資源簡介

世界
Unit 4　Chinese folk art
第1課時　Welcome to the unit
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on traditional Chinese crafts, specifically highlighting four distinct examples: china, zisha teapots, woodcarving, and Chinese lanterns. Each craft has a brief introduction and key features.
Why: The author aims to introduce students to various aspects of traditional Chinese culture through the lens of craftsmanship, fostering an appreciation of these art forms and encouraging cultural awareness. By presenting the crafts visually, the text promotes students' interest and curiosity. Additionally, the conversation between Sandy and Millie provides a practical example of the learned vocabulary and concepts, allowing students to practise their communication skills in a real life context. The text may serve as a springboard for further exploration of Chinese traditions and history, promoting cross cultural understanding and respect.
How: The text provides information through a combination of images and short introductions, conveying key points about each craft. The layout is visually appealing, with each craft represented by a corresponding image and a list of characteristics. The text also includes a conversation between two characters, Sandy and Millie, discussing their favourite traditional crafts. It can serve as a model for students to follow when they are engaged in pair work discussions about their own favourite Chinese crafts.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.list some famous Chinese crafts in reading and speaking;
2.get the specific information about Chinese crafts including the materials, shapes, colours, functions and culture values in listening;
3.talk about their favourite Chinese crafts by using the target language in pair work;
4.feel the beauty of Chinese crafts and the wisdom of the craftspeople.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To list some famous Chinese crafts in reading and speak ing.　 Step 1: Pre listening Look and answer: Identify and discuss various traditional Chinese crafts, such as kites, chess, teapots and shadow plays. Questions: Q1: What Chinese folk artworks can we see Q2: What do people use them for Q3: What are they made of Observe whether stu dents can correctly say some traditional Chinese crafts, and help them to recognize and under stand the different types of crafts.
Purpose To build background knowledge and vocabulary related to traditional Chinese crafts, which will be useful for the reading and discussion activities.
2.To get the specific information about Chinese crafts including the materials, shapes, colours, functions and culture values in listening. Step 2: While listening 1.Listen to the introductions about traditional Chinese crafts with Sandy and complete the fact files. 2.Work in pairs and talk about the traditional Chinese crafts you like. Use the conversation below as a model. 3.Millie also likes Chinese folk art. Listen and answer the questions. Q1: What Chinese craft does Millie like Q2: What does Millie think of it Q3: Who has a lantern and what is it made of Q4: What do you think of Sandy Review answers to ensure students get the key information in the material correctly. To assess the effect iveness, the teacher can check the accuracy of the students' answers. This will show if they have successfully under stood the details in the conversation.
Purpose To improve students' listening skills by having them listen to detailed information about traditional Chinese crafts and extract specific details.
3.To talk about their favourite Chinese crafts by using the target language in pair work. 4.To feel the beauty of Chinese crafts and the wisdom of the craftspeople. Step 3: Post listening 1.Role play the conversation between Sandy and Millie about traditional Chinese crafts. 2.Students present their role plays and receive feedback based on a checklist. Show time: ChecklistStarsLanguage(語言正確)Pronunciation(發音標準)Body language(使用肢體語言)Creation(有創意)Excellent★★★　Great★★　Good★
Step 4: Summary Chinese folk art is great! The effectiveness of these steps will de pend on the students' participation, the clarity of instructions, and the feedback provided by the teacher.
Purpose To encourage students to cooperate with others and promote peer interaction through role plays, which can improve students' communication and social skills.
Homework Required: Make a fact files for one of your favourite Chinese crafts. Optional: Find one of your local crafts and share with your partners.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第2課時　Reading
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on the art of paper cutting, featuring a master artist named Zhao Yue who shares her passion and techniques for creating intricate designs. The text discusses the significance of paper cutting in Chinese culture, including its use during festivals and weddings, and showcases the beauty and warmth of this traditional folk art form.
Why: The author's intention is to let students know about the rich cultural heritage of paper cutting and inspire them to appreciate the skill and creativity involved in this traditional art form. By sharing Zhao Yue's story and the importance of paper cutting in Chinese culture, the text aims to promote cultural understanding and encourage students to develop an interest in preserving and appreciating such artistic practices. The text also emphasizes the value of traditional arts in expressing wishes and conveying good luck, demonstrating how these works of art bring beauty and warmth to people's lives.
How: The text employs a narrative style to describe Zhao Yue's process and thoughts about paper cutting, providing insights into her perspective and the cultural context surrounding the art form. It also includes quotes from the artist herself, giving students a glimpse into her creative process and the emotions she conveys through her work. The use of anecdotes and personal stories adds depth to the topic, making it more interesting and appealing.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn about traditional Chinese paper cutting;
2.observe some reading skills, such as skimming, scanning, and the definition of a feature article and find out the specific information correctly;
3.talk about what they learn from the Chinese paper cutting and better understand the value of traditional Chinese culture.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn about traditional Chinese paper cutting. Step 1: Pre reading 1.Introduction to paper cutting: Q1: What is on the window (Paper cutting!) It is called“jianzhi”in Chinese. Q2: Why do Chinese people put it on windows (For good luck, fun, etc.) 2.People use paper cutting because they believe it can bring them happiness and good luck. 3.Do you want to know more about paper cutting What's the definition of a feature article The effectiveness can be evaluated by stu dents' participation and the ability to express personal opinions.
Purpose To introduce the topic of paper cutting and students' curiosity.
2.To observe some reading skills, such as skimming, scanning, and the definition of a feature article and find out the specific information correctly. Step 2: While reading 1.Skimming: (1)Students read the article quickly and find the main idea of each paragraph. (2)Match the paragraphs with the main ideas. (3)How many kinds of paper cuts can you find from the feature article, and what do these paper cuts express 2.Scanning: Read the article again and choose the correct answers to specific questions. The effectiveness can be assessed by check ing the accuracy of students' answers to the questions and their ability to match the paragraphs with the main ideas correctly.
Purpose To improve students' reading comprehension skills by having them skim and scan the text and find the main ideas and specific details.
Step 3: Post reading 1.Complete sentences with the correct forms of the words and phrase in the box.
3.To talk about what they learn from the Chinese paper cutting and better understand the value of traditional Chinese culture. 2.Discussion: Q1: Why do you think it is popular with young people Q2: When and where do you often see paper cutting in your life Q3: Would you like to try paper cutting Q4: What kind of paper cut is your favourite, paper cuts of animals and plants or the ones with Chinese characters Why Show time: ChecklistStarsLanguage(語言正確)Pronunciation(發音標準)Body language(使用肢體語言)Creation(有創意)Excellent★★★　Great★★　Good★
Step 4: Summary Paper cutting—people's good wishes to life! Step 5: Exercise Check the accuracy of the words and phrases in the box to evaluate students' comprehension and understanding of the text. Provide the feedback based on language, pronunciation,body language and creation.
Purpose To encourage students to share their thoughts and experiences related to paper cutting through discussions, fostering a deeper understanding and appreciation of the art form.
Homework Required: Write an article about why do you think paper cutting is popular with young people Please write within 80 words. Optional: 1.Find another feature article about paper cutting and read it. 2.Try to make a paper cut that you like.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第3課時　Grammar&Pronunciation
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on teaching possessive forms in English grammar, specifically “noun+'s” and possessive adjectives and pronouns. It includes examples, exercises and explanations to help students understand how to form and use these structures correctly. Additionally, there is also a section which can teach students how to pronounce stressed words correctly. It mainly focuses on stress in sentences.
Why: The purpose of the text is to provide comprehensive instruction on possessive forms in English, ensuring students can accurately express ownership and relationships through proper grammatical usage. It aims to enhance both written and spoken skills by combining theoretical knowledge with practical example and listening practice. The pronunciation section further supports students in developing proper speaking skills, which is crucial for effective communication.
How: The text uses a step by step instructional approach, starting with basic definitions and rules followed by practical examples and exercises. It uses examples, dialogues and fill in the blank activities to enhance learning. The text also includes listening exercises to improve pronunciation skills related to sentence stress.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
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;
4.recognize and pronounce stressed words in sentences for clear communication.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To use possessive forms correctly. Step 1: Grammar(noun+'s) 1.Introduction to possessive forms: The teacher asks,“Can you find something different ”(e.g. the exhibition organizers', the lantern makers', Anna's parents' shop, etc.)　 2.Reading and underlining: (1)Students read a text and underline the possessive forms with a red pen. (2)Example text: (詳見課件資源) Assess students' ability to recognize the posses sive forms and to use possessive forms with nouns to show owner ship or association. The effectiveness can be assessed by check ing the accuracy of students' completion in the exercises.
3.Rule formation: Students work out the rule for using possessive forms: a.We usually add 's to a singular noun. b.We usually add ' to a plural noun ending in s. c.We usually add 's to a plural noun that does not end in s. 4.Complete Sandy and Millie's conversation using the words in brackets. Remember to add 's or ' where necessary.
Purpose To help students understand and use the possessive forms of nouns(noun+'s) correctly by identifying and practising examples. It enables students to know about the rules for forming possessive forms, which will improve their accuracy in writing and speaking.
2.To use possessive adjectives and pro nouns correctly. 3.To talk about the handicrafts of their friends and their own by using the model. Step 2: Grammar(Possessive adjectives and pronouns) 1.Introduction to possessive adjectives and pronouns: The teacher introduces possessive adjectives and pronouns(e.g. my, mine, your, yours, his, her, hers, its, our, ours, their, theirs, etc.). 2.Reading and identifying: (1)Students read sentences and circle the possessive adjectives and pronouns. (2)Example sentences: a.I want my classmates to tell me about their favourite traditional crafts. b.A friend of mine is teaching me how to do paper cutting. c.Millie does woodcarving with her father. His work is amazing. Hers is also good. d.We are making lanterns to decorate our classroom. 3.Rule formation: Students work out the rule about how to use possessive adjectives and pronouns: a.We use possessive adjectives before nouns. b.We don't use nouns after possessive pronouns. 4.Look at the pictures and complete the conversation with the correct possessive adjectives and pronouns, or the possessive forms of the nouns in brackets. The effectiveness is measured by how well students understand the basic concepts. Review the completed exercises for accuracy and correct the usage of possessive adjec tives and pronouns in the conversation.
Purpose To help students understand and use possessive adjectives and pronouns correctly, which are essential for expressing ownership and possession. It also provides practice in a meaningful context, using examples related to traditional crafts and personal experiences, which makes the learning more interesting and appealing.
4.To recognize and pronounce stressed words in sentences for clear communi cation. Step 3: Pronunciation(Stress in sentences) 1.Sentence stress: Introduction to sentence stress in English, where some words are said louder, longer, or with a different tune to emphasize what is important. 2.Listening and feeling: (1)Students listen to sentences and find the stressed words. (2)Example: Zhao Yue smiles when she finishes a beautiful picture of bamboo. 3.Practice: (1)Students practise reading sentences with correct stress, focusing on the more important information. (2)Listen to the following conversation. Pay attention to the stressed words. (3)Read the sentences aloud. Stress different words in each sentence according to the meanings given below it. The effectiveness can be evaluated by listen ing to students read the sentences aloud and assessing their accuracy in the stress in sentences.
Purpose To improve students' pronunciation skills, particularly in stressing the correct words in sentences, which enhances emotion and fluency in a speech. It also develops their ability to identify and reproduce sentence stress, which is important for effective communication.
Homework Required: Read the texts in A1 and B1. Optional: Write an article to introduce your handicrafts using the grammar knowledge of this unit.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第4課時　Integration (A—C)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text introduces students to Huishan clay figures and kites through a tour guide of a museum exhibition. It includes information about the materials, shapes and flying tips associated with these traditional crafts, as well as a brief conversation among students discussing the significance of folk art.
Why: The author's purpose is to let students know about the rich cultural heritage of China by showing traditional folk art forms. By presenting information in an appealing way, the text aims to arouse students' curiosity and appreciation of these artistic traditions. Additionally, the text highlights the creativity and hard work involved in making these handicrafts, which promotes students' respect for the craftsmanship and history behind Chinese folk art. This lesson introduces cultural heritage and inspires students to learn more about their country's artistic legacy.
How: The text uses a combination of descriptive passages, key points and dialogues to show information about Chinese folk art. It includes visual aids, such as images of Huishan clay figures and kites, to interest students and encourage them to learn about the topic. The conversational format of the dialogue between Mr Wu and Millie adds a personal thought, making the material more interesting and authentic.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
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 art.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get information about the differ ent Chinese folk art through listen ing.　 Step 1: Pre listening 1.Introduction to Chinese folk art: (1)Display pictures of various Chinese folk art(e.g. basket weaving, woodcut, sugar painting, clay art, Chinese kite, embroidery, dough sculpture, Chinese paper cutting, Chinese shadow play and Chinese knot). (2)Ask students if they know what these are and encourage them to share their thoughts. 2.Discussion: (1)What do you know about Chinese folk art (2)Can you give an example of any other famous Chinese folk art forms This step effectively interests students and activates their prior knowledge. This step prepares students for listening practice and attracts their attention.
(續表)
Purpose To familiarise students with different forms of Chinese folk art and prepare them for the listening practice.
2.To learn some use ful expressions to describe Chinese folk art. Step 2: While listening Listening and answering: 1.Students listen to an audio clip about a Huishan clay art exhibition. 2.Questions: Q1: What are Huishan clay figures made from (A kind of black clay.) Q2: Which type of Huishan clay figures do you like better Why (Open ended, based on personal preference.) 3.Students then listen to what the tour guide says about Chinese kites and complete the notes below. 4.Example questions: Q1: What materials are used to make Chinese kites (Bamboo, wood, silk and paper.) Q2: Why is flying kites a popular outdoor activity (Open ended, based on the content of the audio.) Assess students' com prehension of the text and their ability to answer the detailed questions about the Huishan clay art.
Purpose To improve students' listening comprehension skills by having them listen to and answer questions about specific details in the audio. It also deepens students' understanding of specific Chinese folk art, such as Huishan clay figures and Chinese kites, through detailed descriptions and explanations.
Step 3: Post listening 1.Reading and answering: (1)Students read a conversation and answer questions about Chinese folk art. (2)Example questions: Q1: Where does Chinese folk art come from (It comes from working people.) Q2: What does Chinese folk art show (Things about ordinary people's lives.) Q3: Why does it take a long time to make a good work of Chinese folk art (Because it takes a lot of hard work and practice.)
3.To introduce the favourite Chinese folk art to others. 4.To explore the deep feelings about Chinese folk art. 2.Reflection: Students realize the importance of preserving Chinese folk art and explain why it is significant. Step 4: Summary How do you feel about folk art Appreciate and value these arts. Wisdom and creativity of Chinese people. Feel proud of rich cultural heritage. Respect for traditional arts. Step 5: Group work 1.Introducing your favourite folk art: Students work in groups of four to introduce their favourite folk art. 2.Example introduction: “My favourite folk art is…It shows…about…It comes from…It must take…I respect…because…The spirit of…hard work and practice.” Show time: ChecklistStarsLanguage(語言正確)Pronunciation(發音標準)Body language(使用肢體語言)Creation(有創意)Excellent★★★　Great★★　Good★
Step 6: Language points Students learn how to describe traditional arts and understand their cultural values. Step 7: Exercise Students complete exercises that include sentence completion and writing about their favourite folk art.　 Assess students' under standing of the conver sation through ques tions. Provide the feedback on pronunciation and fluency during the introduction.
Purpose To enhance students' knowledge about Chinese folk art and bring them a sense of cultural pride and the value of preserving cultural heritage.
Homework Required: Write a short passage to introduce Chinese folk art to your classmates. Optional: Draw a picture of your favourite Chinese folk art and write a brief introduction in English.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第5課時　Integration (D)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text presents a writing exercise where students are asked to introduce a Chinese handicraft, using Sandy's article about the Huizhou inkstick as a model. Before writing their own articles, students should gather information about a chosen handicraft, including its name, basic information, special features, and cultural value.
Why: The author's intention is to promote knowledge and appreciation of traditional Chinese handicrafts, as well as to develop students' writing skills. By focusing on the cultural value and historical significance of these crafts, the text brings a sense of pride in Chinese heritage and encourages students to share their findings with others. This activity also helps students practise organizing information and expressing ideas coherently in English, enhancing their language skill and cultural awareness.
How: The text introduces students to the process of writing about a specific handicraft, providing useful expressions and a sample article for reference. It stimulates critical thinking and research skills by asking students to gather relevant details about their chosen handicrafts and use them in their writing. The use of a model article helps students understand the structure and style required for their own articles.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
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.understand the craftspeople's spirit and feel proud of our folk art.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
Step 1: Pre writing 1.Introduction to Chinese Handicrafts: Ask students how much they know about Chinese handicrafts and if they can list some.
1.To get basic infor mation about a Chinese handicraft and what is special about it. 2.To learn how to introduce a Chi nese handicraft with new words and expressions. 3.To understand the craftspeople's spirit, and feel proud of our folk art.　 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. Show time: ChecklistStarsLanguage(語言正確)Pronunciation(發音標準)Body language(使用肢體語言)Creation(有創意)Excellent★★★　Great★★　Good★
The effectiveness of the previous step will be assessed by students' articles by using the model article. Monitor students' art icles for organization, use of provided expres sions,including the handicraft's special features and cultural value. Evaluate by reviewing the quality of the writings and the feed back provided by the teacher.
(續表)
Purpose To stimulate students' interest in Chinese handicrafts by introducing a variety of traditional crafts through visual aids. Provide a clear model and structure for students to follow, making the writing task more proper and effective. Introduce and practise useful expressions and vocabulary related to describing Chinese handicrafts. It also develops the quality and richness of their articles.
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. Evaluate by assessing students' ability to use the language points correctly in the exer cises and in their own writing.
Purpose To deepen students' appreciation of Chinese handicrafts and their cultural value, and also foster a broader global perspective. Enhance students' language skills, providing them with the vocabulary and expressions needed to discuss and describe cultural handicrafts. Students gain practical experience in using the language, which helps to solidify their understanding and improve their overall language skills.
Homework Required: Write an article based on the notes that you have completed in class. Optional: 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.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

展開更多......

收起↑