Unit 6 Being creative Luban - the legendary master carpenter 教学设计-2024-2025学年冀教版英语七年级下册

Unit 6 Being creative-Luban - the legendary master carpenter This lesson is about Luban, a legendary master carpenter in Chinese history. It tells the story of how Luban invented the first saw, inspired by the teeth on the edge of a leaf. Besides, it also mentions his other inventions like grappling hooks, rams for fighting on boats, and the "cloud ladder" for attacking walled towns. The text shows Luban's creativity and his significant influence on Chinese carpentry and architecture. It aims to introduce students to an important figure in Chinese history and inspire their creativity and innovation. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary related to Luban and carpentry, such as "legendary", "master carpenter", "invent", "tool", "creativity", "influence", "axe", "saw", "spirit of innovation", etc. They should be able to understand the meanings, pronounce them correctly, spell them proficiently, and use them flexibly in real - life situations. Students will learn common sentence patterns to describe Luban's life, inventions, and influence on later generations, like "Luban is a legendary master carpenter in Chinese history.", "He invented many useful tools.", "His skills and creativity had a great influence on Chinese carpentry.", "Thanks to his spirit of innovation, we have many convenient tools today." They can use these sentence patterns for simple conversations and introductions. B. Ability Objectives Improve students' English language skills comprehensively. They should be able to understand explanations and discussions about Luban's story, accurately obtain key information such as his important inventions, innovative deeds, and historical status. Students can clearly, naturally, and confidently tell fragments of Luban's story in English, share their understanding and feelings about Luban's innovative spirit, and communicate and discuss about innovation and craftsmanship spirit with others. They can read simple passages, historical records, and other texts related to Luban, understand the main idea, details, and cultural value of the article. Students can write a few sentences to evaluate Luban or write down the inspiration they have learned from him in written form, using the learned vocabulary and sentence patterns, with complete content, accurate expression, and rich emotions. Through classroom activities, cultivate students' autonomous learning ability, cooperative inquiry ability, and cultural inheritance awareness. Students can independently consult materials to deeply understand Luban's story, jointly explore the connotations of innovation spirit and craftsmanship spirit in group cooperation, learn to draw wisdom from historical figures, and improve comprehensive learning ability and practical English application ability. C. Emotional Objectives Stimulate students' interest in and love for ancient Chinese craftsmanship culture, cultivate students' national pride and cultural confidence, and let students realize the important contribution of the wisdom and creativity of ancient Chinese working people to the development of world civilization. Create a positive, active, and thoughtful classroom atmosphere, let students feel the diverse charm of English learning in the process of learning historical stories, enhance students' self - confidence and enthusiasm for learning English, and cultivate students' good qualities of being brave in innovation and striving for excellence. 教学重难点 A. Key Points Key vocabulary and phrases related to Luban and his inventions. Sentence patterns for describing inventions and their influences. The story of how Luban invented the saw and his other major inventions. B. Difficult Points Helping students understand the spirit of innovation and craftsmanship reflected in Luban's story and applying this spirit to their own lives. Enabling students to express their own opinions and understandings about Luban's story and spirit in English accurately and fluently. A. Vocabulary Legendary: famous in legends; very well - known and often exaggerated or idealized in stories. Example: Luban is a legendary master carpenter. Master carpenter: a highly skilled and experienced person in the field of carpentry. Example: He is regarded as a master carpenter for his excellent woodworking skills. Invent: to create or design (something that has not existed before). Example: Edison invented the light bulb. Tool: an instrument or device used for a particular purpose, especially for making or repairing things. Examples: Hammer, saw, and axe are common tools for carpenters. Creativity: the use of imagination or original ideas to create something. Example: Creativity is very important in art and design. Influence: the capacity to have an effect on the character, development, or behavior of someone or something, or the effect itself. Example: His teachings had a profound influence on generations of people. Axe: a tool with a heavy metal blade on the end of a long handle, used for cutting wood or as a weapon. Example: He used an axe to cut down the tree. Saw: a tool with a thin, sharp - toothed blade used for cutting wood, metal, etc. Example: The first saw was invented by Luban. Spirit of innovation: the willingness and ability to introduce new ideas, methods, or products. Example: We should carry forward the spirit of innovation in our study. B. Sentence Patterns Subject + be + a/an + adj. + n.: Luban is a legendary master carpenter in Chinese history. Subject + invent + many + adj. + n.: He invented many useful tools. Subject +'s + n. + and + n. + have/has + a + great + influence + on + n.: His skills and creativity had a great influence on Chinese carpentry. Thanks to + n., subject + have/has + many + adj. + n.: Thanks to his spirit of innovation, we have many convenient tools today. 教学过程 A. Warming - up (5 minutes) Greet the students and show some pictures of modern tools like hammers, saws, and drills on the PPT. Ask students: "Do you know how these tools were invented? Who might be the first ones to use them?" Let students discuss in pairs for about 1 minute and then invite 2 - 3 pairs to share their ideas. B. Lead - in (5 minutes) Show a picture of Luban on the PPT and ask: "Do you know this person? Have you ever heard of him? What do you know about him?" Let students share what they know about Luban briefly. Then introduce Luban simply: "Luban is a very important figure in Chinese history. He is known as a legendary master carpenter. Today, we are going to learn more about his story." C. New Lesson (20 minutes) Reading Comprehension Let students read the passage about Luban silently for the first time. After reading, ask them to answer a general question: "What is the main idea of this passage?" Invite several students to share their answers. Then let students read the passage again carefully. Divide them into groups of four. Each group discusses and answers the following detailed questions: "What was Luban's family background like when he was young?" "How did Luban invent the first saw?" "What other things did Luban invent?" "What contributions did Luban make to China?" Walk around the classroom to guide the group discussions. After about 5 minutes, ask each group to report their answers. Summarize and correct the answers on the blackboard. Vocabulary and Sentence Pattern Teaching Teach the new vocabulary. Use pictures, actions, and examples to help students understand the meanings. For example, show a picture of an axe and say: "This is an axe. Luban might have used an axe in his carpentry work." Let students repeat the words after you several times. Explain the key sentence patterns. Write the sentence patterns on the blackboard and give more examples for students to understand. For the pattern "Subject + invent + many + adj. + n.", give examples like "Bell invented many communication devices." Ask students to make sentences using the new vocabulary and sentence patterns. Invite several students to share their sentences and correct them if there are mistakes. D. Practice (10 minutes) Listening Practice Play a recording about Luban's story again. This time, ask students to listen carefully and fill in the blanks in a hand - out. The blanks are mainly about the key information in the story, such as the name of the state where Luban was born, the reason why he invented the saw, etc. After playing the recording, give students 2 minutes to check their answers in pairs. Then check the answers together. Speaking Practice Divide students into new pairs. Ask them to make a dialogue about Luban. One student acts as a reporter and the other acts as an expert on Luban. The reporter asks questions like "Can you tell me something about Luban's inventions?" "How did Luban's inventions change people's lives?" The expert answers according to what they have learned. Walk around to monitor the pairs' conversations. After about 5 minutes, invite 2 - 3 pairs to come to the front of the class and act out their dialogues. E. Summary (3 minutes) Review the key vocabulary and sentence patterns with the students. Write the important words and sentences on the blackboard again and ask students to read them together. Summarize Luban's story briefly: his family background, his inventions, and his contributions. Emphasize the spirit of innovation and craftsmanship reflected in his story. F. Homework (2 minutes) Ask students to write a short passage about Luban, including his main inventions and the influence he had. They should use at least 5 new words and 3 sentence patterns learned in this class. Let students search for more information about other ancient Chinese inventors and be ready to share in the next class. 教学反思 Positive Aspects The warming - up and lead - in activities successfully attracted students' attention and aroused their interest in Luban's story. The pictures and questions helped students actively participate in the class from the beginning. The group work in the reading comprehension and speaking practice provided students with opportunities to communicate and cooperate with each other. They could exchange ideas and learn from each other, which improved their learning enthusiasm and language application ability. The use of various teaching methods such as reading, listening, speaking, and writing comprehensively trained students' language skills. Areas for Improvement Some students still had difficulties in using the new vocabulary and sentence patterns accurately in the speaking and writing practice. In the future, more targeted exercises and individual guidance are needed. The time for group discussions in some activities was a bit tight, and some students did not have enough time to fully express their opinions. It is necessary to better control the time allocation in the next class. When introducing the spirit of innovation and craftsmanship, it was a bit abstract for some students. More real - life examples or modern - day analogies could be used to help students better understand this part. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $