人教版 (2019)必修 第三册Unit 1 Festivals and Celebrations教学设计

个人教学设计

课题名称：Unit 1 Festivals and Celebrations

姓名

工作单位

年级学科

高二年级英语

教材版本

人教版

一、教材分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）

This lesson is a writing lesson. The topic of this lesson is about different kinds of festivals and its development along the history. It gives a brief introduction of all kinds of festivals. These festivals play an important role in the culture of all over the world. By the end of this class, the students can know better about various festivals and their tradition. Besides through learning this lesson, students can know more about the different culture, realize the importance of the traditional festivals and develop their interest towards different culture.

二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点）

1. Teaching objectives

①Knowledge objective:

Students can grasp some words and expressions, analyze the difficult and long sentences. They also can know more about the festivals and celebrations, and different kinds of festivals activities through this writing.

②Ability objective:

Students can understand the main idea and obtain the key information of all kinds of festivals, then improve ability of expression. Students also can improve the writing ability and analyze the basic elements of the festivals also enhance logical thinking ability.

③Emotion objective：

Students can know more about the traditional festivals and culture, realize the importance of traditional Chinese culture and develop their interest towards festivals and inherit the important culture.

2. Teaching focus and difficulties

①Teaching focus:

Students can know more about traditional culture and know more different kinds of culture of all over the world. Students can master the main difference between the Chinese traditional culture and the foreign culture.

Justification: According to the teaching objectives, this focus is the basic ability that students must master for this unit. Especially master the main difference between the Chinese traditional culture and the foreign culture.

②Teaching difficulties:

1. Students can grasp some words and expressions, analyze the difficult and long sentences. They also can know more about the festivals and celebrations, and different kinds of festivals activities through this writing.
2. Students can know more about the traditional culture, realize the importance of the culture and develop their interest towards the different culture, using some sentences to express and describe our traditional culture.

Justification: Improve the writing ability and analyze the different elements between the Chinese culture and the foreign culture. Know more about the traditional festivals and culture, realize the importance of traditional Chinese culture and develop their interest towards festivals and inherit the important culture.

三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）

The basic knowledge of senior high school students is relatively weak. At the same time, this topic can help students understand some relevant knowledge of traditional culture. The request to the students should not be too difficult, but to be able to understand the students. The exercises given by the teacher should meet the foundation of the students, which is not difficult and too difficult, otherwise it will hit the students' self-confidence.

四、教学策略设计（针对学习流程，设计教与学的方式）

Task-based approach and Situation teaching method

五、教学过程（设计本课的学习环节，明确各环节的子目标）

教师活动

预设学生活动

设计意图

Step 1 Warming-up

1. Presents some pictures of different kinds of festivals on the PPT.

Asks students look at the pictures, lets them guess which of countries those festivals belong to and if they know more about the meaning or the elements of these festivals.

Show the festival to the students according to the picture or ask students to express what they have known about these festival and their traditional activities.

Use pictures to lead in and to make the lesson more interesting and vivid; stimulate students' learning interest and their motive of learning.

Step 2 Pre-writing

According to the pictures, the students will show them some traditional Chinese festivals, explaining the origin of these festivals, their customs and activities, or their meaning.

Give some key and difficult words and phrases, let the students remember.

Students first think about the customs and origins of these festivals according to the pictures given by the teacher. After the teacher gives the picture, and then enrich their understanding of the relevant festivals. Then we accumulate the corresponding knowledge and master the key words and expressions.

Through the introduction of relevant traditional festivals, we help students to acquire some relevant festival knowledge and accumulate enough background knowledge before writing.

Step 3 While-writing

1. Students themselves to write according to the existing knowledge, and try to use some important phrases and expressions explained by the teachers to polish their own articles.
2. After writing, let the students have an exchange and correction, and let your deskmates help you observe or find out the advantages of this article, such as well-used phrases or important and difficult sentences. Secondly, it also analyzes the structure of this article and gives whether there is any deficiency. And give your own advice.

1. Students complete their articles according to the key and difficult sentences and expressions given by the teacher, and try to use the advanced giant to express their ideas.
2. After writing well, exchange corrections with students, give students 'own suggestions for students' articles, and mark the advantages and disadvantages in the article.

The first writing is to check the students' self-expression ability and examine their knowledge input, and to check whether the students will use the existing knowledge background to correctly express their views and views. After writing, students correct each other to check students' critical thinking ability to correct errors. You can check your deskmate to find your own shortcomings and learn from the excellent classmates around you

Step 4 Post-writing

1. After both the writing and the correction are done. Teachers can first ask students to express their ideas in Chinese, and then let students extract the grammar points or phrases.
2. Then guide the students to summarize these scattered word phrases into a sentence, that is, the so-called conjunction into sentences. And the students are then led to check for the integrity of the sentence and for the ability to rewrite a simple sentence into a more advanced sentence. If not, the teacher needs to guide the students step by step.

According to the teacher's prompts to express their own important phrases and words or important sentence patterns, and then the students who have a foundation can connect the words into sentences. Students with a weak foundation can complete the sentences according to the teacher's guidance. Secondly, for those students with a good foundation they can copy their own advanced sentence patterns.

After writing, this part of the task is to help students find their own advantages and disadvantages, at the same time according to the guidance of the shortcomings of the original article, is the students' article more perfect

Step 5 Summary and Homework

Let the students summarize what aspects of writing this article should be roughly started from or what are the necessary factors to include is complete. Or the article will use the resulting key and difficult sentence patterns to accumulate. Homework is to ask students to correct their own articles according to the teacher and classmates' explanation, and give the best final version.

Make a short summary of what they learned this class, with the help of teacher and the listen carefully the supplements given by teacher. Correct their own articles according to the teacher and classmates' explanation, and give the best final version.

To further check the students 'lectures and check the students' feedback. Finally, according to the teacher's explanation for summary and rectification, to achieve the purpose of consolidating knowledge.

六、教学评价设计（创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。也可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价）

The time of the teaching activities may not be enough, so the teacher should adjust the activities, complete the necessary activities, and omit the other key teaching activity links.Teachers should also further implement their teaching goals in class.

七、教学板书（本节课的教学板书）