9A Unit 5 Art World: welcome to the unit & comic strip

Taicang Experimental Middle School  Ziwen Sun

教材分析：本部分内容是9a unit five的第1课时，围绕主题art world，通过对话语篇探讨喜欢的艺术形式。重点词汇主要涉及不同艺术形式的英文表述，如drama,  musical, photography。句型涉及询问他人最喜欢的艺术形式和艺术家及理由。通过本课的学习，学生能够了解必要的语言知识和文化背景，探讨不同艺术形式的特征，欣赏艺术。

学情分析：授课对象是九年级学生，学生已经基本具备在听读中获取细节信息的能力，大部分能用英语表达自己的喜好，同时会对本课时的内容有很高的学习兴趣，愿意进一步了解艺术世界和进行表达。

Teaching objectives： By the end of the class, students are expected to

1. Understand the dialogue of Eddie and Hobo, and answer questions;

2. Learn about words of different art forms and their features, and use them to express their preferences and reasons;

3. Get detail information by listening, and read the dialogue of Daniel and Mille with proper pronunciation and intonation;

4. Explore the differences between Chinese and western art forms, and appreciate fine Chinese traditional culture.

Teaching key and difficult points:

1. Get Ss to express their favorite art form and reasons

2. Guide Ss to Explore the differences between Chinese and western art forms, and appreciate fine Chinese traditional culture.

Teaching aids: PowerPoint

Teaching procedures:

Step1 Lead in

Free talk:  Teacher guides students to talk about paintings by asking these questions:

1. Do you like painting?

2. How do you feel when you paint?

3. What famous paintings and painters do you know?

Step2 comic strip

1. Watch and answer

Ss watch the video of Eddie and Hobo, and answer questions:

1. What does Eddie think of art?  

2. Why did Eddie stop painting?

3. Do you think Eddie really likes painting?

4. T asks Ss to share opinions: Which is more present to you, food or art?

5. Ss read after the recording, and pay attention to the pronunciation and intonation.

6. T asks Ss to fill in a short passage after reading the dialogue.

Step3 presentation

1. T shows pictures/video clips and words of different art forms. Then T guides Ss to talk about the features of these art forms.

2. Ss fill in blanks of part a on page 65 and check answers in pairs:  

   ——What art form do you like best?

   ——I like… /I prefer…

3. Ss review all the art forms learned and try to memorize them. Then Ss play a bomb game for consolidation.

Step4 listen and talk

1. Ss listen to the dialogue between Millie and Daniel, and complete the form.

2. Ss read the dialogue after the recording and pay attention to pronunciation and tone.

3. Pair work: T invites Ss to talk about their favorite art forms and make a new dialogue, using the dialogue in part B as a model.

Step5 learn about traditional Chinese art

T shows Ss pictures of some traditional Chinese art forms, for example, calligraphy, ink wash paintings, sugar paintings, and shadow play. T guides Ss to learn about them.

Step6 Further thinking

1. What are the differences between Chinese and western art forms?

2. Group work: How do we deal with the influence of the western culture?

Step7 summary and homework

1. List the art forms and their features learned in this lesson.

2. Review the new words and finish the exercises.

教学反思

太仓实验中学 孙子雯

1. 教材分析：本部分内容是9a unit five的第1课时，围绕主题art world，通过对话语篇探讨喜欢的艺术形式。重点词汇主要涉及不同艺术形式的英文表述，如drama,  musical, photography。句型涉及询问他人最喜欢的艺术形式和艺术家及理由。通过本课的学习，学生能够了解必要的语言知识和文化背景，探讨不同艺术形式的特征，欣赏艺术。

2. 学情分析：授课对象是九年级学生，学生已经基本具备在听读中获取细节信息的能力，大部分能用英语表达自己的喜好，同时对本课时的内容有很高的学习兴趣，愿意进一步了解艺术世界和进行表达。

3. 教学目标:本堂课共有4个教学目标，第一，读懂并理解漫画中Eddie和Hobo的对话内容并回答问题。第二，学习不同艺术形式的英文表达及其特点，并谈论自己喜欢的艺术形式和原因。第三，在听力材料中获取细节信息，并用正确的语音语调朗读对话语篇，第四探索中西方艺术形式的差异，欣赏中国优秀传统文化。本课在内容上细化了单元目标，在逻辑上相互关联，由浅入深，符合学生的认知规律，体现了核心素养的融合与发展。

4. 本课以学习活动观为指导，从学生对艺术的初步感知，到相关信息和词汇的获取和梳理，再到对所学的表达应用，最后对中西艺术形式和文化做出分析与评价。

5. 在教学过程中，导入部分从学生已有的认知和经验出发，引导学生谈论绘画、绘画作品、著名画家，激活学生已有图式。第2步，处理漫画材料时，首先通过看视频回答问题来锻炼学生获取细节信息的能力，然后发表自己的看法，锻炼语言能力和思辨能力。第3步，了解不同艺术形式及其特点，并进行巩固游戏，接着对自己喜欢的艺术形式进行初步的语言表达。第4步，学生从听力材料中获取细节信息，并，逐渐过渡到对自己喜欢的艺术形式的讨论，通过两两合作对话，巩固对不同艺术形式的了解。在这个过程中，学生交流表达的语言能力和合作学习的学习能力得到促进。在第5步中，向学生补充传统的中国艺术形式，从而进行下一步，讨论中西方艺术形式的不同点，以及如何应对西方文化对我们产生的影响。在这个过程中，引导学生正确看待不同文化和艺术，旨在培养学生理性看待西方文化的文化意识，和批判性的思维品质。最后进行小结，让学生作出巩固。在课堂中课堂互动的频率较高，小组讨论、问答、对话促进了学生的积极参与和语言巩固。本节课ppt中放了大量的图片和视频，用于不同艺术形式的学习，有效增加了教学效果，提高了学生的学习兴趣。但也存在一些不足，如最后对中西艺术形式和文化做出的分析与评价对学生思考层次要求较高，要做出适当提示和引导。