新牛津深圳版八年级英语下册《Unit 3 Traditional skills》课件：Writing
牛津深圳版八年级英语下册《Unit 3 Traditional skills》课件：Listening and speaking
B. Listen to the recording again and give
short answers to the questions below.
1.What time is it? _S_i_x_o_’__c_l_o_c_k_._____________. 2. Where are the people? _B_y__th_e__r_iv_e_r_______________. 3. What is the man with the cap doing? _C_u_t_t_in_g__a_p_i_e_c_e_o_f_p_a_p__er_____. 4. Who is the young girl looking up? _H_e_r__fa_t_h_e_r____________________________. 5. How much is the paper picture? _5_0_y_u_a_n_______最_新_初_中_英_语_精_品_课_件_设_计_.
2. Listen to the recording again and give short answers to the questions on each blank.
最新初中英语精品课件设计
A. Your friend Mark shows you the
following picture. Listen to his description and find the seven mistakes in it. Draw a circle around each mistake.
Speaking
最新初中英语精品课件设计
When we describe a person, we usually mention is or her age, build, height and anything else special about him or her. We also use words like very and quite, e.g. very young and quite tall.
Unit 3 Traditional skills (词汇+语法)牛津深圳版八下( 含答案)
Unit 3 Traditional skills一、学生掌握本单元单词及用法二、学生学会动词被动语态的用法一、同步知识梳理一）、词汇小结1．必记单词description,describe,fishermen,although,fit,dive,ready,reach,attract,hang,require,practise,scissors,pattern Character, health, simple, lovely2. 常考短语：paper cutting, up to, set off, up and down, after dark, no more, all the time二）、词汇专讲1 used to & be used to doing &be used to do只用于过去时态He used to go to school by bike. Used to do sth 过去常常做某事Be used to doing 习惯于可用于过去，现在，将来等时态He is used to going to school. Be used to do 被用可用于任何时态=be used for doing于......【即学即练】1.--How is your grandma?--She is fine. She used to _______TV at home after supper. But now she is used to _____out for a walk.A watch, goB watching, goC watching, goingD watch, going2 .Bamboo can _______paper.A used to makeB be used makeC be used to makeD be used to making答案：1. D 2. C2 although 虽然，尽管与though同义，用来引导让步状语从句。
Unit3Traditionalskills大单元整体教学设计牛津深圳版英语八年级下册
单元整体教学设计主题大观念小观念1：认识并了解不同的传统工艺小观念2: 介绍传统手工艺者精湛的手艺小观念3：呼吁更多的人保护传统技艺单元大观念：了解不同的中国优秀的传统技艺，用英语介绍祖国的传统技艺，树立保护祖国传统技艺的意识。
输出：撰写介绍某位传统手工艺者及其手艺的短文，并制作一张宣传海报。
输出：利用图书馆或网络搜寻信息，了解更多的中国传统技艺，并用英语分享给同学。
输出：根据提示，写一篇短文介绍一位剪纸手工艺者以及剪纸的工序。
输出：制作一份宣传海报宣传皮影戏。
Reading：介绍鸬鹚捕鱼；More Practice：介绍皮影戏。
Culture corner：介绍中国结Speaking up：介绍剪纸艺术Listening: 听一段图片描述。
Talk time: 学习描述人物外貌的一般方法。
Writing：介绍自己熟悉的一位传统手工艺者及其工艺。
Grammar：介绍被动语态Writing：介绍自己熟悉的一位传统手工艺者及其工艺。
Study skill：介绍海报、通告等宣传性应用文的特点和写作技巧。
核心素养的综合表现：学生能够运用所学目标语言介绍一项传统技艺以及其工序；并能陈述其现状与未来，同时能树立保护传统技艺的意识。
学情分析（一）自然情况本单元围绕“传统技艺”这一话题，以各种中国传统技艺的历史和特点为主线，开展教学活动。
符合Module 2 Arts and Crafts 这个话题的内容探究，以及八年级学生对知识的汲取需求。
（二）已有基础因为本单元话题所涉及到的部分传统技艺并不常见，甚至也许在生活中从来没有见过，例如鸬鹚捕鱼，所以学生对于文本的理解存在一定的难度。
授课对象为初二级学生，学生有一定的语言基础。
此语言大观念小观念1：围绕语义整合性学习词汇和表达方式小观念2：围绕本单元所学目标语言点，写一篇短文，介绍一位传统的手工艺人。
认识不同的传统手工艺描述方式语篇结构 介绍传统技艺工序cormorant, lovely, fisherman, net, fit, ready, simple, although, no more, health, luck, pattern, post, scissors, size, tool, wedding, dough, description, paper cutting, shadow, puppet, audience, screen, leather, movable,cut out, leather, shape, in the shaper of, bright, movable, screen, attract,describe, dive, hang, practice, reach, require, rough1. Describe the person ：Who is he/she? What does he /she look like?2. Describe the person’s work and the tools needed for his/her work. And the steps in his/her work: passive voice, correct verbs…3. Give your opinion about the person and his/her skill: what do you think of his/her skill?/Would you like to learn his/her skill?1. 第一段：介绍一位传统手工艺人。
牛津深圳版八年级英语下册Unit3Traditionalskills第一课时Reading教学设计
2.学生在分析作者观点和态度方面，可能缺乏批判性思维能力。教师应引导学生在阅读过程中学会思考，培养他们的批判性思维。
3.学生在小组合作学习中，可能存在沟通不畅、分工不明确等问题。教师需关注学生的小组合作过程，适时给予指导，提高学生的合作学习能力。
4.学生对于传统技艺的词汇和句型掌握程度不一，教师应针对学生的个体差异，进行有针对性的教学和辅导。
2.教师巡回指导，给予个性化的反馈和指导，帮助学生提高写作和口语表达能力。
（五）总结归纳，500字
1.教师引导学生回顾本节课所学内容，总结传统技艺的起源、传承、特点和现状。
2.学生分享自己在课堂上的收获和感悟，提高对传统文化的认识和理解。
3.教师强调本节课的重点，提醒学生加强课后复习，巩固所学知识。
八年级学生经过前两年的英语学习，已经具备了一定的词汇量和语对传统文化有一定的了解，但可能对传统技艺的认识较为有限。针对这一学情，本节课将从以下几个方面进行教学设计：
1.学生对Reading部分的长篇阅读可能存在一定的难度，需要教师在教学中适当引导，帮助学生运用阅读策略，提高阅读效率。
（1）运用多媒体教学手段，如图片、视频等，生动展示传统技艺的魅力，激发学生的学习兴趣。
（2）设计不同层次的问题，引导学生运用阅读策略，逐步提高阅读理解能力。
（3）组织小组讨论活动，培养学生的合作精神和口语表达能力。
新牛津深圳版八年级英语下册《Unit 3 Traditional skills》课件：Words
dough
n. 生面团
Her mother used the dough to make a birthday cake for her.
rough
adj. 粗糙的
You go to bed early if you don't want to have rough skin.
Unit 3 Traditional skills vocabulary
description n. 说明；形容
describe v. 描述；形容
1.Please __d_e_s_c_ri_b_e___ the picture. 2.This _d_e_s_c_ri_p_ti_o_n__ teaches others how to find the problem.
attract
v. 吸引；使喜爱
attraction n. 吸引力 attractive adj. 有吸引力的
attracted 1.His surprising answer ___________the attention of others. 2.While prices are more __at_t_ra_c_t_iv_e___ these days, not everyone should be in the market.
The film is interesting, but he doesn’t like it.
用法：句中用了although,就不用but; 用了but 就不用although.
fit
adj. 健壮的 ；健康的
fit v. 适合；使…适合
fitness n. 健康; 适合
年牛津深圳八年级英语下册《Unit 3 Traditional skills》教案：Writing
课题Unit3 Traditional skills 课型Writing备课时间1 Period教材分析教学目标1.To know how t o write a passage to describe a person and introdu cea traditional skills教学重点Should contain the person’s age, build, height, his or her specialability教学难点to describe a person’s special skills教学关键know the person w ell and seize the special skills教法与学法指导Self-study, Cooperation, Group work.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第一环节复习回顾平移的基本性质，引入课题StepⅠ:Free talk andpreparation for writing1. Talk with yourclassmates about theperson you want todescribe1. show someuseful words andphrases on thePPT to help themcommunicatewith theirpartner1.To arousetheir interestabout the class5第二环节观察操作、探索归纳平移的作法StepⅡ: Read the passage 3. Read the passageand find out someuseful sentences andphrases which canhelp you in yourwriting . Then answerthe questions below.3.help studentsto mark down theimportantpoints ab outthe Mr Chen.3.To train theirability toexpress as wellas improve theirspeakingability and toget ready forthe writing andtrain theirability tocooperate.10第三环节课堂练习Step III: WritingStep IV: Check the passage4.Write apassage todescribe apersonaccording to thetips given . Tryto use thepassive voice inyour passage ..4.rem ind students topay attention totheir handwritingand check themistakes studentsmake4.To train thestudents’writing ability.15第四环节课时小结Step five Sum upH ow to organize the writing.5. sum up what youneed to cont ain inyour passage whenwri ting an animal youlove5.List thebeautifulsentences theywrite in thepassages5.Let them getfamiliar withthe writ ing.5第五环节课后作业1. Recite the passage whichgiven as a sample .课堂教Free talk and preparation →Read a sample passage →write a passage—Check the writhing. 学流程效果评价与反思。
牛津深圳版(广州沈阳)八年级英语下册Unit3TraditionalSkills优秀教学案例
4.设计具有启发性的问题，引导学生思考和探讨，激发学生的求知欲和问题意识。
（二）问题导向
1.教师应根据学生的认知水平，设计具有挑战性和针对性的问题，引导学生深入思考，提高分析问题和解决问题的能力。
2.通过提问、讨论等方式，引导学生主动探索传统技能的起源、发展及其价值，培养学生自主学习能力。
3.教师给予学生反馈和指导，帮助学生建立正确的思维方式，培养批判性思维能力。
（五）作业小结
1.教师布置一些与本节课内容相关的作业，如让学生写一篇关于我国某个传统技能的短文，或进行相关的听力、口语练习等，巩固所学知识。
2.教师鼓励学生对自己的学习过程进行反思，总结自己的优点和不足，提高自我认知能力。
3.教师关注学生的情感变化，及时给予关爱和支持，帮助学生建立自信，激发学生的学习兴趣。
3.教师应关注学生的回答，及时给予反馈和指导，帮助学生建立正确的思维方式，培养批判性思维能力。
4.结合课程内容，设计一些开放性问题，引导学生从不同角度思考问题，提高创新意识和综合素质。
（三）小组合作
1.根据学生的兴趣和特长，合理分组，鼓励学生在小组内积极发表自己的观点，培养团队合作精神。
2.设计具有任务驱动性的小组活动，让学生在完成任务的过程中，互相交流、互相学习，提高语言运用能力和综合素质。
3.结合课程内容，设计一些具有挑战性的任务，让学生在完成任务的过程中，不断反思和调整自己的学习策略，提高问题解决能力。
4.教师应关注学生的情感变化，及时给予关爱和支持，帮助学生建立自信，激发学生的学习兴趣。
四、教学内容与过程
（一）导入新课
1.教师通过展示一些传统技能的图片，如中国结、剪纸、瓷器等，引导学生关注传统技能的话题，激发学生的学习兴趣。
深圳牛津八年级下Unit 03 traditional skills
dive v. 下潜 【搭】 dive down/into 下潜去… 【译】 You should dive into the sea to find a pearl.
欲寻珍珠就要潜入水中.
ready adj. 准备好的，现成的
V. 预备，准备好
【搭】 be/get ready for 为...做好准备 be ready to do sth 准备去做某事
【复】fishermen
net /net/ n. 网
【搭】 fishing net 渔网 【拓】 internet 互联网
inter- 表示“在一起，交互”之义
although /ɔːl'ðəʊ/ conj. 虽然 ，尽管
【同】= though 【考】though用来引导让步状语从句，不能和 but 同时出现 ， 但可以用 yet 或 still。 【译】英语虐我千万遍，我待英语如初恋。
PART TWO
Vocabulary
词汇
d e s c r i p t i o n [dɪ'skrɪpʃ(ə)n] n.描述，描写；类型，说明书
【搭】detailed description 详细描述 brief description 简要说明 a description of sb./ sth 描述…
Fishing with birds
Wang Damin is a fisherman. Although he is over 65, he is very fit and still enjoys working. Damin uses cormorants to catch fish. Cormorants are large black birds. They are good at catching fish because they can swim well. They can dive down and stay under the water for up to two minutes.
牛津深圳版八年级英语下册Unit3Traditionalskills优质教案ListeningandSpeaking
堂
教
学
流
程
Prepare for listening→Listening→Speaking→summa ry
效
果
评
价
与
反
思
教法与学法指导
Group work. Self—study
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
第二环节 观察操作、 探索归纳平移的作法
Step I: Prepare for the listening and speaking
Step II: Do the listening
第四环节 课时小结
StepⅥSum up
6.Know how to describe a person
e ppt to hel p the m sum up
6.Help them to cultivate the ability of summarizing.
第五环节 课后作业
Make a dialogue in written way to talk about how a cat help people
1.To move the obstacles of the listening and speaking
2.To train the students’ ability of catching the information of the listening materials
3.To develop the students’ abiliபைடு நூலகம்y of listening and speaki ng.
第三环节 课堂练习
牛津深圳版八年级英语下册《Unit 3 Traditional skills》教案：s
课题Unit 3 Traditional skills 课型NEW WORDS备课时间1 period教材分析教学目标1.Students can master how to pronounce the newwords and master the meanings of the words .2.Students can use the new words to make newsentences.3.Train the students ability of cooperation教学重点The pronunciation and the usages of the new words:description , describe , although, ready , reach, attract,require , simple, lovely教学难点description, although , attract, practice , health教学关键Let all the students can read the words and know themeaning of the new words教法与学法指导Use some pictures and games and PPT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第一环节复习回顾平移的基本性质，引入课题Step one: Warming up.Freely talk: Whattraditional skills do youhave ?Talk about whatkinds oftraditional skillsyou know .1. Show somepicturesabout thetraditionalskills tointroducesometraditionalskills fromChina.1.Toarouse theinterest andlead them toget into thewords of thenew words5第二环节观察操作、探Step two: New words.Step three:Game time.2. Read the newswords according tothe syllables andlearn how topronounce it2.Play theMP3 of thenew words forthem and leadthem to readin a properway.2.Let thestudents readthe wordscorrectly.20索归纳平移的作法 Step four: Key wordslearning.Step five:3.Play the game:Choose a number ina number tableand answer therelated questionslike : Tell theChinese meaning ofthe words , orSpell out thewords ,or make asentence with thewords:description,fisherman, net,although, fit ,dive, ready ,reach, attract,hang, post ,require ,practice,tool ,scissors,pattern , health,luck , simple4. Work in groupsto learn the usageof the key words5. match the newwords and thepictures shown onthe ppt3 Prepare anumber game,and show iton ppt andgivedifferentgroups marksaccording tothe questionsthey answer.4.Show thePPT of themeaning ofthe key wordsand let ssmake moresentenceswith the newwords :description ,describe ,although, ready ,reach, attract,require , simple,lovely5. check thewords and givethem marks forthe groups3.To makethem getfamiliar withthepronunciationand thespelling ofthe newwords.4. Train thestudents’ability tocooperate.Let thestudents indifferentlevels cantake part inthe activity.5.Provide thechances forstudents toshowthemselvesand practicethe speakingability.第三环节课堂练习Step six: exercise1. use the correctforms of the words tofill in the blankslike :Can you give a__________(describe )to the park?6. Finish theexercise given onthe sheet.6.Collect themistakes inthestudents’exercise.6. To checkthes tudents’learningsituation .10第四环节课时小结step SevenHow many words do youmaster?Write them down in yoursheet7. Remember thewords you learnand spell them out7.Give them apiece ofpaper towrite thewords.7.To developthestudents’ability of self–checking.5第五环节课后作业1.Dictatione the new wordsto make sentenceson your own orcheck them in adictionaryRead after thetape and then usethe phoneticsymbols toremember the words3. make sentences1.Dictation2.correct themistakesStrengthentherememberingof the wordsand see ifthey can usethe wordscorrectly课堂教学流程Read the new words --- Games and remember the new words ---- learn the usages of the new words -----Exercise----check how they master the new words效果评价与反思。
牛津深圳版英语八下Unit 3《Traditional skills》word基础总结
Unit 3 Traditional skills基础总结一、常考短语paper cutting 剪纸up to 到达（某数量、程度等）；至多有set off /out 出发set out/off for 出发去... up and down 起伏；上下波动after dark 天黑后；黄昏后no more 不再；再也不all the time （在某段时间内）一直；始终 a kind of 一种tie...around 拴...在...周围tie...to 拴...在...上at the front of 在...前面throw...in to 把...扔进look up 抬头看bring up 抚养；养育；turn...in to 把...变成put on 上演cut out 剪成the shape of 以...的形状get one’s attention得到某人的关注put up 张贴；挂二、要点全解1. W used to use horses.1.翻译下列句子（1）My father used to eat meat.（2）My father is used to eating meat.（3）He wasn’t used to eating in a restaurant.（4）The boy use remote control to drive the toy car all around the playground.（5）The cormorants was once used to catch fish.2.--How is your grandma?--She’s fine. She used to __ TV at home after supper. But now she is used to __ out for a walk.A. watch; goB. watching; goC. watching; goingD. watch; going3.Bamboo can ______ paper.A. used to makeB. be uesd makeC. be used to makeD. be used to making2.Although he is over 65, he is very fit and still enjoys working.(1)Although连词，虽然；尽管, 连词，与though同义，用来引导让步状语从句，不能和but 同时出现，但可以用yet或still。
【牛津深圳版】2018学年英语八年级下册Unit3Traditionalskills重点内容梳理
【牛津深圳版】2018学年英语八年级下册Unit3Traditionalskills重点内容梳理【牛津深圳版】 2018 学年英语八年级下册Unit 3 Traditional skills 重点内容梳理一、常考短语paper cutting 剪纸up to 抵达（某数目、程度等）；至多有set off /out 出发set out/off for 出发去 ... up and down 起伏；上下颠簸after dark 天黑后；傍晚后no more 不再；不再all the time （在某段时间内）向来；一直 a kind of 一种tie...around 拴...在...四周tie...to 拴 ...在 ...上at the front of 在...前面 throw...in to 把...扔进look up 仰头看bring up 抚育；养育；turn... i n to 把...变为put on 演出cut out 剪成the shape of 以...的形状 get one ’ s attention获得某人的关注put up 张贴；挂二、重点全解1. W used to use horses.used to do sth. 过去经常做某事He used to go to school by bike.be used to (doing) sth. 习惯于（某）事He is used to going to school by bike.be used to do sth. ...被用来做 ... The knife is used to cut things.use sth. to do sth. 用 ...做 ... We use the knife to cut things.1. 翻译以下句子（1） My father used to eat meat.（2） My father is used to eating meat.（3） He wasn’t used to eating in a restaurant.（4） The boy use remote control to drive the toy car all around the playground.（5） The cormorants was once used to catch fish.2.--How is your grandma?--S he’ s fine. She used to __ TV at home after supper. But now she is used to __ out for a walk.A. watch; goB. watching; goC. watching; goingD. watch; going3. Bamboo can ______ paper.A. used to makeB. be uesd makeC. be used to makeD. be used to making2. Although he is over 65, he is very fit and still enjoys working.【牛津深圳版】2018学年英语八年级下册Unit3Traditionalskills重点内容梳理(1)Although 连词，固然；只管 , 连词，与 though 同义，用来指引退步状语从句，不可以和 but 同时出现，但能够用 yet 或 still 。
牛津深圳版英语八年级下册Unit3TraditionalskillsGrammar优秀教学案例
2.制作一份关于本节课所学内容的思维导图，梳理一般过去时的构成、用法及相关词汇；
二、教学目标
（一）知识与技能
1.知识方面：通过学习本章节，学生能够掌握一般过去时的构成及用法，了解并运用相关的动词短语和词汇描述传统技艺的制作过程。此外，学生还需掌握一定的中国传统技艺知识，如剪纸、陶艺等，为跨文化交际打下基础。
2.技能方面：培养学生运用英语进行口头表达的能力，通过小组合作，用英语介绍一种传统技艺，提高学生的听说能力和团队合作意识。同时，通过写作练习，让学生学会用一般过去时描述传统技艺的制作过程，提高写作能力。
三、教学策略
（一）情景创设
为了让学生更深入地理解传统技艺的魅力，本章节将采用情景创设的教学策略。通过多媒体展示、实物展示和角色扮演等方式，将学生带入一个充满传统文化氛围的学习场景。例如，在教授一般过去时态时，可以播放一段关于剪纸艺术家的纪录片，让学生在观看过程中注意动词的过去式形式，以及如何描述剪纸的制作过程。此外，还可以邀请当地的传统技艺传承人亲临课堂，为学生现场展示技艺，让学生在真实的语境中感受传统技艺的魅力。
在总结归纳环节，每组选出一名代表进行成果展示。其他学生认真聆听，从语法、词汇、表达等方面进行评价。教师对每组的表现进行点评，强调优点，指出不足，并针对学生在讨论过程中出现的问题进行讲解和总结。此外，教师还会对本节课的重点知识进行梳理，确保学生能够牢固掌握。
（五）作业小结
为了巩固所学知识，教师布置以下作业：
（二）过程与方法
1.过程方面：以任务型教学法为主线，结合情境教学法和合作学习法，引导学生参与各种教学活动。通过观看视频、小组讨论、实地考察等途径，让学生深入了解传统技艺，并在实际语境中运用所学知识。
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Make an outline for the article you will write.
Writing
根据表格提示描写一位有传统剪纸技艺的老人。 要求第一段写他的长相，职业等；第二段描写他的技艺 （可以写出重要步骤等）；第三段写自己的看法。 Name Age Height Specialty Sun Yilin 65岁 中等身高，有点瘦，留着小胡子 擅长剪纸艺术;3岁开始父亲教他学剪 纸；只需使用剪刀和彩纸；只要想几 分钟就能完成；需要很多耐心。 喜欢这个传统技艺并希望能学会
1.How does Mark describe Mr. Chen? 2. How does Mark describe Mr. Chen’s work?
Mr. Chen is over 50 years old and his hands are rough.
Mr. Chen works with dough all the time. He thinks the dough toys are interesting and lovely.
5. 剪纸在中国有1500多年历史。(more than, history) Paper cutting has a history of more than 1500 years. ______________________________________
6. 我不但喜欢剪纸艺术，而且希望学习这门传统 技艺。(not only…but also, traditional skill) _______________________________________ I not only like paper cutting but also hope to learn this traditional skill.
3. What does Mark think of Mr. Chen’s dough toys?
Write a short article about a person with a traditional skill. Use the example in A and the outline to help you.
Unit 3
Traditional skills
Writing
make dough
dough toys of play dough
Children enjoy making toys from play dough.
A Mark wrote an article about Mr. Chen.
Your opinion
1. Sun Yilin 是一名65岁擅长剪纸艺术的老人。 （paper cutting) _________________________________________________ Sun Yilin is a 65 –year- old man who is good at paper cutting. 2. 他中等身材，有点瘦，留着小胡子 (be of average height, a little thin, a small moustache) He is of average height, a little thin , with a small moustache. _________________________________________________ 3. 他在剪纸时只需要一把剪刀和一些彩纸。 （a pair of scissors, color paper) When he works, he only needs a pair of scissors and some _________________________________________________ color paper. 4. 剪纸需要很多耐心。（patience） Paper cutting needs a lot of patience. _________________________________________________
Read the article and answer the questions below. Mr. Chen makes toys from dough. He is over 50 years old now. His hands are rough because he works with dough all the time.
Sun Yilin is a 62 years old man who is good at paper cutting . He is of average height, a little thin, with a small moustache. Sun’s father started teaching him paper cutting when he was only three. All he needs when he works are a pair of scissors and a lot of color paper. He usually takes out a square piece of color paper. After thinking for several minutes, he starts his work. However, it needs a lot of patience. Paper cutting has a history of more than 1500 years. I not only like paper cutting but also hope to learn this traditional skill.
Mr. Chen makes dough toys of different sizes. Only a small piece of dough and some simple tools are required to make a dough toy. Mr. Chen uses his hands to turn dough into different characters, for example the Monkey King. Dough of different colours is used to make the toys more interesting. I like Mr. Chen’s toys because they are very lovely. I hope that one day I can learn to make dough toys.