Unit 3 Grammar教案
课题 Unit 3 Traditional skills 课型 Grammar 备课时间
教[ 材 分 析 教学目标 1. To master the passive voice in the simple present tense, the simple past tense and the simple future tense. 2. Be able to use the passive voice correctly in a specific context. 3.Improve students’ ability to summarize language rules.
教学重点 1. To master the passive voice in the simple present tense, the simple past tense and the simple future tense. 2. To distinguish between the passive voice and the active voice.
教学难点 Understand the position and function of the actor and the receiver in the passive sentence.
教学关键 1.Try to remember the passive voice in the three tenses; 2. Distinguish between the passive voice and the active voice.
教法与学法指导 The direct method, The communitive approach
教学环节 主要教学步骤或内容 学生主体活动 教师活动 设计意图 时间 分配
Review Play a game to review the simple past and past participle form of some key words. To play the word game. To lead Ss finish the game. To raise Ss’ enthusiasm and get ready for grammar they are going to learn next. 2
Lead-in Step 1: Read the two sentences and tell the differences between them. Read the sentences and try to find out the differences between them. Show sentences and help Ss to find out the differences. To lead in the new topic in this class. 5
Learn the passive voice in the simple present tense Learn the passive voice in the simple past tense Step 2: Learn the passive voice in the simple present tense by telling a story of Joe’s. Step 3: Conclude the usage and do the exercise. Step 4: Learn the passive voice in the simple past tense by telling a story of Joe’s sister. Step 5: Summarize the rules and do the exercise. 1.To learn the passive voice in the simple present tense by telling a story of Joe’s. 2.To sum up the usage and finish the exercise. 3. To learn the passive voice in the simple present tense by telling a story of Joe’s sister. 4. Sum up the rules. 5. Finish the exercise. 1.Present a story of Joe’s and help Ss sum up the rules of the passive voice in the simple present tense. 2.Check the answer. 3. To show some latest news with passive voice. 4. To help Ss sum up the rules. 5. Check the exercise. Learning the rules of the passive voice in the simple present tense by reading an interesting story can better consolidate what they learnt. To present the rules by learning some news, meanwhile, easily sum up the rules. 10 8
Learn the passive voice in the simple future tense Step 6: Learn the passive voice in the simple future tense by telling Joe’s weekend plan. Step 7: Sum up the rules and do the exercise. 6. Learn the passive voice in the simple future tense by telling Joe’s weekend plan. 7. Sum up the rules and do the exercise. 6. To show Joe’s weekend plan. 7. To help Ss sum up the rules. 8. Check the exercise. To train Ss’ ability of summarizing and check the comprehension. 8
Summary Step 8: Summarize the usages of passive voice learnt in this class. Step 9: To expend four special usages of passive voice. Step 10: Do the exercise. Step 11: Role play 1.Try to sum up the usages of passive voice. 2. To pay attention to the four usages. 3. To finish the exercise. Encourage Ss to sum up the usages of passive voice. 1. To consolidate what they have learned in this class. 2. To make Ss develop a habit of summarizing. 12
Homework Self-defining
课堂 教学 流程 Lead in→ Passive voice in three tenses →Sum up→Homework
效果 评价 与反 思 本节课语法点为被动语态。将三种时态的被动语态融入三则有趣的故事，让学生掌握一般现在时、一般过去时和一般将来时的被动语态的构成和用法。帮助学生区别被动语态和主动语态的不同，理解动作的执行者和动作的承受者在被动句中的位置和作用，并在具体语境中正确使用被动语态。培养学生主动探究，善于发现语言的规律并能运用规律举一反三。Unit 3 Listening & Speaking教案
课题 Unit 3 Traditional skills 课型 Listening & Speaking 备课时间
教[ 材 分 析 教学目标 1. Listen to a description about a picture. 2. Improve listening and speaking skills. 3. Learn to talk about another traditional skill —— paper cutting. 4. Master the general method of describing a person’s appearance.
教学重点 1.Get the key points while listening. 2.Learn to introduce another traditional skill —— paper cutting
教学难点 1.Enable to describe a person’s appearance correctly. 2.Enable to introduce paper cutting.
教学关键 1. Learn to get key points quickly when listening; 2.Learn about paper cutting and think about how to protect it.
教法与学法指导 The direct method, The communitive approach
教学环节 主要教学步骤或内容 学生主体活动 教师活动 设计意图 时间 分配
Lead-in Step 1: Review the traditional skill---fishing with birds. Step 2: Show some pictures of paper cutting and give its background information. 1.To review the traditional skill---fishing with birds. 2. To learn about the background information about paper cutting. Lead Ss to think and learn about paper cutting. Arouse their interest of what they are going to learn about next. 3
Pre- listening Step 3: Find the mistakes in the picture by using the common sense after listening. Look at the picture and guess what mistakes it might have. Check and note down what mistakes Ss can find in this picture. To cultivate Ss’s creativity and get ready for what they are going to listen to. 5
While- listening Step 4: List the mistakes one by one. Step 5: Listen again and answer the questions. 1.Circle the mistakes in the picture while listening. 2. Listen again and answer the questions. Paly the recording and check the answers after the listening. To train the students’ ability of catching the key points of the listening materials. 8
Post- listening Step 6: Watch a video about how to make paper cutting. Watch a video and learn to make paper cutting. Play the video. To teach Ss how to make paper cutting and arouse their awareness of learning and protecting paper cutting. 8
Speaking Step 7:Talk time ①Game time ②Review the new words and expressions. ③Describe a person. ④Do the exercise A1&A2 on P42-43. ⑤Pair work Step 8: Speak up ①Learn about the traditional skill of paper cutting. ②Discuss the four questions with partners. 1.Learn to describe a person. 2.Learn some expressions about describing people. 3.Make some descriptions about the pictures in pairs. 4.Try to discuss with your partners about the traditional skill of paper cutting. 5.Discuss how to protect the traditional skills. 1.Sum up the words and expressions of describing people. 2.Give a topic about paper cutting and lead Ss to discuss. 1. Arouse ss’ interest in thinking and talking. 2. Lead ss to talk more on the given task. 3.To develop the students’ ability of speaking. 16
Homework Self-defining
课堂 教学 流程 Preparing →Listening→Speaking
效 果 评 价 与 反 思 本节听力课的话题是剪纸，为一段图片描述，主要描述了一名剪纸艺人在河边剪纸的场景。听力练习要求学生抓住许多人物和周边环境的细节描述，旨在帮助学生巩固提取和记录关键信息的听力技能。在口语部分，要求学生学会如何描述人物的外貌，旨在帮助学生熟悉描述人物外貌的表达。Unit 3 Reading教案
课题 Unit 3 Traditional skills 课型 Reading 备课时间
教[ 材 分 析 教学目标 1. Students read and recognize all the new words and phrases: description describe, fisherman, net, although, fit, cormorant, dive, ready, reach, attract, hang, post, require, practise and paper cutting, up to, set off , up and down, after dark, no more. 2. Try to understand the author’s intention by further reading. 3. Let students establish the awareness of protecting Chinese traditional skills.
教学重点 Know the structure and contents of the main article.
教学难点 Know the author’s intention by further reading.
教学关键 1. Understand the article and get some information. 2. Know how to describe the process of fishing with cormorants.
教法与学法指导 The direct method, The communitive approach
教学环节 主要教学步骤或内容 学生主体活动 教师活动 设计意图 时间 分配
Lead-in Step 1: Brainstorming: When we talk about fishing, we think of... Step 2: Lead in the topic of “fishing with birds” by showing the four ways of fishing in the pictures. 1. Try to think about something related to fishing. 2.Get to know some ways of fishing. 1. Lead the Ss to go on brainstorming. 2.Show some pictures of the ways of fishing. To arouse the interest of fishing and lead in the topic in this unit. 3
Pre- reading Step 3: Finish the exercise: What do you know about … Step4: Finish the exercise: Before you read Complete the exercise on Page 34. Lead the Ss to finish the exercise before reading. Enable Ss to get to know what they will learn and get well prepared. 5
While- reading Step 5: Reading task 1: Read Paragraph 1 and 2, then fill in the blanks. Step 6: Watch a short video. Then finish the Reading task 2: Read para.3 while listening to the tape and decide T/F. Step 7: Reading task 3: Read para.3 again and order the pictures. Step 8: Reading task 4: Read Paragraph 4 and answer the questions. Fast read and carefully read the text and finish the reading tasks. Play the recording and lead the Ss complete the tasks while reading. 1. Reading with tasks and strategies can help improve their reading skills. 2. Play the video to deepen the 6 movements of fishing. 3. Try to understand the author’s intention by further reading 17
Post- reading Step 9: Describe how you catch fish by using the given words. Step 10: Discussion: How can we protect cormorant fishing and other traditional skills Step 11: Learn the language points from the text. Step 12: Summarize the key words and phrases. 1.Describe the process of fishing with birds. 2.Try to think how to protect cormorant fishing and other traditional skills 3.Learn language points from the text. After learning, finish the exercise. 1.Lead the Ss to talk about how we protect cormorant fishing and other traditional skills. 2.Underline some key words and phrases from the text, then consolidate them by asking them to complete the exercise. 1. Improve Ss’s spoken English. 2.To establish the awareness of protecting traditional skills. 3.To learn about the key language points and put them into practice. 15
Homework Self-defining
课堂 教学 流程 导入引入─读前猜测─读中理解─读后输出─课后练习巩固
效果 评价 与 反思 本课通过阅读课文，让学生能运用略读策略，了解主阅读篇章的大致内容。根据上下文语境猜测词义，进一步阅读，理解故事内容，同时学生通过阅读可以了解肢体语言及其在日常交际中的重要作用。Unit 3 Writing教案
课题 Unit 3 Traditional skills 课型 Writing 备课时间
教[ 材 分 析 教学目标 1. To master the words and expressions to describe a person. 2. To master the basic characteristics and writing methods of narrative. 3. Learn how to describe a person in writing.
教学重点 To train Ss’ writing skill—describing a person.
教学难点 Learn how to describe a person’s appearance and his/her process of a traditional skill.
教学关键 Enable to describe a person with a traditional skill around you, and introduce his/her skill as well.
教法与学法指导 The communitive approach, The direct method
教学环节 主要教学步骤或内容 学生主体活动 教师活动 设计意图 时间 分配
Review Step 1: Try to review the traditional skills they have learnt. To review the traditional skills and talk about them based on the questions. Lead the Ss to review the traditional skills. To review and lead in the topic. 5
Pre-writing Step 2: Discussion: 1. Have you ever heard of dough toys
2. Do you know anyone who knows how to make dough toys . Step 3: Read the article about Mr. Chen and answer the questions. Step 4: Read the article again and match each paragraph with its general idea. 1.To discuss someone who knows how to make dough toys. 2.Read the article and answer the questions. 3.Find out the general idea of each paragraph. 1. Lead students to discuss the questions. 2. Check the Ss’s understanding of the article. 1. To train their ability to express as well as improve their speaking ability. 2. To get ready for the writing and train their ability to cooperate. 13
While-writing Step 5: Give an outline to write the article. Step 6: Finish the exercise in Part B. 1. To master the outline to write an article. 2. To write an article to introduce a person with paper cutting skill. Remind students to pay attention to their handwriting and check the mistakes students make. To train the students’ writing ability. 12
Post-writing Step 7: Present the model article. Step 8: Complete the three tasks. Step 9: More practice 1. To learn some expressions from the model article. 2. Memorize the rules about short messages. 3. Conclude some useful expressions. 1.To lead Ss to find out some useful expressions. 2.Lead Ss to finish the tasks. Enable Ss to consolidate what they learnt in this class. 10
Homework Self-defining
课堂 教学 流程 Lead in → Pre-writing → While-writing → Post-writing
效 果 评 价 与 反 思 本节写作课要求学生介绍一位传统手艺人，写作人物涉及到人物外貌描写、传统手艺工序介绍、作者感想等方面，是主阅读篇章和口语板块所学知识和技能的运用。通过阅读描述捏面人艺人以及其手艺的范文，要求学生回答与其相关的三个问题，旨在帮助学生初步搭建写作框架，为练习B做准备。Unit 3 More practice & Study skill & Culture corner教案
课题 Unit 3 Traditional skills 课型 More practice & Study skill & Culture corner 备课时间
教[ 材 分 析 教学目标 1. Guess the meaning of the key words or phrases according to the context. 2. Understand the contents about shadow puppet plays. 3. Understand the basic features and writing methods of posters and notices. 4. Let students establish the willingness of protecting traditional skills.
教学重点 Understanding the contents of shadow puppet plays.
教学难点 Train students’ summary skill and get the details of the text.
教学关键 Understand the article and get some information.
教法与学法指导 The direct method, The communitive approach
教学环节 主要教学步骤或内容 学生主体活动 教师活动 设计意图 时间 分配
Lead-in Step 1: Review two traditional skills: cormorants fishing and paper cutting. Step 2: Show more other traditional skills. 1.Review two traditional skills. 2.To know more about other traditional skills. Lead in the topic by show some pictures of traditional skills. To arouse the interest and lead in the topic in More practice. 3
Pre- reading Step 3: List what are required to do shadow puppet plays. Step 4: Watch two videos about shadow puppet plays. 1.Try to list what are required to do shadow puppet plays. 2.Watch videos. Check the answers and play the videos. Enable Ss to have a better understanding of shadow puppet plays by knowing and watching videos. 5
While- reading Step 5: Reading task 1: Match the paragraphs with the sentences according to the article. Step 6: Reading task 2: Read the first or last sentence of each paragraph on page 45 and sum up the main ideas. Step 7: Reading task 3: Read the article again and complete the table. Step 8: Reading task 4: Read this newspaper article about shadow puppet plays and answer the questions below. Fast read and carefully read the passage and finish the reading tasks. Lead the Ss complete the tasks while reading. Reading with tasks and strategies can help improve their reading skills. 10
Post- reading Step 9: Discussion: In pairs, talk about Wang’s work during a shadow puppet play. Step 10: Summarize the key words and phrases from the passage. Step 11: To learn the language points of the text. 1.To discuss Wang’s work during a shadow puppet play. 2.To sum up the key words and phrases. 3. Learn some key language points from the text. After learning, finishing the exercise. Underline some key words and phrases from the text, then consolidate them by asking them to complete the exercise. 1. To learn about the key language points and put them into practice. 2. To help improve the spoken English skills. 12
Study skill Step 1: Look at the poster and tick (√) the possible answers for each question. Step 2: In pairs, improve the notice below. Do not write more than 25 words. Step 3: Make a poster for a shadow puppet play. 1.Answer the questions. 2.Complete the poster. 3.To make a poster for a shadow puppet play. Lead Ss to answer the questions and complete the poster. To help Ss gain a new study skill: making a poster or notice. 10
Culture corner Step 1: Raise a question about Chinese knots. Step 2: Answer the questions after reading the article. Step 3: Discussion: Do you have a Chinese knot at home What does it mean 1.Read the article and answer the questions. 2.Discuss with the questions in pairs. Lead the Ss to know about Chinese knots. Broaden students’ culture knowledge and know about another traditional skill --- Chinese knots. 10
Homework Self-defining
课堂 教学 流程 导入引入─读前猜测─读中理解─读后输出
效 果 评 价 与 反 思 本篇补充阅读以报刊文章的形式呈现，介绍了另一种中国传统技艺皮影戏。通过回答问题，帮助学生更好地掌握篇章中与皮影戏的表演形式和未来等相关的细节信息。通过讨论主人公如何演皮影戏，帮助学生巩固介绍传统工序的方法。
