资源简介

Unit1 Festivals and Celebrations ——Assess Your Progress教 学设计
教学目标
1.Students review expressions about festivals and celebrations. 2.Students review how to use present participle and past participle in writing. 3.Students search for certain expressions in some reading materials. 4.Students will use what they learn to write about a festival.
教学内容
教学重点： Search for certain expressions in different reading materials and divide them into groups. 教学难点： Learn to write a letter by making use of topic-related expressions.
教学过程
Step One Reviewing 1.Students share the mind map with other groups that they have drawn before the class and make improvements. (设计意图：通过阅读本单元教学中的4个语篇，引导学生带着问题复习，提取出与festivals and celebrations这个主题相关的表达。) 2.The teacher shares his/her mind map of expressions about festivals and celebrations. Students fill in the blanks and complete the teacher's mind map. (设计意图：引导学生复习节日的origins,activities,benefits和impression/attitude有关的 表达，不仅深入复习了本单元知识点，并为下一教学过程中的从A与B文本中提取表达提供 了学习策略的指导。) 3.The teacher asks about the difference between the past participle and the present participle Students do some practice about choosing the correct words in some sentences. (设计意图：通过复习有关节日的表达，进一步复习本单元语法—现在分词和过去分词在 写作中用作表语和定语的区别。)
Step Two Reading 1.Students search for expressions about origins and benefits in text A and B,and add them to their mind maps in 5 minutes.The teacher lists the expressions. (设计意图：通过指导学生运用skimming 阅读策略，帮助学生快速识别并获取与origins 和benefits有关的表达，培养学生的主题情景中挖掘素材的学习能力；通过组织分组式任务 型的小组阅读活动，鼓励学生小组合作学习。) 2.Students fill in the blanks with correct forms ofthe words in the box. (设计意图：通过句子的练习，进一步巩固话题词汇在主题语境中的运用。) Step Three Writing 1.Students watch a video about Chongyang Festival and answer four questions.The teacher asks students to pay attention to four questions while watching the video: (1)What is the name of the festival (2)Why do people celebrate this festival (3)What would people do to celebrate (4)What do you think of the festival (设计意图：以问题引导学生观看视频，找到庆祝重阳节的相关细节，并引导学生关心视 频核心要点，表达自己对庆祝重阳节的观点态度。) 2.Students make conclusions about what to write about when introducing the Chongyang Festival. (设计意图：通过观看视频，引导学生总结在介绍重阳节的信中的主要写作内容。) 3.The teacher gives some tips about describing different aspects offestivals. (设计意图：通过鼓励学生翻译句子，进一步内化语言表达，同时培养了节假日主题的写 作策略。) 4.Students finish a writing task in 10 minutes,exchange their writing in groups and give feedback according to the checklist.The teacher makes a comment on students'writing. (1)Does the writer give his/her reason for writing (Yes/No) (2)Does the letter include the origins,activities,benefits of the Chongyang Festival (Yes/No) (3)Does the writer show his/her attitude towards the festival (Yes/No) (4)Is the letter well-organized (Yes/No) (5)Does the writer use the present participle and past participle (Yes/No) (6)Are there any grammar,spelling,or punctuation errors (Yes/No) Step Four Homework Students improve their writing according to the given sample. Answers: Dear Jim,
Hearing that you are very interested in the Chinese traditional festivals —Chongyang Festival, I am writing to share what I have known about this festival with you. Falling on the date of September 9th each year,the Chongyang Festival,also called as the Double Ninth Festival,is celebrated all over China and observed by people around this country from the young to the old.It is celebrated for respecting the elderly.When it comes to festival, people are very excited about some exciting activities ranging from climbing the mountains to pray for luck to eat Chongyang cakes.What is more,drinking wine is also very popular among people. In my view,the festival not only raise the young people's awareness of spending more time with their families,but also promote the importance the Chinese virtue —respecting the old. Hope you can come to China and spend the Chongyang Festival with me one day! Yours, Li Hua
板书设计 (记录学生生成)
(
origins
benefits
festival
and
celebrations
activities
impression/attitude
) Writing tips: 1.Reasons for writing; 2.Origins,activities,benefits and impression; 3 . Invitation 4.v-ing and p.p.
教学反思
1.Searching for certain information in the four reading texts in unitl takes too much time before the class.To finish the mind map within limited time,students can work in groups.Some of them could be responsible for searching for expressions while others could plan for the paper design and handwriting. 2.Some students have some difficulties in locating the proper expressions when they are searching in the four reading texts.For example,students in group 3 mistakenly assume that“admiring the shining moon and en joying the delicious mooncakes”are benefits of the festivals but not the activities of festivals.Therefore,more instructive communication is required before this step,such as“Benefits means what people can get from festivals from different aspects,mentally or culturally”and“Activities are what people would do to celebrate on festivals”.

展开更多......

收起↑