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2．Look at the two pictures about fishing with cormorants and answer questions.To arouse students’ interest and lead them to get into the topic of this unit.Step2:
ListeningPlay the tape and show the main idea of each paragraph.Listen to the article and match paragraphs with their main ideas.1.Improve students’ listening skills.
2．Help students learn the structure of the article and the main idea of each paragraph.Step3:
Reading1.Check the answers with students.
2. Help students analyze three sentences using the passive voice in this article.
3．Help students understand how Wang Damin catch fish with cormorants by some tasks.
4. Check the answers in C2 with students.1．Read the article carefully, find out the key phrases and understand three sentences using the passive voice.
2.Complete the conversation in C2.
3.Read each paragraph one by one and complete three tables and answer three questions about them.To make students get familiar with the article and train their abilities of reading, observing.Step4:
Speaking1.Help students retell the article.
2.Help students learn the structure of a short article.
3. Show some information about paper cutting.1．Retell the article.
2．Talk about the skill about paper cutting in groups.Train students’ of ability of speaking.Step5:
WritingShow some compositions about paper cutting and check them with students.Write an article about paper cutting.Train students’ ability of writing.HomeworkFind some information about another traditional skill and write a composition about it.1.Make students learn traditional skills further by searching for the information about them.
2. Consolidate and use the writing ability about how to describe a traditional skill.教学反思
Reflection1、本节阅读课的设计本着利用学习材料对学生进行听、说、读、写能力的培养为原则，使得学生在完成任务的过程中得到了全面训练。
2、针对课文内容所设置的各项任务，学生能够顺利地完成，学生通过自主学习已经能够确切地了解课文并深入地理解了渔民用鸬鹚捕鱼的整个过程。
3、学生在根据提示信息谈论有关剪纸这一技能，气氛活跃，由此可看出学生对传统技能感兴趣，有信心来表达自己的看法并描述这一技能。
4、当堂写作，真正能够做到学以致用，学生作品展示过程中作品的优劣，也能真实地反映出学生写作水平，并体现出小组合作谈论时的协作程度，达到了预期目标。
5、在小组谈论和学生写作的过程中，巡视并适当给小组和学生以指导，帮助学生降低了训练难度，让学生能够在展示时更有信心。
6、作业内容和要求使得课堂内容在课后得到了延伸，学生多以“中国结”这一当地常见内容为题材写出了自己的作文，文章结构基本上都是分三段来写，个别文章用了一段。