高中英语 Unit 1《Festivals around the World》Period5 Using language Extensive reading教案5 新人教版

Unit 1 Festivals around the worldPeriod 5 Using language: Extensive reading整体设计教材分析This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two articles: A Sad Love Story in Using language on Page 7 and Winter Carnival in Quebec in Reading task on Page 44. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most diffi cult and help them to understand. That’s enough here. The purpose of A Sad Love Story is to introduce a cross-cultural view of lovers’ festivals—Qiqiao Festival and Valentine’s Day. It is set in a present-day context that students can relate to, and respond to. The teacher can first talk about the famous Chinese sad love story of Zhinu and Niulang to lead in the topic and then ask students to read the passage and do some comprehending exercises. While checking their answers with the whole class, deal with l anguage problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the part Reading task, its purpose is to introduce students to the Winter Carnival in Quebec, and to further their understanding of the reasons that people need to have festivals and what is done at them. Ask students to read through the passage and learn more about the foreign festival and its customs.At the end of the class, ask students to retell the two passages. In order to arouse students’ interest, the teacher can hold a competition between them.教学重点1. Develop students’ reading skills by extensive reading.2. Let students read and understand the two passages.教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.2. Get students to understand foreign culture and customs.三维目标知识目标1. Get students to learn some useful new words and expressions in this part: apologize, drown, sadness, wipe, weep, remind, forgive, turn up, keep one’s word, hold one’s breath, set off, remind. . . of. . .2. Get students to read the story A Sad Love Story.3. Let students know more about the Quebec Carnival.能力目标1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.2. Enable students to tell about Qiqiao Festival and Valentine’s Day.3. Let students tell about the Quebec carnival with their own words.情感目标1. Stimulate students’ love of Chinese festivals and culture by learning foreign culture and custom.2. Develop students’ sense of group cooperation and teamwork.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some pairs of students to come to the front and act out their dialogues to review and practice the expressions for requests and thanks.→Step 2 Warming up by brainstormingCan you tell something about Chinese Qiqiao Festival?Can you tell something about Valentine’s Day?Have you read any love stories? What are they?→Step 3 Reading1. Reading and judgingAsk students to read the passage fast and then decide whether each of the following statements is true or false.1)The girl Li Fang loved and waited for didn’t turn up, but he didn’t lose heart.2)Because her granddaughter got married to a human, the Goddess of Heaven got very angry.3)Zhinu was made to return to Heaven without her husband. They were not allowed to meet forever.4)Hu Jin had been waiting for Li Fang for a long time with a gift for him.Keys for reference: 1)F 2)T 3)F 4)T2. Reading and answeringAsk students to read the passage carefully, and answer the following questions.1)Why did Li Fang feel like a fool?2)What was Li Fang afraid that Hu Jin was doing?3)How did Li Fang know the manager wanted to shut the coffee shop?4)What is the reason why Li Fang and Hu Jin did not meet on time?5)Why was Li Fang so worried at the end of the story?3. Check the answers with the whole class and deal with any language problems.Keys for reference:1)Li Fang felt like a fool because he thought that he was waiting without any hope. /Hu Jin wouldn’t come to meet him.2)He was afraid that she was with her friends laughing at him.3)The manager wiped the tables, then sat down and turned on the TV.4)They didn’t meet on time be cause Li Fang waited in the coffee shop while Hu Jin in the tea shop.5)He was worried because he had thrown away the roses and chocolates/presents/gifts for Hu Jin and he had nothing to give her and he thought she would not forgive him.4. Reading and findingAsk students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise book after class as homework.Collocations: be heart-broken, Valentine’s Day, a coffee shop, after work, turn up, laugh at, keep one’s word, look forward to, hold one’s breath, drown one’s sadness in coffee, the Goddess of Heaven, the weaving girl, on earth, the herd boy, fall in love, get married, be married to, the Milk Way, once a year, be able to, set off, throw. . . away, remind. . . of, . . .→Step 4 Discussion1. After students’ reading the passage, ask them to work in groups and discuss the following questions:1)Why was the TV story what Li Fang needed?2)Why do people want the weather to be fine on Qiqiao Festival?3)What more do you know about Qiqiao Festival?4)Are you satisfied with the ending of the story? If not, how are you going to rewrite it?2. Ask students to start their discussion. Make sure that every student has a chance to express his/her ideas.3. Ask each group to choose one student as their representative. Let as many group representatives as possible come to the front and give a report of what their group has discussed.→Step 5 Reading taskTell students: We have learned some knowledge of festivals around the world from the reading passage Festivals and Celebrations. We have also learned about the Trinidad Carnival. Do you want to know about the Quebec Carnival? Please Turn to Page 44 and read the passage Winter Carnival in Quebec.1. Ask students to read the passage fast to get the general idea.2. Let students read the passage carefully and then answer the following questions.1)Why do you think that dogs are used to pull sleds in cold climates?2)Which activity at the Carnival do you think would be the most fun? Why?3)Which activity at the Carnival do you think would be the most dangerous? Why?4)If you could go to the Quebec Carnival, what would you do or see? Why?5)If you had to draw a poster for the Carnival, what things would you put on the poster?6)What would you wear if you went to the Carnival? Name at least three things.3. Check the answers with the whole class after most of them finish.Keys for reference:1)Dogs are used in cold climates because they can run on top of the snow, which horses cannot/because they have very thick fur which keeps them warm. They are also very strong/do not eat grass and grain as horses and cattle do/can be fed on meat/do not eat too much.2)Students give their own answers.3)Probably the canoe race through the ice would be the most dangerous.4)Students give their own answers.5)Students give their own answers.6)I would wear a warm coat/jacket/hat/gloves/mittens/boots/underwear/scarf/socks.4. Have students compare Harbin with Quebec.1)Talk about Harbin with students.What do you know about Harbin?2)Let students fill in the chart.City Similarity DifferenceHarbinQuebec→Step 6 Important language points1. But she didn’t turn up.可她却不见人影。