人教版九年级Unit 5 What are the shirts made of -Section B 2a—2e-ppt课件-(含教案+视频)-市级公开课-(编号：10ec6).zip

Chinese clay lion dance paper cutting tiger-head shoes Beijing Opera Face-Changing Chinese knot tiger-head shoes Do you know any Chinese traditional art? Chinese clay lion dance paper cutting tiger-head shoes Beijing Opera Face-Changing Chinese knot lion dance Chinese clay lion dance paper cutting tiger-head shoes Beijing Opera Face-Changing Chinese knot Face-Changing Chinese clay lion dance paper cutting tiger-head shoes Beijing Opera Face-Changing Chinese knot paper cutting Chinese clay lion dance paper cutting tiger-head shoes Beijing Opera Face-Changing Chinese knot Beijing Opera Chinese clay lion dance paper cutting tiger-head shoes Beijing Opera Face-Changing Chinese knot Chinese clay Chinese clay lion dance paper cutting tiger-head shoes Beijing Opera Face-Changing Chinese knotChinese knot Chinese clay lion dance paper cutting tiger-head shoes Beijing Opera Face-Changing Chinese knot special _of traditional art Each different part has _own its forms 1.What does the passage may talk about? 2.How many traditional art forms are mentioned? What are they? Some Chinese traditional art. sky lanterns, paper cutting and Chinese clay. Fast ReadingFast Reading 1 Look at the title and the pictures on page 38. Then answer the questions. Traditional art form Materials used sky lanterns paper cutting Chinese clay bamboo and paper paper a very special kind of clay Some examples and details of Chinese traditional art Sky lanterns First used by _ used for: _ _ Symbols : _ _ happiness and good wishes Zhuge Kongming asking for help when in trouble made of_ covered with _ look like _ bamboo paper balloons 2 paper cutting History: _ The common pictures :_ _ The paper: _ for over 1500 years flowers , animals ,things about Chinese history _ before it is cut with _ scissors is folded Where :_ on windows ,doors ,and walls Symbols:_ _ wishes for good luck and a happy new year usually red Describe how to make a Chinese clay piece. First, are carefully shaped by from and then allowed to. Second, after , they are at a very . shaped by handair-dry fired at a very high heat At last, they are polished and painted 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 Festivals? 5. What are the steps for making clay art pieces? 6. Which art form do you think is the most interesting? Why? 1. They try to show the things that are important in life, such as love, beauty and family. 2. Theyre first used to ask for help, but now used at festivals and celebrations. 3. The most common pictures are flowers, animals, and things about Chinese history. 4. During the Spring Festivals, theyre 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 and then allowed to air-dry. Then fired, polished and painted. Read the passage again and answer the questions. 2c P38 新目标英语八年级（下）新目标英语八年级（下） Unit5 If you go to the party ,youll have a good time ! 教学设计教学设计 一、教学内容及分析一、教学内容及分析 本单元是以“参加聚会”为话题，开展教 学活动。通过谈论某个推断，学习 if 以引导的条件状语从句。通过 丰富多彩的语言实践，既掌握了 flower, against, chance, tonight 等词的用法，又在语言情景中对 if 状语从句主句用将来 时，从句用一般现在时进行了充分的操练。与此同时，我们还要学 习许多新词如 jeans, organize, agent, lawyer 等。引导学生用 If 引导的条件状语从句来谈论事件之间的因果关系，并分析得出处 理决定，或给出解决的意见。 二、学习者特征分析二、学习者特征分析 本单元教材面对的是八年级学生 ，他们 英语上听说读写等技能有一定的基础，能基本上用英语表达简单的 句子及意思。学习本单元之前接触过一些条件状语从句，也提到过 主将从现得原则。加上本单元的单词基本上都是他们学过的 。在前 边谈论的话题的基础上进一步的引申，比如谈到规章制度，谈到未 来的理想等话题，学生们都很熟悉。所以在进行本单元的内容时如 果能有效地温故而知新就减小了难度。 一、教材内容分析一、教材内容分析 本节课是第五单元的第一课时，主要目标首先是学到几个生单词，如 “jeans, organize ,happen ,短语：go to the party ,let sb in ,have a good time ,stay at home ,make food ,have it etc.重点在于开始 了解由 if 引导的条件状语从句的基本句型构成，通过各种形式的操练，达 到学会用 if 从句谈论问题即假设。 二、教学目标（知识，能力，情感态度、价值观）二、教学目标（知识，能力，情感态度、价值观） 认知目标： 单词及短语：jeans, organize ,happen , go to the party ,let sb in ,have a good time ,stay at home ,make food ,have it etc 掌握句型：I think Im going to wear jeans to the party .If you do ,the teachers wont let you in . What will happen if they have the party today ? Lets have it today. 能力目标 能用 if 引导的条件状语从句作出假设，用 will 谈论结果。 情感态度与价值观：本课时围绕 party 展开话题，贴近学生生活，符合他 们热爱休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。 三、重点难点三、重点难点 （1）重点句型：I think Im going to wear jeans to the party . If you do ,the teachers wont let you in . What will happen if they have the party today ? Lets have it today. 难点：正确使用 if 引导的条件状语从句 四、学习者特征分析四、学习者特征分析 If 引导 的条件状语从句以前在练习题中接触过，也曾向学生透露过，不过 不是作为重点讲解，细心的学生还是有一定的基础的。至少了解条件状语从 句的基本句型构成。知道“主将从现”的规则。 五、教法选择、学法指导与资源准备五、教法选择、学法指导与资源准备 教法选择：教法选择：采用激趣法，直观演示法，口语交际法，视听法，听说法，任务 型教学法，运用多媒体让学生积极参与，大胆实践，共同交流与合作。 学法指导：学法指导：通过 Pairwork, groupwork 来达到掌握知识的目的。 资源准备：资源准备：多媒体课件，录音机 六、教学过程六、教学过程 1. 教学教学 任务任务 2. 教师活动教师活动3. 学生活学生活 动动 4. 设计意图及资源准设计意图及资源准 备备 5. Step 1 War ming -up (3mi nute s) (1) Greet the class as usual and check the homework. 6. (2)Ask Ss to sing a song:If you are happy。 7. Sing a song:If you are happy 。 8. 用 song：激发学 生的学习兴趣和 感知能力。 9. Step 2 Pres entat ion (7mi nute s) 1. Ask some questions. 10. If you are happy, what will you do? 11. If I am happy, I will smile. 12. If you become sad, what will you do? 13. If I become sad, I will cry. 14. What will happen if you are going to do too much work? 15. If I am going to do too much work/ If you do, I will get tired. 16. 2Show some pictures to present new words and structures: 17. Ask several students: 18. What will you do if you have a robot in the future ? 19. What will you do if you have much money ? 3Show some situations to the 20. Ss answer the qustion s .Then show out their answers . 21. 利用丰富的图片引 出重点句型，并结 合第一单元学生感 兴趣的机器人来提 问并作答，既生动 形象，又复习了刚 学过的内容，更有 利于学生接受。 ） 22. （进行 pairwork 活 动，训练学生对句 型的反应。 ） students , discuss in pairs :What will happen? Then ask some students about the consequences. 23. Step 3 Look and say (8mi nute s) 24. This Sunday our school will organize a party. What will happen if you go to the party? Discuss with the students. 25. If I go to the party , Ill have a good time. 26. Show the pictures of Section A , ask the students to predict the consequences. Talk about the pictures 27. Look at the pictures. Then match the statements with responses 28. Discuss with the student s. 29. Talk about the pictures 30. Look at the pictures . Then match the stateme nts with 31. （以预测的形式引 入文本，活跃课堂 气氛，激发学生的 兴趣。利用图片引 出 party 话题，运 用 will 谈论结果. ） respons es 32. Step 4 List enin g (15m inute s) 33. (1)1b . Were your answers to activity 1a correct? Play the tape and then 34. (2)check the answers， Work in pairs and talk about the pictuers in 1a. 35. （3）Finish 2a and 2b 36. Finish 2a and 2b . 37. Work in pairs and talk about the pictuers in 1a. 38. （在口语练习的基 础上，进一步进行 听的训练，这样学 生对新的语言结构 掌握更容易一些了 然后再根据听力内 容进行 pairwork , 明确目标句型。 ） 39. （通过听力练习， 学会如何获取重要 信息，提高他们听 的能力，完成教材 内容的同时巩固所 学语言结构。 ） 40. Step 5 Prac 41. Give students some information and ask them to use these information to 42. Use these informa 43. 利用所给的单词提 示，让学生流利的 说出句子，加强了 tice (8mi nute s) make sentences .tion to make sentenc es . 对本节课语言目标 的训练。 44. Step 6. Sum mar y ( Gra mma r focus ) (2mi nute s) 45. Help ss to look at the Grammar focus 46. Ss read the Gramm ar focus. 47. (通过总结归纳， 加深印象) 48. Step 7 Hom ewor 49. Group A: Write a short passage about their lives in the future ,try to use if they do ,what will happen ？ 51. Ss do homew ork . 52. （创设真实的情景， 并写出来既培养了 写作，也使学生将 所学的语言结构应 k (1mi nute s) 50. GroupB: Try to make 5 sentences .use “if”从句 用到生活实际中， 培养他们运用英语 知识进行交际的能 力。达到了学中用， 用中学的目的。 ） 53. 七、板书设计 54. Unit5 If you go to the party ,youll have a good time ! （Section A 1a- 2c） 55. New words :jeans, organize ,happen 56. Phrases :go to the party , let sb in , have a good time , stay at home , make food ,have it 57. Stuctures: 58. I think Im going to wear jeans to the party . 59. If you do ,the teachers wont let you in . 60. What will happen if they have the party today ? 61. Lets have it today. 62. 八、总结和帮助（反思及改进）八、总结和帮助（反思及改进） 、 i.修改之前先对 1a 部分呈现，感觉后边的听力 1a 就没多大意义 ， 所以把幻灯片 1a 部分的呈现部分借鉴了双河老师所做的内容，现 根据其他内容引入，然后进行听力，再根据 1a 部分简单练习，再 进行 2a，2b 部分的听力，再设置情境进行 pairwork 口语练习。 这样感觉训练了学生的听力，再通过听力进行口语练习，循序渐 进，比较符合学生接受语言的规律。