第三單元教學設計Lesson1Festivals教材分析本課是第 3單元的第 1課。本課的語篇是一篇有關中國三大傳統節日 端午節、中秋節、元宵節的閱讀文章。學生將在本課獲得有關端午節、中秋節以及元宵節的有關信息，學習有關節日的詞匯，理解文章大意，使用略讀、細讀等閱讀策略。學生要將閱讀信息內化，轉換成自己的語言，并口頭介紹一個中國重要的節日。本課的語法是各種時態的被動語態的構成和用法。學生在初中階段已經學過一般現在時和一般過去時這兩種時態的被動語態的構成和用法，本課的重點是進行時態和完成時態這兩種時態的被動語態的構成和用法。學生要能夠在語篇中識別、在語境中運用這兩種時態的被動語態的構成和用法。本課計劃按兩課時完成：第一課時重點是閱讀文章和重點詞匯的掌握，讓學生學習有關傳統節日的詞匯，使用略讀和細讀等閱讀策略，從文章中提取信息，處理信息，進行口頭介紹另一節日；第二課時復習鞏固有關節日以及慶典的詞匯，從課文例句中發現、歸納各種時態的被動語態的構成和用法，并在不同的語境中恰當地使用不同時態的被動語態。教學內容話題：中國三大傳統節日 端午節、中秋節和元宵節（閱讀）詞匯：重點詞匯：celebrate,decorate,include,serve,takepartin,traditional相關詞匯：seasons,months,food,mark,light,activities語法：各種時態的被動語態的構成和用法第一課時FirstPeriod教學目標

在本課學習結束時，學生能夠：.總結和正確使用有關節日（尤其是中國傳統節日）的詞匯;.運用本課所學的相關詞匯口頭介紹一個重要的節日教學過程教學活動Activities設計意圖Intentions互動模式&時間IP&TimeWarm-upStep1TshowsstudentssomepicturesonP35andaskthemthequestion:Whataretheycelebrating?[PPT3]根據標題和圖片引出話題，激活學生的背景知識。CW1'Step2Tasksthestudentstodiscuss:Inwhichsituations do people holdcelebrations?[PPT3-5]引導學生參考使用話題相關詞匯，增大學生詞匯量PW2，Pre-readingStep3Sslistentothetapeandwritedownthefivecelebrations.[PPT6][ 學柔I]在聽力材料中呈現相關詞匯，幫助學生落實詞匯IW3，Step4Thasthestudentstodiscuss:WhatotherChinesefestivalsdoyouknow?Whenaretheycelebrated?[PPT7][ 9II]介紹中國其他的節日，幫助學生了解相關背景知識，激發學生的民族自豪感PW4'While-reading

Step5Tshowsstudentsthreepicturesandgetthemtoanswer:Whichfestivaliscelebrated?Thengetthemtochecktheanswerfromthetextbook.[PPT8]使用圖片檢測學生的相關話題詞匯，提高學生學習詞匯的興趣CW2，Step6Ssreadthetextquicklyandanswerthequestions:WhatdotheLanternFestivalandtheDragonBoatFestivalmark?WhyistheMid-AutumnFestivalsoimportant?[PPT9][ 9m]幫助學生學會通過快速閱讀查找文章大意等信息IW3，Step7SsreadthetextagainanddoEx3onPage36.[PPT10-13][木IV]通過細讀這一劃、節提取和整理課文相關細節信息IW5，Step8Ssdiscusswiththepartnerandfindoutthelayoutofintroducingafestival.[PPT14]幫助學生基本掌握如何介紹一個節日CW,PW6，VocabularyStep9Ssfillintheblankswithproperwordsaccordingtothetext,thenmakenewsentencesusingthekeywords[PPT15-20]掌握和鞏固所學詞匯，并能夠在新的語境中學會恰當使用新學詞匯CW,IW7，Post-readingStep10StudentsworkingroupsoffourtointroduceafestivalwhichismostimportantinChinaforchildren,orforyoungpeople,orforoldpeople,orforwomenandmen.[PPT21-22][學弟V]對所學知識進行內化，培養英語口頭表達能力CW,GW12，HomeworkReadthepassageagainanddoExercise5onP79.Writeanintroductiontothefestivalthatyourgrouptalkedaboutinclass,tryingtousethenewwordslearnedinthislesson.[PPT23]注：IP=InteractivePattern;T=Teacher;Ss=Students;CW=ClassWork;IW=IndividualWork;PW=PairWork;GW=GroupWork第一課時學案Listening:Whichfivecelebrationsdoyouhear?Discussing:WhatotherChinesefestivalsdoyouknow?Whenaretheycelebrated?SpringFebruaryMarchAprilSummerMayJuneJulyAutumnAugustSeptemberOctoberWinterNovemberDecemberJanuarym.Fastreading:WhatdotheLanternFestivalandtheDragonBoatFestivalmark?WhyistheMid-AutumnFestivalsoimportant?IV.CarefulreadingFestivalsSeasons&date/monthTypicalactivitiesorfoodThe Mid-AutumnFestivalTheLanternFestivalTheDragonBoatFestivalV.Groupwork:IntroduceafestivalwhichismostimportantinChinaforchildren,orforyoungpeople,orforoldpeople,orforwomenandmen.第一課時講義(見PPT第二課時(secondperiod)北京市十一學校于艷教學目標

在本課學習結束時，學生能夠：.學生能夠識別五種時態的被動語態；.學生能夠在上一課的基礎上，運用所學詞匯和不同的被動語態進行口頭介紹慶祝活動。教學過程教學過程TeachingSteps教學活動Activities教學意圖Intentions活動模式及時間IP&timeStep11.Texplainstheobjectives.2.SssaytheFestivalsinSeptember.引出話題，激發學生的所學知識和詞匯。CW3，Step2Tasksstudentsfourquestionsaboutthetexts.(ThequestionsandanswersarerelatedwiththePassive)激活上節課的信息，在語境中呈現本課要學習的語法。CW5，Step3SsreadtheanswersandfindoutthestructureofthePassive.通過再次的朗讀，學生發現兩種時態的被動語態在形式和功能上的區別。CW4，Step4SsmakeupsentencesusingthePresentPassiveVoiceandthePastPassiveVoicewiththe通過給定語境，強化這兩種時態的被動語態的使IW&PW4，

helpofpicturesandkeywords.用。Step5Students readapassageabouttheSpringFestivalandunderline the passivesentences of differenttenses.幫助學生發現更多的具宿相似結構的被動語態形式，引出新的被動語態形式，體會他們的用法。IW&PW6，Step6GivemorepicturestousethenewformsofthePassive(thePresentContinuousPassive,thePastContinuousPassiveandthePresentPerfectPassive)嘗試在新的語境中使用三種時態的被動語態。（句子層向）PW&IW5，Step7TconcludesthethreeformsofthePassivebystudents.TasksstudentswhenweusethePassive.幫助學生歸納整理語法規則，加強學生對結構的理解。CW3，Step7TshowssomepicturesoftheopeningceremonyoftheOlympicGames.Tasks students tointroduce the bigcelebration orally usingthePassiveThelpsstudentstoevaluatethereportbya綜合運用課本的詞匯與被動語態的語法。（語篇層面）CW&GW15'evaluation form andsentencepatterns.4.Taskssomestudentsmakeareport.HomeworkWritethereport.Towritetheirreportandconsolidatewhatthey'velearned注：IP=InteractivePattern;T=Teacher;Ss=Students;CW=ClassWork;IW=IndividualWork;PW=PairWork;GW=GroupWorkLessonlPeriod2學案Thestructureofthepassive: thepresentsimplepassivevoice:（ 一般現在時被動語態）thepastsimplepassivevoice: （一般過去時被動語態）thepresentperfectpassivevoice: （現在完成時被動語態）thepresentcontinuouspassivevoice:（ 現在進行時被動語態）thepastcontinuouspassivevoice: （過去進行時被動語態）Readthepassageandunderlinethepassivesentences.TheSpringfestivaliscelebratedinJanuaryorFebruaryeveryyear,whichmarkstheendofthelunaryearandthebeginningofanothernewyear.Lastyear,werushedbacktomyhometownforafamilyreunion.Beforewecameback,thehousewascleanedandkindsoffoodwerebought.Whenwearrivedhome,wesawthedoorsandwindowsweredecoratedwithpaper-cutsandcouplets（對聯）andthelanternswereputup.Abigreuniondinnerwasbeingpreparedbymymother.Afterenjoyingadeliciousdinner,westayedupandwatchedtheSpringFestivalParty.Since1983,theSpringFestivalPartyhasbeenbroadcastonCCTV.Watchingtheprogrammeshasbecomemyfamilytradition.Outdoorstheredlanternswerelit.Atmidnightwhenthebellwasstriken,fireworksweresetoffandthewholeskywaslitup.Everybodywasfilledwithhappiness.Althoughthetraditionsofthefestivalarebeingchangednow,thisfestivalisstillth