Spring Festival教案

2、教材處理
核心任務：能夠運用所學句型結構描述人物和地點及活動。三個環節如下：
pre-task：學生聯系生活實際，激活背景知識，。
task –cycle：通過整個模塊的聽說讀寫的訓練，強化“描述人物和活動。”的表達能力，為完
成任務做好鋪墊
post-task：達成任務，展示成果，反饋學習情況
3、學習策略
學會自主學習，形成有效交際、信息處理、英語思維的能力。
認知 聯系，歸納，推測等技能。觀察并歸納動詞形式的變化規則，提高自學能力。
調控 從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改
交際 學習運用恰當詞語簡單描述節日。
資源 通過其他資源獲取更多有關“節日”的簡單英語。
自學 培養在詞語與相應事物之間建立聯想的習慣，形成話題聯想的習慣。
留心日常生活中使用的有關信的簡單英語
合作學習 互相學習，取長補短，把學習英語和信的基本應用結合起來

四、教學設計
module 2 spring festival
period 1 vocabulary, listening and pronunciation
1、teaching content: vocabulary, listening and pronunciation
2、teaching aims and demands:
1) language knowledge
   key words and phrases: spring festival, ready, cook, meal, dragon, floor, happen, help, get ready for, dragon dance, lantern, festival, sweep away, at work
key structure: be +v.-ing
               what is he doing?
               is he working? yes, he is.  no, he isn’t.
2) listening skill: to understand conversations about the spring festival.
3) affection and attitudes: we should be interested in the festivals in the world.
3、learning strategies:
bottom-up approach and listening to the tape and do some exercises.
4、teaching aids: multi-media (tape recorder, video, handout,etc)
5、teaching procedures:
activity 1: revision
task: recall what we have learned in last lesson.
step 1
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 ca n.
step 2
talk about the pictures that the teacher brings into the classroom.
she is standing./walking/ buying/talking …
i am not walkin g to school now.
you are not walking to school no w.
he is not walking to school now.
are you walking to school now?
is he walking to school now?
activity 2: lead in
task 1: brainstorm of the words “festival”.
step 1
draw a festival tree.
                             festival