Unit 6 Being creative Lesson 2 Paper cutting 教学设计 -2024-2025学年冀教版英语七年级下册

Unit 6 Being creative-Lesson 2 Paper cutting This lesson is from Unit 6 "Being creative" of the 2024 edition of the English textbook for Grade 7 of Hebei Education Press. The main topic is paper cutting, a traditional Chinese art form. The lesson includes a passage that tells the author's love for paper cutting. As a child, the author watched grandma turn paper into various things. Later, grandma taught the author to make paper - cuts. They use red paper - cuts during the Chinese New Year and hope they bring good luck and happiness. The text also encourages students to use their imagination to make paper - cuts. Through this lesson, students will not only learn new vocabulary and sentence patterns related to paper cutting but also deeply understand the cultural connotations behind this traditional art form, and enhance their cross - cultural communication ability. 教学目标 1. Knowledge Objectives Students will be able to master the new words and phrases related to paper cutting, such as "human", "anything", "else", "magic", "lively", "scissors", "paper - cut", "luck", "happiness", "imagination". Students will understand and be able to use the key sentence patterns, for example, "turn... into...", "a pair of...", "by oneself". Students will know about the history, making process, and cultural meanings of paper cutting. 2. Ability Objectives Students will be able to understand the passage about paper cutting through reading and extract key information, such as the steps of making paper - cuts and the cultural connotations it represents, so as to improve their reading comprehension ability. Students will be able to use the learned language knowledge to describe paper cutting, including its production process and cultural significance, thus enhancing their oral and written expression abilities. Students will be able to use their imagination to create simple paper - cuts and introduce their works in English, which helps to cultivate their creativity and practical ability. 3. Emotional Objectives Students will develop an interest in traditional Chinese art forms, especially paper cutting, and enhance their sense of national pride. Students will be inspired to explore more traditional cultures and be willing to share their findings with others, thus cultivating their spirit of cooperation and communication. 教学重难点 1. Teaching Key Points The learning and application of new words, phrases, and sentence patterns related to paper cutting, enabling students to use relevant language structures proficiently to describe paper - cutting art. For example, they should be able to use "turn paper into...", "a pair of scissors" correctly in sentences. Understanding and mastering the expressions of the paper - making process and the cultural connotations represented by paper - cuts. For instance, students need to know how to describe the steps like folding paper, cutting with scissors, and understand that paper - cuts often symbolize good luck and happiness. 2. Teaching Difficult Points How to guide students to flexibly use the learned language knowledge in actual communication to vividly and accurately introduce paper - cutting art, including its production, cultural significance, etc., and avoid Chinglish or inaccurate expressions. For example, when students introduce their own paper - cut works, they should be able to use English expressions naturally and appropriately. Cultivating students' creativity in paper - cutting. Although students are encouraged to use their imagination, it may be difficult for them to break through traditional patterns and create unique paper - cut works. 1. New Words human /'hju:mən/ n. person; adj. related to people Example: Humans have the ability to think.（人类有思考的能力。） anything /'eniθɪŋ/ pron. any thing Example: You can ask me anything you want.（你可以问我任何你想问的事情。） else /els/ adv. other; additional Example: What else do you need?（你还需要别的什么吗？） magic /'mædʒik/ adj. having magical power; n. magic Example: The magic show is very interesting.（魔术表演非常有趣。） lively /'laɪvli/ adj. full of life and energy Example: The party was lively and everyone had a great time.（派对充满活力，每个人都玩得很开心。） scissors /'sɪzəz/ n. tool for cutting Note: always in plural form, a pair of scissors（一把剪刀） paper - cut /'peɪpəkʌt/ n. paper - cutting work Example: This paper - cut is very beautiful.（这个剪纸非常漂亮。） luck /lʌk/ n. fortune Example: Good luck to you!（祝你好运！） happiness /'hæpinəs/ n. the state of being happy Example: Everyone is looking for happiness.（每个人都在寻找幸福。） imagination /I, maɪdʒɪ'neɪʃn/ n. the ability to create mental pictures Example: Children usually have rich imagination.（孩子们通常有丰富的想象力。） 2. Key Phrases and Sentence Patterns turn... into... change... into... Example: The caterpillar turns into a butterfly.（毛毛虫变成蝴蝶。） a pair of... two things that are used together Example: I bought a pair of shoes.（我买了一双鞋。） by oneself alone; without help Example: He can do his homework by himself.（他可以自己做作业。） 3. Cultural Knowledge Paper cutting is a traditional Chinese art form with a long history. Red paper is often used in paper cutting during festivals, especially the Chinese New Year, because red represents good luck and happiness in Chinese culture. Paper - cut patterns can have different meanings. For example, a fish pattern may mean abundance, and a double - happiness character is used for weddings. 教学过程 1. Lead - in (5 minutes) Greet the students as usual. Show some pictures of different art forms on the PPT, such as painting, calligraphy, and paper cutting. Ask students: "Boys and girls, look at these pictures. What art forms are they? Which one do you like best?" Let several students answer. Then focus on the pictures of paper cutting and ask: "Do you know anything about paper cutting? Where can you usually see paper - cuts?" Guide students to recall and share their knowledge about paper cutting. 2. New Words Teaching (8 minutes) Present the new words on the PPT one by one. Read the words aloud clearly, and let students read after the teacher several times, paying attention to the pronunciation. Explain the meanings of the new words with examples and pictures. For example, when teaching "scissors", show a picture of scissors and say: "Look, this is a pair of scissors. We use it to cut paper. Say it after me, scissors." Do a small game: "Word Guessing". The teacher describes the meaning of a word in English, and students guess which word it is. For example, the teacher says: "It's a tool. We use it to cut things. What is it?" Students answer "scissors". This can help students better remember the words. 3. Reading Comprehension (15 minutes) Let students read the passage about paper cutting quickly and silently, and then answer the question: "What is the main idea of this passage?" Call on a few students to share their answers. Ask students to read the passage carefully again. This time, give them some detailed questions, such as: "What could the author's grandma turn paper into when the author was a child?", "Why do they use red paper to make paper - cuts during the Chinese New Year?", "What should we use in our paper - cuts according to the passage?" Let students read the passage sentence by sentence to find the answers. Check the answers together. For each answer, ask students to read out the relevant sentences in the passage. Then explain some difficult sentence patterns in the passage, like "turn... into...", and give more examples for students to understand, such as "The witch turned the prince into a frog." Let students read the passage aloud together to further understand the text. 4. Language Points Explanation (7 minutes) Write the key phrases and sentence patterns on the blackboard, such as "turn... into...", "a pair of...", "by oneself". Explain their usages in detail. For "turn... into...", emphasize that it shows a process of change. Give more examples: "The rain turned the small stream into a big river." Let students make their own sentences using this phrase and share them with the class. For "a pair of...", remind students that when it is used as the subject, the verb should be in the singular form. For example, "A pair of glasses is on the desk." Let students practice making sentences with "a pair of" + different nouns. For "by oneself", explain its meaning of doing something alone. Give examples: "She can wash her clothes by herself." Ask students to describe things they can do by themselves using this phrase. 5. Practice (8 minutes) Oral Practice: Divide students into pairs. Ask them to talk about paper cutting according to the information they have learned. One student can introduce the process of making paper - cuts, and the other can talk about the cultural meanings of paper - cuts. Then they switch roles. Walk around the classroom to listen to their conversations and give guidance if necessary. Written Practice: Give students a short passage with blanks. The blanks should be filled with the new words, phrases, or sentence patterns they have just learned. For example: "My grandma has ____ hands. She can turn paper ____ all kinds of things. She gave me ____ scissors and taught me to make paper - cuts ____ myself." Let students fill in the blanks and then check the answers together. 6. Summary (1 minute) Summarize the key points of this lesson with students, including new words, phrases, sentence patterns, and the knowledge about paper cutting. For example: "Today, we learned many new words like 'human', 'luck', etc. We also learned important phrases such as 'turn... into...' and 'a pair of...'. And we knew that paper cutting is a traditional Chinese art form full of cultural meanings." 7. Homework (1 minute) Ask students to make a paper - cut by themselves at home. They need to write a short passage in English to introduce their paper - cut works, including what it looks like, what materials they used, and what meaning they want it to express. Encourage students to search for more information about other traditional Chinese art forms and share it in the next class. 教学反思 After this class, I think the overall teaching process went smoothly. The lead - in part successfully aroused students' interest in paper cutting, and they actively participated in the discussion. The new words teaching through pictures and games made it easier for students to remember. In the reading comprehension part, most students could understand the passage and answer the questions correctly after guidance. However, there are still some areas that need improvement. During the oral practice, some students were a bit shy and dared not speak English loudly. In the future, I should create a more relaxed and supportive atmosphere to encourage them to express themselves bravely. Also, when explaining the difficult language points, although I gave many examples, a few students still seemed confused. Maybe I need to use more vivid and simple ways to make the explanations. The homework assignment aims to combine students' practical operation with language learning. I am looking forward to seeing their creative paper - cut works and reading their English introductions. This will help me further evaluate students' learning effects and adjust my teaching methods accordingly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $