北师大版高中英语必修2Unit6教案《3 Chinese Paper Art》教学指导

《3ChinesePaperArt》教学指导

Objectives

■Topractisescanningthetexttoextractspecificinformation.

■Topractiseintensivereadingskills.

■Topractiseusingrelativeclauses.

■Topractisegivingdefinitionsofwordswiththehelpofrelativepronouns.

■Topractiseusingvocabularyrelatedtopapercutting.

Resourcesused

GrammarSummary6,magazinepicturesofChinesepapercutting.

Possibleproblems

■Studentsmayconfusetheuseofwho,whom,thatandwhichormayhavedoubtsaboutwhentoomittherelativepronoun.

■Studentsmayalsogetconfusedaboutrelativeclausesintroducedbywhose:whyitcanrefernotonlytopersonsbutalsotoobjects;howtouseit.

Background

Chinesepaper-cuttings:Paper-cuttingisoneofChina’smostpopularformsofvisualart.Paperandscissorsaretheusualmaterialsutilized,butsometimesanengravingknifeisalsoused.Paper-cuttinghasbeenatraditionalartformforhundredsofyears.Itcanbetracedbacktothe6thcentury;butonlybecameapparentafewcenturiesafter.Papercutsaremainlyusedasdecorationsforreligiousandornamentalpurposes.

Routesthroughthematerial

■Ifyouareshortoftime,setsomeoftheexercisesforhomeworkandomitExercise11.

■Ifyouhavetime,dotheOptionactivities.

■Ifyouhavetwoperiodsforthelesson,asuitablenaturalbreakisafterExercise5

LanguagePower:pages80-81.

Mini-Grammar:5.

Reading

Beforeyoustart

Exercise1

■Studentslookatallthepapercutsandgivetheiropinionsonwhichtheylikethemost.

■Encouragestudentstogivereasonsfortheirchoices.

Exercise2

■ElicitfromstudentsonwhatoccasionstheChineseusepapercuts.Encouragethemtosayasmuchaspossible.

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Exercise3

KeyWords

Animals:phoenix,dragon,rooster,bat

Colours:red,(dark)green,black,(light)blue,purple,yellow

■Checkstudents’knowledgeofanimalsandcolours.Encouragethemtosaymore.

■Studentsreadtheexamplefirstsothattheyhaveamodeltofollow.

■Studentsworkinpairsanddescribeeachpapercut,usingasmanyKeyWordsaspossible.Ifyouwish,haveeachpairdescribetwoofthepapercuts.

■Studentsthenreadtheirdescriptionstotheclass.

Readtolearn

Exercise4

■Studentsworkindividually,scanningthetextforinformationaboutwhenandwhypapercutsareused.

■Studentslookthroughthequestionsfirstandguessthepossibleanswers.Thenreadthetextcarefullytofindtheanswerstothequestions.

■Studentsaskandanswerthequestionsinpairs.

Answers

1Three.Papercutsfordecorations,forreligiouspurposesandfordesignpatters.

2WeknowthatbecausepapercutsofanimalshavebeenfoundintombsdatingbacktothetimeoftheNorthernandSouthernDynasty.

3TheChinesecharacterofdoublehappinessoftenappearsinweddingpapercuts.

4Byusingpaper-cuttinglikeapatternonclothingoronajewellerybox.

5Tolearnpapercuttingfromhim.

■Encouragestudentstoaddanyotherinformationthattheyknowaboutpaper-cutting.Writethenewfactsontheboard.Studentsdiscusswhetherthenewinformationcangointotheexistingparagraphsorwhethernewparagraphsareneeded.

Exercise5

■Ingroups,studentsworkoutthemeaningeachpapercuthasanddiscussit.

■Eachgroupreportstheirresultstotheclassandgivesreasons.

Haveaclassdiscussionifnecessary.

Grammar

RELATIVECLAUSES(I)

Exercise6

■Writeonesentencewitharelativepronounfromthetextontheblackboard.Forexample:ChenZijiangisapaper-cuttingexpertwhomIinterviewed...

■Encouragestudentstoworkinpairsandscanthetextforotherexamplesofrelativepronouns.■Inpairs,studentsworkoutwhichrelativepronouncanrefertopeopleorthings.(Betterleave'whose'tolearnlater)

2

■Asyouchecktheiranswers,havethemreadoutthesentencescontainingtheparticularrelativepronouns.

■Writethesentence'Apresentforparentswhosechildwasbornrecently,forexample,mightshow…'ontheblackboard.Havestudentsdiscusswhat'whose'refersto.

■Providemoresentencesforstudentstofillintheproperrelativepronouns.

Exercise7

■Studentslookatthesentencestoseewhenwecanomitwho,that,which.Directthemtothefirsttwoexamplesandhavestudentsdiscusswhenthepronounscanbeomitted.

■Checktheanswersbyhavingstudentsreadoutthesentenceswithandwithoutthepronouns.■ReferstudentstoGrammarSummary6forfurtherstudy.

Exercise8

■Studentsgobacktothetextandfindmoreexamplesofrelativeclauses.Theymayworkinpairsandcomparetheirfindings.

Exercise9

■Readtheinstructionswiththeclass.Advisestudentstofollowthethreestepsintheordergivenforeachsentence.

■Studentscancomparetheiranswersinpairsbeforecheckingthemasaclass.

Answers

1Ilovedthemeal(that)wehadlastnight.

2Theopera(that)wesawlastnightwasterriblyboring.

3Ithinkthearchitectwhodesignedthenewbuildingisverycreative.

4HaveyouboughttheCD(which)Itoldyouabout?

5Hewasapainterwhosepictureswerenotwell-knowninhislifetime.

Exercise10

■Studentsworkindividuallytofillinthegaps.

■Checkstudents’answersbyhavingthemreadthesentencesaloud.

Answers

1which/that2who3/4whose5who6who

Exercise11

■Readtheexamplewiththeclassandelicitsuggestionsforthesecondsentences,e.g.Ienjoywatchingfilms(Ihaveseenbefore/animalsappearin).

■Studentscompletetheothersentencesworkingindividually,thenreadtheirsentencestotheirpartners.

■Someofthestudentscanreadtheirsentencestotheclass.

LanguageinUse

Exercise12

■Studentsworkingroupsdiscussingwaysoffinishingthequestions.Encouragethemtoaddmoreofthesequestionsiftheylike.

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■Thenstudentsworkindividually,writingtheirownquestions.■Inpairs,studentstaketurnstointerviewtheirpartnerandwritedowntheanswers.

■Ifthereistime,extendthissothatstudentsinterviewfourorfiveotherstudentsintheclass.■Studentsthenreportanyinterestingorsurprisingresultsbacktothewholeclass.

Options

Practiceforvocabulary

Fillintheblankswiththefollowingwords.

dateback,beusedfor/