e an expert in paper-cutting.
D. The author will visit Chen Zijiang again.
2.Ask the students to discuss their choices with their partners first and then check the answers.
( Keys: C B B D)
【设计意图】
扫读（Scanning）也是一种快速阅读的技巧，带有明确的目的性和针对性。扫读是指寻找文章中的特定信息或特定词组，如时间、地点、数字、人物等。在扫读过程中，我们忽略与题目要求不相关的信息。如果题目要求寻找具体的事实信息或么某一特定部分，那么扫读是一种有用的策略。题目的设计体现了高考阅读理解题型考查特点，培养了学生的解题能力。
Task 3. Vocabulary Practice
Find the words or phrases in the text which mean the following.
1) to have existed since a particular time in the past P2
2) a period of time when a particular family ruled a country or area P2
3) connected with religion in general or with a particular religion P3
4) an arrangement of lines, shapes, colors, etc. P3
5) a letter, mark or sign used in writing, printing, or computing. P4
6)a job or activity for which you need skill with your hands P4
7) sth. that is given to God or given as a present to please someone P5
8) be connected with sb./sth. P5
9) a place that is holy for members of a religion, because it is associated with a special person or thing. P5
10）to test or use sb./sth. in order to see how good or effective they are. P7
（keys: date back to/ dynasty / religious /pattern/character/ paper cuts / offering /temple/try out）
【设计意图】
设计根据英文解释在原文中找相关词汇的练习，旨在寓词于境，进一步巩固难记的词和重点词汇，加深学生对词汇的印象，锻炼学生的猜词能力。以抢答的方式回答活跃了课堂气氛，创造出一种使学生心灵放松、自主学习的氛围，给予学生自行探索的时间、空间，让学生主动参与，激发创造意识，点燃思想的火花。同时也为后面的细节阅读扫除了障碍。
Task 4 Detailed reading
Read the text carefully and then answer the following questions in pairs.
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 types paper cuts for?
4) Which Chinese character often appears in wedding paper cuts?
5) How is paper-cutting related to fashion?
【设计意图】
学生先独立完成该阅读任务，再小组讨论，最后笔者给出参考答案。此活动旨在引导学生带着问题细读课文，学会在文章中找到问题的答案，并且可以提高学生的推理判断、逻辑思维能力。而且小组讨论激活了学生的思维，鼓励学生用自己的话重组语言，开口说英语。
Step III Post-reading
Task1 Oral practice
In pairs, students make a short passage according to the answers to the above questions.
【设计意图】
走进课文，笔者先将阅读课中的核心部分简化，重点放在对文章细节的理解，对难句的理解，把课文阅读变为阅读加口语表达，让学生结合细读环节所设问题的答案，复述课文，接着请若干学生讲述，然后组织学生讨论课文中的相关段落内容以及难句（Para.3--Para.6），这属于任务型教学。
Step IV Self-improvement
Paper-cutting is a Chinese folk art 1_____a long history. It dates back 2____ the 6th century 3_____ women used to paste golden and silver foil cuttings onto their hair at the temples. Later, they 4______(use) during festivals to decorate gates and windows. By the Southern Song Dynasty, paper-cutting 5__________ (become) an important part of everyday life. There are three types of paper cuts 6_______ people still make today: paper cuts for decoration, for religious purposes 7_______ for design patterns. They are usually put 8_______ during holidays 9_______ bring good luck. Paper cuts which show the Chinese 10_______for double 11________ (happy) are often used to celebrate weddings. Upon the birthday party of a senior, people 12______ whom the person was related would make the character ‘Shou’ represent longevity and will add delight to the whole celebration
(Keys: with, to, when, were used, had become, which, and, up, to, character, happiness, to)
【设计意图】
依据高考题型，仔细斟酌，笔者组织了一篇语法填空的任务型阅读题，让学生依据上下文自行填空，学生必须充分理解课文才能填出来。此题旨在锻炼学生在特定的语境中运用语言的能力。4分钟后公布答案，学生4人为一组，讨论正确答案的来源和依据，然后请一位同学到讲台上代替老师来解答学生的提问，最后学生齐读一次。在此互动中，大家主动学习，相互协作，倾听和采纳他人意见，尊重对方，有助于学生交流思想，互相学习，培养团队合作精神，营造宽松、民主、和谐的教学氛围。
语言学习的最终目的是运用，而在运用的前提下对所学知识进行及时检测可以肯定学生们的成绩，增强学生的信心和热情，是保持、促进学生积极主动学习的一个有效策略。通过提炼课文内容，形成摘要，帮助学生自我提高，为高考写作打基础。
Teacher’s words:
Paper-cut is a visual art of Chinese handicrafts. Paper-cut in China is the symbol of Chinese traditional culture heritage. After hundreds of years’ development, now they have become a very popular means of decoration. People find hope and comfort in expressing wishes with paper cuttings. It also plays an important part in promoting cultural interaction. We should protect folk art works!
(If time permits, students read the whole text together, in which important expressions are highlighted.)
【设计意图】
老师的总结激发学生保护和传承中国文化的兴趣和热情，培养学生跨文化交际意识。
如果时间允许，在屏幕上展出全文，用反差色突出强调常用表达，请学生读一遍。通过以上教学步骤后，再让学生读文章，能更好地内化所学内容、进一步感悟语言和文章弘扬的文化。
Step V Extracurricular activities
1. Additional materials：
Paper cutting is a traditional art that has evolved through-out the course of Chinese cultural development. Its origin should be closely connected with the invention of paper during the Han dynasty (206 B.C.-221 A.D.). As paper was highly precious in the early days, the art of paper cutting first became popular in the royal palaces and houses of nobility as a favorite pastime among court ladies. Later, during the 7th through 13th centuries, paper cutting was immensely popular during folk festivals and celebrations. Paper-cutting is that pictures cut out on a paper with scissors. The picture patterns are often pasted on the lintels, windows or lanterns to express the feelings of joys and the perceptions in life. Hence the scissors cut is also known as “scissors-picture” or “paper-cut for window decoration.” The paper art is Chinese national treasures.
2. Please surf the Internet for more information about paper cuts. (网址略)
3.Take some paper cuts or other handwork to the classroom the next day.
4. Find out the attributive clauses in the text.
【设计意图】
“补充材料”发给学生，让学生了解更多有关剪纸的背景知识和剪纸的文化交流功能，激发学生对中国民间艺术的热爱。同时让学生上网搜集更多有关剪纸的信息，并亲自动手做一做剪纸，培养学生自主学习以及创新能力。最后一项作业为下节课作准备。
八、教学后记
《普通高中英语课程标准》（实验）明确提出把“优化学习方式，提高自主学习能力”作为五大基本理念之一，特别强调“高中英语教学要鼓励学生通过积极尝试、自我探究、自我发现和主动实践等学习方式，形成具有高中生特点的英语学习过程与方法。” 为此，笔者在本节课的阅读教学中着重关注四个方面：阅读策略的运用；语篇的理解；语言知识的掌握；语用能力的发展。
如果学生没有一定的自主阅读能力，就很难完成的八级目标中30万词以上的阅读量。高中英语教学大纲也明确指出，高中英语教学应侧重培养阅读能力，并使学生获得一定的自学能力，为继续学习运用英语切实打好基础。高中生已经具备了一定的自主学习基础和能力，他们不满足于老师的说教，他们更多地需要独立思考和自主学习。因此，笔者的教学设计旨在把学生推向主动位置，放手让学生自己阅读，阅读过程主要靠学生自己去完成。针对本班学生的英语水平和教材内容，考虑学生个性和潜能的发展，设计了多样化的不同层次教学引导学生探索文章内容，让学生形成有效的自主阅读学习策略。通过自我思考和小组讨论的活动，进行自我完善，鼓励学生自主探究的积极性。最后通过练习来进行自我检测和提高，力求达到本节课的教学目的。
总之，笔者认为教师要遵循从感性认识到理性认识的规律，按照“为用而学，用中学，学后用”的原则，把语言知识变成运用语言、提高能力的过程。在教学中，教师要突出学生的主体地位，充分发挥学生主动参与阅读活动的积极性，使培养和提高学生阅读理解能力的过程真正变成了他们自主阅读、自主发展、自我提高的过程。