MODULE2SpringFestival外研七下

1、M0DULE2Spri ngFestival （外研七下）oDULE2SpringFestival 、教材分析主題SpringFestival題材內(nèi)容本模塊話題是“節(jié)日”。要求學(xué)生掌握描述節(jié)日的表達 方式，同時加強學(xué)生對中外節(jié)日的理解與認識。通過使用現(xiàn) 在進行時，對該話題展開聽、說、讀、寫的語言實踐活動。 使學(xué)生加深能夠談?wù)摶驅(qū)懗鰧υ摴?jié)日的介紹，并了解英語國 家中重要的節(jié)假日及其主要慶祝方式。有助于學(xué)生了解世 界，提高學(xué)習(xí)效率，形成自主學(xué)習(xí)的能力，為學(xué)生的終身學(xué) 習(xí)奠定基礎(chǔ)。教學(xué)中教師應(yīng)隨時隨地以課本為出發(fā)點，靈活 利用各種素材組織教學(xué)過程和內(nèi)容。任務(wù)：介紹春節(jié)或其他中外重要節(jié)日。教學(xué)重點和難

2、點重點：掌握描述節(jié)假日的基本詞匯；讀懂含有現(xiàn)在進行時的句子；掌握現(xiàn)在進行時的結(jié)構(gòu)和用法。難點：現(xiàn)在進行時和一般現(xiàn)在時的結(jié)構(gòu)和用法的比較。課時安排根據(jù)學(xué)生學(xué)習(xí)英語的特點和規(guī)律，我們把本模塊劃分為 4課時：Period1:Vocabulary,ListeningandPronunciationPeriod2:ReadingandVocabularPeriod3:Speaing,riting,Aroundtheorld&oduleTas Period4:Languageinuse注：教學(xué)時應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實際水平、接 受程度及課堂出現(xiàn)的臨時狀況進行運用、調(diào)整及篩選。二、 教學(xué)目標語言知識：

3、語音/l/,/,/j/；動詞ing形式的發(fā)音詞匯Festival,ready,coo,eal,learn,dragon,lantern,seep,fl oor,happen,help,tradition,bad,luc,paint,ean,decorat e,decoration,everyone,haircut,give,dupling,seet,pud ding,fireors,fe,ant,ee,round,bring,colour,soething, cut,christas,long詞組SpringFestival,getreadyfor,dragondance,LanternFes

4、tival,seepaay,ator,papercut,Neyear,NeyearsEve,seetpudding,afe,alltheyearround.語法現(xiàn)在進行時的問與答；一般現(xiàn)在時。功能節(jié)日的表達與詢問；描述準備的過程。話題以“節(jié)日”為話題。2、語言技能：聽能聽懂有關(guān)為“節(jié)日”做準備的句子；能聽辯動詞詞組說能就正在做或正在發(fā)生的事情進行簡單的問答練習(xí)。流 利的說出含有本模塊生詞的短語。讀能讀懂有關(guān)節(jié)日描述的短文，并且能將段落與圖片，段落與問題搭配。寫學(xué)會寫要點，句子以及段落；用and連接句子。演示與表達能向人們介紹春節(jié)或其他中外節(jié)日。3、情感態(tài)度：樂于接觸并了解世界不同地方人們的節(jié)假

5、日，樂于參加 相關(guān)英語實踐活動，提高對英語的學(xué)習(xí)興趣，培養(yǎng)對異國文 化，生活習(xí)俗的興趣，提高對本國文化的認識。參加各種英 語活動，克服困難，在新環(huán)境中進一步樹立準確的語言學(xué)習(xí) 觀。文化意識：中外對比了解英語國家重要節(jié)假日及其主要慶祝方式，鼓勵學(xué)生了解世界，加強交流。三、教法和學(xué)法教學(xué)方法基于課程改革的理念及“第二語言習(xí)得論”，培養(yǎng)實現(xiàn) 人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需 的能力和素質(zhì)，運用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定 小任務(wù)，開展和諧愉悅的課堂活動，強調(diào)興趣的原則，初步設(shè)計“P T P”自主學(xué)習(xí)立體模式：pre-tastas-cycle post-tas 。教材處理核心任

6、務(wù)：能夠運用所學(xué)句型結(jié)構(gòu)描述人物和地點及活 動。三個環(huán)節(jié)如下：pre-tas :學(xué)生聯(lián)系生活實際，激活背景知識，。tas - cycle :通過整個模塊的聽說讀寫的訓(xùn)練，強化“描述人物和活動。”的表達能力，為完成任務(wù)做好鋪墊post-tas :達成任務(wù)，展示成果，反饋學(xué)習(xí)情況學(xué)習(xí)策略學(xué)會自主學(xué)習(xí)，形成有效交際、信息處理、英語思維的 能力。認知聯(lián)系，歸納，推測等技能。觀察并歸納動詞形式的變化 規(guī)則，提高自學(xué)能力。調(diào)控從同伴處得到反饋，對自己在敘述及作文中的錯誤進行 修改交際學(xué)習(xí)運用恰當詞語簡單描述節(jié)日。資通過其他資源獲取更多有關(guān)“節(jié)日”的簡單英語。自學(xué)培養(yǎng)在詞語與相應(yīng)事物之間建立聯(lián)想的習(xí)慣，形成

7、話題 聯(lián)想的習(xí)慣。留心日常生活中使用的有關(guān)信的簡單英語合作學(xué)習(xí)互相學(xué)習(xí)，取長補短，把學(xué)習(xí)英語和信的基本應(yīng)用結(jié)合起四、教學(xué)設(shè)計odule2SpringFestivalPeriod1:Vocabulary,ListeningandPronunciationTeachingcontent:Vocabulary,ListeningandPronunciatio nTeachingAisandDeands:)Languagenoledgeeyordsandphrases:SpringFestival,ready,coo,eal,drago n,floor,happen,help,getreadyfor,

8、dragondance,lantern ,festival,seepaay,atoreystructure:be+v.-inghatishedoing?lsheoring?yes,heis.No,heisn t.)Listeningsill:Tounderstandconversationsaboutth eSpringFestival.)Affectionandattitudes:eshouldbeinterestedinthe festivalsintheorld.Learningstrategies:Botto-upapproachandlisteningtothetapeanddoso

9、eexerci ses.TeachingAids:ulti-ediaTeachingProcedures:Activity1:RevisionTas:Recallhatehavelearnedinlastlesson.Step1Labelthepicturesiththeords.ReadthroughtheordsintheboxandhavetheSs.Repeattheaft eryou.Asthetolabeltheinthepicturesonthescreen.aesoesentencesiththeords.Asstudentstospeaoutasanyas theycan.S

10、tep2Talaboutthepicturesthattheteacherbringsintotheclass roo.Sheisstanding./aling/buying/talingIanotalingtoschoolno.youarenotalingtoschoolno.Heisnotalingtoschoolno.Areyoualingtoschoolno?Ishealingtoschoolno?Activity2:LeadinTas1:Brainstoroftheords “festival ” .Step1DraaFestivaltree.FestivalchineseFesti

11、valsesternFestivalsSpringFestivalLanternFestivalid-AutunFestivalQingin gFestivalDragonBoatFestival SchristasEasterlndependenceDayHalloeenThansgivingDa yValentine sDayStep2Talaboutthefestivals.Doyouliefestivals?hy?hatindoffestivalsdoyoulie,chineseorestern?hatdopeopledoonfestivals?hatfestivalsdoyoulie

12、best?Etc.Tas2:atchtheordsiththepicturesinactivity1onpage8.SteplAs:hatisthebiggestfestivalinchina?hatdoyouthinpeopleusuallydotogetreadyfortheSpringFe stival?Readthroughtheordsinactivity1onpage8andhavetheSs.repeattheafteryouchorallyandindividually.Step2Asthestudentstodoactivity1onpage8.Playtherecordin

13、gandastheSs.tolistenStep3Playtherecordingagainandhavethechectheordsindividua lly.chectheiransersithapartner.Step4callbactheansersinahole-classsettingStep5TalaboutthepicturesActivity3:ListeningTas1:.Tounderstandconversationsaboutgettingreadyfor theSpringFestival.Step1GivetheSs2questions: hatareLingli

14、ngandherotherdoing? hereisLingling sfather?aesuretheSsunderstandthe2questions:Step2Playtherecordingandhavethelisten.Step3Playtherecordingagainandhavetheritetheansersindivid ually.Step4PlaytherecordingandhavethechectheiransersithapartneStep5callbactheansersfrotheholeclass.Tas2:activity3onpage9.Stepl

15、choosethebestansersinActivity3.Step2callbactheanserinahole-classsetting.Tas3:Listenandread:Step1PlaytherecordingandastheSs.tolistenandreadtheconver sation.Step2Playtherecordingagainandpauseaftereachphrase,asingt heSs.torepeatchorallyandindividually.Step3PuttheSogroupsof3topractisethedialogue.St

16、ep4Theyshouldrepeatitseveralties,changingtheroleseacht ie.Tas4:activity4onpage9SteplExplainbysaying“ Thisactivityisdesignedtochecifyouhavegraspedtheai nstructure.Explainthatthestudentshavetoanserthequestionsinfull sentences.Step2PuttheSogroupstoasandanserthequestions.Step3callbactheanserinahole

17、-classsetting.Step4Asdifferentstudentstopracticetheinfrontoftheclass.Activity4:PronunciationTas:Grasp3phonees/lStep1PlaytherecordingandastheSs.tolistenandreadthephonee s/lStep#PlaytherecordingagainandastheSs.torepeatchorallyand individually.Step3PuttheSs.inpairstopracticethe.Activity5:AtestListentot

18、hetapeandtranslatesoeofthesentencesintochi nese.Activity6:HoeorRecitetheshortpassageasfluentlyaspossible.Period2ReadingandVocabularTeachingcontent:ReadingandVocabularTeachingAisandDeands:)Languagenoledge:Neords:tradition,bad,luc,paint,ean,decorate,decorat ion,everyone,haircut,dupling,fireors,fe,ee,r

19、ound,br ingeyphrases:papercut,Neyear,NeyearsEve,seetpudding,afe,alltheyearround.)Readingsill:Tounderstandthetext.)Affectionandattitudes:eshouldbeinterestedinfes tivalsintheorld.Learningstrategies:unicativeapproach.TeachingAids:ulti-ediaTeachingprocedures:Activity1:RevisionHelpstudentstorevisehatisle

20、arntinPeriodoneofthisodu le.Shothesoepicturesabouttheneordsinlastperiod.HavetheSs.spellthechorallyandindividually.Revisebe+v.-ingofthepresentcontinuoustenseIanotalingtoschoolno.youarenotalingtoschoolno.Heisn otalingtoschoolno.Areyoualingtoschoolno?lshealingtoschoolno?Activity2:PreparationTas1:Learnt

21、heneords.Directions:Labelthepicturesiththeords.ReadthroughtheordsintheboxandhavetheSs.Repeattheaft eryou.Asthetolabeltheinthepicturesonthescreen.aesoesentencesiththeords.Asstudentstospeaoutasanyas theycan.Tas2:TalaboutthepicturesDirections:LettheSs.asandanser.eg.-hat sthecolourofthedoorsandindosinth

22、eroo?-Red.-hydopeoplepaintthered?-Thecoloureansgoodluc Activity3:ScanningandSiingTas1:Readthepassageandatchthephotosandtheparagraphs.Step1TheteacherlettheSsreadthepassageandatchthephotosand theparagraphs.Step2Sscansharetheiransersithapartner.Step3callbactheansersfrotheholeclass,havingindividualsre a

23、douttheansersTas2:Readthepassageandatchthequestionsandtheparagraphs.Step1Ssreadthepassageandatchthequestionsandtheparagraphs inactivity3onpage10individuallyandchecithapartner.Step2callbactheansersfrotheholeclass,havingindividualsre adouttheansersActivity4:Dealingithexpressions:1. ehavelotsoftraditio

24、ns.我們有很多傳統(tǒng)。lotsof = alotof 許多，既可跟可數(shù)名詞，又可跟不可數(shù)名詞Thereislotsof/alotofaterinthebottle.瓶子 里有很多水。any許多,可跟可數(shù)名詞;uch許多,可跟不可數(shù)名詞Thereareanyboosonthedes.Thereisuchaterinthebottle.瓶子里有很多水epaintthedoorsandindosred.我們把門和窗子漆成紅色的。colour/paintsth.+red 把涂上 顏色 ecolouritblac. 我們把它漆上黑色。.eusuallydecoratethedoorsandindosit

25、hpapercuts.我們一般用剪紙裝飾門和窗。decorate ith 用裝修，裝飾 eusuallydecoratetherooithfloers.我們一般用花裝飾房間。decorationn.裝飾Ineedsoechristasdecorations我需要一些圣誕節(jié)裝飾。Heisgoodatcaedecoration.他擅長蛋糕裝飾。TheNeyearFestivalfinishesattheLanternFestivalafter2ees.新年在2周之后元霄節(jié)之時結(jié)束。theNeyearFestival指整個過年期間。Theyareroundandsotheybringusgoodli

26、calltheyearround.一年四季；一年alltheyearround:duringtheholeyear到頭Theyorhardalltheyearround.他們一年到頭工作都很努力。Tradeisgoodalltheyearroundbutitisalittlelessbusyintheinter.貿(mào)易一年到頭都很好，只有冬天不是很忙。Activity5:LanguageuseSteplactivity4onpage11.Step2EheB.Direction:Ssdoitbytheselves.Let sseehocanfinishita

27、ssoonaspossible.Step3Firstthinbytheselves.Thendiscussinpairsandfinallysharetheiransersiththeclass.Activity6:Hoeor:EheB.Activity7:Atest:riteashortpassagedescribinghatyouusuallydofortheSpr ingFestival.Period3:Speaing,riting,Aroundtheorld&oduleTasTeachingcontent:Speaingandriting&Aro

28、undtheorld&odul eTasTeachingAisandDeands:)Speaingsill:Tobeabletosayhatpeoplearedoing. Iprovethestudents speaingability.)ritingsill:ritesentencesandparagraphssayinghat peoplearedoingoraren tdoingprovethestudentsritingability.)Tosuarizeandconsolidatethelanguagecoveredinthi sodule.)Affectionandattitude

29、s:eshouldbeinterestedinfes tivalsintheorld.LearningstrategiesTop-donandlnteractiveapproachanddosoeexercises.TeachingAids:ulti-ediaTeachingProcedures:Activity1:RevisionTas:Helpstudentstorevisehatislearntinlastodule.Step1Revisetheordsandphrases.Step2PuttheSs.inpairstopracticethedialogueandthetext.Acti

30、vity2:SpeaingTas:AsandanserthequestionsusingthePresentcontinuous Tense.Iprovethestudents speaingability.Step1PairtheSs.todoactivity6.Step2HavetheSs.topracticeandritequestionsusingthePresent continuousTense.Step3circulateandonitorpronunciation.Step4callbacafeexaplesfrosoepairsinahole-classsetting.Pa

31、yParticularattentiontothestructureofbe+v.-ingActivity3:ritingTas1:atchthenotesiththeheadings.SteplRunthroughtheexaplesiththeSs.andaesurethattheyunder standthe.Step2Asthetodoactivity5onpage11individuallyandchectheira nsersithafriend.Step3callbactheansersfrotheholeclass,andritetheontheboard.Step4Suari

32、seTas2:join2notesandriteonesentencesithand.Step1LettheSs.readtheexapleinactivity6.Step2Asthetodoactivity6onpage11individuallyandchectheira nsersithafriend.Step3Theycanthenexchangeboosforpeercorrectionoffactsandl anguage.Step4callbactheansersfrotheholeclass. Tas4:rite5paragraphsdescribingchristasinBr

33、itain.Step1Readtheexapleinactivity7.Asthetodotheactivityindivi duallyandchectheiransersithafriend.Step2callbactheansersfrotheholeclass.Step3SuariseActivity4:AroundtheorldTas:LearnsoethingaboutchristasandFatherchristas Step1AstheSs.tolooatthedifferentpicturesaboutchristasandFatherchristasTelltheSs.so

34、enoledgeaboutthe.Step#Introducesoeotherfestivalsinesterncountries.Activity5:oduleTasritingapostcardStep1Activity5andactivity6onpage13AstheSs.toritenotesind ividually.circulateandonitortheirproduction.Step2ritealettertoapenfriend.chooseafeofthebestlettersofyourstudentsorandplacet heinthejournal.Note:

35、LettheSslooatithentheyhaveaspareoent.Theyayuse putersifpossible.Activity6:RecallingRecallhatelearntoday.Activity7:AtestDoEx.9onpage90.andhandiniediately.Activity8:Hoeor:DoEx.12onpage95.Period4 丄 anguageinu seTeachingcontent:LanguageinuseTeachingAisandDeands:eystructures:be+v.-ing)Tosuariseandconsolidategraarfocus.)Tosuariseandconsolidateexpressionsandvocabular y.)Affectionandattitudes:eshouldbeinterestedinfes tivalsintheorld.Learningstrategies:Foralinstructionandtas-basedapproachandinteractivepractice.TeachingAids:ulti-ediaTeachi