高中英语-M5B7 Reading 1 Simon Wakefield's Yunnan Diary教学设计学情分析教材分析课后反思

课标分析一、英语课程目标高中阶段要着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别要提高学生用英语进行思维和表达的能力；形成跨文化交际的意识和基本的跨文化交际能力。进一步拓展国际视野，增强爱国主义精神和民族使命感，形成健全的情感、态度和价值观，为未来发展和终身学习奠定良好的基础。高中英语教学要鼓励学生通过积极尝试、自我探究、自我发现和主动实践等学习方式，形成具有高中生特点的英语学习的过程和方法。

二、高二阶段目标总体描述有明确和持续的学习动机和自主学习意识。能就熟悉的话题交流信息，提出问题并陈述自己的意见和建议。能读懂供高中学生阅读的英文原著简写本及英语报刊。具有初步的实用写作能力，例如，事务通知和邀请信等。能在教师的指导下，主动参与计划、组织和实施语言实践活动。能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。理解交际中的文化差异，初步形成跨文化交际意识三、《新课标》对阅读语言技能有具体目标要求。《新课标》明确指出，阅读技能的教学目的是：培养阅读策略；培养语感；特别强调培养学生在阅读过程中获取和处理信息的能力。高二阶段对应七级阅读要求：能从一般性文章中获取和处理主要信息；能理解文章主旨和作者意图；能通过上下文克服生词困难，理解语篇意义；能通过文章线索进行推理；能根据需要从网络等资源中获取信息；能阅读适合高中生的英语报刊或杂志；除教材外，课外阅读量应累计达到23万词以上。新课标理解随着新课标的推行，英语教学不再是教师单方面地讲授，它是一种动态教学，需要在教学过程中发展学生基本语言运用能力的同时，提高学生用英语获取信息，处理信息，分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。正如许国璋说：“不要把阅读的目的放在提高英文上。阅读首先是吸取知识，在吸取知识的过程中，自然而然地吸取语言，这就是让知识的力量吸引学生，用智慧的威力征服学生。”学情分析教学对象为县城一中高二理科班学生，生源相对较好。在高一英语学习的基础上，高二的学生储备了一定的词汇和英语知识，学生思维活跃，智力发展趋于成熟。他们的认知能力也有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。高二学生已经掌握了略读、跳读、细读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读技能，形成了初步的阅读策略。但大部分学生运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们求知欲旺盛，思维比较活跃，知识面比较广泛。因此，只要设置使他们感兴趣的活动，因材施教，他们一定会投入到课堂活动中来，成为课堂的主体。评测练习Ⅰ.文本感知Filltheblanksaccordingtothetext.TimeActivitiesApril20thIwalkedup1.______abeautifulparkonthe2.__________ofthemountain,andsatandwatchedasthetownslowlywokeuptotheday.April23rdIwas3._________enoughtomeetaNaximanfromtheoldtown.He4.________mesometranslationsofNaxipoems.April25thI’vejustreturnedfroma5._________________oftheNaxiOrchestra.Itwas6._________byNaximen,someof7._________lookedasiftheywerewellover100yearsold！April29thI’velearntsomuchabouttheNaxi8.__________,andInowunderstandthatalthoughpeoplemayseemverydifferentfromyou,wealllaugh,cry,andneedloveand9.________________.Weareallthesame,all10.___________.【答案】1.to2.slopes3.lucky4.showed5.performance6.played7.whom8.culture9.friendship10.equalⅡ.语篇理解阅读ReadingandVocabulary(1)，从每题所给的3个选项中选择最佳答案1．WhichofthefollowingstatementsaboutLijiangistrue?A．Lijiangisanoldtown.B．Lijiangisanewtown.C．LijiangisoppositetoYulongXueshanMountain.2．WhenyouwalkintotheoldtownofLijiang，youcanseemanythingsexcept________.A．amazeofcanals B．cars C．littlebridges3．WhorunNaxisociety?A．Thewomen. B．Themen. C．Thewomenandmen.4．What'stheauthor'saimtospendseveralafternoonssittinginacafe?A．Todrinkcoffee. B．ToknowaboutNaxisociety. C．Tomakefriends.5．Wecaninferfromthepassagethat________A．theauthorwasnotimpressedbyhistrip.B．itisthemanwhorunNaxisociety.C．theauthorlearnedmuchfromhistravelling.【答案】1－5CBABC=3\*ROMANIII.巩固练习SimonWakefieldtravelledroundYunnanafterleavinguniversity.Hewasastonishedwhenhesawthe1.________landscape.EarlyonthemorningofApril20thhewenttoabeautifulparkonthe2.______ofamountain,wherehesawthetownslowlywakeuptotheday.OnApril23rdhevisitedtheregionoftheNaxi3.________group.Helearnedaboutits4.__________culture.Forexample，Naxisocietyis5.________bywomenastheyinheritedall6.________untilrecently.IntheafternoonhemetaNaximan，whoshowedhimsome7.__________ofNaxipoems.TheNaxilanguageistheonlyhieroglyphiclanguagestill8.________.Naxicultureisfamousforits9.________，whichispassedfromfathertoson.SimonthoughthisstayinYunnanwas10.______________.【答案】1.perty7.translations8.inuse9.music10.unforgettable观评记录邹平一中学校英语教研室许红硕老师点评本节课选自英语（外研社）选修七Module5ReadingandVocabulary(1)SimonWakefield’sYunnanDiary。这节课设计给人的整体印象是：设计新颖，科学实效，富有特色。具体表现在下面几个方面：一、教学目标明确本节课是本模块第1课时，是一节阅读教学课。阅读是语言输入(input)的重要途径。张老师充分利用课文作为语言信息输入载体，侧重培养学生获取信息、处理信息，理解作者用文字表达思想的能力。同时，引导学生在阅读中学习语言知识，掌握民族文化有关的词汇，句子结构，从而为语言输出(output)做好准备。再者让学生充分明白学习目标，站在学生角度，精心设计活动。精心设计可操作性强的任务化活动是成功组织任务型教学的首要条件可。学生通过完成具体的任务来学习和巩固语言，积累学习经验和感受民族文化并享受成功的喜悦。二、教学环节紧凑，活动具体实用为达到教学目的，张老师采用课程标准所倡导的“任务型教学”为教学原则，本节课的每一个任务都是围绕学习者“学”的角度设计的。通过自主探究和小组活动让学生的每一个活动都具有明确的目的指向和具体的操作要求,实现了英语在真实情境中的体验与应用。本节课的设计遵循了输入－内化－输出的语言学习模式，各阶段环环相扣，安排紧凑。三、教学步骤合理，思路清晰，设计新颖

课堂设计合理，结构流畅，成功的达到教学目标。本节课能够运用新课程标准中的理念，以学生为中心，以发展学生阅读能力为重点，在教学设计中强调了情感、态度、价值观的教育本节课教学中采用查读、略读、细读等方式，训练学生阅读能力，提高了阅读的实效性。本节课使用多媒体教学，例如，在导入环节中，通过印象丽江精美短片导入，通过感知民族文化，激发阅读兴趣。特别是插入教师自制的视频微课和实物展示有效加强了学生对民族文化感知和理解，效果良好，这是本节课的一大亮点。总之，本课以学生为主体、任务型教学主线，合作教学为原则，以多媒体为教学手段，突出交际性，重视阅读的实用性，重视学习策略的培养、重视个体差异和结果与过程并重的评价方式。通过探究与合作让学生由表及里、由浅入深的进行表层理解、深层理解，培养学生阅读能力的同时，培养学生的社会主义核心价值观。经过授课达到了预期的授课效果。高二英语组组长郝晶老师点评本节课的教学内容是选修七Module5的第一篇阅读，张老师以步步推进的教学环节实现了教学目标，实现了较好的效果。首先，恰当，生动有趣的导入能让学生迅速且满怀兴趣的进入文本的阅读。张老师使用剪辑的云南印象之丽江的短片导入，直观，生动，激发学生阅读欲望。第二，适当到位的引导和由浅入深的阅读训练，达到了训练学生快速阅读和细节阅读的目标。首先匹配图片和段落，然后划分文章部分，总结各部分大意。这样可以从整体上把握文章及段落大意。再次逐个部分通过回答问题，填充表格，图文并茂的方式理解各部分的具体内容。通过这些多样的练习题理解课文内容就不再枯燥乏味了并且能训练学生阅读的能力。第三，语言的生成通过对话的方式展现，使英语文本的学习转化为语言的口头的使用。例如，让学生以小组为单位做个对话，角色扮演体验阅读后语言输出的喜悦。最后，也是亮点所在，在阅读Part2纳西文化时，学生通过阅读任务理解课文的同时，张老师及时播放自制的关于东巴文的微课，扩展了学生的知识面，丰富了学生对纳西文字的理解，加上老师用东巴象形文字写的祝福学生的话语----studyhardandmakeprogresseveryday，不但有趣还激励了学生。教材分析一、本模块在教材的地位本节教学内容是外研版英语顺序选修七Module5EthnicCulture中的阅读SimonWakefield’sYunnanDiary。我们都知道外国人对于我国的文化相当的痴迷，而我们很多国人又恰恰对于我国的文化意识相当淡薄，云南，四季景致怡人，从不缺蓝天，白云与绿草。她秀丽的风景延绵玉龙雪山和丽江，高耸入云的石林，罕见的稀有动植物，美丽的西双版纳让我们也展开畅想的翅膀，去体验一下这个美丽的多民族融合的，充满无限生命力的神秘地方吧！所以这一模块的设置很有必要，从本模块来说它既是基本语言内容，又为本模块的知识扩展和综合语言运用能力奠定坚实的基础。因此，上好本模块的内容，能够培养学生的文化意识，激发学生对民族文化的热爱；既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对今后的英语教学具有重要意义。二、本节课的内容分析本模块Reading主题是少数民族风土文化，通过一位外国人日记中的所见所想，介绍了丽江古城以及纳西族的风情文化，结构清晰，主题明确。除了对必知的地理位置，自然风光描述之外，还对云南的特色，丽江古城，纳西妇女和纳西音乐和语言等进行了简洁的描绘。最后点出了作者的感受：无论起初我们看上去有多么的不同，然而我们本质上是一样的，每个人都是平等的。本模块Reading的阅读宗旨是，通过阅读，让学生了解有关云南的自然地理和人文知识，培养文化意识，促进文化交流。正如新课程标准中的教学建议所提：学习民族文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力。”通过这个课时的教学任务使学生对少数民族文化有一定的认识，并最终树立各族团结，协作，和谐共处的意识。旅游作为当今社会人们最感兴趣的话题在英语学习中占有非常重要的位置。所以少数民族文化作为旅游的一个重要组成部分在本模块有所渗透也是一个非常贴近生活，具有时代性，可挖掘性的教学主题。外研版第七册Module5EthnicCultureReadingandvocabulary（1）教学设计TeachingsubjectSimonWakefield’sYunnanDiaryLessontypeReadingTime45minutesTeachingmethodsKnowledgeandskills1.Makesurethestudentscanunderstandthepassage.2.Learnsomeusefulwordsandexpressionsinthepassage3.ImproveSs'readingabilities,especiallytheirskimmingandscanningabilities.Processandmethod1.Finishtheactivitiesaccordingtothelearningtasks.2.Encouragethestudentstoparticipateinclassoringroupactively.3.HelpthestudentstotraintheSs’abilitiesofstudyingbythemselvesandthroughcooperating.Emotionalattitudeandvalues1.Guidethestudentstolearnhowtocooperatewithothers.2.Makethestudentsknowaboutethniccultureandloveourbigfamily.ImportantPoints1.Helpthestudentstoimprovetheirreadingability.2.Helpthestudentstoknowaboutethniccultureandloveourbigfamily..DifficultPointsHelpthestudentsunderstandthepassageandmakeupadialogueforself-experience.Learningstrategy1.Thestudentsshouldreadthetextquicklyandcarefully,andthenfinishthetasks.2.Thestudentsshoulddosomethinginco-operation.3.Thestudentsshouldlearnbythemselves.4.ThestudentsshouldmakeupadialogueabouttheYunnandiary.TeachingMethodsTask-basedApproachSelf-studyandCooperationTeachingAidsMulti-media,Ablackboard,Pictures,Non-testassessment(Self-assessmentform）教学过程设计TeachingproceduresLearningaims1.Togetthemainideaandsomedetailinformationofthetext2.Topracticedifferentreadingskillsbydealingwiththedesignedtasks3.ToknowaboutethniccultureandloveourbeautifulcountryStep1.Leadin(Introduction)1.ShowSsavideoaboutYunnanLijiang----ImpressionLijiang.Questions:(1)WhatisyourimpressionofYunnan?(Beautifulscenery)(2)DoyouliketravelingaroundYunnan?【设计说明】通过播放精美的印象丽江短片，让学生直观欣赏到云南的优美风光和迷人的纳西文化，使学生急切地想知道课文当中是怎样介绍云南的,为课文的学习做好铺垫，从而激发了学生的学习兴趣。Step2.FastreadingScanningReadthewholepassagequicklyandsilentlytogetthemainideaofthetextandmatchthephotoswiththeparagraphsPictureaParagraph______PicturebParagraph______PicturecParagraph______PicturedParagraph______PictureeParagraph______PicturefParagraph______Answers:Pic.a–Para.1;Pic.b–Para.5;Pic.c–Para.3;Pic.d–Para.6;Pic.e–Para.2;Pic.f–Para.4SkimmingHowmanypartscanthediarybedividedinto?Canyoufindonekeywordtoconcludethemainideaofeachpart.OrganizationofthetextPart1(Para1、2_)landscape/sceneryPart2(Para3、4、5)culturePart3(Para6)feeling【设计说明】通过泛读课文让学生从总体上把握课文，根据图片总结文章大意；通过略读和查读学会迅速捕捉有效信息，培养学生快速阅读的技能。Step3.CarefulreadingDocarefulreadingtogetdetailinformationpartbypartTask1:Readpart1(para.1-2)toanswerthetwoquestions1.InwhatwayistheYunnanlandscapevaried?_______________________________________________________________________2.WhydotouristsgetlostinLijiang?_______________________________________________________________________SuggestedAnswers:1.Thesouthistropicalandthenorthismountainous2.Becausetheoldtownislikeamazeofcanals,littlebridgesandtinnycobbledstreetsTask2:Readpart2(para.3-5)andfillinthetableNaxiethnicgroupTheethnicculturethereis_____________.Forexample,_____________________________________(管理纳西族社会的是妇女)Untilrecently,Naxiwomen___________(inherit)allproperty.Theylikeplayingcardsandtheywearblueblouses_________byablueorblackapronNaxilanguageWhatisunusualabouttheNaxilanguage?__________________________________________________________________________________________________________________Naximusic__________________________(世代相传),ithasnotchangedforeightcenturies.Inaperformance,Naximanplayed____________songs.Everyonelistenedasifsomeonehad______________them.SuggestedAnswers:1.fascinating;itisthewomenwhorunNaxisociety;inherited;covered2.Itistheonlyhieroglyphiclanguagestillinuseandisover1000years.3.Passedfromfathertoson;ancient;putaspellonTask3:Readpart3toanswerthequestionWhat’sSimon’sfeelingabouthistravelling?__________________________________________________________________________________________________________________________________________SuggestedAnswerAlthoughpeoplemayseemdifferentfromeachother;wealllaugh,cryandneedloveandfriendship.Howeverdifferentwemayappeartobeatfirst,weareallthesame,allequal.【设计说明】任务型教学，师生互动，着重培养学生的阅读技能，引导学生探究并解决问题，提高阅读能力。采用合作学习的方式，满足不同层次学生的发展需要，体现学生的主体地位，全面提高学生的素质。Task1:通过回答问题，让学生获得详细有效信息，问题的答案以文字加图片的形式呈现并用图片理解词汇，如：tropical;mazeTask2:学生阅读Part2后填充表格，其中个别语言点以句子，短语的形式回答。本部分让学生体会纳西文化，其中纳西语言即东巴文会以自制的微课视频和教师自己书写的鼓励学生的东巴文（好好学习，天天向上）的形式出现，从而激发学生对民族文化的直观感受和理解。Task3:通过回答问题来理解云南旅行的感受，“民族平等，同是一家人”的主题升华。“wearefamily”是我们大家共同的心愿。Step4.Postreading-ConsolidationandTestTask:Readthepassageagainandfinishthetest(课文缩写)SimonWakefieldtravelledroundYunnanafterleavinguniversity.Hewasastonishedwhenhesawthe1.________landscape.EarlyonthemorningofApril20thhewenttoabeautifulparkonthe2.______ofamountain,wherehesawthetownslowlywakeuptotheday.OnApril23rdhevisitedtheregionoftheNaxi3.________group.Helearnedaboutits4.__________culture.Forexample，Naxisocietyis5.________bywomenastheyinheritedall6.________untilrecently.IntheafternoonhemetaNaximan，whoshowedhimsome7.__________ofNaxipoems.TheNaxilanguageistheonlyhieroglyphiclanguagestill8.________.Naxicultureisfamousforits9.________，whichispassedfromfathertoson.SimonthoughthisstayinYunnanwas10.______________.Answers:1.perty7.translations8.inuse9.music10.unforgettable【设计说明】本环节为巩固和检测环节，根据课文改写和缩写又不同于课文原文，旨在巩固学生阅读效果和检验学生对文章内容的理解。Step5:RolePlayImagineyouareSimon.WorkingroupstomakeupadialogueoraninterviewaboutSimon’sjourneyaccordingtothesequestionsbelow.

1.WhereisLijiang?

2.IsLijianganewtown?

3.DoyoufindLijianginterestingandwhy?

4.WhathaveyoulearnedabouttheNaxipeople?

5.Whatabouttheirlanguageandmusic?

6.What’syourfeelingaboutyourstayinLijiang?Beginlikethis:---Hello!Simon,whendidyougetbackfromYunnan?Whataboutyourjourney?【设计说明】通过小组合作和角色扮演的形式引导学生总结本课所学内容，对语言信息有效输出。激发学生的学习热情，寓思想教育于语言教学中，提高同学的文化素养和各民族平等的认同感。Step6.SummaryEnjoysomepicturesconnectedwiththetext（Lijang，Yulongxueshan，Naxiwomen，Naxilanguage，Naximusic）togooverwhatwehavelearnedfromthetext.【设计说明】用图片做课堂小结，使学生从直观上知道本节课文都讲了什么内容。Step7.HomeworkWriteashortpassageabouttheNaximinorityandshowyouropinionsaboutit.【设计说明】通过作业布置，进一步巩固所学，享受成功的喜悦，从而激发其求知欲。【板书设计】Module5Module5SimonWakefield’sYunnandiaryPart1:(1-2)landscape/sceneryPart2:(3-5)culturePart3:(6)feeling【扩展阅读】课外阅读材料CultureaboutChinaChinaisaunifiednationconsistingofmanydifferentethnicgroups.Fifty-sixdifferentethnicgroupsmakeupthegreatChinesenationalfamily.BecausetheHanpeopleaccountsformorethanninetypercentofChina’spopulation,theremainingfifty-fivegroupsaregenerallyreferredtoas“ethnicminorities.”NexttothemajorityHan,theMongolian,Hui,Tibetan,andUygurpeoplescomprisethelargestethnicgroups.AlthoughChina’sethnicminoritiesdonotaccountforalargeportionofthepopulation,theyaredistributedoveravastarea,residingineverycornerofChina.ParticularlysincetheimplementationofChina’sopeningandreformpolicy,thecentralgovernmenthasincreasedinvestmentinminorityareasandacceleratedtheiropeningtotheoutsideworld.Thishasresultedinanupsurgeofeconomicdevelopmentintheseareas.EachofChina’sethnicminoritygroupspossessesadistinctiveculture.TheChinesegovernmentrespectsminoritycustoms,andworkstopreserve,study,andcollatetheculturalartifactsofChina’sethnicminoritygroups.Thegovernmentvigorouslysupportsthedevelopmentofminoritycultureandthetrainingofminorityculturalworkers,andfostersthedevelopmentoftraditionalminoritymedicine.TherelationamongChina’sethnicgroupscanbedescribedas“overallintegration,localconcentration,mutualinteraction.”ConcentrationsofethnicminoritiesresidewithinpredominantlyHanareas,andtheHanpeoplealsoresideinminorityareas,indicatingthattherehavebeenextensiveexchangesamongChina’sethnicgroupssinceancienttimes.Withthedevelopmentofthemarketeconomy,interactionamongethnicgroupshasbecomeevenmoreactiveintheareasofgovernment,economics,culture,dailylife,andmarriage.Linkedbyinterdependence,mutualassistance,andjointdevelopment,theircommongoalsandinterestscreatingadeepsenseofsolidarity,China’sethnicgroupsresembleagreatnationalfamily,togetherbuildingChinesecivilization.WhatdoyouthinkofChina’sethnicminoritiesandnationalunities?Ateacher:Fundamentallyspeaking,nationalunitiesisconducivetoeconomicdevelopmentandsocialprogress.Anofficial:ThepracticeofregionalautonomyinChinashouldbebeneficialtotheunificationofthecountry,socialstabilityandtheunityofallethnicgroups,itshouldalsobenefitthedevelopmentandprogressoftheethnicgroupthatpracticesautonomyandassistinnationalconstruction.Apeacelover:InChina,regardlessoftheirpopulationsize,theirlevelofeconomicandsocialdevelopment,thedifferenceoftheirfolkways,customsandreligiousbeliefs,everyethnicgroupisapartoftheChinesenation.Astudent:Economicdevelopmentofethnicminoritiesisbeneficialtotheunificationofourcountry,socialstabilityandtheunityofallethnicgroups.Myview:____________________________________________________________________________________________________________________________________EthnicGroupFestivalsChinahas55Ethnicgroupsandeachofthemhastheirownfestivalscommonandinfluential,belowsomeofthefestivalsaredescribed.1.TibetanShotonFestivalofTibetanDate:August(fromtheendofthesixthmonthtotheearlypartoftheeighthmonthoftheTibetancalendar)Place:Lhasa,TibetActivities:TheShotonFestivalisalsoknownastheYogurtBanquetFestival.ItisoneofthegrandestfestivalsinTibet.Duringthefestival,traditionalTibetanoperaswillbeperformedandfairswithvariousmaterialswillbeheld.2.Water-SplashingFestivalDate:NewYear’sDayontheDaicalendarisusuallyinthemiddleofApril.Place:YunnanprovinceActivities:ThefestivaloftheDaipeopleusuallylastsfor3-5days.CeremoniesareheldtoprayinBuddhisttemplesandcleandustoffBuddhiststatues.AlsoaPeacockdanceisperformed,dragon-boatracingandothersportscompetitionsareorganized,andpeoplesprinklewateroneachotherasanexpressionofgoodwishes.3.TibetanNewYearDate:January1stonTibetancalendarPlace:TibetActivities:Specialceremoniesareheldontheday.Ontheeveofthefestival,everyhouseholdwillpaintluckysignswithwheatflouronkitchenwallsandgates.Resinisburnedontheroof,whilepaintedseedlingsofcerealcropsandearsofwheataredisplayedinthehouse.Thefirstdayofthefestivalisforfamilyreunion.Onthesecondday,peoplewillgotocallontheirrelativesandfriends.Thefestivalisalsoobservedwithwrestling,horseracing,archeryandothersportscompetitions.GrandgroupsdancingandTibetanoperasareperformed.4.HorseRaceFestivalinQiangtangDate:Thelast10-dayperiodofAugust(betweentheendoftheseventhmonthandtheearlypartoftheeighthmonthoftheTibetancalendar)Place:NakchuPrefecture,TibetActivities:Horseraces,archeryshootingraces,horsemanshipperformancesandmaterialexchangeactivitieswillbeheld.5.Knife-PoleFestivalDate:February8thontheLunarcalendar,usuallyinMarch.Place:YunnanprovinceActivities:ItisatraditionalfestivaloftheLisuethnicgroup.Ontheevebeforethefestival,usuallybravewarriorswilldanceandjumpinthefirebarefoot.Themostfascinatingactivityduringthefestivalistoclimbup20-meter-highpolesinsertedwith36or72sharpknives.Performerswillhavetoclimbbarefootedinathrillingact.6.TheButterLampFestivalDate:January15thontheTibetancalendarPlace:TheJokhangTemple,LhasaActivities:Uniquebutterlampsexhibitionandnightlongsinginganddancing.Doyouknowotherethnicgroupsfestivals?Haveyoueverexperiencedthefestivalswiththenatives?Trytofindsomemoreethnicgroupsfestivalswithyourclassmatesandthenfillinthetablebelow:FestivalDatePlaceActivitiesTheTorchFestivalHeldaroundthe24thofthe6thlunarmonth,theTorchFestivalisatraditionalfestivaloftheYiandBaipeoplesofsouthwesternChina.TheYisliveincompactcommunitiesinSichuan,Yunnan,GuizhouandGuangxi.Ofthesecommunities,theLiangshanYiAutonomousPrefectureinSichuanisthelargest.Duringthefestival,torchesareerectedinfrontofeveryhousehold,andapileoffaggotsofseveralmetershighiserectedinthecenterofasquare.Whennightfalls,andgongsandhornsaresounded,peopleofallagescomeforwardtoignitethefaggotpile.Cheerfulflamesleapuptothesky,cracklingandspluttering.Shoutsofjoytogetherwiththesoundofthegongsanddrumsmakeaseaofrejoicing.Thenthetorchparadebegins.Peoplecarrytorchesandwalkaroundtheirhousesandfields,likesomanyflyingfierydragons.Youngpeoplechaseandsportabout,fillingthecountrysidewithgladnessandlaughter.Otheractivitiesincludescatteringtorches,lightingfirearchesandfireworks,paintingfaces,andbullfighting.【想一想】WhatdoYiandBaipeoplesdoduringtheTorchFestival?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【教学评价】学生学习效果评价量表评价方式评价内容评价项目评价等级ABCD自评对本节课知识的兴趣浓厚较浓厚一般弱本节课独立思考的习惯强较强中弱自信心体验到学习成功的愉悦多较多一般少理解别人的思路,与同伴交流的意识好较好一般弱在知识、方法等方面获得收获的程度高较高一般低同伴互评本节课发言的次数多较多一般少本节课发言的质量好较好一般差本节课课堂练习的正确性高较高一般低师评上课听讲的专心程度专注教好一般有时分心参与教学活动的程度高较高一般低课堂发言反映出的思维深度强较强一般弱课堂发现问题的角度多较多一般少课堂发现问题的能力强较强一般弱评价说明在评价等级下，相应的栏只选一项，画上“☆”效果分析学生学习效果评价量表评价方式评价内容评价项目评价等级ABCD自评对本节课知识的兴趣浓厚较浓厚一般弱本节课独立思考的习惯强较强中弱自信心体验到学习成功的愉悦多较多一般少理解别人的思路,与同伴交流的意识好较好一般弱在知识、方法等方面获得收获的程度高较高一般低同伴互评本节课发言的次数多较多一般少本节课发言的质量好较好一般差本