Unit3Languageinuse課題Module2Publicholidays課時(shí)第三課時(shí)Unit3Languageinuse課型Revisionandapplication教學(xué)目標(biāo)1.Reviewthekeywords,phrases,andsentencesofM2.2.Useadverbialclauseswithwhile,before,when,assoonas,since,after.3.能夠聽懂介紹節(jié)日的描述。2.能夠談?wù)撝型庵匾?jié)日習(xí)俗及其差異。4.能夠讀懂介紹節(jié)日的文章。5.能夠從時(shí)間、事件、人物、特色飲食等方面寫一篇短文介紹節(jié)日。教學(xué)重點(diǎn)1.Summarizeandconsolidatetheuseofadverbialclauseswithwhile,before,when,assoonas,since,afterandthenewvocabulary.2.Topractisethenewvocabularyandexpressions.教學(xué)難點(diǎn)Summarizeandconsolidatetheuseofadverbialclauseswithwhile,before,when,assoonas,since,after.課前預(yù)習(xí)Previewthesixbasictenses.教學(xué)方法Formalandinteractiveapproach;Topdownapproach;PWPmethod;Taskbasedapproach教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)備課札記Step1Warmingupandleadingin.1.Askthestudentstorepeatthewordsinthismoduleafterthetapequickly.2.SumuptheuseofAdverbialClausesofTime.1.Repeatthewordsinthismoduleafterthetapequickly.2.SumuptheuseofAdverbialClausesofTime.基礎(chǔ)鞏固鏈接中考Step2LanguagePracticeGothroughthesentencesandaskthemtoobservethetenses.Readandsay.仔細(xì)辨別,發(fā)散思維。Step3Explanation.(Activities1～6)1.AskthemtopletethesentencesinActivity1,showtheanswers.2.AskthestudentstopletetheconversationinActivity2andcheckanswersbyaskingthemtoreaditinpairs.3.AskthemtoaskandanswerquestionsaboutthemselvesinpairstofinishActivity3,checkanswersbyaskingsomeofthemtoreadtheiranswerspletely.4.AskthestudentstopletethepassagesandtheconversationsinActivities4～6andcheckanswers.1.Observation.2.pletethesentences.3.Talkaboutthequestions.4.pletethepassagesandtheconversations.時(shí)間狀語的運(yùn)用并結(jié)合不同時(shí)間狀語從句進(jìn)行口語交際;幫助學(xué)生加深對西方國家節(jié)假日及其風(fēng)俗的了解。Step4Practiceandimproving(Act7,8&9)1.Playtherecorderandandcheckthespeakers’holidayplansinActivity7.2.Playtherecorderagainandaskthestudentstolistenagainandtalkaboutthespeakers’planstofinishActivity8.3.Organizetheclassintosmallgroups.AskthemtopletethepassageinActivity9.1.Listencarefullyandcheckthespeakers’holidayplansinActivity7.2.Listenagainandtalkaboutthespeakers’planstofinishActivity8.3.WorkingroupstopletethepassageinActivity9.培養(yǎng)聽力和口頭表達(dá)能力;培養(yǎng)學(xué)生良好的語篇意識以及分析語篇行文邏輯順序的能力。Step5Knowledgeextensionandapplication(Aroundtheworld&Moduletask)1.IntroduceStonehengebyplayingavideo.Thenaskthestudentstoreadthepassageandanswerthequestions.(1)Howmanyfestivalsarementionedinthepassage?(2)Whendopeoplecelebratethefestivals?2.Putstudentsingroupsoffourandaskthemtodecideonafestivalfortheirposter.1.Watch,readandanswerthequestions.2.Makeaposteraboutawonderoftheworldandpresenttheirposterstotheclass.培養(yǎng)閱讀能力,自主創(chuàng)新和合作學(xué)習(xí)的能力;為學(xué)生創(chuàng)造綜合運(yùn)用知識的機(jī)會Step6Summarize1.Guidethestudentstosummarizethekeyvocabularyandstructuresinthismodule.2.GuidethestudentstosummarizetherulesofAdverbialClauses.1.Summarizethekeyvocabularyandstructuresinthismodule.2.SummarizetherulesofAdverbialClauses.引導(dǎo)學(xué)生積極思考,培養(yǎng)學(xué)生歸納總結(jié)能力。Step7Consolidation教師設(shè)置鞏固檢測練習(xí):從方框內(nèi)選擇恰當(dāng)?shù)脑~或短語補(bǔ)全句子。when;while;as;before;after;since;until;assoonas①_______theywerecrossingtheAtlantic,manypeopledied.

②_______theylanded,theirfirstwinterwasworsethananyEnglishwinter.

③WegotowatchtheMacy’sThanksgivingDay.Parade,_______itgoesalongseveralstreetsandfinishesatthefamousMacy’sstore.

④Thelittlegirldidn’tstopcrying_______shefoundhermother.

⑤Ioftendomyhomework_______Igethome.

⑥Ihaven’tseenMrSmith_______hemovedtoShanghai.

⑦IwaswatchingTV_______myparentscameback.

⑧Itisagoodhabitofminetoreadafewlines_______Igotobed.

獨(dú)立完成檢測練習(xí),并進(jìn)行自評與互評。通過檢測練習(xí),便于學(xué)生了解自己對本節(jié)課的詞匯、句型、語法等的掌握情況Step8Homework1.Makeaposteraboutatraditionalfestival.2.PreviewModule3.3.MoreexercisesaboutAdverbialClauses.板書設(shè)計(jì)Unit3LanguageinuseAdverbialClauses.1.Whilewe’restayingwithourfriends,we’regoingtospendonedayinQingdao.2.Beforewebegindinner,myfathergivesthanksforfood.3.Whenitisallover,everyonehelpswashthedishes.4.Andmyfamilyalwaysgosomewhereinterestingassoonastheholidaybegins.5.WehavecelebratedthefestivalsincethefirstpioneersfromEnglandarrivedinAmerica.6.Aftertheylanded,theirfirstwinterwasworsethananyEnglishwinter.教學(xué)反思英語學(xué)習(xí)是語言的學(xué)習(xí),語言學(xué)習(xí)是培養(yǎng)理解、表達(dá)技能的問題,不是單純的知識問題。本節(jié)課的設(shè)計(jì)能夠結(jié)合教材和學(xué)生的特點(diǎn),依據(jù)新課程標(biāo)準(zhǔn)的精神,從激發(fā)學(xué)生的學(xué)習(xí)興趣、培養(yǎng)良好的學(xué)習(xí)習(xí)慣、豐富生活經(jīng)驗(yàn)和提高認(rèn)知水平出發(fā),科學(xué)安排教學(xué)內(nèi)容,合理設(shè)計(jì)教學(xué)任務(wù),開展形式多樣的教學(xué)活動(dòng),讓學(xué)生親身體驗(yàn),大膽實(shí)踐,積極參與,共同合作與交流,幫助學(xué)生在任務(wù)性的教學(xué)途徑下發(fā)展綜合語言運(yùn)用能力,使語言學(xué)習(xí)的過程成為學(xué)生形成積極的情感態(tài)度、主動(dòng)思維和大膽實(shí)踐,力求學(xué)生做到“眼到、手到、口到、心到”。資料鏈接如何過感恩節(jié)每逢感恩節(jié)這一天,美國舉國非常熱鬧,人們按照習(xí)俗前往教堂做感恩祈禱,城鄉(xiāng)市鎮(zhèn)到處舉行化裝游行、戲劇表演和體育比賽等,學(xué)校和商店也都按規(guī)定放假休息。孩子們還模仿當(dāng)年印第安人的模樣穿上稀奇古怪的服裝,畫上臉譜或戴上面具到街上唱歌、吹喇叭。美國當(dāng)?shù)刈钪膽c典則是從1924年開始的梅西百貨感恩節(jié)游行(Macy’sThanksgivingDayParade)。分別了一年的親人們也會從天南海北歸來,一家人團(tuán)圓,品嘗以火雞為主的感恩節(jié)美食,并且對家人說:“謝謝!”好客的美國人也不忘在這一天邀請好友、單身漢或遠(yuǎn)離家鄉(xiāng)的人共度佳節(jié)。感恩節(jié)宴會后,有些家庭還常常做些傳統(tǒng)游戲。第一次感恩節(jié),人們舉行了跳舞、比賽等許多娛樂活動(dòng),其中有些一直流傳至今。有種游戲叫蔓越橘競賽,是把一個(gè)裝有蔓越橘的大碗放在地上,4～10名競賽者圍坐在周圍,每人發(fā)一份針線。還有一種玉米游戲也很古老。據(jù)說這是為了紀(jì)念當(dāng)年在糧食匱乏的情況下發(fā)給每個(gè)移民五個(gè)玉米而流傳下來的。游戲時(shí),人們把五個(gè)玉米藏在屋里,由大家分頭去找,找到玉米的五個(gè)人參加比賽,其他人在一旁觀看。人們最喜愛的游戲要算南瓜賽跑了。比賽者用一把小勺推著南瓜跑,規(guī)則是絕對不能用手碰南瓜,先到終點(diǎn)者獲獎(jiǎng)。比賽用的勺子越小,游戲就越有意思。除這些活動(dòng)外,有些家庭在節(jié)日里驅(qū)車到鄉(xiāng)間去郊游,或是坐飛機(jī)出去旅行,特別是當(dāng)年移民們安家落戶的地方——普利茅斯港更是游客們向往的地方。在那里,可以看到按照“五月花”號仿制的船和普利茅斯石,還可以花幾個(gè)小時(shí)在移民村里參觀。移民村是仿照當(dāng)年的樣子建成的。參觀時(shí),還有專門人員扮成清教徒同游客們聊天,給人以身臨其境的感覺。從18世紀(jì)起,美國就開始出現(xiàn)一種在感恩節(jié)給貧窮人家送一籃子食物的風(fēng)俗。當(dāng)時(shí)有一群年輕婦女想在一年中選