牛津译林版英语七年级上册-Unit 5 Let's celebrate!Reading 2 Halloween(1)（教案）

Unit 5 Let’s celebrate!
ReadingⅡ
●学情分析:
本课教学内容为牛津译林2011课标版七年级上册Unit 5Let’s celebrate的Reading Ⅱ学时。学生通过上一课时ReadingⅠ的学习，对Halloween有了一定的了解。这一课时的目的在于，让学生在深度阅读课文的基础上，进一步了解万圣节的风俗活动以及一些重要节日的意义，并补充一定的课外拓展信息。在回顾和巩固上一课时所学内容的同时，对文章进行概况和细化处理，加深对文章结构和句子的理解，鼓励学生进行语言输出。
●教学目标:
Knowledge Objective:
1. Practise and master some language tips in designed situations.
2. Know more about the western festival Halloween.
Skill Objective：
1. Help Ss have a further understanding of the reading passage.
2. Encourage Ss to introduce Halloween with the information they learned.
Emotional Objective：
1. Think about what we have different festivals for.
2. Learn about festivals in different countries and respect their cultures.
●教学重点与难点:
1. Use some verb phrases to retell the activities and customs of Halloween.
2. Help Ss introduce Halloween fluently and naturally.
●教学准备:
PPT, pictures and videos about Halloween and some other festivals
●教学方法:
task-based approach, communicative approach, situational language learning, activities-based approach
●教学内容和过程:
StepⅠ. Leading-in
Riddles ( Brainstorming of symbols about Halloween)
Begin this class with some riddles. Ss read the tips and tell what the words are. The answers are Mask, Costume, and Pumpkin Lantern. Brainstorm the symbols of Halloween and activate their schema about this festival.
Bingo Game ( Revision of important phrases)
Play a game called Bingo to go over the phrases Ss have learned. They are provided a table with 9 phrases in different orders on their worksheet. Each of the group members can read out any of the phrases and when they hear it, they circle it. When the circles go in a line, they can say Bingo. See who will say “Bingo” for the most times. The following is one of the tables for the game. (different groups have phrases in different orders )
thank … for knock on the door like … best
dress up wear masks paint faces
play a trick give a treat have lots of fun
设计思路：
通过猜关于万圣节元素的字谜和“脑力激荡”活动，导入本课中心话题。通过游戏Bingo，复习上一课时所学重要动词词组，唤醒他们在上一课时中所学的知识，并鼓励学生在接下来的任务中注意词组的用法和使用重要词组进行语言输出。
StepⅡ. Input
Beginning of the letter
Help Ss to recall the letter about Halloween by the way of asking questions: Millie received a letter. Who is the letter from It’s from Wendy in the USA. Let’s read the beginning of the letter. Why does Wendy thank Millie Teach “Thank Sb. for Sth.” in situations with the help of some pictures and questions.
Body of the letter
Help Ss to recall the main activities people do for Halloween by listening to the messages sent from an online friend called Tony from the USA. After listening to the first message, Ss get to know Tony wants to invite them to his Halloween party and they had better get ready for it. Then listen to the second message and find out the activities they can do at the party such as dressing up, making pumpkin lanterns and playing “trick or treat”. Tell them they will be familiar with these activities one by one.
设计思路：
回顾Millie写给Wendy的介绍万圣节的信，在情境中教授和练习句型Thank Sb. for Sth.的用法。通过听美国朋友Tony发来的语音信息，告诉学生他们被邀请要参加Halloween party,因此要了解万圣节的各项活动，引出对正文部分的细化讲解。
Engagement of Activities for Halloween
★ Dressing up
Guide Ss pay attention to the language tip. Dress up means put on special clothes for fun. Ss talk about the pictures on the screen and find out what they are dressing up as. Ask what they want to dress up as for Halloween party. Play a video and let them watch, find out the characters and read them out.
Ss make a chain conversation to ask and answer from one to another. They talk about the characters they want to dress up as such as vampires , witches, monsters that they got from the video.
★ Making pumpkin lanterns
1) Show Ss a picture about pumpkins and ask: How do they look Ss can describe them with some adj.s like funny, silly , round, scary and so on. Lead them to read a Halloween rhythm with music and enjoy the beauty of the rhymes.
2) Learn about the steps to make a pumpkin lantern by watching a video. Then retell the steps with their own words. Guide them to use the words “first”, “then” and “finally” to remember the sequences easily.
★ Playing trick or treat
1) Now let’s come to the most exciting part of Halloween. Help Ss to introduce how to play the game with the given information. Explain why we name the game “ Trick or Treat”.
2) Practice the verb phrase “give a treat” and “play a trick” by talking about pictures and interacting in designed situations.
3) After watching a video about Halloween night, organize Ss to make up a short play. Provide two scenes for them to act: Your neighbours give you something as a treat；you play a trick on your neighbours as they don’t give you anything.
★ Having a party
1) Read out the missing words in a passage about the Halloween party. For the last missing word, encourage Ss to give out different answers. Their answers might be interesting , special or scary, etc. Let them think which word is the best.
2) Guide Ss to think: What makes Halloween special They may give out different answers. Introduce them a special game called Apple Bobbing as extra information.
设计思路：
在对dress up, make pumpkin lantern, trick or treat和 have a party四个万圣节最主要活动的一一回顾中，贯穿对重要语言点的情境化操练。同时，补充课文里未介绍的有关节日的拓展信息，让学生全方位地了解这个西方的特别节日。伴随节奏,吟诵诗歌;使用顺序词,复述南瓜灯的制作过程;通过连锁对话,谈论自己想要的装扮;编制短剧,对Trick or Treat游戏情境再现。学生在参与、互动和展示中进一步掌握西方人过万圣节的盛况，旨在为接下来的语言输出活动做好充分的输入准备。
Step Ⅲ. Output
With enough input information, it’s time to provide Ss a mind map about Halloween.
Organize a group work: Dub a mini film to introduce Halloween.
Instructions:
1) Write a script for a mini film to introduce Halloween.
2) Read and practice in a low voice.
3) Group members take turns to dub the mini film loudly.
设计思路：
有了刚才几个环节的语言“输入”，语言知识在这里出现了阶段性的“输出”，学生们将文章里介绍的，课堂上补充的对万圣节的了解加以融合。为微电影配音的活动，形式和内容设计符合中学生心理特点和认知规律。有教师提供的Mind Map作为语言支持，学生以小组合作的形式，先为微电影写台词，再用英语介绍万圣节，并在配音中饶有兴趣地加入自己的观点。
Step Ⅳ. Summary
Guessing game: different festivals around the world.
Introduce Ss a special festival called Holi in Indian.
Further thinking: What do we have different festivals for
Encourage Ss to express their own ideas: We have April Fool’s Day to have fun and relax ourselves. We have Spring Festival to celebrate the new year. We have Tomb Sweeping Day to remember the people who passed away in our family. We have Mother’s Day to show love and thanks to Mothers. That’s why we have festivals. We have different festivals to relax, to celebrate, to remember and to cherish.
设计思路：
引发学生进一步思考，我们举办不同的节日，不同的庆祝活动是为了什么？尝试去思考不同节日的意义，进而理解不同的文化，尊重不同的文化，使本课的主题在教与学的过程中得到升华。
Step Ⅴ. Evaluation （You can choose one of them to do as homework）
1. Write a letter to tell Tony what you know about Halloween.
2. Make a poster about Halloween with the information we learned.
设计思路：
作业学生可以任选其一完成。给Tony写回信，介绍万圣节。能力强的同学制作海报，加工整合课文获取信息，同时加入本课学习的拓展知识，并用图片美化海报。
●教学设计流程：
●板书设计： Unit5 Let’s celebrate!
Reading Ⅱ
Date
Halloween Place
Activities
Feelings
●教后心得：
每个单元的Reading部分，Reading Ⅱ课时会是上公开课的老师不太喜欢选择的课型。因为Reading的第二课时有一些语言点要讲解，对文本的理解要进一步地提升，把握不好，就会陷入枯燥讲解、机械训练的循环。所以本节课在设计时，最初的定位就是：在模拟现实的语境中潜移默化地对语言点进行多种形式的操练，通过视频、图片、音频补充有关万圣节各项活动的更多信息，源于课本又高于课本。辅助学生，让他们在有了足够的语言输入之后，能够流利地用英语介绍节日。
用Riddles和Bingo游戏作为课前导入（Leading-in），将学生引领进入中心话题，Bingo里的词组都是课文里出现的重要和易错的词组，能够正确灵活地运用它们，也是接下来学生能够完成各项任务的词汇和语言知识基础。
语言输入环节（Input），将信的正文分成四个部分，也是万圣节的四个主要活动，来进行语言点的处理和课文思路的梳理及意义的理解。通过Tony发来的语音信息，设置学生要去参加Halloween Party的情境，引导学生对Halloween的几个主要活动逐步深层理解。把文本要解决的三个关键问题“How do we celebrate Halloween ” “How to play Trick or Treat ” “What makes Halloween special ” 通过所设计的任务链由浅入深，逐个击破。
语言输出环节（Output），以学生的生活经验和认知水平作为出发点,运用情景教学，小组合作的形式表演关于Trick or Treat的短剧，为关于万圣节的微电影写台词，做配音。这样，从听说激趣，深入阅读，落实到写，让学生完成对碎片信息的整合。
Reading Ⅱ课型，应让学生联系生活实际进行语言操练，使学生有话可说，有感而发，并适时进行情感态度、价值观方面的提炼。在阅读教学中层层递进，步步深入，环环紧扣，注重知识背景的介绍、课文主题的提炼和阅读技巧的培养。
Riddles ﹠Bingo Game
Warming-up
Engage
Input
Activities of Halloween
Explain
Process
Mind map for introduction
Involvement
Explore
Output
Dubbing for a mini film
Further thinking about festivals
Extend
Production
Summary
Significance of different festivals
Write a letter or make a poster
Evaluation
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