Unit 1Festivals and Celebrations Video Time & Project & Assessing Your Progress& Reflecting 教学设计
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| 名称 | Unit 1Festivals and Celebrations Video Time & Project & Assessing Your Progress& Reflecting 教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 1.3MB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-11-26 19:00:47 | ||
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中小学教育资源及组卷应用平台
第六课时 课型 Video Time & Project & Assessing Your Progress& Reflecting
教学目标 语言能力：能通过观看视频中提取有效信息，使用英语简述中华传统节日；文化意识：学习了解中国的传统节日和优秀传统文化，主动传播和弘扬中华优秀传统文化，坚定文化自信。学习能力：学会监控、评价、反思和调整自己的学习内容和过程，逐步提高使用英语学习知识的意识和能力。让学生了解传统节日美食食谱海报的步骤并呈现自制的食谱海报，提高创新能力和动手能力。思维品质：能够根据节日类型梳理节日的文化信息，包括名称、起源、特色美食等。
教学内容分析 本节课分四部分。第一部分为Assessing Your Progress，检测学生对本单元重点词汇的掌握情况。第二部分为 Video Time，其内容为元宵节”(The Lantern Festival)。元宵节是我国传统节日，学生非常熟悉。第三部分为 Project，主要以学习腊八粥的食谱范例后，回家制作一份腊八粥。第四部分是Reflecting，学生对本单元进行总的反思和评价。
学情分析 本课时是最后一个课时，主要是通过课外资源（视频、图片）来拓展提升学生的学习能力和文化意识。经过前几个课时的铺垫学习，现阶段的学生已经对中国传统节日和文化的有了一定的认识，所以对新课的接受能力较强。
教学重难点 教学重点：学习了解中国的传统节日和优秀传统文化，主动传播和弘扬中华优秀传统文化，坚定文化自信。能通过观看视频中提取有效信息，使用英语简述中华传统节日；教学难点：让学生了解传统节日美食食谱海报的步骤并呈现自制的食谱海报。
教学策略 多模态教学：视频、照片；合作探究学习法
课时作业 本堂课的作业是“小组合作制作一份传统美食食谱海报或vlog”，将所学知识学以致用，提高学生批判性思维、团队合作能力、创新能力。
教学环节 教与学活动（师生活动） 设计意图
Step 1.Assessing Your Progress Check the answers in the first gap filling question. Test the Students’ mastery of key words in this unit.
Step 2.Video Time Before You Watch: 1. Guide Students to look through the title of video, picture and context, then answer: How much do you know about the Lantern Festival 2. Read and understand the words in the While You Watch activity, then try to fill in the words according to your understanding of Lantern Festival. 1. Arouse Students' interest in learning and exercise their oral expression ability by asking questions.2. Predict the content of the video by looking at the title, pictures and context before watching the video. Then it will be easier to understand the content of the video with questions.
While You Watch：Work in groups:1. Students watch a video with subtitles and quickly record key information. Remind students to write only key letters or words when they watch.2. Students exchange answers in groups, then teachers ask them to fill in the blanks.3. Play the video for the second time and check answers. When checking the answers, the teacher should give some help and guidance for the student. It can play back the video clips if necessary. Cultivate Students’ learning ability of grabbing effective information while watching English videos and cooperative learning ability.
After You Watch：Students use the table While You Watch to introduce the Lantern Festival.Invite two Students to introduce the Lantern Festival to the class in English. Students can use English to brief the traditional Chinese festivals, actively spread and promote the excellent traditional Chinese culture.
Step 3.Project 2 Teacher asks：Do you know other traditional Chinese festivals and its delicacies Lead to project 2.Project 2: Make a poster about festival food recipesRead the recipe of Laba porridge in the textbook, and summarize the basic elements of the recipe poster: the introduction of the festival and related food, pictures, ingredients, making steps, etc. Help students explore and understand Chinese traditional festivals, learn and master life skills in language practice.
Step 4.Reflecting Students use the questions in “Reflecting” to evaluate what they have learned in this unit.Invite several Students to share their feelings and opinions in the class, and gave timely encouraging evaluation and guidance.Which festival mentioned in this unit was new to you Which festival did you find the most interesting Why Do you wish to add one extra holiday in China What would you like to celebrate Why Which part of this unit did you find the most difficult Let the students know what they have learned in this unit. It can monitor, evaluate, reflect and adjust their learning effect, to gradually improve the awareness of using English.
Homework Learn how to make Laba porridge.Divide Students into groups and make Laba porridge. Then take a vlog or make a poster of the recipe and share it in the next class. In the process of project-based learning, Students will actively collect information, acquire knowledge, discuss solutions and put this knowledge into practice, which can also improve students’ critical thinking, hands-on and innovation ability.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
HYPERLINK "http://21世纪教育网(www.21cnjy.com)
" 21世纪教育网(www.21cnjy.com)
第六课时 课型 Video Time & Project & Assessing Your Progress& Reflecting
教学目标 语言能力：能通过观看视频中提取有效信息，使用英语简述中华传统节日；文化意识：学习了解中国的传统节日和优秀传统文化，主动传播和弘扬中华优秀传统文化，坚定文化自信。学习能力：学会监控、评价、反思和调整自己的学习内容和过程，逐步提高使用英语学习知识的意识和能力。让学生了解传统节日美食食谱海报的步骤并呈现自制的食谱海报，提高创新能力和动手能力。思维品质：能够根据节日类型梳理节日的文化信息，包括名称、起源、特色美食等。
教学内容分析 本节课分四部分。第一部分为Assessing Your Progress，检测学生对本单元重点词汇的掌握情况。第二部分为 Video Time，其内容为元宵节”(The Lantern Festival)。元宵节是我国传统节日，学生非常熟悉。第三部分为 Project，主要以学习腊八粥的食谱范例后，回家制作一份腊八粥。第四部分是Reflecting，学生对本单元进行总的反思和评价。
学情分析 本课时是最后一个课时，主要是通过课外资源（视频、图片）来拓展提升学生的学习能力和文化意识。经过前几个课时的铺垫学习，现阶段的学生已经对中国传统节日和文化的有了一定的认识，所以对新课的接受能力较强。
教学重难点 教学重点：学习了解中国的传统节日和优秀传统文化，主动传播和弘扬中华优秀传统文化，坚定文化自信。能通过观看视频中提取有效信息，使用英语简述中华传统节日；教学难点：让学生了解传统节日美食食谱海报的步骤并呈现自制的食谱海报。
教学策略 多模态教学：视频、照片；合作探究学习法
课时作业 本堂课的作业是“小组合作制作一份传统美食食谱海报或vlog”，将所学知识学以致用，提高学生批判性思维、团队合作能力、创新能力。
教学环节 教与学活动（师生活动） 设计意图
Step 1.Assessing Your Progress Check the answers in the first gap filling question. Test the Students’ mastery of key words in this unit.
Step 2.Video Time Before You Watch: 1. Guide Students to look through the title of video, picture and context, then answer: How much do you know about the Lantern Festival 2. Read and understand the words in the While You Watch activity, then try to fill in the words according to your understanding of Lantern Festival. 1. Arouse Students' interest in learning and exercise their oral expression ability by asking questions.2. Predict the content of the video by looking at the title, pictures and context before watching the video. Then it will be easier to understand the content of the video with questions.
While You Watch：Work in groups:1. Students watch a video with subtitles and quickly record key information. Remind students to write only key letters or words when they watch.2. Students exchange answers in groups, then teachers ask them to fill in the blanks.3. Play the video for the second time and check answers. When checking the answers, the teacher should give some help and guidance for the student. It can play back the video clips if necessary. Cultivate Students’ learning ability of grabbing effective information while watching English videos and cooperative learning ability.
After You Watch：Students use the table While You Watch to introduce the Lantern Festival.Invite two Students to introduce the Lantern Festival to the class in English. Students can use English to brief the traditional Chinese festivals, actively spread and promote the excellent traditional Chinese culture.
Step 3.Project 2 Teacher asks：Do you know other traditional Chinese festivals and its delicacies Lead to project 2.Project 2: Make a poster about festival food recipesRead the recipe of Laba porridge in the textbook, and summarize the basic elements of the recipe poster: the introduction of the festival and related food, pictures, ingredients, making steps, etc. Help students explore and understand Chinese traditional festivals, learn and master life skills in language practice.
Step 4.Reflecting Students use the questions in “Reflecting” to evaluate what they have learned in this unit.Invite several Students to share their feelings and opinions in the class, and gave timely encouraging evaluation and guidance.Which festival mentioned in this unit was new to you Which festival did you find the most interesting Why Do you wish to add one extra holiday in China What would you like to celebrate Why Which part of this unit did you find the most difficult Let the students know what they have learned in this unit. It can monitor, evaluate, reflect and adjust their learning effect, to gradually improve the awareness of using English.
Homework Learn how to make Laba porridge.Divide Students into groups and make Laba porridge. Then take a vlog or make a poster of the recipe and share it in the next class. In the process of project-based learning, Students will actively collect information, acquire knowledge, discuss solutions and put this knowledge into practice, which can also improve students’ critical thinking, hands-on and innovation ability.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
HYPERLINK "http://21世纪教育网(www.21cnjy.com)
" 21世纪教育网(www.21cnjy.com)