Unit2TheWorldofArtDevelopingtheTopicOralmunicationThispartfocusesonoralmunication,adoptinga"listeningpromotingspeaking"approachtoguidestudentstoexpandtheunittopicandconductlanguagemunicationactivities.Itmainlycontainstwoactivities.InActivity1,studentsfirstlistentoanaudioconversationbetweenLinglingandKangkangaboutChinesepapercuttingartandnumberthepicturesaccordingtothecontent,whichhelpstheminitiallyunderstandthelisteningtext.Then,theylistenagainandfillintheblankstocapturemoredetailedinformation.Thisactivitynotonlytrainsstudents'listeningskillsbutalsoenablesthemtomasterrelevantvocabularyandexpressionsaboutpapercutting.Activity2isagroupbaseddiscussionactivity.StudentsusethegivenactivitymaterialsandquestionguidancetodiscussChinesetraditionsshowninthepictures,suchasChineseclaysculptures,SpringFestivalcouplets,andNewYearpictures.Theyarerequiredtousethetargetlanguageandrelevantgrammarappropriatelytointroducethesetraditionalfolkcustomsandreporttotheclass.Throughthisactivity,studentscanenhancetheiroralexpressionabilityanddeepentheirunderstandingofChinesetraditionalculture.教學目標ListeningSkillsEnablestudentstouselearnedlisteningstrategiestoobtainimportantinformationaboutChinesetraditionalfolkart,suchasthehistory,productionmethods,andculturalconnotationsofpapercutting,Chineseclaysculptures,etc.LanguageUsee.g.e.g.over...tocorrectlyuserelevantlanguages,includingvocabulary(e.g.,folk,scissors,shape,symbol,etc.)andsentencepatterns(e.g.,“PapercutisaverypopularChinesefolkart.Ithasahistoryofover...years.”),todescribeChinesetraditionalfolkart.CulturalAwarenessandValuesInthediscussionandsharingactivities,helpstudentsdeeplyexplorethemeaningbehindChinesetraditionalfolkart,understandthespiritofcraftsmanship,andenhancetheirculturalidentityandculturalconfidence.教學重難點VocabularyandExpressionsMakesurestudentsmasterthekeyvocabularyrelatedtoChinesetraditionalfolkart,suchasfolk,scissors,shape,character,upside,symbol,clay,mask,role,style,etc.,aswellasmonphraseslikepapercut,SpringFestivalcouplet,standfor,asymbolof,upsidedown,fallinlovewith,bepopularamong.ListeningprehensionTeachstudentshowtoeffectivelyuselisteningskills,suchaspredicting,catchingkeywords,andsummarizing,tounderstandthecontentoftheconversationaboutChinesetraditionalfolkart.OralExpressionGuidestudentstoorganizetheirlanguage,useappropriatesentencestructuresandtensestointroduceChinesetraditionalfolkartclearlyandfluently.1.KeyVocabularyfolk/f??ke.g.j.traditionalandtypicaloftheordinarypeopleofacountryorregion,e.g.,Chinesefolkartscissors/?s?z?z/n.(pl.)atoolusedforcuttingpaper,cloth,etc.,consistingoftwobladesthatarejoinedinthemiddleshape/?e?pe.g.theformofanobjectorperson,e.g.,cutoutdifferentshapescharacter/?k?r?kt?e.g.n.aletter,number,orothermarkusedinwritingorprinting,orapersoninabook,play,etc.InthecontextofChinesefolkart,itoftenreferstoChinesecharacters,e.g.,cutouttheChinesecharacter“Fu”upside/??psa?de.g.thehighestormostimportantpartofsomething,e.g.,putitupsidedownsymbol/?s?mble.g.somethingthatrepresentsorstandsforsomethingelse,e.g.,asymbolofgoodluckclay/kle?e.g.atypeofheavy,stickyearththatissoftwhenwetandhardwhenbaked,usedformakingthingssuchaspotsandbricks,e.g.,Chineseclaysculpturesmask/mɑ?ske.g.acoveringforallorpartoftheface,worntoprotect,hide,ordecorateit,e.g.,Sometraditionalfestivalsusemasksinperformances.role/r??le.g.thefunctionorpositionthatsomeoneorsomethinghasinaparticularsituation,e.g.,differentrolesinapuppetshowstyle/sta?le.g.aparticularwayinwhichsomethingisdone,created,orperformed,e.g.,differentstylesofpapercutamong/??m??e.g.ep.surroundedby;inthemiddleof,e.g.,bepopularamongpeoplefan/f?ne.g.apersonwhoadmiresandsupportsaparticularperson,team,oractivity,e.g.,afanofChinesefolkart2.KeyPhrasesChinesefolkart中國民間藝術(shù)papercut剪紙SpringFestivalcouplet春聯(lián)NewYearpicture年畫standfor代表；象征upsidedown顛倒；倒轉(zhuǎn)asymbolof……的象征fallinlovewith愛上bepopularamong在……中受歡迎3.KeySentencePatternsover...cutisaverypopularChinesefolkart.Ithasahistoryofover...years.Peopleusescissorsandpapertocutoutdifferentshapes.Peopleusepapercutstoexpresstheirwishesandhopes.of...asymbolof...Whendopeopleusually...WheredoyouputthemWhydoyouusethemonsomespecialdays教學過程1.Warmingup(5minutes)Greetthestudentsandstartasimplefreetalk.Askstudents:“Whatformsofartdoyouknow”Encouragethemtolistasmanyaspossible,suchaspainting,music,dance,etc.Writetheiranswersontheblackboard.ThenshowsomepicturesofdifferentartformsonthePPT,includingsomepicturesofChinesetraditionalfolkartlikepapercutting,Chineseclaysculptures,etc.Brieflyintroducetheseartformsandleadinthetopicoftoday'sclasstalkingaboutChinesetraditionalfolkart.2.Prelistening(10minutes)Activity1AShowthepicturesinActivity1onthePPT.Thesepicturesarerelatedtopapercutting,suchasapictureofapairofscissors,apictureofredpaper,andpicturesofsomepapercutworkswithdifferentshapes(likeanimals,flowers,andChinesecharacters).AskstudentstolookatthepicturescarefullyandtrytodescribewhattheyseeinEnglish.Forexample,“Icanseeapairofscissors.Scissorsareusedforcutting.”“Thereisredpaper.RedpaperisoftenusedinChinesetraditionalart.”Letstudentsworkinpairstodiscussandsharetheirdescriptions.Walkaroundtheclassroomtolistentotheirconversationsandgivenecessaryguidance.Thenexplainsomenewwordsandphrasesrelatedtothepictures,suchasfolk,scissors,shape,etc.,andmakesurestudentsunderstandtheirmeaningsandpronunciations.3.Whilelistening(10minutes)Activity1ATellstudentsthattheyaregoingtolistentoaconversationbetweenLinglingandKangkangaboutpapercutting.Thetaskistolistencarefullyandnumberthepicturesaccordingtotheordertheyhearintheconversation.Playtheaudioforthefirsttime.Studentslistenandnumberthepictures.Afterthat,checktheanswerswiththewholeclass.Writethecorrectnumbersontheblackboardnexttoeachpicture.Activity1BTellstudentsthattheywilllistentotheaudioagain.Thistime,theyneedtofillintheblanksinthefollowingsentences:Papercutisavery_________Chinesefolkart.Ithasahistoryofover_________years.Peopleusescissorsandpapertocutout_________shapes.Peopleusepapercutstoexpresstheir_________andhopes.TheyalsocutouttheChinesecharacter“Fu”andputit_________onthedoor.Itisasymbolof_________.Playtheaudioforthesecondtime.Studentslistenandfillintheblanks.Checktheanswerswiththeclass.Explainthekeypointsinthesentences,suchastheusageof“popular”,“over+number”toexpressatimeperiod,andtheculturalmeaningofputtingthecharacter“Fu”upsidedown.4.PostlisteningandDiscussion(15minutes)Activity2Dividestudentsintogroupsof45.GiveeachgroupasetofpicturesaboutChinesetraditions,includingChineseclaysculptures,SpringFestivalcouplets,andNewYearpictures.ShowthequestionsintheboxonthePPT:WhataretheyWhatmaterialsaremainlyusedtomakethemWhendopeopleusuallyusethemWheredoyouputthemWhydoyouusethemonsomespecialdaysAskstudentstodiscussthesequestionsingroups,usingthepicturesandtheknowledgetheyhavelearned.EncouragethemtousethetargetlanguageandsentencepatternstheyjustlearnedinActivity1.Walkaroundtheclassroomtomonitorthegroupdiscussionsandofferhelpwhennecessary.Afterthegroupdiscussions,askeachgrouptochoosearepresentativetoreporttheirdiscussionresultstotheclass.Othergroupscanaskquestionsormakements.Summarizethemainpointsofeachgroup'sreport,emphasizingtheimportantculturalconnotationsandlanguageusage.5.SummaryandHomework(5minutes)SummaryReviewthekeyvocabulary,phrases,andsentencepatternsaboutChinesetraditionalfolkartwiththestudents.AskstudentstorecallthemaincontentoftheconversationinActivity1andthekeypointsofthegroupdiscussionsinActivity2.EmphasizetheimportanceofChinesetraditionalcultureandencouragestudentstoexploremoreaboutitintheirdailylife.HomeworkAskstudentstochooseoneoftheChinesetraditionalfolkartstheydiscussedinclassandwriteashortpassageaboutit,includingitshistory,materialsused,howtomakeit,anditsculturalmeaning.RequirestudentstosearchformoreinformationaboutotherChinesetraditionalfolkartsandbereadytoshareitinthenextclass.教學反思Afterthisclass,Ineedtoreflectonthefollowingaspects:TeachingObjectivesIngeneral,moststudentscanachievetheteachingobjectives.TheycanunderstandthelisteningcontentaboutChinesepapercuttinganduserelevantlanguagetodescribesomeChinesetraditionalfolkarts.However,afewstudentsstillhavedifficultiesinaccuratelyusingthetargetlanguagetoexpresstheirideas,especiallyinthegroupdiscussionandreportingpart.Inthefuture,moreindividualguidanceshouldbegiventothesestudents.TeachingMethodsThe“l(fā)isteningpromotingspeaking”methodusedinthisclassiseffective.Theprelisteningactivitiescanhelpstudentsbuildafoundationofvocabularyandknowledge,