资源简介

Unit 3 Festivals and customs
Integrated skills 第一课时 教案
教材分析：
本课时主要操练学生的综合语言能力。该部分教材内容介绍了中国传统节日的现状，设计阅读练习，操练学生的阅读理解能力。教学中注重语言的运用，采用任务型教学法，自主学习与合作学习相结合的学习法，扩大课堂的语言输入量及学生的语言输出量。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，创设情境，引导学生完成相关任务，在活动中达成教学目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，学会关于中国传统节日的一系列表达方式，如traditional festivals, celebrate, generations, values, previous等。
思维品质上，通过了解中国传统节日现状，辩证思考中国传统节日的重要性以及保护中国传统节日的对策。
文化意识上，学生思考在西方文化冲击下，如何保持文化自信。
学习能力上，学生通过阅读文章，查找细节性信息和主旨大意性信息，学会梳理文章框架，构建思维导图。
教学重点：
对阅读能力的训练，在阅读文篇中查找、定位的能力。
教学难点：
学生学会梳理文章的逻辑结构，建立思维导图帮助加深对文章的理解。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step-1 Lead-in: Ss are asked to what traditional Chinese festivals do them know: Then, Ss are asked to speak the name of the festivals after the pictures appearing. After that, T asks: what do you think of these Chinese festivals for rousing their interests and lead in the study task. Lastly, Ss needs to think about whether we should promote Chinese festivals, what external factors affect Chinese festivals 通过节日相关的图片，激发学生的兴趣；调动学生的已知知识。锻炼学生辩证思考的能力。 5’ IW/CW
Step 2 Reading: Firstly, T need to explain what website article is and its functions. Then T highlights the list of reason, and tell Ss what the important contents we need to read carefully. After completing the questions, T shows the pictures of the article paragraph by paragraph, and highlights the main sentences and its function in the structure of article. 通过让学生对文章进行略读，让学生对文章每段的基本内容有所了解，复习找主旨句的技能。讲解过程中，分析每个段落的句子功能，提高学生语言能力和思维能力。 10' CW/IW
Step 3 Discussion: T shows a question: Which reason do you support most strongly Please explain with your own experience. Ss needs to state their own opinions and use the structure of reading. Next, T picks some students to answer the question. 通过阅读，学生思考应该保护传统节日的原因，引导学生从多角度进行思考。复习语言框架，综合练习语言表达。 10’ CW/IW
Step 4 Exploring the sentences T analyses several main sentences from the passage, which include vocabulary, phrases, grammar, etc. 讲述关键句型和语言结构，提高学生学习和语言能力。 5’ CW
Step 5 Listening: First, T uses a question to lead into the listening task for predicting the listening contents. Then read the questions, T and Ss mark the key words for locating answers. After listening, T analyses the recording sentence by sentence. 学生有了读的基础之后，通过听力扩展，增进对传统节日的理解，锻炼从听力中提炼信息的能力。 10’
Step 6 Listening: In this step, Ss need to listen to the report again and complete the table. T can circle key words and predict to help Ss finish the task. T needs to remind Ss check the number and spelling each blank. 对听力训练进行更深入的联系，提高学生的结构意识。 10’ IW/GW/CW
Step 7 Discussion: Combining listening and reading materials, Ss could think about other ways to promote Chinese festivals. Ss need to use different perspectives to consider what we should do from different roles. 结合已知和新知，综合辩证思考不同角色对于保护环境能做到的贡献。提高文化认同。 15’ GW
Step 8 Strategy: T provides a mind map for Ss and asks Ss to fill in the mind map. In the process, T can train Ss the ability to summarize information. After filling in the mind map, T can lead Ss to use the mind map to make the passage more logical. 借助思维导图，训练学生的逻辑思考与归纳能力。 5’ IW/CW
Step 9 Homework: Ss are asked to find a passage about festivals online and draw a mind map to better understand the passage. 让学生寻找感兴趣的文章，并操练制作思维导图的能力。 2’ IW/CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本课时学习，学生能否掌握传统节日的一系列表达方式；
通过本课时学习，学生能否掌握借助思维导图和框架帮助学生理解文章的能力。

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