Unit3Traditionalskills

1、unit 3 traditional skills教材分析本單元圍繞著“傳統(tǒng)技能”為話題來展開聽、說、讀、寫的訓(xùn)練。讓學(xué)生閱讀一篇關(guān)于一漁夫如何用鸕鶿捕魚的短文，了解中國傳統(tǒng)技藝的特點(diǎn)及其前景，對本單元的話題有初步的了解。并引發(fā)了學(xué)生對傳統(tǒng)技藝發(fā)展方向的思考。激發(fā)他們的閱讀興趣以及科學(xué)探索精神，同時(shí)在聽說讀寫中讓學(xué)生學(xué)習(xí)被動(dòng)語態(tài)的意義及各種用法的相關(guān)用法。教學(xué)對象分析：學(xué)生對于“傳統(tǒng)技藝”比較熟悉，有利于展開本單元的各項(xiàng)聽說讀寫任務(wù)。學(xué)生對于被動(dòng)語態(tài)的用法其實(shí)并不陌生，在平時(shí)已經(jīng)接觸過，僅僅沒有實(shí)行專項(xiàng)的歸納性學(xué)習(xí)。在本單元，教師能夠系統(tǒng)地協(xié)助學(xué)生溫故而知新，引導(dǎo)學(xué)生在一定的語境中熟練被動(dòng)語態(tài)

2、。單元教學(xué)目標(biāo)1.認(rèn)知目標(biāo)學(xué)習(xí)水平學(xué)習(xí)內(nèi)容學(xué)習(xí)水平的描述語音learn to give extra stress to the most important word in a sentence.2. 能流利地朗讀課文及與課文水平相當(dāng)?shù)亩涛? 語音、語調(diào)、句子重音和停頓基本準(zhǔn)確。詞匯重點(diǎn)詞匯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 語言技能reading讓學(xué)生閱讀一篇關(guān)于一漁夫如何用鸕鶿捕魚的短文，了解中國傳統(tǒng)技藝的特點(diǎn)及其前景，對本單元的話題有初步的了解。listening讓學(xué)生聽一段關(guān)于一幅圖片的描述，要求學(xué)生對圖片細(xì)節(jié)描述有所了解，并在聽力中準(zhǔn)確捕捉特定信息并歸類。speaking讓學(xué)生學(xué)會如何描述人和剪紙這種傳統(tǒng)的技藝。writingwrite a short article about a person

4、 with a traditional skill。學(xué)習(xí)策略了解記憶詞匯的不同方法，學(xué)會記詞匯筆記。學(xué)會利用網(wǎng)絡(luò)資源了解更多相關(guān)被動(dòng)語態(tài)方面的知識。2水平發(fā)展目標(biāo)：1）能夠在聽、說、讀、寫等語言綜合實(shí)踐活動(dòng)中使用本單元的重點(diǎn)詞匯、句型與語法。2）在學(xué)習(xí)中提升交流和傳遞信息的水平，在寫作中句型使文章更連貫和流暢。3）通過指導(dǎo)學(xué)生在模擬交際中使用所學(xué)的知識，培養(yǎng)學(xué)生探究學(xué)習(xí)、合作學(xué)習(xí)、自主學(xué)習(xí)的水平。四、單元教學(xué)重點(diǎn)1.學(xué)生熟練掌握重點(diǎn)詞匯22個(gè)，短語7個(gè) 2.指導(dǎo)學(xué)生利用所學(xué)句型準(zhǔn)確表達(dá)思想、實(shí)行交際活動(dòng)。 3.指導(dǎo)學(xué)生歸納一般將來時(shí)用法并在實(shí)踐中熟練使用它們。五、單元教學(xué)重點(diǎn) 1. 通過形式多

5、樣的課堂活動(dòng)與任務(wù)，協(xié)助學(xué)生完成閱讀理解、聽力理解等學(xué)習(xí)任務(wù)。 2. 引導(dǎo)學(xué)生積極主動(dòng)地探究學(xué)習(xí)，從教材以外的渠道去了解與本單元主題相關(guān)的文化背景信息、資料等，并且與同學(xué)實(shí)行相互交流，順利展開包括口頭匯報(bào)、寫作展示等拓展活動(dòng)，培養(yǎng)學(xué)生探究學(xué)習(xí)、自主學(xué)習(xí)、合作學(xué)習(xí)的水平。六、教學(xué)策略 1.在教學(xué)中，教師應(yīng)積極設(shè)情景引入，配合媒體、表情、動(dòng)作、實(shí)行視聽說演示，激發(fā)學(xué)生興趣。 2.教師應(yīng)采用有利于學(xué)生學(xué)習(xí)的教學(xué)方法，善于引用學(xué)生通過閱讀或觀察、比較對比知識實(shí)行歸納總結(jié)。增加學(xué)習(xí)內(nèi)容的復(fù)現(xiàn)和鞏固練習(xí)、即時(shí)反饋學(xué)習(xí)情況。 3.教師應(yīng)該根據(jù)自己學(xué)生的具體情況對教材實(shí)行整合，精講精練，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣，使

6、他們積極參加參與課堂各種學(xué)習(xí)活動(dòng)。在閱讀的過程中，教師指導(dǎo)學(xué)生培養(yǎng)閱讀策略與技能及寫作過程中的寫作技巧訓(xùn)練。七、媒體的選擇與設(shè)計(jì) 1. 充分利用和發(fā)揮基本的教學(xué)媒體，如課本，教師的身體語言、板書的作用。 2. 適時(shí)、合理地使用計(jì)算機(jī)多媒體或電子白板，增大課堂的容量，更好地輔助課堂教學(xué)。八、各課時(shí)教學(xué)內(nèi)容安排建議課 時(shí)教學(xué)內(nèi)容及課型教學(xué)目標(biāo)及簡單教學(xué)環(huán)節(jié)設(shè)計(jì)第1課時(shí)reading a(閱讀課)一、定位： input-based，閱讀理解為主。二、教學(xué)目標(biāo)：1. 通過多種形式的閱讀活動(dòng)與任務(wù)，協(xié)助學(xué)生理解課文。 2. 指導(dǎo)學(xué)生使用一定的閱讀理解學(xué)習(xí)策略，培養(yǎng)一些閱讀微技能，如：尋讀，找出關(guān)鍵信息等

7、；掃讀，獲取文章大意；通過構(gòu)詞法或上下文猜測生詞大意；推斷等。三、教學(xué)重點(diǎn)：含被動(dòng)語態(tài)句子的理解。四、教學(xué)難點(diǎn)：被動(dòng)語態(tài)句子的理解。五、教學(xué)環(huán)節(jié)設(shè)計(jì):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 an

10、d down7)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 o

11、f work 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

12、2課時(shí)listening (聽力課)一、定位：input-based，聽力理解為主。二、教學(xué)目標(biāo)：通過聽圖片介紹的文段，幫助學(xué)生理解并獲取必要的具體信息，培養(yǎng)學(xué)生提取關(guān)鍵信息點(diǎn)的能力。三、教學(xué)重點(diǎn)：聽力技巧的培養(yǎng)。四、教學(xué)難點(diǎn)：聽句子改錯(cuò)誤。這種題型新穎，較易錯(cuò)。五、教學(xué)環(huán)節(jié)設(shè)計(jì):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. leadi

13、ng-in(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 yo

14、ung 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

15、 understand 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

16、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 conversation, but students should try to select information according to the blanks on the pictures. (3) play the tape twice or more(if necessary), while student

17、s complete the notes.(4) check the answer.（5）deal with some useful expressions or difficult sentences.homework learn the useful expressions and make their own sentences with them.第3課時(shí)language（語法課）一、定位：practice -based，啟發(fā)學(xué)生, 歸納語言知識，開展各層次、強(qiáng)化性和綜合性練習(xí)，多種技能結(jié)合訓(xùn)練, 以練為主。二、教學(xué)目標(biāo)：1幫助學(xué)生理解并正確運(yùn)用被動(dòng)語態(tài)。2引導(dǎo)學(xué)生發(fā)現(xiàn)并歸納出被動(dòng)語態(tài)

18、的結(jié)構(gòu)、意義與用法，并能在模擬交際中正確。3 培養(yǎng)學(xué)生探究學(xué)習(xí)、合作學(xué)習(xí)、自主學(xué)習(xí)的能力。三、教學(xué)重點(diǎn)：被動(dòng)語態(tài)的理解和掌握。四、教學(xué)難點(diǎn)：能用被動(dòng)語態(tài)完成不同時(shí)態(tài)的肯定句，否定句及一般疑問句的轉(zhuǎn)換。五、教學(xué)環(huán)節(jié)設(shè)計(jì):1. revision check the assignment the day before. get some ss to read aloud the sentences they made with the useful expressions in listening.2. grammar learning - passive voice(1) give example

19、s to tell ss we have active voice and passive voice and their differences.(2) get the ss to pick out some sentences with passive voice in the passages in reading and listening like these: their large feet are used to push them quickly though the water. this is done for him by his twelve cormorants.

20、some of the fish are sold, and the rest are divided between damins family and the cormorants.(3) get the ss to pay attention to the form of passive voice: be + done. help them to tell the meaning of the underlined words and find out the usages of passive voice.3. practice (1) complete the blanks in

21、a. check the answers in class. explain some points if ss make mistakes(2) get the ss to finish b. do it in the same way as a.4. competition (optional)have a competition between boys and girls. see who can make more correct sentences with passive voice.5. homework.finish some exercises in book b1.gre

22、en trees and colourful flowers could _everywhere in guangzhou. so the people also call guangzhou “flower city”. a. see b. be looked c. are seen d. be seen2. was the picture _the teacher yesterday ? a. shown b. show c. shown to d. show to6. she helped to keep our dog. it _ while we were on holiday. a

23、. was taken care b. was taken care of c. is taken care of d. took care of 7. he _ singing in the next room at the moment.a. is heard b. was hearing c. had heard d. was heard (1999) football _ all over the world. a. is playing b. play c. plays d. is played(2000) many more houses _ for teachers since

24、last year.a. are building b. built c. have built d. have been built(2001) 1. no one knows how the huge rocks _ and _ without our modern machines eight hundred years ago.a. are cut; moved b. were cut; move c. are cut; moving d. were cut; moved 2. the man who lived alone on that island thought he _nev

25、er _. a. will; find b. would; be found c. is; found d. had; been found(2002) don't worry. all the children _ by the nurses. a. are well taken care of b. take good care of c. are taken good care d. take good care(2003) mr johnson's story _ by everyone who heard it. a. laughed at b. was laughe

26、d c. laughed d. was laughed at(2004) at the end of the meeting, miss green _ two minutes to decide whethershe should join the project or not.a. gave b. had given c. was given d. was giving第4課時(shí)speaking (口語課)一、定位：output -based，引導(dǎo)學(xué)生進(jìn)行口頭描述人物特征，以及對傳統(tǒng)技藝剪紙技術(shù)的描述，穿插結(jié)合寫的練習(xí),突出說為主。二、教學(xué)目標(biāo)：1. 引導(dǎo)學(xué)生學(xué)會描述人物的外貌特征和傳統(tǒng)技藝

27、。2. 培養(yǎng)學(xué)生概括能力。三、教學(xué)重點(diǎn)：學(xué)會用含被動(dòng)語態(tài)的句子描述人物的外貌特征和傳統(tǒng)技藝。四、教學(xué)難點(diǎn)：培養(yǎng)學(xué)生概括能力。五、教學(xué)環(huán)節(jié)設(shè)計(jì):1. revision have some ss sum up the use of passive voice and finish some exercises.2. speaking (describing people)(1) within the answers of the above exercises, find a wrong answer and say im sorry ，but im afraid you have made a

28、mistake.(2) ask ss what they will say to the teacher if they happen to leave their homework at home.(3) have ss look at the picture on page 42 and finish the qs.(4) have some ss sum up the phrases /expressions of describe people.3. speaking up(1) use picture on page 43, describe the traditional skil

29、l paper cutting.(2) tell ss when we decribe a traditional skill , we usually describe 1)when did people first start making it? 2)what tools are used to make it?3)what patterns are used in it?4)when are paper cutting used?etc.have them brainstorm some words /phrases we use .4. homework(1) star show偶像

30、秀 運(yùn)用課中學(xué)到的描述人的語句，描述你喜愛的一位明星。在下節(jié)課上展示。(2) 完成練習(xí)冊內(nèi)相關(guān)練習(xí)。第5課時(shí)writing& project show (綜合實(shí)踐課) writing & project show (綜合實(shí)踐課)一、定位：output-based，說與寫結(jié)合，以書面寫作為主要形式。二、教學(xué)目標(biāo)：1. 指導(dǎo)學(xué)生學(xué)會描寫人物和他們的職業(yè)或技能。2. 通過家庭職業(yè)調(diào)查的匯報(bào)展示，培養(yǎng)學(xué)生綜合運(yùn)用與本單元話題相關(guān)的語言知識的能力。3. 引導(dǎo)學(xué)生小結(jié)歸納本單元所學(xué)重點(diǎn)知識。三、教學(xué)重點(diǎn)：學(xué)會歸納被動(dòng)語態(tài)。四、教學(xué)難點(diǎn)：能運(yùn)用被動(dòng)語態(tài)來寫作。五、教學(xué)環(huán)節(jié)設(shè)計(jì):1. show

31、 time (1) get some students to report their research on jobs. (2) ask ss what kind of job do they want to do and mention some popular /modern jobs. 2. writing(1) ss read the instructions in writing and tell the class how to write about a person and his job. (2) collect some useful vocabulary for des

32、cribing jobs.(3) ss write the composition and share it in class.3. summaryhelp the ss to summarize what they have learned in this unit.(1) grammar: passive voice(2) how to describe a person with a traditional skill.4. projecttask 1 work in groups of four , look at the picture and tell what the peopl

33、e are doing and what their jobs may be. then compare your answers .task 2 read part b of the project, compare the two stories and tell which is more interesting and why. task 3 try to write an interesting story about a charater in the picture and share it with your groupmate. choose some best ones and share them in class.5. homework ：go over this unit and get ready for the unit test.第6課時(shí)more practice a (拓展課)(optional)一、定位：input-based，本課可作彈性選擇， 可定位為泛聽材料，也可定位為泛讀材料。二、教學(xué)目標(biāo)：通過聽力與閱讀訓(xùn)練，增補(bǔ)與本單元主題相關(guān)的材料，幫助學(xué)生了解更多有關(guān)數(shù)字的信息。三、教學(xué)環(huán)節(jié)設(shè)計(jì):step1. revisioncheck the homework assigned the day before.step2. leading-i