Celebration Lesson 1 Festivals教育实习说课稿

Teaching methods
1
lecture
2
Group
discussion
3 task-based
Teaching aids
1
2
3
Multi-media blackboard cards
Teaching evaluations
1
Selfevaluation
2
Groupevaluation
Post-reading
Work in groups and help each other to have a deeper understanding of festival’s categories and each one’s celebration
Write down each category on these cards. Students will draw lots to decide what kind of festival. Then they choose one festival in the category to talk about in front of the whole class .
Teaching procedures
Summary & homework
5min
20min
7min
3min
10min
Warm-up The latest film---CoCo
Warm-up
Mexico---The Day of the dead
Warm-up
Work in groups and list below three more Chinese festivals. Discuss when they take place, what they celebrate and what people do that time.

Unit3 Celebration Lesson1 Festivals教学案Objectives■ To use pictures to help understand new words and to use the dictionary to check meanings.■ To read a text quickly to find specific information.■ To practi ce the Present Simple Passive，PresentContinuous Passive，Past Simple Passive，Present Perfect Passive and Past Continuous Passive. Resource usedGrammar SummaryPossible problemsStudents should be encouraged to use the Passive. It is used more in English than in many other languages.Background Communal celebrations mark events such as changing seasons，religious days or political events；music，dance or costume are usually involved. Routes through the material ■ If you are short of time，set some of the exercises for homework.■ If you h ave time，use one of the Options ideas.■ If you have two periods for this lesson，a suitable natural break is after Exercise 4. Language Power: pages 76？C77. Mini-Grammar 9ReadingBefore you startExercise 1■ Students look at the pictures and gues s what is happening and what is being celebrated. Ask them to describe what they can see.■ Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learnExercise 2■ Students look at the three titles (Summer，Autumn，Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring.■ Students read the texts quickly and do the matching.AnswersPicture 1？CC the Dragon Boat FestivalPicture 2？CA the Mid-Autumn FestivalPicture 3？CB the Lantern FestivalExercise 3■ Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three or four minutes to read the whole text again. Students close their books，and in turn each group asks its questions for the rest of the class to answer.■ Students read the text again and fill in the table with the text information they get.■ Have students check their answers in pairs.■ Encourage students to add another festival they know well.■ Students read the questions and find the answers in the texts by reading the texts again.■ Have students talk about their festival in pairs.AnswersPassage A:the Mid-Autumn Festival，September or October，moon cakesPassage B:the Lantern Festival，the fifteenth of the first month of the lunar calendar，sweet dumplings Passage C:the Dragon Boat Festival，the fifth day of the fifth month of the lunar calendar，Zongzi Exercise 4■ Students discuss in pairs and tell the class their opinions.Language Power: the Word Corner on page 79 givesfurther practice in vocabulary (clothes).GrammarTHE PASSIVE (I)Exercise 5■ Students identify that the passive is used when we don’t know or there is no need to say who the“doer” of an action is.■ Students then do the exercise，finding the sentences in the text and completing the verbs.■ Refer students to Grammar Summary 5 to make sure they understa nd how to use the Passive correctly.■ For further practice，ask students to answer questions about their school (or town)，e.g. “When are school examinations held？When are school reports written？Where is football played？When are bells rung？When was this classroom cleaned？When was this school built？” Answers1. are made2. were，organizedExercise 6■ Have students look at the given sentences and ask them what tenses are used in them.■ Encourage students to draw rules for the formation of the passive forms. Ask them to refer Grammar Summary 1，3，4 and 5 on pages 92？C93.Answers1. has been arranged2. is being collected3. was being paintedExercise 7■ Ask students if they have heard of the Water Festival.■ Students read the text to find out about the festival. Then read the text again and complete the verbs.Answers1. is celebrated2. is splashed3. are carried4. are told5. is related6. are washed7. are raced 8. are launched■ Have students close t heir books and ask them to say what they can remember about the festival. Exercise 8■ Students work in pairs，changing the sentences into the passive. Answers1. My health is being affected by stress.2. People are being moved out of the houses.3. The mini-helicopter has already been invented by him.4. The forest fire has been put out by them.5. The car was being repaired when I got there.6. The house was being decorated when the accident happenedV ocabularyExercise 9■ Students may need to go back to the text to review the words before they start filling in the blanks.Answers1. is lit2. has decorated3. mark4. celebrate5. was included6. was burnt down7 take part in 8. be boiledLanguage in UseExercise 10■ Students work in groups，writing out the questions andadding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish，they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10？C15 questions.Answers1. Where is the Mid-Autumn Festival celebrated？(In China)2. Where is “Z ongzi” eaten？(In China)3. When is the Lantern Festival celebrated？(In China)4. Who was the telephone invented by？(By Alexander Graham Bell)5. Who was Romeo and Juliet written by？(By William Shakespeare)6. Where are BMW cars made？(In Germany)OptionsPracticeIn groups，students prepare a written description of SpringFestival in China. Tell students they are writing for English speaking readers who have not visited China. Students can follow the structure of the texts in the coursebook and，if possible，illustrate their text with a suitable drawing or photograph. When the groups have finished，they can exchange papers for others to read.ExtensionStudents，working individually or in pairs，carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.。

北师大版高一Unit 3 Celebration Lesson 1 Festivals教案一. 教材分析1．本课在本单元的地位和作用：本单元的主题为Celebration “庆祝”，一共包括4课, 主要介绍中外国家的一些主要的节日和节日的庆祝活动.本课是在warm-up “热身”后的第一课.通过本课的学习，学生能够了解一些我们国家的主要节日和活动,熟悉并掌握在谈论这些节日时需要的话题和重要词汇及短语,最后通过自主学习和合作学习实现用英语简单的介绍一个主要节日.这样就为后几课在语言知识和语言技能上做好了铺垫.2．课文内容和教学目标分析：本文文章结构非常简洁明了,共分三个部分,分别描述了三个季节的中国的三个传统节日:中秋节, 元宵节和端午节. 因为文化背景的关系, 学生对这三个节日的内容和形式还是比较了解的, 由于本文是language focus(语言聚焦)的阅读课, 因此学生通过阅读等一系列活动掌握并运用所学语言知识是本文的重点. 因此,根据<<新课标>>中强调“要注重提高学生用英语进行思维和表达的能力”这一要求,结合教学内容和学生特点及实际情况, 我就把最终的语言输出设置为:介绍另外一个中国的传统节日.二. 学生分析1.学生的特点：由于我们的学生学习水平参差不齐,因此在设计学生活动时要考虑到不同层次学生的具体情况和不同需求.因此,我在阅读教学中设置了不同层次的问题，设定了不同层次的目标,如: A层同学介绍节日时选三个话题讨论,B 层同学选四个话题讨论,C层即最高级选五个以上话题进行介绍.这样就满足不同学生的发展要求,这也是<<新课标>>所倡导的.2.学生语言知识和技能：由于文化方面的原因,学生对本课话题 Festivals 已具备一定的背景知识、经历和经验；而且在前一课Warm-up部分，学生通过浏览图片和听力练习,了解了一些国内外的节日,以及通过头脑风暴“brainstorm”了解一些关于“庆祝”的内容及相关词汇，这些都有助于语言活动的开展.但是要用英语进行思维和表达，还是有一定的难度。

通过阅读和讨论等活动发展学生的理解性技能和 语言技能 表达性技能。从语篇中提取、梳理信息、信息，
训练学生的写作能力。
学习策略 元认知策略，认知策略，交际策略和情感策略
1.2 Analysis of student（学生分析）
students in senior 1
They have
They need
1. Teaching background
2. Learning objectives
3. Key and difficult points
4. Teaching methods
5. Teaching procedures
1. Teaching background
2. Learning objectives
3. Key and difficult points
4. Teaching methods
Pre-reading（读前）-- 聊一聊
5. Teaching procedures
6. Blackboard design
Learn some reading strategies and ways to solve the problems they have
3. Thinking Capacity （思维品质）
Enhance thinking ability, such as creative and critical thinking through discussion
2. Summarize（总结） the similarities and differences between festivals.
1. Describe（描述） festivals and its customs in different countries.