高中英語(yǔ) 譯林牛津版 Book 2 Unit 3 Festivals and customs Book 2 Unit 3 Festivals and customs第六課時(shí)Integrated skills

Book2Unit3FestivalsandcustomsIntegratedskills(Ⅱ)PromotingtraditionalChinesefestivals安徽省當(dāng)涂第一中學(xué)高捷課時(shí)教學(xué)設(shè)計(jì)第一課時(shí)譯林版英語(yǔ)必修二第三單元Integratedskills(Ⅱ)PromotingtraditionalChinesefestivals1.教材分析What（本課/本文主要內(nèi)容）：Thetopicis“PromotingtraditionalChinesefestivals”whichbelongstothethematiccontext“manandsociety”.ThereadingtextinthissectionisawebsitearticleabouttheimportanceoftraditionalChinesefestivals.ThelisteningmaterialisfromaschoolradioreportaboutwhatschoolhasdonetopromotingtraditionalChinesefestivals.Afterreadingandlistening,studentsarerequiredtodiscusshowtopromotetraditionalChinesefestivals,thenwriteanarticlepromotingtraditionalChinesefestivalswiththreeparagraphs.How（文體結(jié)構(gòu)和語(yǔ)言特征）：Thewriterdividesthewebsitearticleintothreeparts,sothatthereaderscancatchthemainideafromthetopicsentencesofeachparagraphs.Besides,accordingtotheradioreport,thequestionsandblanksaredesignedtobeeasilyfinished.Basedonthereadingandlisteningmaterial,studentshavesomethingmoretodiscussingroupsandcanexpressthemselvesmorelogicalandpowerful.Why（作者意圖）：Festivalsandcustomsplayabasicroleinacountry’sculture.Therefore,byreadingawebsitearticle,studentscancomprehendthechallengesthattraditionalChinesefestivalsarefacingaswellasthereasonswhyweshouldpromotetraditionalChinesefestivals.Furthermore,studentsneedacquirewhatschoolhasdonetopromotetraditionalChinesefestivalsfromaschoolradioreport.Then,studentscontinuetodiscusswhatgovernment,schools,mediaandindividualscandotopromotetraditionalChinesefestivals.Atlast,studentsarerequiredtowriteanarticlemakingacallforaction.Theauthorhopesstudentstoexpresstheiropinionclearlyandlogicallyaswellasoffersomecreativesuggestions.Afterthisperiodoflearning,studentscanbuilduptheconfidenceofourownculture.2.學(xué)情分析ThetargetstudentswhoarefromSeniorOne,afterafewmonths’Englishlearninginseniorhighschool,havemasteracertainknowledgeofEnglishsothattheycanbrieflyexpresstheirideas.Besides,“Festivalsandcustoms”isaveryfamiliarandinterestingtopictothem,sotheyarewillingtogetinvolvedintheclassactivelytoread,listen,speakandwrite.However,writinganarticletopromotetraditionalChinesefestivalsisadifficulttasktothem,sotheyneedteacher’sguidetocompletethosetasksonebyonethroughouttheclassactivities.ConcerningEnglishability,senioronestudentshavealreadymasteredcertainwordsandexpressions,whichmeanstheycansayorwritesomethinginEnglishwiththehelpoftheteacher.However,students’criticalthinkingabilitiesarenotfullydeveloped.What’smore,theirlanguageskillsreading,listening,speakingandwritingstillneedtobeenhancedthroughpractice.Allofthesewillbeconsideredintoday’slesson.3.教學(xué)目標(biāo)Attheendofthelesson,studentswillbeableto:mastertheexpressionsaboutpromotingtraditionalChinesefestivals;identifyandcombtheinformationofaschoolradioreportaboutwhattheschoolhasdonetopromotetraditionalChinesefestivals；applykeygrammarpointslikelinkingwordstoexpresstheiropinionswithlogic.talkaboutvariouswaysofpromotionbyusingthetargetlanguage,formstructuredknowledgeaboutpromotingtraditionalChinesefestivals;writeanarticletopromotetraditionalChinesefestivals;fosterstudents’interculturalcommunicationcompetenceandcultivatetheirculturalconfidence.4.*重點(diǎn)難點(diǎn)Keyteachingpoints:TosummarizevariouswaystopromotetraditionalChinesefestivals;Teachingdifficulty:TowriteanarticletopromotetraditionalChinesefestivals.Solutions:Organizepairworkandgroupworkanddividethetasksintodifferentlevels.Theteacherguidesstudentstofinishtasksfromeasytodifficultandoffershelpatanytime.5.教學(xué)過(guò)程教學(xué)目標(biāo)教學(xué)活動(dòng)與步驟評(píng)價(jià)要點(diǎn)時(shí)間與互動(dòng)模式Step1Lead-inGreetSSandhaveaquickreviewoflastlesson.Freetalk:WhatcanwestudentsdotopromotetraditionalChinesefestivals?SSbrainstormthewaystopromotetraditionalChinesefestivals.CW3minutes設(shè)計(jì)意圖：Toactivatestudents’priorknowledgeandprepareforthislesson.目標(biāo)1Step2Pre-listeningReadingforprediction:UnderlinethekeywordsofeachquestionandpredictwhatwordsmightbewritteninB1andB2.SSpredicttheanswerbeforelistening.IW3minutes設(shè)計(jì)意圖：Tocultivatestudents’predictionskillsbeforelistening.目標(biāo)1目標(biāo)1和2Step3While-listeningListeningforperception::Listentothereportandanswerthefollowingquestions.WhendidthecourseTraditionalChineseFestivalstart?Whowasthewinneroftheposterdesigncompetition?Howmanystudentstookpartinthepoetrywritingcompetition?HowlongdidtheplayabouttheQingmingFestivallast?Listeningforcomprehension:Listentothereportagainandcompletethetable.Step4Post-listeningSpeakingforextension:WhatschoolscandotopromotetraditionalfestivalsaccordingtothetableofB2?schoolsschoolsIngroups,discussmorewaystopromotetraditionalChinesefestivalsbesidesschools.Usetheexpressionsbelowinyourtalk.Group1:ThegovernmentGroup2:ThemediaGroup3:IndividualsThereareclearlymanywaystopromote…suchas……shouldpromote/encourageby...…issurelyagood/aneffectivewaytopromote……isverypopularwith…SSlistentoaschoolradioreportaboutwhatschoolhasdonetopromotetraditionalfestivals.Ingroups,SSdiscusshowtopromotetraditionalfestivalsfromdifferentaspectsandexpresstheiropinionsbyusingsomegivenexpressions.IW10minutesGW9minutes設(shè)計(jì)意圖：Toexploreotherwaystopromotetraditionalfestivalsandlearntousecompletesentencestoexpressthemselveslogically.目標(biāo)1和3Step5Writing1.Writingforintegration:WriteaparagraphtoofferwaystopromotetraditionalChinesefestivals.Organizeyourpointswithlinkingwords,suchasfirstofall/tostartwith,moreover/what’smore,finally/lastbutnotleasttomakeyourwritingmorelogical.ManypartieshaveimportancerolestoplayinpromotingtraditionalChinesefestivals._________,Thegovernment___________________soasto_________________.(S1)_________,Themedia__________inorderto______________.(S2)________,Theschools/Individuals_________________________sothat____________________.(S3)Self-review.Spelling?CanIfindanyspellingerrors?HowcanIcorrectthem??HaveIusedcapitalletterswheretheyareneeded?Grammar?Arethereanysentencefragments??Aretheverbsinthecorrecttense??HaveIchosentherightcoordinatingorsubordinatingconjunctionstojoinclauses?Punctuation?Doeseverysentenceendwiththecorrectendpunctuation??HaveIusedapostrophescorrectlytowriteallsingularandpluralpossessiveforms?Variety?Areallmysentencessimplesentences,ordoIvarymysentencestructures??DoIrepeatwordsalotoristhereenoughvarietyinvocabulary?Style?Aremychoiceofwordsproperforthecontext??HaveIusedtheproperformalstyleinthewriting?Peerreview.2.Speakingforparticipation:Showyourwritingbyreadingaloud.Assessyourclassmate’swritingandgiveyoursuggestionstohelp.Afterdiscussion,SSneedwriteaparagraphsaswellasusingsomelinkingwords,whichistoofferwaystopromotetraditionalChinesefestivals.ThenSSreviewtheirownwritingandtheirpartner’swriting.Atlast,SSshowtheirwritingbyreadingaloud.IW13minutes設(shè)計(jì)意圖：Towritepara.2toofferdifferentwaystopromotetraditionalfestivalsandcompletethewholewriting.目標(biāo)41.Makeasummaryofthislesson.2.Assignhomework:Polishthewholewritingaccordingtoyourpartner’scomments;Ingroups,designapostertopromotetheDoubleNinthFestival,includingitsdates,typicalactivities,foodandsignificance.SSanswertheteacher’squestion.CW2minute設(shè)計(jì)意圖：TosummarizewhatSShavelearned.6.板書設(shè)計(jì)7.作業(yè)布置Polishthewholewritingaccordingtoyourpartner’scomments.Ingroups,designaposteraboutthefollowingDoubleNinthFestival,includingitsdates,typicalactivities,foodandimportance.Thehomeworkassignedistohelpstudentspolishtheirwholewriting,aswellastopromotethefollowingDoubleNinthFestivalbymakingaposter.Homeworkcanbefinishedwithin40minutes.8.教學(xué)反思1.Achievingthelessonobjectives:attheendoftheclass,studentscancompreh