Unit5Whataretheshirtsmadeof?SectionB（2a-2e）TeachingAims1.語(yǔ)言能力：了解孔明燈、剪紙、泥塑等傳統(tǒng)文化藝術(shù)以及使用的材料。2.文化意識(shí)：了解中國(guó)的傳統(tǒng)文化元素，增強(qiáng)對(duì)祖國(guó)傳統(tǒng)文化的熱愛(ài)之情。3.思維品質(zhì)：學(xué)會(huì)用具體細(xì)節(jié)和例子對(duì)主題進(jìn)行一般性的介紹。4.學(xué)習(xí)能力：學(xué)習(xí)用英語(yǔ)傳播中國(guó)傳統(tǒng)文化和藝術(shù)。TeachingDifficulties學(xué)習(xí)用英語(yǔ)傳播中國(guó)傳統(tǒng)文化和藝術(shù)TeachingAidsAtaperecorder,CAIormultimediacoursewareTeachingProceduresTipsStep1LeadinTheTcanpresentsomepicturesaboutChinesetraditionalorfolkartandelicitsomeresponsesfromSs.TheTcanusetheseprompts:DoyouknowanythingaboutChinesefolkortraditionalart?Canyousayanykindoffolkortraditionalart?TheTcanintroducesomekindsoftraditionalartinEnglishandleadintheclass.TheTcanusethefollowingprompts:TodaywewilllearnaboutthreeformsofChinesetraditionalandfolkart.Theyareskylanterns,papercuttingandChineseclayart.Canyoudoanyofthem?Step2Presentation&Reading2aTheactivityistopromptSstothinkaboutChinesefolkortraditionalart.TheTmayteachthevocabularyitemsneededtotalkaboutfolkortraditionalartbeforeconductingactivity2a.SomeChinesefolkortraditionalartforms:basketweaving;lantern-making;kite-making;puppetry;Chineseknot;Chinesepaintingandcalligraphy;papercutting;clayart;foodart;Chineseopera;Chineseinstruments.Suggestedanswers:PapercuttingisoneofthemostpopulartraditionalfolkartsinChina.DuringtheSpringFestivalandweddingcelebrations,theyareusedtodecoratedoors,roomsandwindows.Thecolormostfrequentlyusedisred.Theyareseenassymbolsofgoodluckandhappiness.Chinesepapercuttingisverypopulararoundtheworld,whichisoftenusedasthegiftforforeignfriends.Beforereading,theTcanaskSstolookatthepicturesandthetitleandpromptSstopredictbyaskingquestions:Whatcommonthingsarementionedinthepassage?Howmanytraditionalartformsarementioned?Whatarethey?Task1SkimmingTheTcanaskSstoreadthepassagequicklyandtryansweringthefollowingquestions.TheTcaninviteSstoshareanswers.1.Whatisthepassageabout?2.Howmanyformsaretalkedabout?Answers:1.It’saboutformsofChinesetraditionalart.2.Threeforms.ThentheTcanencourageSstofindoutthestructureofthepassagebygivingtheseprompts.ThentheTcanpresentthestructureinPPT.Whichpartgivesthegeneralintroduction?Wherecanyoufindspecificdetails?Task2ScanningTheTcanaskSstoreadeachparagraphcarefullyandanswerthequestionsofeachparagraph.Para.1Q:WhatdotraditionalChineseartformstrytoshow?A:TraditionalChineseartformstrytoshowthethingsthatareimportantinthelife,suchas_______,_________and_______.Para.2Q1:Whofirstinventedskylanterns?Q2:Howweretheyusedbefore?Q3:Whatareskylanternsmadeof?Q4:Whenareskylanternsusedtodayandwhy?Para.3Q1:Whatarethemostcommonpicturesofpapercutting?Q2:Howlonghasthepapercuttingbeenaround?Para.4Q:What’stheprocessofmakingclaypieces?2bTheactivityistogiveSspracticeinreadingformainideasandspecificdetails.TheTcanmakeSsreadthepassageagaincarefully.TheTcanalsohelpSstoconsolidatewhattheyreadbyaskingsomequestions.Whatarethecommonthings?Whataretheobjectsofbeauty?Whataretheobjectsthoughtofassymbolsof?ThentheTcanpresentachart:CommonthingsObjectsofbeautySymbolsofbambooskylanternshappinessandgoodwishespaperpapercuttingwishesforgoodluckandahappynewyearclayChineseclayartloveforlifeandbeautyThentheTfinishthetaskin2b.TheTcaninvitesomeSstosharetheiranswers.Answers:TraditionalartformMaterialsusedskylanternsbamboo,paperPapercuttingpaper(usuallyred)clayartclay2cTheactivityistoprovideSswithpracticeinreadingfordetails.Sscanreadthequestionsfirstandthenreadthepassageagaintogetmoredetails.Ssfinishthetaskindividuallyandthenchecktheiranswersinpairs.Answers:1.Theytrytoshowthethingsthatareimportantinlife,suchaslove,beautyandfamily.Before,theywerefirstusedbyZhugeKongmingtoaskforhelpwhenintrouble.Nowtheyareusedatfestivalsandothercelebrationsassymbolsofhappinessandgoodwishes.Thepicturesusuallyfoundonpapercuttingsareflowers,animals,andthingsaboutChinesehistory.Theyputthemonwindows,doorsandwallsassymbolsofwishesforgoodluckandahappynewyear.First,theyarecarefullyshapedbyhandfromaveryspecialkindofclayandthenallowedtoair-dry.Afterthat,theyarefiredataveryhighheatandthenpolishedandpainted.Chineseclayart.Becausetheyaresosmallbuttheylookverylivelyandcute.Afterfinishingthetask,theTcanguideSstomakemind-mapsofeachtraditionalartform.2dTheactivityistoenableSstofocusonsomekeyphrasesusedinthereadingpassage.BeforeSsstartworkingontheactivity,theTmaywanttocheckthatSsunderstandwhatallthephrasesintheboxmean.IfSsareunsure,theTcanencouragethemtousecontextualcluestoworkoutthemeaningsofthephrases.ThentheTcaninvitesomeSstoreadaloudthesentencestochecktheiranswers.Answers:sendout;riseo;put...onsuchas;coveredwith2eTheactivityistoencourageSstoexpresstheiropinionsaboutagivensubject.TheTmayhaveSsdiscussthequestionsingroups,andthenhaveaclassdiscussionandencouragesomevolunteerstoexpresstheiropinions.Suggestedanswers:1.Ithinkpapercuttingistheeasiest,becauseI’mgoodatdrawingandusingscissors.IthinkChineseclayartisthemostdifficult,becausetherearetoomanystepstomakeaclaypiece.2.I’dliketolearntheChineseclayart.BecauseIcanhavefunmakingsomecutecharactersbymyself.Step3Languagepointslearningformn.形式；類型Iceisaformofwater.form作名詞，還可意為“表格”。Theyoungmanisfillinginhisform.form還可作動(dòng)詞，意為“形成；建立”。Aplanformedinmyhead.Heformedabandwithsomefriends.turninto...意為“變成……”turn…into…意為“把……變成……”。turn的常用短語(yǔ)：turnoff關(guān)閉turnon打開(kāi)turndown調(diào)低；拒絕turnup調(diào)高；出現(xiàn)turnback返回turnout結(jié)果是beseenas被看作；被視為是see...as的被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)，其中see意為“看作”。Thedogisseenasherfamilymember.MissWangseesherstudentsasherownchildren.see...as...的同義短語(yǔ)：treat...as.../consider...as.../regard...as...Thelanguagepointsareforreferenceonly.Step5Summary&HomeworkThehomeworkcanvarywiththespecifi