英语试讲教案节日

北师大版高中英语必修1 Unit3 Lesson1 Festivals教案 本节课为阅读课即讲课                             二、教材分析 1．教材内容分析及教材处理 本节课为reading，教学内容是北师大教育出版社出版的必修1Unit3 Festivals . reading部分意在激活学生节日文化方面的图式知识和重构节日文化，并对传统节日文化有深入的认识和了解。 2．教学目标 （1）通过音像、图片让学生了解有关中国传统节日文化方面的知识 （2）培养学生通过快速阅读查找相关信息的技巧与能力 （3）使学生能够运用本单元词汇口头描述一些节日 3．教学重点及难点 （1）从三个方面：时间，庆祝的内容，人们的活动深入了解中国传统节日。 （2）培养学生口头表达节日文化的能力。 三、学情分析 本节课的授课对象为高三年级学生。他们从高一开始学习新教材,在以前的学习过程中,已经积累了大量的词汇，并且具备了一定的组织语言的能力，这些都为本课的教学打下了基础。 四、教学设计 1．总体思路 教学过程采用任务型教学的理念。任务前阶段，利用学生比较喜欢的音乐和歌曲以及生动形象的节日图片激活学生有关中国传统节日的知识，然后学生从三个方面，即：时间；庆祝的内容和人们的活动来系统认识中国传统节日，最后，要求学生通过做游戏的方式了解中国传统节日和培养学生口头表达英语的能力，从而巩固了对中国传统节日的系统掌握。 2．教学过程 Step 1: Lead-in 设计说明：利用音乐和歌曲激活学生已有的有关节日的背景知识和知识结构，从而导入本单元的话题：节日 Step 2: Picture presentation                          设计说明：通过多媒体展示图片信息让学生形象感知节日事件和节日气氛，并联系生活经验，说出该节日的名称。进一步把理性的知识影像化。 Step3 Fasting reading 设计说明：通过快速阅读，让学生把握文章大意，从而通过屏幕上的描述来猜节日，进一步加深对中国三大传统节日的了解。 Step4: Listening Step5: Filling in the form by discussion  Festival Time of year /date What it celebrates What people do Spring Festival       Dragon Boat Festival       Tomb Sweeping Day         设计说明：学生通过讨论填写表格，意在让学生从三个方面：时间，庆祝内容和人们的活动来深入系统的认识中国的传统节日，从而热爱中国文化，为传播中国节日文化做好铺垫。 Step6: Reporting results 设计说明；要求各组汇报他们讨论的结论，意在各组之间互相补充，统一看法，同时也练习了他们的英语口头表达能力。最后启发学生深刻理解节日的含义。   设计说明：此步骤意在创设情景，传播中国节日文化，同时也提高学生用英语表达的能力，让外国朋友有机会了解中国节日文化，促进中西文化交流。 Step7: Acting out 设计说明：此游戏意在给学生提供展示自己英语表达的机会，不仅练习了本单元相关的词汇，而且也锻炼的学生的口头表达能力。 Step8: Discussion Step9: Summing up and assigning homework 设计说明：意在整体回顾整节课的教学内容，进一步了解本节课的教学框架；明确本节课的教学目标；作业的步骤是对本节课教学任务的延伸，要求学生预习课文，找到节日的种类 Teaching procedures: Step1 Lead-in T: Listen to some listening materials that contain several songs and two poems. After listening, please tell me what you hear or guess which festivals they are. S: Students will give all kinds of answers. T: From the listening materials we can draw a conclusion: these songs and poems we just heard are all Chinese festivals. How much have you known about them? Today we will read a article about Festivals, Now let’s look at the objectives of this lesson. T: As we all know, there are four seasons a year. What’s your favorite season? What festivals happen during your favorite season? ( 以问题的形式引入本课的主题：Chinese seasonal festivals. 由此引起学生的学习兴趣，自然导入课题) S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day. S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day. S3: …… T：Well done. Thank you. Now, let’s enjoy some interesting pictures and guess what is happening and what is being celebrated. (欣赏图片和讨论的同时，让学生把注意力集中到与本课有关的三个节日上: 端午节、元宵节和中秋节。并且通过图片可以让学生掌握更多的节日如何表达，如清明节，母亲节等) Step2 While-reading 1. Fast-reading Read the texts quickly. You will see some sentences about the three festivals. Try to tell what festival each sentence describes. “What festival is it about?” （快速阅读环节中的问题可以培养学生的快速阅读技巧和获取文章整体信息的能力，达到理解课文表层意思的目的。此类问题可提问一般的学生，增加他们学习英语的信心。） 2. Listening Listen to the tape, then do some T or F exercise. 1.The Mid-autumn Festival is celebrated by Chinese people only in China. F 2.Traditional moon cakes are usually made with fruit . F 3.In the past, dragon boat races were organized only by Chinese people. T 4. The Dragon Boat Festival has a history of over 1000 years ago. F 5.At present, lanterns are usually made with light bulbs and batteries. T 6.The Lantern Festival marks the beginning of the Chinese New Year celebrations. F 3. Careful-reading （细读环节则是对重要的段落进行细读，加大信息量，帮助学生加深对课文的理解。） Read the texts again and fill in the table. Festivals Season ＆date Typical activity or food Special meaning Mid-autumn Festival The Dragon Boat Festival The Lantern Festival 4. Game time Students work in groups and guess the festivals .Two students of each group are needed. One student can try his best to explain or act . The other will guess which festival it is. Rules: Step3 Discussion: 1. Do you think whether too much money should be spent at festival times? Why or why not? 2. Which festival in China is most important for you? Why? You can talk about: special customs, decorations or food your/ your family’s activities your personally feeling （学生在阅读中对课文内容和结构有了一定的了解。教师要 为学生创造机会，把文中遇到的新词汇和语法现象进行练 习，学以致用。因此教师安排小组活动让学生进行语言实践活动，提高学生用英语进行思维和表达的能力。） Step4 Homework : Read the article again. Write an article about one of the Chinese seasonal festival.