Unit2Letscelebrate!教案-外研版高中英語(yǔ)必修第二冊(cè)

1、 Book 2 Unit 2 Lets celebrate! 教案設(shè)計(jì)單元主題本單元的主題語(yǔ)境是“人與社會(huì)”，涉及的主題語(yǔ)境內(nèi)容是中外節(jié)日。本單元從介紹世界各地的一些節(jié)日開(kāi)始，展現(xiàn)了與圣誕節(jié)有關(guān)的文學(xué)作品，討論了中國(guó)春節(jié)吃團(tuán)圓飯這一傳統(tǒng)習(xí)俗隨著時(shí)代的發(fā)展而產(chǎn)生的變化，還涉及了其他中外傳統(tǒng)節(jié)日的慶?；顒?dòng)以及春節(jié)的國(guó)際化等話(huà)題，幫助學(xué)生了解中外節(jié)日的意義和內(nèi)涵，引導(dǎo)學(xué)生初步思考傳統(tǒng)節(jié)日的演變與傳播，增強(qiáng)國(guó)家認(rèn)同感和文化傳播意識(shí)。單元目標(biāo)學(xué)生能夠圍繞本單元的主題語(yǔ)境內(nèi)容，基于單元提供的多模態(tài)語(yǔ)篇，綜合運(yùn)用各種語(yǔ)言技能，讀懂語(yǔ)篇內(nèi)容；聽(tīng)懂并談?wù)撆c節(jié)日有關(guān)的話(huà)題，深入理解不同國(guó)家的忌日文化，使用新學(xué)語(yǔ)言

2、談?wù)摴?jié)日的慶祝方式，恰當(dāng)使用情態(tài)動(dòng)詞表示推測(cè)，能夠書(shū)面表達(dá)自己對(duì)某種節(jié)日現(xiàn)象的觀(guān)點(diǎn)，深化對(duì)單元主題意義的理解與挖掘；能夠運(yùn)用單元所學(xué)知識(shí)辨析不同節(jié)日的意義和內(nèi)涵，通過(guò)了解中國(guó)傳統(tǒng)節(jié)日走向世界的事實(shí)，增強(qiáng)國(guó)家認(rèn)同感，主動(dòng)弘揚(yáng)和傳播中華優(yōu)秀文化，增強(qiáng)社會(huì)責(zé)任感；通過(guò)運(yùn)用各種學(xué)習(xí)策略，在自主、合作與探究式學(xué)習(xí)的過(guò)程中，結(jié)合單元所提供的反思性和評(píng)價(jià)性問(wèn)題不斷監(jiān)控、評(píng)價(jià)、反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和進(jìn)程，提高自己理解和表達(dá)的能力，最終促進(jìn)自身語(yǔ)言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力的綜合提升。Starting out板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)35-40分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Vocabulary

3、 + Viewing + Speaking主題語(yǔ)境人與社會(huì)中外節(jié)日內(nèi)容分析兩部分內(nèi)容均為多模態(tài)語(yǔ)篇?；顒?dòng)1以視頻和圖片的形式呈現(xiàn)中外節(jié)日。活動(dòng)2通過(guò)圖片介紹中外節(jié)日。教學(xué)目標(biāo)了解與季節(jié)有關(guān)的節(jié)日。了解不同類(lèi)型的節(jié)日，了解不同的節(jié)日文化；了解人們慶祝節(jié)日的不同原因；學(xué)習(xí)與節(jié)日話(huà)題相關(guān)的詞匯，如decoration, fancy dress等。教學(xué)重點(diǎn)用英文介紹中外節(jié)日；學(xué)習(xí)和節(jié)日主題相關(guān)的詞匯。教學(xué)難點(diǎn)引導(dǎo)學(xué)生談?wù)劯鞣N節(jié)日的慶祝原因和慶祝方式；引導(dǎo)學(xué)生用包容和理解的態(tài)度看待世界各地不同的節(jié)日文化。教學(xué)策略視聽(tīng)策略、聽(tīng)說(shuō)法Teaching contentsProceduresPurposes Te

4、achers activityStudents activityActivity 1Watch a video clip to catch a glimpse of seasonal festivals.Show the key information from the video. Take notes Listen and answer the given questions.Practice listening and learn about seasonal festivals.Activity 2Brain -stormObserve the pictures, think abou

5、t the festivals and the reasons to celebrate them.Enlarge vocabulary and learn about different festival culture.教學(xué)反思詞匯教學(xué)部分因?yàn)榫W(wǎng)課缺乏互動(dòng)，設(shè)計(jì)略顯枯燥，可設(shè)計(jì)更加新穎一些, 增強(qiáng)互動(dòng)性；播放視頻的時(shí)候，應(yīng)該鼓勵(lì)學(xué)生養(yǎng)成聽(tīng)、記筆記的習(xí)慣；在課堂設(shè)計(jì)方面需要更多關(guān)注個(gè)體，增強(qiáng)趣味性，吸引學(xué)生。Book 2 Unit 2 Lets celebrate! 教案設(shè)計(jì)Understanding ideas板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)35-40分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Read

6、ing comprehension主題語(yǔ)境人與社會(huì)中外節(jié)日內(nèi)容分析兩部分內(nèi)容均為多模態(tài)語(yǔ)篇。活動(dòng)1以視頻和圖片的形式呈現(xiàn)中外節(jié)日?；顒?dòng)2通過(guò)圖片介紹中外節(jié)日。教學(xué)目標(biāo)帶領(lǐng)學(xué)生通過(guò)回答閱讀理解的問(wèn)題，深入理解文章的內(nèi)容；引導(dǎo)學(xué)生再次梳理文章信息，準(zhǔn)確理解和闡釋標(biāo)題的含義；引導(dǎo)學(xué)生了解書(shū)評(píng)類(lèi)文章的特點(diǎn)，獲取文中介紹作品的關(guān)鍵信息；引導(dǎo)學(xué)生通過(guò)了解圣誕老人的來(lái)信一書(shū)所贊頌的給予和奉獻(xiàn)精神，加深對(duì)節(jié)日意義的理解。教學(xué)重點(diǎn)全面理解文章內(nèi)容；學(xué)習(xí)書(shū)評(píng)類(lèi)文章的特點(diǎn)；教學(xué)難點(diǎn)引導(dǎo)深入理解給予和奉獻(xiàn)精神，深刻理解節(jié)日的意義教學(xué)策略問(wèn)答Teaching contentsProceduresPurposes Tea

7、chers activityStudents activityActivity 1Introduce Christmas and the author of the book Letters from Father ChristmasListen and take notes.Learn about the background information of the reading passage.Activity 2Put forward the comprehension questions one by one and analyse the passage.Read the passa

8、ge and find the necessary information in the passage.Have a better understanding of the passage.教學(xué)反思閱讀理解文章的教學(xué)形式比較單一，限于網(wǎng)絡(luò)錄播課的條件。在引導(dǎo)學(xué)生理解文章過(guò)程中，有部分詞匯理解，沒(méi)有充分展開(kāi)。Book 2 Unit 2 Lets celebrate教案設(shè)計(jì)Using Language板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)40分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Grammar主題語(yǔ)境人與社會(huì)中外節(jié)日內(nèi)容分析語(yǔ)法部分通過(guò)提供化妝舞會(huì)和“黑色星期五”兩個(gè)語(yǔ)境的相關(guān)練習(xí)，引導(dǎo)學(xué)生恰當(dāng)使用情態(tài)動(dòng)詞。

9、通過(guò)真實(shí)語(yǔ)境下技能的綜合訓(xùn)練，學(xué)生能夠加深對(duì)單元主題的理解，提高綜合語(yǔ)言運(yùn)用能力。教學(xué)目標(biāo)引導(dǎo)學(xué)生了解情態(tài)動(dòng)詞表示推測(cè)的基本用法，增強(qiáng)使用情態(tài)動(dòng)詞的意識(shí)，學(xué)會(huì)在真實(shí)語(yǔ)境中正確運(yùn)用情態(tài)動(dòng)詞。帶領(lǐng)學(xué)生初步了解“黑色星期五”這一節(jié)日，拓展知識(shí)的廣度。教學(xué)重點(diǎn)引導(dǎo)學(xué)生掌握情態(tài)動(dòng)詞表推測(cè)的用法。引導(dǎo)學(xué)生在真實(shí)語(yǔ)境中提升對(duì)情態(tài)動(dòng)詞的理解。教學(xué)難點(diǎn)引導(dǎo)學(xué)生對(duì)易混淆的情態(tài)動(dòng)詞用法進(jìn)行區(qū)分。引導(dǎo)學(xué)生在真實(shí)情景中選擇合適的情態(tài)動(dòng)詞。教學(xué)策略P-W-P模式、交際教學(xué)法、任務(wù)型教學(xué)法Teaching contentsProceduresPurposes Teachers activityStudents activi

10、tyActivity 11. T reviews what have been taught in the last unit with Ss.2. Display five sentences from the reading passage.2. T asks Ss to find out the modals.Ss observe the sentences and find out the modals. Arouse Sss interest.Activity 21. T asks Ss to think about function of the modals2. T plays

11、a video clip.Ss watch the video clip with the question in mind. Cultivate thinking ability.Activity 31.T summarizes the usages mentioned in the video clip.Ss match the meanings to the modal verbs.Get to know modal verbs basic meanings.Activity 41. T explains the usages of be able to.2. T asks Ss to

12、think about the difference between be able to and can/could.3. T summarizes the differences and asks Ss to complete the passage. Ss observe the usages of modal verbs in authentic sentences.1. Cultivate thinking ability.2. Learn usages of modal verbs through contexts.Activity 5T asks Ss to rewrite th

13、e underlined sentences in the conversation.Ss rewrite the sentences.Learn usages of modal verbs through contexts. Activity 6T asks Ss to describe the picture using modal verbs. Ss describe the picture using modal verbs Enhance Sss language ability.Activity 71. T asks Ss to finish a video test.2. T a

14、sks Ss to do multiple choices.Ss finish the exercises.Deepen the understanding of what students have learned. 教學(xué)反思在課堂設(shè)計(jì)方面需要更多關(guān)注個(gè)體，增強(qiáng)趣味性，吸引學(xué)生。輸出部分因?yàn)榫W(wǎng)課缺乏互動(dòng)，設(shè)計(jì)略顯枯燥，可設(shè)計(jì)更加新穎一些, 增強(qiáng)互動(dòng)性。 Teaching Planlistening and speakingObjectives: By the end of the lesson, the students will listen to and understand the m

15、ain idea and details of a dialogue of a festival invitation grasp the useful expression and sentence patterns to extend and accept an invitation and introduce the Lantern Festival and the Double Ninth Festival make a spoken invitation using modals and other expressions and sentence patterns learnt w

16、atch and understand the main idea and details of a video introducing the Double Ninth FestivalKey points and / or difficult points understanding the main idea and details of the dialogue and the video make a spoken invitation using modals and other expressions and sentence patterns learntMethodology

17、 & Strategies Communicative approach to teaching and learning, activity-based teaching and learningAids and / or Materials PPT slides, a dialogue clip and a video clipDiscourse Analysis 主題語(yǔ)境(Theme)：Human and society Chinese and foreign cultural customs and traditional festival 語(yǔ)篇類(lèi)型(Genre)： video - e

18、xposition, recording - dialogue, and spoken invitation 文本分析(Discourse analysis)：The recording material is a dialogue of extending and accepting an invitation for Thanksgiving, which shows students an informal spoken way to give and answer a festival invitation. Students can not only learn the useful

19、 expressions and sentence patterns for doing so, grasp the key information to pay attention to of a verbal invitation, but also approach the important western festival, Thanksgiving by getting to know some of its customs.The video clip is an exposition introducing the time reasons and ways to celebr

20、ate the Double Ninth Festival and also the traditional and current customs of the festival, in which detailed explanation and examples are given to fully display the picture of the special festival.Analysis of Students Since this is an online class resource open to all of the students in Shenzhen an

21、d even all over China, the content and difficulty of this class apply to average students of all ranges in Senior One.Since this is an online class for individual learning at home, students may not have peers or teachers to perform interactive activities. Therefore, the learning activities are mainl

22、y one-way individual ones.In the previous classes, students have accumulated certain vocabulary and sentence patterns about some Chinese and western festivals and have background knowledge of them, but they may lack the experience of extending or accepting a spoken festival invitation using their la

23、nguage and cultural knowledge. They may still lack some language support of the relevant details of traditional Chinese festivals.Homework 1. Students need to review the way to extend and accept a spoken invitation.2. Students need to search for information and make up a conversation to extend and a

24、ccept an invitation of Halloween.Procedures教學(xué)環(huán)節(jié)Steps活動(dòng)形式與步驟Activities活動(dòng)意圖Activity goals活動(dòng)層次Activity LevelLead-inT asks Ss 2 questions about written and spoken invitations and the time to arrive when visiting a friend. Then Ss find out the answers in the note on Page 19. T leads Ss to dig deeper into

25、 the culture knowledge and relate to themselves.To arouse Ss interest to find out the answer in the note.To help Ss acquire cultural and custom knowledge.To inspire Ss to think behind the customs.Perceiving and noticingAcquiring and sortingListening1.Ss read the task of Activity 6 and listen to the

26、recording to find out the answer.2.Ss read the task of Activity 7 and listen again and fill in the blanks.3.T asks Ss three questions and Ss try to answer them with their memory.4.T shows the culture knowledge of the Thanksgiving Parade.To train Ss ability of listening for main idea and details.To h

27、elp Ss understand the key information to pay attention to in a spoken invitation.To train Ss listening and remembering skills by asking them questions without mentioning the questions before listening.To acquaint Ss with the western culture knowledge.Perceiving and noticingAcquiring and sortingRetel

28、lingSs retell the story with the help of the notes.To train Ss oral ability of retelling.Application and practicePre- speaking1.T help Ss to sort out the sentence patterns of extending and accepting an invitation used in the dialogue.2.T inspires Ss to use the modals learnt before to make up sentenc

29、es that could be used in a spoken invitation.3.T helps Ss to accumulate useful information and expressions to introduce the Lantern Festival and the Double Ninth Festival in English.To help Ss get language and content preparation for giving a spoken invitation.To activate Ss cultural and custom back

30、ground knowledge.To help Ss accumulate expressions for the topic.Acquiring and sortingSummarizing and integratingSpeakingSs give a spoken invitation of the Lantern Festival and the Double Ninth Festival to their foreign teacher Jackie.To train Ss ability of speaking.To consolidate the language knowl

31、edge they have learnt.Application and practicePost- speaking (watching and listening)1.T plays a video introducing the Double Ninth Festival and asks Ss six questions based on the details.2.T summarizes the useful expressions used in the video.To train Ss ability of listening to details (a challengi

32、ng task).To enrich Ss cultural knowledge.To enlarge Ss vocabulary of the topic.Perceiving and noticingAcquiring and sortingApplication and practiceTeaching Plan_ReadingObjectives: By the end of the lesson, the students will Learn about Chinese Spring Festival traditions. Distinguish a fact from an o

33、pinion in the passage. Learn about the structure of the passage. Apply the opinion-and-fact structure to be persuasive in topics of Spring Festival traditions.Key points and / or difficult points To distinguish a fact and an opinion in the passage. To apply the opinion-and-fact structure to be persu

34、asive in topics of Spring Festival traditions.Methodology & Strategies P-W-P model (Pre-reading While-reading After-reading)Aids and / or Materials Computer, Video, PPT slideDiscourse Analysis Theme：Human and SocietyDifferent Ethnic Cultural Customs and Traditional FestivalsGenre：Letter & Argumentat

35、ive essay Discourse analysis：The section presents two letters to readers of the newspaper column, showing two different views on where to eat New Years Eve from two people of different ages and occupations.The first reader believes that eating out for New Years Eve provides convenience and allows pe

36、ople to spend more time with their families. The second reader thought that the process of preparing a familys New Years Eve dinner together was the most precious memory.Analysis of StudentsStudents have learnt the first book and have mastered certain vocabulary about the Spring Festival but more vo

37、cabulary about traditions need to be learnt.Students have learnt some strategies of skimming and scanning but they still need more practice.Students have learnt some background information about the Spring Festival but they still need to know more about different opinions towards the Spring Festival

38、 traditions and the reasons.ProceduresStepsObjectivesActivitiesActivity goalsActivity Level學(xué)習(xí)效果評(píng)價(jià)AssessmentActivity 1To learn about Chinese Spring Festival traditions.1.Teacher asks students to watch the video.2.Teacher talks about Chinese Spring Festival traditions.To lead students into the topic o

39、f Chinese Spring Festival traditions.感知與注意Remember1. Students watch the video and answer the questions.2. Students learn about words and expressions about Chinese Spring Festival traditions.Activity 2 To learn about Chinese Spring Festival traditions.1. Teacher asks students to look at the title of

40、the passage and predict the content of the passage.2. Teacher asks students to think about their ideas.1. To help students to predict the content and raise their interest towards the passage.2. To cultivate students ability of independent thinking.批判與評(píng)價(jià)Evaluate1. Students look at the title of the pa

41、ssage and predict the content of the passage.2. Students talk about their ideas about eating out in Spring Festival.Activity 3To distinguish a fact and an opinion in the passage.Teacher asks students to read the passage quickly and find out each persons point of view.To help students adopt skimming

42、to grasp the main idea and opinions of the person.獲取與梳理UnderstandStudents read the passage quickly and find out each persons point of view.Activity 4To distinguish a fact and an opinion in the passage.1. Teacher asks students to read the sentences from the passage and decide if they are facts (F) or

43、 opinions (O).2. Teacher tells students about the answers.To help students to distinguish opinions and facts of the passage.獲取與梳理Understand1. Students read the sentences from the passage and decide if they are facts (F) or opinions (O).2. Teacher tells students about the answers.Activity 5To learn a

44、bout the structure of the passage and learn about some language points in the passage.1. Teacher asks students to read the passage carefully and try to fill in the mind map.2. Teacher help students to appreciate and analyse the structure of the passage.3. Teacher appreciates and analyses language po

45、ints in the passage. 1. To help students learn to scan for details.2. To help students to learn about the opinion-and-fact structure of the passage.3. To help students to learn about language points in the passage.獲取與梳理Understand1. Students read the passage carefully and try to fill in the mind map.

46、2. Students learn about the structure of the passage.3. Students learn about language points in the passage.Activity 6To learn about the structure of the passage.Teacher asks students to think about the questions.(1) What causes the difference of the ideas?(2) Which of the two opinions do you agree

47、with?2. Teacher talk about the answer of the questions.1. To help students think deep into the reason of the different ideas.2. To cultivate students independent thinking and critical thinking.分析與判斷Analyse1. Students read the passage and think about the questions.2. Students express their ideas and

48、check answers.Activity 7To apply the opinion-and-fact structure to be persuasive in topics of Spring Festival traditions.1. Teacher asks students to choose a topic and try to organize the idea to be persuasive! 2.Teacher shares her idea for reference.1. To help students apply the opinion and fact id

49、ea to be persuasive.2. To cultivate students independent thinking and critical thinking.內(nèi)化與運(yùn)用ApplyStudents choose a topic and try to organize the idea to be persuasive by adopting the opinion and fact structure.2. Students share ideas.Summary& Language Points ReviewTo review the knowledge.1. Teacher

50、 summarizes the class.2. Teacher reviews the language points.1. To encourage students to understand the value of Spring Festival Traditions. 2.To help students learn about the language points.描述與闡釋RememberStudents learn about the importance of traditions.2. Students review the language points.Homewo

51、rkTo understand and express the importance of the Spring Festival family dinner.Finish the exercise 4 in page 22, giving ideas on the importance of the Spring Festival family dinner.To understand and express the importance of the Spring Festival family dinner.推理與論證Evaluate1. Students revie the impor

52、tance of Spring Festival family dinner.2. Students express the importance of the Spring Festival family dinner.Teaching PlanwritingObjectives: By the end of the lesson, the students will Use related vocabulary to write about personal views and feelings on a certain cultural phenomenon. Enhance a sen

53、se of national identity, and learn to spread Chinese culture. Analyze the reasons behind a certain cultural phenomenon. Learn to evaluate, edit and improve their writing.Key points and/or difficult points Analyze the reasons behind a certain cultural phenomenon. Write personal views and feelings on

54、certain cultural phenomenon.Methodology & Strategies Activity-based approachAids and/or Materials Multimedia & PPT slidesDiscourse AnalysisThematic context: human and societyDifferent Ethnic Cultural Customs and Traditional FestivalsGenre: LetterDiscourse analysis: The theme of this section is Writi

55、ng a letter to express ideas about the global celebration of the Spring Festival. This section provides an editorial first. In the editorial, it introduces the phenomenon of the Chinese Spring Festival going global. The first paragraph introduces that many foreigners are celebrating the Spring Festi

56、val, and the second paragraph introduces how foreigners celebrate it. The third paragraph asks students to make their own comments on this phenomenon. By completing the prescribed tasks, students can learn about this trend and strengthen cultural self-confidence. In the editorial, the author used th

57、e present continuous tense to express the continuation of the action, and the present perfect tense to express the impact of the festival. The clear text structure and concise language can provide a good model for writing.Analysis of StudentsThis section is in the second unit of compulsory Module 2

58、in Senior High School and the students are from Grade 1. After the previous study, students have acquired some background knowledge and vocabulary related to festival and culture. Most of the students can explore the content independently, cooperate and communicate with others with the encouragement

59、 of teachers. Their logical thinking and critical thinking have developed on the basis of early learning, however they still need some guidance on the analysis of reasons behind certain cultural phenomenon. Whats more, they still lack the professional knowledge related to commenting on some phenomen

60、a and may be unable to express themselves coherently and logically in writings.Procedures教學(xué)環(huán)節(jié)Steps教學(xué)目標(biāo)Objectives活動(dòng)形式與步驟Activities活動(dòng)意圖Activity goals活動(dòng)層次Activity Level學(xué)習(xí)效果評(píng)價(jià)AssessmentShow students the Learning ObjectivesTo let students know what to learn from this class.Students could know what to lea