Unit 8 第1课时 Warming Up .docx

1、课 堂 教 学 设 计课题名称Unit 8 Enjoy the Festivals授课教师小兜老师授课内容Warming Up & Listening and Speaking授课班级课 时第1课时授课时间单 元 主 题 分 析本单元围绕节假日相关内容展开，涉及中国传统节假日和外国主要节假日及庆祝活动，属于课标中“人与社会”范围内的“历史与文化”主题。主要内容包括中国的元宵节、端午节、中秋节等，西方国家的感恩节、圣诞节等，以及重要节日的来源、传统习俗、庆祝方式和历史文化意义等。通过对比中西节日，帮助学生深入了解中国传统节日，思考节日对人类社会价值体系的意义，树立文化自信，传承中华优秀传统文化。

2、本单元还介绍了邀请函的写作方法，满足学生日常社交的真实需要。教 学 内 容 分 析热身部分由两个活动组成，旨在导人节假日话题，激活学生所掌握的与日常重要节假日相关的语言知识，为接下来整个单元的学习活动作铺垫和预热。活动一通过词语、音频和图片呈现了与庆祝春节相关的主要活动。活动二通过图片介绍了两个中国传统节日、两个西方国家主要节日，引导学生感受中西方节日的不同之处，顺利导人后续的听力内容。听说部分的两篇材料是发生在两名同学间的对话，第一篇讨论元宵节和万圣节前夕的庆祝活动;第二篇介绍端午节的起源、时间和庆祝活动，培养学生在真实语境下获取信息和语言表达的能力，并在此基础上加深学生对单元主题意义的理解

3、。学 习 目 标1. 学生通过看图片、听录音、做匹配练习，了解春节活动的相关表达。2. 学生通过对比节日活动，了解中西方节日的异同。3. 学生通过听录音，能够获取听力材料中谈论的节日的相关信息。4. 学生通过听录音，能够补全相关节日的细节信息。5. 学生通过模仿听力脚本，能够结合真实语境表演对话，比较中国春节和西方圣诞节的异同。6. 学生能够用相关词汇和句型介绍春节、重阳节、清明节、中秋节等中国传统节日。学 习 重 难 点学习重点1. 能够识读并运用常见传统节假日及庆祝活动的表达方式，如Tomb Sweeping Day, Double Ninth Festival, spring coupl

4、ets, reunion dinner, lucky money, guess riddles, go trick or treat等；2. 能够比较中西方节假日活动和意义的异同。学习难点能结合自身知识储备，恰当运用已学词句有条理、有逻辑的介绍中国传统节假日资 源 与 工 具PPT课件、多媒体设备、语音素材、拓展资源包等教 学 方 法小组讨论法、任务教学法、情境教学法教 学 过 程 结 构 设 计教学环节教 学 活 动 设 计设计意图Step 1Organization1 Greet the students and divide them into four groups. Good mor

5、ning, boys and girls. Its nice to see you again. How are you doing today ?通过问候，尽快让学生进入课堂。Step 2Lead - in1 The students listen to a song (for example, 恭喜发财）and recall what they usually do during the Spring Festival. The teacher helps with more words which students find difficult to express.从学生熟悉的话题和生

6、活情境入手，调动学生参与的积极性。Step 3New LessonPre-listening1 The students listen to the recording and catch the Spring Festival customs theyve heard. Match them with the pictures in Activity One.2 The students watch a video of Festive China: Spring Festival from China Daily, and try to introduce other customs du

7、ring the Spring Festival.3 The teacher shows some dates and asks students to recognize what festivals they are. The students name out the festivals, match pictures in Activity Two with right festivals and describe the activities shown in the pictures.4 Based on the festivals and activities, the stud

8、ents think about similarities and differences between Chinese and Western festivals. While-listening1 The students listen to the dialogue between Lyn and Zhou Bo and choose the topic in Activity One.2 The students listen again and fill in the blanks in Activity Two. 3 The teacher shows the dialogue

9、text. the students underline the key words and expressions to check answers. The teacher explains the usage of exclamation sentences.4 Ss watch Festive China again and think about if Westerners have similar festivals. Based on the dialogue and given information, Ss work in pairs to act out the dialo

10、gue in Activity Three. 5 The teacher shows a picture of zongzi. The students think about what festival it shows. 6 The students brainstorm and discuss what aspects the Dragon Boat Festival may cover in the dialogue. Students draw a mind map based on the brainstorming. 7 The students listen to the di

11、alogue and take down notes by using key words or marks. The teacher helps extend the mind map.8 The students listen again and finish the exercise in Activity Four based on the mind map and notes.通过图、词、音、义的对应，帮助学生回顾旧知。观看中国春节的宣传片或图片，紧密联系学生日常生活，激活与主题相关的背景知识，拓展新知。根据日期说出对应节假日的名称，拓宽学生对节假日及活动范畴的知识面。通过听力任务，

12、训练学生把握大意、理解细节的听力能力。夯实重点词句和感叹句的用法，加深文本理解，为后续的语言输出铺垫。遵循语言能力的发展规律，搭建适当的语言支架，从角色扮演过渡到语境交际，实现语言的控制性输出。通过听前看图预测和思维导图的绘制，提高听的效率，发展逻辑思维，有效促进内容理解。Step 4Practice1 According to the given text, The students work in pairs to role-play on Lyn and Zhou Bo. 2 The teacher helps students use the same mind map outline

13、 and think about how to introduce their favorite traditional Chinese festivals. 3 Students review and work in group to discuss their ideas. Students are encouraged to talk with the help of the learning resources provided by The teacher. Based on that, Students finish the task in Activity Five. 采取角色扮

14、演的活动，达到“以听促说”的目的，为下一阶段的仿说奠定基础。利用已绘制的思维导图框架，思考如何介绍自己喜欢的传统节日，建立情境下的词汇网络，为最终语用实践奠基。语言输出活动与学生自身庆祝传统节日经验密切相关，具有现实交流的意义。学生选择相应资源，归纳和巩固所学，提升真实环境中的语用能力。Step 5SummaryWith the help of the teacher, the students try to sort out the knowledge points. 梳理板书内容，高效整理本课思路，归纳知识点。Step 6Homework1. Finish the exercise in

15、this period.2. The students shoot a video introducing their favorite traditional Chinese festival and send the video to parents and friends.知 识 点 详 解1. How do you celebrate the Lantern Festival in China?【句子分析】* how 为疑问副词，引导特殊疑问句。* celebrate 为谓语，采用一般现在时。* you 为人称代词。do 为助动词。the 为定冠词。【知识点】（1）the Lanter

16、n Festival元宵节2. In the United States, we have special day when we also hang lanterns.【句子分析】* have 为谓语，采用一般现在时。* when 为连词，引导时间状语从句。* hang 为谓语，采用一般现在时。* we 为人称代词主格。the 为定冠词。【知识点】（1）the United States美国3. We celebrate it with lots of pumpkin lanterns.【句子分析】* celebrate 为谓语，采用一般现在时。* we 主语。* with lots of

17、pumpkin lanterns 为状语【知识点】（1）lots of=a lot of许多4. they are for children going trick or treating. 【句子分析】* are 为系动词作谓语，采用一般现在时。* going 为现在分词，作后置定语。* treating 为现在分词。* they 为人称代词主格。【知识点】（1）go trick or treating 不给糖就捣乱5. What do you do with your lanterns? 【句子分析】* what 为疑问代词，引导特殊疑问句。* 第1个 do 为助动词。* 第2个 do 为

18、谓语，采用一般现在时。* you 为人称代词。your 为形容词型物主代词。【知识点】（1）do sth with sb/sth处理， 对待 6. Its a tradition for us to solve these riddles during the Lantern Festival.【句子分析】* It 作形式主语* Its + n. for sb. to do sth.【知识点】（1）the Lantern Festival 元宵节 7. How interesting!【句子分析】感叹句的结构：（1）What + a/an + adj. + 可数名词单数 + S + V ！（2

19、）What + adj. + 可数名词复数 / 不可数名词 + S + V ！（3）How + adj./adv. + S + V ！（4）How + adj. + a/an + 可数名词单数 + S + V ！（5）How + S + V ！8. It is the most popular activity during the Dragon Boat Festival, which falls on the fifth day of the fifth lunar month. 【句子分析】* which 为关系代词，引导非限制性定语从句。【知识点】（1）the Dragon Boat

20、Festival龙舟节（2）fall on.1) 跌倒在上, 掉落在上 2) 突然看见, 偶然遇到（3）the fifth lunar month农历五月9. One of them is to honour Qu Yuan, an ancient Chinese poet.【句子分析】* be to do sth. 结构表达将来时态。表示按计划或安排将发生的事，意为“将（要）”，或表示要求做的事，意为“（不）得”“(不)准”。* honour 为谓语。* them 为人称代词宾格。an 为不定冠词。10. This folk custom has been practised for more than 2,000 years and it has now become an international sport.【句子分析】* practised 为谓语，采用现在完成时和被动语态。* and 为并列连词，连接并列句。* become 为系动词作谓语，采用现在完成时。* sport 为名词作表语。【知识点】（1）more than超过, 不只板 书 设 计教 学 反 思