《3 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 wh en 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 mo st 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 are mainly 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 the ir opinions on which they like the most.■ Encourage students to give reasons for their choices.Exercise 2■ Elicit from students on what occasions the Chinese use paper cuts. Encourage them to say asmuch 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.■ Stu dents 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.■ Students then read their descriptions to the class.Read to learnExercise 4■ Students work individua lly, 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 qu estions 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 p aper-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. ■ In 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 present 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 students to Grammar Summary 6 for further study.Exercise 8■ Students go back to the text and fin d more examples of relative clauses. They may work in pairs and compare their findings.Exercise 9■ Read the instructions with the class. Advise students to follow the three steps in the order given for each sentence.■ Students can compare their answ ers 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 individuall y, 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 addmore 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 student s 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。