教学过程实录

教学过程实录：案例名称：北师大版高一教材上Module1 Unit3 Celebration Lesson1 Festivals 教学模式：“课堂交际式五步教学结构”
课堂交际式五步教学结构
1. 引入（Lead-in）。

⑴利用话题词或图片、相关故事、情景等进行话语描写，创造言语情境，启发学生思维，引
导学生进入学习内容，形成学生的期待。

（适应各单元“对话”和“课文”教学）
⑵复习：有目的地复习已学内容，将已学内容置于新的语境和情境，引发学生的学习动机，
创造期待，以使学生进入学习内容。

（适应单元各课教学）
2. 启动（Elicitation）。

教师引而不发，启动学生尝试，在相互交流中呈现新的内容。

启动一般用1~2个wh-question(s)，但问题设计一要归纳语言材料全篇的中心意义，二要考虑学生现有语言水平。

根据教材内容，分布启动，要选好突破口，逐步扩大、深入（见案例一）。

出现的内容要趁热打铁，逐一掌握。

3. 输入（Input），一般分为两步。

⑴打开课本，让学生自己读，使出现的内容落实到文字，再听录音（一般听两遍。

第一遍引
导学生抓信息，第二遍引导学生感受录音材料中的情感因素），让学生直接接触信息源，保证输入的有序、密度、确切。

“听”、“读”不能走过场，听或读前，教师应根据学习内容和学生实际语言能力，设计3~5个wh-questions，让学生带着问题，有目的地进行听、读。

⑵教师讲解也是输入。

讲解应把握重点、难点，采用启发式，起到画龙点睛的作用。

4. 加工（Production or Practice）。

根据新内容的特点，通过多种练习形式，帮助学生围绕语料重复、记忆教学内容。

要求采用学生的生活素材组织典型环境中的典型活动，以提高练习的意义性、功能性，吸引学生积极地参加活动。

5. 输出（Output）
新旧内容结合，联系学生生活、思想和社会实际，综合运用所学语言，提高学生运用语言的真实和流利程度。

注：言语技能不是孤立存在的，任何一种技能的提高都反映其他技能，都能促进其他技能的发展，因此，在对学生进行言语技能策略训练时应予全方位的考虑，单项技能练习和综合性技能训练兼顾，如言语技能训练时可采用听读相结合的方式组织信息的多层次输入，以说写为手段训练言语产出能力的教学原则；当语篇作为信息处理，教师应鼓励学生主动参与教学
活动，指导学生学会如何激活语篇文本的内容，将内容活化为话语，将话语活化为各种交际行为，以此促进学生自觉地思考问题，运用所学语言，积极参与形式多样的课堂交际活动。

Teaching Procedures
Step 1: Lead-in ( about 5 minutes, book closed)
T: Good morning, boys and girls, we know there are four seasons in a year, what are they?
Ss: Spring, summer, autumn and winter!
T: Good, but what's your favorite season and why do you like it? (ask some students to answer the question one by one)
S1:……S2: …… S3: …… Sn: ……
T: Well done. ok, now, I will show you some pictures of festivals and please guess what festivals do you think they are? (Use the PPT to show some pictures about Chinese festivals, and the students may be very interested and excited.) Ok, does anybody know what festivals they are?(The whole class is so hot, and contended to answer the question.)
T: In these pictures, we can see so many festivals, but what are they? (The whole class answers ) Ss: Qingming Festival，Dragon Boat Festival，Spring Festival and … (If the students answer is not so clearly, the teacher can ask the students individually to answer the question.)
Step 2: Elicitation ( about 5 minutes, book closed )
T：Very good！Can you tell me what festivals there are during your favorite season?
Ss: .......（students will say out different festivals in different seasons.）
T: Good job! OK, now, I want all of you to work with your partners, （Lead students to do brainstorming）and fill in the following table. List the festivals which are associated with each season.
(Ask 1-2 groups to do the presentation and give a positive assessment on the groups work.)
Step 3: Input ( about 17 minutes )
T: OK, you’ve done a good job. AS we know, different seasons have different festivals. That's what we
are going to talk about today. Today we will learn three passages about Chinese seasonal festivals. Now, please open your book.
1. 1. Ask students to do fast reading.
activity 1: G etting the gist. (skimming )
activity 2: Read your passages and find out which festivals are mentioned. (scanning for specific information)
2. 2. Create situation to make students learn the meaning of the relative new words.
activity 3: Match and describe pictures with words.
3. 3. Ask students to do the second reading.
Read in pairs or in groups to exchange the information and finish the following table.
(Ask students to share and write down the right information in groups) (文本信息图表化)
(Ask students to do the presentation and give an assessment on the groups work.)
Step 4: Reproduction & Practice ( about 11 minutes )
Practice1. Ask students to read the three passages for one more time and finish the exercises one the PPT and check the answers.( inferring the author's attitude and tone, understanding the relationships within sentences and recognizing discourse pattern)
practice 2. Create a situation (you pretend to be a Chinese student and the other a foreigner who wants to know the traditional chinese festivals very much.) to the students and talk about it in in pairs or in groups.
Step 5: Output ( about 7 minutes )
1. 1. Ask students to do the presentation of “practice 2”
2. 2. Give a positive assessment on the groups work..。