仁爱九下英语教案如何高效设计？

人教版（仁爱版）九年级下册英语Unit 5 Topic 1 教案

课题: Unit 5 What are the shirts made of? Topic 1 What can we learn from traditional art? Section A (1a-2c)

教学目标

1. 知识与技能目标:

   
   （图片来源网络，侵删）
   • 词汇: 能听、说、读、写并正确运用以下核心词汇：
     • traditional (传统的)
     • art (艺术)
     • silk (丝绸)
     • cotton (棉花)
     • material (材料)
     • clay (泥土)
     • sculpture (雕塑)
     • paper-cutting (剪纸)
     • be made of (由...制成)
   • 句型: 能熟练掌握并运用以下句型进行问答：
     • What is it made of? (它是由什么制成的？)
     • It is made of... (它是由...制成的。)
     • What can we learn from it? (我们能从它中学到什么？)
     • We can learn... (我们能学到...)
   • 听: 能听懂关于传统艺术品及其材料的简短对话。
   • 说: 能运用目标词汇和句型，就常见的传统艺术品进行简单的问答和交流。
   • 读: 能读懂关于传统艺术品的简单描述。
   • 写: 能根据图片或提示，写出关于物品材料的简单句子。

2. 过程与方法目标:

   • 通过情境创设、图片展示等方式，激发学生学习兴趣，引导学生在真实或模拟的语境中感知和运用语言。
   • 通过小组合作、结对练习等活动，培养学生的合作精神和沟通能力。
   • 运用任务型教学法,让学生在完成任务的过程中主动探究、学习和运用语言。

3. 情感态度与价值观目标:

   • 通过了解中国的传统艺术,如剪纸、陶艺等，增强学生的文化自信和民族自豪感。
   • 培养学生欣赏美、发现美的能力，激发对中国传统文化的热爱。
   • 引导学生思考传统艺术所蕴含的智慧和哲理,培养积极向上的人生态度。

教学重难点

1. 教学重点:

   • 掌握核心词汇 traditional, silk, cotton, material, clay, sculpture, paper-cutting 的音、形、义。
   • 熟练运用句型 What is it made of? 和 It is made of... 来询问和回答物品的构成材料。

2. 教学难点:

   
   （图片来源网络，侵删）
   • 理解并区分 be made of 和 be made from 的用法（本节课重点在 of，表示能看出原材料）。
   • 运用目标语言进行有意义的交际,并能就传统艺术品的内涵进行简单的思考和表达。

教学准备

• 教师: 多媒体课件、单词卡片、图片或实物（如丝绸布料、棉花、陶器、剪纸作品）。
• 学生: 课本、练习本、预习新课内容。

教学过程

Step 1: Warming-up & Lead-in (热身与导入) (约5分钟)

1. Greetings:

   • Teacher: Good morning/afternoon, class!
   • Students: Good morning/afternoon, teacher!
   • T: How are you today?
   • Ss: We are fine, thank you. And you?
   • T: I'm great, thanks. Sit down, please.

2. Show and Tell:

   • T: (拿出一件丝绸制品，如一条丝巾或一个扇子) Look at this. What's this in English? (引导学生回答 It's a fan/silk scarf.)
   • T: What is it made of? (教师自问自答，并指向材料) It's made of silk. (在黑板上板书 silk 和句型 It is made of silk.)
   • T: (再拿出一件棉质T恤) What about this? It's a T-shirt. What is it made of? It's made of cotton. (板书 cotton)
   • Purpose: 通过直观的实物引入核心词汇和目标句型，降低学习难度，激发学生兴趣。

Step 2: Presentation (新课呈现) (约15分钟)

1. Vocabulary Learning:

   • 呈现新词: 教师展示PPT，依次呈现 traditional art, clay, sculpture, paper-cutting 的图片，并教授发音和中文意思。
     • T: (展示京剧脸谱、中国结等图片) These are our country's special arts. We call them traditional art. (板书 traditional art)
     • T: (展示陶泥图片) This is clay. We use clay to make things. (板书 clay)
     • T: (展示一个陶器雕塑图片) Look at this. It's a beautiful statue. We call it a sculpture. (板书 sculpture)
     • T: (展示精美的剪纸作品图片) This is a very famous Chinese folk art. It's paper-cutting. (板书 paper-cutting)
   • 跟读与巩固: 教师领读，学生跟读，可以采用分组读、个别读等方式纠正发音。

2. Listening Practice (1a):

   • T: Now, open your books to Page 99. Look at 1a. Let's listen to the tape and number the pictures. (播放1a录音，学生完成1a任务)
   • T: Let's check the answers. (核对答案，并请学生说出每个物品的英文名称)
   • T: Now, listen again and fill in the blanks. (播放录音，学生完成1b任务)
   • T: (核对答案) What is the clay sculpture made of? Yes, it's made of clay. What is the paper-cutting made of? It's made of paper.
   • Purpose: 通过听力输入，让学生在真实语境中感知和理解目标语言，巩固新词汇。

3. Pattern Drills (句型操练):

   • 师生互动:
     • T: (指着黑板上的句子) Look at the clay sculpture. What is it made of? (教师问)
     • Ss: It is made of clay. (学生齐答)
     • T: (指着剪纸图片) What is it made of?
     • Ss: It is made of paper.
   • 生生互动 (结对练习):
     • T: Now, work in pairs. Ask and answer about the pictures in 1a. Use "What is it made of? It is made of..."
     • (学生A扮演学生，学生B扮演老师，或同桌两人互相提问)
     • (邀请2-3组学生到台前展示)
   • Purpose: 从机械操练到意义操练，逐步内化句型，为交际运用打下基础。

Step 3: Practice (巩固练习) (约10分钟)

1. Pair Work (2a):

   • T: Good job! Now, look at 2a on Page 100. There are some pictures. Work with your partner. Ask and questions about them.
   • (教师可以给出示范：A: What is the teapot made of? B: It is made of clay. / A: What can we learn from it? B: We can learn...)
   • (学生结对练习，教师巡视指导，为有困难的学生提供帮助)
   • Purpose: 将语言运用到新的情境中，培养学生独立运用语言的能力，并初步引入 What can we learn from it? 的句型。

2. Group Discussion (小组讨论):

   • T: (展示一张熊猫竹编的图片) Look at this panda. It's made of bamboo. It's very cute. What can we learn from it? (引导学生思考)
   • Ss: (可能回答: It's lovely. / We should love animals. / Chinese people are very clever.)
   • T: Great! We can learn that we should love animals and protect nature. We can also learn the wisdom of Chinese people.
   • T: Now, discuss in groups of four. Choose one traditional art you like (like the sculpture, paper-cutting, etc.) and discuss: What is it made of? What can we learn from it?
   • (小组讨论3-4分钟，然后请小组代表发言)
   • Purpose: 提升学生的思维深度，从简单的问答过渡到有意义的讨论，渗透情感态度与价值观目标。

Step 4: Production (产出运用) (约8分钟)

1. Survey (小调查):
   • T: Let's do a survey. Please walk around the classroom and ask your classmates three questions.

     • What is your favorite traditional Chinese art?

     • What is it made of?

     • What can you learn from it?

   • (学生拿着笔记本，在教室里自由交流，用英语记录下至少3位同学的信息)
   • T: After the survey, I'd like some students to give a short report. For example: "I asked Li Ming. His favorite art is paper-cutting. It is made of paper. He said we can learn patience from it."
   • Purpose: 创设一个真实的交际任务，让学生在“用英语做事情”的过程中综合运用所学知识，提高语言的实际运用能力。

Step 5: Summary & Homework (总结与作业) (约2分钟)

1. Summary:

   • T: Today we learned about traditional Chinese art. What words did we learn? (引导学生回顾 traditional, silk, cotton, clay...)
   • T: What sentence patterns did we learn? (引导学生回顾 What is it made of? It is made of...)
   • T: We are proud of our great traditional culture. We should love and learn from it.

2. Homework:

   • 必做:
     1. Listen and read the dialogues in Section A.
     2. Copy the new words and sentences three times.
     3. Finish the exercises in your workbook.
   • 选做:
     1. Draw a picture of your favorite traditional art and write a short passage to introduce it. (e.g., What is it? What is it made of? What can you learn from it?)
     2. Search for information about another kind of traditional Chinese art (e.g., Beijing Opera, Chinese Knots) and share it with your classmates next class.

板书设计

A clear and well-organized blackboard design helps students review and consolidate the key points.

Unit 5 What are the shirts made of?
Topic 1 What can we learn from traditional art?
New Words:
* traditional (adj.) 传统的
* silk (n.) 丝绸
* cotton (n.) 棉花
* material (n.) 材料
* clay (n.) 泥土
* sculpture (n.) 雕塑
* paper-cutting (n.) 剪纸

教学反思

本节课的设计力求将语言知识学习、文化情感培养和语言技能发展融为一体，通过实物、图片、多媒体等多种手段创设情境，使学生在轻松愉快的氛围中学习，任务型活动的设计（结对练习、小组讨论、课堂调查）确保了学生有充足的语言实践机会。

• 成功之处:

  1. 导入环节直观有效,能迅速抓住学生注意力。
  2. 层层递进的活动设计符合学生的认知规律,从输入到输出，环环相扣。
  3. 文化渗透自然,在教授语言的同时，增强了学生的文化认同感。

• 待改进之处:

  1. 对于基础较弱的学生,小组讨论的深度可能不够，下次可以考虑提供更具体的句型支架。
  2. 课堂调查环节可能会有些嘈杂,需要更好地组织和管理，确保活动有序高效。
  3. 可以在课后鼓励学生利用更多资源（如短视频、网站）深入了解传统艺术，将课堂学习延伸到课外。

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