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1、MODULE 2 TEACHING PLANContent：Module 2 Spring Festival 一、 题材内容本模块话题是“节日”。要求学生掌握描述节日的表达方式，同时加强学生对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动。使学生加深能够谈论或写出对该节日的介绍，并了解英语国家中重要的节假日及其主要庆祝方式。有助于学生了解世界，提高学习效率，形成自主学习的能力，为学生的终身学习奠定基础。教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。教学目标1） 语言知识：语音/ l/ , / w/ , / j/；动词ing形式的发音
2、词汇Spring Festival, ready, cook, meal, dragon, floor, happen, help, tradition, bad, luck, paint, mean, decorate, decoration, everyone, haircut, dumpling, fireworks, few, week, round, bring, colour, something, cut, Christmas词组get ready for, dragon dance, Lantern Festival, sweep away, at work, paper cu
3、t, New Year, New Years Eve, sweet pudding, a few, all the year round.语法现在进行时的问与答；一般现在时。功能节日的表达与询问；描述准备的过程。话题以“节日”为话题。2） 语言技能：听能听懂有关为“节日”做准备的句子；能听辩动词词组。说能就正在做或正在发生的事情进行简单的问答练习。流利的说出含有本模块生词、短语。读能读懂有关节日描述的短文，并且能将段落与图片，段落与问题搭配。写1. 学会写要点，句子以及段落；2and连接句子。演示与表达能向人们介绍春节或其他中外节日。3)学习策略学习一定程度形成自主学习，有效交际、信息处理、英
4、语思维能力。认知联系，归纳，推测等技能。观察并归纳动词形式的变化规则，提高自学能力。调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际学习运用恰当词语简单描述节日。资源通过其他资源获取更多有关“节日”的简单英语。自学策略培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。留心日常生活中使用的有关信的简单英语合作学习策略互相学习，取长补短，把学习英语和信的基本应用结合起来4)文化意识：中外对比了解英语国家重要节假日及其主要庆祝方式,鼓励学生了解世界，加强交流。5)情感态度:乐于接触并了解世界不同地方人们的节假日，乐于参加相关英语实践活动，提高对英语的学习兴趣,培养对异国文化，生
5、活习俗的兴趣，提高对本国文化的认识。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。6)任务:介绍春节或其他中外重要节日。教学重点和难点 重点：1掌握描述节假日的基本词汇，读懂含有现在进行时的句子，掌握现在进行时的结构和用法。难点： 掌握现在进行时的结构和用法。教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“PTP”自主学习立体模式：pre-tasktask-cyclepost-task。二、 教材处理核心
6、任务：能够运用所学句型结构描述人物和地点及活动。三个环节如下：pre-task：学生联系生活实际，激活背景知识，。task cycle：通过整个模块的听说读写的训练，强化“描述人物和活动。”的表达能力，为完成任务做好铺垫post-task）：达成任务，展示成果，反馈学习情况三、 教材安排根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period 1: Vocabulary and Listening and pronunciationPeriod 2 Reading and VocabularyPeriod 3. Speaking & Writing& Around the worl
7、d &Module TaskPeriod 4. Language in use 注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。教学设计Module 2 Spring FestivalPeriod 1: Vocabulary and Listening and pronunciationTeaching Content : Vocabulary and Listening and pronunciationTeaching Aims and Demands:1. Language Knowledge Key vocabulary and phra
8、ses: Spring Festival, ready, cook, meal, dragon, floor, happen, help, get ready for, dragon dance, Lantern Festival, sweep away, at workKey structure: be +v.-ing (重点) What is he. doing? Is he working? Yes, he is. No, he isnt. 2, Listening skill: To understand conversations about the Spring Festival.
9、 (难点)3. Affection and attitudes: We should be interested in the festivals in the world.Learning strategies:Bottom up approach and listening to the tape and do some exercises.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Part I: Revision Task: Recall what we have
10、learned in last book. Directions: Step one Label the pictures with the words.(1). Read through the words in the box and have the Ss. Repeat them after you. (2).Ask them to label them in the pictures on the screen. (3).Make some sentences with the words. Ask students to speak out as many as they can.
11、Step two: Talk about the pictures that the teacher bring into the classroom. She is standing./walking/ buying/talking I am not walking to school now. You are not walking to school now.He is not walking to school now. Are you walking to school now? I s he walking to school now? Part II: Lead in: Task
12、 1: Brainstorm of the word “festival”.Directions:Step one. Draw a Festival tree. Festival Chinese Festivals Western FestivalsSpring FestivalLantern FestivalMid-Autumn FestivalQingming FestivalDragon Boat FestivalSChristmasEasterIndependence DayHalloweenThanksgiving DayValentines Day Step two: Talk a
13、bout the festivals. Do you like festivals? Why? What kind of festivals do you like, Chinese or western? What do people do on festivals? What festivals do you like best? Etc. Task 2 :Match the words with the pictures in activity 1 on page 8.Directions:Step one: Ask: What is the biggest festival in Ch
14、ina?What do you think people usually do to get ready for the Spring Festival?Read through the words in activity 1 on page 8 and have the Ss. repeat them after you chorally and individually.Step two: Ask the students to do activity 1 on page 8. Play the recording and ask the Ss. to listen Step three: Play the recording again and have them check the words individually. Check their answers with a partner. Step four: Call back the answers in a whole- class setting Step five: Talk about the pictures Part III: Listening1. Task:. To understand conv
