Unit Five Reading A 教学设计 一、定位: input-based，阅读理解为主。二、教学目标：1. 通过阅读文章，了解中国特色的传统文化2. 通过多种形式的阅读活动与任务，帮助学生理解课文。 3. 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、教学环节设计:1. Leading-inAsk the students some questions: Do you like fishing? Have you ever gone fishing?Then get the students to have a discussion: How many ways can you use to fish?2. Pre-reading Then show some pictures about “Fishing with birds”. Tell the students this is a article describing the traditional Chinese occupation of fishing using cormorants.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 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 A1.(2) Read it again and check the answers to A1.(3) Reading for details and try to fill in the blanks in A3. Ss discuss in pairs and finish A3. Check the answers with the class. 4. Learning(1) Learn or review some useful expressions in the passage. strong enough, be done by , be widely used, notany more, no longer, (2) Guide the Ss to learn and use them in their own speaking and writing. 5. Post-reading(1) Answer the questions in A4 according to the passage. (To consolidate the students understanding 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.教学反思：本课是一堂阅读课，教学的目标主要是让学生通过本文的学习，能对中国的传统技能有一定的了解，同时进一步掌握一些阅读技巧。我在课前准备了一些有关鸬鹚捕鱼的相关资料及图片，在导入部分展示给学生看，让他们对鸬鹚以及鸬鹚捕鱼的一些直观的认识，同时也引起他们较强的学习兴趣。在对课文的教学过程中，我有意识地让学生用Skimming scanning 相结合的方法寻找各个段落的主题句，以获得具体信息。本文的内容是关于中国传统技能之一的鸬鹚捕鱼，因此我在课后还适当地补充了一些其他的有关传统技能的阅读材料，以更好地落实情感教育和文化意识目标。在教学过程中安排的讨论环节：如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? 学生们表现出浓厚的兴趣，但是由于词汇量的不足，给讨论活动造成一定的障碍。在A3练习的处理方面，我做得不足的地方是，没有让学生在充分理解课文的基础上做这部分的练习，结果收效不好。1