Unit3 Festivals 教案
文档属性
| 名称 | Unit3 Festivals 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 78.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（刘兆义主编） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-06-29 06:50:05 | ||
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文档简介
Festivals
Teaching Plan
1、 整体设计思路
The overall design concept:
This lesson is from Join in English, the first term of Grade Six. The text is about Mid-autumn Festival in China and Thanksgiving in the USA. . As the English subject core literacy describes that, teachers should pay attention to cultivate the students' language ability, learning ability, thinking quality and cultural awareness. By means of jigsaw reading, students extract key information by the reading process and understand the text quickly which aims to cultivate students independent, cooperative and inquiry-based learning ability and learning interest. Thinking quality is cultivated by the comparison of the two festivals. Based on the development and application of festival mind maps, students work in groups to make posters , the connotation of the festival are excavated and the students' cultural awareness are cultivated.
二、教学目标
Teaching aims and learning objectives:
By the end of the lesson, students will be able to:
1.Knowledge aims
(1)get to know the meaning of “important, lunar, Mid-autumn festival, Thanksgiving, get together” and pronounce them clearly;
(2)understand the text and get to know something about the two festivals;
2.Ability aims
(1) learn some reading strategies, such as underling the key words or sentences, guessing the meaning of new words with pictures;
(2) improve international thinking skills by comparison of the Mid-autumn Festival in China and Thanksgiving in the USA;
3.Emotional aims
deepen their cultural understanding and the inheritage of the traditional festivals.
三、教学重难点
Focus of the lesson:
1. Understanding the text ;
2. Understanding and experiencing the cultural difference.
Predicted area of difficulty:
1. Meaning of “lunar”;
2. Finish the chart about the two festivals.
四、教学过程
Teaching procedures:
StepⅠ. Lead-in
1.The teacher presents a video of Qingming festival.
2.Students name some other festivals by brainstorming.
【设计意图】由清明节导入新课，激活学生对其他节日已有的印象，同时解决节日所在日期的表达方式及‘lunar’这一难点,为阅读文章做好铺垫。
StepⅡ. Understanding and learning
1. The teacher presents the chart and asks students to read quickly and number .
2. Students read the text carefully and fill in the blanks.
3.The teacher checks answers on the PPT and students experience the cultural difference .
4.Listen and repeat.
5.Read in groups.
6.Students discuss in groups, find out the difference and the same between Mid-autumn Festival and Thanksgiving .
7.The teacher shares more information about Mid-autumn Festival and Thanksgiving with students.
8.Students discuss in groups, find out the different aspects about festivals and construct the thinking map.
【设计意图】把Jigsaw 的理念和做法与英语阅读相结合，把完整的文本进行分割成六部分，分发给不同的小组进行初次阅读，找出自己的序号，然后把原有小组成员拆散，重新分组，新组中成员包括每个段落的专家，组员之间相互交流，交换信息，从而完成表格，并将段落进行整合，还原文章，加深理解。Jigsaw reading过程中 ：1、学生充分参与，充分发挥主观能动性2、互补式阅读，培养学生互相帮助的良好品质3、锻炼了学生的交际沟通能力，在做中学，将英语运用于实际。4、教师和学生之间、学生和学生之间更加配合，更加默契，养成合作的习惯，逐渐培养团队、集体意识5、趣味性较强。
在引领学生体验中西方不同节日的同时，提供学生自主对比的机会，培养学生的thinking quality,帮助学生更好了解中西方不同节日，促进学生综合语用的能力，培养学生的international thinking。在逐步了解中秋节和感恩节有关知识的阅读过程中，一步一步构建出以 Festival为中心词的清晰的思维导图。
Step Ⅲ. Consolidation & Extension
The teacher shows how to make a festival poster. Students work in groups to make the poster with the help of the festival thinking map.
【设计意图】基于文化教学目标，将之前对文本的学习体验，自然延展到有关中西方不同节日的经典故事，经典诗歌，音乐，电影，艺术作品以及节日的问候语。深化对节日的喜爱和对文化的传承。
5、板书设计
Step V Blackboard design:
Festivals
Teaching Plan
1、 整体设计思路
The overall design concept:
This lesson is from Join in English, the first term of Grade Six. The text is about Mid-autumn Festival in China and Thanksgiving in the USA. . As the English subject core literacy describes that, teachers should pay attention to cultivate the students' language ability, learning ability, thinking quality and cultural awareness. By means of jigsaw reading, students extract key information by the reading process and understand the text quickly which aims to cultivate students independent, cooperative and inquiry-based learning ability and learning interest. Thinking quality is cultivated by the comparison of the two festivals. Based on the development and application of festival mind maps, students work in groups to make posters , the connotation of the festival are excavated and the students' cultural awareness are cultivated.
二、教学目标
Teaching aims and learning objectives:
By the end of the lesson, students will be able to:
1.Knowledge aims
(1)get to know the meaning of “important, lunar, Mid-autumn festival, Thanksgiving, get together” and pronounce them clearly;
(2)understand the text and get to know something about the two festivals;
2.Ability aims
(1) learn some reading strategies, such as underling the key words or sentences, guessing the meaning of new words with pictures;
(2) improve international thinking skills by comparison of the Mid-autumn Festival in China and Thanksgiving in the USA;
3.Emotional aims
deepen their cultural understanding and the inheritage of the traditional festivals.
三、教学重难点
Focus of the lesson:
1. Understanding the text ;
2. Understanding and experiencing the cultural difference.
Predicted area of difficulty:
1. Meaning of “lunar”;
2. Finish the chart about the two festivals.
四、教学过程
Teaching procedures:
StepⅠ. Lead-in
1.The teacher presents a video of Qingming festival.
2.Students name some other festivals by brainstorming.
【设计意图】由清明节导入新课，激活学生对其他节日已有的印象，同时解决节日所在日期的表达方式及‘lunar’这一难点,为阅读文章做好铺垫。
StepⅡ. Understanding and learning
1. The teacher presents the chart and asks students to read quickly and number .
2. Students read the text carefully and fill in the blanks.
3.The teacher checks answers on the PPT and students experience the cultural difference .
4.Listen and repeat.
5.Read in groups.
6.Students discuss in groups, find out the difference and the same between Mid-autumn Festival and Thanksgiving .
7.The teacher shares more information about Mid-autumn Festival and Thanksgiving with students.
8.Students discuss in groups, find out the different aspects about festivals and construct the thinking map.
【设计意图】把Jigsaw 的理念和做法与英语阅读相结合，把完整的文本进行分割成六部分，分发给不同的小组进行初次阅读，找出自己的序号，然后把原有小组成员拆散，重新分组，新组中成员包括每个段落的专家，组员之间相互交流，交换信息，从而完成表格，并将段落进行整合，还原文章，加深理解。Jigsaw reading过程中 ：1、学生充分参与，充分发挥主观能动性2、互补式阅读，培养学生互相帮助的良好品质3、锻炼了学生的交际沟通能力，在做中学，将英语运用于实际。4、教师和学生之间、学生和学生之间更加配合，更加默契，养成合作的习惯，逐渐培养团队、集体意识5、趣味性较强。
在引领学生体验中西方不同节日的同时，提供学生自主对比的机会，培养学生的thinking quality,帮助学生更好了解中西方不同节日，促进学生综合语用的能力，培养学生的international thinking。在逐步了解中秋节和感恩节有关知识的阅读过程中，一步一步构建出以 Festival为中心词的清晰的思维导图。
Step Ⅲ. Consolidation & Extension
The teacher shows how to make a festival poster. Students work in groups to make the poster with the help of the festival thinking map.
【设计意图】基于文化教学目标，将之前对文本的学习体验，自然延展到有关中西方不同节日的经典故事，经典诗歌，音乐，电影，艺术作品以及节日的问候语。深化对节日的喜爱和对文化的传承。
5、板书设计
Step V Blackboard design:
Festivals