外研版（2019）必修第二册 Let's Celebrate 教学设计（表格式）
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| 名称 | 外研版（2019）必修第二册 Let's Celebrate 教学设计（表格式） |  | |
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| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-05-12 21:39:04 | ||
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编写时间： 2023年 5 月 会东县和文中学 高2022级英语 备课组
会东县和文中学集体备课教学设计
课 题 Unit6 At one with nature 主备人 授课人
课 型 Starting out & Understanding Ideas 课时 第 1 课时 授课时间 节数安排 节
教学目标 1. Guide students to have a preliminary understanding of different types of festivals and understand different festival cultures;2. Lead the students to grasp the content of the text quickly and understand and explain the meaning of the title accurately through skimming;3. Guide students to understand the characteristics of book review articles and obtain the key information about the works introduced in the articles;4. Guide the students to deepen their understanding of the meaning of the holiday by understanding the spirit of giving and dedication extolled in the book letters from Santa Claus.
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：加深对节日文化的理解
重 难 点 重点：了解与季节相关的节日以及其文化特点，理解课文内容及语言点；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。
难点：掌握一些重点词汇和句型的运用；学会用所学的词汇和句型介绍不同季节的节日的主要活动与文化特点。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step 1 RevisionGo over the new words we learned in last class:v. honour,participate,vote,regard,complain;n.dragon, poet, harvest,decoration,freedom,inequality,fantasy,novel,literature,envelope,pole, roof,warning.adj.lunar,limitless,handwritten,regular,polar,starving.Step 2 Lead-inActivity 1 (Starting out)1. T asks Ss to read the questions in Activity 1 and plays the video.Ss watch a video about festivals in different seasons and answer the questions:(1) What festivals are mentioned in the video (2) Why do people celebrate these festivals 2. T invites some Ss to share their answers with the class. Ss share their answers with the class.Q1:The festivals mentioned in the video are “hanami”, the Rose Festival, the Mid-Autumn Day, the Harbin international Ice and Snow Festival,and the New Year.Q2:Because people want to celebrate the Changing seasons and express their appreciation of nature.3.T play the video again,and the whole class check their answers.Step 3 Reading and discussionActivity 2 (Starting out)T asks Ss to read the four festival descriptions and complete the sentences in Activity 2. Ss read the descriptions and discuss in pairs, then complete sentences. T invites some Ss to share their answers and encourages the Ss to come up with more information about these festivals.Then T show the answers through the PPT on the screen.Keys: Thanksgiving; May Day; Freedom Day; Dragon Boat FestivalActivity 3 (Starting out)T ask Ss to talk about other festivals of each type and think about the reasons to celebrate these festivals.Ss work in groups to give more examples of different types of festivals and discuss the reasons to celebrate these festivals.Keys: Other festivals of each type include Pongal,Spring Festival, Independence Day and Valentine’s Day,etc. Other reasons to celebrate a festival include celebrating the beginning of a year, worshipping the ancestors,etc.Teachers can use pictures, videos and text to briefly introduce other festivals, so that students can learn more about the festivals.Step 4 ReadingActivity 4 (Understanding ideas)T asks Ss to read the instruction of Tolkien and answer the questions in Activity 1.Ss read and answer the questions in Activity 1.T asks Ss to share more information they know about Tolkien.Activity 5 Reading (Understanding ideas)T asks Ss to read the passage quickly and find out:① Why did Tolkien write these letters ②What stories are included in Letters from Father Christmas Ss read the passage and find the answers to the questions. Check the answers with class.Q①: Tolkien wrote these letters because he wanted to keep Father Christmas alive for his four children.Q②: Letters from Father Christmas is a collection of Tolkien’s letters to his four children at Christmas. The letters told wonderful stories about Father Christmas’s life and adventures at the North Pole.Activity 6 (Understanding ideas)T asks Ss to read the passage again and understand the passage:Ⅰ.Read the text and fill in the blanks.Para.1: Parents try to keep the magic of Christmas ____________ for their children.Para.2: J．R.R.Tolkien kept writing letters to his four children for more than ____________ years.Para.3: The children were ____________ when they opened the letters.Para.4: The letters told wonderful stories about Father Christmas’s life and ____________ at the North Pole.Para.5: We can all share the true spirit of ____________ at Christmas time.Keys：1.alive 2.twenty 3.excited 4.adventures 5.givingⅡ.Read the text carefully and choose the best answer according to the text.1．Who may be most interested in the book Letters from Father Christmas A．People who like reading novels.B．People who like playing games.C．People who like reading books about festivals.D．People who consider Christmas a special time of year.2．Which of the following statements about J．R.R.Tolkien is NOT true according to Paragraph 2 A．J.R.R.Tolkien has four children.B．J.R.R.Tolkien is very famous in French literature.C．J.R.R.Tolkien is the author of The Lord of the Rings.D．J.R.R.Tolkien kept writing letters to his children for over twenty years.3．What kind of true spirit can we learn from the book Letters from Father Christmas A．Giving. B．Being happy. C．Being with family members.D．Expressing love for family members.4．What kind of father do you think J．R.R.Tolkien is A．Humorous. B．Strict. C．Serious. D．Caring.Keys: 1.D; 2.B; 3.A; 4.DⅢ.Which of the sentences best explains the tile of the passage 1. The real Father Christmas was actually Tolkien himself.2. Tolkien is the real Father Christmas, because he wrote letters using the name “Father Christmas”.3. Tolkien’s love and care for his children make him very like Father Christmas. Key: 3Activity 7(Understanding ideas)T asks Ss to read the passage carefully and complete the notes in Activity 4.Ss complete the notes in Activity 4. They can read the passage again if necessary. Ss share their answers.Keys: 1.Letters from Father Christmas; 2.J.R.R. Tolkien; 3.a North Pole stamp; 4.a handwritten letter from Father Christmas; 5.Father Christmas’s life and adventures at the North Pole; 6.climbed the North Pole; 7.fell through the roof; 8.how he could not stop his helpers playing games Step 5 Thinking & SharingTasks Ss to discuss the two questions in groups and offers help if they need.
板书设计
作业设计 Understand the passage better.Remember the new vocabularies and master the usage of them.Do some exercises of the guide plan.
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 Using language（1） 课时 第 2 课时 授课时间 节数安排 节
教学目标 1. Guide students to understand the basic usage of modal verbs to express speculation, enhance their awareness of using modal verbs, and learn to correctly use modal verbs in the real context;2. Lead students to have a preliminary understanding of "black Friday" and broaden their knowledge3. Guide students to summarize relevant expressions of various celebration activities during the festival and learn to describe the festival;4. Guide students to know how to send and accept invitations politely.
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：加深对节日文化的理解
重 难 点 Key points：1. Master the basic usage of modal verbs to express speculation, and be able to correctly use modal verbs in the real context;2. Let students understand "black Friday" and broaden their knowledge.
Difficult points:1. Ask students to summarize the expressions of various celebrations during the festival, and learn to describe the festival;2. Let students learn to send and accept invitations politely.
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
step 1 RevisionReview the usage of the modal verb in Unit 1.Step 2 Modals(2)Activity 1 T asks Ss to read the sentences in the box in Activity 1 and answer questions. Ss figure out the levels of possibility indicated by different modals by analysing the sentences in Activity 1. Questions:①What do the words in blue indicate: an order, a request, ability or possibility ②Will the meaning of sentence (a) change it we replace “could” with “must” ③What happens if we change “must”and “might” in sentence (b) and (c) into “could” 3.Ss share their answers with class.Q1:The words in bold indicate possibility.Q2 If we replace "could" with "must", the meaning of sentence (a)will change. It means the speaker is quite sure about the statement. If we replace"could"with "might", the meaning of sentence (a) will remain more or less the same. "Could” and "might" in affirmative sentences have a similar meaning when indicating possibility.Q3.If we change"must" in sentence (b) into “could", it means the speaker is not sure about the statement, and it's only a possibility. If we change "might" in sentence (c) into "could", it means it's impossible for the children to receive their presents.4.T asks Ss to read the passage again and find out more sentences with modals and figure out the usage of these modals.The children must have been very excited as they opened it.The children could have been very excited as they opened it.… they might not receive their presents if they were not good.… they could not receive their presents if they were not good.Step 3 Summary情态动词表示推测的具体用法如下情态动词+动词原形1)can+动词原形A.用于肯定句,表示客观可能性,意为“可能”,即从理论上看是可能的,但不一定会发生。例如:As a human being, anyone can make a mistake(作为人类,任何人都有可能犯错。)B.用于否定句或疑问句,表示对现在的动作或状态进行主观的猜测,意为“可能”,或表示惊异、怀疑等态度。例如:a. He can't have a lot of money(他不可能有很多钱。)b Can it be that it was l, not he, who was mistaken (难道是我弄错了,而不是他弄错了 )2)may+动词原形,表示主观的推测,意为“或许”,用于肯定句和否定句均可。例如:a. He may be very busy now(他现在可能很忙。)b. He may not be at home(他可能不在家。)注意:表示可能性时,can't语气较强,表示“不可能”; may not语气较弱;表示“可能不,或许不”。3) might+动词原形,表示推测,意为“可能",可以指过去的情况,也可以指现在的情况,但语气比may更加不肯定。用于肯定句或否定句均可。例如:a. They might have a lot of work to do now but I'm not sure.(他们现在可能有很多活儿要干,不过我不确定。b. She was afraid they might not like the idea(她担心他们可能不喜欢这个想法。)4)could+动词原形,意为“可能”,可以指过去的情况,也可以指现在的情况,语气缓和。多用于否定句或疑问句。例如：a. He looks young. He couldn't be over 50.(他看起来很年轻,不可能超过50岁。)b. Could it be true(那可能是真的吗 )5)must+动词原形,表示猜测,意为“准是,一定”,通常用于肯定句。例如：a. This must be your room(这一定是你的房间。)b Look at his new car. He must have a lot of money(瞧他那辆新车。他肯定很有钱。)情态动词+完成式1)must+完成式,表示对已发生情况的推测,通常用于肯定句。例如:She must have gone home(她肯定已经回家了。)2)can+完成式,表示对已发生情况的推测,主要用于否定句或疑问句。例如：a. You can't have forgotten her(你不可能已经忘记她了。)b. Where can she have put it (她到底把它放在哪儿了呢 )3) could+完成式,表示对过去情况的推测,多用于否定句或疑问句。例如：a. He could not have been more than 16 at that time(他当时不可能超过16岁。)b Could she have forgotten my address (她会忘记我的地址吗 )4)may/ might+完成式,表示对已发生事情的不肯定的推测,mght相比may语气更加不肯定。例如：He may / might have come by train(他可能是坐火车来的。)Step 4 PracticeActivity 2 1.T asks Ss to read the conversation in Activity 2 and talk about what the people are doing.2. T asks Ss to rewrite the underlined sentences.3. T invites some Ss to read the conversation rewritten with modals in roles.Keys: You must be tired now!It may/might/could be him.That must be Lucy.that can’t be Lucy.They may/might/could be from our school.Activity 31. T introduces Black Friday to the Ss and asks Ss to observe the picture to make sentences to describe the picture using modals in groups. .2. Ss work in groups to describe the picture with sentences containing modals. 3. T invites some groups to share their sentences.The possible keys:The woman in red must be very excited to buy so many things.The man with a wallet in his hand might be a bit reluctant to pay.The woman with glasses may be very tired to getup so early and carry so many bags.The cashier might be feeling uncomfortable as he is sweating a lot.……Step 5 ReadingActivity 41. T asks Ss to underline the words and expressions about celebrations during the Lantern Festival in the speech bubbles.2. T asks Ss to complete the mind map in groups and encourages them to come up with as many words as they can.3. Ss work in groups and complete the mind map. Step 5 PracticeActivity 5 1.T asks Ss to talk about another festival celebration with the hint of the mind map. 2.T asks Ss to read the short passage in “Did you know ” on page 19 and find out the proper way of answering an invitation and the arriving time. A festival invitationStep 6 ListeningActivity 6 1.T asks Ss to listen to the conversation and complete the sentences with the correct ending.2.Ss listen for the first time to get the main idea of the conversation and complete the sentences with the correct ending. Activity 71. T asks Ss to read “Learning to learn” on this page and reminds Ss to pay special attention to the crucial information.2. T plays the recording for the Ss to complete the notes in Activity 6.3. T asks Ss to talk about what the speakers say to extend and accept an invitation in groups. Play the recording again if necessary.4.Ss share their answers with class.Keys:1.Thanksgiving; 2.Thursday; 3.November; 4.apartment; 5.big turkey 6.apple pie7.candles 8.anything you likeStep 5 Talking & ActingActivity 81. T asks Ss to turn to the corresponding pages and read the information.2. T asks Ss to work in pairs and act out the conversation.3. T invites some pairs to act out their conversations in class.4.T asks Ss to make another similar conversation.
板书设计
作业设计 Complete Exx.4--6 in Workbook on Page 11-12.Remember the new vocabularies.Master the usage of the modals.
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 Using language（2） and listening 课时 第 3 课时 授课时间 节数安排 节
教学目标 1. Through skimming and detailed reading to understand the two different views on where to eat the New Year's eve dinner, sort out and summarize the reasons;2. Understand the different values embodied by different viewpoints and increase the understanding of cultural connotation; 3. Able to make their own evaluation and judgment on different viewpoints and improve their critical thinking ability.
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 Key points:1. Guide students to understand the passage and analyze the causes of the two different viewpoints;2. Guide students to make their own comments on different points of view.
Difficult points:Based on the understanding of the article, students should discuss the reasons why Chinese festivals go to the world in the form of letters and express their own views.
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step 1 Lead-inActivity 1Q: How do you spend Spring Festival with your families Share your stories with us.T talks about Chinese Spring Festival traditions by showing some pictures on spring festival.Ss look at the pictures in Activity 1 and talk about Chinese Spring Festival traditions. T invites some Ss to come up with more traditions. E.g. let off fireworks/firecrackers, thoroughly clean the house, pay a New Year visit, paste Spring Festival couplets. Hang red lanterns, paste the character ‘fu’ to the door, go to the temple fair, give and receive a red envelope, watch a lion dance,etc.Step 2 Learning new wordsT teaches Ss to learn some new words in this part: Nouns:occasion,editor,effort,loss,eve,software,adult,token,process,citizen,nationality,audience,joy, phenomenon.Verbs:embrace,admit,exist,interact.Adjectives:retired,global.Adverb:overseasStep 3 ReadingActivity 2 T asks Ss to read the passage quickly and find out each person’s point of view. Ss read the passage quickly and find out each person’s point of view.Wang Peng: Eating out for the Spring Festival family dinner only changes the form of this tradition, but the love between the family members remains the same.Liu Yonghui: It just won't feel like Spring Festival having the dinner out. The process of preparing the dinner together is more important than the dinner itself.T asks Ss to read the passage on page 20-21 and understand some difficult sentences,pay attention to some key words.①no less than②have nothing to do with③not only…but (also)…④but not everyone is keen on this ideaActivity 3 1. T asks Ss to read “Learning to learn” and figure out what is a fact and what is an opinion. 2. T asks Ss to read the sentences from the passage in Activity 3 and decide if they are facts (F) or opinions (O).3.T invites Ss to share their answers with class.Step 4 Think and shareSs discuss and find out the answers in groups.①What do you think the retired teacher means by “To me, the process is even more important than the dinner itself” ②Which of the two opinions do you agree with Why ③How would you describe a Spring Festival family dinner to a friend from overseas ④Can you think of any other Chinese festival traditions Share them with the class. 5.Ss share their answers with class.①For him,the sweet memories of having the whole family getting together and preparing for the dinner are more important than the delicious food itself.②~④:Students’own answers.Step 5 DiscussionActivity 4 1. T asks Ss to think about the reasons why the Spring Festival family dinner means so much to us Chinese.2. T helps Ss understand how to organize a talk about the importance of the Spring Festival family dinner.3. T invites some Ss to give their talks in class.Step 1 Make notes.Reasons:①It just won’t feel like Spring Festival having the dinner out.②It was not only for the delicious food that we seldom got to eat, but for the opportunity to have our whole family gathered together.③We toasted each other, we laughed, and the simple, homemade dishes tasted more delicious than anything cooked by a top chef.④The process is even more important than the dinner itself.Step 2 Organize your talk.Useful expressions:The Spring Festival family dinner is important for Chinese people because…Take my personal experience as an example.Therefore / In short / To sum up / In a word, …Step 3 Give your talk to the class.Step 6 WritingActivity 5 1.T asks Ss to read the editorial and answer the questions in Activity 5. 2.Ss read the editorial and answer the following questions:(1) Which countries are mentioned and how do they celebrate Chinese Spring Festival (2) Which event would you most like to attend Why (3) Why do you think Chinese Spring Festival is “going global” (group work)Keys:(1)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 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 Chinese Spring Festival.(2)Students' own answers.(3) Possible reasons may include: increasing overseas Chinese population, China’s growing economic and political influence, the desire of overseas stores and recreational venues to profit from the celebration, China's efforts to help the festival go global.Activity 6-71. T asks Ss to complete the notes according to their own ideas.2. T reminds Ss to refer back to the reading passage on Page 20–21for the structure.3. T shows the criteria of a good composition and asks Ss to write their own letters.4.T asks some Ss to show their writing to the class, and invites other Ss to make improvement.The model:Dear editor,These days, a growing number of people overseas are celebrating Chinese Spring Festival, an important traditional festival that features hope, reunion and happiness. Various Chinese cultural activities, such as gala performances,film shows, temple fairs and other forms of celebrations, are held overseas There are several reasons accounting for this phenomenon.To start with, the spread of Chinese Spring Festival is partly due to the increasing overseas Chinese population. What's more, more and more countries have noticed or benefited from China’s growing economic and political influence, so they are also embracing our culture and traditions. Also, many overseas stores and recreational venues are taking the opportunity to profit from the celebration. Last but not least,the Chinese government and various institutions have made great efforts to help the festival go global.I think it's not only a good opportunity for foreigners to know about China, but a sign of China's growing influence on the world. I hope everyone can do his or her part to bring more Chinese traditions worldwide, and more people around the globe will embrace the diversity of culture.XXX, senior high school student.
板书设计
作业设计 Read the passages on page 20-21,23 again,understand these passages plete the exercises of the guide plan.Remember the new words and expressions.
课后反思
补充修改
补充修改
补充修改
会东县和文中学集体备课教学设计
课 题 Unit6 At one with nature 主备人 授课人
课 型 Starting out & Understanding Ideas 课时 第 1 课时 授课时间 节数安排 节
教学目标 1. Guide students to have a preliminary understanding of different types of festivals and understand different festival cultures;2. Lead the students to grasp the content of the text quickly and understand and explain the meaning of the title accurately through skimming;3. Guide students to understand the characteristics of book review articles and obtain the key information about the works introduced in the articles;4. Guide the students to deepen their understanding of the meaning of the holiday by understanding the spirit of giving and dedication extolled in the book letters from Santa Claus.
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：加深对节日文化的理解
重 难 点 重点：了解与季节相关的节日以及其文化特点，理解课文内容及语言点；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。
难点：掌握一些重点词汇和句型的运用；学会用所学的词汇和句型介绍不同季节的节日的主要活动与文化特点。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step 1 RevisionGo over the new words we learned in last class:v. honour,participate,vote,regard,complain;n.dragon, poet, harvest,decoration,freedom,inequality,fantasy,novel,literature,envelope,pole, roof,warning.adj.lunar,limitless,handwritten,regular,polar,starving.Step 2 Lead-inActivity 1 (Starting out)1. T asks Ss to read the questions in Activity 1 and plays the video.Ss watch a video about festivals in different seasons and answer the questions:(1) What festivals are mentioned in the video (2) Why do people celebrate these festivals 2. T invites some Ss to share their answers with the class. Ss share their answers with the class.Q1:The festivals mentioned in the video are “hanami”, the Rose Festival, the Mid-Autumn Day, the Harbin international Ice and Snow Festival,and the New Year.Q2:Because people want to celebrate the Changing seasons and express their appreciation of nature.3.T play the video again,and the whole class check their answers.Step 3 Reading and discussionActivity 2 (Starting out)T asks Ss to read the four festival descriptions and complete the sentences in Activity 2. Ss read the descriptions and discuss in pairs, then complete sentences. T invites some Ss to share their answers and encourages the Ss to come up with more information about these festivals.Then T show the answers through the PPT on the screen.Keys: Thanksgiving; May Day; Freedom Day; Dragon Boat FestivalActivity 3 (Starting out)T ask Ss to talk about other festivals of each type and think about the reasons to celebrate these festivals.Ss work in groups to give more examples of different types of festivals and discuss the reasons to celebrate these festivals.Keys: Other festivals of each type include Pongal,Spring Festival, Independence Day and Valentine’s Day,etc. Other reasons to celebrate a festival include celebrating the beginning of a year, worshipping the ancestors,etc.Teachers can use pictures, videos and text to briefly introduce other festivals, so that students can learn more about the festivals.Step 4 ReadingActivity 4 (Understanding ideas)T asks Ss to read the instruction of Tolkien and answer the questions in Activity 1.Ss read and answer the questions in Activity 1.T asks Ss to share more information they know about Tolkien.Activity 5 Reading (Understanding ideas)T asks Ss to read the passage quickly and find out:① Why did Tolkien write these letters ②What stories are included in Letters from Father Christmas Ss read the passage and find the answers to the questions. Check the answers with class.Q①: Tolkien wrote these letters because he wanted to keep Father Christmas alive for his four children.Q②: Letters from Father Christmas is a collection of Tolkien’s letters to his four children at Christmas. The letters told wonderful stories about Father Christmas’s life and adventures at the North Pole.Activity 6 (Understanding ideas)T asks Ss to read the passage again and understand the passage:Ⅰ.Read the text and fill in the blanks.Para.1: Parents try to keep the magic of Christmas ____________ for their children.Para.2: J．R.R.Tolkien kept writing letters to his four children for more than ____________ years.Para.3: The children were ____________ when they opened the letters.Para.4: The letters told wonderful stories about Father Christmas’s life and ____________ at the North Pole.Para.5: We can all share the true spirit of ____________ at Christmas time.Keys：1.alive 2.twenty 3.excited 4.adventures 5.givingⅡ.Read the text carefully and choose the best answer according to the text.1．Who may be most interested in the book Letters from Father Christmas A．People who like reading novels.B．People who like playing games.C．People who like reading books about festivals.D．People who consider Christmas a special time of year.2．Which of the following statements about J．R.R.Tolkien is NOT true according to Paragraph 2 A．J.R.R.Tolkien has four children.B．J.R.R.Tolkien is very famous in French literature.C．J.R.R.Tolkien is the author of The Lord of the Rings.D．J.R.R.Tolkien kept writing letters to his children for over twenty years.3．What kind of true spirit can we learn from the book Letters from Father Christmas A．Giving. B．Being happy. C．Being with family members.D．Expressing love for family members.4．What kind of father do you think J．R.R.Tolkien is A．Humorous. B．Strict. C．Serious. D．Caring.Keys: 1.D; 2.B; 3.A; 4.DⅢ.Which of the sentences best explains the tile of the passage 1. The real Father Christmas was actually Tolkien himself.2. Tolkien is the real Father Christmas, because he wrote letters using the name “Father Christmas”.3. Tolkien’s love and care for his children make him very like Father Christmas. Key: 3Activity 7(Understanding ideas)T asks Ss to read the passage carefully and complete the notes in Activity 4.Ss complete the notes in Activity 4. They can read the passage again if necessary. Ss share their answers.Keys: 1.Letters from Father Christmas; 2.J.R.R. Tolkien; 3.a North Pole stamp; 4.a handwritten letter from Father Christmas; 5.Father Christmas’s life and adventures at the North Pole; 6.climbed the North Pole; 7.fell through the roof; 8.how he could not stop his helpers playing games Step 5 Thinking & SharingTasks Ss to discuss the two questions in groups and offers help if they need.
板书设计
作业设计 Understand the passage better.Remember the new vocabularies and master the usage of them.Do some exercises of the guide plan.
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 Using language（1） 课时 第 2 课时 授课时间 节数安排 节
教学目标 1. Guide students to understand the basic usage of modal verbs to express speculation, enhance their awareness of using modal verbs, and learn to correctly use modal verbs in the real context;2. Lead students to have a preliminary understanding of "black Friday" and broaden their knowledge3. Guide students to summarize relevant expressions of various celebration activities during the festival and learn to describe the festival;4. Guide students to know how to send and accept invitations politely.
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：加深对节日文化的理解
重 难 点 Key points：1. Master the basic usage of modal verbs to express speculation, and be able to correctly use modal verbs in the real context;2. Let students understand "black Friday" and broaden their knowledge.
Difficult points:1. Ask students to summarize the expressions of various celebrations during the festival, and learn to describe the festival;2. Let students learn to send and accept invitations politely.
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
step 1 RevisionReview the usage of the modal verb in Unit 1.Step 2 Modals(2)Activity 1 T asks Ss to read the sentences in the box in Activity 1 and answer questions. Ss figure out the levels of possibility indicated by different modals by analysing the sentences in Activity 1. Questions:①What do the words in blue indicate: an order, a request, ability or possibility ②Will the meaning of sentence (a) change it we replace “could” with “must” ③What happens if we change “must”and “might” in sentence (b) and (c) into “could” 3.Ss share their answers with class.Q1:The words in bold indicate possibility.Q2 If we replace "could" with "must", the meaning of sentence (a)will change. It means the speaker is quite sure about the statement. If we replace"could"with "might", the meaning of sentence (a) will remain more or less the same. "Could” and "might" in affirmative sentences have a similar meaning when indicating possibility.Q3.If we change"must" in sentence (b) into “could", it means the speaker is not sure about the statement, and it's only a possibility. If we change "might" in sentence (c) into "could", it means it's impossible for the children to receive their presents.4.T asks Ss to read the passage again and find out more sentences with modals and figure out the usage of these modals.The children must have been very excited as they opened it.The children could have been very excited as they opened it.… they might not receive their presents if they were not good.… they could not receive their presents if they were not good.Step 3 Summary情态动词表示推测的具体用法如下情态动词+动词原形1)can+动词原形A.用于肯定句,表示客观可能性,意为“可能”,即从理论上看是可能的,但不一定会发生。例如:As a human being, anyone can make a mistake(作为人类,任何人都有可能犯错。)B.用于否定句或疑问句,表示对现在的动作或状态进行主观的猜测,意为“可能”,或表示惊异、怀疑等态度。例如:a. He can't have a lot of money(他不可能有很多钱。)b Can it be that it was l, not he, who was mistaken (难道是我弄错了,而不是他弄错了 )2)may+动词原形,表示主观的推测,意为“或许”,用于肯定句和否定句均可。例如:a. He may be very busy now(他现在可能很忙。)b. He may not be at home(他可能不在家。)注意:表示可能性时,can't语气较强,表示“不可能”; may not语气较弱;表示“可能不,或许不”。3) might+动词原形,表示推测,意为“可能",可以指过去的情况,也可以指现在的情况,但语气比may更加不肯定。用于肯定句或否定句均可。例如:a. They might have a lot of work to do now but I'm not sure.(他们现在可能有很多活儿要干,不过我不确定。b. She was afraid they might not like the idea(她担心他们可能不喜欢这个想法。)4)could+动词原形,意为“可能”,可以指过去的情况,也可以指现在的情况,语气缓和。多用于否定句或疑问句。例如：a. He looks young. He couldn't be over 50.(他看起来很年轻,不可能超过50岁。)b. Could it be true(那可能是真的吗 )5)must+动词原形,表示猜测,意为“准是,一定”,通常用于肯定句。例如：a. This must be your room(这一定是你的房间。)b Look at his new car. He must have a lot of money(瞧他那辆新车。他肯定很有钱。)情态动词+完成式1)must+完成式,表示对已发生情况的推测,通常用于肯定句。例如:She must have gone home(她肯定已经回家了。)2)can+完成式,表示对已发生情况的推测,主要用于否定句或疑问句。例如：a. You can't have forgotten her(你不可能已经忘记她了。)b. Where can she have put it (她到底把它放在哪儿了呢 )3) could+完成式,表示对过去情况的推测,多用于否定句或疑问句。例如：a. He could not have been more than 16 at that time(他当时不可能超过16岁。)b Could she have forgotten my address (她会忘记我的地址吗 )4)may/ might+完成式,表示对已发生事情的不肯定的推测,mght相比may语气更加不肯定。例如：He may / might have come by train(他可能是坐火车来的。)Step 4 PracticeActivity 2 1.T asks Ss to read the conversation in Activity 2 and talk about what the people are doing.2. T asks Ss to rewrite the underlined sentences.3. T invites some Ss to read the conversation rewritten with modals in roles.Keys: You must be tired now!It may/might/could be him.That must be Lucy.that can’t be Lucy.They may/might/could be from our school.Activity 31. T introduces Black Friday to the Ss and asks Ss to observe the picture to make sentences to describe the picture using modals in groups. .2. Ss work in groups to describe the picture with sentences containing modals. 3. T invites some groups to share their sentences.The possible keys:The woman in red must be very excited to buy so many things.The man with a wallet in his hand might be a bit reluctant to pay.The woman with glasses may be very tired to getup so early and carry so many bags.The cashier might be feeling uncomfortable as he is sweating a lot.……Step 5 ReadingActivity 41. T asks Ss to underline the words and expressions about celebrations during the Lantern Festival in the speech bubbles.2. T asks Ss to complete the mind map in groups and encourages them to come up with as many words as they can.3. Ss work in groups and complete the mind map. Step 5 PracticeActivity 5 1.T asks Ss to talk about another festival celebration with the hint of the mind map. 2.T asks Ss to read the short passage in “Did you know ” on page 19 and find out the proper way of answering an invitation and the arriving time. A festival invitationStep 6 ListeningActivity 6 1.T asks Ss to listen to the conversation and complete the sentences with the correct ending.2.Ss listen for the first time to get the main idea of the conversation and complete the sentences with the correct ending. Activity 71. T asks Ss to read “Learning to learn” on this page and reminds Ss to pay special attention to the crucial information.2. T plays the recording for the Ss to complete the notes in Activity 6.3. T asks Ss to talk about what the speakers say to extend and accept an invitation in groups. Play the recording again if necessary.4.Ss share their answers with class.Keys:1.Thanksgiving; 2.Thursday; 3.November; 4.apartment; 5.big turkey 6.apple pie7.candles 8.anything you likeStep 5 Talking & ActingActivity 81. T asks Ss to turn to the corresponding pages and read the information.2. T asks Ss to work in pairs and act out the conversation.3. T invites some pairs to act out their conversations in class.4.T asks Ss to make another similar conversation.
板书设计
作业设计 Complete Exx.4--6 in Workbook on Page 11-12.Remember the new vocabularies.Master the usage of the modals.
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 Using language（2） and listening 课时 第 3 课时 授课时间 节数安排 节
教学目标 1. Through skimming and detailed reading to understand the two different views on where to eat the New Year's eve dinner, sort out and summarize the reasons;2. Understand the different values embodied by different viewpoints and increase the understanding of cultural connotation; 3. Able to make their own evaluation and judgment on different viewpoints and improve their critical thinking ability.
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 Key points:1. Guide students to understand the passage and analyze the causes of the two different viewpoints;2. Guide students to make their own comments on different points of view.
Difficult points:Based on the understanding of the article, students should discuss the reasons why Chinese festivals go to the world in the form of letters and express their own views.
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step 1 Lead-inActivity 1Q: How do you spend Spring Festival with your families Share your stories with us.T talks about Chinese Spring Festival traditions by showing some pictures on spring festival.Ss look at the pictures in Activity 1 and talk about Chinese Spring Festival traditions. T invites some Ss to come up with more traditions. E.g. let off fireworks/firecrackers, thoroughly clean the house, pay a New Year visit, paste Spring Festival couplets. Hang red lanterns, paste the character ‘fu’ to the door, go to the temple fair, give and receive a red envelope, watch a lion dance,etc.Step 2 Learning new wordsT teaches Ss to learn some new words in this part: Nouns:occasion,editor,effort,loss,eve,software,adult,token,process,citizen,nationality,audience,joy, phenomenon.Verbs:embrace,admit,exist,interact.Adjectives:retired,global.Adverb:overseasStep 3 ReadingActivity 2 T asks Ss to read the passage quickly and find out each person’s point of view. Ss read the passage quickly and find out each person’s point of view.Wang Peng: Eating out for the Spring Festival family dinner only changes the form of this tradition, but the love between the family members remains the same.Liu Yonghui: It just won't feel like Spring Festival having the dinner out. The process of preparing the dinner together is more important than the dinner itself.T asks Ss to read the passage on page 20-21 and understand some difficult sentences,pay attention to some key words.①no less than②have nothing to do with③not only…but (also)…④but not everyone is keen on this ideaActivity 3 1. T asks Ss to read “Learning to learn” and figure out what is a fact and what is an opinion. 2. T asks Ss to read the sentences from the passage in Activity 3 and decide if they are facts (F) or opinions (O).3.T invites Ss to share their answers with class.Step 4 Think and shareSs discuss and find out the answers in groups.①What do you think the retired teacher means by “To me, the process is even more important than the dinner itself” ②Which of the two opinions do you agree with Why ③How would you describe a Spring Festival family dinner to a friend from overseas ④Can you think of any other Chinese festival traditions Share them with the class. 5.Ss share their answers with class.①For him,the sweet memories of having the whole family getting together and preparing for the dinner are more important than the delicious food itself.②~④:Students’own answers.Step 5 DiscussionActivity 4 1. T asks Ss to think about the reasons why the Spring Festival family dinner means so much to us Chinese.2. T helps Ss understand how to organize a talk about the importance of the Spring Festival family dinner.3. T invites some Ss to give their talks in class.Step 1 Make notes.Reasons:①It just won’t feel like Spring Festival having the dinner out.②It was not only for the delicious food that we seldom got to eat, but for the opportunity to have our whole family gathered together.③We toasted each other, we laughed, and the simple, homemade dishes tasted more delicious than anything cooked by a top chef.④The process is even more important than the dinner itself.Step 2 Organize your talk.Useful expressions:The Spring Festival family dinner is important for Chinese people because…Take my personal experience as an example.Therefore / In short / To sum up / In a word, …Step 3 Give your talk to the class.Step 6 WritingActivity 5 1.T asks Ss to read the editorial and answer the questions in Activity 5. 2.Ss read the editorial and answer the following questions:(1) Which countries are mentioned and how do they celebrate Chinese Spring Festival (2) Which event would you most like to attend Why (3) Why do you think Chinese Spring Festival is “going global” (group work)Keys:(1)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 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 Chinese Spring Festival.(2)Students' own answers.(3) Possible reasons may include: increasing overseas Chinese population, China’s growing economic and political influence, the desire of overseas stores and recreational venues to profit from the celebration, China's efforts to help the festival go global.Activity 6-71. T asks Ss to complete the notes according to their own ideas.2. T reminds Ss to refer back to the reading passage on Page 20–21for the structure.3. T shows the criteria of a good composition and asks Ss to write their own letters.4.T asks some Ss to show their writing to the class, and invites other Ss to make improvement.The model:Dear editor,These days, a growing number of people overseas are celebrating Chinese Spring Festival, an important traditional festival that features hope, reunion and happiness. Various Chinese cultural activities, such as gala performances,film shows, temple fairs and other forms of celebrations, are held overseas There are several reasons accounting for this phenomenon.To start with, the spread of Chinese Spring Festival is partly due to the increasing overseas Chinese population. What's more, more and more countries have noticed or benefited from China’s growing economic and political influence, so they are also embracing our culture and traditions. Also, many overseas stores and recreational venues are taking the opportunity to profit from the celebration. Last but not least,the Chinese government and various institutions have made great efforts to help the festival go global.I think it's not only a good opportunity for foreigners to know about China, but a sign of China's growing influence on the world. I hope everyone can do his or her part to bring more Chinese traditions worldwide, and more people around the globe will embrace the diversity of culture.XXX, senior high school student.
板书设计
作业设计 Read the passages on page 20-21,23 again,understand these passages plete the exercises of the guide plan.Remember the new words and expressions.
课后反思
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