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人教版新目标（Go for it）英语九年级教材共有14个单元，2013版新教材更加注重注意内容思想性和可持续性、紧扣学生生活与时代话题、加强语言知识的循环巩固、重视阅读策略培养、发展学生人文素养以及提高文化交际意识，在之前版本的基础上进行了修订，修订重点之一便是添加本土文化，拓宽文化视野。
本课时是Unit5 What are the shirts made of? Section B 的阅读板块Beauty in Common Things，旨在培养学生阅读能力，同时重点向学生介绍中国传统文化中具有代表性的孔明灯、剪纸、泥塑等，包括它们的制作工艺、制作原料和象征意义等，让学生更加了解中国传统文化艺术相关的风俗习惯，在引导学生巩固本单元重点被动语态的同时，拓宽学生的知识面，并提高民族自豪感 ，对学生跨文化交际意识和能力的培养有潜移默化的作用。这篇文章还渗透了一个很重要的阅读策略，即让学生了解文章结构的特点之一：先总体介绍，后细节描述。
1、授课对象：普通校九年级学生
大部分学生已经有了一定的英语学习基础,掌握了一些英、美国家日常生活中的不同传统特点,但总体上来说,到了九年级,随着课程难度的加深,英语学困生较多,多数学生学习英语的兴趣依然不太高。
2、学生已有的知识水平:
①学生们本单元已经学过被动语态,对于be made 并不陌生,学生已经可以使用被动语态来表达自己的观点。
②九年级的学生已掌握了一定阅读的基本技能, 有一定的词汇基础。
③大部分学生对于中国传统艺术表达所知甚少,因而词汇量和信息量可能会偏大,加之学生英语水平并不统一,所以要求学生能课前认真做好预习,借助网络和书籍,了解中国传统艺术的特点,培养自学能力。
3、学生的学习困难:透过文中介绍的三种民间艺术来深入理解中国的传统文化
教师在预设的任务中,注意引导学生在交际中动态生成,把课堂模拟成生活,置身于英语学习中,学生有话可说,乐于合作分享，这样有利于学生更好的运用课本知识,达到提高综合运用语言能力的目的。
4、本节课涉及的文化知识：中国传统文化元素
这与学生的生活紧密相连,也是他们很感兴趣的话题，不仅可以拓宽学生的知识面和提升民族自豪感，而且对学生跨文化交际意识和能力的培养也有潜移默化的作用，通过本篇阅读,引导学生争做一名有心人,去发现身边的美好事物以及对祖国传统文化的热爱。
一、语言目标
1、能掌握以下词汇：
its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete，historical，celebration
2、能掌握以下句型：
① They are made of bamboo and covered with paper.
② According to Chinese history, sky lanterns were first used by Zhuge Kongming.
③ They are seen as bright symbols of happiness and good wishes.
④ After drying, they are fired at a very high heat.
3、Know about the materials, the procedures and the symbols of the three kinds of ant forms.
二、应用目标
1、通过阅读，提高学生的概括、找主题句和搜索细节信息的能力，整体把握文章结构。
2、通过阅读，能够运用被动语态来讨论中国传统艺术，如：
① Sky lanterns are made of bamboo and covered with paper.
② The paper, usually red, is folded before it is cut with scissors
3、通过阅读，培养学生如何画思维导图，让学生学会总结、归纳，并且能够根据思维导图用自己的话来复述所学。
三、情感目标
1、以文化为主线，激发学生的阅读兴趣，让学生学会如何去发现生活中普通事物之美、传播美。
2、了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。
四、思维目标
1、学生能将所学知识迁移到生活情境中并实践运用。
2、通过学生与文本的交流和口头及书面的输出表达，学生能够获取信息、整理信息和输出信息，从而培养思维品质。
一、教学重点：
1、掌握本课时出现的生词及用法。
2、阅读短文，获得相关信息，提高学生们的综合阅读能力。
二、教学难点
1、通过阅读，提高学生的概括、找主题句和搜索细节信息的能力，并完成相关练习。
2、通过阅读，能够运用被动语态来讨论中国传统艺术。
1. Greeting and warming up.
2. Set a situation: A American friend came to China for the Chinese Spring Festival.Can you guess what she saw during the Spring Festival?
3. Watch and say: Present a short video about Chinese Spring Festival.
Questions:
1. What can you see in the video? Are they beautiful?
2. What are they made of ?
2.Amy love these beautiful things of Chinese culture. So can you tell she more about them?
They are common things.
They are the objects of beauty.
People can change the common things into into objects of beauty by working hard. The objects of beauty can be found in common things. Today, let's go and find beauty in common things.
设计意图：
1. 设置情境，加深学生对文章的理解。把传播中华文化的意识融合在整堂课程。
2.从生活中常见的竹子、木头、红纸、泥土到浮。灯笼，剪纸、陶瓷艺术，让学生发现普通事物的美，从而激发学生的探索美的欲望。
1. Before reading
1. Lead students to look at the title and three pictures, and try to predict the main idea.
Questions:
①What is the passage mainly about?
②How is the passage organize?
2. Summarize the reading strategy: we can get information from the title and the pictures.
==> Make a summary: traditional art forms include sky lanterns, paper cutting and clay arts.
设计意图：首先从标题和文章配图引导学生从整体上把握文章的主旨大意，总结文章从孔明灯、剪纸和黏土艺术三个方面谈论传统艺术形式。
2. While reading
1. Fast reading
Read the passage quickly and answer two questions:
①Which paragraph is a general introduction?
②Which paragraph is specific details and examples.
==> Make a summary:Moving from general to specific .
A general introduction of the topic is usually followed by specific details and examples.
设计意图：进一步通过设置单项选择题帮助学生总结分析总-分这一写作结构
2.Careful reading
1. Lead students to read para.1, and try to answer the question.
Question:①What do traditional Chinese art forms try to show?
设计意图：引导学生注意从题干中选取关键词定位到文章中的信息句获取答案，培养学生精读的阅读技巧。
2. Lead students to read para.2 and finish a mind-map.
==> a. Who were they first used by?
b. When are they sent out?
c. What are they made of?
d. How do they rise into the air?
e. Why are they still sent out today?
设计意图：引导学生详读第2自然段，用5个问题带领学生完成有关孔明灯这类传统艺术的思维导图。给学生提供一个很好的示例，便于学生自己通过绘制思维导图来完成3、4自然段文章内容的梳理。
3. Ask students to read para.3 and para.4, and students make mind maps according to the two paragraphs.
Aspects: history; material; kinds; occasion; symbols (paper cutting)
characters; kinds; materials; symbols; process (Chinese clay art）
设计意图：前面已经引导学生学完了第一段和第二段，后面两段让学生自主完成思维导图，旨在锻炼学生总结和自主学习能力，学生自主梳理三四段内容，有利于后面课堂的教学。
4. Ask students to finish the process of making clay art pieces.
Steps:
At First____________________________________________________
Then___________________________________________________
After drying_____________________________________________
At last___________________________________________________
设计意图：学生通过读第四段，完成制作陶艺的过程，检验学生是否理解该段内容。
3.Post Reading
1. Game time
Each group choose one student to make judgments based on the specific details.
The faster, the better.
① Every different part of China has its own special forms of traditional art.
② Zhuge Kongming sent out the sky lanterns at festivals and other celebrations.
③ Paper cutting has been around for over 15000 years.
④ Paper cutting sounds difficult but it can be easy to do.
⑤ After dying, the clay pieces are fired at a very low heat.
⑥ The clay pieces show the love for life and beauty.
设计意图：通过对文章中有关传统艺术形式的细节设置改错题，再次梳理文章，一起回顾文章的细节信息。
2. Watch a video introducing Changsha Tongguan kiln Museum.
设计意图：带领学生了解长沙望城当地的传统文化元素，发现身边存在的美。
3. Make a mind map
Lead students to review the information of three kinds of traditional art from two aspects, their materials and symbolic meaning.
设计意图：从原材料和象征含义两个方面带领学生整合归纳三个传统艺术形式。
Rethink: What is beauty?
Life itself is beauty;Labor creates beauty;Beauty can be found everywhere!
Teacher asks students “What is Beauty?”
Teacher shares some beautiful sentences with students.
设计意图：引导学生发现身边的美。
1. Try to find out more objects of beauty in Changsha and try to draw a mind map of them.
2. Share them with your parents or friends with the help of the mind map.
设计意图：探索发现身边普通事物之美，并且利用所学思维导图的方式来进行提炼、巩固，尝试用英文来分享发现的美，并传播美。
Unit 5 What are the shirts made of?
Section B2 (2a-2e)
【阅读准备】
1. Warming up
1）Greetings
2）Watch a short video and answer the question.
Q: What can you see in the video?
A:____________________________________________.
【阅读步骤】
2.. Reading procedures
1) Before reading
2)
1) Careful reading
Read Para1 and answer.
Q: What do traditional Chinese art forms try to show.
A:________________________________________.
Read Para 2 and fill in the Mind map.
A: Who _________________________________________________________
When____________________________________________________________
What____________________________________________________________
Why_______________________________________________________________
How_________________________________________________
Read Para 3&4
【Group work】Read Para 3&4 and draw your own mind map.
Read Para 4 and finish the procedure chart.
A：First____________________________________________________
Then___________________________________________________
After drying_____________________________________________
At last___________________________________________________
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