1、主题
Spring Festival
2、题材内容
本模块话题是“节日”。要求掌握描述节日的表达方式，同时加强对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动。使加深能够谈论或写出对该节日的介绍，并了解国家中重要的节假日及其主要庆祝方式。有助于学生了解世界，提高，形成自主的，为学生的终身奠定基础。教学中应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。
3、任务：
介绍春节或其他中外重要节日。
4、教学重点和难点
重点：掌握描述节假日的基本词汇;
读懂含有现在进行时的句子;
掌握现在进行时的结构和用法。
难点：现在进行时和一般现在时的结构和用法的比较。
5、课时安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
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：教学时应根据学生的学习水平、生活实际水平、接受程度及出现的临时状况进行运用、调整及筛选。
二、教学目标
1、语言：
语音 / l;动词ing形式的发音
词汇 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
词组 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.
现在进行时的问与答;一般现在时。
功能 节日的表达与询问;描述准备的过程。
话题 以“节日”为话题。
2、语言技能：
听 能听懂有关为“节日”做准备的句子;能听辩动词词组。
说 能就正在做或正在发生的事情进行简单的问答练习。流利的说出含有本模块生词的短语。
读 能读懂有关节日描述的短文，并且能将段落与图片，段落与问题搭配。
写 学会写要点，句子以及段落;用and连接句子。
演示与表达 能向人们介绍春节或其他中外节日。
3、情感态度：
乐于接触并了解世界不同地方人们的节假日，乐于参加相关英语实践活动，提高对英语的学习，培养对异国文化，生活习俗的，提高对本国文化的认识。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
4、文化意识：
中外对比 了解英语国家重要节假日及其主要庆祝方式，鼓励学生了解世界，加强交流。
三、教法和学法
1、教学
基于课程改革的理念及“第二语言习得论”，培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
2、教材处理
核心任务：能够运用所学句型结构描述人物和地点及活动。三个环节如下：
pre-task：学生联系生活实际，激活背景知识，。
task –cycle：通过整个模块的听说读写的训练，强化“描述人物和活动。”的表达能力，为完
成任务做好铺垫
post-task：达成任务，展示成果，反馈学习情况
3、学习策略
学会自主学习，形成有效交际、信息处理、英语的能力。
认知 联系，归纳，推测等技能。观察并归纳动词形式的变化规则，提高自学能力。
调控 从同伴处得到反馈，对自己在叙述及中的错误进行修改
交际 学习运用恰当词语简单描述节日。
资源 通过其他资源获取更多有关“节日”的简单英语。
自学 培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。
留心日常生活中使用的有关信的简单英语
合作学习 互相学习，取长补短，把学习英语和信的基本应用结合起来
四、教学设计
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 点)
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