初中英语人教新目标 (Go for it) 版九年级全册Section B课堂教学课件ppt

Teaching Procedures

Tips

Step 1 Lead in

       The T can present some pictures about Chinese traditional or folk art and elicit some responses from Ss. The T can use these prompts:

Do you know anything about Chinese folk or traditional art?

Can you say any kind of folk or traditional art?

       The T can introduce some kinds of traditional art in English and lead in the class.The T can use the following prompts:

Today we will learn about three forms of Chinese traditional and folk

art. They are sky lanterns, paper cutting and Chinese clay art.

Can you do any of them?

Step 2 Presentation & Reading

       2a 

The activity is to prompt Ss to think about Chinese folk or traditional art. The T may teach the vocabulary items needed to talk about folk or traditional art before conducting activity 2a.

Some Chinese folk or traditional art forms:

basket weaving; lantern-making; kite-making; puppetry; Chinese knot; Chinese painting and calligraphy; paper cutting; clay art; food art; Chinese opera; Chinese instruments.

Suggested answers:

Paper cutting is one of the most popular traditional folk arts in China. During the Spring Festival and wedding celebrations , they are used to decorate doors, rooms and windows. The color most frequently used is red.They are seen as symbols of good luck and happiness. Chinese paper cutting is very popular around the world, which is often used as  the gift for foreign friends.

       Before reading, the T can ask Ss to look at the pictures and the title and prompt Ss to predict by asking questions:

What common things are mentioned in the passage?

How many traditional art forms are mentioned?

What are they?

       Task 1 Skimming 

The T can ask Ss to read the passage quickly and try answering the following questions. The T can invite Ss to share answers.

1.What is the passage about?

2.How many forms are talked about?

Answers: 1. It’s about forms of Chinese traditional art.

         2.Three forms.

       Then the T can encourage Ss to find out the structure of the passage by giving these prompts. Then the T can present the structure in PPT.

   Which part gives the general introduction?

   Where can you find specific details?

       Task 2  Scanning

The T can ask Ss to read each paragraph carefully and answer the

questions of each paragraph.

    Para.1

Q: What do traditional Chinese art forms try to show?

A: Traditional Chinese art forms try to show the things that are important in the life, such as _______, _________ and _______.

Para.2

Q1: Who first invented sky lanterns ?

Q2:How were they used before?

Q3:What are sky lanterns made of?

Q4:When are sky lanterns used today and why?

Para.3

Q1: What are the most common pictures of paper cutting?

Q2: How long has the paper cutting been around?

Para.4

Q: What’s the process of making clay pieces?

       2b  

The activity is to give Ss practice in reading for main ideas and specific details. The T can make Ss read the passage again carefully . The T can also help Ss to consolidate what they read by asking some questions.

  What are the common things?

  What are the objects of beauty?

  What are the objects thought of as symbols of?

  Then the T can present a chart:

Then the T finish the task in 2b. The T can invite some Ss to share

their answers.

Answers:

       2c

  The activity is to provide Ss with practice in reading for details. Ss can read the questions first and then read the passage again to get more details. Ss finish the task individually and then check their answers in pairs.

 Answers:

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 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.  First, they are carefully shaped by hand from a very special kind   

of clay and then allowed to air-dry. After that, they are fired at a  

 very high heat and then polished and painted.

6.  Chinese clay art. Because they are so small but they look very  

 lively and cute.

After finishing the task, the T can guide Ss to make mind-maps of each traditional art form.

       2d 

The activity is to enable Ss to focus on some key phrases used in the reading passage. Before Ss start working on the activity, the T may want to check that Ss understand what all the phrases in the box mean. If Ss are unsure, the T can encourage them to use contextual clues to work out the meanings of the phrases. Then the T can invite some Ss to read aloud the sentences to check their answers. 

Answers:

1. send out; rise into
2. turns...into;put...on
3. such as; covered with

       2e

The activity is to encourage Ss to express their opinions about a given subject. The T may have Ss discuss the questions in groups, and then have a class discussion and encourage some volunteers to express their opinions.

Suggested answers:

1. I think paper cutting is the easiest, because I’m good at drawing and using scissors. I think Chinese clay art is the most difficult, because there are too many steps to make a clay piece.

2.I’d like to learn the Chinese clay art. Because I can have fun making some cute characters by myself.

Step 3 Language points learning

       form   n.  形式；类型

Ice is a form of water.

form作名词，还可意为“表格”。

The young man is filling in his form.

form 还可作动词，意为“形成；建立”。

A plan formed in my head.

He formed a band with some friends.

       turn into...  意为“变成……”    

turn… into …意为“把……变成……”。

turn的常用短语：

turn off 关闭                      turn on 打开

turn down调低；拒绝              turn up 调高；出现

turn  back 返回                  turn out 结果是

       be seen as 被看作；被视为   是see...as的被动语态结构，其中see意为“看作”。

 The dog is seen as her family member.

 Miss Wang sees her students as her own children.

see... as...的同义短语：

treat ... as... /consider ... as...  / regard ... as...

The language points are for reference only.

Step 5   Summary & Homework

The homework

can vary with the specific conditions.

       Summary  The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.

       Homework:

    Read and recite the passage in 2b.

Do the exercises in students’ book.    

Teaching Reflection

In this period, the most important thing is to train the students' ability of reading.While reading, students should learn how to give their points in an article.First we give the general introduction,and then give the specific details and examples.On the one hand, we must learn the new words and new language items; on the other hand, we must practice talking about the topic with the target language. And we ask and answer a lot of questions and practice the useful expressions in many ways.