高中英语Module4Carnival高二英语ReadingTheMag.docx

Module 4 CarnivalIntroduction and reading 教学设计成都列五中学大邑分校 胥明of the teaching material 教材分析本模块的主题是狂欢节。以西方的几种主要传统节日作为导入，接着通过各种活动详细介绍狂 欢节的历史、发展、种类及人们的活动、饮食、服饰和习俗。其中有关食物和节日的词汇，和表达 喜好和厌恶的句型又可以引申到中国传统节日和习俗，有益于培养学生的跨文化意识。本节课主要侧重阅读部分的学习，把Introduction的部分内容和Reading整合在一起。本着新 课标“以学生为主体，以教师为主导”这一思想，围绕着课文，具体设计了与课文内容相关的的活 动任务，充分发挥学生的主观能动性。Analysis of the students 学情分析高二学生具有一定的词汇量，具备一定的通过阅读获取信息的能力，能提取，筛选简单文章中 的信息，但在信息的整合和学习反思方面，需要教师的适时引导。文科班的学生思维，性格较活跃, 为课堂上合作探究学习等活动提供了可能性。但县级普通中学的学生基础比较薄弱，所以在课堂活 动的设计上给学生一定的支架，让全班同学都能积极参与到课堂活动中去，体验成功的喜悦。Teaching aims教学目标1 .阅读能力目标：培养学生归纳文章大意，获取细节信息及阅读表达的能力。2 .语言运用目标：引导学生通过输入语言信息，学会使用和输出语言。3 .情感目标：学生通过合作探究，了解西方相关节日信息，增强文化意识。Teaching important points 教学重点.引导学生通过阅读了解对狂欢节的描述、起源和历史沿革并摘录要点，能从文章中提取和 筛选信息并进行重组。1 .引导学生在阅读任务的处理中训练阅读技巧，提高相关阅读能力。Teaching difficult points 教学难点1 .如何引导学生正确灵活使用Skimming, scanning等阅读技巧。2 .如何引导学生通过小组合作并在老师帮助下完成语言学习由输入到内化的过程。Teaching methods 教学方法本节课主要采用任务型阅读教学方法和情景教学法。Teaching procedures & ways 教学过程与方式Step 1. GreetingsStep 2. Introduction and lead-inBrainstorming about Chinese festivals.1. Show some pictures about western festivals, and try to match the festivals with the descriptions.(设计意图：从学生熟悉的话题开始，由此引出“西方节日”话题，让学生了解西方相关节日信息，激发学生的阅读兴趣和热情，为阅读作铺垫。)Step 3. Fast-readingTaskl Read the passage quickly and try to match the main idea with each paragraph.(Ask students to get the key words , phrases or topic sentences of each paragraph.)Paragraph 1A. The meaning of carnival and how it was celebrated.Paragraph 2B. The law about wearing masks in Venice .Paragraph 3C. People's general impression of carnival.Paragraph 4D. How carnival is celebrated in Venice today and thefeature of it.Paragraph 5E. Carnival in Venice and the problem it caused.Paragraph 6 F. The revival of the tradition of celebrating carnival in Venice .(设计意图：这一部分旨在引导学生快速浏览文章段首，抓关键词,对课文内容和结构进行整体 理解；针对学生实际情况，在具体任务设计中降低了难度，引导学生积极参与到活动中去，并纠正 逐词阅读的错误习惯，培养学生正确的阅读方法。)Step4. Careful ReadingTask 1 Complete the sentences with the correct words and phrases.( Activity2 on page 32)(Ask students to check their answers with each other, and give their reasons.)1. Carnival originates from.A. South America B. North America C. Europe2. It is celebrated.A. before Christmas B. between Christmas and Easier C. after Easter3. At carnival people.A. don't eatB. don't eat meat C. eat and drink4. The first carnival in Venice lasted for.A. one dayB. five days C. forty days5. In Venice people covered their with masks.A. eyesB. facesC. hair6. The government of Venice the wearing of masks.A. encouragedB. limited C. stopped7. The original Venice carnival came to an end about years ago.A. 500氏 200C. 308. The idea to start the carnival again came from.A. touristsB. studentsC. the government(活动设计意图：把书本上设置的较简单的选择题放手交给学生合作处理，老师作补充。目的是 让学生在相互交流合作中增强信心，提高学习积极性。)Task 2 Read the passage carefully and answer the questions.1. What is the spirit of Venice carnival? (Within 5 words)2. Why do people like wearing masks at carnival? (Within 1() words)3. Why did the government ban masks at carnival? (Within 1() words)（设计意图：以上两个部分都旨在运用察读的策略把握文章具体细节，并培养和规范学生做阅 读表达题的能力和方法，符合高考对阅读理解的考察。任务设置由浅入深、循序渐进，力争全班 同学都能积极地参与到课堂活动中来，获得成功的体验。）Step5 Post ReadingActivity 1 Work in pairs and try to retell the passage according to the outline. Carnival comes from. Having fun meant. The most famous carnival . At the beginning, . As time passed, . .But many crimes. The government realized that. So at the end of the 18th century, . But in the 1970s the tradition . Today,.（设计意图：这部分主要考查学生对文木内容的整体把握，也是引导学生通过小组复述课文 的方法将信息内化，把较多的内容简单化，条理化，这也是语言学习由输入到内化的过程。 针对本班实际情况，适当降低任务难度，让所有学生都能参与到活动中来，获得提高。）Acticit、2 Watching a video and DiscussionDo you think masks should be banned at carnival? Why?（设计意图：通过播放视频让学生对意大利狂欢节有一个更直观的感受，并由此引导学生自由 发表自己的观点，运用所学知识进行大胆的口语表达训练，提高学生的语言运用能力。）Step 5. Homework1. Read the passage again and finish Activity 3 and 4 on the textbook. （A , B 组）2. Read the passage on Page 87 and do the exercises. （A 组）Write a short passage about your favorite festival. （B 组）（设计意图：分层设计课后作业，让不同层次的学生都能对课内所学知识和技能进行巩固，扩展, 有利于学生综合能力的培养。）Evaluation自我评价这堂课你的收获有哪些？发现自己在阅读中还存在什么问题？可以采取什么措施去解决？（设计意图：通过自我评价，引导学生主动去反思自己本堂课所学知识，发现自身在阅读中存在的 问题，让学生真正成为学习的主人。）