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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。
p>
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。
单元教学目标
1.
认知目标
学习水平
学习内容
语音
学习水平的描述
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。
重点词汇
Description,
describe,
fisherman,
net,
although,
fit,
dive,
ready,
reach,
attract,
hang,
post,
require,
practise,
tool,
scissors,
pattern,
role,
health, luch, simple, lovely
phrases:
paper cutting, up to, set off, up and
down, after dark, no more, all the
time
reading
词汇
语
言
技
能
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。
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。
让学生学会如何描述人和剪纸这种传统的技艺。
Write a short article about a person
with a traditional skill
。
●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。
listening
speaking
writing
学习策略
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.<
/p>
指导学生利用所学句型正确表达思想、进行交际活动。
3.<
/p>
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
。
<
/p>
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,
< br>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
第
1
课时
Reading A
(
阅读课
)
一、定位
:
教学目标及简单教学环节设计
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;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 hung,
attract, traditional. Tell Ss that ‘be +
done’ means passive voice, it means
“
被
…….” in Chinese. But we’ll
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 answers
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 sth
2)are good
at
3)up to
4)set
off(
拓展:
set out , set up, set
foot on)
5)get ready for sth
6)up and down
7)after dark
8)be interested in
9)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’
un
derstanding on the passage.)
(2) Talk time: Do you know any other
types of 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
2
课时
Listening
(
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.
Revision
Talk 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--in
(1) Get Ss to
look at the picture on page 38.
A
Filling in an order form
1. Pre-task preparation
(1)
Provide the
general situation of the listening task.
(2)
Ask students
to think about the following questions:
ⅰ
What time is it?
ⅱ
) Where are the people?
ⅲ
)What is the man with the
cap doing?
Ⅳ
)Who
is the young girl looking up at?
Ⅴ
)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
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 preparation
Ask 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
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 students
complete the
notes.
(4)
Check the answer.
(
5
< br>)
Deal with some useful expressions
or difficult sentences.
Homework
Learn
the
useful
expressions
and
make
their
own
sentences
with
them.
第
3
课时
Language
一、定位:
(语法课)
practice
-based
,启发学生
,
归纳语言知识,开展各层次、强化性和
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