人教版九年级Unit 5 What are the shirts made of -Section B 3a—3b Self check-ppt课件-(含教案+音频)-市级公开课-(编号：60ed7).zip

Unit5 单元复习课 What is it / are they made of / from? Who is it / are they produced by? Where is it / are they invented? What is it / are they used for ? . Free talk Introduction inventor story process As a traditional Chinese folk art, the Sugar Figure Blowing Art has a long _ process. It is said that this folk art_ in the Song Dynasty, at that time it was called opera candy. The Sugar Figure Blowing Art uses _ as its basic material. Artists _ sugar to proper temperature, then pull some syrup and roll it to a ball. Then different shapes were made by using different skills and _ with bright colors. historical was formed sugar heat up painted Listening Fill in the blanks _（根据）Chinese history, kites were first made by Mo Zi. In ancient times, they were u_ for military (军事）purpose. People _ (send) kites _ to send messages. At present, kites are known _ a game for people, especially for children. They are c_ _ beautiful paintings and slowly（ 上升） _ the air. Those different pictures and shapes of the kites are seen as bright symbols of _ (happy) and best wishes. sed sent as overed with rise into According to happiness out Online payment Shared bike High-speed train Alipay Reading Chinese Knot Chinese Knot is a kind of handicraft art. It is appeared in ancient time and developed in Tang and Song Dynasty . Chinese Knot is made of a single rope and named by its specific form and meaning. By putting different knots together, a special Chinese Knot is formed. For example, Full of joy, Happiness & Longevity, Double Happiness are Chinese traditional pleasant phrases expressing warmest regards, best wishes and finest ideal. Reading Reading Terra-cotta Army Terra-cotta Army is known as “eighth wonder of the world”. It was discovered in 1974 in the eastern suburbs of Xian by local farmers. According to Chinese history, Chinas first king Ying Zheng originally wanted 4000 teenagers to be buried alive when he died. Li Si suggested life-sized terra-cotta warriors and horses instead. His advice was accepted. The terra-cotta figures were made by government workers and local craftsmen. The head, arms, legs and torsos were created separately(分别的） and then assembled（组合的）. Writing BadyBadyBadyBady BeginningBeginningBeginningBeginning EndingEndingEndingEnding usage用途 materials features特点 stories Traditional art forms symbol Writing You are invited to be Chinese “Culture Ambassador（大使）” to introduce our colorful Chinese culture to the foreigners. Writing BadyBadyBadyBady BeginningBeginningBeginningBeginning EndingEndingEndingEnding Good morning ladies and gentlemen. My name is _. Its my great honor to introduce one form of traditional art-_ . Thank you for listening. usage用途 materials Features特点 stories Traditional art forms symbol Speach on Chinese Traditional Art 指导思想：指导思想： 义务教育阶段英语课程具有工具性和人文性双重性质，即培养 学生基本英语素养和发展学生思维能力，同时开阔学生视野，丰富 生活经验，形成跨文化意识，增强爱国主义精神和发展创新能力， 形成良好的品格和正确的人生观、价值观。 理论依据：理论依据： 根据英语核心素养的要求，以传承中华文化作为培养学生文化 品格的主线，在培养学生习得本单元基础语言知识和语言技能的基 础上，通过已有话题引导学生放眼古今、中外,发现中国传统文化的 美，挖掘学生四维的深度和广度，培养积极的思维品质是良好学习 能力的有效保障。 教材分析：教材分析： 本课是一篇单元复习课，内容选自人教版英语教科书九年级上 册 Unit5。本课语篇主要围绕产品生产的原材料，产地，生产方式 以及人们赋予它的特殊意义这些话题。话题所涉及的内容均属于中 国文化中具有代表意义的传统艺术，是拓展学生的民族文化意识， 跨文化意识，增强传承和弘扬民族文化等方面极佳的落脚点。 本单元和第六单元所涉及的语言点同为被动语态，本单元是基 础，以一般现在时的被动用法为主。因此，在教学设计时，我着重 对学生进行了丰富的语言输入，而其呈现的内容均是围绕中国文化 这条主线。 学情分析：学情分析： 学生已经结束本单元学习，因此在语言知识和语言内容方面已 有一定的掌握。所教学生的基础较好，能够配合教师的启发完成知 识的再现过程。 教学目标教学目标 知识目标： 1.掌握并灵活运用单元重点词汇和表达方式： （1）物品及原材料 （2）表达物品原料、产地、生产方式、创造者的被动语态句型 2. 能够阐述课文中各话题的相关内容，准确使用被动语态表述 意思。 能力目标： 1.能够准确捕捉听力和阅读材料中与所学知识先关的信息。 2.能够运用所学表达方式进行自由阐述。 情感、态度、价值观： 1. 培养学生做事精益求精的意识 2. 培养学生善于发现美好事物，发展并传承中国文化的品格。 3. 培养学生的民族自豪感，增强学生爱国意识， 教学重点：教学重点： 1.掌握并灵活运用多频新单词、词组： Materials: gold; silver; cotton; steel; silk; Traditional art forms: sky lantern; paper cutting; Chinese clay art; tea; kite; Verbs and phrases: produce; process; form；polish;celebrate; light; fold; be known for/as; at a very high heat; send out; rise into; cover with; turn into Others: widely; historical; international; competitor; 2. 掌握并灵活运用以下相关句型： What are they made of/from? Who are they made by? Where are they made? How are they made? What are they used for? 教学难点：教学难点： 1. 能够清晰介绍课文所学的传统文化 2. 能够根据拓展的知识补充对传统文化的介绍 3. 运用所学知识介绍自己熟知的其他传统文化 教学方法：自主学习和合作学习法，任务型教学法，思维导图 教学过程教学过程 I. Lead-in 1. Talk about the traditional art forms in Spring festival. 2. Lead students to review main topics in Unit 5. 设计意图设计意图：通过春节的传统文化导入单元主题，同时引导学生回忆 本单元所学知识。学生自由联想，分散性的捕捉本单元的知识，为 系统复习做铺垫。 II. Free talk Talk about the things around you with the main sentence structure. 设计意图：设计意图：利用头脑风暴将隐性的大脑信息呈现出来，对本单元所 学材料进行归纳，解决第一个教学重点-材料。通过教师的引导性 提问，过渡到对身边事物在制作材料，用途，发明者等方面的引导， 帮助学生感知语言在生活中的实际应用。 III. Introduction Talk about the process of each traditional art and focus on the topic“How is it made/produced?” 设计意图：设计意图：引导学生谈论以制作过程为主题的文本内容，突破第二 格教学重点-动词，尤其是在被动语态中的应用。 IV.Listening Listen to the introduction about Opera Candy. Fill in the blanks and answer simple questions. 设计意图：设计意图：通过听力，从文化内容角度拓展中国传统文化艺术品的 相关知识；同时，拓展训练学生捕捉重点信息的能力和灵活运用语 言的能力。 VFill in the blanks Fill in the blanks with the phrases and words youve learnt. 设计意图：设计意图：通过挖掘艺术作品背后的用途和意义，对学社进行情感 态度价值观的引导。填词考查学生对知识的灵活掌握情况, 挖掘学 生思维的广度和深度，激发学生思维的敏捷性和灵活性；读后交流， 拓展现代科技成果-新四大发明，激发学生思考，培养学生批判性 思维的意识。 VI. Reading Students read the article about Chinese knot and Terra- cotta warriors. Share the information by asking and answering. 设计意图：设计意图：兴趣阅读，学生自主选择自己感兴趣的主题进行阅读， 并分享。教师为学生提供拓展知识阅读，引导学生深入了解中国文 化知识；在阅读过程中，学生主动捕捉文本中重点信息，能够促进 学生积极思维品质的形成。交互式问答，将隐性的逻辑思维显性话， 有助于教师了解学生学习情况和思路。 VII. Summarizing 设计意图：设计意图：总结单元重点句型，整理说明文写作的几个方面，为写 作搭建阶梯。 VIII. Writing We are inviting you to be Chinese “Culture Ambassador（大 使）” to introduce our colorful Chinese culture to the foreigners. 设计意图：设计意图：结合本单元重点话题，以及本节课拓展的相关知识进行 写作练习。即是学生综合语言运用能力的训练，也是学生深入思考， 对所学知识进行系统的分析、归纳整理的过程。 IX. Homework 1. Read more information about Chinese culture that youre interested in. 2. Introduce Chinese culture to others. 设计意图：设计意图：将课堂学习延伸至课外，让学生懂得学习语言的真正目 的在于传播中国文化，这也是培养学生跨文化交流意识的一部分。 BlackboardBlackboard Chinese Traditional Art Who were they made by? What are they made of /from? What are they used for? Where are they produced? When were they invented? How are they made?