牛津译林版（2024）七年级下册（2024）Unit 4 Chinese folk art优质课教案设计

这是一份牛津译林版（2024）七年级下册（2024）Unit 4 Chinese folk art优质课教案设计，共4页。教案主要包含了教学目标，教学重难点，教学方法等内容，欢迎下载使用。
课型
译林版七年级下册 Unit 4-Prnunciatin 教案
新授课
主备人
一、教学目标
1. Language knwledge gals
Students can understand and crrectly use the key wrds and phrases in the text,
such as: paper-cutting, master, scissrs, nife, shape, express, landscape, etc.
Students are able t master the use f simple present tense in describing daily
activities and facts.
2. Skill gals
Cultivate students' reading cmprehensin ability, including quick brwsing fr the
general idea, and carefully reading fr details, etc.
Imprve students' language expressin ability, can be used t describe the
characteristics and significance f paper cutting in English.
3. Emtinal gals
Let the students understand the charm f Chinese traditinal flk art —— paper
cutting, enhance the sense f identity and pride f traditinal culture.
二、教学重难点
1. 重点
Understand the cntent f the article, and master the key vcabulary and sentence
patterns.
Learn t describe the characteristics and significance f paper-cut art in English.
2. Difficult pints
Understand the emtin and cultural cnntatin f the paper-cutting art expressed
in the text.
Can use their wn language t express the views and feelings f the paper-cutting
art.
三、教学方法
1. Task-based teaching methd: Guide students t study independently and imprve

their reading cmprehensin ability by assigning varius tasks, such as matching the
paragraph general idea, multiple-chice questins, and cmpleting sentences.
2. Scene teaching methd: create the scene f paper-cutting art, let the students feel
the charm f paper-cutting persnally, stimulate their interest in learning.
3. Cperative learning methd: Organize students t have grup discussins,
share their views and feelings n the paper-cutting art, and cultivate the cperative
spirit and language expressin ability.
IV. teaching prcess
(I) Leading in
1. Shw sme beautiful paper-cut pictures and ask the students, " What d yu see
in these pictures?"Lead the students t answer:" Paper-cuts."
2. Ask the students: " What d yu knw abut Chinese paper-cutting?"Let the
students speak freely and share their understanding f paper-cutting.
3. Then ask, " Wuld yu like t try paper-cutting?Why r why nt?"Encurage
students t express their thughts.
(II) Befre reading (3 minutes)
1. Let the students quickly brwse the title and pictures and predict the cntent f
the article.
2. Guide the students t think abut the fllwing questins:
Wh is the main character in the article?
What is the article mainly abut?
(III) Reading
1). Quick reading (5 minutes)
1. Let the students read the article quickly and summarize the general idea f the
article.
2. Check the students' verall understanding f the article and ask, " What is the
main idea f the article?”
2). Read carefully (10 minutes)
1. Students shuld read the article carefully and cmplete the fllwing tasks:

Cmplete the paragraphs f Part A with the keynte general idea matching
exercise.
Cmplete the multiple-chice questins in Part B.
2. Grup discussin, exchange f answers, and cmments and explanatins by
teachers.
3). Deep reading (5 minutes)
1. Guide the students t think abut the fllwing questins:
What des Zha Yue think f paper-cutting?
Hw d we use paper-cuts at the Spring Festival and weddings?
What des the writer feel when she gets the bamb picture?
2. Students will discuss in grups, express their pinins, and teachers will
summarize and supplement them.
(IV) After reading
1). Language pint explanatin (5 minutes)
1. Explain the key wrds and phrases in the text, such as: master, scissrs, in the
shape f, express, etc.
2. Example f the use f these wrds and phrases, s that the students can
cnslidate their sentences.
2). Cmplete the exercises (5 minutes)
1. Let the students cmplete the exercises f filling in the blanks t cnslidate the
vcabulary and grammar learned.
2. Check the answers and explain the mistakes.
3). Grup discussin (5 minutes)
1. Organize students t have grup discussins and cnsider the fllwing
questins:
When and where d yu ften see paper-cuts in yur life?
What kind f paper-cut is yur favurite, paper-cuts f animals and plants, r the
nes with Chinese characters? Why?
Sme yung peple like paper-cutting. Why d yu think it is ppular with yung

peple?
2. Each grup selects representatives t make speeches and share the results f the
grup discussin.
(V) Summary (5 minutes)
1. Review the main cntent and key wrds and sentence patterns f the article
tgether with the students.
2. Summarize the characteristics and significance f paper-cut art, and emphasize
the imprtance f traditinal culture.
(VI) Hmewrk assignment (2 minutes)
1. Let the students write an article in English abut their feelings and understanding
f paper-cutting art, n less than 80 wrds.
2. Cllect mre pictures r materials abut paper-cutting art and share them in the
next class.
V. Teaching reflectin
Thrugh the teaching f this class, the students have a deeper understanding f the
traditinal Chinese paper-cutting art, and als imprve their reading cmprehensin and
language expressin ability. In the teaching prcess, mre attentin shuld be paid t
guiding students t think and explre independently, and cultivate students' innvative
thinking and critical thinking ability. In additin, sme interactive links can als be
added, s that students can persnally experience the fun f paper-cutting, and further
imprve their interest and enthusiasm in learning.