高中英语《Chinese seasonal festival》说课稿.doc

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高中英语《Chinese seasonal festival》优秀说课稿

高中英语《Chinese seasonal festival》优秀说课稿Good morning/afternoon everyone,Today I'm going to present a lesson about Chinese seasonal festivals to a group of high school students. The main objective of this lesson is to help students understand and appreciate the cultural significance of the festivals, and to learn some related vocabulary and expressions.Before starting the lesson, I will begin with a short warm-up activity to capture students' interest. I will show them several pictures of different Chinese seasonal festivals, such as the Spring Festival (Chinese New Year), Mid-Autumn Festival, and Dragon Boat Festival. I will ask the students to discuss in pairs or small groups what they know about these festivals and what they think they signify. After a few minutes, I will then have a brief whole-class discussion to share their ideas and knowledge.Next, I will give a clear and concise introduction to Chinese seasonal festivals. I will explain that these festivals are celebrated throughout the year in China, marking important events such as the arrival of a new season or the harvest. I will also emphasize the cultural significance of these festivals, highlighting the ancient traditions and customs that are still practiced today.After the introduction, I will focus on one festival in particular, such as the Spring Festival. I will provide some background information about this festival, explaining that it is the most important festival in China, symbolizing the beginning of a new year. I will also discuss the traditional customs and activities associated with the Spring Festival, such as family reunions, the exchange of red envelopes, and the lion dance performance.To reinforce the vocabulary and expressions related to the festival, I will incorporate some interactive activities. For example, I will show students a video clip or some pictures of the lion dance and ask them to describe what they see using appropriate vocabulary words and expressions. I will also give them a handout with some dialogue examples related to the festival, and ask them to practice speaking in pairs or small groups.To further develop students' understanding and appreciation of Chinese seasonal festivals, I will have them work in small groups to research and prepare a presentation on a different festival. Each group will be assigned a specific festival, such as the Lantern Festival or Dragon Boat Festival, and they will be responsible for gathering information about the festival's history, traditions, and significance. They will then present their findings to the class, allowing students to learn about multiple festivals and compare their similarities and differences.To assess students' comprehension and retention of the lesson content, I will end the class with a short quiz. The quiz will consist of multiple-choice and short-answer questions, testing their knowledge of the vocabulary and concepts covered in the lesson.In conclusion, this lesson aims to introduce high school students to the rich cultural heritage of Chinese seasonal festivals. Through engaging activities and interactive discussions, students will not only learn about specific festivals, but also develop a deeper understanding and appreciation for the cultural traditions that have been passed down through generations.。

chinese festivals说课稿

Unit7 Chinese Festivals说课稿Good morning my dear teachers,it’s my pleasure to be here sharing my lessons with you.I will introduce my lesson in this following aspects:Teaching material,Teaching objectives,Key and difficult points,Teaching methods,Teaching process and Blackboard design.The text is the reading period of unit 7 in oxford English 5B. The text talks about chinese festivals. Such a topic is related to our traditional customs,so it is easily to raise S’s interest. According to the Standard of English Curriculum and our S’s growing of mind,I design 3 teaching objectives:knowledge objective,ability objective,and emotion objective.Knowledge objective:Ss can read and understand the text independently and fluently.Ss know the traditional customs of chinese festivals。

Ability objective:Ss grasp reading skils like:skimmimg and scanning to improve their reading ability.Emotion objective:Cultivate S’s good habit in English reading.Inspire Ss to love our traditional culture.Arouse S’s interest in learning Eng lish.Develop S’s team spirit.Now,lets move to key and difficult points.The key point of my lesson is that after reading and understanding the text independently and fluently,Ss know some traditional culture about chinese festivals.The difficult point is to express traditional customs of chinese festivals in english.In order to achieve my teaching aims,I will make use of Task-based Teaching Method,Communicative Teaching Method.Now ,I will focus on my teaching process.To realize the teaching process sestematically and effiently,I divide this process into 3 steps:pre-reading,while-reading,and post reading.Step1 pre-reading:In this part,I arrange 2 activities.Activity1, play a game,30-Second Non-Stop Talking,I encourage some Ss come to the blackboard to play the game.They are required to say out Chinese festivals they have known in 30 seconds.The person who says the most will have an award. This game is not only related to my lesson,but also Ss will review the knowledge they have learned.More importantly,the atmosphere of the classroom can be animated.Activity2 look and guess.Ss are required to look at the pictures on PPT,then guess: which Chinese festival does it describe?what do people uaually eat at that day?I will encourage and guide Ss to answer the questions.At the same time,some new words are shown on PPT.By this showing,Ss can grasp some new words,it is helpful for their following reading.Next,we start to read the text.first,skimming.I will ask Ss to read the whole text quickly,then answer the question”How many festivals does the text introduce?and what are they?In this step,Ss should grasp how to catch the main idea of a text by ter, scanning. Ss read the text independently and carefully,then finish the T/F questions.Ss should know how to scanning to search some detail information by answering these questions.At last, Ss and I analyse the text paragraph by paragraph.After analyzing,I will ask some students to fill the blanks to check their understanding.Now,Ss are familiar with the text,they know Chinese festivals very well.we can move to post-reading.I design 3 activities for consolidation and extension.Activity1, describe and guess Ss are divided into several groups. one student will be encouraged to describe the festivals they know well,bu t the name of the festival can’t be told,so that other studebts will be interested in geussing what they are.It can avoid bordom from mechanical drills,in thisway,Ss can remember festivals and customs of festivals unconsciously and effectively.Activity2,Disscussion Ss work in groups and have a disscusion:1What else festivals do you know in china?2Which festival in china is most important for children?young people? old people? man and woman?why?After discussing,each group choose one student as representative to come to the blackboard and share their views with others.By discussion, Ss are encouraged to thinking and speak English,especially for those Ss who are shy or have difficulty in learning English.It is considered that children can keep their attentions in a limit time,so in activity3,we will have a debet. Ss are divided into two groups to discuss :Whether celebrating festivals is a waste of time and money.One group is for while the other group is against.A debet can practice the ability of thinking. their team spirit can be developed. Homework is also very important,it consolidate what Ss have learned today.Ss are required to choose one chinese festival you like best,and write an article about it.The article should include the time of the festival,how do people celebrate it? Why do you like this festival? The emotional and moral education are following:Ss should be told to love and protect their traditional culture.the traditional customs should be inherited forever.Cultivate good habit of English reading.Arouse Ss interest in English .Encourage Ss speak English.After the class,I find that the students can express chinese festivals very well ,and the atmosphere around the students is thick.Above is the lecture notes of my lesson,here is my blackboard design.thank you.。

festivals 说课稿

四、学情分析
本节课的授课对象为一年级学生。他们在以前的学习过程中, 已经积累了大量的词汇，并且具备了一定的组织语言的能力，这些都为本课的教学打下了基础。
四、学情分析
但是，同时他们刚刚进入高中的学习，注意力容易分散，缺乏自我评价意识，偏重于形象思维。因此，在上课的过程中需要采用灵活多变的方式吸引同学们的注意力。
Festival
Time of year /date
What it celebrates
What people do
Spring Festival
Dragon Boat Festival Tomb Sweeping Day
设计说明：学生通过讨论填写表格，意在让学生从三个方面：时间，庆祝内容和人们的活动来深入系统的认识中国的传统节日，从而热爱中国文化，为传播中国节日文化做好铺垫。
Step3 Fasting reading 设计说明：通过快速阅读，让学生把握文章大意，从而通过屏幕上的描述来猜节日，进一步加深对中国三大传统节日的了解。
Step4: Listening
Байду номын сангаас
设计说明：通过听录音可以让学生们再次认真阅读课文，并纠正自己错误的发音。
Step5: Filling in the form by discussion
Step6: Group Discussion 设计说明：学生分组进行讨论，培养他们的合作意识，同时也提高学生用英语表达的能力
What is your favorite season? What festivals happen during your favorite season?
Step7: Summing up and assigning homework 设计说明：意在整体回顾整节课的教学内容，进一步了解本节课的教学框架；明确本节课的教学目标；作业的步骤是对本节课教学任务的延伸，要求学生复习今天学过的知识，并学会运用学过的知识。

高中英语《Chinese seasonal festival》优秀说课稿

高中英语《Chinese seasonal festival》优秀说课稿一、教材分析1.单元内容所体现的意义：本单元的主题为Celebration，主要是介绍了中外国家的一些主要节日，以及人们在一些重要节日的庆祝活动。

通过本单元的学习，可以帮助学生理解交际中的文化差异，初步形成跨文化交际意识。

2.课前的内容与本节内容的内在联系：在Warm-up 环节部分，学生已了解一些关于“庆祝”的内容及相关词汇，为本课的话题作了一些词汇和内容的铺垫。

二、学生分析1.学生年龄特点，和对学科学习的情感表现：学生对学习的内容有着强烈的好奇心，表现出多样的学习技能和策略，喜欢把语言学习与自己的现实生活和兴趣联系起来。

2.学生语言知识和技能：学生对本课话题Chinese Seasonal Festivals已具备一定的背景知识、经历和经验;况且在Warm-up 环节，学生已了解了一些相关的内容及词汇，这些都有助于语言活动的开展。

但是要用英语进行思维和表达，还是有一定的难度。

3.学生的学习策略和其他技能：高一的学生已初步具备用英语获取信息、处理信息、分析问题和解决问题的综合能力，但需进一步的提高。

三、教学目标1.语言知识目标：A.词汇和短语seasonal, journey, celebrate, traditional, including, LanternFestival, origin, decorate, take part in, burn down, sweet dumpling,culture, ZongziB.重点句子1)The Mid-Autumn Festival is celebrated by Chinese people.2)In the old days, dragon boat races were held in Chinese communities.3)Lanterns were usually lit by candles and decorated with picturesof birds…2.语言技能目标：1)提高从文章中获取主要信息，并进行分析、推理和判断的能力。

festivals

北师大版高中英语必修1 Unit3 Lesson 1 说课稿淮南师范学院化学与化工系材化六班王学勇设计理念：我设计这节课旨在通过对Festivals这篇文章的阅读，让学生了解阅读的策略———猜词及通过阅读标题预测文章内容，体验阅读策略，通过阅读教学，帮助学生逐步掌握一些阅读的技能，建立学习英语的自信心，培养他们的学习兴趣；并使学生逐步形成运用语言进行交流的能力。

一、教材分析1．单元内容所体现的意义：本单元的主题为Celebration，主要是介绍了中外国家的一些主要节日，以及人们在一些重要节日的庆祝活动。

通过本单元的学习，可以帮助学生理解交际中的文化差异，初步形成跨文化交际意识。

2．课前的内容与本节内容的内在联系：在Warm-up 环节部分，学生已了解一些关于“庆祝”的内容及相关词汇，为本课的话题作了一些词汇和内容的铺垫。

二、学情分析学生因刚从初中毕业进入高中阶段学习，对学习英语的热情及兴趣相当高涨，课堂较为积极、活跃，课堂气氛相当好，平时上课能与老师形成较为默契的配合。

经过三年的初中学习，已具备一定的阅读能力。

同时，从这篇课文所涉及的内容来看，对学生还是有相当的吸引力和了解的欲望。

因此，在设计这堂课时，要着重从激发学生的兴趣出发，介绍有关的背景知识，给学生布置具有挑战性的任务，让学生以话题(my favorite festival )为素材进行讨论或口笔头描述，使他们从活动中悟出这堂课的实质。

三、教学目标1.认知目标：A．词汇和短语celebration, traditional, include, the Lantern Festival, decorate, take part in, burn down, sweet dumpling, ZongziB．重点句子1）The Mid-Autumn Festival is celebrated by Chinese people all over the world.2）In the old days, dragon boat races were organized only by Chinese people.3）In the past,Lanterns were usually lit by candles and decorated with pictures of birds…2．能力目标：1)提高从文章中获取主要信息，并进行分析、推理和判断的能力。

unit 3 lesson 1 Chinese Seasonal Festivals

unit 3 lesson 1 Chinese Seasonal Festivals銆妘nit 3 lesson 1 Chinese Seasonal Festivals銆嬫暀瀛︽寚瀵?Objectives 鈻?To use pictures to help understand new words and to use the dictionary to check meanings. 鈻?To read a text quickly to find specific information. 鈻?To practise the Present Simple Passive, Present Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continous Passive. Resource used Grammar Summary 5. Possible problems Students should be encouraged to use the Passive. It is used more in English than in many other languages. Background Communal celebrations mark events such as changing seasons, religious days or political events; music, dance or costume are usually involved. Routes through the material 鈻?If you are short of time, set some of the exercises for homework. 鈻?If you have time, use one of the Options ideas. 鈻?If you have two periods for this lesson, a suitable natural break is after Exercise 4. Language Power: pages 76?C77. Mini-Grammar 9 Reading Before you start Exercise 1 鈻?Students look at the pictures and guess what is happening and what is being celebrated. Ask them to describe what they can see. 鈻?Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learn Exercise 2 鈻?Students look at the three titles (Summer, Autumn, Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring.鈻?Students read the texts quickly and do the matching. Answers Picture 1?CC the Dragon Boat Festival Picture 2?CA the Mid-Autumn Festival Picture 3?CB the Lantern Festival Exercise 3 鈻?Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three orfour minutes to read the whole text again. Students close their books, and in turn each group asks its questions for the rest of the class to answer.鈻?Students read the text again and fill in the table with the text information they get. 鈻?Have students check their answers in pairs. 鈻?Encourage students to add another festival they know well. 鈻?Students read the questions and find the answers in the texts by reading the texts again. 鈻?Have students talk about their festival in pairs. Answers Passage A: the Mid-Autumn Festival, September or October, moon cakes Passage B: the Lantern Festival, the fifteenth of the first month of the lunar calendar, sweet dumplings Passage C: the Dragon Boat Festival, the fifth day of the fifth month of the lunar calendar, Zongzi Exercise 4 鈻?Students discuss in pairs and tell the class their opinions. Language Power: the Word Corner on page 79 gives further practice in vocabulary (clothes). Grammar THE PASSIVE (I) Exercise 5鈻?Students identify that the passive is used when we don鈥檛know or there is no need to say who the 鈥渄oer鈥?of an action is. 鈻?Students then do the exercise, finding the sentences in the text and completing the verbs. 鈻?Refer students to Grammar Summary 5 to make sure they understand how to use the Passive correctly. 鈻?For further practice, ask students to answer questions about their school (or town), e.g. 鈥淲hen are school examinations held? When are school reports written? Where is football played? When are bells rung? When was this classroom cleaned? When was this school built?鈥?Answers 1. are made 2. were, organized Exercise 6 鈻?Have students look at the given sentences and ask them what tenses are used in them. 鈻?Encourage students to draw rules for the formation of the passive forms. Ask them to refer Grammar Summary 1,3,4 and 5 on pages 92?C93. Answers 1. has been arranged 2. is being collected 3. was being painted Exercise 7 鈻?Ask students if they have heard of the Water Festival.鈻?Students read the text to find out about the festival. Then read the text again and complete the verbs. Answers 1. is celebrated 2. is splashed 3. are carried 4. are told 5. is related 6. are washed 7. are raced 8. are launched 鈻?Have students close their books and ask them to say what they can remember about the festival. Exercise 8鈻?Students work in pairs, changing the sentences into the passive. Answers 1. My health is being affected by stress. 2. People are being moved out of the houses. 3. The mini-helicopter has already been invented by him. 4. The forest fire has been put out by them. 5. The car was being repaired when I got there. 6. The house was being decorated when the accident happened Vocabulary Exercise 9 鈻?Students may need to go back to the text to review the words before they start filling in the blanks. Answers 1. is lit 2. has decorated 3. mark 4. celebrate 5. was included 6. was burnt down 7 take part in 8. be boiled Language in Use Exercise 10 鈻?Students work in groups, writing out the questions and adding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish, they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10?C15 questions. Answers 1. Where is the Mid-Autumn Festival celebrated? (In China) 2. Where is 鈥渮ongzi鈥?eaten? (In China) 3. When is the Lantern Festival celebrated? (In China) 4. Who was the telephone invented by? (By Alexander Graham Bell) 5. Who was Romeo and Juliet written by? (By William Shakespeare) 6. Where are BMW cars made? (In Germany) Options Practice In groups, students prepare a written description of Spring Festival in China. Tell students they are writing for English speaking readers who have not visited China. Students can follow the structure of the texts in the coursebook and, if possible, illustrate their text with a suitable drawing or photograph. When the groups have finished, they can exchange papers for others to read. Extension Students, working individually or in pairs, carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.。

高中英语unit3 lesson1 Chinese seasonal festival教案(北师大版必修1)

Lesson 1 Chinese Seasonal FestivalTeaching aims:To use pictures to help understand new wordsTo read a text quickly to find specific informationTo practise the Present Simple Passive, Present Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continuous Passive.To practise spoken EnglishTeaching difficulties:To read a text quickly to find specific informationTo practise the Present Simple Passive, Present Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continuous Passive.Teaching Aids:computer and cassetteTeaching procedures:Ⅰ. Warming upT:What‟s your favorite season?S:T:(show some slides about “spring” “summer” “autumn” and “winter” )What f estivals happen during your favorite season?S: students will say out different festivals in different seasons.T: Today we will read three articles about Chinese Seasonal Festival, now gues s what festivals they are?S:T: They are the Mid-Autumn Festival, the Lantern Festival and the Dragon Boa t Festival. Before reading the text can you introduce these festivals in your own words?S:T: Ok, I‟m glad that your spoken English has improved. You can describe these festivals‟ character. Now let‟s read the text you will learn more from them.ⅡReadingRead the text and do the exercise (according to these pictures say out the name s of festivals)T: Are you interested in these festivals?S:T: Read the text quickly and the following sentences tell me which festival it b elongs to?1.On that day, many people try their best to go home to share the feeling of…being together‟ with families.2. This festival marks the end of the Chinese New Year celebration.3. This festival marks the beginning of the hottest season of the year.4. The special food for this festival is sweet dumplings.5. The festival falls on fifth day of the fifth month of the lunar calendar.6. On that day, the moon is said to be biggest and brightest.Answers: 1.the Mid-Autumn Festival 2.the Lantern Festival 3. the Dragon Boat Festival 4. the Lantern Festival 5. the Dragon Boat Festival 6.the Mid-Autumn FestivalⅢTalking and speakingDivide the class into three groups. Each group reads one section of the text care fully and writes four or five questions about it. Then give the class three or fou r minutes to read the whole text again. Students close their books，in turn each group asks its questions for the rest of the class to answer.Do the exercise 3Encourage students to describe other festivals they know well but th ey can‟t tell the name of the festival so that other students will be interested to guess what they are.ⅣVoice your opinion1. Do you think too much money is spent at festival times? Why or why not?2. Which festival in China is most important for children? Young people? Old p eople? Women and men?ⅤgrammarShow students the basic passive structure: be +past participate; be +being + parti cipateCompare a sentence of the active voice with one of the passive voice.Do the exercise 5, 6, 7 and 8ⅥVocabularyDo the exercise 9ⅦHomeworkDo the exercise 10。

高中英语春节微课教案模板

课程名称：高中英语春节文化微课课时： 1课时教学目标：1. 知识目标：学生能够了解春节的起源、习俗和意义。

2. 能力目标：学生能够运用英语介绍春节的相关内容，提高口语表达能力。

3. 情感目标：学生能够感受到中国传统节日的魅力，增强文化自信。

教学重点：1. 春节的起源和意义。

2. 春节的主要习俗，如贴春联、放鞭炮、吃年夜饭等。

3. 春节期间的人际交往用语。

教学难点：1. 春节文化中一些特殊习俗的英语表达。

2. 将春节文化背景知识与学生日常生活相联系。

教学准备：1. 多媒体课件，包括春节图片、视频、相关词汇和例句。

2. 学生准备：收集有关春节的资料，如图片、故事等。

教学过程：一、导入（5分钟）1. 展示春节图片，引导学生观察并描述图片内容。

2. 提问：同学们，你们知道这是什么节日吗？为什么这个节日被称为中国的春节？二、新课导入（15分钟）1. 介绍春节的起源和意义：- 利用课件展示春节的起源传说，如“年兽”传说。

- 解释春节在中华传统文化中的地位，如团圆、祈福等。

2. 介绍春节的习俗：- 贴春联：介绍春联的由来、意义和书写方法。

- 放鞭炮：讲解放鞭炮的习俗，以及其背后的寓意。

- 吃年夜饭：介绍年夜饭的菜品、意义和家庭成员的团圆。

- 其他习俗：如拜年、发红包、看春晚等。

3. 春节期间的人际交往用语：- 介绍春节期间常用的祝福语和问候语。

- 学生练习使用这些用语进行简单的对话。

三、活动环节（20分钟）1. 分组讨论：让学生分组讨论春节的习俗，并用英语介绍给其他小组。

2. 角色扮演：学生扮演不同角色，如家庭成员、亲朋好友，进行春节场景的英语对话。

四、总结与作业（10分钟）1. 总结：回顾本节课所学的春节文化知识，强调春节在中国文化中的重要性。

2. 作业：学生以“我的春节”为题，用英语写一篇短文，介绍自己过的春节。

五、板书设计- 春节- 起源：年兽传说- 意义：团圆、祈福- 习俗：贴春联、放鞭炮、吃年夜饭、拜年、发红包、看春晚- 人际交往用语教学反思：本节课通过图片、视频、小组讨论、角色扮演等多种形式，让学生深入了解春节文化，提高学生的英语口语表达能力。

高中英语《Chinese seasonal festival》说课稿_说课稿

高中英语《Chinese seasonal festival》说课稿各位评委老师：我今天要说的内容是高中英语《Chinese seasonal festival》，下面我将从以下几点开始说起!一.教材分析1.单元内容所体现的意义：本单元的主题为Celebration，主要是介绍了中外国家的一些主要节日，以及人们在一些重要节日的庆祝活动。

通过本单元的学习，可以帮助学生理解交际中的文化差异，初步形成跨文化交际意识。

2.课前的内容与本节内容的内在联系：在Warm-up 环节部分，学生已了解一些关于“庆祝”的内容及相关词汇，为本课的话题作了一些词汇和内容的铺垫。

二.学生分析1.学生年龄特点，和对学科学习的情感表现：学生对学习的内容有着强烈的好奇心，表现出多样的学习技能和策略，喜欢把语言学习与自己的现实生活和兴趣联系起来。

2.学生语言知识和技能：学生对本课话题Chinese Seasonal Festivals 已具备一定的背景知识、经历和经验;况且在Warm-up 环节，学生已了解了一些相关的内容及词汇,这些都有助于语言活动的1 / 7开展。

但是要用英语进行思维和表达，还是有一定的难度。

3.学生的学习策略和其他技能：高一的学生已初步具备用英语获取信息、处理信息、分析问题和解决问题的综合能力，但需进一步的提高。

三.教学目标1.语言知识目标：A.词汇和短语seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate, take part in, burn down, sweet dumpling, culture, ZongziB.重点句子1)The Mid-Autumn Festival is celebrated by Chinese people.2)In the old days, dragon boat races were held in Chinese communities.3)Lanterns were usually lit by candles and decorated with pictures of birds…2.语言技能目标：1)提高从文章中获取主要信息，并进行分析、推理和判断的能力。

《unit 3 lesson 1 Chinese Seasonal Festivals》教学指导

《unit 3 lesson 1 Chinese Seasonal Festivals》教学指导《unit 3 lessn 1 hinese Seasnal Festivals》教学指导betivesT use pitures t help understand ne rds and t use the ditinar t he eaningsT read a text quil t find speifi infratinT pratise the Present Siple Passive, Presentntinuus Passive, Past Siple Passive, Present Perfet Passive and Past ntinus PassiveResure usedGraar SuarPssible prblesStudents shuld be enuraged t use the Passive It is used re in English than in an ther languagesBagrund unal elebratins ar events suh as hanging seasns, religius das r plitial events; usi, dane r stue are usuall invlved Rutes thrugh the aterial If u are shrt f tie, set se f the exerises fr herIf u have tie, use ne f the ptins ideasIf u have t perids fr this lessn, a suitable natural brea is after Exerise 4 Language Per: pages 76?77 ini-Graar 9ReadingBefre u startExerise 1Students l at the pitures and guess hat is happening and hat is being elebrated As the t desribe hat the an seeStudents disuss hat their favurite seasns are and list the festivals in hina hih are assiated ith eah seasn Read t learnExerise 2Students l at the three titles (Suer, Autun, inter) and suggest hih festivals are assiated ith these three seasns in hina and if there are an assiated ith SpringStudents read the texts quil and d the athingAnsersPiture 1? the Dragn Bat FestivalPiture 2?A the id-Autun FestivalPiture 3?B the Lantern FestivalExerise 3Divide the lass int three grups Eah grup reads ne setin f the text arefull and rites fur r five questins abut it Then give the lass three rfur inutes t read the hle text again Students lse their bs, and in turn eah grup ass its questins fr the rest f the lass t anserStudents read the text again and fill in the table ith the text infratin the get Have students he their ansers in pairsEnurage students t add anther festival the n ellStudents read the questins and find the ansers in the texts b reading thetexts againHave students tal abut their festival in pairsAnsersPassage A:the id-Autun Festival, Septeber r tber, n aesPassage B:the Lantern Festival, the fifteenth f the first nth f the lunar alendar, seet duplingsPassage :the Dragn Bat Festival, the fifth da f the fifth nth f the lunar alendar, ZngziExerise 4Students disuss in pairs and tell the lass their pininsLanguage Per: the rd rner n page 79 givesfurther pratie in vabular (lthes)GraarTHE PASSIVE (I)ExeriseStudents identif that the passive is used hen e dn’t n r there is n need t sa h the “der” f an atin isStudents then d the exerise, finding the sentenes in the text and pleting the verbsRefer students t Graar Suar t ae sure the understand h t use the Passive rretlFr further pratie, as students t anser questins abut their shl (r tn), eg “hen are shl exainatins held?hen are shl reprts ritten? here is ftball plaed?hen are bells rung? hen as this lassr leaned? hen as this shl built?” Ansers1 are ade2 ere, rganizedExerise 6Have students l at the given sentenes and as the hat tenses are used in the Enurage students t dra rules fr the fratin f the passive frs As the t refer Graar Suar 1,3,4 and n pages 92?93Ansers1 has been arranged2 is being lleted3 as being paintedExerise 7As students if the have heard f the ater FestivalStudents read the text t find ut abut the festival Then read the text again and plete the verbsAnsers1 is elebrated2 is splashed3 are arried4 are tld is related 6 are ashed7 are raed 8 are launhedHave students lse their bs and as the t sa hat the an reeber abut the festival Exerise 8Students r in pairs, hanging the sentenes int the passive Ansers1 health is being affeted b stress2 Peple are being ved ut f the huses3 The ini-helipter has alread been invented b hi4 The frest fire has been put ut b theThe ar as being repaired hen I gt there6 The huse as being derated hen the aident happenedVabularExerise 9Students a need t g ba t the text t revie the rds befre the start filling in the blansAnsers1 is lit2 has derated3 ar4 elebrateas inluded 6 as burnt dn7 tae part in 8 be biledLanguage in UseExerise 10Students r in grups, riting ut the questins andadding re f their n questins using the Passive Tell students the ust n the ansers t their questins If u ish, the an finish the questins fr her and use referene sures t he their ansers Eah grup shuld have beteen 10?1 questins Ansers1 here is the id-Autun Festival elebrated? (In hina)2 here is “zngzi” eaten? (In hina)3 hen is the Lantern Festival elebrated? (In hina)4 h as the telephne invented b? (B Alexander Graha Bell)h as Re and uliet ritten b? (B illia Shaespeare)6 here are B ars ade? (In Geran)ptinsPratieIn grups, students prepare a ritten desriptin f SpringFestival in hina Tell students the are riting fr English speaing readers h have nt visited hina Students an fll the struture f the texts in the urseb and, if pssible, illustrate their text ith a suitable draing r phtgraph hen the grups have finished, the an exhange papers fr thers t readExtensinStudents, ring individuall r in pairs, arr ut a researh pret (using referene bs r the Internet) t find ut abut a seasnal festival in anther untr Students thenprepare a shrt tal abut this festival t give t the lass。

Chineseseasonalfestival高中英语优秀说课稿

《Chineseseasonalfestival》高中英语优秀说课稿(2)教学目标：名句鉴赏是诗词鉴赏的一个重要内容和重要手段。

先从语感入手，让学生按自己的感受来说。

让学生理解意象与意境的关系：意境由意象组成。

而意境制约着其中的每一个意象。

一个成功意境中的诸意象几乎是无可置换的。

一、教材分析1.单元内容所体现的意义：本单元的主题为Celebration，主要是介绍了中外国家的一些主要节日，以及人们在一些重要节日的庆祝活动。

通过本单元的学习，可以帮助学生理解交际中的文化差异，初步形成跨文化交际意识。

2.课前的内容与本节内容的内在联系：在Warm-up 环节部分，学生已了解一些关于“庆祝”的内容及相关词汇，为本课的话题作了一些词汇和内容的铺垫。

2.学生语言知识和技能：学生对本课话题Chinese Seasonal Festivals 已具备一定的背景知识、经历和经验;况且在Warm-up 环节，学生已了解了一些相关的内容及词汇，这些都有助于语言活动的开展。

但是要用英语进行思维和表达，还是有一定的难度。

3.学生的学习策略和其他技能：高一的学生已初步具备用英语获取信息、处理信息、分析问题和解决问题的综合能力，但需进一步的提高。

语文新大纲要求体现学生的主体性，师生互动性。

教师在课堂上主要起到引导和组织作用。

语文教学主要是主题式探研。

以上四种教学方法充分体现了这一精神。

此外还可灵活运用提问法、讨论法、练习法和板书图示法。

三、教学目标1.语言知识目标：A.词汇和短语seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate, take part in, burn down, sweet dumpling, culture, Zongzi学校名称：加拿大圭尔夫大学University of Guelph所在位置：加拿大，学校设置类型：综合性大学创建时间：1964年学历：语言专科本科研究生网络课程学校性质：公立学生人数：19408人院校地址：Admission ServicesUniversity of Guelph50 Stone Road EastGuelph, Ontario N1G 2W1CanadaB.重点句子1)The Mid-Autumn Festival is celebrated by Chinese people.因此，根据新课程标准倡导的自主、合作、探究的学习方式，以及教材和学生的特点，我制定了本堂课的教学目标及重难点。

高中英语 Unit3 lesson 1 Chinese Seasonal Festivals教案北师大版必修1

《unit 3 lesson 1 Chinese Seasonal Festivals》教学指导Objectives■ To use pictures to help understand new words and to use the dictionary to check meanings. ■ To read a text quickly to find specific information.■ To practise the Present Simple Passive, PresentContinuous Passive, Past Simple Passive, Present Perfect Passive and Past Continous Passive. Resource usedGrammar Summary 5.Possible problemsStudents should be encouraged to use the Passive. It is used more in English than in many other languages.Background Communal celebrations mark events such as changing seasons, religious days or political events; music, dance or costume are usually involved. Routes through the material■ If you are short of time, set some of the exercises for homework.■ If you have time, use one of the Options ideas.■ If you have two periods for this lesson, a suitable natural break is after Exercise 4. Language Power: pages 76?C77. Mini-Grammar 9ReadingBefore you startExercise 1■ Students look at the pictures and guess what is happening and what is being celebrated. Ask them to describe what they can see.■ Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learnExercise 2■ Students look at the three titles (Summer, Autumn, Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring.■ Students read the texts quickly and do the matching.AnswersPicture 1?CC the Dragon Boat FestivalPicture 2?CA the Mid-Autumn FestivalPicture 3?CB the Lantern FestivalExercise 3■ Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three orfour minutes to read the whole text again. Students close their books, and in turn each group asks its questions for the rest of the class to answer.■ Students read the text again and fill in the table with the text information they get.■ Have students check their answers in pairs.■ Encourage students to add another festival they know well.■ Students read the questions and find the answers in the texts by reading the texts again. ■ Have students talk about their festival in pairs.AnswersPassage A:the Mid-Autumn Festival, September or October, moon cakesPassage B:the Lantern Festival, the fifteenth of the first month of the lunar calendar, sweet dumplings Passage C:the Dragon Boat Festival, the fifth day of the fifth month of the lunar calendar, Zongzi Exercise 4■Students discuss in pairs and tell the class their opinions.Language Power: the Word Corner on page 79 givesfurther practice in vocabulary (clothes).GrammarTHE PASSIVE (I)Exercise 5■ Students identify that the passive is used when we don’t know or there is no need to say who the “doer” of an action is.■ Students then do the exercise, finding the sentences in the text and completing the verbs. ■ Refer students to Grammar Summary 5 to make sure they understand how to use the Passive correctly.■ For further practice, ask students to answer questions about their school (or town), e.g. “When are school examinations held?When are school reports written? Where is football played?When are bells rung? When was this classroom cleaned? When was this school built?”Answers1. are made2. were, organizedExercise 6■ Have students look at the given sentences and ask them what tenses are used in them.■ Encourage students to draw rules for the form ation of the passive forms. Ask them to refer Grammar Summary 1,3,4 and 5 on pages 92?C93.Answers1. has been arranged2. is being collected3. was being paintedExercise 7■ Ask students if they have heard of the Water Festival.■ Students read th e text to find out about the festival. Then read the text again and complete the verbs.Answers1. is celebrated2. is splashed3. are carried4. are told5. is related6. are washed7. are raced 8. are launched■ Have student s close their books and ask them to say what they can remember about the festival. Exercise 8■ Students work in pairs, changing the sentences into the passive. Answers1. My health is being affected by stress.2. People are being moved out of the houses.3. The mini-helicopter has already been invented by him.4. The forest fire has been put out by them.5. The car was being repaired when I got there.6. The house was being decorated when the accident happenedVocabularyExercise 9■ Students may need to go back to the text to review the words before they start filling in the blanks.Answers1. is lit2. has decorated3. mark4. celebrate5. was included6. was burnt down7 take part in 8. be boiledLanguage in UseExercise 10■ Students work in groups, writing out the questions andadding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish, they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10?C15 questions.Answers1. Where is the Mid-Autumn Festival celebrated? (In China)2. Where is “zongzi” eaten? (In China)3. When is the Lantern Festival celebrated? (In China)4. Who was the telephone invented by? (By Alexander Graham Bell)5. Who was Romeo and Juliet written by? (By William Shakespeare)6. Where are BMW cars made? (In Germany)OptionsPracticeIn groups, students prepare a written description of SpringFestival in China. Tell students they are writing for English speaking readers who have not visited China. Students can follow the structure of the texts in the coursebook and, if possible, illustrate their text with a suitable drawing or photograph. When the groups have finished, they can exchange papers for others to read.ExtensionStudents, working individually or in pairs, carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.。

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