié)日的短片引入剪紙這一傳統(tǒng)藝術(shù)形式。聽錄音，完成下列短文的補全單詞。Paper cutting has been around for over 1500 years. Paper cutting sounds very easy but it c

3、an be difficult to do. The paper,usually red, is folded before it is cut with scissors. The most common pictures are flowers, animals, and things about Chinese history.During the Spring Festival, they are put on windows, doors and walls as symbols of wishes for good luck and a happy new year.根據(jù)以上短文，

4、回答下列問題 = 1 * GB3 * MERGEFORMAT How old is paper cutting？ = 2 * GB3 * MERGEFORMAT What kinds of pictures are usually found on paper cutting？ = 3 * GB3 * MERGEFORMAT When do Chinese people use paper cutting? = 4 * GB3 * MERGEFORMAT What are the symbols of paper cutting?通過快速單向記憶新單詞，熟悉本課新詞匯?？熳x 瀏覽全文，完成下列

5、任務(wù)。 = 1 * GB3 * MERGEFORMAT There are 4 paragraphs in the passage. = 2 * GB3 * MERGEFORMAT Choose the layout of the passage A. Moving from general to specific B. Moving from general to specific then to general = 3 * GB3 * MERGEFORMAT 快讀2-4段，完成下列表格。 Traditional art formPara. 2Para. 3Para. 4 = 4 * GB3

6、 * MERGEFORMAT 快速重讀全文，選擇文章主旨大意 The passage mainly talks about . A. Something about paper cutting B. Beauty in Chinese traditional festivals C. Beauty hid in Chinese traditional art forms精讀 = 1 * GB3 * MERGEFORMAT 閱讀第1-2 段完成下列閱讀任務(wù) （Para 1） What do traditional Chinese art forms try to show? （Para 2） 1

7、. In the past, sky lanterns were used by to when in trouble. 2. Now sky lanterns are used at and other . 3.Sky lanterns are made of and are with paper. = 2 * GB3 * MERGEFORMAT 找出本段其他的被動語態(tài)的句子并翻譯成中文。 4.When the lanterns are lit, they slowly rise into air. 5.They are seen as bright symbols of happiness

8、 and good wishes. = 3 * GB3 * MERGEFORMAT 閱讀第4段完成下列閱讀任務(wù) 1. Where are the characters of Chinese art clay from? 2. 根據(jù)文中的一段話，歸納出其主要意思: 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 po

9、lished and painted. = 4 * GB3 * MERGEFORMAT 再次通讀全文，完成下列表格。 Traditional art form Materials usedPara. 2 Sky lanternsPara.3 Paper cuttingPara. 4 Chinese clay out討論 = 1 * GB3 * MERGEFORMAT 找出生活中其他的傳統(tǒng)藝術(shù)形式 = 2 * GB3 * MERGEFORMAT 你認為如今，有些傳統(tǒng)的藝術(shù)形式在年輕人中間流行嗎？ = 3 * GB3 * MERGEFORMAT 許多中國傳統(tǒng)的藝術(shù)形式正處在消逝的危險之中，你能給出

10、一條關(guān)于拯救中國傳統(tǒng)藝術(shù)形式的建議嗎？ 讀前讀中讀中讀后讀后作業(yè)設(shè)計一、短語連線剪紙幸福的象征剪紙幸福的象征孔明燈（精）美的物品陶泥藝術(shù)傳統(tǒng)的藝術(shù)形式 paper cutting clay art traditional art forms symbols of happiness objects of beauty二、 單項選擇 1. The little boy by his father very high. A. is raising B. is raised C. is rised 2. Books are made paper, and paper are made wood. A

11、. of; from B. from; of C. of; for 3.In the past, sky lanterns by Zhuge Kongming to ask for help when in trouble. A. are used B. were used C. were using 4. beautiful the paper cutting is! A. How B. What C. Why板書設(shè)計 Unit 5 Beauty in common things Language point Grammar structure of passive voice Beauty

12、 in common things A of B Sth + be + past participle + by sb the sky lanterns B的A E.g. = 1 * GB3 * MERGEFORMAT The lanterns are lit paper cuttings = 2 * GB3 * MERGEFORMAT They are seen as. the Chinese clay art教學反思一、本堂課結(jié)合信息技術(shù)運用的反思1. 本堂課基本運用了信息技術(shù)的運用。課堂導入的視頻展示，使學生對于本堂課產(chǎn)生了極大的興趣。一直以來，興趣都是學習英語的一個重要因素。2. 通過

13、剪紙圖片的直觀展現(xiàn)，是教師找到的一個切入口，使得教學過程自然過渡到本堂課-傳統(tǒng)藝術(shù)形式的內(nèi)容中。3. 總的來說，把以計算機及網(wǎng)絡(luò)為核心的信息技術(shù)作為促進學生自主學習的認知工具、情感激勵工具與豐富的教學環(huán)境創(chuàng)設(shè)工具，并將這些工具全面地應(yīng)用到英語教學過程中，使各種教學資源、各個教學要素和教學環(huán)節(jié)經(jīng)過整理、組合，互相融合，在整體優(yōu)化的基礎(chǔ)上產(chǎn)生聚集效應(yīng)，從而促進傳統(tǒng)教學方式的根本變革，也就是促進以教師為中心的教學結(jié)構(gòu)與教學模式的變革，從而達到培養(yǎng)學生創(chuàng)新精神與實踐能力的目標。只是，在教者自己的實踐過程中，表現(xiàn)得還不夠完美。希望在以后的教學中，多多利用到信息技術(shù)與英語學科的運用，以便給學生提供一個更加輕松的英語學習環(huán)境。二、本堂課內(nèi)容上的反思1. 課堂用語方面：不夠簡練，廢話太多，在以后的教學中多多錘煉自己的課堂用語。2. 板書方面：有錯誤。The lanterns are lit. Lantern 后沒有加s；Chinese clary art中應(yīng)為clay.3. 教學流程方面：教學中由于太趕時間，在語言點的講述上，完全遺忘了，以至于課堂上的語言點板