ODULE 2 Spring Festival
一、教材分析
1、主題
Spring Festival
2、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(dá)方式，同時(shí)加強(qiáng)學(xué)生對(duì)中外節(jié)日的理解與認(rèn)識(shí)。通過使用現(xiàn)在進(jìn)行時(shí)，對(duì)該話題展開聽、說、讀、寫的語言實(shí)踐活動(dòng)。使學(xué)生加深能夠談?wù)摶驅(qū)懗鰧?duì)該節(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)。中教師應(yīng)隨時(shí)隨地以本為出發(fā)點(diǎn)，靈活利用各種素材組織過程和內(nèi)容。
3、任務(wù)：
介紹春節(jié)或其他中外重要節(jié)日。
4、教學(xué)重點(diǎn)和難點(diǎn)
重點(diǎn)：掌握描述節(jié)假日的基本詞匯；
讀懂含有現(xiàn)在進(jìn)行時(shí)的句子；
掌握現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)和用法。
難點(diǎn)：現(xiàn)在進(jìn)行時(shí)和一般現(xiàn)在時(shí)的結(jié)構(gòu)和用法的比較。
5、時(shí)安排
根據(jù)學(xué)生學(xué)習(xí)英語的特點(diǎn)和規(guī)律，我們把本模塊劃分為4時(shí)：
Period 1: Vocabulary, Listening and Pronunciation
Period 2: Reading and Vocabulary
Period 3: Speaking, Writing, Around the world & odule Task
Period 4: Language in use
注：教學(xué)時(shí)應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實(shí)際水平、接受程度及堂出現(xiàn)的臨時(shí)狀況進(jìn)行運(yùn)用、調(diào)整及篩選。
二、教學(xué)目標(biāo)
1、語言知識(shí)：
語音/ l；動(dòng)詞ing形式的發(fā)音
詞匯Festival, ready, cook, meal, learn, dragon, lantern, sweep, floor, happen, help, tradition, bad, luck, paint, mean, decorate, decoration, everyone, haircut, give, dumpling, sweet, pudding, fireworks, few, want, week, round, bring, colour, something, cut, Christmas, long
詞組Spring Festival, get ready for, dragon dance, Lantern Festival, sweep away, at work, paper cut, New Year, New Year’s Eve, sweet pudding, a few, all the year round.
語法現(xiàn)在進(jìn)行時(shí)的問與答；一般現(xiàn)在時(shí)。
功能節(jié)日的表達(dá)與詢問；描述準(zhǔn)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(zhǔn)備的句子；能聽辯動(dòng)詞詞組。
說能就正在做或正在發(fā)生的事情進(jìn)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，并且能將段落與圖片，段落與問題搭配。
寫學(xué)會(huì)寫要點(diǎn)，句子以及段落；用and連接句子。
演示與表達(dá)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)假日，樂于參加相關(guān)英語實(shí)踐活動(dòng)，提高對(duì)英語的學(xué)習(xí)興趣，培養(yǎng)對(duì)異國化，生活習(xí)俗的興趣，提高對(duì)本國化的認(rèn)識(shí)。參加各種英語活動(dòng)，克服困難，在新環(huán)境中進(jìn)一步樹立準(zhǔn)確的語言學(xué)習(xí)觀。
4、化意識(shí)：
中外對(duì)比了解英語國家重要節(jié)假日及其主要慶祝方式，鼓勵(lì)學(xué)生了解世界，加強(qiáng)交流。
三、教法和學(xué)法
1、教學(xué)方法
基于程改革的理念及“第二語言習(xí)得論”，培養(yǎng)實(shí)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(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展和諧愉悅的堂活動(dòng)，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計(jì)“P—T—P”自主學(xué)習(xí)立體模式：pre-task…task-cycle…post-task。
2、教材處理
核心任務(wù)：能夠運(yùn)用所學(xué)句型結(jié)構(gòu)描述人物和地點(diǎn)及活動(dòng)。三個(gè)環(huán)節(jié)如下：
pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識(shí)，。
task ?cycle：通過整個(gè)模塊的聽說讀寫的訓(xùn)練，強(qiáng)化“描述人物和活動(dòng)。”的表達(dá)能力，為完
成任務(wù)做好鋪墊
post-task：達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況
3、學(xué)習(xí)策略
學(xué)會(huì)自主學(xué)習(xí)，形成有效交際、信息處理、英語思維的能力。
認(rèn)知聯(lián)系，歸納，推測等技能。觀察并歸納動(dòng)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(duì)自己在敘述及作中的錯(cuò)誤進(jìn)行修改
交際學(xué)習(xí)運(yùn)用恰當(dāng)詞語簡單描述節(jié)日。
資通過其他資獲取更多有關(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(bǔ)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(jì)
odule 2 Spring Festival
Period 1 Vocabulary, Listening and Pronunciation
1、Teaching Content: Vocabulary, Listening and Pronunciation
2、Teaching Aims and Demands:
1) Language nowledge
ey words and phrases: Spring Festival, ready, cook, meal, dragon, floor, happen, help, get ready for, dragon dance, lantern, festival, sweep away, at work
ey structure: be +v.-ing
What is he doing?
Is he working? Yes, he is. No, he isn’t.
2) Listening skill: To understand conversations about the Spring Festival.
3) Affection and attitudes: We should be interested in the festivals in the world.
3、Learning strategies:
Bottom-up approach and listening to the tape and do some exercises.
4、Teaching Aids: ulti-edia (Tape recorder, video, handout,etc)
5、Teaching Procedures:
Activity 1: Revision
Task: Recall what we have learned in last lesson.
Step 1
Label the pictures with the words.
(1). Read through the words in the box and have the Ss. Repeat them after you.
(2). Ask them to label them in the pictures on the screen.
(3). ake some sentences with the words. Ask students to speak out as many as they can.
Step 2
Talk about the pictures that the teacher brings into the classroom.
She is standing./walking/ buying/talking …
I am not walking to school no
You are not walking to school no
He is not walking to school no
Are you walking to school now?
Is he walking to school now?
Activity 2: Lead in
Task 1: Brainstorm of the words “festival”.
Step 1
Draw a Festival tree.
Festival
?
Chinese Festivals Western Festivals
? ?
Step 2
Talk about the festivals.
Do you like festivals?
Why?
What kind of festivals do you like, Chinese or western?
What do people do on festivals?
What festivals do you like best? Etc.
Task 2: match the words with the pictures in activity 1 on page 8.
Step 1
Ask: What is the biggest festival in China?
What do you think people usually do to get ready for the Spring Festival?
Read through the words in activity 1 on page 8 and have the Ss. repeat them after you chorally and individually.
Step 2
Ask the students to do activity 1 on page 8. Play the recording and ask the Ss. to listen
Step 3
Play the recording again and have them check the words individually.
Check their answers with a partner.
Step 4
Call back the answers in a whole- class setting
Step 5
Talk about the pictures
Activity 3: Listening
Task 1:. To understand conversations about getting ready for the Spring Festival.
Step 1
Give the Ss 2 questions:
What are Lingling and her mother doing ?
Where is Lingling’s father?
ake sure the Ss understand the 2 questions:
Step 2
Play the recording and have them listen .
Step 3
Play the recording again and have them write the answers individually.
Step 4
Play the recording and have them check their answers with a partner
Step 5
Call back the answers from the whole class.
Task 2: activity 3 on page 9.
Step 1
Choose the best answers in Activity 3.
Step 2
Call back the answer in a whole- class setting.
Task 3: Listen and read:
Step 1
Play the recording and ask the Ss. to listen and read the conversation.
Step 2
Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.
Step 3
Put the Ss. into groups of 3 to practise the dialogue.
Step 4
They should repeat it several times, changing the roles each time.
Task 4: activity 4 on page 9
Step 1
Explain by saying “This activity is designed to check if you have grasped the main structure.
Explain that the students have to answer the questions in full sentences.
Step 2
Put the Ss. into groups to ask and answer the questions.
Step 3
Call back the answer in a whole- class setting.
Step 4
Ask different students to practice them in front of the class.
Activity 4: Pronunciation
Task: Grasp 3 phonemes / l
Step 1
Play the recording and ask the Ss. to listen and read the phonemes/ l.
Step 2
Play the recording again and ask the Ss. to repeat chorally and individually.
Step 3
Put the Ss. in pairs to practice them.
Activity 5: A test
Listen to the tape and translate some of the sentences into Chinese.
Activity 6: Homework
Recite the short passage as fluently as possible.
Period 2 Reading and Vocabulary
1、Teaching Content: Reading and Vocabulary
2、Teaching Aims and Demands:
1) Language knowledge:
Neords: tradition, bad, luck, paint, mean, decorate, decoration, everyone, haircut, dumpling, fireworks, few, week, round, bring
ey phrases: paper cut, New Year, New Year’s Eve, sweet pudding, a few, all the year round.
2) Reading skill: To understand the text. (重點(diǎn))
3) Affection and attitudes: We should be interested in festivals in the world.
3、Learning strategies: Communicative approach.
4、Teaching Aids: ulti-edia (Tape recorder, video, handout)
5、Teaching Procedures:
Activity 1: Revision
Help students to revise what is learnt in Period one of this module.
Show them some pictures about the neords in last period. Have the Ss. spell them chorally and individually.
Revise be + v.-ing of the present continuous tense
I am not walking to school no You are not walking to school no He is not walking to school no
Are you walking to school now? I s he walking to school now?
Activity 2: Preparation
Task1: Learn the neords.
Directions: Label the pictures with the words.
(1). Read through the words in the box and have the Ss. Repeat them after you.
(2). Ask them to label them in the pictures on the screen.
(3). ake some sentences with the words. Ask students to speak out as many as they can.
Task 2: Talk about the pictures
Directions: Let the Ss. ask and answer .eg.
-What’s the colour of the doors and windows in the room?
- Red.
- Why do people paint them red?
- The colour means good luck….
Activity 3: Scanning and Skimming
Task 1: Read the passage and match the photos and the paragraphs.
Step 1
The teacher let the Ss read the passage and match the photos and the paragraphs.
Step 2
Ss can share their answers with a partner.
Step 3
Call back the answers from the whole class, having individuals read out the answers
Task 2: Read the passage and match the questions and the paragraphs.
Step 1
Ss read the passage and match the questions and the paragraphs in activity 3 on page 10 individually and check with a partner.
Step 2
Call back the answers from the whole class, having individuals read out the answers
Activity 4: Dealing with expressions:
１．We have lots of traditions. 我們有很多傳統(tǒng)。
lots of＝a lot of 許多，既可跟可數(shù)名詞，又可跟不可數(shù)名詞
There is lots of/ a lot of water in the bottle.瓶子里有很多水。
many 許多,可跟可數(shù)名詞; much許多,可跟不可數(shù)名詞
There are many books on the desk.
There is much water in the bottle.瓶子里有很多水
2 We paint the doors and windows red.我們把門和窗子漆成紅色的。
colour/ paint sth. + red 把…涂上…顏色
We colour it black.我們把它漆上黑色。
3．We usually decorate the doors and windows with paper cuts.我們一般用剪紙裝飾門和窗。
decorate… with… 用…裝修 ，裝飾
We usually decorate the room with flowers. 我們一般用 花裝飾房間。
decoration n. 裝飾
I need some Christmas decorations 我需要一些圣誕節(jié)裝飾。
He is good at cake decoration.他擅長蛋糕裝飾。
4. The New Year Festival finishes at the Lantern Festival after 2 weeks.
新年在2周之后元霄節(jié)之時(shí)結(jié)束。
the New Year Festival 指整個(gè)過年期間。
They are round and so they bring us good lick all the year round.
all the year round: during the whole year 一年四季；一年到頭
They work hard all the year round.他們一年到頭工作都很努力。
Trade is good all the year round but it is a little less busy in the winter.貿(mào)易一年到頭都很好，只有冬天不是很忙。
Activity 5: Language use
Step1
activity 4 on page 11.
Step 2
Exercise 1on page 92.in the WB.
Direction: Ss do it by themselves. Let’s see who can finish it as soon as possible.
Step 3
(Give the students some time to recall what they’ve learned in this class)
First think by themselves. Then discuss in pairs and finally share their answers with the class.
Activity 6: Homework: Exercise 3 on page 92.in the WB.
Activity 7: A test:
Write a short passage describing what you usually do for the Spring Festival.
Period 3: Speaking, Writing, Around the world & odule Task
1、Teaching Content: Speaking and Writing & Around the world &odule Task
2、Teaching Aims and Demands:
1) Speaking skill: To be able to say what people are doing.
Improve the students’ speaking ability. (重點(diǎn))
2) Writing skill: Write sentences and paragraphs saying what people are doing or aren’t doing. Improve the students’ writing ability (難點(diǎn)).
3) To summarize and consolidate the language covered in this module.
4) Affection and attitudes: We should be interested in festivals in the world.
3、Learning strategies
Top-down and Interactive approach and do some exercises.
4、Teaching Aids: ulti-edia (Tape recorder , video, OHP, handout)
5、Teaching Procedures:
Activity 1: Revision
Task: Help students to revise what is learnt in last module.
Step 1
Revise the words and phrases.
Step 2
Put the Ss. in pairs to practice the dialogue and the text..
Activity 2: Speaking
Task: Ask and answer the questions using the Present Continuous Tense.
Improve the students’ speaking ability .
Step 1
Pair the Ss. to do activity 6.
Step 2
Have the Ss. to practice and write questions using the Present Continuous Tense.
Step 3
Circulate and monitor pronunciation.
Step 4
Call back a few examples from some pairs in a whole-class setting. Pay Particular attention to the structure of be +v.-ing
Activity 3: Writing
Task 1: atch the notes with the headings.
Step 1
Run through the examples with the Ss. and make sure that they understand them.
Step 2
Ask them to do activity 5 on page 11 individually and check their answers with a friend.
Step 3
Call back the answers from the whole class, and write them on the board.
Step 4
Summarise
Task 2: Join2 notes and write one sentences with and.
Step 1
Let the Ss. read the example in activity 6.
Step 2
Ask them to do activity 6 on page 11 individually and check their answers with a friend.
Step 3
They can then exchange books for peer correction of facts and language.
Step 4
Call back the answers from the whole class.
Task 4: Write 5 paragraphs describing Christmas in Britain.
Step 1
Read the example in activity 7.Ask them to do the activity individually and check their answers with a friend.
Step 2
Call back the answers from the whole class.
Step 3
Summarise
Activity 4: Around the world
Task: Learn something about Christmas and Father Christmas
Step 1
Ask the Ss. to look at the different pictures about Christmas and Father Christmas
.Tell the Ss. some knowledge about them.
Step 2
Introduce some other festivals in western countries.
Activity 5: odule Task
Writing a postcard
Step1
Activity 5 and activity 6 on page 13 Ask the Ss. to write notes individually. Circulate and monitor their production.
Step 2
Write a letter to a pen friend .
Choose a few of the best letters of your students` work and place them in the journal.
Note: Let the Ss look at it when they have a spare moment. They may use computers if possible.
Activity 6: Recalling
Recall what we learn today.
Activity 7: A test
Do Ex.9 on page 90.and hand in immediately.
Activity 8: Homework: Do Ex.12 on page 95.
Period 4. Language in use
1、Teaching Content: Language in use
2、Teaching Aims and Demands:
ey structures: be +v.-ing (重點(diǎn))
1) To summarise and consolidate grammar focus.
2) To summarise and consolidate expressions and vocabulary.
3) Affection and attitudes: We should be interested in festivals in the world.
3、Learning strategies: Formal instruction and task-based approach and interactive practice.
4、Teaching Aids: ulti-edia (video, OHP, handout)
5、Teaching Procedures:
Activity 1: Revision
Help students to revise what is learnt in 3 periods of this module.
Activity 2: Language practice
Task 1: To summarize and consolidate the usage of the present continuous questions and short answers.
Step 1
Run through the examples with the Ss. and make sure that they are familiar with the use of
the present continuous tense
Step 2
Ask the Ss. To repeat the sentences in the box.
Step 3
Ask “Can you make other similar examples?”
Step 4
Do activity 1 and 2 on page 12. Grasp the use of the present continuous tense .
Task 2: To consolidate present simple
Step 1
Do activity 3 on page 12.
Step 2
Ask the Ss. to call out the answers from the whole class.
Step 3
Ask the Ss. to read the complete sentences.
Activity 3: Revise the words that we learned in this module:
Task: Write the words under these headings in activity 4.
Look at the example in activity 4 and ensure that the Ss. nohat to do
Call back the answers from the whole class, and make lists on the board.
Let the Ss learn to remember the words with word maps. eg.
meat fish
beef
… the Spring Festival
tomato
food vegetables potato
… fireworks lantern watch TV
Fruit banana jiaozi lucky money visiting friends and relatipns…
apple
…
computer
Activity 4: A test
Do Ex 3 on page 92n the WB. Let’s see who can finish it as soon as possible.
Activity 5: Homework:
Do the Self-assessment on Page 95 in the workbook.
Finish all the exercises in the WB.
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