Unit 4 Chinese folk art-Assessment 教学设计 2024-2025学年译林版英语七年级下册

Unit 4 Chinese folk art-Assessment This unit, "Chinese Folk Art," is from Yilin Press (2024) English textbook for Grade 7. It delves into the rich and diverse world of Chinese folk art. The unit is designed to introduce students to various forms of Chinese folk art, such as paper-cutting, lion dance, and Peking opera. Through different text types, including descriptive passages, reports, and dialogues, students will gain a comprehensive understanding of the characteristics, history, and cultural significance of these folk arts. This unit not only enriches students' vocabulary related to folk art but also helps them develop language skills in reading, writing, listening, and speaking. Moreover, it aims to cultivate students' appreciation for traditional Chinese culture and enhance their cross-cultural communication ability. 教学目标 Students will be able to master the key vocabulary and phrases related to Chinese folk art, such as "paper-cutting", "lion dance", "Peking opera", "intangible cultural heritage", etc. Students will understand the usage of simple present tense and present continuous tense when describing Chinese folk art. Students will learn some sentence patterns for introducing and discussing Chinese folk art, like "Paper-cutting is a traditional Chinese folk art that...", "The lion dance is often performed during festivals...". 教学重难点 Key vocabulary and phrases related to Chinese folk art. The usage of simple present tense and present continuous tense in the context of describing Chinese folk art. Sentence patterns for introducing and discussing Chinese folk art. Reading comprehension skills, especially how to extract key information from texts about Chinese folk art. 1 Vocabulary Paper-cutting related: paper-cut (n.), scissors (n.), red paper, pattern (n.), symbolize (v.), auspicious (adj.), happiness, luck, prosperity Lion dance related: lion dance, lion head, performer (n.), drum (n.), cymbal (n.), lively (adj.), energetic (adj.), celebrate (v.), festival Peking opera related: Peking opera, facial makeup, role (n.), singer (n.), costume (n.), stage (n.), perform (v.), story, traditional General terms: intangible cultural heritage, folk art, culture, heritage, traditional, unique, important, value 2 Grammar Simple present tense: Used to describe general facts, habits, and states. For example, "Paper-cutting is a very popular folk art in China." "People often perform lion dances during the Spring Festival." Present continuous tense: Used to describe actions happening at the present moment or future plans. For example, "The performers are practicing the lion dance now." "We are going to watch a Peking opera show this weekend." 3 Sentence Patterns Introducing folk art: [Folk art name] is a traditional Chinese folk art that... Describing characteristics: It is usually made of... / It has a long history of... / It is famous for... Expressing opinions: I think... / In my opinion,... / It is really amazing that... 教学过程 1 Lead-in (5 minutes) Activity: Show students some short videos of different Chinese folk art performances, such as a lively lion dance, a delicate paper-cutting process, and an exciting Peking opera show. After watching, ask students to share their initial impressions and feelings about these folk arts. Purpose: Arouse students' interest in the topic of Chinese folk art and create a vivid and engaging class atmosphere, leading them smoothly into the learning content of this unit. 2 New Knowledge Presentation (15 minutes) Vocabulary teaching: Present the new words and phrases related to Chinese folk art on the PPT one by one, along with pictures or short video clips to help students understand their meanings. For example, when teaching "paper-cutting", show a beautiful paper-cut work and the process of making it with scissors. Lead students to read the words and phrases aloud several times, correct their pronunciation, and let them practice reading in pairs. Grammar explanation: Use examples from the texts or sentences related to Chinese folk art to explain the usage of simple present tense and present continuous tense. For instance, "Paper-cutting is a traditional art form. People make paper-cuts to celebrate festivals. Look! The artist is cutting a piece of red paper now." Let students do some simple grammar exercises on the spot to consolidate their understanding, such as filling in the blanks with the correct form of the verb. 3 Reading Comprehension (15 minutes) Pre - reading: Show students the title and pictures of a reading passage about a certain Chinese folk art (for example, "The Beauty of Paper - cutting"). Ask them to predict what the passage might be about based on the title and pictures. Teach some key words and phrases that may appear in the passage to help students reduce reading barriers. While - reading: Let students read the passage quickly for the first time to get the general idea and answer a simple question, such as "What is the main idea of this passage?" Then, ask students to read the passage carefully again and answer some detailed questions, for example, "What materials are needed for paper - cutting?" "What do different paper - cut patterns symbolize?" Guide students to find and underline the key sentences and new words in the passage. Post - reading: Organize students to have a group discussion. Ask them to discuss in groups of four about their favorite part of the paper - cutting described in the passage and share their reasons. Select some groups to report their discussion results to the whole class. 4 Writing Practice (5 minutes) Activity: Based on the reading passage about paper - cutting, ask students to write a short passage to introduce another form of Chinese folk art they know, such as lion dance or Peking opera. Provide them with an outline, like "Introduction (What is the folk art?) - Characteristics (How does it look like? What are its features?) - Cultural Significance (Why is it important? What does it represent?)" Purpose: Train students' writing ability, let them apply the vocabulary, grammar, and sentence patterns they have learned, and also deepen their understanding of Chinese folk art. 5 Summary and Homework Assignment (5 minutes) Summary: Summarize the key points of this class, including new vocabulary, grammar, and the main content of Chinese folk art we have learned. Review with students how to introduce and discuss Chinese folk art in English. Homework assignment: Ask students to search for more information about a Chinese folk art they are interested in and make a simple poster about it, including pictures and a short introduction in English. Let students write a short paragraph about their visit to a place where they can experience Chinese folk art (if they have such an experience) or their plan to visit such a place in the future. 教学反思 After teaching this unit, I have the following reflections. Firstly, in the lead - in part, the short videos were very effective in attracting students' attention, but maybe I could have given more time for students to share their thoughts, which would have made them more actively involved from the beginning. Secondly, during vocabulary and grammar teaching, although using pictures and examples helped students understand, some students still had difficulty in applying the grammar correctly in real - life situations. I should design more practical activities to strengthen this. Thirdly, in the reading comprehension part, group discussions promoted students' communication and thinking ability, but some groups were dominated by a few students, and I need to find a better way to ensure every student participates. Fourthly, for the writing practice, many students had problems with organizing their ideas and using proper words. In future classes, more writing guidance and model - writing analysis are needed. Overall, through this teaching, students showed great interest in Chinese folk art, but there is still much room for improvement in teaching methods to better achieve the teaching objectives. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$