Unit 6 Being creative Lesson 4 教学设计 2024-2025学年冀教版（2024）七年级英语下册

Unit 6 Being creative Lesson 4 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master vocabulary related to Chinese kites (e.g., traditional art form, history, patterns, materials, shapes, kite festival) and understand the cultural significance and production steps of Chinese kites. Students will be able to understand the passage about Chinese kites, answer comprehension questions, extract key information to fill in a table, sequence kite - making steps, and research and write steps for another handicraft. 2. Ability Objectives Improve reading and writing skills: Extract information from the passage to answer questions, complete a table, and sequence steps. Enhance speaking and collaborative skills: Discuss kite - flying experiences, share handicraft - making steps, and practice using target vocabulary in conversations. 3. Affective Objectives Deepen students’ appreciation for traditional Chinese handicrafts like kites, encourage them to explore more traditional art forms, and foster their hands - on creativity. II. Language Knowledge 1. Key Vocabulary & Phrases Chinese kite - related words: traditional art form, history, patterns, materials (paper, string, bamboo sticks, scissors, glue), shapes, kite festival Sentence patterns for steps: “First, we got different materials... Next, we cut the paper... Then, we connected the string... Finally, we drew beautiful patterns...” 2. Key Sentence Patterns Describing kites: “Kites are a traditional form of art in China. They have a history of about 2,300 years.” Talking about kite - making steps: “First, we got different materials: special paper, a string, bamboo sticks, scissors, and glue.” 3. Key and Challenging Points Key Points: Understand the passage about Chinese kites, master related vocabulary, and complete reading/writing tasks. Challenging Points: Sequencing kite - making steps correctly and researching and writing steps for another handicraft. III. Teaching Procedures (45 Minutes Total) Step 1: Warm - up & Lead - in (5 Minutes) Activity: Kite - flying Experience Sharing Teacher asks: “Do you like to fly kites? Where do you fly kites? Talk with your partner.” Students share experiences (e.g., fly kites in the park, on weekends), activating vocabulary related to kites. Step 2: Reading & Passage Understanding (10 Minutes) Activity 1: Comprehension Question Answering (Exercise 2) Students read the passage about Chinese kites and answer questions A, B, and C: A: The history of kites goes back about 2,300 years. B: To make a kite, you need special paper, a string, bamboo sticks, scissors, and glue. C: The author’s group made a dragon - shaped kite. Discuss answers to ensure comprehension of kite history, materials, and the group’s creation. Activity 2: Key Information Extraction Teacher asks questions like “What do traditional kite patterns mean? What happened at the kite festival?” Students answer to highlight key details about cultural meanings and festival experiences. Step 3: Reading & Task Completion (10 Minutes) Activity 1: Table Filling (Exercise 3) Students extract key information from the passage to fill in the table: Paragraph 1: Introduction to Chinese kites — Kites are a traditional art form in China with a 2,300 - year history. Patterns mean good luck, long life, etc. Paragraph 2: Steps to make a kite — First, get materials (paper, string, bamboo, scissors, glue). Next, cut paper into shape. Then, connect string. Finally, draw patterns. Paragraph 3: Shapes of kites — Many shapes like birds, butterflies, fish, dragon. Check table entries, discussing accurate extraction of information. Activity 2: Step Sequencing (Exercise 4) Students put kite - making steps in correct order: A → D → C → B (Find materials → Cut paper → Connect string → Draw patterns). Discuss the logic of steps to reinforce understanding of the process. Step 4: Speaking & Collaborative Research (10 Minutes) Activity: Handicraft Steps Research (Exercise 5) Organize students to discuss in pairs: “What handicraft do you want to make? Search online (or recall) for its making steps.” Encourage choosing a traditional handicraft (e.g., paper cutting, Chinese knot), and planning to write steps as First, Next, Then, Finally. Step 5: Writing & Summary (10 Minutes) Activity 1: Handicraft Steps Writing Students write down the steps for their chosen handicraft, using target vocabulary and sequence words. Example: “To make a paper - cut flower: First, get red paper and scissors. Next, fold the paper. Then, cut out the flower shape. Finally, unfold and decorate.” Activity 2: Lesson Summary Teacher recaps key vocabulary (kite terms, handicraft materials), key sentence patterns for describing steps, and the value of traditional Chinese handicrafts. IV. Assessment In - class: Assess students’ performance in table filling, step sequencing, pair discussion, to check their understanding of kite - related content and step - describing language. Homework: Evaluate handicraft steps writing to see if students can effectively research and communicate about traditional handicraft production. V. Design Purpose Skill Integration: Combine reading (passage comprehension), writing (table filling, steps writing), speaking (discussion, research) to help students master language about Chinese kites and traditional handicraft steps. Real - life Application: Use the context of researching and writing handicraft steps to let students apply language in exploring and documenting traditional Chinese art forms. VI. Blackboard Design Unit 6 Being creative Key Vocabulary (Chinese Kites & Handicrafts): traditional art form, history, patterns, materials, shapes Key Sentences: Kite descriptions: Kites are traditional in China with 2,300 - year history. Step sequences: First... Next... Then... Finally... Homework: Write steps for a chosen handicraft. 学科网（北京）股份有限公司 $$