Unit2Let'sCelebrate单元教学设计-高中英语外研版

会东县和文中学集体备课教学设计课题Unit6Atonewithnature主备人授课人

课型Startingout&UnderstandingIdeas课时第1课时授课时间节数支配节

教学目标1.Guidestudentstohaveapreliminaryunderstandingofdifferenttypesoffestivalsandunderstanddifferentfestivalcultures;2.Leadthestudentstograspthecontentofthetextquicklyandunderstandandexplainthemeaningofthetitleaccuratelythroughskimming;3.Guidestudentstounderstandthecharacteristicsofbookreviewarticlesandobtainthekeyinformationabouttheworksintroducedinthearticles;4.GuidethestudentstodeepentheirunderstandingofthemeaningoftheholidaybyunderstandingthespiritofgivinganddedicationextolledinthebooklettersfromSantaClaus.过程与方法：视听教学法、交际教学法PWP模式情感态度价值观：加深对节日文化的理解重难点重点：了解与季节相关的节日以及其文化特点，理解课文内容及语言点；了解?圣诞老人的来信?一书所赞颂的赐予和奉献精神,加深对节日意义的理解。难点：把握一些重点词汇和句型的运用；学会用所学的词汇和句型介绍不同季节的节日的主要活动与文化特点。学情分析教学预备课件视频教学过程〔老师活动、同学活动〕补充修改补充修改Step1RevisionGooverthenewwordswelearnedinlastclass:v.honour,participate,vote,regard,plain;n.dragon,poet,harvest,decoration,freedom,inequality,fantasy,novel,literature,envelope,pole,roof,warning.adj.lunar,limitless,handwritten,regular,polar,starving.Step2LeadinActivity1(Startingout)1.TasksSstoreadthequestionsinActivity1andplaysthevideo.Sswatchavideoaboutfestivalsindifferentseasonsandanswerthequestions:(1)Whatfestivalsarementionedinthevideo?(2)Whydopeoplecelebratethesefestivals?2.TinvitessomeSstosharetheiranswerswiththeclass.Sssharetheiranswerswiththeclass.Q1:Thefestivalsmentionedinthevideoare“hanami〞,theRoseFestival,theMidAutumnDay,theHarbininternationalIceandSnowFestival,andtheNewYear.Q2:BecausepeoplewanttocelebratetheChangingseasonsandexpresstheirappreciationofnature.3.Tplaythevideoagain,andthewholeclasschecktheiranswers.Step3ReadinganddiscussionActivity2(Startingout)TasksSstoreadthefourfestivaldescriptionsandpletethesentencesinActivity2.Ssreadthedescriptionsanddiscussinpairs,thenpletesentences.TinvitessomeSstosharetheiranswersandencouragestheSstoeupwithmoreinformationaboutthesefestivals.ThenTshowtheanswersthroughthePPTonthescreen.Keys:Thanksgiving;MayDay;FreedomDay;DragonBoatFestivalActivity3(Startingout)TaskSstotalkaboutotherfestivalsofeachtypeandthinkaboutthereasonstocelebratethesefestivals.Ssworkingroupstogivemoreexamplesofdifferenttypesoffestivalsanddiscussthereasonstocelebratethesefestivals.Keys:OtherfestivalsofeachtypeincludePongal,SpringFestival,IndependenceDayandValentine’sDay,etc.Otherreasonstocelebrateafestivalincludecelebratingthebeginningofayear,worshippingtheancestors,etc.Teacherscanusepictures,videosandtexttobrieflyintroduceotherfestivals,sothatstudentscanlearnmoreaboutthefestivals.Step4ReadingActivity4(Understandingideas)TasksSstoreadtheinstructionofTolkienandanswerthequestionsinActivity1.SsreadandanswerthequestionsinActivity1.TasksSstosharemoreinformationtheyknowaboutTolkien.Activity5Reading(Understandingideas)TasksSstoreadthepassagequicklyandfindout:①WhydidTolkienwritetheseletters?②WhatstoriesareincludedinLettersfromFatherChristmas?Ssreadthepassageandfindtheanswerstothequestions.Checktheanswerswithclass.Q①:TolkienwrotetheselettersbecausehewantedtokeepFatherChristmasaliveforhisfourchildren.Q②:LettersfromFatherChristmasisacollectionofTolkien’sletterstohisfourchildrenatChristmas.TheletterstoldwonderfulstoriesaboutFatherChristmas’slifeandadventuresattheNorthPole.Activity6(Understandingideas)TasksSstoreadthepassageagainandunderstandthepassage:Ⅰ.Readthetextandfillintheblanks.Para.1:ParentstrytokeepthemagicofChristmas____________fortheirchildren.Para.2:J．R.R.Tolkienkeptwritingletterstohisfourchildrenformorethan____________years.Para.3:Thechildrenwere____________whentheyopenedtheletters.Para.4:TheletterstoldwonderfulstoriesaboutFatherChristmas’slifeand____________attheNorthPole.Para.5:Wecanallsharethetruespiritof____________atChristmastime.Ⅱ.Readthetextcarefullyandchoosethebestansweraccordingtothetext.1．WhomaybemostinterestedinthebookLettersfromFatherChristmas?A．Peoplewholikereadingnovels.B．Peoplewholikeplayinggames.C．Peoplewholikereadingbooksaboutfestivals.D．PeoplewhoconsiderChristmasaspecialtimeofyear.2．WhichofthefollowingstatementsaboutJ．R.R.TolkienisNOTtrueaccordingtoParagraph2?A．J.R.R.Tolkienhasfourchildren.B．J.R.R.TolkienisveryfamousinFrenchliterature.C．J.R.R.TolkienistheauthorofTheLordoftheRings.D．J.R.R.Tolkienkeptwritingletterstohischildrenforovertwentyyears.3．WhatkindoftruespiritcanwelearnfromthebookLettersfromFatherChristmas?A．Giving. B．Beinghappy. C．Beingwithfamilymembers.D．Expressingloveforfamilymembers.4．WhatkindoffatherdoyouthinkJ．R.R.Tolkienis?A．Humorous. B．Strict. C．Serious. D．Caring.Ⅲ.Whichofthesentencesbestexplainsthetileofthepassage?1.TherealFatherChristmaswasactuallyTolkienhimself.2.TolkienistherealFatherChristmas,becausehewrotelettersusingthename“FatherChristmas〞.3.Tolkien’sloveandcareforhischildrenmakehimverylikeFatherChristmas.Key:3Activity7(Understandingideas)TasksSstoreadthepassagecarefullyandpletethenotesinActivity4.SspletethenotesinActivity4.Theycanreadthepassageagainifnecessary.Sssharetheiranswers.Keys:1.LettersfromFatherChristmas;2.J.R.R.Tolkien;3.aNorthPolestamp;4.ahandwrittenletterfromFatherChristmas;5.FatherChristmas’slifeandadventuresattheNorthPole;6.climbedtheNorthPole;7.fellthroughtheroof;8.howhecouldnotstophishelpersplayinggamesStep5Thinking&SharingTasksSstodiscussthetwoquestionsingroupsandoffershelpiftheyneed.板书设计作业设计Understandthepassagebetter.Rememberthenewvocabulariesandmastertheusageofthem.Dosomeexercisesoftheguideplan.课后反思课题Unit6Atonewithnature主备人授课人

课型Usinglanguage〔1〕课时第2课时授课时间节数支配节

教学目标1.Guidestudentstounderstandthebasicusageofmodalverbstoexpressspeculation,enhancetheirawarenessofusingmodalverbs,andlearntocorrectlyusemodalverbsintherealcontext;2.Leadstudentstohaveapreliminaryunderstandingof"blackFriday"andbroadentheirknowledge3.Guidestudentstosummarizerelevantexpressionsofvariouscelebrationactivitiesduringthefestivalandlearntodescribethefestival;4.Guidestudentstoknowhowtosendandacceptinvitationspolitely.过程与方法：视听教学法、交际教学法PWP模式情感态度价值观：加深对节日文化的理解重难点Keypoints：1.Masterthebasicusageofmodalverbstoexpressspeculation,andbeabletocorrectlyusemodalverbsintherealcontext;2.Letstudentsunderstand"blackFriday"andbroadentheirknowledge.Difficultpoints:1.Askstudentstosummarizetheexpressionsofvariouscelebrationsduringthefestival,andlearntodescribethefestival;2.Letstudentslearntosendandacceptinvitationspolitely.学情分析教学预备课件视频教学过程〔老师活动、同学活动〕补充修改补充修改step1RevisionReviewtheusageofthemodalverbinUnit1.Step2Modals(2)Activity1TasksSstoreadthesentencesintheboxinActivity1andanswerquestions.SsfigureoutthelevelsofpossibilityindicatedbydifferentmodalsbyanalysingthesentencesinActivity1.Questions:①Whatdothewordsinblueindicate:anorder,arequest,abilityorpossibility?②Willthemeaningofsentence(a)changeitwereplace“could〞with“must〞?③Whathappensifwechange“must〞and“might〞insentence(b)and(c)into“could〞?3.Sssharetheiranswerswithclass.Q1:Thewordsinboldindicatepossibility.Q2Ifwereplace"could"with"must",themeaningofsentence(a)willchange.Itmeansthespeakerisquitesureaboutthestatement.Ifwereplace"could"with"might",themeaningofsentence(a)willremainmoreorlessthesame."Could〞and"might"inaffirmativesentenceshaveasimilarmeaningwhenindicatingpossibility.Q3.Ifwechange"must"insentence(b)into“could",itmeansthespeakerisnotsureaboutthestatement,andit'sonlyapossibility.Ifwechange"might"insentence(c)into"could",itmeansit'simpossibleforthechildrentoreceivetheirpresents.4.TasksSstoreadthepassageagainandfindoutmoresentenceswithmodalsandfigureouttheusageofthesemodals.Thechildrenmusthavebeenveryexcitedastheyopenedit.Thechildrencouldhavebeenveryexcitedastheyopenedit.…theymightnotreceivetheirpresentsiftheywerenotgood.…theycouldnotreceivetheirpresentsiftheywerenotgood.Step3Summary情态动词表示推想的详细用法如下情态动词+动词原形1)can+动词原形A.用于确定句,表示客观可能性,意为“可能〞,即从理论上看是可能的,但不肯定会发生。例如:Asahumanbeing,anyonecanmakeamistake(作为人类,任何人都有可能犯错。)B.用于否认句或疑问句,表示对现在的动作或状态进行主观的猜想,意为“可能〞,或表示惊异、疑心等态度。例如:a.Hecan'thavealotofmoney(他不行能有许多钱。)bCanitbethatitwasl,nothe,whowasmistaken?(莫非是我弄错了,而不是他弄错了?)2)may+动词原形,表示主观的推想,意为“或许〞,用于确定句和否认句均可。例如:a.Hemaybeverybusynow(他现在可能很忙。)b.Hemaynotbeathome(他可能不在家。)留意:表示可能性时,can't语气较强,表示“不行能〞;maynot语气较弱;表示“可能不,或许不〞。3)might+动词原形,表示推想,意为“可能",可以指过去的状况,也可以指现在的状况,但语气比may更加不愿定。用于确定句或否认句均可。例如:a.TheymighthavealotofworktodonowbutI'mnotsure.(他们现在可能有许多活儿要干,不过我不确定。b.Shewasafraidtheymightnotliketheidea(她担忧他们可能不喜爱这个想法。)4)could+动词原形,意为“可能〞,可以指过去的状况,也可以指现在的状况,语气缓和。多用于否认句或疑问句。例如：a.Helooksyoung.Hecouldn'tbeover50.(他看起来很年轻,不行能超过50岁。)b.Coulditbetrue(那可能是真的吗?)5)must+动词原形,表示猜想,意为“准是,肯定〞,通常用于确定句。例如：a.Thismustbeyourroom(这肯定是你的房间。)bLookathisnewcar.Hemusthavealotofmoney(瞧他那辆新车。他确定很有钱。)情态动词+完成式1)must+完成式,表示对已发生状况的推想,通常用于确定句。例如:Shemusthavegonehome(她确定已经回家了。)2)can+完成式,表示对已发生状况的推想,主要用于否认句或疑问句。例如：a.Youcan'thaveforgottenher(你不行能已经遗忘她了。)b.Wherecanshehaveputit?(她究竟把它放在哪儿了呢?)3)could+完成式,表示对过去状况的推想,多用于否认句或疑问句。例如：a.Hecouldnothavebeenmorethan16atthattime(他当时不行能超过16岁。)bCouldshehaveforgottenmyaddress?(她会遗忘我的地址吗?)4)may/might+完成式,表示对已发生事情的不愿定的推想,mght相比may语气更加不愿定。例如：Hemay/mighthaveebytrain(他可能是坐火车来的。)Step4PracticeActivity21.TasksSstoreadtheconversationinActivity2andtalkaboutwhatthepeoplearedoing.2.TasksSstorewritetheunderlinedsentences.3.TinvitessomeSstoreadtheconversationrewrittenwithmodalsinroles.Keys:Youmustbetirednow!Itmay/might/couldbehim.ThatmustbeLucy.thatcan’tbeLucy.Theymay/might/couldbefromourschool.Activity31.TintroducesBlackFridaytotheSsandasksSstoobservethepicturetomakesentencestodescribethepictureusingmodalsingroups..2.Ssworkingroupstodescribethepicturewithsentencescontainingmodals.3.Tinvitessomegroupstosharetheirsentences.Thepossiblekeys:Thewomaninredmustbeveryexcitedtobuysomanythings.Themanwithawalletinhishandmightbeabitreluctanttopay.Thewomanwithglassesmaybeverytiredtogetupsoearlyandcarrysomanybags.Thecashiermightbefeelingunfortableasheissweatingalot.……Step5ReadingActivity41.TasksSstounderlinethewordsandexpressionsaboutcelebrationsduringtheLanternFestivalinthespeechbubbles.2.TasksSstopletethemindmapingroupsandencouragesthemtoeupwithasmanywordsastheycan.3.Ssworkingroupsandpletethemindmap.Step5PracticeActivity51.TasksSstotalkaboutanotherfestivalcelebrationwiththehintofthemindmap.2.TasksSstoreadtheshortpassagein“Didyouknow?〞onpage19andfindouttheproperwayofansweringaninvitationandthearrivingtime.AfestivalinvitationStep6ListeningActivity61.TasksSstolistentotheconversationandpletethesentenceswiththecorrectending.2.Sslistenforthefirsttimetogetthemainideaoftheconversationandpletethesentenceswiththecorrectending.Activity71.TasksSstoread“Learningtolearn〞onthispageandremindsSstopayspecialattentiontothecrucialinformation.2.TplaystherecordingfortheSstopletethenotesinActivity6.3.TasksSstotalkaboutwhatthespeakerssaytoextendandacceptaninvitationingroups.Playtherecordingagainifnecessary.4.Sssharetheiranswerswithclass.Keys:1.Thanksgiving;2.Thursday;3.November;4.apartment;5.bigturkey6.applepie7.candles8.anythingyoulikeStep5Talking&ActingActivity81.TasksSstoturntothecorrespondingpagesandreadtheinformation.2.TasksSstoworkinpairsandactouttheconversation.3.Tinvitessomepairstoactouttheirconversationsinclass.4.TasksSstomakeanothersimilarconversation.板书设计作业设计pleteExx.46inWorkbookonPage1112.Rememberthenewvocabularies.Mastertheusageofthemodals.课后反思课题Unit6Atonewithnature主备人授课人

课型Usinglanguage〔2〕andlistening课时第3课时授课时间节数支配节

教学目标1.ThroughskimminganddetailedreadingtounderstandthetwodifferentviewsonwheretoeattheNewYear'sevedinner,sortoutandsummarizethereasons;2.Understandthedifferentvaluesembodiedbydifferentviewpointsandincreasetheunderstandingofculturalconnotation;

3.Abletomaketheirownevaluationandjudgmentondifferentviewpointsandimprovetheircriticalthinkingability.过程与方法：视听教学法、交际教学法PWP模式重难点Keypoints:1.Guidestudentstounderstandthepassageandanalyzethecausesofthetwodifferentviewpoints;2.Guidestudentstomaketheirownmentsondifferentpointsofview.Difficultpoints:Basedontheunderstandingofthearticle,studentsshoulddiscussthereasonswhyChinesefestivalsgototheworldintheformoflettersandexpresstheirownviews.学情分析教学预备课件视频教学过程〔老师活动、同学活动〕补充修改补充修改Step1LeadinActivity1Q:HowdoyouspendSpringFestivalwithyourfamilies?Shareyourstorieswithus.TtalksaboutChineseSpringFestivaltraditionsbyshowingsomepicturesonspringfestival.SslookatthepicturesinActivity1andtalkaboutChineseSpringFestivaltraditions.TinvitessomeSstoeupwithmoretraditions.E.g.letofffireworks/firecrackers,thoroughlycleanthehouse,payaNewYearvisit,pasteSpringFestivalcouplets.Hangredlanterns,pastethecharacter‘fu’tothedoor,gotothetemplefair,giveandreceivearedenvelope,watchaliondance,etc.Step2LearningnewwordsTteachesSstolearnsomenewwordsinthispart:Nouns:occasion,editor,effort,loss,eve,software,adult,token,process,citizen,nationality,audience,joy,phenomenon.Verbs:embrace,admit,exist,interact.Adjectives:retired,global.Adverb:overseasStep3ReadingActivity2TasksSstoreadthepassagequicklyandfindouteachperson’spointofview.Ssreadthepassagequicklyandfindouteachperson’spointofview.WangPeng:EatingoutfortheSpringFestivalfamilydinneronlychangestheformofthistradition,butthelovebetweenthefamilymembersremainsthesame.LiuYonghui:Itjustwon'tfeellikeSpringFestivalhavingthedinnerout.Theprocessofpreparingthedinnertogetherismoreimportantthanthedinneritself.TasksSstoreadthepassageonpage2021andunderstandsomedifficultsentences,payattentiontosomekeywords.①nolessthan②havenothingtodowith③notonly…but(also)…④butnoteveryoneiskeenonthisideaActivity31.TasksSstoread“Learningtolearn〞andfigureoutwhatisafactandwhatisanopinion.2.TasksSstoreadthesentencesfromthepassageinActivity3anddecideiftheyarefacts(F)oropinions(O).3.TinvitesSstosharetheiranswerswithclass.Step4ThinkandshareSsdiscussandfindouttheanswersingroups.①Whatdoyouthinktheretiredteachermeansby“Tome,theprocessisevenmoreimportantthanthedinneritself〞?②Whichofthetwoopinionsdoyouagreewith?Why?③HowwouldyoudescribeaSpringFestivalfamilydinnertoafriendfromoverseas?④CanyouthinkofanyotherChinesefestivaltraditions?Sharethemwiththeclass.5.Sssharetheiranswerswithclass.①Forhim,thesweetmemoriesofhavingthewholefamilygettingtogetherandpreparingforthedinneraremoreimportantthanthedeliciousfooditself.②~④:Students’ownanswers.Step5DiscussionActivity41.TasksSstothinkaboutthereasonswhytheSpringFestivalfamilydinnermeanssomuchtousChinese.2.ThelpsSsunderstandhowtoorganizeatalkabouttheimportanceoftheSpringFestivalfamilydinner.3.TinvitessomeSstogivetheirtalksinclass.Step1Makenotes.Reasons:①Itjustwon’tfeellikeSpringFestivalhavingthedinnerout.②Itwasnotonlyforthedeliciousfoodthatweseldomgottoeat,butfortheopportunitytohaveourwholefamilygatheredtogether.③Wetoastedeachother,welaughed,andthesimple,homemadedishestastedmoredeliciousthananythingcookedbyatopchef.④Theprocessisevenmoreimportantthanthedinneritself.Step2Organizeyourtalk.Usefulexpressions:TheSpringFestivalfamilydinnerisimportantforChinesepeoplebecause…Takemypersonalexperienceasanexample.Therefore/Inshort/Tosumup/Inaword,…Step3Giveyourtalktotheclass.Step6WritingActivity51.TasksSstoreadtheeditorialandanswerthequestionsinActivity5.2.Ssreadtheeditorialandanswerthefollowingquestions:(1)WhichcountriesarementionedandhowdotheycelebrateChineseSpringFestival?(2)Whicheventwouldyoumostliketoattend?Why?(3)WhydoyouthinkChineseSpringFestivalis“goingglobal〞?(groupwork)Keys:(1)Russia.GhanaandtheUnitedStates.Russia:The2017GrandChineseNewYearConcertwasheldinSt.Petersburg,withitsticketssoldoutand90%oftheaudiencelocalRussians.Ghana:Over1,000GhanaianjuniorhighschoolstudentsgotuponstagetoperformChinesesongsanddancestocelebratethe2017SpringFestival.TheUnitedStates:StudentsinNewYorkCityhavesince2016beenabletoenjoyanofficialday'sholidayforChines