Unit 4教学设计 2025-2026学年译林版七年级英语下册

课时数：No. 31 用案人： 日期： 年 月 日 星期 课题 7B Unit4 Chinese folk art Welcome to the unit 教学目标 1. To learn the new words and useful expressions like “zisha teapots” “woodcarving” “Chinese lanterns” 2.To introduce the daily study and activities.; 教学重点 1. To introduce the daily study and activities. 2. To talk about Chinese folk art. 教学 难点 1.To talk about Chinese folk art. 2.To know the following sentence, “What traditional crafts do you like?” “They look so pretty at night.” “It's made of...” 教学 方法 Heuristic teaching method, task-based teaching method. Group discussion method 教具 multimedia 有 备 而 来 互补调整 1、 导入新课 Step 1 Revision 1.Ask students: Do you like Chinese folk art? “What traditional crafts do you like?” “They look so pretty at  night.” Use these questions to revise the last unit. 2. Tell students to learn more about Chinese folk art. 二、指导先学 Step 2 Independent learning 1.Students look at the pictures and try to write and read the correct names under the pictures by themselves . 2. Students read the dialogue in Part B on their own and try to understand its meaning. 3. Students read the comic strip and know the meaning and the important language points. 写出下列单词的中文意思。 craft  ____________ clay  ____________ bamboo  ____________ silk  ____________ zisha teapot  ____________ woodcarving  ___________ Chinese lantern  _________ 三、交流展示 Step 3 Group discussion 1.Guide students to read the table in Part A and answer the questions to see if they can understand. 2.“What  Chinese folk art do you like?” And learn to use the phrases “be made of/from”. Step 4 Communication and show Get students to read the comic strip and show the important language points that they think about and write them on the blackboard. Step 5 Asking and developing 1.Tell students that Millie and Sandy are talking about traditional Chinese crafts. 2.Help the students try to grasp some useful phrases and sentences. 四、检测反馈 Step 6 Check and feedback Show some exercises on the small blackboard and get students to finish them by themselves 1. Look! This new table wood. A. is made by B. is made of C. is made from D. is made into 2.It me half an hour to finish my homework every day. A. uses B. pays C. spends D. takes 3. Paper-cutting is a traditional art. It has a long history. A. modern B. silly C. folk D. high 4.This meeting is very . You can't miss it. A. important B. late C. small D. long 5.The world's best is made in . A. China; China B. china; china C. China; china D. china; China 6.This is a (tradition) Chinese art. 7.Look at this lantern. It (look) nice and beautiful. 8.His stories (usual) have a happy ending. 9.What about (carve) the wood in a new way? 五、小结反思 Step 7 Conclusion and reflection In this period, students should learn to talk about the daily studies and activities 板书设计 7B Unit4 Chinese folk art Welcome to the unit 教后札记 年级组 查阅 教务处 查阅 课时数：No. 32 用案人： 日期： 年 月 日 星期 课题 7BUnit4 Chinese folk art Reading 1 教学目标 1.To learn the new words and useful expressions.：paper-cutting, scissors, landscape, express. 2.To know more about Chinese folk art. 教学重点 1. To know more about Paper-cutting. 2.To learn how to describe Chinese folk art. 教学 难点 To learn to describe Chinese folk art 教学 方法 Heuristic teaching method, task-based teaching method. Group discussion method 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 Step 1 Revision 1.Ask students to dictate the new words in groups. Then the leader checks out their answers. 2.The students read the comic strip in pairs. 3.The students make dialogues in pairs using Part B as a model. 二、指导先学 Step 2 Independent learning 1. Students find out the new words in the text and try to read them by themselves, at the same time they must remember the Chinese meaning of the new words. 2. Students preview the reading text and finish the exercises in Part B. Step 3 Group discussion 1 The leader leads the other members to read the new words. 2.Make sure that everyone can read the words correctly. Students in one group ask and answer to practice remembering the Chinese meaning 3.Students discuss the answers to the questions in Part B in groups. 三、交流展示 Step 4 Communication and show 1.Play the tape for students to listen and do the exercises in Part B1. Help students 2. Get students to answer the questions. “What can you see in these pictures?” “Paper-cuts.” “What do you know about paper-cutting?” “Today, we are going to learn about the art of paper-cutting.” “It means ‘I wish you a safe and healthy life'.” Step 5 Asking and developing 1.Show a topic about the daily life to students and get them to discuss in groups. 2.When and where do you often see paper-cuts in your life? What kind of paper-cut is your favourite, paper-cuts of animals and plants, or the ones with Chinese characters? Why? 3.Some young people like paper-cutting. Why do you think it is popular with young people? 四、检测反馈 Step 6 Check and feedback Show some exercises on the small blackboard and get students to finish them by themselves. 1.He's very kind to others. He treats everyone with (warm).. 2.People in England usually use (knife) and forks for meals. 3.People can get (happy) through hard work.. 4.— What about (add) some tomatoes to the soup? — Just do it. And we'll find out whether it turns out to be a good idea or not. 5.I have no time to wait. If you want to come with me, get dressed (quick) 6.I learned some useful (express) when watching English movies. 7.These students don't know the (mean) of the new word“exactly” 五、小结反思 Step 7 Conclusion and reflection In this period, students should learn something about homes around the world. 板书设计 7B Unit4 Chinese folk art Reading 1 教后札记 年级组 查阅 教务处 查阅 课时数：No. 33 用案人： 日期： 年 月 日 星期 课题 7B Unit 4 Chinese folk art Reading 2 教学目标 1. Students can understand and correctly use the key words and phrases in the text, such as: paper-cutting, master, scissors, knife, shape, express, landscape, etc. 2.Students are able to master the use of simple present tense in describing daily activities 教学重点 1. Understand the content of the article, and master the key vocabulary and sentence patterns. 2.Learn to describe the characteristics and significance of paper-cut art in English. 教学 难点 To read the new words exactly with the rules. 教学 方法 Heuristic teaching method, task-based teaching method. Group discussion method 教具 Computer Exercise books 有 备 而 来 互补调整 1、 导入新课 Step 1 Revision 1. Show some beautiful paper-cut pictures and ask the students, " What do you see in these pictures?"Lead the students to answer:" Paper-cuts." 2. Ask the students: " What do you know about Chinese paper-cutting?"Let the students speak freely and share their understanding of paper-cutting. 2、 指导先学 Step 2 Independent learning 1. Let the students quickly browse the title and pictures and predict the content of the article. 2. Guide the students to think about the following questions: Who is the main character in the article? What is the article mainly about? 三、交流展示 Step 3 Group discussion 1. Let the students read the article quickly and summarize the general idea of the article. 2. Check the students' overall understanding of the article and ask, " What is the main idea of the article?” 3. Students should read the article carefully and complete the following tasks: 4.Complete the paragraphs of Part A with the keynote general idea matching exercise. Step 4 Communication and show 1. Guide the students to think about the following questions: What does Zhao Yue think of paper-cutting? How do we use paper-cuts at the Spring Festival and weddings? What does the writer feel when she gets the bamboo picture? 2. Students will discuss in groups, express their opinions, and teachers will summarize and supplement them. Step 5 Asking and developing、 Each group selects representatives to make speeches and share the results of the group discussion. 四、检测反馈 Step 6 Check and feedback Show some exercises on the small blackboard and get students to finish them by themselves. 1．Ben isn’t ________ to finish his homework before 8:00 p.m.. A．enough quick B．quick enough C．enough quickly D．quickly enough 2．She (quick) put her books in the bag. 3．I finished my homework _________(quick). 4.She is good at playing the piano and spends two hours ________ it every day. A．practising playing B．practising to play C．to practise playing D．to practise to play 5.We often practise ________ English stories at the English corner. A．tell B．speak C．telling D．speaking 6.Daniel practises ________ (swim)every day. It makes him strong. 五、小结反思 Step 7 Conclusion and reflection Review the main content and key words and sentence patterns of the article together with the students. 板书设计 Unit 4 Chinese folk art Reading 2 教后札记 年级组 查阅 教务处 查阅 课时数：No. 34 用案人： 日期： 年 月 日 星期 课题 7B Unit4 Chinese folk art Grammar1 教学目标 1.Singular nouns with "'s" (e.g., "Simon's lantern"). 2.Plural nouns ending in "-s" with "'s" (e.g., "my dad's picture"). 3.Plural nouns not ending in "-s" with "'s" (e.g., "men's shoes", "women's clothes"). 教学重点 1. Students will be able to use noun possessive forms and possessive pronouns in context to express ownership relationships. 2.Students will be able to describe possession of items using noun possessive forms or possessive pronouns in written form. 教学 难点 1.Plural nouns ending in "-s" with "'s" (e.g., "my dad's picture"). 2.Plural nouns not ending in "-s" with "'s" (e.g., "men's shoes", "women's clothes"). 教学 方法 Heuristic teaching method, task-based teaching method. Group discussion method 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 Step 1 Revision 1 Introduction (5 minutes) Show pictures of family members, students' backpacks, and classroom items. 2.Ask students how others describe the ownership of these items in English: Example: "This is my father's car." 二、指导先学 Step 2 Independent learning 1. Review grammar rules for forming noun possessive forms. Singular nouns with "'s". Plural nouns ending in "-s" with "'s". Plural nouns not ending in "-s" with "'s". "This is Simon's book." "These are the children's kites." 名词+’s”所有格主要用于表示有生命事物的名词的所属关系。 ①人名和单数名词后通常加’s（以-s结尾的人名后加“’”或’s均可）。 My sister’s book 我姐姐的书 James’ bike 詹姆斯的自行车 Step 3 Group discussion 1. Discuss common mistakes and how to avoid them. 2.Complete exercises from the textbook or worksheets, focusing on noun possessive forms and their usage. 三、交流展示 Step 4 Communication and show 1 Get students to read the letter on Page 47 and try to finish it with the correct prepositions of time. 2. Ask one student to read the letter and check their answers. Step 5 Asking and developing 1. Get students to ask any problems and other students to discuss the problems. 2. Get students to discuss how to distinguish the correct prepositions of time. 四、检测反馈 Step 6 Check and feedback Show some exercises on the small blackboard and get students to finish them by themselves. 1．—________ is it from your home to Nanjing Railway Station, Tom? —About ________. A．How long; 10 minutes’ ride B．How long; 10 minutes ride C．How far; 10 minutes’ rid D．How far;10 minutes ride 2．I want to buy a new pen different ________. A．to Millie B．to Millie’s C．from Millie D．from Millie’s 五、小结反思 Step 7 Conclusion and reflection Review key points and address any student questions. Encourage students to share examples of noun possessive forms and possessive pronouns they encounter daily. prepositions. 板书设计 7B Unit4 Chinese folk art Grammar1 教后札记 年级组 查阅 教务处 查阅 课时数：No. 35 用案人： 日期： 年 月 日 星期 课题 7B Unit 4 Chinese folk art Grammar 2 教学目标 1.Students will learn the grammatical rules for forming possessive adjectives and pronouns. 2.Students will understand how to use possessive adjectives and pronouns to express ownership. 教学重点 1.The rules for forming possessive adjectives and pronouns 2.Comparing and contrasting the use of possessive adjectives and pronouns. 教学 难点 Comparing and contrasting the use of possessive adjectives and pronouns. 教学 方法 Heuristic teaching method, task-based teaching method. Group discussion method 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 Step 1 Revision 1.Show students pictures of family members, their belongings, etc., asking how others describe such ownership relationships in English. 2.Introduce the topic of possessive adjectives and pronouns to highlight relevance and application. 二、指导先学 Step 2 Independent learning 1.Demonstrate correct usage through examples on the board: "This is my father's car," "These are Millie's tools." 2.Compare with incorrect forms: "This is his father’s car" (incorrect possessive adjective), "These are my tool’s" (incorrect pronoun). 三、交流展示 Step 3 Group discussion Explain rules for forming possessives: Adjectives before nouns: "mother's hat," "her brother's book." Pronouns after singular nouns: "It is his sister’s dress." Plural nouns with 's': "the children’s kites. Step 4 Communication and show 1. Students come to blackboard and show how to use the forming possessives 2. Students in each group should give two examples for each point. If there are any mistakes, get other students to correct them. 3. Get one student to explain the points one by one in front of the class. The teacher adds. Step 5 Asking and developing Encourage students to ask any problems. If they have problems, get other students to explain. If they can’t explain, the teacher will explain to students. 物主代词用法小记 形容词性能力差，自己不能来当家。 句子当中作定语，身后定把名词加。 物主代词名词性，相当名词本领大。 his、its无变化，my和mine要牢记。 其余变形规律化，变形后加-s尾巴。 四、检测反馈 Step 6 Check and feedback Show some exercises on the small blackboard and get students to finish them by themselves. 1.—Is Mrs Lee ________ teacher?    —Yes. She teaches ________ Chinese. A．your; our B．your; us C．you; us D．you; our 2．—Whose trousers are these? Are they ________? —No, they’re for ________. yours; theirs B．your; theirs C．your; them D．yours; them 五、小结反思 Step 7 Conclusion and reflection Encourage them to observe and use these structures in their daily lives for better language expression. 板书设计 7B Unit 4 Chinese folk art Grammar 2 教后札记 年级组 查阅 教务处 查阅 课时数：No. 36 用案人： 日期： 年 月 日 星期 课题 7B Unit 4 Chinese folk art Pronunciation 教学目标 1 Students will understand the concept of stress in sentences and be able to identify the stressed words in simple sentences. 2.Students will learn the rules of stressing important words 教学重点 1. Students may have difficulty distinguishing between important and less important words for stress. 2. It might be challenging for some students to apply the stress rules accurately when speaking. 教学 难点 Students may have difficulty distinguishing between important and less important words for stress. 教学 方法 Heuristic teaching method, task-based teaching method. Group discussion method 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 Step 1 Revision 1. Start the class by showing a short video of an English conversation. 2.Ask students to pay attention to the way the speakers pronounce the words and if they notice any differences in the emphasis. 3.After the video, ask students to share their observations and lead into the topic of stress in sentences. 二、指导先学 1.Present the rules of stress in sentences on the PPT. Explain that when we speak English, we often stress important words such as nouns, main verbs, adjectives, and adverbs. Illustrate with examples: "The BIG dog is running FAST." Here, 'big' (adjective) and 'fast' (adverb) are stressed. 2.On the other hand, less important words like articles (a, an, the), prepositions (in, on, at), pronouns (he, she, it), and conjunctions (and, but, or) are not usually stressed. For example, "I went TO the park WITH my friend." The words 'to' and 'with' are not stressed. 三、交流展示 Step 3 Group discussion 1. Use the examples from the textbook: "Zhao Yue is working on a picture of bamboo. It means "I wish you a safe and healthy life." 2. Explain how the stress changes the emphasis and meaning of the sentence. Step 4 Communication and show 1.Divide students into groups of four. Provide each group with a set of sentences and ask them to discuss and decide which words should be stressed based on the given context or meaning. 2.After the discussion, each group will present their answers and explanations to the class. Step 5 Asking and developing Summarize the key points of stress in sentences. Remind students that correct stress helps to convey the intended meaning clearly and makes communication more effective. 四、检测反馈 Step 6 Check and feedback Show some exercises on the small blackboard and get students to finish them by themselves. 1.The little girl is too shy to ________ (表达) herself clearly in front of the whole class. 2.“City-bu-city” is a new ________ (express). 3.There is a pet cat over there. (it) name is Mimi. 4.I am in a new school. (I) name is Zhao Min. 5.These books are (he). 6.Their flat is 120 square meters in size, as large as (we). 7. During the summer holiday, a friend of is coming to see him. (he) 五、小结反思 Step 7 Conclusion and reflection In this period, students should learn to how to divide syllables in words correctly. 板书设计 7B Unit 4 Chinese folk art Pronunciation 教后札记 年级组 查阅 教务处 查阅 课时数：No. 37 用案人： 日期： 年 月 日 星期 课题 7BUnit4 Chinese folk art Integrated skills 1 教学目标 1. Students can have a deeper understanding of Chinese folk art. 2. Correctly use "non +'s" and owner adjectives and pronouns to accurately express the relationship. 教学重点 1.Skilled use of "non +'s" and the use of adjectives and pronouns. 2.Be able to describe the characteristics and production process of Chinese handicrafts in English 教学 难点 1.Accurately use the expression of the relationship, and distinguish the different forms of the subject pronoun. 2.To express the feelings and understanding of Chinese folk art with appropriate language. 教学 方法 Heuristic teaching method, task-based teaching method. Group discussion method 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 Step 1: Lead-in . 1. Show some pictures of Chinese folk art, such as paper cutting, New Year pictures, shadow play, etc., to arouse students' interest. 2. Ask the students whether they understand these folk arts, and guide them to think about the characteristics and importance of folk art. 二、指导先学 Step 2 Independent learning Read text A (5 minutes) 1. Students should read text A quickly and answer the question: What are Huishan clay figures made from? 2. Students should read the text carefully, discuss it, and answer the questions: Which type of Huishan clay figures do you like better?Why? 3. Teachers should explain the key words and sentence patterns, such as "be made from", "local colour" and "in the shape of". Step 3: Listening Exercise B (5 minutes) 1. Play the recording, and the students will listen to the recording and complete the notes. 2. Check the answers and explain the key words and sentence patterns, such as "material", "shape", "outdoor activity", etc. 三、交流展示 Step 4 Communication and show Group discussion (5 minutes) 1. Students are divided into groups and discuss their understanding of Chinese folk art according to the dialogue template. 2. Each group selects representatives to speak and share the results of the group discussions. Step 5 Asking and developing 1.Play the tape for students to listen and repeat after it. Then ask students to practise reading it. 2.Students think about a favorite Chinese folk handicraft and complete the notes. name Basic information (purpose, source, history, etc.)Special place Cultural value Other ideas 四、检测反馈 Step 6 Check and feedback Show some exercises on the small blackboard and get students to finish them by themselves. 1. Paper-cutting is a kind of (create) art. 2.[2024 江苏泰州期末] It is (large) a matter of discussion. 3.We should pay attention to these (culture) differences. 4. His mother is a (paint) and he is a musician. 5.[2024江苏宿迁期末] Maybe this company gets ______(it) into difficulty. 6.There is not enough to fly a kite. 7.Pandas like to eat . 8.They are b new houses by the river. 9.I learned to a bike when I was six. 10.Most of the houses are built of s . 五、小结反思 Step 7 Conclusion and reflection In this period, students should learn to read the consonants. 板书设计 7B Unit 4 Chinese folk art Integration 1 教后札记 年级组 查阅 教务处 查阅 课时数：No. 38 用案人： 日期： 年 月 日 星期 课题 7BUnit4 Chinese folk art Integrated skills 2 教学目标 1.Students are able to understand and master words and phrases related to folk art, such as "Huishan clay art", "kits", "inkstick", etc. 2．Students can use their vocabulary and sentence patterns to describe folk art. 教学重点 1．Understand the introduction to folk art and get key information. 2. Can use the language knowledge learned to introduce a kind of Chinese folk handicraft. 教学 难点 Use the learned vocabulary and sentence patterns to write correctly. 教学 方法 Heuristic teaching method, task-based teaching method. Group discussion method 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 Step 1: Lead-in . 1. Play a video about Chinese folk art, such as paper cutting, New Year pictures, sugar figures, etc., to arouse students' interest. 2. Ask the students: " What can you see in the video?"Guide the students to answer in English, such as" I can see paper-cutting. "" I can see New Year paintings. " etc. 3. Teacher summary: "These are all Chinese folk art. Today we are going to learn more about some other kinds of folk art." 二、指导先学 Step 2 Independent learning 1. Let the students read text A quickly and answer the following questions: What are Huishan clay figures made from? Which type of Huishan clay figures do you like better?Why? 2. After reading, the students discuss the answers in a group. Then the teacher asks several students to answer the questions and give feedback and correction. 3. The teacher explains the key words and sentence patterns in the text, such as "local colour", "in mouds" and "by hand", and helps students to understand through examples and sentences. Step 3: While-reading (10 minutes) 1. Play the recording of text B, and let the students finish the notes while listening. 2. After listening to the recording, the students check the answers, and the teacher explains the difficulties and key points in the listening. 三、交流展示 Step 4 Group discussion and presentation (5 minutes) Step 5 Writing training 1. The teacher guides the students to review the article structure and language expression of Huizhou inkstick in text D. 2. In the process of writing, teachers patrol and give timely guidance and help to remind students to pay attention to the correct use of grammar and vocabulary. 四、检测反馈 Step 6 Check and feedback 1.Show some exercises on the small blackboard and get students to finish them by themselves. 2.In the process of writing, teachers patrol and give timely guidance and help to remind students to pay attention to the correct use of grammar and vocabulary. 3.Adjust the teaching pace and methods in time to ensure that  students can better understand and master the knowledge.  五、小结反思 Step 7 Conclusion and reflection In this period, students should learn to read the consonants. 板书设计 7B Unit 4 Chinese folk art Integration 2 教后札记 年级组 查阅 教务处 查阅 课时数：No. 39 用案人： 日期： 年 月 日 星期 课题 7BUnit4 Chinese folk art Assessment 教学目标 1.Students can introduce a Chinese folk handicraft through discussion and writing to improve their language expression and writing skills. 教学重点 1.Understand the introduction to folk art and get key information. 2.Can use the language knowledge learned to introduce a kind of Chinese folk handicraft. 教学 难点 How to guide students to describe the characteristics and values of folk art in accurate and fluent English 教学 方法 Heuristic teaching method, task-based teaching method. Group discussion method 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 Step 1: Lead-in . 1. Play a video about Chinese folk art, such as paper cutting, New Year pictures, sugar figures, etc., to arouse students' interest. 2. Ask the students: " What can you see in the video?"Guide the students to answer in English, such as" I can see paper-cutting. "" I can see New Year paintings. " etc. 3.Let the students read text A quickly and answer the following questions: What are Huishan clay figures made from? Which type of Huishan clay figures do you like better?Why? 二、指导先学 Step 2 Independent learning After reading, the students discuss the answers in a group. Then the teacher asks several students to answer the questions and give feedback and correction. Step 3 Group discussion   Let the students read text A quickly and answer the following questions: What are Huishan clay figures made from? Which type of Huishan clay figures do you like better?Why? 三、交流展示 Step 4 Communication and show 1. Analyze the structure and language characteristics of Sandy articles on Huizhou ink. Start with the name and basic information. The Middle part describes its special place. The ending emphasizes the cultural values. 2. Give some useful expressions, such as "... is a / an..." "People like it because..." "... has a history of..." "It gets its name from...", and encourage students to use them in writing. 四、检测反馈 Step 6 Check and feedback 1. Students should write an article on Chinese folk handicrafts based on their notes and writing instruction. 2. Teachers patrol, timely find out the problems existing in students' writing, and give individual guidance. Display and evaluation of works (5 minutes) 1. Select some students' works for display. 2. Other students will evaluate them and point out the advantages and disadvantages. 五、小结反思 Step 7 Conclusion and reflection In this period, students should master the points in this unit 板书设计 7B Unit 4 Chinese folk art Integration 3 教后札记 年级组 查阅 教务处 查阅 课时数：No. 40 用案人： 日期： 年 月 日 星期 课题 7B Unit4 Chinese folk art Revision 教学目标 1.To revise the important phrases and sentences 2.To master the skills of solving problems 教学重点 1.To revise the important phrases and sentences 2.To master the skills of solving problems 教学 难点 1.To revise the important phrases and sentences 2.To master the skills of solving problems 教学 方法 Heuristic teaching method, task-based teaching method. Group discussion method 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 Step 1 Revision 1.Get students to read the words in this unit and then do a dictation. 2.Get students to recite the reading text and ask some questions with each other to check if they can master the text. 二、指导先学 Step 3 Group discussion 1.Get students to talk about the language points in this unit and make sure that all the students can master them. 2.The leader in each group checks the members’ notebooks and makes sure that there are not any mistakes in them. 3.During the teaching process, pay attention to students'  reactions and participation.  三、交流展示 Step 4 Communication and show 1. The teacher shows the grammar items on the screen and gets some students to explain them to see if they can master the grammar. 2.Get some students to show what they have learned in class. Step 5 Asking and developing Ask students if they have any questions and help them solve the problems if necessary. 四、检测反馈 Step 6 Check and feedback 1. Paper-cutting is a kind of (create) art. 2.[2024 江苏泰州期末] It is (large) a matter of discussion. 3. We should pay attention to these (culture) differences. 4. His mother is a (paint) and he is a musician. 5.[2024江苏宿迁期末] Maybe this company gets (it) into difficulty. 6.这是一个简单的问题。你这样认为吗? This is a . Do you think so? 7.我们应该尊敬父母和老师。 We should_______________________. 8.[2024江苏泰兴期末·改编]她只是想提高她的生活质量。 She just wants to improve the_____________________. 9.[2024江苏高邮期末·改编]你知道时代精神是什么? Do you know what the ___________________is? 10.坐在他们中间的男孩是谁? Who is the boy sitting ______________________? 11.这些雨衣是由纸制成的。(be made of) 12.它象征着友谊、爱和好运。(stand for) 13.我们用不同的方式庆祝这个节日。(in different ways) 五、小结反思 Step 7 Conclusion and reflection In this period, students should remember the language points in this unit and learn to do some exercises. 板书设计 7B Unit4 Chinese folk art Revision 教后札记 年级组 查阅 教务处 查阅 学科网（北京）股份有限公司 $