Carnival教案

课题：B5M4 CarnivalReading and vocabularyPart1：教学背景设计原则——高效课堂6步骤：导：根据图片，导入话题学：通过阅读文本，自主完成学习任务研：独立思考，小组交流，讨论研究展：个人展示，小组展示评：教师点评练: 检测教学背景：本节课选自必修五模块四狂欢节 The magic of the mask (section II reading and vocabulary).学生背景:xx中学xx班级学生Part2:教学内容本课介绍了人们对狂欢节的印象，狂欢节的起源以及变化发展的过程。

主要抓住狂欢节发展-面具使用情况为主线（从开始戴面具庆祝——面具被限制，禁止——而后被兴起——如今变得时尚的过程）。

引导学生对面具魅力进行深思，讨论狂欢节中使用面具的优缺点。

最后引导学生在庆祝节日的时候要尊重节日和保护文化，在享受西方传统节日的同时，更不能忘了我们中国人自己的节日和传统文化。

Part 3:教学目标：Knowledge Goals:简单复习本篇文章需用到的重点词汇。

Ability Goals:利用快速阅读的方法获取文章主旨大意及文章结构；通过寻读和略读技巧，迅速获取狂欢节的细节信息。

Emotional Goals:学会尊重西方的节日，同时更要热爱我们自己的节日和文化。

Part 4:重难点1.了解狂欢节的起源，风俗，变化发展，以及狂欢节面具的魅力。

2.基于时间轴阐述狂欢节发展变化过程。

Part 5:教学流程示意狂欢节◆ 1.根据标题，猜测文章内容◆ 2.阅读文本，把握主题和文章大意及结构◆ 3.深入文本，获取狂欢节细节信息，理清狂欢节发展变化的时间轴◆ 4.讨论面具的优缺点，◆ 5.情感深化：庆祝节日，要尊重节日和文化；享受外国节日氛围，更应该爱护中国人自己的节日，传统文化。

Part 6Part 7板书设计B5M4 Carnival1.Impression2.Origin3.development。

Module 4 CarnivalI. 教学内容分析本模块的主题是狂欢节。

以西方的几种主要传统节日作为导入，接着通过各种活动详细介绍了狂欢节的历史、发展、种类及人们的活动、饮食、服饰和习俗。

其中有关食物和节日的词汇，和表达喜好和厌恶的句型又可以引申到中国传统节日和习俗,有益于培养学生的跨文化意识.本模块从五幅西方节日图片的探讨开始，导入本模块的话题——Carnival。

Introduction 部分设计以西方的五种主要传统节日（Carnival, Holi, Halloween, Christmas，Thanksgiving Day）作为导入,让学生通过图片做配对练习了解西方的节日习俗，激发学生对西方节日的好奇心，达到导入整个模块的效果。

Reading and Vocabulary介绍有关狂欢节的一些知识,主要介绍了狂欢节的面具。

课文前后的四个相关练习帮助同学们学习和了解了相关词汇和文章主旨。

Grammar部分主要是通过练习复习被动语态在各种时态中的运用的语法项目。

Vocabulary and Listening分为词汇部分和听力两大部分。

词汇部分学习和巩固一些关于食物的单词；听力部分是关于西方节日的,对于同学们来说，听力材料偏生疏，因此听力要做一定的处理。

Learning to learn是关于通过听听力提高语音面貌的英语学习方法，对于提高学习策略水平有很大的帮助。

Everyday English通过学习复习Vocabulary and Listening中的句子学会一些非常有用的日常生活用语：give up，go wild about, more or less, high spot, funnily enough, in your blood, wash down 和walk off a meal。

Function介绍表达“喜欢、不喜欢和偏爱"的功能用语.Reading and Writing集说话和写作于一体,培养的是学生语言综合运用的能力。

Module 4 Carnival教案---Introduction and readingTeaching aims:1. To revise Chinese and western festivals.2. To develop the students reading ability.3. To understand what is about Carnival.Important and difficult points:1 Get the students to understand the history of carnival.2 Get the students to describe the festivalsin groups.Teaching procedures: Step 1. Revision.Read the new words of this passage.Step 2. Introduction1. We have learned many festivals both Chinese and the Western. What festivals do you know?Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals.Make a list of them on the blackboard..2. Turn to Page 31—Match the festivals with the description.Step 3. Lead-inToday we will learn another festival ---- Carnival. It originates from Europe, and during these days, people often love wearing special clothes and masks for it.Step 4. Fast-reading Match the main idea with every paragraph.Paragraph 1 A meaning of carnival and how it was celebratedParagraph 2 B the law about wearing masksParagraph 3 C general impression of carnivalParagraph 4 D how it is celebrate today in Venice and the feature of itParagraph 5 E carnival in Venice and the problem it causedParagraph 6 F the revival of the tradition of celebrating it.(Answers: 1—6 CAEBFDStep 5. Further-readingRead the passage and answer the questions.1. Where does Carnival come from? What does it mean?2. When was it celebrated?3. Where was the most famous Carnival in Europe?6. Who started the Carnival again, tourists orstudents?4. How long did the first Carnival in Venice last? What about now?5. Did the government of Venice encourage the wearing of masks?(Answers: 1. “Carnival” comes from two Latin words, meaning “no more meat”. 2. It beganjust after Christmas. 3. The most famous carnival in Europe was in Venice. 4. At thebeginning, it lasted for just one day. 5. No. 6. The students started the Carnival.Step 6. V ocabularyActivity 1: Read through the words in the box and have the students repeat them individually.Ask the students to complete the task individually, then check with a partner. Check the answerstogether:(Answers: 1. confusion 2. excitement 3. mask 4. mystery 5. magic 6. costume 7. crowd8. tradition 9. atmosphere Activity 2: Choose the correct meanings of the words and phrases.Check the answers one by one.(Answers: 1—4 babb 5—8 abbbStep 7. Discussion Discuss in groups of four.1.What is the feature of carnival in Venice?2. Which is your favourite festival?Step 8. V ocabulary1. Read the words about food.2. Now say which things you eat at a festival.. Practice.Activity 2: Find these things in the box in Activity 1.(1 Two type of meat ( (3 five vegetables ((2 a food that consists of a tube of skin containing meat mixed with herbs. ((4 two ingredients for making a cake( (4 flour, eggs(Answers: (1 pork and chicken (2 sausages (3 beans, cabbages, garlic, onion, peasStep 9. Homework1. Workbook—on Page 871.Read the passage and match the headings with the text.2. Write a short passage about your favorite festival.。

Module 4 CarnivalPeriod OneTeaching aims:1. To revise Chinese and western festivals.2. To develop the students reading ability.3. To understand what is about Carnival.Important and difficult points:1 Get the students to understand the history of carnival.2 Get the students to describe the festivals in groups.Teaching procedures:Step 1. Revision.Read the new words of this passage.Step 2. Introduction1. We have learned many festivals both Chinese and the Western. What festivals do you know? Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals.Make a list of them on the blackboard..2. Turn to Page 31—Match the festivals with the description.Step 3. Lead-inToday we will learn another festival ---- Carnival. It originates from Europe, and during these days, people often love wearing special clothes and masks for it.Step 4. Fast-readingMatch the main idea with every paragraph.Paragraph 1 A meaning of carnival and how it was celebratedParagraph 2 B the law about wearing masksParagraph 3 C general impression of carnivalParagraph 4 D how it is celebrate today in Venice and the feature of itParagraph 5 E carnival in Venice and the problem it causedParagraph 6 F the revival of the tradition of celebrating it.(Answers: 1—6 CAEBFD)Step 5. Further-readingRead the passage and answer the questions.1. Where does Carnival come from? What does it mean?2. When was it celebrated?3. Where was the most famous Carnival in Europe?4. How long did the first Carnival in Venice last? What about now?5. Did the government of Venice encourage the wearing of masks?6. Who started the Carnival again, tourists or students?(Answers: 1. “Carnival” comes from two Latin words, meaning “no more meat”. 2. It began just after Christmas. 3. The most famous carnival in Europe was in Venice. 4. At the beginning, it lasted for just one day. 5. No. 6. The students started the Carnival. )Step 6. V ocabularyActivity 1: Read through the words in the box and have the students repeat them individually.Ask the students to complete the task individually, then check with a partner.Check the answers together:(Answers: 1. confusion 2. excitement 3. mask 4. mystery 5. magic 6. costume 7. crowd8. tradition 9. atmosphere)Activity 2: Choose the correct meanings of the words and phrases.Check the answers one by one.(Answers: 1—4 babb 5—8 abbb)Step 7. DiscussionDiscuss in groups of four.1. What is the feature of carnival in Venice?2. Which is your favourite festival?Step 8. Homework1. Workbook—on Page 87.Read the passage and match the headings with the text.2. Write a short passage about your favorite festival.。

Module 4 Carnival（Period 3）Teaching aim: Deal with language points1. Carnival originates from ______./ the origins of carnival 狂欢节的起源originate vt.使产生; 创始; 创办; 发明;发起; 引起origin用作名词，表示“起源，开端，来源”。

The origin of the custom are unknown.该风俗的起源不详。

There are several sayings about the origins of life on earth。

They originated the plan. 他们首先提出这一计划。

联想拓展original adj. (无比较级)最初的；原始的；创新的originate in/ from sth. 起源/发生于… originate with 由某人发起”首创”All theories originate from / in practice and in turn serve practice.任何理论都来源于实践,反过来又为实践服务。

The film originated in / from a short story. 这部电影取材于一篇短篇小说。

The use of steam originated many other reforms. 蒸汽的使用引起了许多其他改革。

The optic theory originated with Einstein. 光学理论是爱因斯坦首创的。

【巩固运用】The quarrel ___________ （源于）in rivalry between two tribes; they were quarrelling about which was the ________（起源）for ancient art.2.Think of carnival, and you think of crowds, costumes and confusions. 想起狂欢节，你就想起拥挤的人群，节日的服饰和混乱的场景。

Book 5 Module 4 Carnival一．Background informationTeacher：Yue liting Students：Senior students，grade2，class7Lesson duration：45 minutes Topic：Module4 Carnival二． Analysis of the teaching materialThe theme of this module is Carnival. The main traditionalfestivals in the west as the introduction, and introduce the history, development, type of Carnival by a variety of activities. The words of the food and festival, and the expression of love and hatred of the sentence can be extended to the Chinese traditional festivals and customs, to cultivate the students’ cross- cultural awareness.三．Analysis of the learning situationStudents of grade 2 in senior high school have a certain vocabulary and grammar knowledge, in teaching should be consciously cultivate their listening, speaking, reading, writing a comprehensive use of language knowledge, especially reading ability.四．Teaching important points1. Enable students to know the new words and phrase in this module2. Enable students to understand how to talk about or give a description of festivals over the world3. Enable students to know how to show likes，dislikes and preference五．Teaching difficult points1. Reviews the usage of the passive voice2. Enable students to write an article to introduce Chinese festivals3. Ehance students’ awareness difference between Chinese and western culture六．Teaching plan1. Introduction2. Reading3. Vocabulary and listening4. Grammar and writing5. WorkbookPeriod 1 introduction一. Teaching aims1. To arouse students’ interest in learning about this module.2. To develop students’ speaking ability.3. Enable students to describe a Chinese festival.二．Teaching important and difficult point1. Get the students to understand the history of carnival.2. Get the students to describe the festivals in groups.三．Teaching methods1.Discussionmunicative approach四．Teaching aidsPicture，blackboard and multi-media五．Teaching procedureStep1: lead-inPurpose: To arouse students’ interest in learning about this module.Show the word “festival” on the screen and then encourage the students to talk about as much information on festival in China as possible.Step2: SpeakingPurpose: To develop students’ speaking ability and get a general idea about Chinese festivals.Ask the students to make a list of the Chinese festival accordingto solar calendar and lunar calendar and talk something about them.Step3. IntroductionPurpose: Enable students to get some information about five western festivals.Ask students to talk about Western festivals and match the festival with the description in our textbook on page 31.六. SummaryOur main goal in this class is to understand some background information about Chinese festival and Western festival. Prepare for the next study.七. HomeworkReading and vocabulary and finish the exercise on page 32 and page 33.八.Extra activities1. Review what we have learned today.2. Discuss, during festival which things you enjoy most?九. Blackboard designUnit4 carnivalList western festivals：Christmas， Carnival，Thanksgiving Day，Hallow十. After lesson reflectionPeriod 2 Reading—the Magic of the Mask一. Teaching aims:Ability aims:1.Students are able to develop their reading ability by reading for general ideas and details information.2. Students are able to develop their thinking ability by criticalthinking.Knowledge aims:1. Students are able to learn some new words and expressions. such as crowd, mask, magic, etc.Emotional aims:1. Students are able to have a general idea of western carnival and develop their interests in western culture.二．Teaching important points:1. Students are able to grasp the new words and expressions.2. Students are able to develop their reading ability.三．Teaching difficult point:1. To get deep meaning of magic and think about the reason why the carnival was revived by students but not by other people.四．Teaching methods:Task-based teaching method and communicative method五．Teaching aids:Pictures and multimedia六．Teaching procedure:Step1:Lead-inToday, we are going to learn a famous western festival, but before it, let us enjoy some pi ctures about carnival to inspire students’ interests.Step2:Reading(1) Pre-readingRead quickly and match the main ideaPart1 (para1) the history of masks and the tradition was revived by studentsPart2 (para2) the most famous carnival in VenicePart3 (para3) Today’s carnival in VenicePart4 (para4&5) the meaning of the word “carnival”Part5(para6) whole impression of carnivalPurpose: This activity can improve students’ ability to obtain general idea of every paragraph. In this activity, we can adopt simple method to improve students’ interests and confidence.(2) while-reading :Read the passage carefully and finish T or F questions( ) 1. ”Carnival” comes from two Italian words.( ) 2. It’s celebrated after Christmas an d Easter.( ) 3. At carnival people don’t eat meat or drink.( ) 4. The first carnival in Venice lasted for 40 days.( ) 5. In Venice people covered their faces with hats.( ) 6. The government stopped the wearing of masks.( ) 7. The original Venice carnival came to an end about 200 years ago.( ) 8. The idea to start the carnival again came from the businessman.Purpose: This activity can help students understand details of the text. (Individual work)(3) post-readingRead the passage and answer the questions.1. What is people‘s general impression of carnival?2. What is the origin and meaning of the word “carnival”?3. What do people usually do at Carnival?Purpose: This activity can help students understand details of the text. (Individual work)Step.3 DiscussionNowadays more and more people tend to spend western festivals, such as valentine’s Day, Christmas but don’t pay more attention to our Chinese traditional festivals .What do you think of this? (Group of four)Purpose: The purpose of this activity to guide students thinkingand train students thinking ability. Cultivate the spirit of teamworkand inquiry.Step4 summaryFive days; FebruaryCrowds, costumes,ConfusionTwo Latin wordsMystery of masksEat; drink; dress七．Homework:1. Read and retell the passage with the help of the verbs.2. Get information about a traditional Chinese festival.Purpose: Reading the text is an important way to improve students’ sense of language. Repeating is good for the students to better know the contents of the text. The activities of information of Chinese festival are beneficial to cultivate students’ ability and habit of collecting information.八．Blackboard designThe Magic of the MaskImpression D oComes from means九．After lesson reflectionPeriod3. Learning to learn, Vocabulary and Listening一．Teaching aims:1. To develop students’ listening ability.2. To review some useful everyday English.3. To learn some new words about food.二．Teaching important point anddifficultpoint1. Enable students’ to use the tapes to practice pronunciationas well as listening.2. Cultivate a good habit of listening to students三．Teaching methodsTask-based language skill，communicative skill and audio-visual method四．Teaching aidsTapes and blackboard五．Teaching procedureStep 1 Lead-inPurpose: Enable Ss to use the tapes to practice pronunciation as well as listening.Ask Students to read material to learn and discuss what is provided for their learning strategies. Have they tried the method? Is it good? Ask them to give two examples of the method.Step 2 Vocabulary about foodPurpose: To learn some words about foodShow the following pictures and talk to students: There are so many delicious foods on the festivals. Today we will learn some new words about food.Suggested answers of activity 1:1. Beans, cabbage, eggs, flour, garlic, onion, pork, sausage, chicken2. What we eat at a festival are pork, chicken, beef, fish, beans, dumplings, cabbage, peas, garlic, tomatoes, potatoes, cucumber, etc.Step 3 ListeningPurpose: To develop students’ listening ability and study some useful everyday English.1. Pre-listeningAsk Students to read through the questions, make sure they understand the questions and then ask them to guess what the listeningmaterial is about.（After that, let them listen to the material one by one, and check if they got the main idea of each paragraph.）2. While-listeningPair work: Listen and finish Activity4 and 5 Suggested answers of activity 4: Picture bottom left: Carnival in Rio Picture top left: Mardi GrasListen the tape again, and check the answers3. Post-listeningAsk the students to finish the Everyday English individually and then check answers and give some explanation.Suggested answers:(1) b (2) a (3) b (4) a (5) b (6) a (7)a (8) bStep4. SpeakingPurpose:Enable students to know how to talk about festivals over the world.Ask Studentswork in pairs,and finish Activity 7 of Listening.六．Homework1. Use Everyday English to make a conversation with your partner..2. Finish the rest exercise about module 4 in workbook。

Book 5 Module 4 Carnival一．Background informationTeacher：Yue liting Students：Senior students，grade2，class7Lesson duration：45 minutes Topic：Module4 Carnival二． Analysis of the teaching materialThe theme of this module is Carnival. The main traditional festivals in the west as the introduction, and introduce the history, development, type of Carnival by a variety of activities. The words of the food and festival, and the expression of love and hatred of the sentence can be extended to the Chinese traditional festivals and customs, to cultivate the students’ cross- cultural awareness.三．Analysis of the learning situationStudents of grade 2 in senior high school have a certain vocabulary and grammar knowledge, in teaching should be consciously cultivate their listening, speaking, reading, writing a comprehensive use of language knowledge, especially reading ability.四．Teaching important points1. Enable students to know the new words and phrase in this module2. Enable students to understand how to talk about or give a description of festivals over the world3. Enable students to know how to show likes，dislikes and preference五．Teaching difficult points1. Reviews the usage of the passive voice2. Enable students to write an article to introduce Chinese festivals3. Ehance students’ awareness difference between Chinese and western culture六．Teaching plan1. Introduction2. Reading3. Vocabulary and listening4. Grammar and writing5. WorkbookPeriod 1 introduction一. Teaching aims1. To arouse students’ interest in learning about this module.2. To develop students’ speaking ability.3. Enable students to describe a Chinese festival.二．Teaching important and difficult point1. Get the students to understand the history of carnival.2. Get the students to describe the festivals in groups.三．Teaching methods1. Discussion2. Communicative approach四．Teaching aidsPicture，blackboard and multi-media五．Teaching procedureStep1: lead-inPurpose: To arouse students’ interest in learning about this module.Show the word “festival” on the screen and then encourage the students to talk about as much information on festival in China as possible.Step2: SpeakingPurpose: To develop students’ speaking ability and get a general idea about Chinese festivals.Ask the students to make a list of the Chinese festival according to solar calendar and lunar calendar and talk something about them.Step3. IntroductionPurpose: Enable students to get some information about five western festivals.Ask students to talk about Western festivals and match the festival with the description in our textbook on page 31.六. SummaryOur main goal in this class is to understand some background information about Chinese festival and Western festival. Prepare for the next study.七. HomeworkReading and vocabulary and finish the exercise on page 32 and page 33.八.Extra activities1.Review what we have learned today.2.Discuss, during festival which things you enjoy most?九. Blackboard designUnit4 carnivalList western festivals：Christmas， Carnival，Thanksgiving Day， Hallow十. After lesson reflectionPeriod 2 Reading— the Magic of the Mask一.Teaching aims:Ability aims:1. Students are able to develop their reading ability by reading for general ideas and details information.2. Students are able to develop their thinking ability by critical thinking.Knowledge aims:1.Students are able to learn some new words and expressions. such as crowd, mask, magic, etc.Emotional aims:1. Students are able to have a general idea of western carnival and develop their interests in western culture.二．Teaching important points:1.Students are able to grasp the new words and expressions.2.Students are able to develop their reading ability.三．Teaching difficult point:1.To get deep meaning of magic and think about the reason why the carnival was revived by students but not by other people.四．Teaching methods:Task-based teaching method and communicative method五．Teaching aids:Pictures and multimedia六．Teaching procedure:Step1:Lead-inToday, we are going to learn a famous western festival, but before it, let us enjoy some pictures about carnival to inspire students’ interests.Step2: Reading(1)Pre-readingRead quickly and match the main ideaPart1 (para1) the history of masks and the tradition was revived by studentsPart2 (para2) the most famous carnival in VenicePart3 (para3) Today’s carnival in VenicePart4 (para4&5) the meaning of the word “carnival”Part5(para6) whole impression of carnivalPurpose: This activity can improve students’ ability to obtain general idea of every paragraph. In this activity, we can adopt simple method to improve students’ interests and confidence.(2)while-reading :Read the passage carefully and finish T or F questions( ) 1. ”Carnival” comes from two Italian words.( ) 2. It’s celebrated after Christmas and Easter.( ) 3. At carnival people don’t eat meat or drink.( ) 4. The first carnival in Venice lasted for 40 days.( ) 5. In Venice people covered their faces with hats.( ) 6. The government stopped the wearing of masks.( ) 7. The original Venice carnival came to an end about 200 years ago.( ) 8. The idea to start the carnival again came from the businessman.Purpose: This activity can help students understand details of the text. (Individual work)(3) post-readingRead the passage and answer the questions.1.What is people ‘s general impression of carnival? 2.What is the origin and meaning of the word “carnival ”? 3. What do people usually do at Carnival?Purpose: This activity can help students understand details of the text. (Individual work)Step.3 DiscussionNowadays more and more people tend to spend western festivals, such as valentine ’s Day, Christmas but don ’t pay more attention to our Chinese traditional festivals .What do you think of this? (Group of four)Purpose: The purpose of this activity to guide students thinking and train students thinking ability. Cultivate the spirit of teamwork and inquiry .Step4 summaryFive days; Februaryto better know the contents of the text. The activities of informationComes from九．Period3. Learning to learn, Vocabulary and Listening一．Teaching aims:1. To develop students’ listening ability.2. To review some useful everyday English.3. To learn some new words about food.二．Teaching important point and difficult point 1. Enable students’ to use the tapes to practice pronunciation as well as listening.2. Cultivate a good habit of listening to students三．Teaching methodsTask-based language skill，communicative skill and audio-visual method四．Teaching aidsTapes and blackboard五．Teaching procedureStep 1 Lead-inPurpose: Enable Ss to use the tapes to practice pronunciation as well as listening.Ask Students to read material to learn and discuss what is provided for their learning strategies. Have they tried the method? Is it good? Ask them to give two examples of the method.Step 2 Vocabulary about foodPurpose: To learn some words about foodShow the following pictures and talk to students: There are so many delicious foods on the festivals . Today we will learn some new words about food.Suggested answers of activity 1:1. Beans, cabbage, eggs, flour, garlic, onion, pork, sausage, chicken2. What we eat at a festival are pork, chicken, beef, fish, beans, dumplings, cabbage, peas, garlic, tomatoes, potatoes, cucumber, etc.Step 3 ListeningPurpose: To develop students’ listening ability and study some useful everyday English.1. Pre-listeningAsk Students to read through the questions, make sure they understand the questions and then ask them to guess what the listening material is about.（After that, let them list en to the material one by one, and check if they got the main idea of each paragraph.）2. While-listeningPair work: Listen and finish Activity4 and 5 Suggested answers of activity 4: Picture bottom left: Carnival in Rio Picture top left: Mardi GrasListen the tape again, and check the answers3. Post-listeningAsk the students to finish the Everyday English individually and then check answers and give some explanation.Suggested answers:(1) b (2) a (3) b (4) a (5) b (6) a (7)a (8) bStep4. SpeakingPurpose: Enable students to know how to talk about festivals over the world.Ask Students work in pairs, and finish Activity 7 of Listening.六．Homework1. Use Everyday English to make a conversation with your partner..2. Finish the rest exercise about module 4 in workbook。

Book 5 Module Carnival教学设计Module 4 Carnival课程分析】本模块的主题是Carnival，介绍了狂欢节的历史、发展、种类、活动、饮食和俗。

通过研究本模块，学生可以掌握有关节日和食物的词汇和句型。

同时，通过与中国的节日进行比较和讨论，学生可以拓展社会文化背景，增加跨国文化知识。

课文主要介绍了狂欢节的由来和发展、威尼斯狂欢节和美洲狂欢节的特点及异同。

教学重点、难点】教学重点：1.研究有关Carnival的新词汇。

2.讨论国内外的节日和狂欢节。

3.完成阅读理解练。

教学难点：表达喜好、厌恶和偏好。

学情分析】本班学生思维活跃，上课充满热情，发言积极。

但由于英语基础存在个别差异，部分学生的口头表达能力较差，有些学生甚至连单词发音都掌握不好。

本课以狂欢节为主题，学生容易产生兴趣。

因此，设计本课时着重从激发学生兴趣出发，采用灵活多样的训练方式，充分发挥学生的主体地位，让学生思维活跃起来，鼓励全体学生积极参与到课堂活动中。

设计思路】根据《高中英语课程标准》的要求，本节课在设计上，以学生为发展的主体，教师是促进学生发展的媒体。

贯彻“教师为引导，学生为主体，体验为红线，思维为主攻”的思想。

从学生的研究兴趣和认知水平出发，倡导“体验、参与、合作与交流”的研究方式和“任务型”的教学途径，实现学生的主体地位，发展学生综合性运用语言的能力。

具体设计思路如下：一、引出课题：利用学生感兴趣的图片信息，引出本节课的主题。

二、图解课文：通过图片和文字的结合，帮助学生理解课文内容。

三、讨论比较：引导学生讨论国内外的节日和狂欢节，比较它们的特点和异同点。

四、口语练：通过角色扮演和小组讨论等方式，让学生练表达喜好、厌恶和偏好。

五、阅读理解：让学生完成阅读理解练，巩固所学知识。

六、总结回顾：通过课堂小结和回顾，让学生对本节课所学内容有更深刻的理解和记忆。

在略读、快速阅读和仔细阅读课文的基础上，学生将进行不同的练，包括集体和个别回答以及动口说，以加强对课文的理解和掌握。