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

Unit 4 Chinese folk art-Reading This reading passage in Unit 4 of the 2024 Yilin English textbook for Grade 7 is a feature article about Master Zhao Yue, a paper-cutting artist. It vividly describes her paper-cutting works and her profound insights into paper-cutting art and its underlying cultural connotations. The article begins with a scene of Zhao Yue at work, which can quickly capture students' attention and draw them into the world of paper-cutting. Then, it introduces Zhao Yue's general situation and her representative works, allowing students to have a preliminary understanding of this artist. In the following part, through Zhao Yue's own words, the text elaborates on the importance of paper-cutting art, which helps students understand the significance of this traditional art form. Finally, it interprets the meaning of the paper-cutting work "Bamboo Heralds Peace" and the warmth and vitality that the interviewee feels from paper-cutting art, ending the article with a strong sense of artistic conception and cultural touch. Throughout the text, there are many key words and expressions related to paper-cutting art, such as "paper-cutting", "scissors", "in the shape of", "put them up on windows and doors", etc., as well as language expressions expounding the importance and cultural connotations of paper-cutting art, like "We use them to express...", "... for good luck.", "It means...". These vocabulary and expressions are not only important for students to understand the text but also provide language materials for them to describe paper-cutting art and express their own views later. The whole article uses the simple present tense, which makes the description more vivid and gives students a strong sense of picture. 教学目标 Students will be able to understand and correctly use key words and phrases related to paper-cutting art in the text, such as "paper-cutting", "scissors", "landscape", "express", "in the shape of", "put up", etc. Students can master the main information about paper-cutting art in the text, including its tools, forms, cultural connotations, and the role it plays in people's lives. 教学重难点 Comprehend the text content thoroughly and master the information about paper-cutting art. Grasp the usage of key words, phrases, and sentence patterns in the text. Learn to describe paper-cutting art and its cultural connotations in English. 1 Key Words paper-cutting (n.) 剪纸 scissors (n.) 剪刀 landscape (n.) 风景；景色 express (v.) 表达 shape (n.) 形状 symbol (n.) 象征 luck (n.) 运气 warmth (n.) 温暖 vitality (n.) 生命力 2 Key Phrases work on 从事于；致力于 in the shape of 以…… 的形状 put up 张贴 be used to do sth. 被用来做某事 express wishes for 表达对…… 的祝愿 be alive 充满生机 3 Key Sentence Patterns We use them to express our wishes for good luck and a happy new year. Paper-cuttings are usually in the shape of animals or people. It means happiness and good luck are coming. 教学过程 1 Lead-in (5 minutes) Greet the students as usual. Show students some beautiful paper-cutting works on PPT, including animals, flowers, and traditional patterns. Ask them: "Do you know what these are? Have you ever seen paper-cutting works? Where can you usually see them?" Encourage students to share their experiences and ideas. Then introduce the topic of this class - paper-cutting art in China. 2 Pre-reading (10 minutes) New Words Teaching Present the new words and phrases on the PPT one by one, such as "paper-cutting", "scissors", "landscape", etc. Read them aloud for students, and let students read after the teacher several times, paying attention to the pronunciation. Use pictures, real objects (if possible, show a pair of scissors), or simple explanations to help students understand the meaning of new words. For example, when teaching "scissors", show the real scissors and say "These are scissors. We use scissors to cut paper." Arrange a quick word - matching activity. Write the new words on the left side of the blackboard and their Chinese meanings or simple definitions on the right side in a disordered way. Ask students to come to the blackboard and connect the words with their corresponding meanings. Background Knowledge Introduction Briefly introduce the history and origin of paper-cutting art in China. Say: "Paper-cutting has a long history in China. It can date back to thousands of years ago. At first, paper-cutting was mainly used in religious ceremonies and festivals. Later, it became a popular folk art form, and people used it to decorate their houses and express their good wishes." Show a short video about the process of making paper-cutting. While playing the video, explain some key steps in simple English, such as "First, fold the paper. Then, draw a pattern on the paper with a pencil. Next, use scissors to cut along the line. Finally, unfold the paper, and you will get a beautiful paper-cutting work." 3 While-reading (15 minutes) Skimming Ask students to read the text quickly without looking up new words. Set a question: "What is the main idea of this passage?" Give them 2 - 3 minutes to read. After reading, invite some students to answer the question. Summarize the main idea together: "This passage is mainly about a paper-cutting artist named Zhao Yue and her paper-cutting works, as well as the importance and cultural connotations of paper-cutting art." Scanning Divide students into groups of four. Give each group a set of questions related to specific details in the text, such as: What tools does Zhao Yue use for paper-cutting? What are the common shapes of her paper-cutting works? Why is paper-cutting important in Chinese culture? What does the paper-cutting work "Bamboo Heralds Peace" mean? Let students read the text carefully again and find the answers to these questions in their groups. Walk around the classroom, listen to their discussions, and offer necessary guidance. After a few minutes, ask each group to report their answers. Check the answers together and explain some difficult points if necessary. Paragraph Summarizing Ask students to read each paragraph carefully and summarize the main idea of each paragraph in one or two sentences. Write the following blanks on the blackboard for each paragraph: Paragraph 1: It describes _. Paragraph 2: It introduces _. Paragraph 3: It explains _. Paragraph 4: It shows _. Let students fill in the blanks individually first, and then discuss with their partners. Finally, invite some students to write their answers on the blackboard. Correct and summarize the answers: Paragraph 1: It describes the scene of Zhao Yue working on a paper-cutting picture. Paragraph 2: It introduces Zhao Yue's general situation and her paper-cutting works. Paragraph 3: It explains the importance of paper-cutting art. Paragraph 4: It shows the meaning of the paper-cutting work "Bamboo Heralds Peace" and the interviewee's feeling about paper-cutting art. 4 Post-reading (10 minutes) Group Discussion Pose some discussion questions: "What do you think of paper-cutting art? Do you want to learn paper-cutting? How can we protect and inherit traditional paper-cutting art?" Divide students into new groups. Each group chooses one or two questions to discuss. Encourage students to express their opinions freely and use the language they have learned in the text. Walk around the classroom, join some groups' discussions, and give some suggestions and guidance. After the discussion, ask each group to send a representative to share their group's views with the whole class. Writing Guide students to write a short passage about their favorite traditional Chinese art form. First, give them an example outline on the PPT: Introduction: Introduce the traditional art form you like. Main body: Describe its features, materials used, and cultural meaning. Conclusion: Express your feelings about it and your hope for its future. Let students start writing. Remind them to use the words, phrases, and sentence patterns they have learned in this class. Walk around to help students who have difficulties. After students finish writing, ask them to exchange their passages with their deskmates and give each other some suggestions. Then, ask several students to read their passages aloud to the class. 5 Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including new words, phrases, sentence patterns, and the main content about paper-cutting art. Review the reading skills they have used in class, such as skimming, scanning, and summarizing. Emphasize the importance of traditional Chinese culture and encourage students to learn more about it. Homework Ask students to make a small poster about paper-cutting art. They can draw some paper-cutting patterns on the poster and write some English introductions about paper-cutting, using the knowledge they have learned in this class. Let students search for more information about other traditional Chinese folk arts, such as shadow puppetry or embroidery, and be ready to share it in the next class. 教学反思 After this class, I think there are both positive aspects and areas for improvement. On the positive side, the vivid pictures and short video in the lead - in and pre - reading parts successfully aroused students' interest in paper-cutting art, making them more engaged in the following learning process. The group work in while - reading and post - reading provided students with more opportunities to communicate and cooperate, which helped them improve their language expression ability and teamwork spirit. Also, most students could master the key words, phrases, and the main idea of the text, achieving the basic teaching objectives. However, there are also some 不足之处. In the vocabulary teaching, although I used various methods to help students understand the new words, the practice time might not be enough for some students to fully remember them. In the future, I can design more interesting vocabulary games to strengthen students' memory. During the group discussion, some students were a bit shy and did not actively participate. I should pay more attention to these students in class and encourage them to express their opinions bravely. In addition, in the writing part, some students still had difficulties in organizing their ideas and using correct grammar. I need to give more writing guidance in the following classes, such as providing more writing templates and examples, and strengthening grammar teaching in a more practical context. Overall, I will continue to improve my teaching methods and strategies to make the class more effective and interesting for students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$