资源简介

Unit 4 Chinese folk art
Welcome to the unit
By the end of this lesson, students will be able to:
1.借助音频和图文，初步认识四种中国传统手工艺品，即瓷器、紫砂壶、木雕和灯笼，提取和归纳介绍中国传统手工艺品的词汇和语言表达；
2.获取和梳理对话中 Millie 和 Sandy 喜爱的传统手工艺品及原因等信息，提取和归纳用于询问、描述喜爱的传统手工艺品及原因的词汇和语言表达；
3.运用相关词汇和语言表达，与同伴交流自己喜爱的传统手工艺品及原因，初步认识中国传统手工艺品，表达对中国民间艺术的热爱。
教学重点：
1.借助音频和图文，初步认识四种中国传统手工艺品，即瓷器、紫砂壶、木雕和灯笼，提取和归纳介绍中国传统手工艺品的词汇和语言表达；
2.获取和梳理对话中 Millie 和 Sandy 喜爱的传统手工艺品及原因等信息，提取和归纳用于询问、描述喜爱的传统手工艺品及原因的词汇和语言表达；
教学难点：
运用相关词汇和语言表达，与同伴交流自己喜爱的传统手工艺品及原因，初步认识中国传统手工艺品，表达对中国民间艺术的热爱。
教学过程：
Step 1 Lead-in
1. Have students look at the picture on page 42 and answer the following questions.
(1) What can you see in the picture
(2) What do you know about them
2. Have students read the unit overview on page 42 and answer the following question.
What will we do in this unit
Step 2 Presentation (1)
Activity 1 View and speak
Have students look at the four pictures in Part A on page 43 and answer the following questions.
What can you see in the pictures How much do you know about them
Activity 2 Listen and fill
Have students listen to the introductions in Part A and complete the fact files.
Activity 3 Read and introduce
Have students introduce one of the four traditional Chinese crafts.
Activity 4 Think and share
Have students answer the following questions.
Do you like china, zisha teapots, woodcarving or Chinese lanterns What do you think of these traditional Chinese crafts
Step 3 Presentation (2)
Activity 1 Listen and fill
Have students listen to Millie and Sandy’s conversation in Part B on page 43 and answer the following questions.
(1) What traditional crafts does Millie like
(2) Why does Millie like them
(3) Who has a beautiful old lantern What is it made of
Activity 2 Read and appreciate
Have students listen to the recording and read along, and then read in different roles.
Activity 3 Discuss and share
Have students work in pairs and talk about the traditional Chinese crafts they like, using the conversation in Part B as a model.
Activity 4 Share and introduce
Have students finish Part C on page 43.
Step 4 Summary
Ask students to summarize what they have learned in this lesson.
Have students read the tip in Part B and learn how to find more information about traditional Chinese crafts.
Step 5 Homework
Compulsory homework:
Talk about your traditional Chinese crafts with more of your classmates, friends or family members.
2. Preview Reading on P44.
Optional homework:
Search on the internet for more information about traditional Chinese crafts.
Unit4 Reading 1
By the end of this lesson, students will be able to :
understand the key words and learn about Chinese paper-cutting.
get the main idea of each paragraph and observe some reading skills like skimming,scanning and the definition of feature article and find out the specific information correctly.
talk about what they learn from the Chinese paper-cutting and better understand the value of traditional Chinese culture.
describe their own paper-cutting work to inspire interest and love for traditional culture and enhance students’ inner cultural sense of pride .
二、教学重难点
1. 理解课文内容，掌握文中关于剪纸艺术的介绍和描述。
2. 如何引导学生用英语准确地表达自己对剪纸艺术的感受和看法。
3. 培养学生对中国传统文化的认同感和传承意识。
Teaching steps:
Step.1 Lead-in
1.Greetings.
2.Play a video about paper-cutting and discuss the content of the video.
Step.2 Pre-reading
1.Prediction.
Q1:What is the article about
Q2: What do you know about paper-cutting
Students have a free talk about paper-cutting.
Tips:
Title and pictures can help you find the main idea of an article.
2.Talk about features of a feature article.
Step3. While-reading
1.Skimming:
This means looking quickly through the piece og writing to find the main idea without reading every word.
1.Students match the paragraphs with the main ideas and then check the answers together.
Tips:
It’s a good idea to read the first sentence of each paragraph before you read the whole text.
2.Scanning:
This means moving your eyes quickly down to the page to find the specific information.
Students read the passages quickly and choose the right answer.
1.Students read the para1 carefully and answer the questions.
Q1:What tools（工具） do we need to make paper-cutting？
Q2:Does Zhao Yue think that paper-cutting is easy
Q3:What does Zhao Yue want to tell us by adding
“Anyone can try it”
2.Students read the para 2 carefully and answer the questions.
Q1: Why Zhao yue can be a master of paper-cutting
Q2:What do you think of Zhao Yue
3.Students read the para3 carefully and fill in the blanks.
.
4.Students read the para 4 carefully and choose the right meaning for the word“alive”and think about the question:
What do you think of paper-cutting “zhubaoping’an”
Step 4 Post-reading
1.Let’s share
Students enjoy the works of paper-cutting and make a summary.
Paper- cutting is not only an art, but also a good way to show our Chinese culture.
Let’s try
Show the steps of making a paper-cut and watch a video about how to make a paper-cut.
Students try to make a simple paper-cuts by themselves and enjoy the process of making a paper-cuts.
Let’s explore
Students try to make a paper-cut in a team and use what they have learned in this class .
Make a report and introduce their work of paper-cutting one by one.
Let’s share
Students talk about the question and share more Chinese traditional arts in China.
Q：What do you know about traditional art, like paper cutting
6.Further thinking
Students think talk about the question:
Why can we have so many traditional arts in China
T: Because of our hard-working people.
They create lots of beautiful, lively, creative and meaningful art works.
Step5 Homework
YOU MUST DO(8-10minutes)
Find more information about paper-cutting on the internet and make a paper-cut work.
2.Write a brief article to introduce paper-cutting work.(Tools/Styles/Meanings/Making process...)
YOU CHOOSE TO DO(10-15minutes)
Watch an documentary (纪录片) Heritage on the Fingertips to learn more about Chinese folk art.
Choose one of the traditional art forms and make an English video to describe.
Unit4 Reading 2
By the end of this lesson, students will be able to:
1. 学生能够理解并正确运用文中的重点词汇和短语，如：paper-cutting, scissors, landscape, express 等。
2. 培养学生的阅读技巧，如快速浏览、细节理解、推理判断等。
3. 激发学生对中国传统文化的兴趣和热爱，增强文化自信。
4. 培养学生的审美意识和创新精神。
教学重点:
理解课文内容，掌握文中关于剪纸艺术的介绍和描述。
掌握文中重点词汇和短语的用法。
教学难点:
如何引导学生用英语准确地表达自己对剪纸艺术的感受和看法。
培养学生对中国传统文化的认同感和传承意识。
Teaching steps:
Step1: Do Part C
1. 让学生再次仔细阅读课文，完成 C 部分的练习。
学生独立完成题目后，同桌之间相互核对答案。
教师讲解题目，重点分析错误较多的题目，帮助学生理解课文中的细节和关键信息。
2. 引导学生关注文中关于剪纸艺术的描述，如剪纸的工具、形状、用途等。
提问：“What tools does Zhao Yue use for paper-cutting ” “What shapes are her paper-cuts ” “Why do we put up paper-cuts at the Spring Festival ” 等问题，让学生从课文中找出答案。
Step2: 语言点讲解
1. 讲解文中的重点词汇和短语，如：scissors（注意复数形式）、express、landscape、put up 等。
通过例句和情景帮助学生理解这些词汇和短语的用法。
让学生用这些词汇和短语进行造句练习，加深理解。
2. 分析文中的一些重要句型，如：“It means ‘I wish you a safe and healthy life'.” 引导学生理解句子结构和意思。
Step3: 拓展活动
1. 让学生阅读课后的个人故事，完成相关练习。
检查答案，讲解难点。
2. 组织学生思考并讨论课文后的三个问题：
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
Some young people like paper-cutting. Why do you think it is popular with young people
鼓励学生积极发言，分享自己的观点。
Step4: 总结
1. 与学生一起回顾本节课所学的内容，包括剪纸艺术的相关知识、重点词汇和短语、阅读技巧等。
2. 对学生的表现进行评价，肯定他们的努力和进步，同时指出存在的问题和不足。
Step 5 Homework
Compulsory homework:
Talk about your traditional Chinese crafts with more of your classmates, friends or family members.
2. Preview Reading on P47.
Optional homework:
Search on the internet for more information about traditional Chinese crafts.
Unit4 Grammar
By the end of this lesson, students will 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;
教学 重点：
掌握名词所有格（'s 和'）的构成规则和用法。
2. 区分物主形容词和物主代词的用法。
教学难点：
1. 对于复数名词不以 -s 结尾和以 -s 结尾的所有格形式的正确运用。
在实际语境中准确选择使用物主形容词和物主代词。
教学过程:
Step1: 名词所有格
1. 展示一些与家庭、学校或生活相关的物品图片，如书包、铅笔、房间等，提问学生：“Whose bag is this ” “Whose pencil is that ” 引导学生用“ It's...'s. ”的形式回答。
2. 引出本节课的主题——所属关系的表达。
呈现例句：
It is Simon's lantern.
That is my dad's picture.
This is the child's kite.
my parents' pictures.
James's picture
Dickens' novels
3. 讲解规则：
我们通常在单数名词后加 's 来构成所有格，如 Simon's，my dad's，the child's 。
当名词以 -s 结尾时，我们可以加 ' 或 's ，如 James's 或 Dickens' 。
对于复数名词，如果不以 -s 结尾，加 's ，如 my parents' ；如果以 -s 结尾，加 ' ，如 the children's 。
4 练习：给出一些名词，让学生写出其所有格形式，如 teacher，boys，girls 等。
:Step2：物主形容词和物主代词
1. 呈现例句：
I want my classmates to tell me about their favourite traditional crafts.
A friend of mine is teaching me how to do paper-cutting.
Millie does woodcarving with her father. His work is amazing. Hers is also good.
We are making lanterns to decorate our classroom.
2. 讲解规则：
形容词性物主代词（my，your，his，her，its，our，their）在名词前使用，如 my book，your pen 。
名词性物主代词（mine，yours，his，hers，its，ours，theirs）后不接名词，如 This book is mine. 。
3. 练习：给出一些句子，让学生选择使用物主形容词或物主代词填空，如：This is not my pen. It's ____ (hers / her).
Step3：巩固练习
1. 完成教材中的练习 A1 和 A2 ，让学生在练习中巩固名词所有格的用法。
2. 完成教材中的练习 B1 和 B2 ，让学生在练习中巩固物主形容词和物主代词的用法。
Step4：总结
1. 回顾名词所有格（'s 和'）的构成规则和用法。
2. 回顾物主形容词和物主代词的用法和区别。
Step5：Homework
1. 让学生用名词所有格和物主形容词、代词各写五个句子，描述自己或身边的物品所属关系。
2. 完成教材上剩余的相关练习题。
Unit4 Pronunciation
By the end of this lesson, students will be able to :
Students will understand the concept of stress in sentences and be able to identify the stressed words in simple sentences.
Students will learn the rules of stressing important words such as nouns, main verbs, adjectives, and adverbs, and understand that less important words like articles, prepositions, pronouns, and conjunctions are usually not stressed.
Students will be able to pronounce sentences with correct stress to convey the intended meaning effectively.
They will improve their listening skills by being able to distinguish stressed words in a conversation.
教学重点：
1. Help students understand the rules of stress in sentences.
2. Guide students to practice stressing words correctly in different sentences to convey specific meanings.
教学难点：
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.
Teaching steps:
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.
2. 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.
3. Listening Practice
Play the audio of the conversation between Sandy and Millie. Ask students to listen carefully and underline the stressed words. Then, discuss the stressed words together and explain why they are stressed.
4. 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.
5. 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.
Assign homework: Ask students to write five sentences of their own and mark the stressed words. Also, they need to record themselves reading these sentences and listen to check if the stress is correct.
Unit4 Integration 1
By the end of this lesson, students will 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 .
教学重点：
Master the vocabulary and sentence patterns related to folk art.
Understand and be able to use the expression of folk art.
教学难点：
How to guide students to describe the characteristics and values of folk art in accurate and fluent English.
Help students understand some difficult words and sentences, such as "local colour", "in moulds" and "by hand".
Teaching steps:
Step1: 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."
Step2: Reading and understanding
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 moulds" and "by hand", and helps students to understand through examples and sentences.
Step3: Listening training
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.
Step4: Group discussion and presentation
1. Students working in groups discuss their views on Chinese folk art according to the dialogue template in text C.
2. Teachers shall inspect the teams and provide necessary help and guidance.
3. Invite several groups of students to show the results of their discussion, and other students to listen carefully and evaluate them.
Step5: Homework
Let the students recite the key words and sentence patterns in the text.
Students are asked to modify their own essays they write in class and upload them to the class learning platform.
Unit4 Integration 2
By the end of this lesson, students will 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.Write an article about a Chinese handicraft based on the information in Part D1.
4.understand the craftspeople's spirit and feel proud of our folk art.
教学重点：
Write an article about a Chinese handicraft based on the information in Part D1.
教学难点：
understand the craftspeople's spirit and feel proud of our folk art.
Teaching steps:
Step 1: Pre writing
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.
Step 4: Summary
What belongs to the nation is a gift to the world.
Step 5: Language points
Students learn how to describe traditional arts and understand their cultural values.
Step 6: Exercise
Students complete exercises that include sentence completion and writing about their favourite Chinese handicrafts.
Step7: Homework
Write an article based on the notes that you have completed in class.
Search for three more Chinese traditional handicrafts and write them down in the form of the notes in D1, you can also add your own ideas about these handicrafts.

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