Book 3 Unit 1Festivals around the world(Reading)教学设计

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Book 3 Unit 1Festivals around the world(Reading)教学设计

东方市民族中学    文 灵

教材分析：
本单元是人教版高一英语必修3第1单元，它以“节日”为话题，介绍古今中外节日的种类、由来、意义以及人们的庆祝方式和习俗。本单元的学习，要使学生不但对我国的节日有进一步的了解，而且对外国的节日也有所了解，进而使学生在多样的东西方节日文化比较中发现节日文化的共性和民族独特性，达到丰富文化背景、增加跨国文化知识的目的；要使学生复习和巩固运用请求和感谢的表达方法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。
Reading教学设计是本单元第二课时。
学情分析：
教学对象是高一学生，他们已有一定的获取处理信息、分析解决问题的能力，因此我注重提高学生用英语进行思维和表达的能力。由于本课正好是在学生过完春节之后回来上的，学生的学习兴趣很浓，可通过任务型课堂活动让学生对课文内容阐述见解。由于学生的水平参差不齐，可设计了不同的教学任务，让各个层次的学生在课堂上都能有所收获。
Reading教学设计
教学目标：
1．Get the students to master the following words and expressions：
arrival , national , gain , independence , gather , agricultural
In memory of , dress up , day and night , look forward to , as though ,have fun with
2．Enable the students to know the earlist festivals with reasons for them.
3．Master some English expressions and phrases about festivals.
4．Enable the students to talk about festivals in English.
教学重点：
1．Train the student s’ reading ability.
2．Learn and master some important words and phrases in this period.
教学难点：
1．Improve the students’ reading skill.
2．How to talk about all kinds of festivals in English.
教学方法：
1．Skimming to get the general idea of the text.
2．Scanning to get detailed information and understand the language points.
3．Task-based methods to get the students to talk about all kinds of festivals.
教具准备：
A computer ,a projector and a tape recorder.
教学过程：
StepⅠ Greetings：
Greet the whole class as usual.
Step Ⅱ Revision and lead—in.
1、Review the new words of this part .
2、Ask the students to name some festivals in English.
3、I show some pictures on Chinese and Western Festivals (Spring Festival, the Dragon Boat Festival, the Mid—Autumn Festival, Christmas ,Thanksgiving Day, Halloween )on the screen to lead out the topic “ Festivals and celebrations ”. I ask the students to talk about the festivals in pairs a few minutes . Then I will ask them these questions : can you say what these festivals are ? When do they take place? What people do at that time? What do people eat on these festivals ?
(展示图片并根据图片内容进行提问，既复习旧课内容，也激发学生兴趣，为进入本文的学习做好铺垫。)

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StepⅢ Pre—reading
小组讨论：
1) What festivals or celebrations do you have in your city or town?
2) What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?
(此环节目的是调动学生积极性，激发学习兴趣。)
StepⅣ Reading
Skimming
Get the students to read the text quickly to get the main idea of each paragraph and answer these questions.
1. What are festivals of the dead usually for?
2. What makes autumn festivals happy events?
3. What do people usually do at spring festivals?
4. What is one important reason to have festivals and celebrations?
5. Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?
Help the students to form a good habit of reading.
(此环节让学生快速阅读课文，归纳主题，回答问题，提高学生的阅读理解能力。)
Scanning
Ask the students to read the text carefully again to understand the main idea of each paragraph and then try to see if these sentences are True or False.  
1. The ancient people needn’t worry about their food.(   )
2. Halloween used to be a festival intended to honor the dead.(   )
3. Qu Yuan was a great poet who people honor a lot in China.(   )
4. Mid—autumn Festival is held to celebrate the end of autumn.(   )
5. Easter celebrates the birth of Jesus.(    )
(此环节让学生细读课文后回答，使学生对全文有更深的理解，培养学生发现信息、处理信息的能力。)
StepⅤ Language points
Explain some important or difficult points to the students.
(此环节给学生解释课文中的一些难句，让学生更好地理解课文。)
StepⅥ Listening                       
Ask the students to listen to the tape, after listening, ask the students to use their own words to retell the text.
(利用此环节提高学生的听力水平，同时培养他们用英语表达的能力。)
StepⅦ Summing up and homework.
1.Ask the students what they can learn from the text.
2.Ask the studenat to go over the text after class and write a composition on a Chinese Festival.
(此环节培养学生的归纳能力和写作能力。)

教学反思
1、利用多媒体技术展示图片，刺激学生的感官系统,；由春节导入话题，让学生讨论自己最喜欢的节日。体现了从学生的学习兴趣、生活体验出发，倡导体验的教学理念。
2、由易到难，引导学生从阅读文章表层意思到探讨深层意思，给不同程度的同学提供体验成功的乐趣，调动学生参与的积极性。
3、设计问题大多是 wh-问题，因此对阅读能力稍差的学生没有完全照顾到。在以后的教学中，我会分几个环节设计精读练习，针对中下层学生多设计Yes/No或T/F的问题。