1、主題
Spring Festival
2、題材內(nèi)容
本模塊話題是“節(jié)日”。要求掌握描述節(jié)日的表達方式，同時加強對中外節(jié)日的理解與認識。通過使用現(xiàn)在進行時，對該話題展開聽、說、讀、寫的語言實踐活動。使加深能夠談?wù)摶驅(qū)懗鰧υ摴?jié)日的介紹，并了解國家中重要的節(jié)假日及其主要慶祝方式。有助于學(xué)生了解世界，提高，形成自主的，為學(xué)生的終身奠定基礎(chǔ)。教學(xué)中應(yīng)隨時隨地以課本為出發(fā)點，靈活利用各種素材組織教學(xué)過程和內(nèi)容。
3、任務(wù)：
介紹春節(jié)或其他中外重要節(jié)日。
4、教學(xué)重點和難點
重點：掌握描述節(jié)假日的基本詞匯;
讀懂含有現(xiàn)在進行時的句子;
掌握現(xiàn)在進行時的結(jié)構(gòu)和用法。
難點：現(xiàn)在進行時和一般現(xiàn)在時的結(jié)構(gòu)和用法的比較。
5、課時安排
根據(jù)學(xué)生學(xué)習(xí)英語的特點和規(guī)律，我們把本模塊劃分為4課時：
Period 1: Vocabulary, Listening and Pronunciation
Period 2: Reading and Vocabulary
Period 3: Speaking, Writing, Around the world & Module Task
Period 4: Language in use
注：教學(xué)時應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實際水平、接受程度及出現(xiàn)的臨時狀況進行運用、調(diào)整及篩選。
二、教學(xué)目標
1、語言：
語音 / l;動詞ing形式的發(fā)音
詞匯 Festival, ready, cook, meal, learn, dragon, lantern, sweep, floor, happen, help, tradition, bad, luck, paint, mean, decorate, decoration, everyone, haircut, give, dumpling, sweet, pudding, fireworks, few, want, week, round, bring, colour, something, cut, Christmas, long
詞組 Spring Festival, get ready for, dragon dance, Lantern Festival, sweep away, at work, paper cut, New Year, New Year’s Eve, sweet pudding, a few, all the year round.
現(xiàn)在進行時的問與答;一般現(xiàn)在時。
功能 節(jié)日的表達與詢問;描述準備的過程。
話題 以“節(jié)日”為話題。
2、語言技能：
聽 能聽懂有關(guān)為“節(jié)日”做準備的句子;能聽辯動詞詞組。
說 能就正在做或正在發(fā)生的事情進行簡單的問答練習(xí)。流利的說出含有本模塊生詞的短語。
讀 能讀懂有關(guān)節(jié)日描述的短文，并且能將段落與圖片，段落與問題搭配。
寫 學(xué)會寫要點，句子以及段落;用and連接句子。
演示與表達 能向人們介紹春節(jié)或其他中外節(jié)日。
3、情感態(tài)度：
樂于接觸并了解世界不同地方人們的節(jié)假日，樂于參加相關(guān)英語實踐活動，提高對英語的學(xué)習(xí)，培養(yǎng)對異國文化，生活習(xí)俗的，提高對本國文化的認識。參加各種英語活動，克服困難，在新環(huán)境中進一步樹立準確的語言學(xué)習(xí)觀。
4、文化意識：
中外對比 了解英語國家重要節(jié)假日及其主要慶祝方式，鼓勵學(xué)生了解世界，加強交流。
三、教法和學(xué)法
1、教學(xué)
基于課程改革的理念及“第二語言習(xí)得論”，培養(yǎng)實現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展和諧愉悅的課堂活動，強調(diào)興趣第一的原則,初步設(shè)計“P—T—P”自主學(xué)習(xí)立體模式：pre-task…task-cycle…post-task。
2、教材處理
核心任務(wù)：能夠運用所學(xué)句型結(jié)構(gòu)描述人物和地點及活動。三個環(huán)節(jié)如下：
pre-task：學(xué)生聯(lián)系生活實際，激活背景知識，。
task –cycle：通過整個模塊的聽說讀寫的訓(xùn)練，強化“描述人物和活動。”的表達能力，為完
成任務(wù)做好鋪墊
post-task：達成任務(wù)，展示成果，反饋學(xué)習(xí)情況
3、學(xué)習(xí)策略
學(xué)會自主學(xué)習(xí)，形成有效交際、信息處理、英語的能力。
認知 聯(lián)系，歸納，推測等技能。觀察并歸納動詞形式的變化規(guī)則，提高自學(xué)能力。
調(diào)控 從同伴處得到反饋，對自己在敘述及中的錯誤進行修改
交際 學(xué)習(xí)運用恰當詞語簡單描述節(jié)日。
資源 通過其他資源獲取更多有關(guān)“節(jié)日”的簡單英語。
自學(xué) 培養(yǎng)在詞語與相應(yīng)事物之間建立聯(lián)想的習(xí)慣，形成話題聯(lián)想的習(xí)慣。
留心日常生活中使用的有關(guān)信的簡單英語
合作學(xué)習(xí) 互相學(xué)習(xí)，取長補短，把學(xué)習(xí)英語和信的基本應(yīng)用結(jié)合起來
四、教學(xué)設(shè)計
Module 2 Spring Festival
Period 1 Vocabulary, Listening and Pronunciation
1、Teaching Content: Vocabulary, Listening and Pronunciation
2、Teaching Aims and Demands:
1) Language Knowledge
Key words and phrases: Spring Festival, ready, cook, meal, dragon, floor, happen, help, get ready for, dragon dance, lantern, festival, sweep away, at work
Key structure: be +v.-ing
What is he doing?
Is he working? Yes, he is. No, he isn’t.
2) Listening skill: To understand conversations about the Spring Festival.
3) Affection and attitudes: We should be interested in the festivals in the world.
3、Learning strategies:
Bottom-up approach and listening to the tape and do some exercises.
4、Teaching Aids: Multi-Media (Tape recorder, video, handout,etc)
5、Teaching Procedures:
Activity 1: Revision
Task: Recall what we have learned in last lesson.
Step 1
Label the pictures with the words.
(1). Read through the words in the box and have the Ss. Repeat them after you.
(2). Ask them to label them in the pictures on the screen.
(3). Make some sentences with the words. Ask students to speak out as many as they ca n.
Step 2
Talk about the pictures that the teacher brings into the classroom.
She is standing./walking/ buying/talking …
I am not walkin g to school now.
You are not walking to school no w.
He is not walking to school now.
Are you walking to school now?
Is he walking to school now?
Activity 2: Lead in
Task 1: Brainstorm of the words “festival”.
Step 1
Draw a Festival tree.
Festival
?
Chinese Festivals Western Festivals
? ?
Step 2
Talk about the festivals.
Do you like festivals?
Why?
What kind of festivals do you like, Chinese or western?
What do people do on festivals?
What festivals do you like best? Etc.
Task 2: match the words with the pictures in activity 1 on page 8.
Step 1
Ask: What is the biggest festival in China?
What do you think people usually do to get ready for the Spring Festival?
Read through the words in activity 1 on page 8 and have the Ss. repeat them after you chorally and individually.
Step 2
Ask the students to do activity 1 on page 8. Play the recording and ask the Ss. to listen
Step 3
Play the recording again and have them check the words individually.
Check their answers with a partner.
Step 4
Call back the answers in a whole- class setting
Step 5
Talk about the pictures
Activity 3: Listening
Task 1:. To understand conversations about getting ready for the Spring Festival.
Step 1
Give the Ss 2 questions:
What are Lingling and her mother doing ?
Where is Lingling’s father?
Make sure the Ss understand the 2 questions:
Step 2
Play the recording and have them listen .
Step 3
Play the recording again and have them write the answers individually.
Step 4
Play the recording and have them check their answers with a partner
Step 5
Call back the answers from the whole class.
Task 2: activity 3 on page 9.
Step 1
Choose the best answers in Activity 3.
Step 2
Call back the answer in a whole- class setting.
Task 3: Listen and read:
Step 1
Play the recording and ask the Ss. to listen and read the conversation.
Step 2
Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.
Step 3
Put the Ss. into groups of 3 to practise the dialogue.
Step 4
They should repeat it several times, changing the roles each time.
Task 4: activity 4 on page 9
Step 1
Explain by saying “This activity is designed to check if you have grasped the main structure.
Explain that the students have to answer the questions in full sentences.
Step 2
Put the Ss. into groups to ask and answer the questions.
Step 3
Call back the answer in a whole- class setting.
Step 4
Ask different students to practice them in front of the class.
Activity 4: Pronunciation
Task: Grasp 3 phonemes / l
Step 1
Play the recording and ask the Ss. to listen and read the phonemes/ l.
Step 2
Play the recording again and ask the Ss. to repeat chorally and individually.
Step 3
Put the Ss. in pairs to practice them.
Activity 5: A test
Listen to the tape and translate some of the sentences into Chine se.
Activity 6: Homework
Recite the short passage as fluently as possible.
Period 2 Reading and Vocabulary
1、Teaching Content: Reading and Vocabulary
2、Teaching Aims and Demands:
1) Language knowledge:
New words: tradition, bad, luck, paint, mean, decorate, decoration, everyone, haircut, dumpling, fireworks, few, week, round, bring
Key phrases: paper cut, New Year, New Year’s Eve, sweet pudding, a few, all the year round.
2) Reading skill: To understand the text. (重 點)
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