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視頻標(biāo)簽：celebrate
視頻課題：仁愛(ài)科普版英語(yǔ)七年級(jí)下冊(cè)Unit8 the seasons and the weather Topic3 Let’s celebrate SectionD福建省 - 泉州
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仁愛(ài)科普版英語(yǔ)七年級(jí)下冊(cè)Unit8 the seasons and the weather Topic3 Let’s celebrate SectionD福建省 - 泉州
Teaching Plan for
Unit 8 Topic 3 Let’s celebrate!
Section D
I. Material Analysis
本課選自仁愛(ài)英語(yǔ)七年級(jí)下冊(cè)Unit 8 Topic 3 Let’s celebrate! Section D，課型為復(fù)習(xí)課。主要內(nèi)容為：①?gòu)?fù)習(xí)前面所學(xué)的節(jié)假日慶祝活動(dòng)；②閱讀訓(xùn)練，引導(dǎo)學(xué)生通過(guò)跳讀和尋讀策略了解篇章大意，查找關(guān)鍵信息，學(xué)習(xí)中國(guó)的勞動(dòng)節(jié)、端午節(jié)和國(guó)慶節(jié)的慶祝活動(dòng)，感受傳統(tǒng)文化。通過(guò)讀后練習(xí)大數(shù)據(jù)的分析指導(dǎo)學(xué)生更好地掌握篇章內(nèi)容；③在讀后的Project部分，引入央視《我們的節(jié)日》訪談節(jié)目的情境，鼓勵(lì)學(xué)生談?wù)撟约合矏?ài)的節(jié)日，并通過(guò)采訪表演形式進(jìn)行語(yǔ)言輸出。加深學(xué)生對(duì)本土文化的理解，增強(qiáng)文化自信。
II. Analysis of the Students
初一年學(xué)生有較強(qiáng)的求知欲和表現(xiàn)欲，喜歡課堂活動(dòng)和競(jìng)賽。本節(jié)課內(nèi)容貼近學(xué)生生活，描述節(jié)假日慶祝活動(dòng)具有交際性和實(shí)用性，學(xué)生樂(lè)于用英語(yǔ)表達(dá)此類話題。學(xué)生在Section A-C中已學(xué)習(xí)了用含頻度副詞的一般現(xiàn)在時(shí)和有關(guān)慶祝節(jié)假日的表達(dá)來(lái)描述節(jié)假日慶祝過(guò)程，這為本課學(xué)習(xí)做了很好的知識(shí)儲(chǔ)備。同時(shí)，筆者在教學(xué)活動(dòng)中采取小組競(jìng)賽的方式，培養(yǎng)學(xué)生團(tuán)體合作意識(shí)；通過(guò)引導(dǎo)和創(chuàng)設(shè)情境來(lái)啟發(fā)學(xué)生的思維，調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性；同時(shí)，這有利于提高他們英語(yǔ)表達(dá)能力。
III. Teaching Objective
1. Knowledge Objectives:
(1) Master the new words and useful expressions: international, labor, race, national, flag,one of..., a one-day holiday, watch sb. do/doing sth.
(2) Master the usage of the Present Simple Tense: People often/usually... (3) Learn more about different festivals in China.
2. Ability Objectives:
(1) Students can talk about their favorite festival/holiday by using useful expressions. (2) Students can practice the skills of speaking, reading, and thinking while carrying out various activities.
3. Emotional Objectives:
(1) To know about local culture and enhance their cultural empathy.
(2) To develop the students’ abilities of communication and cooperation. IV. Teaching Points: 1. Key Points:
To get to know more about Chinese festivals and holidays.
2. Difficult Points:
To describe the favorite festival by using Present Simple Tense and expressions. V. Teaching Methods:
1.The Audio-visual Method
2.Teaching Method Based on Big Data
3.Task-based Approach with Cooperative Learning
VI. Teaching Aids
暢言智慧課堂、多媒體、黑板、自制輔助教具
VII.Teaching Procedure
Step1. Pre-reading 1.Warming-up
Greet the students and divide them into four groups for a competition.
設(shè)計(jì)意圖：以即將到來(lái)的端午節(jié)開(kāi)篇，介紹小組競(jìng)爭(zhēng)形式——“龍舟賽”，以艾葉香囊為獎(jiǎng)勵(lì)，既引出本課主題festival，幫助學(xué)生盡快融入課堂氛圍，又調(diào)動(dòng)了他們參與課堂活動(dòng)的積極性。 2.Review
1. Check the homework
Check the students’ recitation of the new words in Section D and get them to practice some new words that they can’t master well.
設(shè)計(jì)意圖：根據(jù)學(xué)生課前在智慧課堂作業(yè)平臺(tái)上跟讀新單詞的數(shù)據(jù)反饋，分析他們對(duì)新單詞的掌握情況，并對(duì)讀音不夠準(zhǔn)確的單詞進(jìn)行口頭操練。基于大數(shù)據(jù)進(jìn)行精準(zhǔn)化教學(xué)，提高課堂效率。
2. Play a guessing game.
Show eight pictures with letters“F E S T I V A L”and get the students to guess the names of the festivals according to the given key words behind each picture.
設(shè)計(jì)意圖：將所學(xué)過(guò)的關(guān)于節(jié)日的關(guān)鍵詞隱藏在“FESTIVAL”八個(gè)字母后，讓學(xué)生使用智慧課堂的搶答功能進(jìn)行搶答，選取任意字母并根據(jù)字母后隱藏的關(guān)鍵詞猜測(cè)節(jié)假日，回顧節(jié)假日的慶祝活動(dòng)。既鞏固學(xué)生對(duì)所學(xué)節(jié)日的掌握情況，又引發(fā)他們的好奇心，增強(qiáng)課堂趣味性。
3.Review about the Spring Festival in Section C.
Guide the students to talk about activities in the Spring Festival, using the Present Simple Tense.
設(shè)計(jì)意圖：借助圖片和關(guān)鍵詞幫助學(xué)生回顧上一節(jié)課關(guān)于春節(jié)的節(jié)慶活動(dòng)，圖文并茂，降低難度，為輸出語(yǔ)言做鋪墊。 Step2. While-Reading 1. Lead in.
Question:Do you want to learn more about Chinese festivals? 2. Read for specific information:
(1)Read quickly and underline the festivals mentioned in the passage.
(2)Scan the passage and complete the table on P103 and check the answers.
Holiday/Festival Date
Activity
設(shè)計(jì)意圖：該篇文章邏輯清晰，難度適中。學(xué)生運(yùn)用快速閱讀和尋讀策略，抓住關(guān)鍵信息填表，這有助于梳理文章的主要信息和框架。如此，學(xué)生學(xué)會(huì)了從哪些具體的維度來(lái)描述一個(gè)節(jié)日,為口頭和筆頭輸出做鋪墊。 3. Learn language points and useful expressions.
Guide the students to watch a micro-course about language points by themselves on the
pads and useful expressions in Section D and underline them.
設(shè)計(jì)意圖：在講解語(yǔ)言點(diǎn)環(huán)節(jié)，筆者考慮了不同層次學(xué)生的需要設(shè)計(jì)了微課。由于學(xué)生能力參差不齊，在他們自主觀看微課學(xué)習(xí)過(guò)程中，可以根據(jù)自身需要，對(duì)微課進(jìn)行暫停或回放；調(diào)整學(xué)習(xí)進(jìn)度，以便更好地理解課文。同時(shí)，知識(shí)點(diǎn)微課也可以用于幫助掌握不夠好的學(xué)生課后再次回放學(xué)習(xí)。這體現(xiàn)了微課在幫助學(xué)生鞏固重難點(diǎn)，幫助學(xué)生自主學(xué)習(xí)的作用。
4. Get the students to finish the multiple choice.
( )1. When National Day comes, we have a _____ holiday.
A. seven-day B. seven-days C. seven days ( )2. One of my friends _____ from America.
A. are B. is C. was
( )3. _____ lunar May 5th, people eat zongzi to remember Qu Yuan. A. At B. In C. On
設(shè)計(jì)意圖：學(xué)生在智慧課堂平板上進(jìn)行在線答題，檢測(cè)語(yǔ)言點(diǎn)掌握情況，系統(tǒng)實(shí)時(shí)反饋數(shù)據(jù)分析。通過(guò)大數(shù)據(jù)的分析，教師能夠更有針對(duì)性地指導(dǎo)學(xué)生進(jìn)行語(yǔ)言點(diǎn)學(xué)習(xí)及鞏固。 Step3. Post-reading
1. Get the students to watch a video and learn about special activities people have in Shishi on the Dragon Boat Festival.
設(shè)計(jì)意圖：通過(guò)播放關(guān)于家鄉(xiāng)泉州石獅市端午節(jié)特色活動(dòng)的視頻，并輔以英文字幕，把學(xué)生身邊鮮活有趣的節(jié)日慶祝活動(dòng)導(dǎo)入到課堂中來(lái)，提高學(xué)生的學(xué)習(xí)興趣。
2. Get the students to learn how to describe special activities people have in Shishi on Dragon Boat Festival.
設(shè)計(jì)意圖：介紹家鄉(xiāng)泉州石獅市端午節(jié)特色活動(dòng)——閩臺(tái)對(duì)渡文化節(jié)暨蚶江海上潑水節(jié)，幫助學(xué)生更好地了解自己家鄉(xiāng)的傳統(tǒng)節(jié)日習(xí)俗。學(xué)生學(xué)以致用，既是對(duì)閱讀的一種延伸的過(guò)程，也是一種情感升華，有助于加強(qiáng)他們對(duì)家鄉(xiāng)文化的認(rèn)同感。 Step4. Project
1. Share your ideas.
T: Do you like the special activities in our hometown on the Dragon Boat Festival? T: Do you want to share it with others? S: Yes.
T: Here is a good chance for you. There is a CCTV show named Our Festival. The host Bai Hua would like to invite you to talk about your favorite festivals.
Get the students to think about their favorite festival and complete a table. Then take a picture and upload it. The teacher gives the students an example to follow.
設(shè)計(jì)意圖：創(chuàng)設(shè)CCTV《我們的節(jié)日》訪談節(jié)目情境，引導(dǎo)學(xué)生思考自己最喜愛(ài)的節(jié)日
Name
Miss Zhou Favorite
festival
the Spring Festival Date
January /February Activity enjoy delicious food, visit friends Meaning wonderful, it is a good time to have a family get-together
并通過(guò)表格填寫(xiě)的形式進(jìn)行梳理，將思維的過(guò)程筆頭輸出，使其變得可視化，為后面的口頭輸出做準(zhǔn)備。然后使用智慧課堂平板將自己完成的作品拍照上傳分享，學(xué)生可以點(diǎn)擊自己的平板界面查看其它學(xué)生的作品，互相借鑒、點(diǎn)贊，實(shí)現(xiàn)交互式學(xué)習(xí)。這激發(fā)了學(xué)生參與課堂活動(dòng)的熱情和積極性。 2. Discuss and act out the conversation.
Discuss your favorite festival in pairs and make up a conversation to introduce your favorite festivals. One student acts as the host, Bai Hua, the other as a guest(來(lái)賓). The teacher gives the students an example.
Bai: Good morning, everyone! Please welcome our friend,... Hello! Guest: Hello, Mr. Bai!
Bai: What's your favorite festival? /Which festival do you like best? Guest: My favorite festival is.../ I like...best. Bai: When is it?
Guest: It’s in 月份/季節(jié)/ It's on 日期.
Bai: What do people do to celebrate it? /How do people celebrate it? What do you think of the festival?/How do you like it?
/Why do you like it？
Guest: ...
設(shè)計(jì)意圖：在表格和對(duì)話框架輔助下，學(xué)生兩人一組做對(duì)話，談?wù)撟约鹤钕矏?ài)的節(jié)日。在語(yǔ)言輸出的過(guò)程中，教師鼓勵(lì)學(xué)生靈活運(yùn)用所給句型表達(dá)自己的觀點(diǎn)，參與者可獲得2分作為獎(jiǎng)勵(lì)。 Step5. Summary
1.Guide the students to sum up what they’ve learned in this lesson. 2.Make a brief comment on the performance of each group.
設(shè)計(jì)意圖：鞏固本課所學(xué)的內(nèi)容，對(duì)學(xué)生的課堂參與情況進(jìn)行評(píng)價(jià)，鼓勵(lì)他們今后更加積極地參與到課堂互動(dòng)中。 Step6. Assignment
1. Write a composition(作文) about your favorite festival and upload(上傳) it . 2. Finish the exercises of Section D in the workbook.
設(shè)計(jì)意圖：在課堂上，學(xué)生已經(jīng)生成了關(guān)于自己最喜愛(ài)的節(jié)日的口頭對(duì)話，在課后通過(guò)完成一篇書(shū)面作文 My Favorite Festival來(lái)實(shí)現(xiàn)從口頭向書(shū)面表達(dá)的過(guò)渡，進(jìn)一步鞏固所學(xué)知識(shí)。最后，將寫(xiě)好的作文上傳至班級(jí)空間，便于學(xué)生間課后相互學(xué)習(xí)、取長(zhǎng)補(bǔ)短。
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