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 han