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1、Unit 1Festivals around the world Period 6Using language: Speaking and writing 整体设计 教材分析 This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson. In this period, teaching activit
2、ies will focus on speaking and writing, which belongs to knowledge extension of this unit. Especially, the writing offers students the opportunity to imagine the story A Sad Love Story and to use their own ideas to change the ending. The practice of creative or imaginative writing is important for s
3、tudents to use the vocabulary and structures they have learned. This is also a best way to test if students have mastered what they have learned. Encourage them to think of how they would feel in a similar situation or how they might imagine alternatives. They can reflect on stories that they know o
4、r have seen in films if they wish. Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way, can students use what they have learned more freely. 教学重点 1. Develop students speaking and writing abilities. 2. Get students
5、to use their own ideas to change the ending of a story. 教学难点 1. Let students create a new festival and make a short report about it. 2. How to develop students writing ability. 三维目标 知识目标 1. Get students to learn more about festivals. 2. Let students know how to change the ending of a story. 能力目标 1.
6、Train students speaking ability, especially talking about festivals. 2. Develop students writing ability to change the ending of a story. 情感目标 1. Stimulate students love of national culture and customs. 2. Train students ability to cooperate with others. 教学过程 设计方案 (一) Step 1 Revision 1. Check the ho
7、mework exercises. 2. Ask students to translate the following sentences. 1)胡谨说她下班后会在咖啡馆和他见面的, 可现在她却不见人影。 2)她说她会在七点到达, 李方认为她会守信用的。 3)他一整天都在盼着见到她。 4)他不想沉住气等她来道歉, 他要用咖啡来解愁。 5)李方动身往家走, 心里想 : “ 我想胡谨是不爱我了, 把这些鲜花和巧克力都扔了吧, 我 可不想因它们想起她来。” 于是他就这样做了。 6)在回家的路上, 他神情失落地走过拐角处的一家茶馆, 忽然听到有人喊他, 那是胡谨 在向他招手。 Three stude
8、nts are asked to the front. They have two sentences each and write their answers on the blackboard. The others translate the sentences with the textbook closed. Check the answers after most of them finish. Keys for reference: 1)Hu Jin had said she would meet him at the coffee shop after work, but sh
9、e didn t turn up. 2)She said she would be there at seven o clock, and he thought she would keep her word. 3)He had looked forward to meeting her all day. 4)He was not going to hold his breath for her to apologize. He would drown his sadness in coffee. 5)As Li Fang set off for home, he thought, “ I g
10、uess Hu Jin doesn t love me. I ll just throw these flowers and chocolates away. I don t want them to remind me of her. ” So he did. 6)As he sadly passed the tea shop on the corner on his way home, he heard a voice calling him. There was Hu Jin waving at him. Step 2 Warming up 1. Ask students to read
11、 the story about Li Fang again and discuss in groups the question: What do you think is going to happen to Li Fang and Hu Jin? 2. Have some students to report their ideas and share with the whole class. Step 3 Writing 1. Give students the following hints to help them prepare for writing. 1)Think of
12、how Li Fang will explain that the flowers and chocolates are gone. 2)Think of what Hu Jin will say when she hears that news. 3)Think of an ending to the story that will solve the problem. Will Li Fang be happy or sad? 2. Ask students to write their own ending to the story. 3. Ask some students to re
13、ad their writing to the class. The others should give comments. Step 4 Speaking 1. Tell students: There are many festivals around the world, but sometimes we need to create new festivals for particular reasons. Now we have the chance to create a new festival. 2. Ask them to talk with their partner a
14、nd make a name for their festival they will create. 3. Let them discuss the following points. 1)when the festival takes place. 2)what the festival is for. 3)what people do at the festival. 4)what people eat at the festival. 4. Have them to prepare a short report about their new festival. 5. Ask as m
15、any students as possible to present their report to the class. Step 5 Writing task 1. Let students to review the following expressions they will use. You must. . . . You should. . . . You could. . . . You can. . . . You might. . . . You would. . . . You would have to. . . . You need. . . . 2. Ask st
16、udents to turn to Page 46 to read the directions and make sure they know what to do. 3. Students write a brochure for the new festival they have created, introduce it and give advice to those who want to come. Remind them to be sure to include the following points. 1)where it will take place 2)how people can get there 3)what kind of weather people should expect 4)what things people should bring 5)three things that visitors
