Unit 6 Lesson 3 Chinese Paper Art 教学设计 2-优质公开课-北师大必修2精品
Unit6《Design》lesson3 Chinese paper art教案4(北师大版必修2)
Unit6《Design》lesson3《Chinese Paper Art》教学指导Objectives■To practise scanning the text to extract specific information.■To practise intensive reading skills.■To practise using relative clauses.■To practise giving definitions of words with the help of relative pronouns.■To practise using vocabulary related to paper cutting.Resources usedGrammar Summary 6, magazine pictures of Chinese paper cutting. Possible problems■ Students may confuse the use of who, whom, that and which or may have doubts about when to omit the relative pronoun.■ Students may also get confused about relative clauses introduced by whose: why it can refer not only to persons but also to objects; how to use it.BackgroundChinese paper-cuttings:Paper-cutting is one of China’s most popular forms of visual art. Paper and scissors are the usual materials utilized, but sometimes an engraving knife is also used. Paper-cutting has been a traditional art form for hundreds of years. It can be traced back to the 6th century; but only became apparent a few centuries after. Paper cuts aremainly used as decorations for religious and ornamental purposes. Routes through the material■ If you are short of time, set some of the exercises for homework and omit Exercise 11.■ If you have time, do the Option activities.■ If you have two periods for the lesson, a suitable natural break is after Exercise 5Language Power: pages 80-81.Mini-Grammar: 5.ReadingBefore you startExercise 1■ Students look at all the paper cuts and give their opinions on which they like the most.■ Encourage students to give reasons for their choices.Exercise 2■ Elicit from students on what occasi ons the Chinese use paper cuts. Encourage them to say as much as possible.Exercise 3Key WordsAnimals: phoenix, dragon, rooster, batColours: red, (dark) green, black, (light) blue, purple, yellow■ Check students’ knowledge of animals and colours. Encourage them to say more.■ Students read the example first so that they have a model to follow.■ Students work in pairs and describe each paper cut, using as many Key Words as possible. If you wish, have each pair describe two of the paper cuts.■ S tudents then read their descriptions to the class.Read to learnExercise 4■ Students work individually, scanning the text for information about when and why paper cuts are used.■ Students look through the questions first and guess the possible answers. Then read the text carefully to find the answers to the questions. ■ Students ask and answer the questions in pairs.Answers1 Three. Paper cuts for decorations, for religious purposes and for design patters.2 We know that because paper cuts of animals have been found in tombs dating back to the time of the Northern and Southern Dynasty.3 The Chinese character of double happiness often appears in wedding paper cuts.4 By using paper-cutting like a pattern on clothing or on a jewellery box.5 To learn paper cutting from him.■ Encourage students to add any other information that they know about paper-cutting. Write the new facts on the board. Students discuss whether the new information can go into the existing paragraphs or whether new paragraphs are needed.Exercise 5■ In groups, students work out the meaning each paper cut has and discuss it.■ Each group reports their results to the class and gives reasons.Have a class discussion if necessary.GrammarRELATIVE CLAUSES (I)Exercise 6■ Write one sentence with a relative pronoun from the text on the blackboard. For example: Chen Zijiang is a paper-cutting expert whom I interviewed ...■ Encourage students to work in pairs and scan the text for other examples of relative pronouns.■ I n pairs, students work out which relative pronoun can refer to people or things. ( Better leave 'whose' to learn later)■ As you check their answers, have them read out the sentences containing the particular relative pronouns.■ Write the sentence 'A pr esent for parents whose child was born recently, for example, might show …' on the blackboard. Have students discuss what 'whose' refers to.■ Provide more sentences for students to fill in the proper relative pronouns.Exercise 7■ Students look at the sentences to see when we can omit who, that, which. Direct them to the first two examples and have students discuss when the pronouns can be omitted.■ Check the answers by having students read out the sentences with and without the pronouns.■ Refer st udents to Grammar Summary 6 for further study.Exercise 8■ Students go back to the text and find more examples of relative clauses. They may work in pairs and compare their findings.Exercise 9■ Read the instructions with the class. Advise students t o follow the three steps in the order given for each sentence.■ Students can compare their answers in pairs before checking them as a class.Answers1 I loved the meal (that) we had last night.2 The opera (that) we saw last night was terribly boring.3 I think the architect who designed the new building is very creative.4 Have you bought the CD (which) I told you about?5 He was a painter whose pictures were not well-known in his lifetime. Exercise 10■ Students work individually to fill in the gaps.■ Check students’ answers by having them read the sentences aloud. Answers1 which/that2 who3 /4 whose5 who6 whoExercise 11■ Read the example with the class and elicit suggestions for the second sentences, e.g. I enjoy watching films (I have seen before/ animals appear in).■ Students complete the other sentences working individually, then read their sentences to their partners.■ Some of the students can read their sentences to the class.Language in UseExercise 12■ Students work in groups discussing ways of finishing the questions. Encourage them to add more of these questions if they like.■ Then students work individually, writing their own questions. ■ In pairs, students take turns to interview their partner and write down the answers.■ If there is time, extend this so that students interview four or five other students in the class.■ Students then report any interesting or surprising results back to the whole class.OptionsPractice for vocabularyFill in the blanks with the following words.date back, be used for/ as/ to do, decorate, decoration, double, religious, be related to, suggest1. The rise in crime is reported to ________ an increase in unemployment.2. They ________ animals ________ scientific experiments.3. I _______ talking to a lawyer before you do anything.4. The children always enjoy _______ the Christmas tree.5. The church, which _____ to the ninth-century, is being rebuilt.6. They didn’t attend the meeting because of _______ reasons.7. Last year she suffered from the ____ blow of losing her father and discovering that she had cancer.8. Have you put up your Christmas _______ yet?Answers1 be related to2 are using...for3 suggest4 decorating5 dates back6 religious。
英语:unit6 lesson3 Chinese paper art教案(北师大版模块2)
英语:unit6 lesson3 Chinese paper art教案(北师大版模块2)XXX aims:XXXTo practice giving ns of words with the help of relative pronounsTeaching difficulties:XXX.Ⅰ。
Warming upXXX: China has a long history。
therefore it is rich in culture and art。
It has special art forms that other countries do not have。
For example。
what style do these pictures belong to?Students: XXX.XXX: Which paper cut do you like the most?Students:XXX: Have you ever tried paper-cutting。
On what ns would you use paper cuts?Students:XXX: Do you know the history and uses of paper cuts?Students:XXX: Nowadays。
XXX ornament walls。
windows。
doors。
columns。
mirrors。
lamps。
and lanterns in homes。
and are given as XXX。
Now let us look at some paper cuts and describe them.Picture 1: This paper cut depicts a boy holding a big fish.Picture 2 shows two women dressed in red。
Chinese Paper Art 说课稿6
五、教学过程
Pre-reading
1. 利用图片,激活已知,引出话题,激发学生兴趣。 2. 引导学生对话题进行提问,带着阅读期待去读文章。
While-reading
1. 一读:快速阅读,了解文章大意,寻找读前提问的 答案。
2. 二读:细读文章, 借助概念图梳理信息。 3.根据概念图表达关于paper-cutting的历史、种类及用 法等信息,内化信息。
Unit 6 Design
Warm-up Lesson 1 A Matter of Taste Lesson 2 Great Building Lesson 3 Chinese Paper Art Lesson 4 Dream Houses Communication Workshop
二、教学背景分析--教材分析
北师大版《普通高中课程标准实验教科书·英语》必修2
Unit 6 Lesson 3 Chinese Paper Art
指导思想与理论依据
说
教学背景分析
课
教学目标
内
教学重难点
容
教学过程
教学特色
一、指导思想与理论依据
1.《普通高中英语课程标准》:
“高中英语课程应根据高中学生认知特点和 学习发展需要,在进一步发展学生基本语言 能力的同时,着重提高学生用英语获取信息, 处理信息,分析和解决问题的能力”。
While-reading
Post-reading
五、教学过程
Pre-reading
Pre-reading—lead in
What do you know about these pictures?
Pre-reading
Have you ever seen them?
The Art of Paper 教学设计
授课对象是高一(3)班学生,该班大部分学生对英语感兴趣,思维活跃,但是除了少数同学成绩突出外,大部分学生英语基础比较薄弱。学生有一定的阅读水平,能够从文本中获取信息、处理信息,但是在归纳总结、内化信息方面和发表自己观点方面仍需提高。基于这种情况,在阅读教学设计的时候,注意从整体结构上和细节深入分析上进行指导,设计既能激发学生积极思考又能有利于快速把握文章要点的问题来鼓励学生的阅读信心,并用思维导图的形式帮助学生理解文本,同时兼顾语言能力,特别是口语表达能力,发展学习能力和思维品质,提升文化意识。
设计思路
读前活动
实物引入话题,欣赏剪纸,了解剪纸的涵义。
读中活动
1)划分四个部分并给出主旨大意,厘清文本结构;
2)在阅读中理解归纳信息,回答问题;
3)运用思维导图,深入理解文本。
读后活动
1)头脑风暴,分析剪纸从古至今长盛不衰的原因;
2)利用思维导图,结合本课所学,口头介绍剪纸。
教学目标
At the end of the lesson, the students will be able to
---a paper cut to lead in the topic
---some pictures of paper cuts
—Ssenjoy the pictures of paper cuts and talk about the meanings.
(T--S )
—To arouse Ss’ interest in the topic ofpaper cutting
1)divide the passage and sum up the main idea of each part;
2)find out the history and types of paper cutting;
Module 2 Unit 6-Lesson 3 Chinese Paper Art
Module 2 Unit 6-Lesson 3 Chinese Paper ArtReading一、教材分析一)单元分析本单元教学内容是以“design”为中心话题展开各项活动的。
“Chinese Paper Art”是本单元第三课,是一节语言技能课。
本课话题是“中国的剪纸艺术”,从介绍剪纸艺术的历史和剪纸的三个用途来展开。
本单元的前两课分别学习了绘画和建筑这两个话题,通过听力训练和语言交际等活动让学生了解了著名画家、艺术家、建筑师以及不同的艺术、建筑风格,为本课讨论剪纸这种民间艺术做了一定的铺垫。
剪纸作为一种民间艺术,学生对其并不陌生,但对剪纸的历史和多种用途未必了解,因此可用对剪纸的常识设问引出本课话题。
二)教学目标理论依据:《英语课程标准》基于对教材的理解和分析,根据《英语课程标准》七级语言技能目标的要求,结合高一学生实际和教材内容,特制定相应教学目标:1.知识目标:1) 理解课文的内容,了解中国的剪纸艺术的历史和三种用途2) 理解并掌握本课要求的相关词汇dynasty, religious, purpose, pattern, character, happiness, temple, offering,相关词组句型date back to, relate to, It is used to do/for…2. 技能目标:1) 能从文中获取有关剪纸历史和用途的主要信息并摘录要点2)能根据话题和所学词汇,介绍一个剪纸作品3. 情感态度目标:1) 了解中国剪纸这种民间文化2) 在英语交流中保持主动表达的热情与愿望三). 教学重难点1. 教学重点:1)利用课本学习的重点词汇dynasty, religious, purpose, pattern, character, happiness, temple, offering, date back to, relate to, It is used to do/for…描述和谈论剪纸2)通过略读,细读等阅读技能培养学生概括段落大意的能力和获得文章细节信息并摘录要点的能力依据:正如上文教材分析中写的,课标要求本课是一节语言技能课,即language focus的课型,因此词汇的掌握和运用应该作为重点。
Lesson3ChinesePaperArt
Unit 6 Lesson 3 Chinese Paper Art(Words)
教学反思
1.本节课设计的环节相对比较简单,主要是针对我校普通班的学生设计的。
这些学生普遍基础薄弱,且课下布置背单词和词组的任务,往往不去努力背诵,所以只好把单词和词组放到课堂上来学习。
2.如果是针对程度好一点儿的学生,可以让学生在课下利用Boxfish 学习,课堂上主要通过测试或是习题来检验和巩固学生单词的掌握和运用情况。
3.本节课在拼单词和词组环节,相对平时只是教学生读,然后课下背诵而言,学生拼写的效果要好得多。
4.本节课学生在单词和词组运用方面,学生知道要填哪个单词或词组,由于一些基本的语法掌握的还不好,比如时态问题,所以导致最后做题错误,这是以后教课需要加强的地方,也是做练习需要巩固的地方。
5.词汇是高中英语学习的关键,以后还要继续努力引导学生重视词汇学习,关键是让学生学会运用,这样更有利于提高学生的学习自信心,也有利于考试做题水平的提高。
北师大版Unit6 Lesson3 Chinese Paper Art教案
Lesson 3 Chinese Paper Art教案Teaching aims1. To practise scanning the text to extract specific information2.To practise using vocabulary related to paper cuttingImportant pointTo develop strategies to extract specific informationDifficult pointTo express the meaning of paper cuts by using relating vocabulary Teaching proceduresStep 1:Warm-up and lead-in1. Enjoy some pictures of different types of paper cuts2. Have a small talk with students about paper cutting3. Tell the students the objective of today’s lesson—to learn how to use key words to describe paper cuttingStep t2: Before readingGive the students 5 minutes to check the meaning of the key words in a dictionary in exercise 3Step3:Fast readingRead the passage quickly and fill in the blanksChen’s informationI am Chen Zijiang.I am a paper-cutting expert .I learned to cut form an early age.I will have a new student after the interview.Step4:Intensive readingRead the passage carefully and do the exercise 4Answers to the questions of exercise 41.How many types of paper cuts do people like to make? What are they? Three. Paper-cuts are used for decorations, for religious purposes and in the design of other crafts.2. How do we know that there is a long tradition of paper-cutting in China?The evidence is that paper-cuts of animals have been found in tombs dating back to the time of the Northern and Southern Dynasty.3. Which Chinese character often appears in wedding paper cuts?The Chinese character of double happiness often appears in wedding paper-cuts.4. How is paper-cutting related to fashion?By using paper-cutting like a pattern on clothing or on a jewellery box 5. Why is the writer going to see Mr. Chen again?He wants to show he is interested in paper cuts.Step5: Oral practiceWork in pairs. Describe each paper cut on page 40 and e the key words to he5p you.Step6: HomeworkWrite something about paper cut you have learned in this lesson。
Unit6 Lesson3 Chinese Paper Art
教学设计Step 1:(1 minute)Greetings:the teacher and students greet with each other.Step 2:(3 minutes)Review: review the words about the last class we have learned.dynasty n. 朝代,王朝religious adj.宗教的decoration n. 装饰character n. 字,字体design v. 设计jewellery n. 珠宝Temple n. 寺庙tomb n. 坟墓Step 3:(1minute)Lead-in: Firstly, show some pictures of paper cuttings and ask students what are they ? Secondly, Ask students whether you know something about them or not ? If they know something about them, let`s learn more about them. If they don`t know about them, after this class you will know something about them . Then, please turn to page 40, today we will learn Chinese paper art .Step 4:(1 minute)Objectives: (Please read them together)By the end of this lesson, you should be able to♣Know the meaning of the passage ;♣Know types of Chinese paper arts;♣Use Chinese paper art on special occasions;♣Learn the Chinese paper art and love the Chinese folk culture.Step 5:(3 minutes)1.Fast reading and answer the following question. What`s the meaningof each paragraph.Para. 1 a. Types of paper-cuttingPara. 2 b. The end of the interviewPara. 3 c. Introduction of Chen ZijiangPara. 4 d. The history of paper-cuttingPara. 5 e. Paper cuts used for decorationPara. 6 f. Paper cuts used for religious purposePara. 7 g. Paper cuts for making patterns or designs2.Further reading . ( You should finish these questions . )①True or False .(5 minutes)1.The text introduces four types of paper cuts. (F)2.Paper cut have something to do with clothing design. (T)3.Relations often use paper cuts to do something for the dead on special days. (T)4.The earliest paper cut dates back to the Southern Song Dynasty. (F)5.Paper cuts of animals have been found in tombs in the Northern and Southern Dynasty . (T)6.The text introduces the history and uses of Chinese paper cuts. (T)②According to the whole passage and answer the following questions. (5 minutes)1.From the interview,we still have no idea ________. (D)A.when people began to make paper cutsB.how many kinds of paper cuts there areC.what paper cuts are used forD.how many paper-cutting artists there are now2.What’s the main purpose of the writer’s writingthe passage? (A)A.To introduce Chinese paper art.B.To describe how wonderful paper art is.C.To advise people to try out paper art.D.To introduce a paper-cutting expert.3.Why does the author think the interview was very useful? (C)A.He got to know what he could give to his friends when they held a wedding.B.He made up his mind to learn paper-cutting from Mr.Chen.C.He got a lot of information for his article on Chinese art.D.He learned how to make a paper cut.Step 6:(8 minutes)Conclusion: Firstly, fill in the blanks. Secondly, according to the key words and sentences, retelling the whole passage.Step 7:(12 minutes)Discussion: Please discuss these questions in your group.As we all know Chinese paper art is one of the Chinese folk arts. And whether we should protect Chinese folk arts or not ? why? What should you do?For example: I (don't) think we should....Because...As a student , we should ....( After this discussion , I will make a survey. As follows:If you think we should protect Chinese folk arts , please put up your hands . If you don`t think we should protect Chinese folk arts , please put up your hands.)According to this survey, most of students think that we should protect Chinese folk arts . I agree with you .Chinese folk arts is not only the treasure of Chinese folk culture,but also the world protected culture heritage(世界文化遗产).As a students, we should not only work hard but also try our best to protect Chinese folk arts. We should make a contribution to developing and spreading Chinese folk arts .Step 8:(1 minute)Homework:Your American penfriend James is interested in Chinese paper art. Please write a letter to introduce this folk art to him. 100 words. 要点如下:1: 你知道他对中国的剪纸文化感兴趣。
unit6 lesson3 Chinese paper art教案
Unit6 Lesson 3 Chinese Paper ArtTeaching aims:To practise scanning the text to extract specific information.To make the students have a general understanding of paper cutting.To raise the awareness of protecting the traditional culture.Teaching important point:To develop strategies to extract specific information.Difficult points:To express the meaning of paper cuts by using relating vocabulary. Teaching Aids: computer and cassetteTeaching procedures:Ⅰ. Lead inT: Hello, boys and girls. Before class, let’s enjoy a video. What is it about?S: Chinese paper cutT: Are these paper cuts beautiful?S:T: You must have seen some beautiful paper cuts in your daily life, right? So which kinds of these paper cuts belong to? Let’s look at some pictures.Ⅱ. Pre-readingT: What subject do they belong to?S:T: Since we have looked at so many of pictures of paper cutting, what else do you know about paper cutting? Today we will learn something about it. After reading this text, I believe you can know more about it. ⅢFast readingT: Now you have three minutes to go through the whole text. After scanning it, you should finish two tasks.Task one: divide the text into four partsPart1 para.1Part2 para. 2Part3 para.3-6Part4 para.7Task two: matchPart1 the beginning of the interviewPart2 the history of Chinese Paper ArtPart3 the types of Chinese Paper CutPart4 the ending of the interviewⅣCareful readingPart 1T: In the former part, we have gotten a fragment of the whole text. Now let’s read the text in detail. To begin with, the first paragraph gives us a brief introduction of Mr. Chen. Now you should read it and find somedetails about him.Part2Read paragraph2 get some information of the history of the paper cutting. Decide the sentences true or false.The paper cuts found in temples show that this folk art dates back to the Northern and Southern dynasty.2.By the southern Song Dynasty, paper cutting had played an unimportant role in everyday life.3.In ancient time, a man would look at a woman’s paper-cutting skills before marrying her.Part3Task1:How many types of paper cuts do people still make today? What are they?Task2:three types of paper cutsPart4Q: What is the purpose of the author to visit Chen next week?V DiscussionWhat can we do to protect this traditional folk art?VI HomeworkYour American penfriend James is interested in Chinese paper art.Write a letter to introduce this folk art to him. 120 words.。
北师大版高中英语必修2_Unit6_Lesson_3《chinese_paper_art》说课稿
北师大版高中英语必修2 Unit6 Lesson 3 说课稿设计理念:我设计这节课旨在通过对Chinese Paper Art这篇文章的阅读,让学生了解阅读的策略———猜词及通过阅读标题预测文章内容,体验阅读策略,通过阅读教学,帮助学生逐步掌握一些阅读的技能,建立学习英语的自信心,培养他们的学习兴趣;并使学生逐步形成运用语言进行交流的能力。
一、教材分析本节课为北师大版高中英语必修2 Unit6 Lesson3,单元主题为Design,而本节课主要任务是阅读题为Chinese Paper Art的文章.本课是本单元的话题之一。
文章主要从剪纸的历史、种类、用途等话题展开,旨在让学生了解中国的剪纸艺术,加深对中国文化的理解,培养学生的人文意识、保护和弘扬民族文化的意识。
文章配了多幅精美的剪纸作品,以对话的形式介绍中国的剪纸艺术,通俗易懂二、学情分析教学对象是高一学生,智力发展日趋成熟.他们的认知能力比初中阶段有了进一步的发展,渐渐形成用英语获取信息、处理信息,分析问题和解决问题的能力.通过模块1和模块2前面两个单元的学习,学生已经初步把握熟悉了以话题为主的单元构成,而且发展了相关话题的词汇和拓展话题的基本能力。
三、教学目标认知目标1)熟悉以下词汇和短语bat, tomb, dynasty, purpose, pattern, character, happiness, temple, jewellery, religious;date back to/date from, relate to, try out2)充分理解课文大意并完成所给的任务。
3)用所学的词汇和要点复述或归纳文章内容。
能力目标1)了解中国的剪纸艺术,提高学生从文中获取具体信息,并进行分析、推理和判断的能力。
2)学会从上下文猜测词义,进一步提升查找信息、快速获取信息的能力。
3)能用英语简单介绍剪纸艺术,积极参与语言实践活动,提高用英语进行思维和表达的能力。
M2_Unit_6-Lesson3_Chinese_Paper_Art
Title: M2 Unit6 Lesson3< Chinese Paper Art>General introduction:This lesson is taken from a book of New Senior English for China by Beijing Normal University. This lesson is about the reading part. The theme of this unit is design; therefore, by learning this passage, the students can master some language points and reading skills, and enjoy Chinese culture as well.1. Teaching aims and demands(1).Knowledge objects1. To learn and grasp the new words and expressions2. To let the students know some types of Chinese paper art, the history of paper art, and its use.4. To talk about preferences about paper cut.(2).Ability objects1. To develop the students’ ability of getting the general idea2. To develop the students’ ability of analyzing the structure of the article3. To improve the students’ ability of getting the detailed information(3).Emotion objectsTo cultivate students' interest in traditional art.3 .Teaching keys and difficulties(1) Teaching important points:1). Develop the ability of skimming and making contextual connections;2). Learn to use pictures and title etc. to predict the main information of the passage;3). Express opinions orally and bravely;4). Grasp the grammar and language points.(2) Teaching difficult points:1). How to find the contextual connections with reading strategies;2). How to use background information to help understand the main idea of the text.4 .Teaching methods and aids:Teaching aids: Computer, overhead projector, PPT, tapeTeaching method: role play, group work, using the culture and background knowledge to read, using prediction reading strategy.5. Course numberWe will finish this lesson in 3 classes. This is the reading class.6. Teaching proceduresStep1. Lead-inShow students several pictures of paper cuts, let the students know what we are going to learn, and encourage the students to say something about the paper art they know. Then ask them a question: “Do you know what it is used for?”Step2. Listening comprehensions1. Present the students the questions before listening to the text(1) Why did the author interview Chen Zijiang?A. To try out paper-cutting.B. To know a girl with good paper-cutting skills.C. To get some materials for an article on Chinese Art.D. To get some materials for paper-cutting.(2) The author was ________ to learn that some farmers in Southern Dynasty chose wives by their paper-cutting skills.A. angryB. surprisedC. pleasedD. interested(3) Paper cuts showing the Chinese character for double happiness are often used t o celebrate ________.A. birthdayB. weddingsC. partiesD. temple fair(4) What do you suppose will most probably happen? A. Chen Zijiang will help the author make paper cuts.B. Chen Zijiang will marry a girl with good paper-cutting skills.C. The author will become an expert in paper-cutting.D. The author will visit Chen Zijiang again. (Keys: C B B D)2. Let the students to listen to the tape and then answer the questions.Step3. Fast readingRead the passage as quickly as they can. I will use the question and answer activity to help them get the main idea of each paragraph, then ask them to use their own words to conclude the main ideas of each paragraph.Step4. Intensive readingRead the passage carefully again and answer some detailed questions.1) What evidence is there in a long tradition of paper-cutting in China?2) What are the three types of paper cuts nowadays?3) What do people use the three type paper cuts for?4) Which Chinese character often appears in wedding paper cuts?5) How is paper-cutting related to fashion?Step5. Retell the passage1. I will list out the general idea of each paragraph which the students have concluded in fast reading.2. Encouraging students to use their own words to retell the passage according to thegeneral idea.Step6. Language pointsI will show the important words phrases and sentences which the students need to learn in this passage on the screen one by one. Then give them the right usages of these new language points. What’s more, I will ask students to make sentences by using these newly learnt words and phrases.Step7. Pair work or individual role-playPractice this sentence pattern:It is used to do/for …(Note): the paper cuts shown in the PPT should include all the three purposesStep8. SummaryI will go through the important points and difficult points of this lesson with the students once again.Step9. Homework1. Remember the new words and language points by heart after class2. Do the exercises on the book3. Write an article about a piece of Chinese traditional art according to the ways to introduce a works of art.。
北师大版英语必修二Unit6Lesson3ChinesePaperArt学案设计
北师⼤版英语必修⼆Unit6Lesson3ChinesePaperArt学案设计Unit6 Design-Lesson3 Chinese Paper Art⼀、学习⽬标1. To practise scanning the text to extract(获取)specific information.2. To practise using vocabulary related to paper cutting.⼆、重难点分析1. To practise scanning the text to extract(获取)specific information.2. To practise using vocabulary related to paper cutting.三、学习过程Step 1: 通读课⽂,理解⼤意,并完成下列问题。
1. How do we know that there is a long tradition of paper-cutting in China?2. Who will make the paper-cutting as offerings on special days?3. Which example did Chen give me to show that paper-cutting was an important part of everyday life in ancient China?(提⽰:1. We know that because paper cuts of animals have been found in tombs which date back to the time of the Northern and Southern Dynasty.2.People to whom the dead person was related.= People whom the dead were related to. 3.A young farmer who wanted a wife would look at a young woman’s paper-cutting skills before marrying her.)Step 2: 核⼼词汇学习1. purpose n. ⽬的,意图He returned to his homeland with the purpose of serving his own people.他返回祖国,意在为祖国⼈民服务。
Unit 6 Lesson 3 Chinese Paper Art 教学设计 1-优质公开课-北师大必修2精品
Unit 6 Lesson 3 Chinese Paper Art 教学设计1重点句型(1) leave sb/ sth doing 让(某人/某事物)处于某状态(2) It seems (that/as if)… 似乎(3) But what I remembered most is moving a lot.主语从句(4) …and that’s why we moved into the house on Mango Street.that’s why… 那就是为什么…(5) This was the house Papa talked about when he held a lottery ticket…过去分词做后置定语(6) But the house on Mango Street is not the way they told it at all.the way +定语从句(7) Mr. Chen suggested practising easy designs such as snowflakes.Suggest doing sth.(8) our house would ne white with trees around it, a great big yard and grass growing w ithout a fence.With 复合机构要点详解(1) leave sb/ sth doing 让(某人/某事物)处于某状态leave +宾语+v-ingDon’t leave her waiting outside in the rain.不要让她在雨中等候。
Leave +宾语+ppHe got up slowly leaving the lunch unfinished.他慢慢地站起来没有吃完午饭。
Leave +宾语+adjYou’d better leave the drawing-room door open.你最好开着画室的门。
Unit 6 Lesson 3 Chinese Paper Art 教学设计 4-优质公开课-北师大必修2精品
Unit 6 Lesson 3 Chinese Paper Art教学设计4Teaching aims:At the end of class, students will be able to1.learn some new words from the text2.readthetextandfinishsomeexercises,suchasmatchgeneralideas,trueorfalse,ans werquestions3.practicestudents’ reading skills about scanning(for specific information) and skimming4.learn first part of grammar: relative clauses and do some exercises about it5.identify the noun or pron modified by the relative clausesTeaching Aids:computer and PPTTeaching procedures:(Period 1)Ⅰ. Warming upT: Look at the pictures on this page. What style do these pictures belong to?S: Chinese paper cutT: Which paper cut do you like most?S:T:Todaywewillreadanarticleaboutpapercut.Haveyouevertriedpaper-cutting?Onwhatoccasions would you use paper cuts?S:T: Nowadays, paper cuts are chiefly used as decoration. They ornament walls, windows, doors,columns, mirrors, lamps and lanterns in homes and are given as presents themselves.Now let’s look atsome paper cuts and describe them.Picture 1.This paper cut is of a boy holding a big fish.Picture 2The two women who are dressed in red are dancing.Picture 3.The monkey who is eating a big peach is really lovely.Picture4The paper cut of red phoenix is fit for wedding party.Picture 5These farmers are busy working in their fields.ⅡReadingHow much do you know about paper cut? Do you know the answers to these questions?Present the questions in exercise 4, and give students time to read these questions.Read the article and you will the knowledge of paper cutsⅢKnowledge StructureTrue or FalseThe writer want to learn the skill of paper cuts.2. Paper cut has something to do with clothing design.3. Relations often use paper cuts to do something for the dead on special days.4. The earliest paper cut dates back to the Southern Song Dynasty .5. The text refers to us that paper cuts was once a necessary skill of a youngwoman.6. Paper cuts are early found in tombs in the Northern and southern Dynasty.7. The text introduce the history and uses of Chinese paper cuts.Answers: 1.F 2.T 3.T 4.F 5.T 6.T 7.TCorrect mistakesChinese paper cuts has long history.2. Paper cuts are usually put on gates and windows for good luck.3. Paper cuts are used for religious purposes are often found in temples.4. These paper cuts are prepared for dead.5. Before marrying with her , the farmer want to see her paper cuts.Answers: 1. has后加a2.on改为up3.去掉are4. dead前面加the5.去掉withⅣPost readingVoice Your OpinionWhat meaning can you get from these paper cuts?PapercutswithalonghistoryisaspecialartformofChina,anditplaysanimportantparti npeople’s everyday life.( period 2)Language points1. marryvt.marry somebody娶某人,嫁给某人He promises if he marries her , he will make her happy.他许诺如果他娶了她,会让她幸福。
Unit6《Design》lesson3 Chinese paper art教案3(北师大版必修2)
Unit 6 DesignLesson 3 Chinese Paper ArtLesson objectives:By the end of the lesson, Ss will be able to:·Use some words about paper cutting:·Scan the text to extract specific information.·Introduce paper cutting to foreigners.·Develop their love of Chinese traditional folk arts.Difficult points: Students will be able touse the information they get from the text to talk about papercutting. Teaching and Learning Methods:Teaching methods: 1. PWP method2. task-based methodLearning methods : individual work; pair workTeaching Aids: multimedia / worksheetTeaching procedures:Ⅰ. Lead-inShow students some pictures and ask some questions:Have you ever seen any work of paper cutting like this?Where do you usually see this kind of paper cuts?Why do people do paper cutting and for what purposes?Which paper cut do you like most? Why?Purpose of the activities:Arouse the students’ interests in the topic. Activate students prior knowledge and elicit some new vocabulary.Ⅱ. Pre-reading: PredictionPredict what will be talked about in the text.Ⅲ. While-reading1. Fast reading:Ask the students to read the text fast.Check the students’ prediction.Ask the questions about the text:When were paper cuts of animals found in China?How many types of paper cuts do people like to make today?2. Careful readingTask 1: Ask the students to read the text carefully and check the answers.1. What are the three types of paper cuts?2. How do we know that there is a long tradition of paper-cutting in China?3. Which Chinese character often appears in the wedding paper cuts?4. How is paper-cutting related to fashion?5. Why is the writer going to see Mr. Chen again.Task 2 : Reading for detailsAsk the students to get Chen’s information.Task 3 :Details about paper cuttingAsk the students to complete the chart about the paper cutting.Ⅳ. Post-reading:Get the students to do an interview according to what they have learnt.Ⅴ. Homework:Get the students to write a letter to one of the students’foreign friends introducing Chinese paper-cutting. (100 words)。
M 2-Unit6-Lesson 3Chinese Paper Art (第一课时)教学思考
(2) How do we know that there is a long tradition of paper-
cutting in Chinaꎮ
在第一环节的基础之上ꎬ完成文章的概要写作ꎮ
3.学生情况分析
学生为高一年级普通班学生ꎬ大部分学生并未完全适应
高中的学习方式ꎬ还处于从初中向高中的过渡阶段ꎮ 学生水
第 03 卷 第 11 期
Vol.03 No.11
读与写杂志
Read and Write Periodical
2020 年 11 月
November 2020
1.整体设计思路、指导依据说明
高中英语课程的总目标是培养学生的综合语言运用能
(3) 在清楚文章结构了解文章内容的基础上能够完成概
要写作ꎮ
5.教学重点ꎬ难点分析
力ꎬ其中包括语言技能、语言知识、情感态度、学习策略和文
化意识ꎮ 在此基础上ꎬ特别注重提高学生用英语提取信息、
教学重点:
(1) 文章结构的提取ꎬ段落主题句的提取ꎮ
M 2 - Unit6 - Lesson 3Chinese Paper Art ( 第一课时)
陈梅花
( 福建泉州德化一中 福建省 泉州市 362000)
中图分类号:G621 文献标识码:A 文章编号:1672-1578(2020)11-0244-01
(1) How many types of paper cuts do people like to make?
结出文章结构和提取相关有用的单词、短语ꎬ能够提取每一
段的主题句ꎬ从而为下一步的写作打下基础ꎮ 在本节课第二
个环节ꎬ教师会就文章的结构进行分析说明ꎬ并且要求学生
What are they ꎮ
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Unit 6 Lesson 3 Chinese Paper Art 教学设计2—. 单词:1.坟墓___2.朝代____3.宗教的____4.目的,意图___5.幸福,快乐____6.寺庙____7.珠宝____8.供品___二.词组:A boy holding a big fish一个捧着一条大鱼的孩子A Chinese folk art with a long history一种有着悠久历史的中国民间艺术From an early age 自幼Wave goodbye to向---挥手告别The Northern and Southern Dynasty南北朝Date back to 回溯到Laugh at 嘲笑Be known as 作为---而出名Try out 试验Put up 捡起,张贴for religious purposes为了宗教的目的三、句型:○1On what occasions would you use paper cuts?○2Chen zijiang is a paper cutting expert whom I interviewed for my article on Chinese Art.○3A young farmer who wanted a wife would look at a young woman’s paper---cutting skills before marrying her○4A present for parents whose children has recently been born might show a paper cut of children. ○5Paper to whom the dead person was related would make these offerings on special days and during festivals.○6By the Southern Song Dynasty, paper---cutting had become an important part of everyday life. 四.单词突破:Explain (1).vt. (接名词,代词,从句,或疑问代词+不定式),解释,说明,讲解Please explain this problem to us.Can you explain why you were absent?It was a small book explaining how the machine is used.Explain sth to sb explain to sb how /what an explanation of/for sth 解释说明○1The sight of the note __C_ me that I had to go to the store after school.A. explainedB. suggestedC. remindedD. reflected○2Where is our English teacher?She is in the classroom, ___A_the exercises _____the students have done at home.A. explaining, /B. Explaining, for c. explained, to D. explained, from2.follow(1.)vt.○1跟随;(在时间,次序上)接着—来到或发生;伴随;跟踪He followed his friend into the yard.○2沿着---进行He followed the path up a hill.○3听清楚,领会Can you follow me?○4听从,遵循Why didn’t you follow my advice?Follow the instructions/directions/rules 遵照说明/指示/规则Follow the example of 以---为榜样Follow up 穷追,把---贯彻到底On the following afternoon在第二天下午五.短语:Put up (1) 挂进来,张贴(反义词为take down)(2)举起,抬起Both thieves put up their hands.(3) 建造(房屋等),搭建A new school has been put up in my hometown. Put an end to/put a stop to 结束,完成Put---aside 把---放在一边,存钱Put---away把---收好,放好Put forward 提出,把(时针)等向前拨Put onPut up with 忍受,容忍Put sth across to sb 把---向某人讲清楚You can take anything from the shelf and read, but please _C___the books when you have finished them.A.put onB.Put downC.put backD.put offBefore the war broke out ,many people B__in safe places possessions they could not take with them.A.threw awayB. put awayC.gave awayD.carried away六.句型:A present for parents whose child has recently been born might show a paper cut of children. Forexample.例如,给刚有孩子的父母的一件礼物可能是纸剪成的小孩子。
Whose child has recently been born 为定语从句,修饰先行词parents,whose引导的定语从句,要注意以下几点:(1)。
whose引导定语从句,其后应紧跟名词,构成名词短语,whose用作定语(2) whose 引导定语从句,其先行词不仅可以指人,还可以指物。
(3)在定语从句中与它所修饰的名词可以作介词的宾语,可以与介词一起放在先行词与从句之间The man , with whose son I worked, looked down upon women(2) 引导的先行词指物时, 可用of which代替whose,但词序不变Whose+名词=the +名词+of whichThe house whose roof was damaged has now been repaired.=The house the roof of which was damaged has now been repaired.=The house ,of which the roof was damaged,has now been repairedPeople to whom the dead person was related would make these offerings on special days and during festivals.To whom 为介词+关系代词引导的定语从句,具有这种用法的关系代词主要是which与whom,其次是whose○1The athlete to whom you talked is a famous long---distance runner.○2The car for which you paid$2000 is still working well.○3He came here at 6 o’clock at which I was sleeping.○4Is this watch which he is looking for?○5The old man whom the nurses are looking after is very well now?I save a woman running toward me in the dark, before I could recognize who she was, she had run back in the direction_D__ she had comeA. of whichB. by whichC. in whichD. from which七. 完型:A friend of mine met with an accident driving in darkness. His legs were so hurt that he couldn’t move. What was the __36__ was he found himself unable to ask for help-his mobilephone went out of __37__ as a result of exhausted battery. Nothing could be done but to __38__ in cold wilderness. It was 8 hours later that day broke, and then the __39__ of the rescue.It is almost __40__ that he could stand the horror in the darkness for so long. Even more surprising was his __41__: “First of all I checked up my __42__ conditions and found myself not in fatal danger. As there was no __43__ to call for help, I leaned back in my seat trying my best to keep the wound from __44__. In this way I dozed (打盹) off.”His story put an end to my regret for the __45__ of an exploration adventure that happened last year. A group of young men __46__ to explore a mountain cave and got lost. __47__ to find a way out in the dark cave they were frightened and ran anxiously without a sense of __48__. Finally they fell dead in fear and exhaustion. According to the __49__ people that found them, the place where they got lost was only about 10 meters away from the __50__ of the cave. If they stayed on the spot when they lost their way and tried to __51__ themselves, they would probably sense a faint light glimmering (闪烁) not far away.Don’t you think that you can compare it with __52__ itself? When you meet with obstacles in life and work, you are lost in darkness. __53__ you it’s unclear yet and you needn’t put up struggle __54__. It seems to be a negative attitude, __55__ a person who can afford to do so must have foresight as well as a great courage in the first place.36.A.hopeless B.worst C.more D.best37.A.service B.way C.order D.work38.A.cry B.lie C.wait D.sleep39.A.delay B.success C.team D.arrival40.A.untrue B.unimaginable C.true eless41.A.plan B.decision C.explanation D.excuse42.A.physical B.mental C.working D.medical43.A.method B.way C.alternative D.strength44.A.rotting B.spreading C.hurting D.bleeding45.A.loss B.failure C.disappointment D.sadness46.A.had B.managed C.tried D.planned47.A.Willing B.Unable C.Determined D.Deciding48.A.hearing B.sight C.feeling D.direction49.A.rescue B.village C.local D.brave50.A.end B.top C.opening D.side51.A.save B.help C.stop D.calm52.A.adventure B.work C.life D.mankind53.A.Mind B.Watch C.Imagine D.Warn54.A.really B.immediately C.carefully D.hopefully55. A.and B.so C.but D.while八.阅读On September 22, 1986, Jay Brunkella, a police-officer in the Rogers Park district in Chicago, was shot during a drug arrest and died. Shortly afterwards, fellow officer Ken Knapcik, a 20-year veteran (老警官) of the force, returned home after work to find a note from his 15-year-old daughter on the dining table.Dad-This poem came directly from my heart. I love you so much!It scares and amazes me that you go out every day and risk everything to provide us with all that we have. I wrote this to express how much I love you and how much lost I’d be without you-Laura. P.S.: Hey, let’s be careful out there.Titled “The Ultimate Cop”, Laura’s poem was dedicated “To all the cops in th e world who have daughters who love them with all their hearts. And especially to my dad.” It was about a police-officer’s daughter who sees on the night time news that her father has been shot. Part of poem: “Daddy, my Daddy, can you hear me cry? Oh, God, I need my Daddy, please don’t let him die.”Ken Knapcik stood alone as he read the poem. “It took me several minutes,”he said.“I’d get through part of it and have to stop before I could go on. I was weeping. She had never told me she was scared.” He took the poem to work the next day and showed it to his fellow officers. “I’ve never seen so many grown men cry. Some couldn’t finish it.”Knapcik keeps Laura’s poem in the pocket of his police jacket. He takes it with him every time he leaves the house for a n ew shift. “I don’t want to be out there without it.” he said, “I’ll probably carry it with me forever.”ura wrote the poem ______.A.in memory of her father who was shot in the drug arrestB.to show her great sorrow in losing her fatherC.to show her respect to all the cops who lost their livesD.to tell officer Ken Knapcik how much she loved him57.All the officers cried because ______.A.Jay Brunkella was shot and diedB.they were greatly touched by the poemC.the poem was so sad that they couldn’t h old back their tearsD.they thought of their dangerous life58.Knapcik keeps Laura’s poem in his pocket ______.A.to treasure her daughter’s love and to value his own lifeB.to keep it from missingC.because he can’t go out without itD.to mourn over the death of officer Jay Brunkella59.Which of the following is the best title for the passage?A.Poem for a copB.An officer’s deathC.Daughter’s loveD.Love my job, love my daughter答案36-40 BDCDB41-45 CABDB46-50 CBDAC51-55 DCABC56-59 DBAA。