festivals and celebrations 课后反思

高中英语_Reading Festivals and celebrations教学设计学情分析教材分析课后反思

Unit 1 Festivals around the world----Festivals and celebrations一、Teaching material（教材分析）This period is the 2nd of the unit and the key part. The topic of the reading passage is about festivals sand celebrations. The students will be asked to finish pre-reading, reading and comprehending within one period. All the materials and exercises are about festivals.Through reading, the Ss are supposed to learn different kinds of the festivals.二、Teaching aims（教学目标）Knowledge aim：Enable students to learn more about festivals and celebrations.Ability aim：Enable students to review and strengthen some reading skills .Emotional aim：Enable students to become interested in festivals and celebrations.三、Difficulties and importance（重点难点）1.Enable the students to understand the article and master the new reading skills of solving some problems like guessing new words, inferring, and understanding the tone of the passage.2.Enable the students to learn to finish a mind map of the passage.四、Learning analysis（学情分析）The class is given to senior one student who has mastered a certain amount of English words and phrases as well as acquired some useful reading strategies. However they still have difficulty in dealing with some problems concerned with guessing new words, inferring, and understanding the tone of the passage.五、Teaching methods（教学方法）Co-operative learning task based discussion.六、Teaching aids（教学手段）利用多媒体一体机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性.七、Teaching procedures（教学过程）Step1：checking(检查)Ask the students to recite some sentences we have learned. （设计意图：巩固检查，加强学生的记忆能力.）Step2：Pre-readingThrough some questions to lead into this passage.（Do you know what this is？Can you name some festivals? Any other festivals？---）What is festivals and celebrations?（设计意图：通过图片、视频展现对节日的介绍，以及问题引领，让学生更直观的了解什么是节日，旨在导入新课，提高学生的兴趣.）Step3：Learning aims（学习目标）1. To learn something about different festivals and celebrations around the world.2. To improve students’reading abilities by skimming, scanning and careful reading.（设计意图：旨在明确目标，当堂达标.）Step4： Reading（阅读）Task 1 Skimming:（设计意图：通过图片、视频展现对节日的介绍，以及问题引领，让学生更直观的了解什么是节日，旨在导入新课，提高学生的兴趣.）Task 2 Scanning（设计意图：发散思维，不仅仅限于课本，还可以跳出课本，拓展自己的视野，各抒己见，通过本题，旨在培养学生语言表达的能力.）Task 3 Detailed reading（设计意图：细读全文，提高学生的兴趣. 通过本题，旨在培养学生提炼细节，掌握关键词，提高阅读课文的能力.）Task 4 SummaryEnjoy the video、listen carefully and finish Ex.Enjoy the video and fill in the chart according to the text.（设计意图：播放课文视频，以优美的声音和图片介绍本节课，提高学生的兴趣通过本题，旨在培养学生快速阅读课文的技能）Task 5 Discussion（设计意图：小组讨论，合作学习，旨在培养学生对我们祖国河山的热爱和传统文化知识的传承，摈弃外国洋节，端正自己的价值观、人生观）Task 6 Homework（设计意图：巩固知识，迁移运用。

高中英语_人教版必修三Unit1 Festivals and celebrations教学设计学情分析教材分析课后反思

Module3 Unit1 Festivals and CelebrationsTeaching and Learning DesignsⅠ. Teaching aims:1. Knowledge aims①. Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with②. Let students learn about history and basic knowledge of festivals both in and out of China.2. Ability aims①. Develop students’ reading ability and let them learn different reading skills.②. Enable students to talk about festivals and celebrations.3. Emotional aims①. Stimulate students’ love for their own national culture andcustoms.②. Develop students’ sense of cooperative learning.Ⅱ. Teaching methods:1. Task-based teaching method2. Discussion to get the students to understand the text easier.3.co-operative teaching methodⅢ. Teaching Aids:Multi-media and text booksⅢ. Teaching important and difficult points1. Important points①. Let students learn more about history and basic knowledge of festivals.②. Get students to learn different reading skills.2. Difficult points①. Develop students’ reading ability.②. Enable students to talk about festivals and celebrations.Ⅲ. Teaching procedureStep1 Pre-reading activities for interestActivity 1. Appreciating a micro video--- to let the students enjoy a video about spring festival and answer one question: What’s itabout ?［设计说明］播放庆祝狗年的春节视频，轻松愉快的音乐，给学生创造了良好的学习氛围，激发了他们的学习兴趣，由此导入本课的话题—节日。

高中英语_Festivals and Celebrations教学设计学情分析教材分析课后反思

Unit 1 Festivals around theworld----Festivals and celebrations（Reading I）一、Teaching material（教材分析）This period is the 2nd of the unit and the key part. The topic of the reading passage is about festivals and celebrations. The students will be asked to finish pre-reading, reading and comprehending within one period. All the materials and exercises are about festivals. Through reading, the Ss are supposed to learn different kinds of the festivals.二、Teaching aims（教学目标）Knowledge aim：Enable students to learn more about festivals and celebrations. Ability aim：Enable students to review and strengthen some reading skills such as: task1 and task2 .Emotional aim：Enable students to become interested in festivals and celebrations.三、Difficulties and importances（重点难点）1.Enable the students to understand the article and master the new reading skillsof solving some problems like guessing new words, inferring, and understanding the tone of the passage.2.Enble the students to learn to finish a mind map of the passage.四、Learning analysis（学情分析）The class is given to senior one student who has mastered a certain amount of English words and phrases as well as acquired some useful reading strategies. However they still have difficulty in dealing with some problems concerned with guessing new words, inferring, and understanding the tone of the passage.五、Teaching methods（教学方法）Co-operative learning task-based discussion六、Teaching aids（教学手段）利用多媒体一体机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性.七、Teaching procedures教学过程Step1：checking(检查)Ask the students to recite some sentences we have learned.（设计意图：巩固检查，加强学生的记忆能力.）Step2：Pre-reading1. Play the games to guess what the video and the picture are about.2. Through some questions to lead into this passage.（Do you know what this is？Can you name some festivals? Any other festivals？---）What is festivals and celebrations?（设计意图：通过图片、视频展现对节日的介绍，以及问题引领，让学生更直观的了解什么是节日，旨在导入新课，提高学生的兴趣.）Step3：Learning aims（学习目标）1. To learn the passage by skimming, scanning and careful reading (reading skills).2. To learn something about different festivals and celebrations around the world.3. to learn to deal with the problems in groups.（设计意图：旨在明确目标，当堂达标.）Step4：Reading（阅读）Task1：Fast reading:The passage is mainly about different ________and the _______ of celebrations and also the _________ whypeople celebrate them all over the world.Task2：Enjoy the video 、listen carefully and finish Ex.1 Task ：Enjoy the video and fill in the chart according to the text.（设计意图：播放课文视频，以优美的声音和图片介绍本节课，提高学生的兴趣. 通过本题，旨在培养学生快速阅读课文的能力.）Task3：Careful readingTo know some details about the passage. Pay attention to the key verbs . Then describe it with them.How do people celebrate each festival?Para2. Festivals of the Dead.1.Key verbs：2.DescriptionPeople are going to clean the graves and light incense in memoryof their ancestors.They also light lamps and play music because they think that this will lead the ancestors back to the earth.-------Para3. Festivals to Honour PeopleMatch the festivals with the proper people.Para4. Harvest FestivalsAre harvest festivals always happy events?Harvest festivals are always happy events because people are _______ (thankful) that food is gatheredfor the winter and __________________ (农活) is over .How do people celebrate the festivals (key verbs)?Para5. Spring FestivalsWhat do people usually do at Spring Festival?Chinese People usually eat ____________________and givechildren___________________________. There are______________and __________,and families celebrate the_________________together.Some Western countries have_________,including ______ and dances in the streets _____________, loud music and colorful ______________________.（设计意图：细读全文，提高学生的兴趣. 通过本题，旨在培养学生提炼细节，掌握关键词，提高阅读课文的能力.）Step4：Deeply thinkingWhat did people celebrate in the ancient times?What origins do the today’s festivals have?The differences between ancient times and today.Dong Ping Rape Flowers Festival (东平油菜花节）（设计意图：发散思维，不仅仅限于课本，还可以跳出课本，拓展自己的视野，各抒己见，通过本题，旨在培养学生语言表达的能力.）Step5：DiscussionIn groups to talk about the questions about Traditional festivalsand Western festivals.Should we, Chinese students, celebrate western festivals like Christmas?AnswersYes NO（设计意图：小组讨论，合作学习，旨在培养学生对我们祖国河山的热爱和传统文化知识的传承，摈弃外国洋节，端正自己的价值观、人生观.）Step6：SummaryThere are all kinds of festivals and __________ around the world, which are held for different reasons. The _______ _________ were mainly held at three times a year--- the end of the cold winter, planting in spring and harvest in autumn.Some festivals are held to _____ the dead or satisfy and ______ the _________ in case they might _____ _______, while other festivals are held to honor famous people or the gods, such as_________ _______ ______ and Columbus Day.（设计意图：总结知识，当堂达标。

2020年新人教版必修三《Unit 1 Festivals and Celebrations》单元教案(附导学案)1

Unit 1 Festivals and CelebrationsListening and speaking & Listening and talking【教材分析】本板块的活动主题是“谈论节日活动”（Talk about festival activities），主要是从贴近学生日常生活的角度来切入“节日”主题。

学生会听到发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动。

随着全球化的进程加速，国际交流日益频繁，无论是国人走出国门还是外国友人访问中国，都已成为司空见惯的事情。

因此，该板块所选取的三个典型节日场景都是属于跨文化交际语境，不仅每组对话中的人物来自不同的文化背景，对话者的身份和关系也不尽相同。

【教学目标】1. Master the new words related to holiday: lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, samba, make-up, after all.2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve students’ understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression.【教学重难点】Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge.Difficulties:In the process of listening to the correct understanding of the speaker’s attitude, accurately identify the relationship between the characters.【课前准备】1. To understand the origin of traditional festivals in the world, the celebration activities (customs) of these festivals and the meaning of these activities;2. Talk about holiday celebrations;3. Preview: understand the new words according to the context.【教学过程】Step 1 Lead-inTeachers talk about the world’s traditional festivals, such as the Lantern Festival in China, adults’ day in foreign countries, carnivals and so on.Step 2 Watching and talkingActivity 11. Teacher lets Ss look at some pictures about festival activities. During talking about these activities, teacher can add some background knowledge about festivals.Questions:①What festivals do the pictures show us?②In which country do you think people celebrate each festival?③How do people celebrate each festival?2. Ask sb to choose some words or phrases from the box to celebrate eachfestival.3. Teacher can show students how to use these word blocks and learn to describeholiday activities in groups. For example：On the Coming-of-Age Day, young girls in Japan would wear traditional costumes.One of the most important activities during the Lantern Festival is to guess riddles.During the Rio Carnival, you can watch wonderful samba dances.4. The teacher asks students to report the results of the group lecture. Ask thesequestions:①What do people do to celebrate the Chinese Lantern festival?②Who will celebrate Coming-of-Age Day? What do they do to celebrate it?③What do you expect to see if you go to the Rio Carnival?5. Learn some words and phrases in the box.Step 3 ListeningActivity 21. Teacher asks sb to read “Listen for relationships”, In pairs, discuss how to identify relationships between people based on their tone and content. The teacher can provide the following questions to inspire students to discuss.①What does a tour guide usually say to a tour group? What expressions arefrequently used?②What questions does an interviewer usually ask during an interview?③What would a reporter say or do if he/she wants to interview a tourist?④How do friends usually talk?2. Some group representatives are invited to communicate and speak in class.3. Teacher plays the listening tape for students to listen to and write the order of the conversations next to the names of the festivals.4. Play the tape again, students match each conversation with the relationship between the speakers.5. Check the answers with class.Activities 3-41. Teacher asks students to look at the tasks and requirements of activity 3. Then read the main ideas of the three dialogues. (Guide the students to guess and fill in the words according to the context. Let the students analyze the English syntactic structure based on the meaning of the sentence and make reasonable inferences.)2. Teacher plays the tape for the second time. After listening to the tape, students discuss the answers in pairs. Then the class communicates and checks the answers.3. Teacher lets students listen to the tape for the third time (Before the teacher plays the recording for the third time, the teacher should prepare the students to takenotes and remind them to catch key words, especially phrasal verbs.).Step 4 SpeakingActivity 51. Lead the dialogue by asking questions. Let students understand how to discuss their favorite festivals and give their reasons.E.g.,Conversation 1T: Which of the three festivals do you like best?S1: I think the Coming-of-Age Day is the most interesting.T: Why is it your favourite?S1: Because I like to see women dressed up in their colorful traditional kimonos.Conversation 2T: Which of the three festivals attracts you most?S2: The Chinese Lantern Festival.T: I suppose you like yuanxiao, the sweet dumplings.S2: Not only that. I especially like guessing riddles and I’m good at it.2. Follow the example of the conversation in activity 5 and work in pairs to discuss your favorite holiday and explain why. After the discussion, the teacher asks some groups to show the dialogue.Step 5 ActingOne student plays the role of a journalist. The other three students play the roles of the characters in the listening dialogue. They are the Japanese girl attending the coming-of-age ceremony, the girl attending the Rio carnival, and the tourist visiting China. The following questions can be used in the interview:①What is the purpose of this festival?②How do you usually celebrate this festival?③What do you like best about this festival?Step 6 Pronunciation1. Help students recognize speech assimilation.（1）Teacher plays the recording of activity 1 and asks the students to pay attention to the pronunciation changes of bold letters while listening.（2）Teacher organizes students to carry out activities in pairs: the teacher plays the recording, one person in the group reads after the words and phrases in activity 1, the other person compares the pronunciation of the recording with that of his partner carefully, and points out the pronunciation problem of his/her partner if there is any difference. Then switch roles, listen to the tape again and complete the same task.2. Let students imitate and read.（1）Teacher guides students to understand the requirements of activity 2. Before listening to the tape, the teacher asks the question for students to think: “How does your pronunciation change while reading the sentences?”（2）Teacher plays the tape for the first time. The students read after the sentences in activity 2.（3）Teacher plays the tape for the second time, the students repeat the sentences again, and then discuss with their partners the differences between the pronunciation of the bold consonants in words and the pronunciation in sentences, and describe the phonetic assimilation in the flow.（4）Teacher asks different students to read the six sentences of activity 2 and report the result of the discussion on phonetic assimilation. The teacher supplements and corrects the students’conclusion, explains it appropriately, and writes the assimilation pronunciation in these sentences on the blackboard or presents it to the students through the courseware.Step 7 Listening and TalkingActivity 61. Learn the new words about the festivals.2. Look at the pictures and predict what festival Song Lin and Max are going to talk about.3. Listen and answer the questions.①What festival is Max talking about?②What did Max’s mother cook?③What did Max do during the festival?④What did Max and his family do during and after the dinner?⑤What was the best part of the festival?4. Listen again and check the answers with class.Answers:①Christmas experiences.②Roast turkey, mashed potatoes and Christmas pudding, …③He helped decorate the Christmas tree and put presents under it, then helped his mum prepare for the family dinner.④During dinner they shared stories and told jokes, afterwards they played games, opened their presents.⑤The best part was opening their presents on Christmas morning.5. Listen again and tick the phrases that Max or Song Lin uses. Then check the answers with class.6. Have a conversation with the help of these questions:①What is the recent festival you have had?②How did you celebrate it?③How do you feel about the festival? Why?Step 8 Homework1）Read the passage again and understand the food culture from a cross-cultural perspective.2）Remember the new words and learn the usages of them.【教学反思】1、通过本节内容学习，学生能否理解发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动；2、通过本节内容学习，学生能否辨别对话中人物之间的关系；3、通过本节内容学习，学生能否掌握听力训练中的听力策略。

高中英语_Festivals and Celebrations教学设计学情分析教材分析课后反思

Unit 1 Festivals around theworld----Festivals and celebrations（Reading I）一、Teaching material（教材分析）This period is the 2nd of the unit and the key part. The topic of the reading passage is about festivals and celebrations. The students will be asked to finish pre-reading, reading and comprehending within one period. All the materials and exercises are about festivals. Through reading, the Ss are supposed to learn different kinds of the festivals.二、Teaching aims（教学目标）Knowledge aim：Enable students to learn more about festivals and celebrations. Ability aim：Enable students to review and strengthen some reading skills such as: task1 and task2 .Emotional aim：Enable students to become interested in festivals and celebrations.三、Difficulties and importances（重点难点）1.Enable the students to understand the article and master the new reading skillsof solving some problems like guessing new words, inferring, and understanding the tone of the passage.2.Enble the students to learn to finish a mind map of the passage.四、Learning analysis（学情分析）The class is given to senior one student who has mastered a certain amount of English words and phrases as well as acquired some useful reading strategies. However they still have difficulty in dealing with some problems concerned with guessing new words, inferring, and understanding the tone of the passage.五、Teaching methods（教学方法）Co-operative learning task-based discussion六、Teaching aids（教学手段）利用多媒体一体机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性.七、Teaching procedures教学过程Step1：checking(检查)Ask the students to recite some sentences we have learned.（设计意图：巩固检查，加强学生的记忆能力.）Step2：Pre-reading1. Play the games to guess what the video and the picture are about.2. Through some questions to lead into this passage.（Do you know what this is？Can you name some festivals? Any other festivals？---）What is festivals and celebrations?（设计意图：通过图片、视频展现对节日的介绍，以及问题引领，让学生更直观的了解什么是节日，旨在导入新课，提高学生的兴趣.）Step3：Learning aims（学习目标）1. To learn the passage by skimming, scanning and careful reading (reading skills).2. To learn something about different festivals and celebrations around the world.3. to learn to deal with the problems in groups.（设计意图：旨在明确目标，当堂达标.）Step4：Reading（阅读）Task1：Fast reading:The passage is mainly about different ________and the _______ of celebrations and also the _________ whypeople celebrate them all over the world.Task2：Enjoy the video 、listen carefully and finish Ex.1 Task ：Enjoy the video and fill in the chart according to the text.（设计意图：播放课文视频，以优美的声音和图片介绍本节课，提高学生的兴趣. 通过本题，旨在培养学生快速阅读课文的能力.）Task3：Careful readingTo know some details about the passage. Pay attention to the key verbs . Then describe it with them.How do people celebrate each festival?Para2. Festivals of the Dead.1.Key verbs：2.DescriptionPeople are going to clean the graves and light incense in memoryof their ancestors.They also light lamps and play music because they think that this will lead the ancestors back to the earth.-------Para3. Festivals to Honour PeopleMatch the festivals with the proper people.Para4. Harvest FestivalsAre harvest festivals always happy events?Harvest festivals are always happy events because people are _______ (thankful) that food is gatheredfor the winter and __________________ (农活) is over .How do people celebrate the festivals (key verbs)?Para5. Spring FestivalsWhat do people usually do at Spring Festival?Chinese People usually eat ____________________and givechildren___________________________. There are______________and __________,and families celebrate the_________________together.Some Western countries have_________,including ______ and dances in the streets _____________, loud music and colorful ______________________.（设计意图：细读全文，提高学生的兴趣. 通过本题，旨在培养学生提炼细节，掌握关键词，提高阅读课文的能力.）Step4：Deeply thinkingWhat did people celebrate in the ancient times?What origins do the today’s festivals have?The differences between ancient times and today.Dong Ping Rape Flowers Festival (东平油菜花节）（设计意图：发散思维，不仅仅限于课本，还可以跳出课本，拓展自己的视野，各抒己见，通过本题，旨在培养学生语言表达的能力.）Step5：DiscussionIn groups to talk about the questions about Traditional festivalsand Western festivals.Should we, Chinese students, celebrate western festivals like Christmas?AnswersYes NO（设计意图：小组讨论，合作学习，旨在培养学生对我们祖国河山的热爱和传统文化知识的传承，摈弃外国洋节，端正自己的价值观、人生观.）Step6：SummaryThere are all kinds of festivals and __________ around the world, which are held for different reasons. The _______ _________ were mainly held at three times a year--- the end of the cold winter, planting in spring and harvest in autumn.Some festivals are held to _____ the dead or satisfy and ______ the _________ in case they might _____ _______, while other festivals are held to honor famous people or the gods, such as_________ _______ ______ and Columbus Day.（设计意图：总结知识，当堂达标。

Unit 1 Festivals and Celebrations第2课时示范教案英语人教必修第三册

Unit 1 Festivals and CelebrationsPeriod 2 Reading and Thinking教学设计教材分析本文为一篇探究节日和庆典的论说文。

文本通过探讨人们为何欢庆节日，对世界各地的人们庆祝节日的现象追根溯源，进而探讨节日的传承与发展变化。

该板块围绕“探究节日与庆典的缘由”（Discover the reasons for festivals and celebrations），要求学生通过阅读该文本，体会节日文化的内在实质，感悟世界各国人民共同的精神追求和美好愿望。

教学目标在本课学习结束时，学生能够：1. 梳理论说文的语篇结构和文本逻辑；2.能够正确识别文章中的主题句，抓住段落大意；3. 了解节日风俗习惯的发展与变迁，感悟节日的内涵与意义。

教学重难点【教学重点】1. 结合文本特点快速而准确地找到主题句。

2. 正确理解和掌握文本中的新词汇。

3. 了解不同国家、不同民族的节日文化。

【教学难点】能准确地找到段落主题句，并能够分析、提炼节日的精神内涵。

教学过程Step 1 Warming-upLook at the pictures and discuss the following questions.1. What festivals do you celebrate with your family each year?2. Why do you think people celebrate different festivals?设计意图：欣赏图片，引出话题，并对本课将要学习的节日文化做好铺垫。

Step 2 Pre-reading1. Learn to analyze the title and the pictures in the text.设计意图：引导学生关注标题和插图，为后面的标题分析解决障碍。

2. Work on Activity 1. Look at the title. Predict what the text will talk about.设计意图：根据标题推测文章大意。

高中英语_人教版必修三Unit1 Festivals and celebrations教学设计学情分析教材分析课后反思

Module3 Unit1 Festivals and CelebrationsTeaching and Learning DesignsⅠ. Teaching aims:1. Knowledge aims①. Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with②. Let students learn about history and basic knowledge of festivals both in and out of China.2. Ability aims①. Develop students’ reading ability and let them learn different reading skills.②. Enable students to talk about festivals and celebrations.3. Emotional aims①. Stimulate students’ love for their own national culture andcustoms.②. Develop students’ sense of cooperative learning.Ⅱ. Teaching methods:1. Task-based teaching method2. Discussion to get the students to understand the text easier.3.co-operative teaching methodⅢ. Teaching Aids:Multi-media and text booksⅢ. Teaching important and difficult points1. Important points①. Let students learn more about history and basic knowledge of festivals.②. Get students to learn different reading skills.2. Difficult points①. Develop students’ reading ability.②. Enable students to talk about festivals and celebrations.Ⅲ. Teaching procedureStep1 Pre-reading activities for interestActivity 1. Appreciating a micro video--- to let the students enjoy a video about spring festival and answer one question: What’s itabout ?［设计说明］播放庆祝狗年的春节视频，轻松愉快的音乐，给学生创造了良好的学习氛围，激发了他们的学习兴趣，由此导入本课的话题—节日。

《Festivals And Celebrations》教学设计与反思

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本课使用的教材是人民教育出版社出版的必修模块 … 目及庆典活动，发学生兴趣，激引入课文话题。Ｕｉｌｓｎｔ砌ｓｕｄＴｅＷｏｌ。是一篇阅读课文，ｒｎｈｒ这Ａｏｄ由五篇源，学生了解各种节日的由来及其存在的意义。笔者通过多使３ａｔｅｄｎ快速阅读课文材料，出文中所提到的相．ｓＲａｉｇＦ找小短文组成，中四篇带有小标题，们分别介绍了节日的起关节日。其它
二、设悬念导入巧
学生都有强烈的好奇心。在导入新课时，果就课文内容如
创把就习兴趣，为一节课的顺利进行打下良好的基础。者在初中语设置一些问题，设一些悬念，好奇心激发起来，能激发笔使产文教学实践中发现，用以下两种导入方法，收到较好的教学生的好奇心和求知欲，其思维处于一种激活状态，生一应能
１课在仙台》的就是他为什么学医以及他在仙台学医的写例新课： “ 学过 ” 文《在桂时笔同
” 学们，们伟大的祖国是一个美丽的大花园，桂林则是这个大经过。你们有兴趣吗？在这样生动的悬念引导下，生的好奇心我而

英语人教版九年级全册中考话题复习(Festivals)Period 1 教学反思

Topic: Festivals and Celebrations教学反思（Period 1）本单元以节日为话题，介绍了世界各地的一些节日、含义、由来和民俗。

通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又能教育学生理解、尊重不同的文化和习俗。

通过本单元的语言技能训练，要求学生学会使用请求以及感谢的表达法。

分别介绍the Spring Festival春节、the Lantern Festival 元宵节、the Tomb sweeping Day清明节、the Dragon Boat Festival端午节、the Mid-Autumn Festival 中秋节等中国传统节日以及Christmas Day圣诞节、Easter Day复活节、Halloween Day万圣节、Thanksgiving Day感恩节等西方的节日，使学生了解节日的由来及其存在的意义。

最古老的节日主要庆祝冬天的结束，春天的播种，秋天的收获等。

鬼节是为祭奠亡灵，取悦祖先而举行的节日，例如万圣节（Halloween）。

纪念名人的节日有中国的端午节，春天的节日包括中国的春节，西方的复活节等。

在本堂课，我认为比较好的有以下几个方面：1、坚持课前一首英语歌曲，以及用flash自然导入，会让学生很快进入英语学习状态。

2、以话题Festivals and Celebrations为轴心，以听说训练为主线，对该课重、难点训练较为扎实到位。

3、课件制作精美，清新自然，图文并茂，令人赏心悦目。

4、设计难度适中，学生学习热情高涨，积极举手发言的学生较多。

5、走近中考，将中考题型对话理解、短文理解、情景对话以中考要求形式呈现给学生，并进行技巧指导，让他们对中考如何考有初步了解。

6、在英语教学中适时渗透情感教育（She’s a nice girl! Right? Did you do some special things for your mothers? OK, you’re also good children），这一点做得较好。

festivals and celebrations 课后反思

Festivals and Celebrations课后反思汪丽萍这是一节阅读复习课，第一次上阅读的复习课，准备也比较仓促，备课的时候在有些环节的设置上心里不是很有自信，生怕难度高了或者低了。

上完以后自我感觉基本达到了预先设定的目标，指导学生利用略读，扫读和细读等多种阅读技巧复习到文章中的关键信息；学生对文章中提到的世界各地的节日和庆典方面的知识应该有了基本的复习，并在复习课文基本知识的同时，拓展了新的相关节日信息。

但是在上课过程中由于种种原因，也出现了一些问题需要改进。

回顾教学过程，我有以下反思：1 导入：在导入的过程，通过图片猜节日的游戏环节，激发了学生的学习兴趣，并且复习了各种节日的英文表达。

游戏的内容可以根据学生的具体学情调控难度，对于程度较好的学生，可以以文本的形式展现出来，而对于程度较差的学生，以直观的图片形式展现，可以降低难度，节约导入时间。

2快速阅读：文章的内容看似很细很零散，但是细想结构其实是很清晰的，就是文章标题所提到的两个名词：一是festivals，二是celebrations。

在阅读中通过skimming 和scanning 复习课文的中心主旨和文章结构。

文章的主旨大意是通过选择题的类型测试学生，因为是复习阅读，而且文章的标题和结构也非常清晰，不应该再降低难度使用选择题，而应该用过填空题的方式来检测学生对整体信息的理解更为合理。

Scanning过程中，对四类节日信息的查找应该是很简答的，但是在抽查学生回答时，还是有同学回答错，这说明即使在复习课文时，还有同学在处理基本信息查找类题目方面存在困难，课下可以与该学生沟通，通过练习信息查找题来提高他的阅读正确率。

3 细读：根据四类不同的节日，设置不同的题目，增添新的信息，让学生们复习的过程中，学习到新的知识。

在Festivals of the dead部分，通过三个问题，让学生用自己的语言组织回答，来检测学生对课文的理解并练习学生的口语表达能力，并且在此基础上，引导学生们思考我们中国纪念祖先的节日清明节，通过关键词让学生们回答中国过清明节的传统习俗，引导学生们对中国传统节日的进一步理解。