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(共21张PPT)
Unit 4
Chinese folk art
Integration (1)
英语译林版（2024）七年级下册
很尴尬
Learning objectives
通过本课时学习，学生能够：
梳理关于惠山泥人的介绍，掌握其材质、种类等细节性信息。
根据听力梳理并获取关于风筝的三方面信息，包括扎风筝的原材料、形状的古今变化、以及风筝活动。
模仿范例谈论个人对中国民间艺术的看法，向工匠精神和中国传统民俗文化致敬。
重点
重点
Look and say
Huizhou inkstick
徽墨
oil-paper umbrella
油纸伞
paper-cutting
剪纸
kite
风筝
clay figures
泥人
woodcarving
木雕
Can you tell their names
Huishan clay figures from Wuxi are made from a kind of black clay. They have strong local colour.
There are two types of Huishan clay figures. Look at those on your left. They are made in moulds, in the shape of cute kids and animals. They have simple shapes and bright colours, and express wishes for good luck and a happy life. The figures on your right are made by hand. They usually show popular scenes from traditional operas.
Now you can have a close look at them and enjoy their beauty!
Read and answer
2. What are the types of Huishan clay figures
1. What are Huishan clay figures made from
They are made from a kind of black clay.
There are two types. One type is made in
moulds. The other is made by hand.
3. Which type of Huishan clay figure do
you like better Why
Skim the passage and answer the questions.
Read and learn
有浓厚的地方特色
手工制造
展示传统戏剧中的经典片段
仔细观察它们
simple / s mpl/ adj.
简单的；简朴的
figure / f ɡ (r)/ n.
（人或动物的）雕像，塑像
mould /m ld/ n.
模具
Work in pairs
Look at the pictures and try to introduce them to your partner.
They are in the shape of cute kids and animals.
They express wishes for good luck and a happy life.
They have simple shapes and bright colours.
They are made in moulds.
They are made by hand.
They show popular scenes from traditional operas.
Listen and complete
Sandy and her friends are looking at Chinese kites in the museum.
The tour guide is telling them about the kites.
materials for making kites
flying kites
shapes of kites
Listen to the passage and order the three pictures.
①
②
③
Listen and complete
Listen again and complete the notes below.
paper
birds
dragons
kite festival
Think and share
What aspects can we include while introducing a piece of traditional Chinese folk art
material
meanings
types
shapes and colours
materials
shapes
activities with it
So, we can introduce folk art from the following aspects:
materials
shapes and colours
types
activities with it
meanings
Think and share
useful expressions
be made of/from...
express wishes for...
materials for...
in the shape of.../ usually show...
activities
Work in groups
After learning pieces of Chinese folk art, what do you think of them Share it in your group.
Listen and Read
Conversation
Listen to the conversation between Mr Wu and his students.
Mr Wu: How much do you know about Chinese folk art, students
Millie: Chinese folk art comes from working people. It shows things about ordinary peoples lives, and it’s usually made from everyday materials.
Sandy: I think it’s creative to make wonderful pieces of art. Sometimes the craftspeople make their art without designing beforehand. That’s
amazing!
Daniel: I respect the spirit of the craftspeople. A good work of art usually takes a long time to make. It must take a lot of hard work and practice.
ordinary / dnri/
adj. 普通的，平常的
Read and learn
spirit / sp r t/
n. 精神
respect /r spekt/
vt. 尊敬，尊重
craftspeople / krɑ fts pi pl /
n. 工匠，手艺人
creative /kri e t v/
adj. 有创造力的；创造性的
everyday / evride / adj. 日常的，每天的
Read and answer
2. What makes Chinese folk art amazing
3. What does Chinese folk art show
4. What is the spirit of the craftspeople
It comes from working people.
The creativity of the craftspeople.
It shows ordinary people’s lives.
They are hard-working and patient.
1. Where does Chinese folk art come from
Answer the following questions based on the conversation.
Analyze and summarize
Find the related sentence patterns.
Role play
Conversation
Role-play the conversation.
Homework
1. Read the passage in Part A & conversation in
Part C fluently.
2. Summarize what you can include while introducing Chinese folk art.
Bye-bye!Unit 4 Chinese folk art
第6课时Integration (1)
一、教学内容分析
本课时为综合课，本课创设了一个参观博物馆的情境，从不同方面介绍了中国传统文化。A部分为阅读文本，介绍了惠山泥人的发源地、材料、色彩、形式以及表达的美好祝愿。通过问题设置，使学生深入理解文本，激发学生思考。B部分为听力材料，博物馆向导从不同方面介绍风筝，如材料、形状、活动。C部分以对话形式展开。Mr Wu 询问学生对中国民间艺术有哪些了解，学生们从内容、创造力以及刻苦精神方面进行回答。通过本课学习，学生将会深入了解不同的民间艺术，思考民间艺术蕴含的精神并用英语表达，提升对中国民间艺术的自信心、自豪感。
二、语篇分析
【What】 本课时包含三个部分内容。A部分为阅读文本，介绍了惠山泥人的发源地、材料、色彩、形式以及表达的美好祝愿。通过问题设置，使学生深入理解文本，激发学生思考。B部分为听力材料，博物馆向导从不同方面介绍风筝，如材料、形状、活动。C部分以对话形式展开。Mr Wu 询问学生对中国民间艺术有哪些了解，学生们从内容、创造力以及刻苦精神方面进行回答。 【Why】 本课内容整体上旨在加深学生对中国民间艺术的了解，提升学生对中国民间艺术的自信心、自豪感。A部分为阅读文本，有助于提升学生梳理、整合信息能力，加深对民间艺术的了解。B部分为听力文本，可以锻炼学生通过听觉获取信息的能力，拓宽对风筝的了解程度。C部分以对话形式展开，引导学生思考中国民间艺术蕴含的精神，并用英语进行表达。三个板块有针对性地促进学生阅读、听力、表达能力的提高，共同促进学生英语能力的全面发展。 【How】 本课时文本共有三部分，属于英语教材中的综合语言实践类文本。 A部分以说明文的形式介绍了惠山泥人发源地、材料、颜色、形式以及表达的美好祝愿。如“from Wuxi”, “are made from a kind of black clay”, “strong local colour”, “expresses wishes for good luck and a happy life”。说明文的文本形式则能更清楚明了的展示这些方面的信息。 B部分是一篇听力材料。放风筝是一种较为常见的活动，听力材料围绕风筝展开，更能激发学生的学习兴趣。听力文本分三个板块，分别是 “materials for making kites”, “shapes of kites”, “flying kites”, 这些提示性信息可以帮助学生捕捉听力材料的关键信息，通过掌握听力技巧提升学生的听力能力。 C部分是一篇围绕中国民间艺术展开的对话，以“How much do you know about Chinese folk art ” 展开，引导学生积极思考他们对中国民间艺术有哪些了解。随后，三个同学分别从中国民间艺术的内容，创造力以及刻苦精神等方面回答，使学生更好的了解民间艺术所蕴含的精神。该部分为学生提供了对话模式，以此为基础，学生可以进行深入思考并用英语交流他们对民间艺术的了解，进而提升口语表达能力和逻辑思维能力。
三、学情分析
通过前几节课的学习，学生已经对不同形式的民间艺术有了一定程度了解，掌握了物主代词，名词所有格的语法知识和重读的语音知识，为本课学习打下了一定基础。 然而，本课时是一节综合课，要求学生阅读关于惠山泥人的文章并提取信息、通过听力提取与风筝有关的信息、通过模仿对话模式，用英语表达他们对中国民间艺术的了解。相较于前几节课，本课对学生提出了更高的要求。
四、教学目标
通过本课时学习，学生能够： 梳理关于惠山泥人的介绍，掌握其材质、种类等细节性信息。 根据听力梳理并获取关于风筝的三方面信息，包括扎风筝的原材料、形状的古今变化、以及风筝活动。 模仿范例谈论个人对中国民间艺术的看法，向工匠精神和中国传统民俗文化致敬。
五、教学重难点
【重点】 梳理关于惠山泥人的介绍，掌握其材质、种类等细节性信息。 根据听力梳理并获取关于风筝的三方面信息，包括扎风筝的原材料、形状的古今变化、以及风筝活动。 【难点】 模仿范例谈论个人对中国民间艺术的看法，向工匠精神和中国传统民俗文化致敬。
六、教学活动设计
环节一：展示图片，导入话题，激发学生的学习兴趣。（3 mins）
教学活动 活动层次 效果评价
Look and say：Students will be shown an album of pictures about Chinese folk art. This can arouse students’ interest. 学习理解之感知与注意 观察学生是否能够根据图片说出民间艺术名称，从而评估学生对不同中国民间艺术认识和兴趣激发程度。
环节设计意图：激活学生已有知识，激发学生学习兴趣，引出本课话题。
环节二：阅读语篇一，完成不同层次的阅读任务（15 mins）
教学活动 活动层次 效果评价
Read and answer: Students read what the tour guide says and answer the questions. What are Huishan clay figures made from What are the types of Huishan clay figures 3) Which type of Huishan clay figure do you like better Why Read and learn: Students learn meanings of key words and difficult phrases and sentences. Work in pairs：Students act as the tour guide and introduce the two types of Huishan clay figures in pairs. 学习理解之感知与注意、获取与梳理；应用实践之内化与运用 根据学生回答读后问题的情况，判断学生对文章大意及细节信息的掌握程度。 根据学生扮演导游介绍泥人活动效果，评估学生对语言的掌握与运用水平。
环节设计意图: 理解文章内容，获取关于惠山泥人的事实性信息；解释、攻克语言难点，帮助学生深入理解文章；学生扮演导游介绍泥人，从“用”的方面巩固所学，锻炼学生语言能力。
环节三：两遍听力练习，完成不同层次的听力任务（12 mins）
教学活动 活动层次 效果评价
Listen and complete: Students listen to the text twice. For the first time, they try to get the main idea. For the second time, they need to complete the table. 学习理解之获取与梳理、概括与整合 观察学生完成听力任务情况，评估学生的听力水平以及对文本的理解。
Think and share: Students think about what aspects they can include while introducing a piece of traditional Chinese folk art. 学习理解之获取与梳理、概括与整合 根据学生的思考与分享成果，判断学生是否能归纳出介绍民间艺术的要点，评估学生梳理概括能力。
环节设计意图: 通过听力，锻炼学生对听力材料中有关风筝细节信息的提取能力，提高听力水平；通过思考与归纳性活动，锻炼学生梳理概括能力、逻辑思维能力。
环节四：分析对话内容与结构，拓展对话，让学生运用所学语言结构和词汇，创造性地进行对话练习（15mins）
教学活动 活动层次 效果评价
Work in groups: Students think and share what they think of Chinese folk art. Listen and read: Student listen to the conversation and get details as many as they can. Read and learn: Students learn about the key words in the conversation. Read and answer: Students read the conversation and answer the questions. Analyze and summarize: Students analyze and summarize the related sentence patterns in the conversation. 学习理解之获取与梳理、概括与整合 根据学生回答问题情况，评估学生对文本内容的理解。
Role play: Students role play the conversation. 应用实践之内化与应用 观察学生角色扮演成果，评估学生表达能力。
环节设计意图: 讨论及分享激活学生思维；阅读和回答问题环节，帮助学生深入、透彻理解文本；分析总结环节帮助学生梳理相关句式和有用表达，为角色扮演奠定基础。
作业与拓展 1. Read the passage in Part A & conversation in Part C fluently. 2. Summarize what you can include while introducing Chinese folk art.

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