Unit 6 Being creative Lesson 4 Chinese kites 教学设计 -2024-2025学年冀教版英语七年级下册

Unit 6 Being creative-Lesson 4 Chinese kites This lesson is from Unit 6 "Being creative" of the 2024 Hebei Education Press English textbook for Grade 7. The main topic is "Chinese kites", which introduces students to the history, making process, and cultural significance of Chinese kites. Through this lesson, students will not only expand their vocabulary related to kites but also enhance their language skills in reading, speaking, and writing. Moreover, it aims to cultivate students' awareness and appreciation of traditional Chinese culture. 教学目标 1. Knowledge Objectives Students will be able to understand and master the key vocabulary and phrases related to Chinese kites, such as "traditional", "pattern", "express", "material", "connect", etc. They can understand the text about Chinese kites, including the history, making steps, and cultural meanings of kites. 2. Ability Objectives Develop students' reading skills, especially the ability to scan for specific information and understand the main idea of the text. Improve students' speaking skills by describing the making process of kites and sharing their understanding of kite culture in English. Enhance students' writing skills, enabling them to write a short passage about kites. 3. Emotional Objectives Foster students' interest in traditional Chinese culture and promote their sense of cultural identity and pride. Encourage students to be creative and cooperative through group work. 教学重难点 1. Teaching Key Points Key vocabulary and phrases: Make sure students can correctly pronounce, understand, and use words and phrases related to kites, like "traditional kite patterns", "express wishes", "connect... to...", etc. Describing the making process of kites: Guide students to use the correct sequence of words and sentences to clearly describe how to make a kite, such as "First, we get...; Next, we cut...; Then, we connect...; Finally, we draw...". Understanding the cultural significance of kites: Help students realize that kites in Chinese culture symbolize good luck, long life, and happiness, and how people use kites to express their wishes. 2. Teaching Difficult Points Using English to accurately and vividly describe the making process: Some students may have difficulty in choosing the right words and organizing sentences to describe the detailed steps of making kites, especially when it comes to expressing the actions precisely. Deeply understanding and expressing the cultural connotations: It may be challenging for students to fully understand the profound cultural meanings behind kites and express their own insights in English, as cultural concepts are often abstract and require a certain level of language proficiency and cultural background knowledge. 1. Vocabulary Adjective: traditional (trəˈdɪʃənl) - 传统的；习俗的；惯例的 Nouns: pattern (ˈpætn) - 图案；模型；模式；including (ɪnˈkluːdɪŋ) - 包括… 在内；express (ɪkˈspres) - 表达；表示；代表；ability (əˈbɪləti) - 能力；material (məˈtɪəriəl) - 材料；布料；string (strɪŋ) - 细绳；线；stick (stɪk) - 枝条；条状物；glue (ɡluː) - 胶；胶水；butterfly (ˈbʌtəflaɪ) - 蝴蝶；award (əˈwɔːd) - 奖；奖品；奖金 2. Phrases and Expressions traditional kite patterns - 传统风筝图案 express one's wishes - 表达某人的愿望 be able to do sth. - 能够做某事 different materials - 不同的材料 cut... into... - 把… 切成… connect... to... - 把… 连接到… 3. Key Sentences Kites are a traditional form of art in China. They have a history of about 2,300 years. Traditional kite patterns can mean many things, including good luck, long life, and happiness. People fly kites to express their wishes for a better life. First, we got different materials: special paper, a string, bamboo sticks, scissors, and glue. Next, we cut the paper into a shape. Then, we connected the string to the main part of the kite. Finally, we drew beautiful patterns on our kite. 教学过程 1. Warming-up (5 minutes) Greet the students as usual. Show some pictures of different kinds of kites on the PPT, such as dragon kites, butterfly kites, and bird kites. Ask students: "Do you know what these are? Have you ever seen or flown a kite? Where did you fly it?" Encourage several students to share their experiences briefly. This activity aims to arouse students' interest and lead in the topic of kites. 2. Pre-reading (10 minutes) Present new words and phrases related to kites on the PPT. Teach students to pronounce them correctly, and explain the meanings through pictures or simple examples. For example, show a picture of a traditional Chinese kite with various patterns to explain "traditional" and "pattern"; use a real string and a stick to demonstrate "string" and "stick". Let students read the words and phrases after the teacher for several times, and then ask individual students to read to check their pronunciation. Ask students to predict what they may read in the text about kites. Write down their ideas on the blackboard, such as the history of kites, how to make kites, and the types of kites. This helps students activate their prior knowledge and get mentally prepared for reading. 3. While-reading (15 minutes) Fast Reading Let students read the text quickly to get the general idea. Then ask them to answer the question: "What is the main idea of this passage?" Guide students to find the key sentences in each paragraph to summarize the main idea. For example, the first paragraph mainly talks about the long history and cultural significance of kites in China; the second paragraph describes the process of making a kite. Careful Reading Ask students to read the text carefully again and answer some detailed questions on the PPT, such as: "How far back does the history of kites go?" "What materials do we need to make a kite?" "What are the steps of making a kite?" "What shapes do kites usually come in?" After students finish answering, check the answers together. Then, explain some difficult sentences in the text, such as "Traditional kite patterns can mean many things, including good luck, long life, and happiness." Analyze the sentence structure and the usage of "including", and let students understand how to express similar meanings. 4. Post-reading (10 minutes) Group Discussion Divide students into groups of four or five. Give each group a topic related to kites, such as "The most interesting kite you have ever seen", "The importance of kite culture in modern society", or "If you could design a kite, what would it look like and what meaning would it carry?" Let students discuss in groups for about 5 minutes. Encourage every student to participate in the discussion and share their ideas. Group Presentation Ask each group to choose a representative to present their discussion results to the whole class. While the representatives are presenting, other students listen carefully and can ask questions if they have any. After each presentation, give some positive comments and suggestions to the group. This activity can improve students' speaking and cooperative abilities, as well as their understanding of kite culture. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with students, including the new vocabulary, phrases, key sentences, and the main content about kites. Review the history, making process, and cultural significance of kites. Ask students to recall and share what they have learned in this class. Homework Ask students to write a short passage about kites, introducing at least one aspect of kites, such as its history, making method, or cultural meaning. They should use at least five new words and phrases learned in this class. Encourage students to find more information about kites, such as interesting stories or unique kite festivals around the world, and share it with the class next time. 教学反思 After this lesson, generally, the teaching objectives have been achieved to a certain extent. The use of pictures, words, and group discussions has effectively attracted students' attention and stimulated their interest in learning. However, there are also some areas that need improvement. During the teaching process, when asking students to describe the making process of kites, some students still had difficulties in using English to express accurately and fluently. This indicates that more practice in sentence construction and oral expression is needed in future classes. For example, more sentence pattern drills and speaking activities related to daily life or cultural topics can be designed. In the group discussion part, although most students actively participated, there were still a few students who were relatively quiet and less involved. In the future, more attention should be paid to these students, encourage them to express their opinions, and provide more guidance and support to help them integrate into group activities better. In terms of cultural teaching, some students may not have fully understood the deep cultural connotations of kites. Next time, more vivid examples, cultural stories, or even short videos can be used to help students better understand the cultural background and significance, so as to better achieve the goal of cultivating students' cultural awareness. In conclusion, through continuous reflection and improvement, the teaching quality of English classes can be continuously enhanced to better meet the learning needs of 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 $