外研版（2019）必修第二册Unit 2 Let’s celebrate! 单元教案（表格式）
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| 名称 | 外研版（2019）必修第二册Unit 2 Let’s celebrate! 单元教案（表格式） |  | |
| 格式 | zip | ||
| 文件大小 | 57.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-04-24 20:33:22 | ||
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Book 2 Unit 2 Let’s celebrate! 教案设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是中外节日。本单元从介绍世界各地的一些节日开始，展现了与圣诞节有关的文学作品，讨论了中国春节吃团圆饭这一传统习俗随着时代的发展而产生的变化，还涉及了其他中外传统节日的庆祝活动以及春节的国际化等话题，帮助学生了解中外节日的意义和内涵，引导学生初步思考传统节日的演变与传播，增强国家认同感和文化传播意识。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的多模态语篇，综合运用各种语言技能，读懂语篇内容；听懂并谈论与节日有关的话题，深入理解不同国家的忌日文化，使用新学语言谈论节日的庆祝方式，恰当使用情态动词表示推测，能够书面表达自己对某种节日现象的观点，深化对单元主题意义的理解与挖掘；能够运用单元所学知识辨析不同节日的意义和内涵，通过了解中国传统节日走向世界的事实，增强国家认同感，主动弘扬和传播中华优秀文化，增强社会责任感；通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out板块教学设计 （建议时长35--40分钟，教师可根据教学实际酌情调整。）
课型 Vocabulary + Viewing + Speaking
主题语境 人与社会——中外节日
内容分析 两部分内容均为多模态语篇。活动1以视频和图片的形式呈现中外节日。活动2通过图片介绍中外节日。
教学目标 了解与季节有关的节日。 了解不同类型的节日，了解不同的节日文化； 了解人们庆祝节日的不同原因； 学习与节日话题相关的词汇，如decoration, fancy dress等。
教学重点 用英文介绍中外节日； 学习和节日主题相关的词汇。
教学难点 引导学生谈谈各种节日的庆祝原因和庆祝方式； 引导学生用包容和理解的态度看待世界各地不同的节日文化。
教学策略 视听策略、听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Watch a video clip to catch a glimpse of seasonal festivals. Show the key information from the video. Take notes Listen and answer the given questions. Practice listening and learn about seasonal festivals.
Activity 2 Brain -storm Observe the pictures, think about the festivals and the reasons to celebrate them. Enlarge vocabulary and learn about different festival culture.
教学反思
词汇教学部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性； 播放视频的时候，应该鼓励学生养成听、记笔记的习惯； 在课堂设计方面需要更多关注个体，增强趣味性，吸引学生。
Book 2 Unit 2 Let’s celebrate! 教案设计
Understanding ideas板块教学设计 （建议时长35--40分钟，教师可根据教学实际酌情调整。）
课型 Reading comprehension
主题语境 人与社会——中外节日
内容分析 两部分内容均为多模态语篇。活动1以视频和图片的形式呈现中外节日。活动2通过图片介绍中外节日。
教学目标 带领学生通过回答阅读理解的问题，深入理解文章的内容； 引导学生再次梳理文章信息，准确理解和阐释标题的含义； 引导学生了解书评类文章的特点，获取文中介绍作品的关键信息； 引导学生通过了解《圣诞老人的来信》一书所赞颂的给予和奉献精神，加深对节日意义的理解。
教学重点 全面理解文章内容； 学习书评类文章的特点；
教学难点 引导深入理解给予和奉献精神，深刻理解节日的意义
教学策略 问答
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Introduce Christmas and the author of the book Letters from Father Christmas Listen and take notes. Learn about the background information of the reading passage.
Activity 2 Put forward the comprehension questions one by one and analyse the passage. Read the passage and find the necessary information in the passage. Have a better understanding of the passage.
教学反思
阅读理解文章的教学形式比较单一，限于网络录播课的条件。 在引导学生理解文章过程中，有部分词汇理解，没有充分展开。
Book 2 Unit 2 Let’s celebrate教案设计
Using Language板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与社会——中外节日
内容分析 语法部分通过提供化妆舞会和“黑色星期五”两个语境的相关练习，引导学生恰当使用情态动词。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。
教学目标 引导学生了解情态动词表示推测的基本用法，增强使用情态动词的意识，学会在真实语境中正确运用情态动词。 带领学生初步了解“黑色星期五”这一节日，拓展知识的广度。
教学重点 引导学生掌握情态动词表推测的用法。 引导学生在真实语境中提升对情态动词的理解。
教学难点 引导学生对易混淆的情态动词用法进行区分。 引导学生在真实情景中选择合适的情态动词。
教学策略 P-W-P模式、交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T reviews what have been taught in the last unit with Ss. 2. Display five sentences from the reading passage. 2. T asks Ss to find out the modals. Ss observe the sentences and find out the modals. Arouse Ss’s interest.
Activity 2 1. T asks Ss to think about function of the modals 2. T plays a video clip. Ss watch the video clip with the question in mind. Cultivate thinking ability.
Activity 3 1.T summarizes the usages mentioned in the video clip. Ss match the meanings to the modal verbs. Get to know modal verbs’ basic meanings.
Activity 4 1. T explains the usages of ‘be able to’. 2. T asks Ss to think about the difference between ‘be able to’ and ‘can/could’. 3. T summarizes the differences and asks Ss to complete the passage. Ss observe the usages of modal verbs in authentic sentences. 1. Cultivate thinking ability. 2. Learn usages of modal verbs through contexts.
Activity 5 T asks Ss to rewrite the underlined sentences in the conversation. Ss rewrite the sentences. Learn usages of modal verbs through contexts.
Activity 6 T asks Ss to describe the picture using modal verbs. Ss describe the picture using modal verbs Enhance Ss’s language ability.
Activity 7 1. T asks Ss to finish a video test. 2. T asks Ss to do multiple choices. Ss finish the exercises. Deepen the understanding of what students have learned.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性，吸引学生。 输出部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性。
Teaching Plan----listening and speaking
Objectives: By the end of the lesson, the students will …
listen to and understand the main idea and details of a dialogue of a festival invitation
grasp the useful expression and sentence patterns to extend and accept an invitation and introduce the Lantern Festival and the Double Ninth Festival
make a spoken invitation using modals and other expressions and sentence patterns learnt
watch and understand the main idea and details of a video introducing the Double Ninth Festival
Key points and / or difficult points
understanding the main idea and details of the dialogue and the video
make a spoken invitation using modals and other expressions and sentence patterns learnt
Methodology & Strategies
Communicative approach to teaching and learning, activity-based teaching and learning
Aids and / or Materials
PPT slides, a dialogue clip and a video clip
Discourse Analysis
主题语境(Theme)：Human and society – Chinese and foreign cultural customs and traditional festival 语篇类型(Genre)： video -- exposition, recording -- dialogue, and spoken invitation 文本分析(Discourse analysis)： The recording material is a dialogue of extending and accepting an invitation for Thanksgiving, which shows students an informal spoken way to give and answer a festival invitation. Students can not only learn the useful expressions and sentence patterns for doing so, grasp the key information to pay attention to of a verbal invitation, but also approach the important western festival, Thanksgiving by getting to know some of its customs. The video clip is an exposition introducing the time reasons and ways to celebrate the Double Ninth Festival and also the traditional and current customs of the festival, in which detailed explanation and examples are given to fully display the picture of the special festival.
Analysis of Students
Since this is an online class resource open to all of the students in Shenzhen and even all over China, the content and difficulty of this class apply to average students of all ranges in Senior One. Since this is an online class for individual learning at home, students may not have peers or teachers to perform interactive activities. Therefore, the learning activities are mainly one-way individual ones. In the previous classes, students have accumulated certain vocabulary and sentence patterns about some Chinese and western festivals and have background knowledge of them, but they may lack the experience of extending or accepting a spoken festival invitation using their language and cultural knowledge. They may still lack some language support of the relevant details of traditional Chinese festivals.
Homework
1. Students need to review the way to extend and accept a spoken invitation. 2. Students need to search for information and make up a conversation to extend and accept an invitation of Halloween.
Procedures
教学环节 Steps 活动形式与步骤 Activities 活动意图 Activity goals 活动层次 Activity Level
Lead-in T asks Ss 2 questions about written and spoken invitations and the time to arrive when visiting a friend. Then Ss find out the answers in the note on Page 19. T leads Ss to dig deeper into the culture knowledge and relate to themselves. To arouse Ss’ interest to find out the answer in the note. To help Ss acquire cultural and custom knowledge. To inspire Ss to think behind the customs. Perceiving and noticing Acquiring and sorting
Listening 1.Ss read the task of Activity 6 and listen to the recording to find out the answer. 2.Ss read the task of Activity 7 and listen again and fill in the blanks. 3.T asks Ss three questions and Ss try to answer them with their memory. 4.T shows the culture knowledge of the Thanksgiving Parade. To train Ss’ ability of listening for main idea and details. To help Ss understand the key information to pay attention to in a spoken invitation. To train Ss’ listening and remembering skills by asking them questions without mentioning the questions before listening. To acquaint Ss with the western culture knowledge. Perceiving and noticing Acquiring and sorting
Retelling Ss retell the story with the help of the notes. To train Ss’ oral ability of retelling. Application and practice
Pre- speaking 1.T help Ss to sort out the sentence patterns of extending and accepting an invitation used in the dialogue. 2.T inspires Ss to use the modals learnt before to make up sentences that could be used in a spoken invitation. 3.T helps Ss to accumulate useful information and expressions to introduce the Lantern Festival and the Double Ninth Festival in English. To help Ss get language and content preparation for giving a spoken invitation. To activate Ss’ cultural and custom background knowledge. To help Ss accumulate expressions for the topic. Acquiring and sorting Summarizing and integrating
Speaking Ss give a spoken invitation of the Lantern Festival and the Double Ninth Festival to their foreign teacher Jackie. To train Ss’ ability of speaking. To consolidate the language knowledge they have learnt. Application and practice
Post- speaking (watching and listening) 1.T plays a video introducing the Double Ninth Festival and asks Ss six questions based on the details. 2.T summarizes the useful expressions used in the video. To train Ss’ ability of listening to details (a challenging task). To enrich Ss’ cultural knowledge. To enlarge Ss’ vocabulary of the topic. Perceiving and noticing Acquiring and sorting Application and practice
Teaching Plan_Reading
Objectives: By the end of the lesson, the students will …
Learn about Chinese Spring Festival traditions.
Distinguish a fact from an opinion in the passage.
Learn about the structure of the passage.
Apply the opinion-and-fact structure to be persuasive in topics of Spring Festival traditions.
Key points and / or difficult points
To distinguish a fact and an opinion in the passage.
To apply the opinion-and-fact structure to be persuasive in topics of Spring Festival traditions.
Methodology & Strategies
P-W-P model (Pre-reading While-reading After-reading)
Aids and / or Materials
Computer, Video, PPT slide
Discourse Analysis
Theme： Human and Society——Different Ethnic Cultural Customs and Traditional Festivals Genre： Letter & Argumentative essay Discourse analysis： The section presents two letters to readers of the newspaper column, showing two different views on where to eat New Year's Eve from two people of different ages and occupations. The first reader believes that eating out for New Year's Eve provides convenience and allows people to spend more time with their families. The second reader thought that the process of preparing a family's New Year's Eve dinner together was the most precious memory.
Analysis of Students
Students have learnt the first book and have mastered certain vocabulary about the Spring Festival but more vocabulary about traditions need to be learnt. Students have learnt some strategies of skimming and scanning but they still need more practice. Students have learnt some background information about the Spring Festival but they still need to know more about different opinions towards the Spring Festival traditions and the reasons.
Procedures
Steps Objectives Activities Activity goals Activity Level 学习效果评价 Assessment
Activity 1 To learn about Chinese Spring Festival traditions. 1.Teacher asks students to watch the video. 2.Teacher talks about Chinese Spring Festival traditions. To lead students into the topic of Chinese Spring Festival traditions. 感知与注意 Remember 1. Students watch the video and answer the questions. 2. Students learn about words and expressions about Chinese Spring Festival traditions.
Activity 2 To learn about Chinese Spring Festival traditions. 1. Teacher asks students to look at the title of the passage and predict the content of the passage. 2. Teacher asks students to think about their ideas. 1. To help students to predict the content and raise their interest towards the passage. 2. To cultivate student’s ability of independent thinking. 批判与评价 Evaluate 1. Students look at the title of the passage and predict the content of the passage. 2. Students talk about their ideas about eating out in Spring Festival.
Activity 3 To distinguish a fact and an opinion in the passage. Teacher asks students to read the passage quickly and find out each person’s point of view. To help students adopt skimming to grasp the main idea and opinions of the person. 获取与梳理Understand Students read the passage quickly and find out each person’s point of view.
Activity 4 To distinguish a fact and an opinion in the passage. 1. Teacher asks students to read the sentences from the passage and decide if they are facts (F) or opinions (O). 2. Teacher tells students about the answers. To help students to distinguish opinions and facts of the passage. 获取与梳理Understand 1. Students read the sentences from the passage and decide if they are facts (F) or opinions (O). 2. Teacher tells students about the answers.
Activity 5 To learn about the structure of the passage and learn about some language points in the passage. 1. Teacher asks students to read the passage carefully and try to fill in the mind map. 2. Teacher help students to appreciate and analyse the structure of the passage. 3. Teacher appreciates and analyses language points in the passage. 1. To help students learn to scan for details. 2. To help students to learn about the opinion-and-fact structure of the passage. 3. To help students to learn about language points in the passage. 获取与梳理Understand 1. Students read the passage carefully and try to fill in the mind map. 2. Students learn about the structure of the passage. 3. Students learn about language points in the passage.
Activity 6 To learn about the structure of the passage. Teacher asks students to think about the questions. (1) What causes the difference of the ideas (2) Which of the two opinions do you agree with 2. Teacher talk about the answer of the questions. 1. To help students think deep into the reason of the different ideas. 2. To cultivate student’s independent thinking and critical thinking. 分析与判断Analyse 1. Students read the passage and think about the questions. 2. Students express their ideas and check answers.
Activity 7 To apply the opinion-and-fact structure to be persuasive in topics of Spring Festival traditions. 1. Teacher asks students to choose a topic and try to organize the idea to be persuasive! 2.Teacher shares her idea for reference. 1. To help students apply the opinion and fact idea to be persuasive. 2. To cultivate student’s independent thinking and critical thinking. 内化与运用 Apply Students choose a topic and try to organize the idea to be persuasive by adopting the opinion and fact structure. 2. Students share ideas.
Summary & Language Points Review To review the knowledge. 1. Teacher summarizes the class. 2. Teacher reviews the language points. 1. To encourage students to understand the value of Spring Festival Traditions. 2.To help students learn about the language points. 描述与阐释 Remember Students learn about the importance of traditions. 2. Students review the language points.
Homework To understand and express the importance of the Spring Festival family dinner. Finish the exercise 4 in page 22, giving ideas on the importance of the Spring Festival family dinner. To understand and express the importance of the Spring Festival family dinner. 推理与论证 Evaluate 1. Students revie the importance of Spring Festival family dinner. 2. Students express the importance of the Spring Festival family dinner.
Teaching Plan----writing
Objectives: By the end of the lesson, the students will …
Use related vocabulary to write about personal views and feelings on a certain cultural phenomenon.
Enhance a sense of national identity, and learn to spread Chinese culture.
Analyze the reasons behind a certain cultural phenomenon.
Learn to evaluate, edit and improve their writing.
Key points and/or difficult points
Analyze the reasons behind a certain cultural phenomenon.
Write personal views and feelings on certain cultural phenomenon.
Methodology & Strategies
Activity-based approach
Aids and/or Materials
Multimedia & PPT slides
Discourse Analysis
Thematic context: human and society——Different Ethnic Cultural Customs and Traditional Festivals Genre: Letter Discourse analysis: The theme of this section is "Writing a letter to express ideas about the global celebration of the Spring Festival". This section provides an editorial first. In the editorial, it introduces the phenomenon of the Chinese Spring Festival going global. The first paragraph introduces that many foreigners are celebrating the Spring Festival, and the second paragraph introduces how foreigners celebrate it. The third paragraph asks students to make their own comments on this phenomenon. By completing the prescribed tasks, students can learn about this trend and strengthen cultural self-confidence. In the editorial, the author used the present continuous tense to express the continuation of the action, and the present perfect tense to express the impact of the festival. The clear text structure and concise language can provide a good model for writing.
Analysis of Students
This section is in the second unit of compulsory Module 2 in Senior High School and the students are from Grade 1. After the previous study, students have acquired some background knowledge and vocabulary related to festival and culture. Most of the students can explore the content independently, cooperate and communicate with others with the encouragement of teachers. Their logical thinking and critical thinking have developed on the basis of early learning, however they still need some guidance on the analysis of reasons behind certain cultural phenomenon. What’s more, they still lack the professional knowledge related to commenting on some phenomena and may be unable to express themselves coherently and logically in writings.
Procedures
教学环节 Steps 教学目标 Objectives 活动形式与步骤 Activities 活动意图 Activity goals 活动层次 Activity Level 学习效果评价 Assessment
Show students the Learning Objectives To let students know what to learn from this class. Students could know what to learn from this class.
Lead-in (5m) Perceiving and noticing Activity 1: Play a short video of 《只此青绿》in 2022 Spring Festival Gala. Show the background knowledge of《只此青绿》to provide scaffolding for the following questions. Ask three questions which are shown as follows: 1. What impresses you most in this poetic dance performance 2. How does the dance show Chinese traditional culture 3. Why did 600 foreign media outlets from over 170 countries and regions broadcast the gala live What does it imply To arouse students' interest and background knowledge of the Spring Festival by viewing a dance in Spring Festival Gala. Invite students to appreciate the beauty of Chinese poetic dance performance and explore how the dance shows Chinese traditional culture. Learning and understanding activities Students could talk about their feelings and opinions on this dance as well as Chinese culture. Students could get a glimpse of the global celebration of the Spring festival and be proud of the charm of Chinese culture.
Pre-writing (Reading6) Acquiring and sorting, summarizing and integrating Analyzing and judging Activity 2: Read the letter on page 23. 1. Ask the Ss to read the letter carefully and answer the questions. (1) Which countries are mentioned and how do they celebrate Chinese Spring Festival (Russia, Ghana and the United States. Russia: The 2017 Grand Chinese New Year Concert was held in St Petersburg, with its tickets sold out and with 90% of the audience local Russians. Ghana: Over 1,000 Ghanaian junior high school students got up on stage to perform Chinese songs and dances to celebrate the 2017 Spring Festival. The United States: Students in New York City have since 2016 been able to enjoy an official day’s holiday for the Chinese Spring Festival.) (2) Which event would you like to attend most Why (Students’ own answers.) (3) Why do you think the Chinese Spring Festival is “going global” (Possible reasons may include: increasing overseas Chinese population, China’s growing economic and political influence, the desire for overseas stores and recreational venues to profit from the celebration, China’s efforts to help the festival go global.) To help students acquire background knowledge about the phenomenon of the global celebration of the Chinese Spring Festival To guide them to brainstorm the reasons. Learning Comprehension Application and Practice activities Students could know the phenomenon of the global celebration of the Chinese Spring Festival and acquire some expressions. Students could brainstorm the reasons behind this phenomenon.
Pre-writing (Scaffolding) (14) Analyzing and judging Activity 3: Get students to complete the notes to help organize their ideas. Genre, topic______________ Tense and Person______________ Structure What the phenomenon is:______________ What reason lie behind it: ______________ How you feel about it: _________________ Key points(reasons): ______________ To provide guidance in terms of discourse structure, specific content, choice of tense. Application and Practice activities Students could know what to write and how to organize the article.
describing and illustrating, application and practice Activity 4: Students acquire related vocabulary and expressions through translating. Help students accumulate advanced vocabulary and more diverse sentence patterns, and enrich their language storage. Application and Practice activities Students could know how to express their feelings and opinions properly with the help of related vocabulary and expressions.
Writing (0 m) Application and practice, Reasoning and demonstrating, Imagining and creating Activity 5: Ask students to write a letter to the editor to express their ideas. (25m) Students use what they have learned to express their feelings and opinions. Transference and innovation activities Students could finish the writing within a limited time(25m).
Post-writing(10m) Evaluating and commenting Activity 6：Students evaluate their own writing according to the evaluation criterion. First, Teacher ask students to evaluate some articles according to the evaluation criterion and then teacher gives feedback and shows how to assess a writing. To guide students to objectively and accurately evaluate their writing and others. Students can learn to evaluate, edit and improve their writing. Transference and innovation activities Students could evaluate their writing and others based on the criteria and improve these aspects in their future writing.
Deep thinking& Summary (5m) Imagining and creating Activity 7：Ask students to think about how could they make contributions to the spread of Chinese culture. Summarize what they have learned. Strengthen students’ recognition of Chinese traditions and national identity. Guide students to think about their contributions to the spread of Chinese culture. Systematize the language knowledge of this lesson to facilitate the students' internalization of output. Transference and innovation activities Students could think about their contributions to the spread of Chinese culture.
Homework Reasoning and demonstrating, Imagining and creating 1.Students assess their own writings according to the Checklist chart and polish their writings. 2.Write an article about Chinese people’s growing enthusiasm for celebrating Western Festivals. 现在越来越多的人喜欢过西方的节日; 假如你是李华,请用英语给报社的编辑写封信来分析产生这种现象的原因，并就这种现象可能带来的影响简要阐述自己的看法和观点。 注意:1.词数100左右; 2.可适当增加细节，以使行文连贯。 To further revise the manuscript and write a new article. Transference and innovation activities Students could further revise the manuscript. Students could use what they have learned to write a new article.
Teaching Plan---Project&Review
Objectives: By the end of the lesson, the students will …
learn about some special days and create one.
reflect on the meanings of celebration.
review the previous lessons (words & grammar etc.).
Key points and / or difficult points
Let the students grab the basic information about World Health Day, World Book Day and Word Smile Day.
Teach the students to design a special day and introduce it to others by using some useful expressions.
Trigger students’ deep thinking of the meanings of celebration.
Help the students to have a reflection on the whole unit.
Methodology & Strategies
Reading Strategies; Asking and answering activity to check the students’ understanding of the text
Aids and / or Materials
Students’ textbook, computer, PPT slides, a video clip
Discourse Analysis
Since half of this lesson is the review of the whole unit, there is no specific reading passage. Relevant theme of this unit is about Human and society- different customs and traditional festivals at home and abroad. The purpose of this unit is to broaden student’s knowledge about different festivals as well as raise their cultural consciousness.
Analysis of Students
This lesson is designed for average students in Senior 1, who have already accumulated some useful expressions about Chinese traditional customs and festivals. In the previous lessons, students have got certain training of reading, speaking, listening and writing circling the topic of this unit. In this lesson, it’s hoped that their creativity and imagination will get further developed.
Homework
Students need to create a special day and celebrate it with their family members.
Procedures
教学环节 Steps 教学目标 Objectives 活动形式与步骤 Activities 活动意图 Activity goals 活动层次 Activity Level 学习效果评价 Assessment
General Review Let the Ss grasp the structure of this unit. T shows the mind map of the whole 7 lessons of unit 2 and explains the main idea of each one respectively. Get a general review of the previous lessons. Learning comprehension- Summarizing Ss recall what they have learned.
Lead-in Let Ss know the learning objectives. T shows the learning objectives to Ss. Draft an outline of this lesson. Learning Comprehension-perception & attention Ss will have a general understanding of the key & difficult points of this lesson.
Presenting Ideas- Activity 1 Ss learn the basic background information of 3 festivals and also develop a love for health, reading and optimism. T shows three pictures and asks Ss the following two questions: Do you know any of these days Why do you think people create these days T talks about World Health Day, World Book Day, and World Smile Day respectively. World Health Day: T asks Ss to read the festival description and focus on when and why. Then, T asks Ss “How can we be healthy ” and gives examples. World Book Day: T asks Ss to read the festival description and focus on when and why. Then, T asks Ss “Why should we read ” and plays a video. Finally, T shows more pictures about reading. World Smile Day: T asks Ss to read the festival description and focus on when and why. Then, T asks Ss to appreciate some photos about smiling. 3. Small quiz of the date of each festival. Learn about the basic information about World Health Day, World Book Day, and World Smile Day. Let Ss understand how to keep healthy, why we can’t live without books and the importance of being positive. Application- Description & internalization Ss will know the basic information about World Health Day, World Book Day, and World Smile Day. What’s more, Ss’ interest of keeping fit, reading and being positive will be boosted.
Presenting Ideas- Activity 2 Ss design their own festivals and introduce them with the help of the useful expressions. 1. T asks Ss to think of a special day they would like to create. Ss complete the table to help organize their ideas: Name: Date: Reasons to create it: Activities: T shows two possible examples: World Pet Day & World Rest Day. 2. T teaches the useful expressions. Train the creativity of the Ss’. Let Ss learn some useful expressions. Innovation- Imagination & creation Ss design their own festivals and find the things they cherish very much.
Presenting Ideas- Activity 3 Encourage Ss to ponder over the importance of celebration. T asks Ss to think about why we should celebrate festivals and then shows T’s understanding. Trigger deep thinking. Innovation- Reasoning & Evaluation Ss understand the significance of celebration and develop a sense of ceremony.
Reflection-Unit 2 Let Ss quickly go through the structure of Unit 2. T asks Ss to think and recall what we have learned in Unit 2. Summarize the whole unit. Learning comprehension- Summarizing Application- Description Ss recall what they have learned.
Reflection-Words Let Ss review 15 words in unit 2. T asks Ss to do a word puzzle. T asks Ss to fill the blanks. Review words. Application- internalization Ss review the words.
Reflection-Grammar Let Ss review the grammar in unit2. T asks Ss to look at the mind map about modals. T asks Ss to fill in the 10 blanks (Grammar Exercise 1). T asks Ss to translate the 16 phrases (Grammar Exercise 2). Review grammar-modals. Learning comprehension- Summarizing Application- internalization Ss review grammar-modals.
Self- evaluation & homework Lead Ss to make a self- evaluation. T asks Ss to complete “Reflection” on page 24. T assigns homework. Ss rate their performance in this unit, summarize what they’ve learned and think about what they need to improve. Innovation- Evaluation Ss rate performance, review the unit, and think about ways to improve.
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是中外节日。本单元从介绍世界各地的一些节日开始，展现了与圣诞节有关的文学作品，讨论了中国春节吃团圆饭这一传统习俗随着时代的发展而产生的变化，还涉及了其他中外传统节日的庆祝活动以及春节的国际化等话题，帮助学生了解中外节日的意义和内涵，引导学生初步思考传统节日的演变与传播，增强国家认同感和文化传播意识。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的多模态语篇，综合运用各种语言技能，读懂语篇内容；听懂并谈论与节日有关的话题，深入理解不同国家的忌日文化，使用新学语言谈论节日的庆祝方式，恰当使用情态动词表示推测，能够书面表达自己对某种节日现象的观点，深化对单元主题意义的理解与挖掘；能够运用单元所学知识辨析不同节日的意义和内涵，通过了解中国传统节日走向世界的事实，增强国家认同感，主动弘扬和传播中华优秀文化，增强社会责任感；通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out板块教学设计 （建议时长35--40分钟，教师可根据教学实际酌情调整。）
课型 Vocabulary + Viewing + Speaking
主题语境 人与社会——中外节日
内容分析 两部分内容均为多模态语篇。活动1以视频和图片的形式呈现中外节日。活动2通过图片介绍中外节日。
教学目标 了解与季节有关的节日。 了解不同类型的节日，了解不同的节日文化； 了解人们庆祝节日的不同原因； 学习与节日话题相关的词汇，如decoration, fancy dress等。
教学重点 用英文介绍中外节日； 学习和节日主题相关的词汇。
教学难点 引导学生谈谈各种节日的庆祝原因和庆祝方式； 引导学生用包容和理解的态度看待世界各地不同的节日文化。
教学策略 视听策略、听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Watch a video clip to catch a glimpse of seasonal festivals. Show the key information from the video. Take notes Listen and answer the given questions. Practice listening and learn about seasonal festivals.
Activity 2 Brain -storm Observe the pictures, think about the festivals and the reasons to celebrate them. Enlarge vocabulary and learn about different festival culture.
教学反思
词汇教学部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性； 播放视频的时候，应该鼓励学生养成听、记笔记的习惯； 在课堂设计方面需要更多关注个体，增强趣味性，吸引学生。
Book 2 Unit 2 Let’s celebrate! 教案设计
Understanding ideas板块教学设计 （建议时长35--40分钟，教师可根据教学实际酌情调整。）
课型 Reading comprehension
主题语境 人与社会——中外节日
内容分析 两部分内容均为多模态语篇。活动1以视频和图片的形式呈现中外节日。活动2通过图片介绍中外节日。
教学目标 带领学生通过回答阅读理解的问题，深入理解文章的内容； 引导学生再次梳理文章信息，准确理解和阐释标题的含义； 引导学生了解书评类文章的特点，获取文中介绍作品的关键信息； 引导学生通过了解《圣诞老人的来信》一书所赞颂的给予和奉献精神，加深对节日意义的理解。
教学重点 全面理解文章内容； 学习书评类文章的特点；
教学难点 引导深入理解给予和奉献精神，深刻理解节日的意义
教学策略 问答
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Introduce Christmas and the author of the book Letters from Father Christmas Listen and take notes. Learn about the background information of the reading passage.
Activity 2 Put forward the comprehension questions one by one and analyse the passage. Read the passage and find the necessary information in the passage. Have a better understanding of the passage.
教学反思
阅读理解文章的教学形式比较单一，限于网络录播课的条件。 在引导学生理解文章过程中，有部分词汇理解，没有充分展开。
Book 2 Unit 2 Let’s celebrate教案设计
Using Language板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与社会——中外节日
内容分析 语法部分通过提供化妆舞会和“黑色星期五”两个语境的相关练习，引导学生恰当使用情态动词。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。
教学目标 引导学生了解情态动词表示推测的基本用法，增强使用情态动词的意识，学会在真实语境中正确运用情态动词。 带领学生初步了解“黑色星期五”这一节日，拓展知识的广度。
教学重点 引导学生掌握情态动词表推测的用法。 引导学生在真实语境中提升对情态动词的理解。
教学难点 引导学生对易混淆的情态动词用法进行区分。 引导学生在真实情景中选择合适的情态动词。
教学策略 P-W-P模式、交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T reviews what have been taught in the last unit with Ss. 2. Display five sentences from the reading passage. 2. T asks Ss to find out the modals. Ss observe the sentences and find out the modals. Arouse Ss’s interest.
Activity 2 1. T asks Ss to think about function of the modals 2. T plays a video clip. Ss watch the video clip with the question in mind. Cultivate thinking ability.
Activity 3 1.T summarizes the usages mentioned in the video clip. Ss match the meanings to the modal verbs. Get to know modal verbs’ basic meanings.
Activity 4 1. T explains the usages of ‘be able to’. 2. T asks Ss to think about the difference between ‘be able to’ and ‘can/could’. 3. T summarizes the differences and asks Ss to complete the passage. Ss observe the usages of modal verbs in authentic sentences. 1. Cultivate thinking ability. 2. Learn usages of modal verbs through contexts.
Activity 5 T asks Ss to rewrite the underlined sentences in the conversation. Ss rewrite the sentences. Learn usages of modal verbs through contexts.
Activity 6 T asks Ss to describe the picture using modal verbs. Ss describe the picture using modal verbs Enhance Ss’s language ability.
Activity 7 1. T asks Ss to finish a video test. 2. T asks Ss to do multiple choices. Ss finish the exercises. Deepen the understanding of what students have learned.
教学反思
在课堂设计方面需要更多关注个体，增强趣味性，吸引学生。 输出部分因为网课缺乏互动，设计略显枯燥，可设计更加新颖一些, 增强互动性。
Teaching Plan----listening and speaking
Objectives: By the end of the lesson, the students will …
listen to and understand the main idea and details of a dialogue of a festival invitation
grasp the useful expression and sentence patterns to extend and accept an invitation and introduce the Lantern Festival and the Double Ninth Festival
make a spoken invitation using modals and other expressions and sentence patterns learnt
watch and understand the main idea and details of a video introducing the Double Ninth Festival
Key points and / or difficult points
understanding the main idea and details of the dialogue and the video
make a spoken invitation using modals and other expressions and sentence patterns learnt
Methodology & Strategies
Communicative approach to teaching and learning, activity-based teaching and learning
Aids and / or Materials
PPT slides, a dialogue clip and a video clip
Discourse Analysis
主题语境(Theme)：Human and society – Chinese and foreign cultural customs and traditional festival 语篇类型(Genre)： video -- exposition, recording -- dialogue, and spoken invitation 文本分析(Discourse analysis)： The recording material is a dialogue of extending and accepting an invitation for Thanksgiving, which shows students an informal spoken way to give and answer a festival invitation. Students can not only learn the useful expressions and sentence patterns for doing so, grasp the key information to pay attention to of a verbal invitation, but also approach the important western festival, Thanksgiving by getting to know some of its customs. The video clip is an exposition introducing the time reasons and ways to celebrate the Double Ninth Festival and also the traditional and current customs of the festival, in which detailed explanation and examples are given to fully display the picture of the special festival.
Analysis of Students
Since this is an online class resource open to all of the students in Shenzhen and even all over China, the content and difficulty of this class apply to average students of all ranges in Senior One. Since this is an online class for individual learning at home, students may not have peers or teachers to perform interactive activities. Therefore, the learning activities are mainly one-way individual ones. In the previous classes, students have accumulated certain vocabulary and sentence patterns about some Chinese and western festivals and have background knowledge of them, but they may lack the experience of extending or accepting a spoken festival invitation using their language and cultural knowledge. They may still lack some language support of the relevant details of traditional Chinese festivals.
Homework
1. Students need to review the way to extend and accept a spoken invitation. 2. Students need to search for information and make up a conversation to extend and accept an invitation of Halloween.
Procedures
教学环节 Steps 活动形式与步骤 Activities 活动意图 Activity goals 活动层次 Activity Level
Lead-in T asks Ss 2 questions about written and spoken invitations and the time to arrive when visiting a friend. Then Ss find out the answers in the note on Page 19. T leads Ss to dig deeper into the culture knowledge and relate to themselves. To arouse Ss’ interest to find out the answer in the note. To help Ss acquire cultural and custom knowledge. To inspire Ss to think behind the customs. Perceiving and noticing Acquiring and sorting
Listening 1.Ss read the task of Activity 6 and listen to the recording to find out the answer. 2.Ss read the task of Activity 7 and listen again and fill in the blanks. 3.T asks Ss three questions and Ss try to answer them with their memory. 4.T shows the culture knowledge of the Thanksgiving Parade. To train Ss’ ability of listening for main idea and details. To help Ss understand the key information to pay attention to in a spoken invitation. To train Ss’ listening and remembering skills by asking them questions without mentioning the questions before listening. To acquaint Ss with the western culture knowledge. Perceiving and noticing Acquiring and sorting
Retelling Ss retell the story with the help of the notes. To train Ss’ oral ability of retelling. Application and practice
Pre- speaking 1.T help Ss to sort out the sentence patterns of extending and accepting an invitation used in the dialogue. 2.T inspires Ss to use the modals learnt before to make up sentences that could be used in a spoken invitation. 3.T helps Ss to accumulate useful information and expressions to introduce the Lantern Festival and the Double Ninth Festival in English. To help Ss get language and content preparation for giving a spoken invitation. To activate Ss’ cultural and custom background knowledge. To help Ss accumulate expressions for the topic. Acquiring and sorting Summarizing and integrating
Speaking Ss give a spoken invitation of the Lantern Festival and the Double Ninth Festival to their foreign teacher Jackie. To train Ss’ ability of speaking. To consolidate the language knowledge they have learnt. Application and practice
Post- speaking (watching and listening) 1.T plays a video introducing the Double Ninth Festival and asks Ss six questions based on the details. 2.T summarizes the useful expressions used in the video. To train Ss’ ability of listening to details (a challenging task). To enrich Ss’ cultural knowledge. To enlarge Ss’ vocabulary of the topic. Perceiving and noticing Acquiring and sorting Application and practice
Teaching Plan_Reading
Objectives: By the end of the lesson, the students will …
Learn about Chinese Spring Festival traditions.
Distinguish a fact from an opinion in the passage.
Learn about the structure of the passage.
Apply the opinion-and-fact structure to be persuasive in topics of Spring Festival traditions.
Key points and / or difficult points
To distinguish a fact and an opinion in the passage.
To apply the opinion-and-fact structure to be persuasive in topics of Spring Festival traditions.
Methodology & Strategies
P-W-P model (Pre-reading While-reading After-reading)
Aids and / or Materials
Computer, Video, PPT slide
Discourse Analysis
Theme： Human and Society——Different Ethnic Cultural Customs and Traditional Festivals Genre： Letter & Argumentative essay Discourse analysis： The section presents two letters to readers of the newspaper column, showing two different views on where to eat New Year's Eve from two people of different ages and occupations. The first reader believes that eating out for New Year's Eve provides convenience and allows people to spend more time with their families. The second reader thought that the process of preparing a family's New Year's Eve dinner together was the most precious memory.
Analysis of Students
Students have learnt the first book and have mastered certain vocabulary about the Spring Festival but more vocabulary about traditions need to be learnt. Students have learnt some strategies of skimming and scanning but they still need more practice. Students have learnt some background information about the Spring Festival but they still need to know more about different opinions towards the Spring Festival traditions and the reasons.
Procedures
Steps Objectives Activities Activity goals Activity Level 学习效果评价 Assessment
Activity 1 To learn about Chinese Spring Festival traditions. 1.Teacher asks students to watch the video. 2.Teacher talks about Chinese Spring Festival traditions. To lead students into the topic of Chinese Spring Festival traditions. 感知与注意 Remember 1. Students watch the video and answer the questions. 2. Students learn about words and expressions about Chinese Spring Festival traditions.
Activity 2 To learn about Chinese Spring Festival traditions. 1. Teacher asks students to look at the title of the passage and predict the content of the passage. 2. Teacher asks students to think about their ideas. 1. To help students to predict the content and raise their interest towards the passage. 2. To cultivate student’s ability of independent thinking. 批判与评价 Evaluate 1. Students look at the title of the passage and predict the content of the passage. 2. Students talk about their ideas about eating out in Spring Festival.
Activity 3 To distinguish a fact and an opinion in the passage. Teacher asks students to read the passage quickly and find out each person’s point of view. To help students adopt skimming to grasp the main idea and opinions of the person. 获取与梳理Understand Students read the passage quickly and find out each person’s point of view.
Activity 4 To distinguish a fact and an opinion in the passage. 1. Teacher asks students to read the sentences from the passage and decide if they are facts (F) or opinions (O). 2. Teacher tells students about the answers. To help students to distinguish opinions and facts of the passage. 获取与梳理Understand 1. Students read the sentences from the passage and decide if they are facts (F) or opinions (O). 2. Teacher tells students about the answers.
Activity 5 To learn about the structure of the passage and learn about some language points in the passage. 1. Teacher asks students to read the passage carefully and try to fill in the mind map. 2. Teacher help students to appreciate and analyse the structure of the passage. 3. Teacher appreciates and analyses language points in the passage. 1. To help students learn to scan for details. 2. To help students to learn about the opinion-and-fact structure of the passage. 3. To help students to learn about language points in the passage. 获取与梳理Understand 1. Students read the passage carefully and try to fill in the mind map. 2. Students learn about the structure of the passage. 3. Students learn about language points in the passage.
Activity 6 To learn about the structure of the passage. Teacher asks students to think about the questions. (1) What causes the difference of the ideas (2) Which of the two opinions do you agree with 2. Teacher talk about the answer of the questions. 1. To help students think deep into the reason of the different ideas. 2. To cultivate student’s independent thinking and critical thinking. 分析与判断Analyse 1. Students read the passage and think about the questions. 2. Students express their ideas and check answers.
Activity 7 To apply the opinion-and-fact structure to be persuasive in topics of Spring Festival traditions. 1. Teacher asks students to choose a topic and try to organize the idea to be persuasive! 2.Teacher shares her idea for reference. 1. To help students apply the opinion and fact idea to be persuasive. 2. To cultivate student’s independent thinking and critical thinking. 内化与运用 Apply Students choose a topic and try to organize the idea to be persuasive by adopting the opinion and fact structure. 2. Students share ideas.
Summary & Language Points Review To review the knowledge. 1. Teacher summarizes the class. 2. Teacher reviews the language points. 1. To encourage students to understand the value of Spring Festival Traditions. 2.To help students learn about the language points. 描述与阐释 Remember Students learn about the importance of traditions. 2. Students review the language points.
Homework To understand and express the importance of the Spring Festival family dinner. Finish the exercise 4 in page 22, giving ideas on the importance of the Spring Festival family dinner. To understand and express the importance of the Spring Festival family dinner. 推理与论证 Evaluate 1. Students revie the importance of Spring Festival family dinner. 2. Students express the importance of the Spring Festival family dinner.
Teaching Plan----writing
Objectives: By the end of the lesson, the students will …
Use related vocabulary to write about personal views and feelings on a certain cultural phenomenon.
Enhance a sense of national identity, and learn to spread Chinese culture.
Analyze the reasons behind a certain cultural phenomenon.
Learn to evaluate, edit and improve their writing.
Key points and/or difficult points
Analyze the reasons behind a certain cultural phenomenon.
Write personal views and feelings on certain cultural phenomenon.
Methodology & Strategies
Activity-based approach
Aids and/or Materials
Multimedia & PPT slides
Discourse Analysis
Thematic context: human and society——Different Ethnic Cultural Customs and Traditional Festivals Genre: Letter Discourse analysis: The theme of this section is "Writing a letter to express ideas about the global celebration of the Spring Festival". This section provides an editorial first. In the editorial, it introduces the phenomenon of the Chinese Spring Festival going global. The first paragraph introduces that many foreigners are celebrating the Spring Festival, and the second paragraph introduces how foreigners celebrate it. The third paragraph asks students to make their own comments on this phenomenon. By completing the prescribed tasks, students can learn about this trend and strengthen cultural self-confidence. In the editorial, the author used the present continuous tense to express the continuation of the action, and the present perfect tense to express the impact of the festival. The clear text structure and concise language can provide a good model for writing.
Analysis of Students
This section is in the second unit of compulsory Module 2 in Senior High School and the students are from Grade 1. After the previous study, students have acquired some background knowledge and vocabulary related to festival and culture. Most of the students can explore the content independently, cooperate and communicate with others with the encouragement of teachers. Their logical thinking and critical thinking have developed on the basis of early learning, however they still need some guidance on the analysis of reasons behind certain cultural phenomenon. What’s more, they still lack the professional knowledge related to commenting on some phenomena and may be unable to express themselves coherently and logically in writings.
Procedures
教学环节 Steps 教学目标 Objectives 活动形式与步骤 Activities 活动意图 Activity goals 活动层次 Activity Level 学习效果评价 Assessment
Show students the Learning Objectives To let students know what to learn from this class. Students could know what to learn from this class.
Lead-in (5m) Perceiving and noticing Activity 1: Play a short video of 《只此青绿》in 2022 Spring Festival Gala. Show the background knowledge of《只此青绿》to provide scaffolding for the following questions. Ask three questions which are shown as follows: 1. What impresses you most in this poetic dance performance 2. How does the dance show Chinese traditional culture 3. Why did 600 foreign media outlets from over 170 countries and regions broadcast the gala live What does it imply To arouse students' interest and background knowledge of the Spring Festival by viewing a dance in Spring Festival Gala. Invite students to appreciate the beauty of Chinese poetic dance performance and explore how the dance shows Chinese traditional culture. Learning and understanding activities Students could talk about their feelings and opinions on this dance as well as Chinese culture. Students could get a glimpse of the global celebration of the Spring festival and be proud of the charm of Chinese culture.
Pre-writing (Reading6) Acquiring and sorting, summarizing and integrating Analyzing and judging Activity 2: Read the letter on page 23. 1. Ask the Ss to read the letter carefully and answer the questions. (1) Which countries are mentioned and how do they celebrate Chinese Spring Festival (Russia, Ghana and the United States. Russia: The 2017 Grand Chinese New Year Concert was held in St Petersburg, with its tickets sold out and with 90% of the audience local Russians. Ghana: Over 1,000 Ghanaian junior high school students got up on stage to perform Chinese songs and dances to celebrate the 2017 Spring Festival. The United States: Students in New York City have since 2016 been able to enjoy an official day’s holiday for the Chinese Spring Festival.) (2) Which event would you like to attend most Why (Students’ own answers.) (3) Why do you think the Chinese Spring Festival is “going global” (Possible reasons may include: increasing overseas Chinese population, China’s growing economic and political influence, the desire for overseas stores and recreational venues to profit from the celebration, China’s efforts to help the festival go global.) To help students acquire background knowledge about the phenomenon of the global celebration of the Chinese Spring Festival To guide them to brainstorm the reasons. Learning Comprehension Application and Practice activities Students could know the phenomenon of the global celebration of the Chinese Spring Festival and acquire some expressions. Students could brainstorm the reasons behind this phenomenon.
Pre-writing (Scaffolding) (14) Analyzing and judging Activity 3: Get students to complete the notes to help organize their ideas. Genre, topic______________ Tense and Person______________ Structure What the phenomenon is:______________ What reason lie behind it: ______________ How you feel about it: _________________ Key points(reasons): ______________ To provide guidance in terms of discourse structure, specific content, choice of tense. Application and Practice activities Students could know what to write and how to organize the article.
describing and illustrating, application and practice Activity 4: Students acquire related vocabulary and expressions through translating. Help students accumulate advanced vocabulary and more diverse sentence patterns, and enrich their language storage. Application and Practice activities Students could know how to express their feelings and opinions properly with the help of related vocabulary and expressions.
Writing (0 m) Application and practice, Reasoning and demonstrating, Imagining and creating Activity 5: Ask students to write a letter to the editor to express their ideas. (25m) Students use what they have learned to express their feelings and opinions. Transference and innovation activities Students could finish the writing within a limited time(25m).
Post-writing(10m) Evaluating and commenting Activity 6：Students evaluate their own writing according to the evaluation criterion. First, Teacher ask students to evaluate some articles according to the evaluation criterion and then teacher gives feedback and shows how to assess a writing. To guide students to objectively and accurately evaluate their writing and others. Students can learn to evaluate, edit and improve their writing. Transference and innovation activities Students could evaluate their writing and others based on the criteria and improve these aspects in their future writing.
Deep thinking& Summary (5m) Imagining and creating Activity 7：Ask students to think about how could they make contributions to the spread of Chinese culture. Summarize what they have learned. Strengthen students’ recognition of Chinese traditions and national identity. Guide students to think about their contributions to the spread of Chinese culture. Systematize the language knowledge of this lesson to facilitate the students' internalization of output. Transference and innovation activities Students could think about their contributions to the spread of Chinese culture.
Homework Reasoning and demonstrating, Imagining and creating 1.Students assess their own writings according to the Checklist chart and polish their writings. 2.Write an article about Chinese people’s growing enthusiasm for celebrating Western Festivals. 现在越来越多的人喜欢过西方的节日; 假如你是李华,请用英语给报社的编辑写封信来分析产生这种现象的原因，并就这种现象可能带来的影响简要阐述自己的看法和观点。 注意:1.词数100左右; 2.可适当增加细节，以使行文连贯。 To further revise the manuscript and write a new article. Transference and innovation activities Students could further revise the manuscript. Students could use what they have learned to write a new article.
Teaching Plan---Project&Review
Objectives: By the end of the lesson, the students will …
learn about some special days and create one.
reflect on the meanings of celebration.
review the previous lessons (words & grammar etc.).
Key points and / or difficult points
Let the students grab the basic information about World Health Day, World Book Day and Word Smile Day.
Teach the students to design a special day and introduce it to others by using some useful expressions.
Trigger students’ deep thinking of the meanings of celebration.
Help the students to have a reflection on the whole unit.
Methodology & Strategies
Reading Strategies; Asking and answering activity to check the students’ understanding of the text
Aids and / or Materials
Students’ textbook, computer, PPT slides, a video clip
Discourse Analysis
Since half of this lesson is the review of the whole unit, there is no specific reading passage. Relevant theme of this unit is about Human and society- different customs and traditional festivals at home and abroad. The purpose of this unit is to broaden student’s knowledge about different festivals as well as raise their cultural consciousness.
Analysis of Students
This lesson is designed for average students in Senior 1, who have already accumulated some useful expressions about Chinese traditional customs and festivals. In the previous lessons, students have got certain training of reading, speaking, listening and writing circling the topic of this unit. In this lesson, it’s hoped that their creativity and imagination will get further developed.
Homework
Students need to create a special day and celebrate it with their family members.
Procedures
教学环节 Steps 教学目标 Objectives 活动形式与步骤 Activities 活动意图 Activity goals 活动层次 Activity Level 学习效果评价 Assessment
General Review Let the Ss grasp the structure of this unit. T shows the mind map of the whole 7 lessons of unit 2 and explains the main idea of each one respectively. Get a general review of the previous lessons. Learning comprehension- Summarizing Ss recall what they have learned.
Lead-in Let Ss know the learning objectives. T shows the learning objectives to Ss. Draft an outline of this lesson. Learning Comprehension-perception & attention Ss will have a general understanding of the key & difficult points of this lesson.
Presenting Ideas- Activity 1 Ss learn the basic background information of 3 festivals and also develop a love for health, reading and optimism. T shows three pictures and asks Ss the following two questions: Do you know any of these days Why do you think people create these days T talks about World Health Day, World Book Day, and World Smile Day respectively. World Health Day: T asks Ss to read the festival description and focus on when and why. Then, T asks Ss “How can we be healthy ” and gives examples. World Book Day: T asks Ss to read the festival description and focus on when and why. Then, T asks Ss “Why should we read ” and plays a video. Finally, T shows more pictures about reading. World Smile Day: T asks Ss to read the festival description and focus on when and why. Then, T asks Ss to appreciate some photos about smiling. 3. Small quiz of the date of each festival. Learn about the basic information about World Health Day, World Book Day, and World Smile Day. Let Ss understand how to keep healthy, why we can’t live without books and the importance of being positive. Application- Description & internalization Ss will know the basic information about World Health Day, World Book Day, and World Smile Day. What’s more, Ss’ interest of keeping fit, reading and being positive will be boosted.
Presenting Ideas- Activity 2 Ss design their own festivals and introduce them with the help of the useful expressions. 1. T asks Ss to think of a special day they would like to create. Ss complete the table to help organize their ideas: Name: Date: Reasons to create it: Activities: T shows two possible examples: World Pet Day & World Rest Day. 2. T teaches the useful expressions. Train the creativity of the Ss’. Let Ss learn some useful expressions. Innovation- Imagination & creation Ss design their own festivals and find the things they cherish very much.
Presenting Ideas- Activity 3 Encourage Ss to ponder over the importance of celebration. T asks Ss to think about why we should celebrate festivals and then shows T’s understanding. Trigger deep thinking. Innovation- Reasoning & Evaluation Ss understand the significance of celebration and develop a sense of ceremony.
Reflection-Unit 2 Let Ss quickly go through the structure of Unit 2. T asks Ss to think and recall what we have learned in Unit 2. Summarize the whole unit. Learning comprehension- Summarizing Application- Description Ss recall what they have learned.
Reflection-Words Let Ss review 15 words in unit 2. T asks Ss to do a word puzzle. T asks Ss to fill the blanks. Review words. Application- internalization Ss review the words.
Reflection-Grammar Let Ss review the grammar in unit2. T asks Ss to look at the mind map about modals. T asks Ss to fill in the 10 blanks (Grammar Exercise 1). T asks Ss to translate the 16 phrases (Grammar Exercise 2). Review grammar-modals. Learning comprehension- Summarizing Application- internalization Ss review grammar-modals.
Self- evaluation & homework Lead Ss to make a self- evaluation. T asks Ss to complete “Reflection” on page 24. T assigns homework. Ss rate their performance in this unit, summarize what they’ve learned and think about what they need to improve. Innovation- Evaluation Ss rate performance, review the unit, and think about ways to improve.