Unit 5 How do we make art （教学设计）-2025-2026学年沪教版英语四年级下册

Unit 5：How do we make art? 单元整体分析 单元教学内容 本单元围绕“How do we make art?”核心问题展开，引导学生认识多种艺术形式（photo, paper-cut, painting 等）和基础图形（circle, triangle, square 等），了解艺术创作的多元方式，包括运用图形、日常材料进行艺术制作。掌握核心词汇（艺术形式类、图形类、动作类）和句型（“Are you (doing)...?” “Is he/she (doing)...?”），通过观察、实践、合作等活动，感受艺术的魅力，激发艺术创作的积极性。 单元学习遵循“激活艺术与图形主题—探究艺术创作案例+语法融合—交际运用—拓展升华”的逻辑链，各板块功能如下： 板块 内容 功能 Get ready 激活艺术形式类和图形类核心词汇（photo, paper-cut, circle, triangle 等），通过“看图指认”“形状匹配”建立“艺术形式—图形—创作材料”的关联，初步感知艺术创作的基本动作（draw, cut, paste 等）。 输入铺垫功能：借助直观教具和生活经验，激活学生对艺术和图形的已有认知，呈现核心词汇和话题，搭建“艺术创作”认知框架。 Explore 通过“Shapes in art”的文本，介绍不同图形的特征及学生运用图形进行剪纸、绘画等艺术创作的过程；同步融入现在进行时一般疑问句及回答句型，区分肯定式和否定式表达。 认知+语言形式融合功能：既引导学生从“识别图形和艺术形式”进阶到“运用图形创作艺术”，又同步完成现在进行时一般疑问句的感知、理解与初步操练，为后续交际提供语言工具。 Communicate 通过“匹配人物与艺术创作形式”“模拟艺术创作现场交流”“仿写艺术作品介绍”等活动，将所学知识转化为实际交流能力，解决“如何用英语询问和描述正在进行的艺术创作”的问题。 语言输出功能：创设真实创作和交流情境，让学生运用词汇和句型进行表达、合作与书写，实现知识向能力的转化。 Extend 通过“The world of paper-cuts”的短文，讲述剪纸艺术相关的趣味故事，介绍剪纸这一传统艺术形式，引导学生了解艺术的文化内涵，渗透“艺术源于生活”的理念，鼓励学生发现生活中的艺术之美。 主题升华与价值引领功能：将“图形创作”延伸到“传统艺术认知”，让学生感受传统艺术的魅力，培养对艺术的热爱和文化自信。 单元教学目标 语言能力目标 能听、说、读、写艺术形式类和图形类核心词汇；能正确使用现在进行时一般疑问句及回答句型“Are you (doing)...?” “Is he/she (doing)...?” “Yes, I am./No, I'm not.” “Yes, he/she is./No, he/she isn't.”询问和描述正在进行的艺术创作；能结合动作和场景，简单说明艺术制作的方式（如“We make a paper-cut with scissors and paper.”）；能仿写简单的艺术作品介绍短文。 思维品质发展目标 通过分析不同图形的特征和艺术创作案例，培养观察、分类、创新思维；能从“图形”“材料”“动作”等角度思考艺术创作的可能性；发展提取文本关键信息、逻辑表达观点的能力。 文化意识目标 感受艺术的多样性和文化内涵，了解剪纸等传统艺术形式；培养对艺术的兴趣和审美能力；初步建立“人人都能参与艺术创作”的认知，鼓励大胆尝试和合作创新。 学习策略目标 运用“艺术形式—图形—动作”思维导图梳理知识；通过小组合作、角色扮演、实践创作等活动实践语言交际；借助句型模板、关键词提示完成写作任务。 教学过程设计 Get ready 教学设计 一、教学目标 1. 听、说、认读词汇：photo, paper-cut, painting, circle, triangle, square, rectangle, star, shape, draw, cut, paste。 2. 正确使用句型“What shape is it?” “It's a...”询问和描述图形；初步运用“Are you making...?” “Yes, I am./No, I'm not.”询问和回应正在进行的艺术创作。 3. 建立“艺术形式—图形—创作动作”的关联认知（如 paper-cut → circle → cut）。 4. 激发对艺术和图形的兴趣，愿意用英语谈论艺术创作。 5. 情境任务：制作“艺术创作卡片”（含艺术形式图片 + 对应图形 + 1 句创作描述）：“I'm making a painting with circles.” 二、教学重难点 重点：艺术形式和图形词汇的认读与记忆；基础句型“What shape is it?” “It's a...”及一般疑问句“Are you making...?”的初步运用。 难点：部分图形词汇的发音（如 rectangle, triangle）；“make + 艺术形式”的固定搭配（make a paper-cut 而非 do a paper-cut）。 三、教学过程设计 （一）导入：激活经验，建立语境 活动1：Look and guess（看图猜艺术形式） 过程：① 教师展示不同艺术形式的图片（照片、剪纸、绘画），让学生猜测艺术形式名称。② 学生用中文或英文回应，教师顺势呈现对应的英文词汇和拼写。③ 教师领读词汇，强调发音要点（如 paper-cut 读作 /ˈpeɪpə kʌt/，painting 注意 /ˈpeɪntɪŋ/ 的发音）。 语言：T: Look at the picture. What art form is it? Ss: 剪纸！T: Yes! It’s a paper-cut. Read after me: paper-cut, paper-cut. Ss: paper-cut, paper-cut. 活动2：Talk about familiar shapes（谈论熟悉的图形） 过程：① 教师在黑板上画出圆形、三角形、正方形等图形，提问：“What shape is it?” 引导学生用英文回应“It's a circle./It's a triangle.”等。② 学生结合自身经验，分享生活中含有这些图形的物品（如太阳是圆形、尺子是长方形）。③ 教师引导学生用英语关键词回应，如学生说“盘子是圆形的”，教师补充：“The plate is a circle.” 语言：T: What shape is this? （指向圆形）Ss: It's a circle. T: Good! What shape is the book? S1: It's a rectangle. T: Correct! Read after me: rectangle, rectangle. （二）新知呈现：词汇与句型输入 活动1：Look, point and say（看图指说） 过程：① 课件按顺序呈现艺术形式图片、对应图形及创作动作（如 painting 配 square 图形和 draw 动作图），播放录音。② 学生边听录音，边快速指出对应的图片，模仿创作动作。③ 分组竞赛：教师展示艺术形式或图形图片，小组抢答词汇和对应的动作，答对加分。 语言：T: Look at the picture. “paper-cut” Point! Ss: （指向剪纸图片）paper-cut! T: What shape is in the paper-cut? Ss: （指向圆形）circle! T: How do we make it? Ss: （模仿裁剪动作）cut! 活动2：Match art forms, shapes and actions（艺术形式、图形与动作匹配） 过程：① 课件呈现艺术形式词汇、图形词汇和动作词汇（draw, cut, paste）。② 学生小组讨论，将三者进行合理匹配（如 painting → square → draw, paper-cut → triangle → cut）。③ 集体核对答案，教师引导学生用句型描述：“We draw a square to make a painting.”“We cut a triangle to make a paper-cut.” 语言：T: Match the art form, shape and action. Let’s check: We draw a circle to make a photo frame. Correct! We cut a star to make a paper-cut. Yes! 活动3：Role-play - “I'm an Artist”（角色扮演） 过程：① 教师给学生分发艺术形式和图形卡片，学生手持卡片模仿创作动作。② 教师提问：“Are you making a paper-cut?” 学生回应：“Yes, I am. It has a circle.” 或 “No, I'm not. I'm making a painting.” ③ 学生两人一组，轮流提问和回应，教师巡视纠错。 语言：T: Are you making a painting? S2: Yes, I am. It has squares and rectangles. （做绘画动作）T: What about you? S3: No, I'm not. I'm making a paper-cut. It's a star. （做裁剪动作） （三）输出：练习巩固，表达自我 活动1：Quick response（快速回应） 过程：① 教师展示图形图片，学生快速说出对应的词汇（如展示 triangle 说“triangle”）。② 教师说艺术形式和图形组合（如“paper-cut + star”），学生快速做出对应的创作动作。③ 增加难度：教师提问“Are you cutting a square?” 学生快速回应“Yes, I am.” 或 “No, I'm not. I'm cutting a circle.” 语言：T: （展示 rectangle 图片）Ss: rectangle! T: “painting + circle” Ss: （做画圆形的动作）T: “Are you pasting a star?” S4: Yes, I am./No, I'm not. I'm pasting a square. 活动2：Draw and introduce（绘画介绍） 过程：① 学生用3分钟画出自己喜欢的一种艺术形式，并在其中融入至少两种图形，标注艺术形式和图形名称。② 教师巡视，对绘画困难的学生提供简笔画模板。③ 邀请4-5名学生上台展示，用句型介绍：“This is a painting. It has circles and triangles. I draw it.” 语言：T: Draw your favorite art form with two shapes. Write the words. Show us your picture! S5: This is a paper-cut. It has a star and a square. I cut it. T: Great! Clear and correct. 活动3：Fill in the blanks（填空练习） 过程：① 课件呈现句型框架，学生根据提示填空：“This is a ______. It has a ______ and a ______. I ______ it.” ② 同桌互查答案，教师抽查并点评，强调“make + 艺术形式”“draw + 图形”的搭配。 语言：T: Fill in the blanks. Remember: make a paper-cut, draw a shape. Let’s read Lily’s answer: “This is a painting. It has a circle and a triangle. I draw it.” Perfect! 四、作业设计 1. Read the words and phrases. 2. Draw a “My Favorite Art Work” picture with at least two shapes and write a sentence: “This is a ______. It has ______ and ______.” Explore 教学设计 一、教学目标 1. 能理解并朗读“Shapes in art”的文本，提取图形特征、学生创作的艺术形式及使用的图形等关键信息。 2. 能听懂并运用现在进行时一般疑问句及回答句型“Are you (doing)...?” “Is he/she (doing)...?” “Yes, I am./No, I'm not.” “Yes, he/she is./No, he/she isn't.”询问和描述正在进行的艺术创作。 3. 能结合文本内容，用简单语言说明“如何用图形制作艺术作品”（如“They use rectangles to make a tiger's body.”）。 4. 感知字母组合“sp, st”的发音（如 square, star, stand, stop），能认读含该发音的单词。 二、教学重难点 重点：理解现在进行时一般疑问句的用法；提取并梳理文本中“图形特征—艺术创作”的逻辑线索。 难点：正确使用现在分词形式（draw→drawing, cut→cutting）；在语境中灵活运用现在进行时一般疑问句及回答。 三、教学过程设计 （一）热身复习 活动1：词汇与句型回顾 过程：① 课件快速展示艺术形式、图形词汇和创作动作图片，学生抢答，教师纠正发音和搭配错误。② 集体操练基础句型：“What shape is it? It's a square.” “Are you making a painting? Yes, I am.” ③ 过渡提问：“How do we use shapes to make art? Let’s find out in the text.” 引出文本主题。 语言：T: “paper-cut!” Ss: paper-cut! T: “Are you cutting a star?” Ss: Yes, I am./No, I'm not. T: How to make art with shapes? Let’s read the story. 活动2：Chant 导入 过程：① 播放 Grammar in use 中的歌谣“Fun with shapes”，学生跟唱。② 提问歌谣中的关键信息：“Is the girl making a paper-cut?” “Is she drawing a tree?” 引导学生用现在进行时一般疑问句的回答回应。③ 强调歌谣中的句型结构和现在分词形式。 语言：T: Listen to the chant. Is the girl making a paper-cut? Ss: Yes, she is. T: Is she drawing a tree? Ss: No, she isn't. She's drawing a car. （二）探究文本：艺术创作故事 活动1：Read and answer（问题探究） 过程：① 课件呈现问题：“What are the features of a square?” “What is Xiaotian making?” “What shape is the tiger's body in Xiaotian's paper-cut?” “Is Xiaole painting circles?” ② 学生默读文本1分钟，寻找答案，小组讨论后举手回答。③ 教师将关键信息板书在“图形—特征—艺术创作”表格中。 语言：T: What are the features of a square? S1: A square has four sides and four corners. T: What is Xiaotian making? S2: He's making a paper-cut of a tiger. 活动2：Read and match（图形与艺术创作匹配） 过程：① 课件呈现图形词汇（square, rectangle, triangle, circle）和学生的艺术创作描述（“Xiaotian uses it as the tiger's body.” “Xiaole is painting it.”）。② 学生再次阅读文本，将图形与对应的创作描述匹配。③ 集体核对答案，教师引导学生朗读文本中对应的关键句子。 语言：T: Read the text and match the shape with the creation. Let’s check: Xiaotian uses a rectangle as the tiger's body. Correct! Xiaole is painting circles. Yes! 活动3：Find the key sentences（寻找关键句） 过程：① 学生在文本中找出描述图形特征和艺术创作场景的关键句子（“A square has four sides and four corners.” “Xiaotian is making a paper-cut. It's a tiger.” “Xiaole is painting circles.”）。② 教师领读句子，引导学生体会现在进行时一般疑问句及回答的用法（询问和描述正在发生的动作）。③ 学生分组朗读文本片段，模仿语气和情感。 语言：T: Find the sentences about shape features. Ss: “A rectangle also has four sides and four corners. A triangle has three sides and three corners.” T: Find the sentences about art creation. Ss: “Xiaotian is making a paper-cut. It's a tiger. Look at the rectangle. It's the tiger's body.” （三）语法操练：现在进行时运用 活动1：Fill in the blanks with -ing form（用现在分词填空） 过程：① 课件呈现文本中的关键句子，空出动词部分（如 “Xiaotian is ______ (make) a paper-cut.” “Xiaole is ______ (paint) circles.”）。② 学生独立填空，同桌互查。③ 教师讲解现在分词变化规则（一般动词加 -ing，如 draw→drawing；以不发音的 e 结尾的动词去 e 加 -ing，如 make→making；重读闭音节双写尾字母加 -ing，如 cut→cutting）。 语言：T: Fill in the blanks with the right form. Let’s check: “Xiaotian is making a paper-cut.” Correct! “Xiaole is painting circles.” Yes! 活动2：Look, ask and answer（看图问答） 过程：① 课件呈现不同学生进行艺术创作的图片（如剪正方形、画三角形、贴圆形）。② 学生两人一组，轮流提问：“Is he/she making a paper-cut?” “What is he/she doing?” 对方回答：“Yes, he/she is. He/She is cutting a square.” 或 “No, he/she isn't. He/She is drawing a triangle.” ③ 邀请2-3组上台展示。 语言：T: Pair work! Ask and answer about the pictures. Group 1, your turn. S3: Is she making a painting? S4: No, she isn't. She's making a paper-cut. She's cutting a star. 活动3：Role-play - “Art Class”（角色扮演） 过程：① 学生分组，每组模拟艺术课场景，分配角色（创作者、提问者）。② 创作者做艺术创作动作，提问者用现在进行时一般疑问句提问，创作者回应，如：“Are you pasting a circle?” “Yes, I am. I'm making a photo frame.” ③ 教师巡视，鼓励学生大胆创新动作和表达。 语言：Group 2 (S5): （做画长方形的动作）S6: Are you drawing a rectangle? S5: Yes, I am. I'm making a painting of a house. S6: What other shapes do you need? S5: I need a triangle for the roof. （四）语音学习：字母组合“sp, st”的发音 活动1：Listen and find（听辨发音） 过程：① 课件呈现含“sp, st”的单词（square, star, stand, stop, sport）及对应图片。② 播放单词录音，学生跟读，感受发音特点（“sp”发 /sp/，“st”发 /st/）。③ 教师用手势辅助记忆（如“sp”双手做“伸展”状，发出 /sp/ 音；“st”双手做“停止”状，发出 /st/ 音）。 语言：T: Listen to the words: square, star. “sp” and “st” have special sounds: /sp/ and /st/. Read after me: /sp/ square. Ss: /sp/ square. T: /st/ stand. Ss: /st/ stand. 活动2：Read and sort（发音分类） 过程：① 课件呈现含“sp, st”的单词，学生根据发音将单词分为 /sp/ 和 /st/ 两类。② 小组讨论后核对答案，集体朗读分类后的单词，强化发音记忆。 语言：T: Sort the words by their sounds. “square” goes to /sp/. “stand” goes to /st/. Let’s read all the words together. 四、总结与作业 课堂总结：教师引导学生回顾本节课核心内容：“Today we learned about shapes and how to use them to make art. We can use ‘Are you doing...?’ ‘Is he/she doing...?’ to ask about art creation and answer with ‘Yes...’ or ‘No...’.” 学生集体复述核心句型。 作业设计： 1. Read Explore from Student’s Book 4B on Page 44-45. 2. Write 3 sentences about art creation: “He/She is making a ______.” “Are you cutting a ______?” “Yes, I am./No, I'm not.” Communicate 教学设计 一、教学目标 1. 能运用“Are you (doing)...?” “Is he/she (doing)...?”句型完成对艺术创作场景的观察和询问，准确回应他人的提问。 2. 能根据观察结果，口头描述他人正在进行的艺术创作，包含艺术形式、使用的图形和创作动作。 3. 能模仿写作模板，完成一篇简单的艺术作品介绍短文，语句通顺，信息完整。 4. 培养合作交流和大胆表达的能力，感受艺术创作的乐趣。 二、教学重难点 重点：运用现在进行时一般疑问句及回答句型完成观察询问和描述；根据提示仿写艺术作品介绍。 难点：在交流中灵活运用现在进行时的各种句式；写作中准确使用“make + 艺术形式”“use + 图形”搭配和相关动作词汇。 三、教学过程设计 （一）热身复习 活动1：Review the句型 过程：① 教师播放学生进行艺术创作的短视频（无声音），学生用句型“Is he/she making a...?” “What is he/she doing?” 描述和询问。② 邀请1名学生上台模仿艺术创作动作，其他学生提问，该学生回答。③ 集体点评，纠正表达错误（如现在分词形式错误、图形词汇使用不当）。 语言：T: Look at the video. Is she making a paper-cut? Ss: No, she isn't. She's making a painting. T: Tom, act like cutting a triangle. Ss: Is he cutting a square? Tom: No, I'm not. I'm cutting a triangle. I'm making a paper-cut. 活动2：Listen and match（听力练习） 过程：① 播放 Communicate A 中“Making art”的听力材料。② 学生根据听力内容，将人物与对应的艺术创作形式、使用的图形匹配（如 Lili → paper-cut → star）。③ 集体核对答案，学生用句型描述：“Lili is making a paper-cut. She uses a star.” 语言：T: Listen to the tape. Match the people with their art forms and shapes. Let’s check: What is Alex doing? Ss: He's making a painting. He uses circles and squares. （二）交流准备：明确任务与练习 活动1：Learn the communication task（明确交流任务） 过程：① 课件呈现交流任务：“Art Creation Talk”，要求小组合作，模拟艺术创作现场，一人进行创作，其他人围绕创作内容提问，创作者回应，最后共同描述创作成果。② 学生分组讨论，确定创作主题（如制作剪纸老虎、绘画房子）、分配角色（创作者、提问者、描述者）。③ 教师提供句型参考：“Are you using a rectangle?” “What shape are you cutting?” “He/She is making a... with... ” 语言：T: Today we’ll have an art creation talk. One student creates, others ask questions, then describe the work. Use the sentences on the screen. 活动2：Practice the communication（模拟交流） 过程：① 各小组进行5分钟排练，教师巡视指导，纠正语言表达和交流逻辑。② 邀请1组进行试交流，其他学生认真观看，评价交流是否流畅、表达是否准确。③ 教师针对试交流进行点评，提出改进建议（如提问时可以增加对创作意图的询问：“Why do you use a triangle?”）。 语言：Group 3 (Creator): （做剪长方形和三角形的动作）Questioner 1: Are you making a paper-cut? Creator: Yes, I am. Questioner 2: What shapes are you using? Creator: I'm using a rectangle and a triangle. Questioner 3: What are you making? Creator: I'm making a tree. The rectangle is the trunk, and the triangle is the crown. Describer: He's making a paper-cut of a tree. He uses a rectangle as the trunk and a triangle as the crown. He's cutting carefully. （三）艺术创作交流：展示与互动 活动1：Group communication show（小组交流展示） 过程：① 各小组依次上台进行交流展示，创作者进行创作动作，提问者提问，创作者回应，描述者总结创作成果，时间控制在1分钟内。② 其他学生认真观看，展示结束后可以补充提问。③ 教师在旁协助，及时纠正明显的语言错误。 语言：Group 4 (Creator): （做画圆形和正方形的动作）Questioner 1: Is he making a painting? Creator: Yes, I am. Questioner 2: Are you using a circle and a square? Creator: Yes, I am. I'm making a sun and a house. Describer: She's making a painting. She's drawing a circle as the sun and a square as the house. The painting is beautiful. Ss: （补充提问）Is there a rectangle in the painting? Creator: Yes, there is. It's the door of the house. 活动2：Guess the art work（猜艺术作品） 过程：① 邀请1名学生上台，背对全班模仿某种艺术创作动作，不说话。② 其他学生用句型“Are you making a...?” “What are you doing?” 提问，表演者只能用“Yes”或“No”回应。③ 猜对的学生获得小奖励，继续上台模仿。 语言：S1: （模仿贴圆形和三角形的动作）Ss: Are you making a photo frame? S1: No. Ss: Are you making a painting? S1: No. Ss: Are you making a paper-cut? S1: Yes. Ss: What shapes are you using? S1: （点头）Ss: Circles and triangles? S1: Yes! （四）书面表达：仿写艺术作品介绍 活动1：Analyze the model（分析范文） 过程：① 课件呈现写作模板范文（参考 Extend 中的艺术作品介绍）：“This is a paper-cut. It's a tiger. We use a rectangle as its body and triangles as its ears. The paper-cut is cute. I like it very much.” ② 教师引导学生分析范文结构：开头（介绍艺术作品名称）— 主体（描述作品内容、使用的图形）— 结尾（评价作品、表达喜爱）。③ 标注范文中的核心句型和关键词（art work, use... as..., cute, like）。 语言：T: Read the model. How does it start? Ss: It introduces the paper-cut first. T: What does it say about the shapes? Ss: It uses a rectangle as the tiger's body and triangles as its ears. 活动2：Write your introduction（仿写介绍） 过程：① 学生选择自己喜欢的一种艺术作品（可以是自己创作的，也可以是熟悉的），参考模板进行写作，字数50词左右。② 教师巡视指导，对有困难的学生提供关键词提示（如 painting: sun → circle, house → square, beautiful）。③ 学生完成后，同桌互查，纠正语法和拼写错误。 语言：T: Write about your favorite art work. Use the model. Remember to use “use... as...” and shape words. Let’s check your partner’s work. 活动3：Show and comment（展示点评） 过程：① 邀请3-4名学生上台展示自己的作文，朗读给全班听。② 其他学生认真倾听，给出积极评价（如 “Good! You told us the shapes in the painting clearly.”）。③ 教师总结共性优点和改进方向（如部分学生遗漏冠词，需注意“This is a paper-cut.” 而非 “This is paper-cut.”）。 语言：T: Let’s listen to Amy’s report. She wrote about a painting with many shapes. It's well-organized. What a good job! Jack, you can add “I make it with a brush.” to make it better. 四、总结与作业 课堂总结：教师引导学生回顾交流和写作流程：“Today we had a great art communication and wrote about our favorite art works. We can use ‘Are you doing...?’ ‘Is he/she doing...?’ to ask about art creation, and introduce art works with simple words.” 学生集体复述核心句型。 作业设计： 1. Ask and answer with the sentence structure on Page 49. 2. Revise your art work introduction and stick a photo of the art work (or draw a picture) next to it. Extend 教学设计 一、教学目标 1. 能理解短文“The world of paper-cuts”的主要内容，提取剪纸艺术的相关信息和故事中的关键情节。 2. 能运用核心词汇和句型（“This is a... ”“We use... to make... ”“It's... ”）复述短文主要内容。 3. 能参与“How can we make art with daily things? ”的讨论，用简单理由表达观点（如 “We can use leaves to make paintings. They have different shapes.”）。 4. 激发创新思维，培养对艺术创作的探索兴趣，理解“艺术源于生活”的理念。 二、教学重难点 重点：理解短文内容，掌握剪纸艺术的相关信息；运用核心词汇和句型复述短文。 难点：在讨论中清晰表达“用日常物品制作艺术”的想法；将短文知识迁移，进行创新实践。 三、教学过程设计 （一）热身复习 活动1：Review art works and shapes（回顾艺术作品与图形） 过程：① 课件展示不同艺术作品的图片（剪纸老虎、绘画房子、照片相框），学生用句型“This is a... We use... as... ”描述作品和使用的图形。② 提问：“Can we make art with daily things except paper and scissors? ” 引导学生用简单英语或中文回答（如 leaves, stones, sticks）。③ 引出短文主题：“Today we’ll learn about paper-cuts, a traditional art form, and find more ways to make art with daily things.” 语言：T: Look at the paper-cut tiger. What shapes does it use? Ss: It uses a rectangle as its body and triangles as its ears. T: Can we make art with leaves? S1: Yes! We can paste leaves to make a painting of a bird. 活动2：Predict the passage（预测短文） 过程：① 课件呈现短文标题和剪纸图片，提问：“What do you think the passage will talk about? ” ② 学生自由猜测，教师汇总关键词（paper-cuts, tiger, dragon, monkey, story）。③ 播放短文录音（无文字），验证猜测。 语言：T: The passage is “The world of paper-cuts”. What do you think it will talk about? S2: It will talk about a story about paper-cuts. T: Let’s listen to the tape to check. （二）短文精读：梳理信息与细节 活动1：Read and answer（问题探究） 过程：① 课件呈现问题：“What is Yuanyuan doing before bedtime? ” “What paper-cuts come to life in her dream? ” “What does the monkey do in the dream? ” “What happens at last? ” ② 学生默读短文，寻找答案，小组讨论后回答。③ 教师将关键信息板书：“Yuanyuan → make paper-cuts → dream → paper-cuts (sheep, dragon, monkey) → monkey peels wallpaper → dragon and sheep catch it → wake up → smile.” 语言：T: What is Yuanyuan doing before bedtime? S3: She is making animal paper-cuts. T: What paper-cuts come to life in her dream? S4: A green sheep, a Chinese dragon and a monkey. 活动2：Read and fill in the chart（阅读填表格） 过程：① 课件呈现表格，包含“剪纸形象”“在梦中的行为”两列。② 学生再次阅读短文，从文中提取信息填写表格（如 sheep: stands up and runs around; dragon: flies around the room; monkey: peels off the wallpaper）。③ 集体核对答案，教师引导学生朗读对应的句子。 语言：T: Read the passage and fill in the chart. Let’s check: The sheep stands up and runs around. Correct! The monkey peels off the wallpaper. Yes! 活动3：Find the key sentences（寻找关键句） 过程：① 学生在短文中找出描述剪纸形象和梦中情节的关键句子（“Suddenly, the green sheep stands up and runs around!” “The Chinese dragon flies around the room.” “The monkey starts to peel off the wallpaper!”）。② 教师领读句子，引导学生体会故事的趣味性和剪纸艺术的魅力。③ 学生分组朗读短文，感受语言节奏。 语言：T: Find the sentences about the dragon. Ss: “The Chinese dragon flies around the room.” T: Find the sentences about the ending of the dream. Ss: “Yuanyuan wakes up. She looks at the paper-cuts on the wall. She smiles.” （三）短文巩固：复述与讨论 活动1：Retell the passage with a chart（借助表格复述） 过程：① 学生以小组为单位，根据填写的表格，分工复述短文内容（一人负责一个情节）。② 教师示范复述：“Yuanyuan is making animal paper-cuts before bedtime. Suddenly, she has a dream. The green sheep runs around, the dragon flies, and the monkey peels the wallpaper. The dragon and sheep catch the monkey. Then Yuanyuan wakes up and smiles.” ③ 邀请1-2组全班复述。 语言：Group 5 (S5): Yuanyuan is making animal paper-cuts before bedtime. S6: She has a dream. The green sheep stands up and runs around. S7: The Chinese dragon flies around the room. The monkey peels off the wallpaper. S8: The dragon and sheep catch the monkey. Yuanyuan wakes up and smiles. 活动2：Group discussion（小组讨论） 过程：① 课件呈现问题：“What daily things can we use to make art? How? ” ② 学生分组讨论，用中文或简单英语记录想法（如 leaves → paste → painting, stones → stack → animal models, sticks → arrange → flowers）。③ 每组派代表分享，教师汇总创意想法，鼓励学生大胆尝试。 语言：T: Discuss in groups. What daily things can we use? Group 2, share your ideas. S9: We can use stones of different sizes. We stack them to make a dog. S10: We can use leaves of different shapes. We paste them to make a butterfly. （四）拓展延伸：实践创作艺术 活动1：Make art with daily things（用日常物品制作艺术） 过程：① 学生分组，利用自带的日常物品（如树叶、石头、树枝、瓶盖），尝试制作艺术作品。② 教师巡视指导，鼓励学生结合所学句型描述自己的创作：“We are using leaves to make a painting. This leaf is a circle. It's the butterfly's wing.” ③ 各小组展示自己的“自制艺术作品”，全班欣赏。 语言：Group 6 (Describer): We use stones and sticks. We stack the stones to make a house. The big stone is a square. The small stones are circles. We use sticks as the windows. We are making a stone house model. 活动2：Talk about my creative art（谈论我的创意艺术） 过程：① 学生结合自己的创作，分享感受和想法：“I think it's fun to make art with leaves. The shapes of leaves are beautiful. Our butterfly painting is lovely.” ② 教师给予积极评价，鼓励学生保持创新思维，发现生活中的艺术之美。 语言：T: How do you feel about making art with daily things? S11: It's interesting. We don't need expensive materials. We can find art materials everywhere in life. T: Great! Art is around us. Let’s keep exploring! 四、总结与作业 课堂总结：教师引导学生总结短文道理：“Paper-cut is a traditional art form. We can also make art with daily things. Art is everywhere in our life. Let’s love art and create art!” 学生集体回应。 作业设计： 1. Read Extend from Student’s Book 4B on Page 50. 2. Try to make art with a daily thing at home, and write a short passage: “I use... to make art. It has... shapes. I... It's... I like it!” 学科网（北京）股份有限公司 $