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          Unit1 Festivals around the world 教案
          瀏覽次數(shù):次      發(fā)布時(shí)間:2017-06-23       發(fā)布人:包言

           Unit 1 Festivals around the world

          I. 單元教學(xué)目標(biāo)

          技能目標(biāo)Goals

          ▲ Talk about festivals and celebrations

          ▲ Talk about the ways to express request and thanks

          ▲ Learn to use Modal verbs

          ▲ Write a similar story with a different ending

          II 目標(biāo)語(yǔ)言

           

           

           

           

           

           

          Talk about festivals:

          *Festivals are meant to celebrate important events.

          *What’s your favorite holiday of the year?

          *What festivals or celebrations do you enjoy in your city or town?

          *Do you like spending festivals with your family or with your friends?

          *What part of a festival do you like best——the music, the things to see, the visit or the food?

          *Festivals and celebrations of all kinds are held everywhere.

          *They lit fires and made music because they thought these festivals would bring a year of plenty.

          *Some festivals are held to honor the dead or satisfy and please the ancestors.

          *Festivals can be held as an honor to famous people or the gods.

          *The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.

          *Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.

          Request:

          Could/Would you please...?  

          Could I have...?  

          Could we look at...?

          I look forward to....   

          May I see...?    

          Thanks

          It’s very kind of you ...

          Thank you very much/Thanks a lot.

          I’d love to.                   

          It was a pleasure...

          Don’t mention it.              

          You are most welcome.

           

           

           

           

          1. 四會(huì)詞匯

          Beauty harvest celebration starve origin religious ancestor Mexico feast bone belief trick poet arrival gain independence gather agriculture award rooster admire energetic Easter clothing Christian custom worldwide fool permission parking apologize drown sadness obvious wipe weep remind forgive

          2. 認(rèn)讀詞匯

          Obon, incense, skull, Halloween, carnival, lunar, parade, Jesus, Trinidad, Valentine, weave, herd, the Milky Way, magpie

          3. 固定詞組

          take place, in memory of, dress up, play a trick, look forward to, day and night, as though, have fun with, turn up, keep one’s word, hold one’s breath, set off , remindof

          4. 重點(diǎn)詞匯

          starve, satisfy, lead, gather, admire, apologize, drown, wipe, weep, forgive

           

           

          語(yǔ)

           

          Modal verbs: may/ might, can/ could, will/ would, shall/should, must/ can

          They lit fires and made music because they thought these festivals would bring a year of plenty. P1

          ▲ Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.  P2

          ▲ Festivals can be held as an honor to famous people or the gods.

          III. 教材分析與教材重組

          1. 教材分析

          本單元以節(jié)日為話題,介紹古今中外節(jié)日的種類、由來(lái)、意義以及人們的活動(dòng)和習(xí)俗,旨在通過(guò)本單元的學(xué)習(xí)使學(xué)生不但了解我國(guó)的節(jié)日,而且對(duì)外國(guó)的節(jié)日也有所了解,進(jìn)而拓展社會(huì)文化背景、增加跨國(guó)文化知識(shí);使學(xué)生復(fù)習(xí)和鞏固運(yùn)用請(qǐng)求和感謝的表達(dá)法,掌握情態(tài)動(dòng)詞的用法;并嘗試根據(jù)閱讀的文章寫(xiě)一個(gè)不同的結(jié)局,能表達(dá)自己的觀點(diǎn)和想法。

          1.1  Warming Up 旨在通過(guò)表格引導(dǎo)學(xué)生討論并列舉出五個(gè)我國(guó)節(jié)日的日期、慶祝內(nèi)容和民俗??梢詣倓傔^(guò)去的春節(jié)為話題導(dǎo)入對(duì)節(jié)日的討論;使他們由自己的經(jīng)歷談起,擴(kuò)展到別的節(jié)日以及外國(guó)的重要節(jié)日,激發(fā)學(xué)生的興趣,激活他們關(guān)于節(jié)日的背景知識(shí),為本單元的學(xué)習(xí)做準(zhǔn)備。

          1.2  Pre-readingReading 的熱身活動(dòng)。主要通過(guò)兩個(gè)問(wèn)題引導(dǎo)學(xué)生思考并討論自己最喜歡的節(jié)日及歡度方式,進(jìn)而了解學(xué)生對(duì)節(jié)日的認(rèn)識(shí),以便為閱讀作好鋪墊。

          1.3  Reading 的五篇小短文分別介紹古代節(jié)日、亡靈節(jié)、紀(jì)念名人的節(jié)日、豐收節(jié)、春天的節(jié)日等,使學(xué)生了解各種節(jié)日的由來(lái)及其存在的意義。此部分載有Festivals的重要信息,還呈現(xiàn)了大量的詞匯和主要的語(yǔ)法---情態(tài)動(dòng)詞的用法。處理時(shí)應(yīng)作為重點(diǎn)、整體處理,通過(guò)上下文來(lái)教詞匯、語(yǔ)法,并引導(dǎo)學(xué)生分析長(zhǎng)句、難句和復(fù)雜句。

          1.4  Comprehending是考察對(duì)閱讀內(nèi)容的進(jìn)一步理解。

          練習(xí)一:六個(gè)問(wèn)題讓學(xué)生對(duì)文章內(nèi)容有淺層理解并考察課文細(xì)節(jié),但又不能僅僅拘泥于課文,要引導(dǎo)學(xué)生理解課文內(nèi)容的基礎(chǔ)上聯(lián)系現(xiàn)實(shí)生活。

          練習(xí)二:要求學(xué)生討論哪些節(jié)日是最重要的,哪些是最有趣的,以表格的形式檢查學(xué)生對(duì)所讀節(jié)日的理解,并訓(xùn)練他們舉一反三的歸納和推理能力。

          練習(xí)三:要求學(xué)生找出各種節(jié)日共有的三件事,然后討論為什么這些事對(duì)各地的人們都很重要。這就要求學(xué)生不僅要溫習(xí)文章內(nèi)容而且要結(jié)合實(shí)際,闡述自己的想法,挖掘?qū)W生的思維能力和語(yǔ)言表達(dá)能力。

          1.5  Learning about Language 分詞匯和語(yǔ)法兩部分。其中Discovering useful words and expressions是本單元單詞的英文釋義練習(xí)和用文章中的詞匯的適當(dāng)形式填空;Discovering useful structures 是以文章內(nèi)容為載體在語(yǔ)境中練習(xí)語(yǔ)法,掌握情態(tài)動(dòng)詞。由此可以看出本教材已明顯地由結(jié)構(gòu)為特征的傳統(tǒng)語(yǔ)法訓(xùn)練轉(zhuǎn)變到以交際功能為特征的功能語(yǔ)法訓(xùn)練,充分體現(xiàn)了新教材話題、功能、結(jié)構(gòu)相結(jié)合的特點(diǎn)。

          1.6  Using Language 是英語(yǔ)聽(tīng)說(shuō)讀寫(xiě)的全面運(yùn)用的練習(xí)。               

          1.6 ①  Listening 是課文的延伸,通過(guò)聽(tīng)?zhēng)孜粚W(xué)生參加Trinidad Carnival 節(jié)日游行的兩段對(duì)話,使學(xué)生體會(huì)參加節(jié)日游行的真實(shí)情景,既訓(xùn)練聽(tīng)力一通過(guò)問(wèn)題訓(xùn)練了他們的分析能力。

          1.6 ②  Speaking 分為兩部分。第一部分通過(guò)電話突出交際用語(yǔ)功能的訓(xùn)練;第一部分讓學(xué)生編對(duì)話,可以按自己的想象、經(jīng)歷為內(nèi)容,訓(xùn)練思維和表達(dá)能力。

          1.6 ③  Reading 是發(fā)生在情人節(jié)的一個(gè)令人傷心的愛(ài)情故事,其中又插入了一個(gè)七巧節(jié)的故事。閱讀后的討論不僅幫助學(xué)生理解文章主旨大意,更重要的是讓學(xué)生學(xué)會(huì)尋求解決問(wèn)題的方法。

          1.6 ④ Writing 的任務(wù)是寫(xiě)一個(gè)與文章結(jié)尾不同的結(jié)局。旨在讓學(xué)生通過(guò)思考寫(xiě)出自己的想法,嘗試自己解決問(wèn)題。

          總之,通過(guò)本單元的系統(tǒng)學(xué)習(xí),讓學(xué)生了解世界各國(guó)的節(jié)日及民俗,學(xué)習(xí)有關(guān)節(jié)日的詞匯,并能夠豐富語(yǔ)言知識(shí),提升用英語(yǔ)表達(dá)觀點(diǎn)的能力。

          2. 教材重組

          2.1 口語(yǔ)  從話題內(nèi)容和功能上分析Warming UpWorkbook中的ListeningTalking相一致,旨在啟發(fā)學(xué)生討論、思考并引出本單元關(guān)于節(jié)日的話題,可以整和成一節(jié)任務(wù)型口語(yǔ)課。

          2.2精讀 可將Pre-reading、ReadingComprehending三個(gè)活動(dòng)整和成一節(jié)閱讀課。

          2.3語(yǔ)言學(xué)習(xí) Learning about LanguageWorkbook中的Using words && expressions Using structures結(jié)合在一起,上一節(jié)語(yǔ)言學(xué)習(xí)課。

          2.4聽(tīng)力 可將Using language中的 ListeningWorkbook ListeningListening task放在同一節(jié)課中處理,上一堂 "聽(tīng)力課"。(Using language中的 Speaking可視聽(tīng)力時(shí)間而定,可課上處理亦可留做課下作業(yè)下堂課提問(wèn)。)

          2.5. 泛讀 可將Using Language中的Reading &&WritingWorkbook中的Reading Task上成一節(jié) "泛讀課"。

          2.6 復(fù)習(xí)、寫(xiě)作 可將Workbook中的Speaking Task Writing Task 上成一節(jié)復(fù)習(xí)寫(xiě)作課。(Workbook中的Project && checking yourself, 可視學(xué)生水平安排在本堂課或留做作業(yè)。)

          3. 課型設(shè)計(jì)與課時(shí)分配 (經(jīng)分析教材, 本單元可以用六課時(shí)教完。)

          1st period Speaking

          2nd period  Reading

          3rd period Learning about Language

          4th period   Listening

          5th period   Extensive Reading

          6th period   Writing && Consolidation

          常用鏈接:

          寧公網(wǎng)安備64010602000783號(hào)

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