Unit 4 Chinese folk art Welcome to the unit 教学设计 2024-2025学年译林版（2024）七年级英语下册

Unit 4 Chinese folk art Welcome to the unit 教学设计 I. Teaching Objectives Learn about traditional Chinese crafts (china, zisha teapots, woodcarving, Chinese lanterns) and extract key information from listening. Improve speaking skills by talking about favorite traditional Chinese crafts in pairs, using a model conversation. Think of other traditional Chinese crafts and share them with classmates. II. Language Knowledge 1. Key words & phrases Chinese folk art, traditional Chinese crafts, china, zisha teapots, woodcarving, Chinese lanterns, Folk Art Week 2. Key sentences Sandy is learning about traditional Chinese crafts. Listen to the introductions with her and complete the fact files below. china: Traditional colours: usually ______; Made from clay. zisha teapots: Made from a type of ______; Makes the tea taste good. woodcarving: Takes hours or even days to carve a picture; Scenes often from ______. Chinese lanterns: Often made from wood, bamboo, silk or paper; An important part of traditional Chinese ______. Sandy is talking to Millie about traditional Chinese crafts. Work in pairs and talk about the traditional Chinese crafts you like. Use the conversation below as a model. Sandy: What traditional crafts do you like, Millie? Millie: I love Chinese lanterns. Sandy: Why? Millie: They look so pretty at night, with all the different colours. Sandy: Yes, you're right. I love looking at the many types of lanterns during the Lantern Festival. Millie: Me too. My grandma has a beautiful old lantern. It's made of silk. I'll show it to you when you come to my home next time. Sandy: Yes, please! What other traditional Chinese crafts can you think of? 3. Key and challenging points Extract key information about traditional Chinese crafts from listening. Talk about favorite traditional Chinese crafts in pairs, using the model conversation and correct vocabulary. Think of and share other traditional Chinese crafts with classmates. III. Teaching Procedures Learning activities: Step 1 Lead - in Show a picture of Chinese folk art (the one in the textbook). T: What do you think of when you hear “Chinese folk art”? Do you know any traditional Chinese crafts? Invite Ss to share their knowledge about traditional Chinese crafts. Then say: Today, we will learn about traditional Chinese crafts and talk about our favorites. Step 2 Listening & Completing (Activity A) Listen about traditional Chinese crafts T: Sandy is learning about traditional Chinese crafts. Listen to the introductions with her and complete the fact files below. Play the audio. Ask Ss to listen and fill in the blanks about china (red), zisha teapots (clay), woodcarving (history/stories), Chinese lanterns (festivals). Then check answers. Step 3 Pair Work: Talking about Favorite Crafts (Activity B) Talk about favorite traditional crafts T: Sandy is talking to Millie about traditional Chinese crafts. Work in pairs and talk about the traditional Chinese crafts you like. Use the conversation below as a model. Divide Ss into pairs and ask them to practice the conversation first. Then encourage them to talk about their favorite traditional crafts, using questions like “What traditional crafts do you like?”, “Why?”. Walk around to help with vocabulary and sentence structures. Then invite some pairs to share their conversations. Step 4 Sharing Other Crafts (Activity C) Talk about other traditional Chinese crafts T: What other traditional Chinese crafts can you think of? Ask Ss to think of other traditional Chinese crafts (e.g., paper - cutting, shadow puppetry, embroidery) and share with the class. Encourage them to use craft - related vocabulary learned. IV. Assessment of Teaching Effectiveness Assess Ss' listening comprehension by checking their answers in Activity A. Evaluate Ss' speaking skills by observing their conversations in Activity B, checking if they can use correct craft - related vocabulary and sentence patterns. Observe Ss' ability to think of and describe other traditional Chinese crafts in Activity C, using appropriate vocabulary. This lesson helps Ss learn about traditional Chinese crafts and improve vocabulary and speaking skills related to folk art. V. Design Purpose The lead - in activates Ss' knowledge about Chinese folk art, sparking interest in the lesson topic. Listening and completing activity helps Ss learn and recognize vocabulary about traditional Chinese crafts. Pair work and sharing activities provide practice in talking about favorite crafts and other crafts, encouraging communication and application of learned vocabulary. VI. Blackboard Design Unit 4 “Chinese folk art” Welcome to the unit Traditional Chinese crafts: china, zisha teapots, woodcarving, Chinese lanterns Key sentences (conversation): What traditional crafts do you like? Why? VII. Homework Review the vocabulary related to traditional Chinese crafts. Draw a picture of a traditional Chinese craft you like and write a short paragraph about it, using the craft - related vocabulary learned. VIII. Teaching Reflection The activities effectively helped Ss learn about traditional Chinese crafts. Ss showed good engagement in the pair work task. However, some Ss might need more practice in using craft - related vocabulary naturally. In future lessons, more oral practice with these words can be added. 学科网（北京）股份有限公司 $$