Unit
1
Are
you
getting
ready
for
Spring
Festival
学情分析
1.7年级的学生对学习英语有较浓厚的兴趣和热情。他们活泼、好动、好奇心强，表现欲和自尊心强，希望得到老师和同学们的认可和赞扬。2..在学习本课前学生已经能够娴熟地使用两人合作小组的方法进行语言的表达和交流；基本能用英语相结合，用英语开展思维，发表个人意见。学生在七年级初步了解了有关现在进行时句型。本单元则是在前面的基础上引入到现在进行时的一般疑问句，通过学生较感兴趣的话题Spring
Festival。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。
教材分析
Module
10以节日为话题，内容主要是谈论春节的准备。重点是学习现在进行时的一般疑问句结构。本单元主要目标是学习进行时的一般疑问句结构，通过听读呈现了一般疑问句的功能，运用说写任务循环训练，强化语言知识。
教学目标
目标：①To
understand
the
conversation
about
the
Spring
Festival②To
recognize
phrases
and
recognize
short
answers
③To
talk
about
the
Festivals
with
given
information重、难点：vocabulary—Spring
Festival,
ready,
get
ready
for,
learn,
dragon,
dragon
dance,
lantern,
sweepstructures---
What
is
Lingling
doing?
She’s
getting
ready
for
the
Spring
Festival.
Is
your
mother
working?
Yes,
she
is.
/No,
she
isn't.
教学策略与模式
本课指导学生通过听力获取信息，培养学生听力技能。课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。培养学生的合作精神,发展其思维和想象等能力。在教学过程中，我用各种图片和习题任务贯穿整个教学过程，使学生能够用表感觉和知觉的系动词表达自己的感觉并积极与他人合作学习，增加课堂直观性，趣味性和学习有效性，加大课堂密度，提高教学效果。为活跃课堂气氛，鼓励学生积极参加活动中，在教学中采取小组竞赛的形式并且设置奖品。让学生学中乐，乐中学。课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。（参照《中小学课堂教学模式选编》第六章P95）
教学准备
PPT课件、课堂活动表格、奖品
教学过程
教学活动教学活动教学活
动
教学步骤
教师活动
学生活动
设计意图
Step
OneWarming-up
(2’)
Lead
in1.Organize
the
Ss
to
enjoy
and
sing
a
happy
song—Happy
New
Year.2.T:
What
festival
is
the
song
about
?
To
lead
the
title.
1.Listen
to
the
songs
and
sing
with
the
video..
2.
Answer
the
question:What
festival
is
the
song
about?
(
Spring
Festival)3.
To
read
the
title
once.
先用一首新年歌来引出本节课的主题，通过这个环节，既可以活跃课堂气氛，还调动了学生的学习兴趣。
Step
TwoPre-task(5’)
Task1:Check
the
new
words.1.Show
some
pictures
and
get
the
students
to
check
the
new
words.e.g.
T:
What’s
the
girl
doing?S:
She’s
making
lanterns.T:
Is
her
grandma
making
lanterns
with
her?S:
No,
she
isn’t.
She’s
cooking
the
meal.2.Organize
the
students
to
read
the
new
words
together.
1.See
the
pictures
and
say
the
new
words.2.
Read
the
new
words
together.
引导学生谈论图片,训练学生表达能力。通过图片、情景学单词和现在进行时的句型，做到词不离句。
Step
ThreeWhile-task
(22’)
Task2:listening(1).
Play
the
tape
,
Have
the
students
match
the
people
with
what
they
are
doing.
Then
check
the
answers.T:
The
new
year
is
coming.What
should
we
do?(Activity
2)(2).Guide
the
students
to
learn
the
conversation
(Activity
3).(T:
The
ring
bells
.
Who’s
that
?
to
lead
in
the
conversation.)Task
3:
Reading(1)
Organize
the
students
to
read
the
conversation
with
the
video.(2).Ask
the
Ss
to
work
with
their
groups
to
read
the
conversation.
(3).
Organize
the
students
to
choose
the
correct
answers
(Activity3).(4).Organize
the
students
to
check
their
answers
one
by
one.Task
4:Language
points(1).Organize
students
to
come
to
the
blackboard
and
show
out
some
difficult
language
points.
(2).Help
the
students
to
solve
the
difficult
points.Task
5:Retell
the
dialogue(1)Ask
the
students
to
complete
the
passage.(2)Ask
the
students
to
retell
it.
(1).
Listen
to
the
tape
and
match
the
people
with
what
they
are
doing.
Then
check.(2).
Listen
to
the
conversation
and
choose
the
best
answers.
Then
check..(1)Read
the
conversation
with
the
video.(2)
Read
the
conversation
in
groups.(3).
Read
the
conversation
again
and
choose
the
correct
answers
(Activity
3).
(4).
Check
the
answers
one
by
one.
(1).
Students
come
to
the
blackboard
to
show
out
some
language
points,
the
other
students
listen
to
them
carefully
and
note
.
(2).solve
the
difficult
points.
with
the
teacher’s
help.(1)Complete
the
passage.(2)
Retell
the
dialogue.
利用听读,练习的方式加强学生对课文的理解，培养学生细节听力的技巧，能够听取信息，训练和培养学生细节听力技巧。让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过细读对话，获取具体信息，而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。通过解释语言点和复述对话，使学生进一步熟悉课文，理解对话。
Step
FourPost-task(10’)
Task
6:Do
some
speaking(1)Show
some
pictures
and
organize
the
students
to
talk
about
the
other
festivals.（2）.
Help
the
students
to
make
dialogues
of
the
other
festivals
like
this:A:
Are
they
eating
birthday
cakes?B:
No,
they
aren’t.A:
what
are
they
doing?B:
They
are
eating
moon
cakes
.
（3）..Organize
the
students
to
make
dialogues
in
pairs
according
to
some
pictures
and
information.4.
Have
the
Ss
act
out
their
new
dialogues..
（1）.Look
and
say
out
the
other
festivals.（2）.make
dialogues
of
the
other
festivals
with
the
teacher’s
help.（3）.
Work
in
pairs
and
make
dialogues
according
to
some
pictures
and
information.4.
Act
out
the
new
dialogues.
通过学习其它节日再次训练学生说的能力，能使学生加深对课文内容的理解，适量的口头练习，让学生巩固本课时的语言重点。
Step
SixHome-work（1’）
发挥想象，连词成文(40--60字).(festival,
get
ready
for,
cook
the
meal,
lantern,
sweep
away,
cutting
paper,
at
work)
Finish
the
homework.
课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。
板书设计
Module10
Spring
Festival
小组评价Unit1
Are
you
getting
ready
for
Spring
Festival?Is
her
grandma
making
lanterns
with
her?
T1
T2
T3No,
she
isn’t.
What’s
she
doing?She’s
cooking
the
meal.
教学反思
达标训练题
一、根据汉语提示,
完成句子,
每空一词。
1.
在元宵节，我们通常吃元宵。
On
Lantern
_______,
we
usually
____
yuanxiao.
2.
贝蒂正在学习舞龙。
Betty
is
_______
a
dragon
_____.
3.
玲玲一家正在为春节做准备。
Lingling’s
______
are
______
_____
____
Spring
Festival?
4.
他们正在唱圣诞歌。
They
are
_______
Christmas
songs.
5.
她们正在做灯笼。
They
are
_______
_______.
PAGEBook1
Module10
Spring
Festival
1、
教学内容：Unit2
My
mother’s
cleaning
our
house
and
sweeping
away
bad
luck.
2、
课型：Reading
and
writing
3、
教学目标：
1、能够正确使用下列单词和词组：Christmas,
February,
January,
before,
sweep
away,
luck,
table,
celebrate,
traditional,
dumpling,
programme,
sweater,
coat,
mean,
lucky,
merry,
tell.
2、能够通过阅读材料读懂描述春节的短文,并能与每一段落相对应的图片搭配。
3、继续学习现在进行时,并能区分现在进行时与一般现在时的用法。
4、用所学的知识描述英国的圣诞节。
4、
教学重难点：
1、能够通过阅读材料读懂描述春节的短文,并能与每一段落相对应的图片搭配,熟练运用现在进行时（重点）
2、区分现在进行时与一般现在时的用法,
用所学的知识描述英国的圣诞节。（难点）
5、
教学准备：
课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品
6、
教学过程：
教学步骤
教师活动
学生活动
设计意图
Step
OneWarming-up
(3’)
1.
Lead
inPlay
a
piece
of
music
and
then
ask
some
students
to
do
some
actions
and
others
say
out
what
the
students
are
doing.
See
the
actions
and
say
sentences
like
this:
“xxx
is
writing…”“xxx
is
singing…”“xxx
and
xxx
are…”
先引导学生回顾上节课的内容，巩固现在进行时的用法。通过这个环节，既可以活跃课堂气氛，.也能从说句子中考验学生对Unit1知识的掌握程度，并在无形中培养学生大胆说英语的习惯。
Step
TwoPre-reading(5’)
Show
three
pictures
to
the
students
and
ask
the
students
to
talk
about
what
is
happening.
Look
at
the
pictures
and
talk
about
what
is
happening.“What’s
Li
Shan’s
mother
doing?”“She’s
cleaning
the
house.”…
引导学生谈论图片,训练学生用现在进行时态描述人物行为的能力。在描述的同时学习新单词和句型，为学生扫清阅读障碍。
Step
ThreeWhile-reading
(24’)Step
ThreeWhile-reading
(24’)
1.
Scanning(1)Ask
students
to
scan
the
passage
and
match
the
paragraphs
with
the
pictures
in
Activity1.T:
Spring
Festival
is
one
of
the
most
important
festivals
in
China.
We
do
many
things
for
Spring
Festival.
Please
scan
the
passage
and
match
the
paragraphs
with
the
pictures
in
Activity1.2.Careful
reading.①Present
some
sentences
to
the
students
and
ask
them
to
write
“T”
or
“F”
,also
correct
the
wrong
sentences
after
reading
Paragraph
C
.
②Choose
the
best
answers
after
reading.T:
Read
the
passage
carefully
and
choose
the
best
answers
of
the
two
questions.③Ask
a
student
to
be
“a
little
teacher”
to
check
the
answers.3.Reading
in
groups①Let
some
team
students
read
the
passage
paragraph
by
paragraph
in
groups
of
six
and
other
students
listen
carefully
to
find
out
the
important
points.②Solve
difficulties.③Ask
the
students
to
read
the
passage
together
and
make
sure
they
understand
the
passage.
(1)Scan
the
passage
and
match
the
paragraphs
with
the
pictures
in
Activity1.“Picture
A
for
paragraph
A”“…”①Tell
true
or
false
after
reading.1.
Spring
Festival
happens
every
year.(
)
2.
people
don’t
clean
their
house
before
Spring
Festival.
(
)②Choose
the
best
answers
after
reading.1.
Li
Shan
usually
______
after
the
dinner.A.
eats
dumplingsB.
watches
TVC.
cleans
the
house2.
What
does
hongbao
mean?
A.
It
means
rich.
B.
It
means
good
luck.
C.
It
means
beautiful.③A
student
to
be
a
little
teacher
to
check
the
answers.
Others
try
their
best
to
answer
the
questions
.①Read
the
passage
paragraph
by
paragraph
in
groups
of
six
and
other
students
listen
carefully
to
find
out
the
important
points.
②Solve
difficulties.③The
students
read
the
passage
together
and
make
sure
to
understand
the
passage.
要求学生快速阅读文段，选出每一段落相应的图片，能够帮助学生更好地理解课文.让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。
Step
FourPost-reading(10’)
1.Retell.①Let
the
students
complete
the
passage
with
the
correct
form
of
the
words
and
expression
from
the
box
in
Activity
3.②Call
back
the
answers
from
two
students
then
read
the
short
passage
in
the
whole
class
.2.WritingAsk
the
students
to
write
sentences
with
the
notes
in
Activity4
and
join
two
notes
and
write
one
sentence
with
“and”.
①Complete
the
passage
with
the
correct
form
of
the
words
and
expression
from
the
box
in
Activity
3.
.②Call
back
the
answers
from
two
students
then
read
the
short
passage
in
the
whole
class
.Write
sentences
with
the
notes
in
Activity4
and
join
two
notes
and
write
one
sentence
with
“and”.
复述课文能使学生加深对课文内容的理解。用“and”连接两个句子的练习是学生写作的热身.
Step
FiveSummary（2’）
1.Get
the
students
to
sum
up
the
language
points.T:
What
have
we
learned
today?Ss:……2.Let
the
students
to
choose
the
best
team
in
this
lesson.
1.Sum
up
the
language
points.2.To
choose
the
best
groups.
引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。
Step
SixHome-work（1’）
Write
a
passage
about
Christmas
in
Britain.
Finish
the
homework.
课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。
板书设计
Module
10
Spring
Festival
Unit2
My
mother’s
cleaning
our
house
and
sweeping
away
bad
luck.
小组评价
T1
T2
T3现在进行时be
doing
一般现在时
do/
does
达标训练题
一.
单项选择.
1.
She
is
_______
in
her
room
at
the
moment.
A.
looking
her
book
B.
seeing
the
book
C.
reading
the
book
D.
watching
the
book
2.
Look!
The
boy
is
__________
in
the
river
now.
A.
swiming
B.
swimming
C.
swim
D.
swims
3.
–Is
she
drawing
pictures
now?
--________________.
A.
Yes,
she
is.
B.
Yes,
he
is.
C.
No,
she
is
D.
Yes,
she
isn’t.
4.
My
sister
_________
eating
an
apple.
A.
doesn’t
B.
does
C.
are
D.
isn’t
5.
My
father
often
__________
to
work.
A.
walk
B.
rides
a
bike
C.
by
bike
D.
is
walking
二.
句型转换.
1.
He
is
taking
some
photos
now.
(改为一般疑问句)
________
he
taking
_________
photos
now?
2.
We
are
looking
at
the
old
watch.
(改为否定句)
We
______
________
looking
at
the
old
watch.
3.
Li
Lei
is
cleaning
the
house
now.
(对划线部分提问)
_________
is
Li
Lei
________
now?
4.
They
are
doing
their
homework
in
the
classroom.
(对划线部分提问)
________
________
they
doing
their
homework?
5.
She
usually
washes
her
clothes
on
Sundays.(用now改写句子)
She
_______
__________
her
clothes
now.
PAGE
