Unit 4 课时教学设计 2025-2026学年译林版英语七年级下册

课题 Unit 4　Chinese folk art Welcome to the unit 课型 1 课时[来源学| 第1 课时 学习目标 By the end of the class, students will be able to 1.list some famous Chinese crafts in reading and speaking; 2.get the specific information about Chinese crafts including the materials, shapes, colours, functions and cultural values in listening; 3.talk about their favourite Chinese crafts by using the target language in pair work; 4.feel the beauty of Chinese crafts and the wisdom of the craftspeople. 重点难点 1.get the specific information about Chinese crafts including the materials, shapes, colours, functions and cultural values in listening; 2.talk about their favourite Chinese crafts by using the target language in pair work; 教具准备 PPT,chalk 学习内容 Step 1: Pre⁃listening Look and answer: Identify and discuss various traditional Chinese crafts, such as kites, chess, teapots and shadow plays. Questions: Q1: What Chinese folk artworks can we see? Q2: What do people use them for? Q3: What are they made of? Step 2: While⁃listening 1.Listen to the introductions about traditional Chinese crafts with Sandy and complete the fact files. 2.Work in pairs and talk about the traditional Chinese crafts you like. Use the conversation below as a model. 3.Millie also likes Chinese folk art. Listen and answer the questions. Q1: What Chinese craft does Millie like? Q2: What does Millie think of it? Q3: Who has a lantern and what is it made of? Q4: What do you think of Sandy? Step 2 Presentation Step 3: Post⁃listening 1.Role⁃play the conversation between Sandy and Millie about traditional Chinese crafts. 2.Students present their role⁃plays and receive feedback based on a checklist. Show time: Checklist Stars Language(语言正确) Pronunciation(发音标准) Body language(使用肢体语言) Creation(有创意) Excellent★★★　Great★★　Good★ Step 4: Summary Chinese folk art is great! 作业设计： Required: Make a fact files for one of your favourite Chinese crafts. Optional: Find one of your local crafts and share with your partners. 板书设计： 教学手记： 课题 Unit 4　Chinese folk art Reading 1 课型 2 课时[来源学| 第2 课时 学习目标 By the end of this class, students will be able to 1.learn about traditional Chinese paper⁃cutting; 2.observe some reading skills, such as skimming, scanning, and the definition of a feature article and find out the specific information correctly; 3.talk about what they learn from the Chinese paper⁃cutting and better understand the value of traditional Chinese culture. 重点难点 1.learn about traditional Chinese paper⁃cutting; 2.observe some reading skills, such as skimming, scanning, and the definition of a feature article and find out the specific information correctly; 教具准备 PPT,chalk 学习内容 Step 1: Pre⁃reading 1.Introduction to paper⁃cutting: Q1: What is on the window? (Paper⁃cutting!) It is called“jianzhi”in Chinese. Q2: Why do Chinese people put it on windows? (For good luck, fun, etc.) 2.People use paper⁃cutting because they believe it can bring them happiness and good luck. 3.Do you want to know more about paper⁃cutting? What's the definition of a feature article? Step 2: While⁃reading 1.Skimming: (1)Students read the article quickly and find the main idea of each paragraph. (2)Match the paragraphs with the main ideas. (3)How many kinds of paper⁃cuts can you find from the feature article, and what do these paper⁃cuts express? 2.Scanning: Read the article again and choose the correct answers to specific questions. Step 3: Post⁃reading 1.Complete sentences with the correct forms of the words and phrase in the box. 2.Discussion: Q1: Why do you think it is popular with young people? Q2: When and where do you often see paper⁃cutting in your life? Q3: Would you like to try paper⁃cutting? Q4: What kind of paper⁃cut is your favourite, paper⁃cuts of animals and plants or the ones with Chinese characters? Why? Show time: Checklist Stars Language(语言正确) Pronunciation(发音标准) Body language(使用肢体语言) Creation(有创意) Excellent★★★　Great★★　Good★ Step 4: Summary Paper⁃cutting—people's good wishes to life! Step 5: Exercise 作业设计： Required: Write an article about why you think paper⁃cutting is popular with young people? Please write within 80 words. Optional: 1.Find another feature article about paper⁃cutting and read it. 2.Try to make a paper⁃cut that you like. 板书设计： 教学手记： 课题 Unit 4　Chinese folk art Reading 2 课型 3 课时[来源学| 第3 课时 学习目标 By the end of this class, students will be able to 1.master the language points 2.talk about your hobbies in groups bravely and discuss the importance of hobbies. 重点难点 students can describe their hobbies in their groups. 教具准备 PPT,chalk 学习内容 1. Zhao Yue's hands move quickly. Quickly adv.迅速地 常用来修饰动词(短语)，与其相关的词有： Get up quickly and go to school. Try to have a quick breakfast! We' re late already. 词缀学习 -ly常加在形容词后构成副词。 happy(adj.幸福的)→happily(adv.幸福地) sad(adj.难过的)→sadly(adv.难过地) easy(adj.容易的)→easily(adv.容易地) quiet(adj.安静的)→quietly(adv.安静地) 2. She is working on a picture of bamboo. work on 从事,致力于(后接名词、代词或动词-ing形式作宾语。) It seems too late. Let's have a rest and work on the plan tomorrow morning, shall we? 似乎太晚了。咱们休息一下，明天早上再做计划，好吗 The doctors are still working on treating the patient. 医生们仍在致力于治疗这个病人。 work out 算出;解决 The students worked in groups to work out the difficult problem in the math class. 学生们分组合作计算数学课上的难题。 Let's work out a plan to solve the problem.我们想个方案解决那个问题吧。 3.“You don't need much ... Anyone can try it,” she adds. 过去式为 added add/æd/ v.补充说;添加 讲(1)[动词]补充说；继续说 “Time for supper,” added Otto, gently. “该吃晚饭了。”奥托温和地补充道。 (2)[动词]增加；添加 add... to... 把······添加到······ add up to 总共是;总计为 Some musicians try to add something new to traditional music.一些音乐家尝试为传统音乐加入一些新的东西。 We emptied our pockets, and all our money added up to $3.28.我们掏空了口袋,所有的钱总共是3.28 美元。 4 After years of practice, Zhao Yue is now a great master of paper-cutting. practice /'præktɪs/ n.练习,训练 讲既可作可数名词，又可作不可数名词。 It takes a lot of practice to play the piano well.弹好钢琴需要大量练习。(不可数名词) There is a basketball practice every Sunday.每周日有篮球训练。(可数名词) It is a great place to practice your spoken English. 这是一个练习你的英语口语的好地方。 It's very important to take every opportunity to practice speaking English in and out of class.利用一切机会在课内外练习说英语是非常重要的。 解析：句意：“我每次见到朱莉她都在弹钢琴。”“你知道的，熟能生巧。”A项“人人皆有得意时”；B项“众人拾柴火焰高”；C项“熟能生巧”；D项“早起的鸟儿有虫吃”。根据语境及常识可知，多练习就能变得熟练。故选C。 5 We use them to express our wishes. express /ɪk' spres/ v.表达,表示讲 后常接名词或从句等作宾语。常用搭配： We have seen many people from around the world express their love for Chinese culture in different forms.我们已经看到来自世界各地的许多人以不同的形式表达他们对中国文化的热爱。 Words can't express how pleased I am.言语无法表达我的愉快心情。 · You should express yourself in a polite way when you disagree with others.当你不赞同别人的意见时，你应该用礼貌的方式表达自己(的观点)。 拓(1) express[名词]特快列车;快递服务 Please send these books by express.请把这些书用快递寄出去。 (2) expression[名词]表示;表达;表情 Paper-cuttings are popular because of their expressions of good luck and wishes剪纸作品很受欢迎，因为它们表达了好运和祝福。 use sth. to do sth. 使用某物做某事 拓 use... for...用……来…… 作业设计： Review the language points and keep them in mind Finish the exercise book 板书设计： 教学手记： 课题 Unit 4　Chinese folk art Grammar 课型 4 课时[来源学| 第4 课时 学习目标 By the end of the lesson, students should be able to: 1.use possessive forms correctly; 2.use possessive adjectives and pronouns correctly; 3.talk about the handicrafts of their friends and their own by using the model; 重点难点 1.1.use possessive forms correctly; 2.use possessive adjectives and pronouns correctly;. 教具准备 PPT,chalk 学习内容 Step 1: Grammar(noun+'s) 1.Introduction to possessive forms: The teacher asks,“Can you find something different?”(e.g. the exhibition organizers', the lantern makers', Anna's parents' shop, etc.)　 2.Reading and underlining: (1)Students read a text and underline the possessive forms with a red pen. (2)Example text: (详见课件资源) Assess students' ability to recognize the possessive forms and to use possessive forms with nouns to show owner⁃ship or association. The effectiveness can be assessed by check⁃ing the accuracy of students' completion in the exercises. 3.Rule formation: Students work out the rule for using possessive forms: a.We usually add 's to a singular noun. b.We usually add ' to a plural noun ending in ⁃s. c.We usually add 's to a plural noun that does not end in ⁃s. 4.Complete Sandy and Millie's conversation using the words in brackets. Remember to add 's or ' where necessary. Purpose To help students understand and use the possessive forms of nouns(noun+'s) correctly by identifying and practising examples. It enables students to know about the rules for forming possessive forms, which will improve their accuracy in writing and speaking. Step 2: Grammar(Possessive adjectives and pronouns) 1.Introduction to possessive adjectives and pronouns: The teacher introduces possessive adjectives and pronouns(e.g. my, mine, your, yours, his, her, hers, its, our, ours, their, theirs, etc.). 2.Reading and identifying: (1)Students read sentences and circle the possessive adjectives and pronouns. (2)Example sentences: a.I want my classmates to tell me about their favourite traditional crafts. b.A friend of mine is teaching me how to do paper⁃cutting. c.Millie does woodcarving with her father. His work is amazing. Hers is also good. d.We are making lanterns to decorate our classroom. 3.Rule formation: Students work out the rule about how to use possessive adjectives and pronouns: a.We use possessive adjectives before nouns. b.We don't use nouns after possessive pronouns. 4.Look at the pictures and complete the conversation with the correct possessive adjectives and pronouns, or the possessive forms of the nouns in brackets. 作业设计： Required: Finish the exercise Optional:Write an article to introduce your handicrafts using the grammar knowledge of this unit. 板书设计： 教学手记： 课题 Unit 4　Chinese folk art Pronunciation 课型 5 课时[来源学| 第5课时 学习目标 By the end of the lesson, students should be able to: 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 such as nouns, main verbs, adjectives, and adverbs 重点难点 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. 教具准备 PPT,chalk 学习内容 Step1： Lead-in Start the class by showing a short video of an English conversation. Ask students to pay attention to the way the speakers pronounce the words and if they notice any differences in the emphasis. After the video, ask students to share their observations and lead into the topic of stress in sentences. Step2：Presentation 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. 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. 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." Explain how the stress changes the emphasis and meaning of the sentence. Step3：Listening Practice Play the audio of the conversation between Sandy and Millie. Ask students to listen carefully and underline the stressed words. Play the audio again and pause after each sentence to allow students to check their answers. Then, discuss the stressed words together and explain why they are stressed. Step4：Reading Practice Have students read the given sentences in pairs. One student reads the sentence with the correct stress as indicated, and the other listens and gives feedback. For the sentences "I want to buy some paper at the craft shop." and "Sandy paints pictures on Saturday afternoons.", guide students to stress the words differently based on the given meanings. For example, for the first sentence, if the meaning is "I am talking about a craft shop, not another kind of shop.", then the stress should be on "craft shop". Step5：Group Discussion 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. After the discussion, each group will present their answers and explanations to the class. Step6：Summary and Homework 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. 作业设计： 1. Write five sentences of their own and mark the stressed words 2.Record themselves reading these sentences and listen to check if the stress is correct. 板书设计： 教学手记： 课题 Unit 4　Chinese folk art Integration1 课型 6 课时[来源学| 第6课时 学习目标 By the end of the lesson, students should be able to: 1.get information about the different Chinese folk art through listening; 2.learn some useful expressions to describe Chinese folk art; 3.introduce their favourite Chinese folk art to others; 4.explore their deep feelings about Chinese folk art.. 重点难点 1.learn some useful expressions to describe Chinese folk art; 2.introduce their favourite Chinese folk art to others; 教具准备 PPT,chalk 学习内容 Step 1: Pre⁃listening 1.Introduction to Chinese folk art: (1)Display pictures of various Chinese folk art(e.g. basket weaving, woodcut, sugar painting, clay art, Chinese kite, embroidery, dough sculpture, Chinese paper⁃cutting, Chinese shadow play and Chinese knot). (2)Ask students if they know what these are and encourage them to share their thoughts. 2.Discussion: (1)What do you know about Chinese folk art? (2)Can you give an example of any other famous Chinese folk art forms? Step 2: While⁃listening Listening and answering: 1.Students listen to an audio clip about a Huishan clay art exhibition. 2.Questions: Q1: What are Huishan clay figures made from?(A kind of black clay.) Q2: Which type of Huishan clay figures do you like better? Why?(Open⁃ended, based on personal preference.) 3.Students then listen to what the tour guide says about Chinese kites and complete the notes below. 4.Example questions: Q1: What materials are used to make Chinese kites?(Bamboo, wood, silk and paper.) Q2: Why is flying kites a popular outdoor activity?(Open⁃ended, based on the content of the audio.) Step 3: Post⁃listening 1.Reading and answering: (1)Students read a conversation and answer questions about Chinese folk art. (2)Example questions: Q1: Where does Chinese folk art come from?(It comes from working people.) Q2: What does Chinese folk art show?(Things about ordinary people's lives.) Q3: Why does it take a long time to make a good work of Chinese folk art?(Because it takes a lot of hard work and practice.) 2.Reflection: Students realize the importance of preserving Chinese folk art and explain why it is significant. Step 4: Summary How do you feel about folk art? Appreciate and value these arts. Wisdom and creativity of Chinese people. Feel proud of rich cultural heritage. Respect for traditional arts. Step 5: Group work 1.Introducing your favourite folk art: Students work in groups of four to introduce their favourite folk art. 2.Example introduction: “My favourite folk art is…It shows…about…It comes from…It must take…I respect…because…The spirit of…hard work and practice.” Show time: Checklist Stars Language(语言正确) Pronunciation(发音标准) Body language(使用肢体语言) Creation(有创意) Excellent★★★　Great★★　Good★ Step 6: Language points Students learn how to describe traditional arts and understand their cultural values. Step 7: Exercise Students complete exercises that include sentence completion and writing about their favourite folk art.　 作业设计： Required: Write a short passage to introduce Chinese folk art to your classmates. Optional: Draw a picture of your favourite Chinese folk art and write a brief introduction in English. 板书设计： 教学手记： 课题 Unit 4　Chinese folk art Integration2 课型 7 课时[来源学| 第7课时 学习目标 By the end of the lesson, students should be able to: 1.get basic information about a Chinese handicraft and what is special about it; 2.learn how to introduce a Chinese handicraft with new words and expressions; 3.understand the craftspeople's spirit and feel proud of our folk art. 重点难点 1.get basic information about a Chinese handicraft and what is special about it; 2.learn how to introduce a Chinese handicraft with new words and expressions; 教具准备 PPT,chalk 学习内容 Step 1: Pre⁃writing 1.Introduction to Chinese Handicrafts: Ask students how much they know about Chinese handicrafts and if they can list some. Step 2: While⁃writing 1.Model text reading: (1)Read Sandy's article about the Huizhou inkstick. (2)Identify and discuss some useful expres⁃sions in the text. 2.Note⁃taking: (1)Students think about a Chinese handicraft they like or one from their hometown and complete notes based on the model text. (2)They should include: a.basic information. b.what is special about it. c.the cultural value of it. 3.Writing: (1)Students write an article about a Chinese handicraft using the notes and the model text as a guide. (2)Use the following structures: ①It is a/an… ②People like it because… ③It has a history of… ④It gets its name from… ⑤It is easy/difficult to make./It takes a long time to make. ⑥Some people say…is a work of art. ⑦It is famous for… ⑧It is an important part of Chinese culture. Step 3: Post⁃writing Assessment and feedback: Students assess their own articles using a checklist that includes criteria, such as language, pronunciation, body language and creation. Show time: Checklist Stars Language(语言正确) Pronunciation(发音标准) Body language(使用肢体语言) Creation(有创意) Excellent★★★　Great★★　Good★ Step 4: Summary What belongs to the nation is a gift to the world. 作业设计： Required: Write a short passage to introduce Chinese folk art to your classmates. Optional: Draw a picture of your favourite Chinese folk art and write a brief introduction in English. 板书设计： 教学手记： 学科网（北京）股份有限公司 $