初中英语牛津译林版（2024）七年级下册（2024）Unit 4 Chinese folk art优质教案设计

这是一份初中英语牛津译林版（2024）七年级下册（2024）Unit 4 Chinese folk art优质教案设计，共19页。
第1课时 Welcme t the unit
Study f the Text
What: The text fcuses n traditinal Chinese crafts, specifically highlighting fur distinct examples: china, zisha teapts, wdcarving, and Chinese lanterns. Each craft has a brief intrductin and key features.
Why: The authr aims t intrduce students t varius aspects f traditinal Chinese culture thrugh the lens f craftsmanship, fstering an appreciatin f these art frms and encuraging cultural awareness. By presenting the crafts visually, the text prmtes students' interest and curisity. Additinally, the cnversatin between Sandy and Millie prvides a practical example f the learned vcabulary and cncepts, allwing students t practise their cmmunicatin skills in a real⁃life cntext. The text may serve as a springbard fr further explratin f Chinese traditins and histry, prmting crss⁃cultural understanding and respect.
Hw: The text prvides infrmatin thrugh a cmbinatin f images and shrt intrductins, cnveying key pints abut each craft. The layut is visually appealing, with each craft represented by a crrespnding image and a list f characteristics. The text als includes a cnversatin between tw characters, Sandy and Millie, discussing their favurite traditinal crafts. It can serve as a mdel fr students t fllw when they are engaged in pair wrk discussins abut their wn favurite Chinese crafts.
Learning Objectives
By the end f this lessn, students will be able t:
1.list sme famus Chinese crafts in reading and speaking;
2.get the specific infrmatin abut Chinese crafts including the materials, shapes, clurs, functins and culture values in listening;
3.talk abut their favurite Chinese crafts by using the target language in pair wrk;
4.feel the beauty f Chinese crafts and the wisdm f the craftspeple.
Teaching Prcess

Teaching Reflectin

第2课时 Reading
Study f the Text
What: The text fcuses n the art f paper⁃cutting, featuring a master artist named Zha Yue wh shares her passin and techniques fr creating intricate designs. The text discusses the significance f paper⁃cutting in Chinese culture, including its use during festivals and weddings, and shwcases the beauty and warmth f this traditinal flk art frm.
Why: The authr's intentin is t let students knw abut the rich cultural heritage f paper⁃cutting and inspire them t appreciate the skill and creativity invlved in this traditinal art frm. By sharing Zha Yue's stry and the imprtance f paper⁃cutting in Chinese culture, the text aims t prmte cultural understanding and encurage students t develp an interest in preserving and appreciating such artistic practices. The text als emphasizes the value f traditinal arts in expressing wishes and cnveying gd luck, demnstrating hw these wrks f art bring beauty and warmth t peple's lives.
Hw: The text emplys a narrative style t describe Zha Yue's prcess and thughts abut paper⁃cutting, prviding insights int her perspective and the cultural cntext surrunding the art frm. It als includes qutes frm the artist herself, giving students a glimpse int her creative prcess and the emtins she cnveys thrugh her wrk. The use f anecdtes and persnal stries adds depth t the tpic, making it mre interesting and appealing.
Learning Objectives
By the end f this lessn, students will be able t:
1.learn abut traditinal Chinese paper⁃cutting;
2.bserve sme reading skills, such as skimming, scanning, and the definitin f a feature article and find ut the specific infrmatin crrectly;
3.talk abut what they learn frm the Chinese paper⁃cutting and better understand the value f traditinal Chinese culture.
Teaching Prcess

Teaching Reflectin

第3课时 Grammar&Prnunciatin
Study f the Text
What: The text fcuses n teaching pssessive frms in English grammar, specifically “nun+'s” and pssessive adjectives and prnuns. It includes examples, exercises and explanatins t help students understand hw t frm and use these structures crrectly. Additinally, there is als a sectin which can teach students hw t prnunce stressed wrds crrectly. It mainly fcuses n stress in sentences.
Why: The purpse f the text is t prvide cmprehensive instructin n pssessive frms in English, ensuring students can accurately express wnership and relatinships thrugh prper grammatical usage. It aims t enhance bth written and spken skills by cmbining theretical knwledge with practical example and listening practice. The prnunciatin sectin further supprts students in develping prper speaking skills, which is crucial fr effective cmmunicatin.
Hw: The text uses a step⁃by⁃step instructinal apprach, starting with basic definitins and rules fllwed by practical examples and exercises. It uses examples, dialgues and fill⁃in⁃the⁃blank activities t enhance learning. The text als includes listening exercises t imprve prnunciatin skills related t sentence stress.
Learning Objectives
By the end f this lessn, students will be able t:
1.use pssessive frms crrectly;
2.use pssessive adjectives and prnuns crrectly;
3.talk abut the handicrafts f their friends and their wn by using the mdel;
4.recgnize and prnunce stressed wrds in sentences fr clear cmmunicatin.
Teaching Prcess

Teaching Reflectin

第4课时 Integratin (A—C)
Study f the Text
What: The text intrduces students t Huishan clay figures and kites thrugh a tur guide f a museum exhibitin. It includes infrmatin abut the materials, shapes and flying tips assciated with these traditinal crafts, as well as a brief cnversatin amng students discussing the significance f flk art.
Why: The authr's purpse is t let students knw abut the rich cultural heritage f China by shwing traditinal flk art frms. By presenting infrmatin in an appealing way, the text aims t aruse students' curisity and appreciatin f these artistic traditins. Additinally, the text highlights the creativity and hard wrk invlved in making these handicrafts, which prmtes students' respect fr the craftsmanship and histry behind Chinese flk art. This lessn intrduces cultural heritage and inspires students t learn mre abut their cuntry's artistic legacy.
Hw: The text uses a cmbinatin f descriptive passages, key pints and dialgues t shw infrmatin abut Chinese flk art. It includes visual aids, such as images f Huishan clay figures and kites, t interest students and encurage them t learn abut the tpic. The cnversatinal frmat f the dialgue between Mr Wu and Millie adds a persnal thught, making the material mre interesting and authentic.
Learning Objectives
By the end f this lessn, students will be able t:
1.get infrmatin abut the different Chinese flk art thrugh listening;
2.learn sme useful expressins t describe Chinese flk art;
3.intrduce their favurite Chinese flk art t thers;
4.explre their deep feelings abut Chinese flk art.
Teaching Prcess

(续表)
Teaching Reflectin

第5课时 Integratin (D)
Study f the Text
What: The text presents a writing exercise where students are asked t intrduce a Chinese handicraft, using Sandy's article abut the Huizhu inkstick as a mdel. Befre writing their wn articles, students shuld gather infrmatin abut a chsen handicraft, including its name, basic infrmatin, special features, and cultural value.
Why: The authr's intentin is t prmte knwledge and appreciatin f traditinal Chinese handicrafts, as well as t develp students' writing skills. By fcusing n the cultural value and histrical significance f these crafts, the text brings a sense f pride in Chinese heritage and encurages students t share their findings with thers. This activity als helps students practise rganizing infrmatin and expressing ideas cherently in English, enhancing their language skill and cultural awareness.
Hw: The text intrduces students t the prcess f writing abut a specific handicraft, prviding useful expressins and a sample article fr reference. It stimulates critical thinking and research skills by asking students t gather relevant details abut their chsen handicrafts and use them in their writing. The use f a mdel article helps students understand the structure and style required fr their wn articles.
Learning Objectives
By the end f this lessn, students will be able t:
1.get basic infrmatin abut a Chinese handicraft and what is special abut it;
2.learn hw t intrduce a Chinese handicraft with new wrds and expressins;
3.understand the craftspeple's spirit and feel prud f ur flk art.
Teaching Prcess

(续表)
Teaching Reflectin

Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T list sme famus Chinese crafts in reading and speak⁃ing.
Step 1: Pre⁃listening
Lk and answer: Identify and discuss varius traditinal Chinese crafts, such as kites, chess, teapts and shadw plays.
Questins:
Q1: What Chinese flk artwrks can we see?
Q2: What d peple use them fr?
Q3: What are they made f?
Observe whether stu⁃dents can crrectly say sme traditinal Chinese crafts, and help them t recgnize and under⁃stand the different types f crafts.
Purpse T build backgrund knwledge and vcabulary related t traditinal Chinese crafts, which will be useful fr the reading and discussin activities.
2.T get the specific infrmatin abut Chinese crafts including the materials, shapes, clurs, functins and culture values in listening.
Step 2: While⁃listening
1.Listen t the intrductins abut traditinal Chinese crafts with Sandy and cmplete the fact files.
2.Wrk in pairs and talk abut the traditinal Chinese crafts yu like. Use the cnversatin belw as a mdel.
3.Millie als likes Chinese flk art. Listen and answer the questins.
Q1: What Chinese craft des Millie like?
Q2: What des Millie think f it?
Q3: Wh has a lantern and what is it made f?
Q4: What d yu think f Sandy?
Review answers t ensure students get the key infrmatin in the material crrectly.
T assess the effect⁃iveness, the teacher can check the accuracy f the students' answers. This will shw if they have successfully under⁃std the details in the cnversatin.
Purpse T imprve students' listening skills by having them listen t detailed infrmatin abut traditinal Chinese crafts and extract specific details.
3.T talk abut their favurite Chinese crafts by using the target language in pair wrk.
4.T feel the beauty f Chinese crafts and the wisdm f the craftspeple.
Step 3: Pst⁃listening
1.Rle⁃play the cnversatin between Sandy and Millie abut traditinal Chinese crafts.
2.Students present their rle⁃plays and receive feedback based n a checklist.
Shw time:
Checklist
Stars
Language(语言正确)
Prnunciatin(发音标准)
Bdy language(使用肢体语言)
Creatin(有创意)
Excellent★★★ Great★★ Gd★
Step 4: Summary
Chinese flk art is great!
The effectiveness f these steps will de⁃pend n the students' participatin, the clarity f instructins, and the feedback prvided by the teacher.
Purpse T encurage students t cperate with thers and prmte peer interactin thrugh rle⁃plays, which can imprve students' cmmunicatin and scial skills.
Hmewrk
Required:
Make a fact files fr ne f yur favurite Chinese crafts.
Optinal:
Find ne f yur lcal crafts and share with yur partners.
Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T learn abut traditinal Chinese paper⁃cutting.
Step 1: Pre⁃reading
1.Intrductin t paper⁃cutting:
Q1: What is n the windw?
(Paper⁃cutting!)
It is called“jianzhi”in Chinese.
Q2: Why d Chinese peple put it n windws?
(Fr gd luck, fun, etc.)
2.Peple use paper⁃cutting because they believe it can bring them happiness and gd luck.
3.D yu want t knw mre abut paper⁃cutting? What's the definitin f a feature article?
The effectiveness can be evaluated by stu⁃dents' participatin and the ability t express persnal pinins.
Purpse T intrduce the tpic f paper⁃cutting and students' curisity.
2.T bserve sme reading skills, such as skimming, scanning, and the definitin f a feature article and find ut the specific infrmatin crrectly.
Step 2: While⁃reading
1.Skimming:
(1)Students read the article quickly and find the main idea f each paragraph.
(2)Match the paragraphs with the main ideas.
(3)Hw many kinds f paper⁃cuts can yu find frm the feature article, and what d these paper⁃cuts express?
2.Scanning:
Read the article again and chse the crrect answers t specific questins.
The effectiveness can be assessed by check⁃ing the accuracy f students' answers t the questins and their ability t match the paragraphs with the main ideas crrectly.
Purpse T imprve students' reading cmprehensin skills by having them skim and scan the text and find the main ideas and specific details.
Step 3: Pst⁃reading
1.Cmplete sentences with the crrect frms f the wrds and phrase in the bx.
3.T talk abut what they learn frm the Chinese paper⁃cutting and better understand the value f traditinal Chinese culture.
2.Discussin:
Q1: Why d yu think it is ppular with yung peple?
Q2: When and where d yu ften see paper⁃cutting in yur life?
Q3: Wuld yu like t try paper⁃cutting?
Q4: What kind f paper⁃cut is yur favurite, paper⁃cuts f animals and plants r the nes with Chinese characters? Why?
Shw time:
Checklist
Stars
Language(语言正确)
Prnunciatin(发音标准)
Bdy language(使用肢体语言)
Creatin(有创意)
Excellent★★★ Great★★ Gd★
Step 4: Summary
Paper⁃cutting—peple's gd wishes t life!
Step 5: Exercise
Check the accuracy f the wrds and phrases in the bx t evaluate students' cmprehensin and understanding f the text.
Prvide the feedback based n language, prnunciatin,bdy language and creatin.
Purpse T encurage students t share their thughts and experiences related t paper⁃cutting thrugh discussins, fstering a deeper understanding and appreciatin f the art frm.
Hmewrk
Required:
Write an article abut why d yu think paper⁃cutting is ppular with yung peple? Please write within 80 wrds.
Optinal:
1.Find anther feature article abut paper⁃cutting and read it.
2.Try t make a paper⁃cut that yu like.
Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T use pssessive frms crrectly.
Step 1: Grammar(nun+'s)
1.Intrductin t pssessive frms:
The teacher asks,“Can yu find smething different?”(e.g. the exhibitin rganizers', the lantern makers', Anna's parents' shp, etc.)
2.Reading and underlining:
(1)Students read a text and underline the pssessive frms with a red pen.
(2)Example text:
(详见课件资源)
Assess students' ability t recgnize the psses⁃sive frms and t use pssessive frms with nuns t shw wner⁃ship r assciatin.
The effectiveness can be assessed by check⁃ing the accuracy f students' cmpletin in the exercises.
3.Rule frmatin:
Students wrk ut the rule fr using pssessive frms:
a.We usually add 's t a singular nun.
b.We usually add ' t a plural nun ending in ⁃s.
c.We usually add 's t a plural nun that des nt end in ⁃s.
4.Cmplete Sandy and Millie's cnversatin using the wrds in brackets. Remember t add 's r ' where necessary.
Purpse T help students understand and use the pssessive frms f nuns(nun+'s) crrectly by identifying and practising examples. It enables students t knw abut the rules fr frming pssessive frms, which will imprve their accuracy in writing and speaking.
2.T use pssessive adjectives and pr⁃nuns crrectly.
3.T talk abut the handicrafts f their friends and their wn by using the mdel.
Step 2: Grammar(Pssessive adjectives and prnuns)
1.Intrductin t pssessive adjectives and prnuns:
The teacher intrduces pssessive adjectives and prnuns(e.g. my, mine, yur, yurs, his, her, hers, its, ur, urs, their, theirs, etc.).
2.Reading and identifying:
(1)Students read sentences and circle the pssessive adjectives and prnuns.
(2)Example sentences:
a.I want my classmates t tell me abut their favurite traditinal crafts.
b.A friend f mine is teaching me hw t d paper⁃cutting.
c.Millie des wdcarving with her father. His wrk is amazing. Hers is als gd.
d.We are making lanterns t decrate ur classrm.
3.Rule frmatin:
Students wrk ut the rule abut hw t use pssessive adjectives and prnuns:
a.We use pssessive adjectives befre nuns.
b.We dn't use nuns after pssessive prnuns.
4.Lk at the pictures and cmplete the cnversatin with the crrect pssessive adjectives and prnuns, r the pssessive frms f the nuns in brackets.
The effectiveness is measured by hw well students understand the basic cncepts.
Review the cmpleted exercises fr accuracy and crrect the usage f pssessive adjec⁃tives and prnuns in the cnversatin.
Purpse T help students understand and use pssessive adjectives and prnuns crrectly, which are essential fr expressing wnership and pssessin. It als prvides practice in a meaningful cntext, using examples related t traditinal crafts and persnal experiences, which makes the learning mre interesting and appealing.
4.T recgnize and prnunce stressed wrds in sentences fr clear cmmuni⁃catin.
Step 3: Prnunciatin(Stress in sentences)
1.Sentence stress: Intrductin t sentence stress in English, where sme wrds are said luder, lnger, r with a different tune t emphasize what is imprtant.
2.Listening and feeling:
(1)Students listen t sentences and find the stressed wrds.
(2)Example: Zha Yue smiles when she finishes a beautiful picture f bamb.
3.Practice:
(1)Students practise reading sentences with crrect stress, fcusing n the mre imprtant infrmatin.
(2)Listen t the fllwing cnversatin. Pay attentin t the stressed wrds.
(3)Read the sentences alud. Stress different wrds in each sentence accrding t the meanings given belw it.
The effectiveness can be evaluated by listen⁃ing t students read the sentences alud and assessing their accuracy in the stress in sentences.
Purpse T imprve students' prnunciatin skills, particularly in stressing the crrect wrds in sentences, which enhances emtin and fluency in a speech. It als develps their ability t identify and reprduce sentence stress, which is imprtant fr effective cmmunicatin.
Hmewrk
Required:
Read the texts in A1 and B1.
Optinal:
Write an article t intrduce yur handicrafts using the grammar knwledge f this unit.
Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T get infrmatin abut the differ⁃ent Chinese flk art thrugh listen⁃ing.
Step 1: Pre⁃listening
1.Intrductin t Chinese flk art:
(1)Display pictures f varius Chinese flk art(e.g. basket weaving, wdcut, sugar painting, clay art, Chinese kite, embridery, dugh sculpture, Chinese paper⁃cutting, Chinese shadw play and Chinese knt).
(2)Ask students if they knw what these are and encurage them t share their thughts.
2.Discussin:
(1)What d yu knw abut Chinese flk art?
(2)Can yu give an example f any ther famus Chinese flk art frms?
This step effectively interests students and activates their prir knwledge.
This step prepares students fr listening practice and attracts their attentin.
Purpse T familiarise students with different frms f Chinese flk art and prepare them fr the listening practice.
2.T learn sme use⁃ful expressins t describe Chinese flk art.
Step 2: While⁃listening
Listening and answering:
1.Students listen t an audi clip abut a Huishan clay art exhibitin.
2.Questins:
Q1: What are Huishan clay figures made frm?(A kind f black clay.)
Q2: Which type f Huishan clay figures d yu like better? Why?(Open⁃ended, based n persnal preference.)
3.Students then listen t what the tur guide says abut Chinese kites and cmplete the ntes belw.
4.Example questins:
Q1: What materials are used t make Chinese kites?(Bamb, wd, silk and paper.)
Q2: Why is flying kites a ppular utdr activity?(Open⁃ended, based n the cntent f the audi.)
Assess students' cm⁃prehensin f the text and their ability t answer the detailed questins abut the Huishan clay art.
Purpse T imprve students' listening cmprehensin skills by having them listen t and answer questins abut specific details in the audi. It als deepens students' understanding f specific Chinese flk art, such as Huishan clay figures and Chinese kites, thrugh detailed descriptins and explanatins.
Step 3: Pst⁃listening
1.Reading and answering:
(1)Students read a cnversatin and answer questins abut Chinese flk art.
(2)Example questins:
Q1: Where des Chinese flk art cme frm?(It cmes frm wrking peple.)
Q2: What des Chinese flk art shw?(Things abut rdinary peple's lives.)
Q3: Why des it take a lng time t make a gd wrk f Chinese flk art?(Because it takes a lt f hard wrk and practice.)
3.T intrduce the favurite Chinese flk art t thers.
4.T explre the deep feelings abut Chinese flk art.
2.Reflectin:
Students realize the imprtance f preserving Chinese flk art and explain why it is significant.
Step 4: Summary
Hw d yu feel abut flk art?
Appreciate and value these arts.
Wisdm and creativity f Chinese peple.
Feel prud f rich cultural heritage.
Respect fr traditinal arts.
Step 5: Grup wrk
1.Intrducing yur favurite flk art:
Students wrk in grups f fur t intrduce their favurite flk art.
2.Example intrductin:
“My favurite flk art is…It shws…abut…It cmes frm…It must take…I respect…because…The spirit f…hard wrk and practice.”
Shw time:
Checklist
Stars
Language(语言正确)
Prnunciatin(发音标准)
Bdy language(使用肢体语言)
Creatin(有创意)
Excellent★★★ Great★★ Gd★
Step 6: Language pints
Students learn hw t describe traditinal arts and understand their cultural values.
Step 7: Exercise
Students cmplete exercises that include sentence cmpletin and writing abut their favurite flk art.
Assess students' under⁃standing f the cnver⁃satin thrugh ques⁃tins.
Prvide the feedback n prnunciatin and fluency during the intrductin.
Purpse T enhance students' knwledge abut Chinese flk art and bring them a sense f cultural pride and the value f preserving cultural heritage.
Hmewrk
Required:
Write a shrt passage t intrduce Chinese flk art t yur classmates.
Optinal:
Draw a picture f yur favurite Chinese flk art and write a brief intrductin in English.
Learning Objectives
Teaching Activities
Effectiveness Evaluatin
Step 1: Pre⁃writing
1.Intrductin t Chinese Handicrafts:
Ask students hw much they knw abut Chinese handicrafts and if they can list sme.
1.T get basic infr⁃matin abut a Chinese handicraft and what is special abut it.
2.T learn hw t intrduce a Chi⁃nese handicraft with new wrds and expressins.
3.T understand the craftspeple's spirit, and feel prud f ur flk art.
Step 2: While⁃writing
1.Mdel text reading:
(1)Read Sandy's article abut the Huizhu inkstick.
(2)Identify and discuss sme useful expres⁃sins in the text.
2.Nte⁃taking:
(1)Students think abut a Chinese handicraft they like r ne frm their hmetwn and cmplete ntes based n the mdel text.
(2)They shuld include:
a.basic infrmatin.
b.what is special abut it.
c.the cultural value f it.
3.Writing:
(1)Students write an article abut a Chinese handicraft using the ntes and the mdel text as a guide.
(2)Use the fllwing structures:
①It is a/an…
②Peple like it because…
③It has a histry f…
④It gets its name frm…
⑤It is easy/difficult t make./It takes a lng time t make.
⑥Sme peple say…is a wrk f art.
⑦It is famus fr…
⑧It is an imprtant part f Chinese culture.
Step 3: Pst⁃writing
Assessment and feedback:
Students assess their wn articles using a checklist that includes criteria, such as language, prnunciatin, bdy language and creatin.
Shw time:
Checklist
Stars
Language(语言正确)
Prnunciatin(发音标准)
Bdy language(使用肢体语言)
Creatin(有创意)
Excellent★★★ Great★★ Gd★
The effectiveness f the previus step will be assessed by students' articles by using the mdel article.
Mnitr students' art⁃icles fr rganizatin, use f prvided expres⁃sins,including the handicraft's special features and cultural value.
Evaluate by reviewing the quality f the writings and the feed⁃back prvided by the teacher.
Purpse T stimulate students' interest in Chinese handicrafts by intrducing a variety f traditinal crafts thrugh visual aids. Prvide a clear mdel and structure fr students t fllw, making the writing task mre prper and effective. Intrduce and practise useful expressins and vcabulary related t describing Chinese handicrafts. It als develps the quality and richness f their articles.
Step 4: Summary
What belngs t the natin is a gift t the wrld.
Step 5: Language pints
Students learn hw t describe traditinal arts and understand their cultural values.
Step 6: Exercise
Students cmplete exercises that include sentence cmpletin and writing abut their favurite Chinese handicrafts.
Evaluate by assessing students' ability t use the language pints crrectly in the exer⁃cises and in their wn writing.
Purpse T deepen students' appreciatin f Chinese handicrafts and their cultural value, and als fster a brader glbal perspective. Enhance students' language skills, prviding them with the vcabulary and expressins needed t discuss and describe cultural handicrafts. Students gain practical experience in using the language, which helps t slidify their understanding and imprve their verall language skills.
Hmewrk
Required:
Write an article based n the ntes that yu have cmpleted in class.
Optinal:
Search fr three mre Chinese traditinal handicrafts and write them dwn in the frm f the ntes in D1, yu can als add yur wn ideas abut these handicrafts.