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1、Unit 3 Traditional skills教材分析本单元围绕着“传统技能”为话题来展开听、说、读、写的训练。让学生阅读一篇关于一渔夫如何用鸬鹚捕鱼的短文，了解中国传统技艺的特点及其前景，对本单元的话题有初步的了解。并引发了学生对传统技艺发展方向的思考。激发他们的阅读兴趣以及科学探索精神，同时在听说读写中让学生学习被动语态的意义及各种用法的相关用法。教学对象分析:学生对于“传统技艺”比较熟悉，有利于开展本单元的各项听说读写任务。学生对于被动语态的用法其实并不陌生，在平时已经接触过，只是没有进行专项的归纳性学习。在本单元，教师可以系统地帮助学生温故而知新，引导学生在一定的语境中熟练被动语态
2、。单元教学目标1.认知目标学习水平学习内容学习水平的描述语音Learn to give extra stress to the most important word in a sentence.2. 能流利地朗读课文及与课文水平相当的短文, 语音、语调、句子重音和停顿基本正确。词汇重点词汇Description, describe, fisherman, net, although, fit, dive, ready, reach, attract, hang, post, require, practise, tool, scissors, pattern, role, health, l
3、uch, simple, lovelyphrases: paper cutting, up to, set off, up and down, after dark, no more, all the time 语言技能reading让学生阅读一篇关于一渔夫如何用鸬鹚捕鱼的短文，了解中国传统技艺的特点及其前景，对本单元的话题有初步的了解。listening让学生听一段关于一幅图片的描述，要求学生对图片细节描述有所了解，并在听力中准确捕捉特定信息并归类。speaking让学生学会如何描述人和剪纸这种传统的技艺。writingWrite a short article about a person
4、 with a traditional skill。学习策略了解记忆词汇的不同方法，学会记词汇笔记。学会利用网络资源了解更多有关被动语态方面的知识。2能力发展目标：1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。2）在学习中提高交流和传递信息的能力，在写作中句型使文章更连贯和流畅。3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。四、单元教学重点1.学生熟练掌握重点词汇22个，短语7个 2.指导学生利用所学句型正确表达思想、进行交际活动。 3.指导学生归纳一般将来时用法并在实践中熟练运用它们。五、单元教学重点 1. 通过形式多
5、样的课堂活动与任务，帮助学生完成阅读理解、听力理解等学习任务。 2. 引导学生积极主动地探究学习，从教材以外的渠道去了解与本单元主题相关的文化背景信息、资料等，并且与同学进行相互交流，顺利开展包括口头汇报、写作展示等拓展活动，培养学生探究学习、自主学习、合作学习的能力。六、教学策略 1.在教学中，教师应积极设情景引入，配合媒体、表情、动作、进行视听说演示，激发学生兴趣。 2.教师应采用有利于学生学习的教学方法，善于引用学生通过阅读或观察、比较对比知识进行归纳总结。增加学习内容的复现和巩固练习、及时反馈学习情况。 3.教师应该根据自己学生的具体情况对教材进行整合，精讲精练，调动学生的学习兴趣，使
6、他们积极参加参与课堂各种学习活动。在阅读的过程中，教师指导学生培养阅读策略与技能及写作过程中的写作技巧训练。七、媒体的选择与设计 1. 充分利用和发挥基本的教学媒体，如课本，教师的身体语言、板书的作用。 2. 适时、合理地使用计算机多媒体或电子白板，增大课堂的容量，更好地辅助课堂教学。八、各课时教学内容安排建议课 时教学内容及课型教学目标及简单教学环节设计第1课时Reading A(阅读课)一、定位: input-based，阅读理解为主。二、教学目标：1. 通过多种形式的阅读活动与任务，帮助学生理解课文。 2. 指导学生运用一定的阅读理解学习策略，培养一些阅读微技能，如：寻读，找出关键信息等
7、；扫读，获取文章大意；通过构词法或上下文猜测生词大意；推断等。三、教学重点：含被动语态句子的理解。四、教学难点：被动语态句子的理解。五、教学环节设计:1. Leading-inCartoon talk.2. Pre-reading Ask Ss if they have ever gone fishing. Get the Ss to talk about ways of fishing. Then show the picture on page82. Present cormorant, raft, require, be tied, swallow, be removed, be hun
8、g, attract, traditional. Tell Ss that be + done means passive voice, it means “被.” in Chinese. But well learn more about it later in Language.3. While - reading(1) Fast reading：Ss read the passage as fast as they can and try to find out the answers to A on page 34.(2) Read it again and check the ans
9、wers to A.(3) Reading for details and try to fill in the blanks in D1 & D2 on pag（4）Check the answers with the class. 4. Learning(1) Learn or review some useful expressions in the passage. 1)enjoy doing sth2)are good at 3)up to4)set off(拓展：set out , set up, set foot on)5)get ready for sth6)up and do
10、wn7)after dark8)be interested in9)bring back to(2) Guide the Ss to learn and use them in their own speaking and writing. 5. Post-reading(1) Answer the questions in D3 according to the passage. (To consolidate the students understanding on the passage.)(2) Talk time: Do you know any other types of wo
11、rk requiring traditional Chinese skills? What do you think of them? Will they disappear in the future? Why?6. Homework.(1) Group work - find more types of work requiring traditional Chinese skills. Write down the information and tell others in the next class.(2) Finish some exercises in Book B.第2课时L
12、istening (听力课)一、定位：input-based，听力理解为主。二、教学目标：通过听图片介绍的文段，帮助学生理解并获取必要的具体信息，培养学生提取关键信息点的能力。三、教学重点：听力技巧的培养。四、教学难点：听句子改错误。这种题型新颖，较易错。五、教学环节设计:1. RevisionTalk about some unusual jobs with Ss.Get two or three of Ss to say something about an unusual job and tell what is required to do this job. 2. Leading-i
13、n(1) Get Ss to look at the picture on page 38.A Filling in an order form1. Pre-task preparation(1) Provide the general situation of the listening task.(2) Ask students to think about the following questions:What time is it?) Where are the people?)What is the man with the cap doing?)Who is the young
14、girl looking up at?)How much is a paper picture?(3) Give some tips on filling in answering the questions.(4) Explain some new words.2. While-task procedure(1) Tell students that they are supposed to listen to the tape and then correct the mistakes.(2) show the words and pictures to help students und
15、erstand the products and complete the table. (3) Play the tape twice or more(if necessary), while students fill in the order form.(4) Check the answer.(5) Deal with some useful expressions or difficult sentences.1. Pre-task preparationAsk students to talk about a how to describe peopleaccording to their own imagination.2. While-task procedure(1) Show the pictures, students try to tell what the people about.(2) The script tells the conversati
