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高中Book5 Module 4 carnival


Module 4 Carnival

教案---Introduction and reading

Teaching aims:1. To revise Chinese and western festivals. 2. To develop the students reading ability. 3. To understand what is about Carnival.

Important and difficult points: 1 Get the students to understand the history of carnival.2 Get the students to describe the festivals in groups. Teaching procedures: Step 2. Introduction Step 1. Revision. Read the new words of this passage.

1. We have learned many festivals both Chinese and the

Western. What festivals do you know? Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals. Make a list of them on the blackboard.. 2. Turn to Page 31—Match the festivals with the description. Step 3. Lead-in Today we will learn another festival ---- Carnival. It originates

from Europe, and during these days, people often love wearing special clothes and masks for it. Step 4. Fast-reading Match the main idea with every paragraph. Paragraph 2 B the

Paragraph 1 A meaning of carnival and how it was celebrated law about wearing masks

Paragraph 3 C general impression of carnival Paragraph 5

Paragraph 4 D how it is celebrate today in Venice and the feature of it E carnival in Venice and the problem it caused tradition of celebrating it.

Paragraph 6 F the revival of the

Module 4 Carnival I. Analysis of the content 本模块的主题是 Carnival(狂欢节)。主要是通过对外国文化及重大节日的学习 使学生掌握有关的词汇, 培养有关的语言技能并且增强跨文化交际意识和爱祖国 爱家乡的意识。最后能用电子邮件的形式描述一个中国的节日。 部分通过四个 对话活动,引出本模块的主题—节日,同时也引入与节日相关的词汇。通过这些 活动,让学生初步熟悉相关的词汇,为下一步阅读学习活动做好准备。 Reading and Vocabulary 主要介绍了狂欢节的有关情况。编者围绕课文设计了四个与课文 内容和词汇相扣的练习。通过这些练习,学生可以巩固课文内容,学会使用与课 文相关的词汇。 Grammar 部分主要复习和巩固被动语态的用法。 是教学生如何 使用录音来帮助自己提高口语能力。 词汇部分通过图片和问题引入与食品有关的词汇。听力内容是关于西方节日的。 通过七个活动进一步扩大和巩固本模块的主题,同时也学习相关词汇。 Vocabulary and Listening 中的句子让学生学会一些非常有用的英语日常用语。主 要介绍了交际功能“喜欢、不喜欢和偏爱”的语句,要求学生学会运用 should 和 must 向对方提出忠告。 Reading and writing 部分通过一封介绍 Notting Hill 狂欢 节的电子邮件,让学生学习掌握电子邮件的基本结构和描述一个节日所需的要 素,并学习用电子邮件的格式,介绍一个中国传统节日。 介绍了狂欢节的演变, 帮助学生加强对西方文化的学习和了解。 部分要求学生用前面所学的知识,以 书面的形式向访问中国的外国人描述一个中国传统节日。 主要内容是归纳总结 了本单元的重点词汇,语法知识,功能用语和日常用语,帮助师生回顾和复习本 单元的重要内容, 有利于教师反思教学过程和学生复习总结,培养其自我检验和 自学的能力。 II.教学重点和难点 1. 教学重点 (1) 本模块的生词,短语和句型 (2) 语法项目:动词的-ed 形式和 被动语态的用法 (3) 正确理解表达“喜欢、偏爱”在语气、态度、用词等方面的 差异 (4) 了解和熟悉一些西方国家的节日以及食谱,比较中外节日的差异,并 从中分析了解东西方文化的特点 (5)本模块的交际用语。 2. 教学难点 (1) 语法项目:动词的-ed 形式和被动语态的用法 (2)复习“喜 欢,不喜欢和偏爱”的表达法并就语气、态度、用词等方面作区分 (3) 帮助学 生了解西方文化及传统文化 III.教学计划 经过对教材内容的分析和重组,本模块可以分六课时教授: 第一课时:New Words and Expressions 第二课时:Introduction , cultural corner 第三课时:Reading and Vocabulary

第四课时:Grammar 第五课时:Learning to learn, Vocabulary and Listening , Everyday English, Function 第六课时:Writing, Workbook IV.教学步骤: Period 1 New Words and Expressions Teaching aims: 1. To help Ss master the pronunciation of these new words and expressions 2. To learn and master the new words and phrases Important and difficult points: Let the Ss read the new words according to the phonetic symbol. Teaching procedures: Step1.pronunciation 1.Ask the Ss read the new words and expressions one by one ,and correct their pronunciation. 2.Read after the tape . 3.Give three minutes to Ss to practice by themselves and make sure they have no question on the pronunciation of these new words. Step2.explain some important words and expressions 1. hide(hid, hidden) vt. 隐藏;掩饰(感情);遮住。vi. 躲藏 e.g. He hid his face in his hands. Where is he hiding? →hide up 包庇坏人 hide out 躲藏(口) hide away 躲藏;隐藏 hide sth. from sb. 把某事隐瞒着某人 hide-and-seek 捉迷藏 a hiding place 藏身之处 →hiding: (u.n)躲藏处,痛打 (c.n) hidden:秘密的;隐蔽的 2. confusion n.杂乱;混乱 be a confusion of 一片混乱的 in confusion 处于混乱状态

e.g. The painting was a confusion of colors. Everything is in confusion. →confuse vt. 使困惑;混淆 confuse…with… 把?和?混淆 →confusing 使人困惑的 confused 感到困惑的 →satisfy, interest, excited, embarrass, relax, surprise, astonish, puzzle, frighten, amaze, delight, shock, disappoint, relax… 3. pretend vi. 假装,佯装【后接名词、不定式短语以及宾语从句作宾语,不接 v.-ing 形 式】;宣称,自称 e.g. She pretended illness. e.g. He pretended not to notice. e.g. Let’s pretend to be soldiers. = Let’s pretend (that) we are soldiers. e.g. She pretends to beauty. 4. dress up 装扮,打扮 →dress n.连衣裙;衣服 vi.穿衣 vt.给??穿衣 [词义辨析] wear, have on, put on, dress wear“穿、戴”,后接衣服、鞋袜、手套等名词,还可以表示佩戴首饰、留发型或 胡须等情况。侧重穿着的状态 have on “身着”,表示穿着的状态,没有进行时态 put on “穿上”, 后接衣服、鞋袜、手套等名词。侧重穿戴的动作。反义词 take off dress 及物动词,“给??穿衣”,宾语是人,表动作;不及物动词后常接 well/badly/casually 等副词,表状态 →dress up as 打扮成 dress up in 穿上??衣服/穿上??颜色的衣服 dress sb./oneself 给某人/自己穿衣 be/get dressed in 穿着 (某种颜色的衣服) dress for 为(某场合)穿上礼服 e.g. We dressed him up as a pirate.

__dress___ up in pink, she looks like a princess. 5. memory n. [C]记忆;记忆力;[C]回忆;记忆的东西(事情);[U]记忆,对??的回 忆 e.g. I have a bad memory for names. The war is an unpleasant memories for him. He is gone, but his memory remains to guide the living. →from memory 凭记忆 in memory of(=to the memory of)为纪念?? have a good/ poor memory 记忆力好/不好 commit to memory 记住,背熟 →memorize vt. 默记;记住 memorial adj. 纪念的;记忆的 n. 纪念碑,纪念馆 e.g.She finally memorized the word. 6. revive vt. 使复兴;(使某人/某物)恢复健康,力量或知觉;(使)苏醒,振作; 重新 使用(某物),使(某事物)恢复活动或重新流行 e.g. The flowers will revive in water. He will revive in the fresh air. My hope has revived. Many old customs are revived recently. →revival n. 苏醒;复活;复兴 7. wander vi.漫步,闲逛;流浪;迷失方向;离题;(河流等)蜿蜒,曲折地流; (注意 力)不集中,走神 e.g. The boys wandered around the town with nothing to do. He wandered from the right path. The stream wanders through the forest.

As he spoke, my thoughts wandered. →wanderer n. 漫游者;流浪汉 wandering adj.漫游的;闲逛的 8. consist of 由??组成;由??构成(不用于被动式和进行式) 【近义辨析】make up“组成”,其被动式 be made up of=consist of =be composed of e.g. A →consist in 在于,存在于 e.g. Happiness consists in struggle. consist with 并存;一致 e.g. Theory should consist with practice. 9. mark n.痕迹,污点;标记,记号,印记;分数;目标,指标 e.g. You have left dirty marks on the floor. The horse has a white mark on its left leg. Did you get get a good mark? He hit the mark nine times. vt. 打分; 标出, 标志, 表明; 留下印记, 留痕迹于; 纪念, 庆祝 e.g. I’ve got a pile of exam papers to mark. The hot cup will mark the table. 10. trade n.贸易,买卖,生意【U】;收益,行业,职业【C】 vi.做买卖,做生意 vt.交换 trade in 买卖 trade…for… 用??交换?? trade with…和??做生意 trade sth. with sb. 用某物和某人交易 make a trade 进行 贸易 e.g. He trades in furs. He traded information for money. Chinese trade teas and silvers with Westerners.

Step3 Homework Do exercise 3 on page 32 and exercises on page 86 (workbook)

Module 4

Carnival 教案

Period Four Cultural corner & Reading in workbookP87 Step 1 Lead in Step 2 Fast Reading Read the passage quickly and put the main ideas of the five paragraphs into the right order. ( ( ) The slave trade brought millions of black people to the new world. ) We can understand what carnival is all about by reading the history of

America and the meeting of two cultures. ( ( ) Carnival became a celebration of freedom. ) As time went on, carnival became a way of uniting different communities and

now it has become a celebration of life itself. ( ) The slaves were forced to watch their European masters to celebrate carnival

and then they began to hold carnival with their own features. Step 3 Careful Reading Read the passage again and choose the best answer. 1. A larger number of slaves were taken to America because ___________. A. they had to make a living there B. large farms need labor force in America D. America was richer than Africa

C. there were no labor force in America

2. Walking around a village with masks and singing songs means _______ in African traditions. . A. they are in high spirits B. they have got something good D. to frighten ghosts away

C. that will bring them good luck

3. Nowadays carnival means______________ A. remembering the past B. honoring the harvest

C. drinking, dancing, eating etc. Step 4 Consolidation

D. uniting of different communities

1. The arrival of Europeans in America, and the opening of huge farms and plantations to grow cotton, fruit and vegetables, meant________________________ (急需)for people to work on them. 2.Millions of people ________________(被强行带走)from their homes in Africa and ________(运送) to the New World to________________(当奴隶) . 3.When the slave trade _____________(被废除)in 1838 the former slaves ____________(沿袭了)the carnival. 4.They painted their faces white, _________(模仿)their masters and ________ _______ ______(取笑) them. 5._________________________(随着时间的流逝), the white inhabitants of the islands began to ________ _________ ________(加入) the carnival, too. Step 4 Post-reading Read the passage "Christmas Traditions" in the workbook on page 87 and finish doing activities 7&8. Step 5 Discussion: Describing a Chinese festival (eg: the Spring Festival) Work in groups. Choose a Chinese festival. Discuss with things and write notes: ● where and when it is celebrated ● what happens during the festival ● costumes and food Step 5 Homework Write a description of the festival for visitors to China. countdown strike the bell New Year’s Day Valentine’s Daychocolaterose April Fools’ Day

标题 :the magic of the mask Para1. Think of carnival, you crowds, costumes and confusion. 外研版高中英语第五册(必修 5) 教案设计 (A) Module 6 Animals in Danger 第一课时:阅读 教学内容:Introduction, Reading 教学目标:1. 掌握一定的词汇、短语和句型。2. 通过阅读文章,使学生了解濒 危动物——藏羚羊 3.通过阅读讨论等活动,使学生了解保护动物的重要性 教学方法: 问答法,小组讨论法 教学原则:1. 课前让学生上网搜查濒危动物的信息,让学生在课前就对本单元 话题有充分的了解。 2. 通过学生自己对濒危动物的介绍, 引入话题——藏羚羊。 3. 阅读文章之前,通过快速阅读进行分段,让学生先从整体上把握文章大意。 然后提出问题, 让学生带着问题进行阅读,有利于学生对于文章细节的快速掌握 及理解。 最后让学生观看一段录像, 发表观点。 扩展视野的同时, 也能对学生听, 说方面的能力进行培养。 并且能够使学生在学习中互相帮助,有利于学生的合作 和探究式学习。 教学程序: 第一部分:Introduction Step 1:作业展示 介绍一个自己喜爱的濒危动物, 以及他的现状。 (可以通过图片, 视频进行展示。 ) Step2: 濒危动物知识测验在学生对于濒危动物有所了解之后,把 introduction 中 的知识设计成几个选择题,即对前面的活动进行总结,又对教材有所利用。 1. How many Siberian tigers are left today? a. about 10,000 b. about 100,000 c. about 1,000 2. How many pandas are there in China? a. 1,590 b. 15,900 c. 159,000 3. How many animal species are in danger now? a. 1,200 b. 12,000 c. 120,000 By No. 55 High School Tang Lan

4. How many antelopes are left? a. 50,000 b. 5,000 c. 500,000 Step3: 讨论:四人一组,对书上 Introduction 第三项练习中所列出的造成动物濒 危的原因逐一分析,并选出你组认为最主要的原因,并陈述观点。 第二部分:Reading Step 1 在进行课文分析之前,根据 Reading 部分第四项练习,先来处理文中出现 的新词汇和短语等。 Step 2 快速阅读文章,对文章进行分段并阐述理由,核对答案。 Part1. Para.1 an example of saving the Antelopes Part2. Para.2-3 the reason of killing the antelopes Part3. Para4-5 the measure and the result of protection Step 3 听录音,回答 Reading 部分第二项练习,并核对答案。 Step 4 二人一组,阅读文章,把握细节,完成 Reading 中的第三个练习。 Step 5 通过 description, habitat, Why in danger, Numbers left 对藏羚羊进行描述 Step 6 观看《可可西里》节选,让学生从视觉直观上再一次受到冲击,并且四人 一组进行讨论。What can we do to help them in their struggle for survival? 第三部分:Homework1. 书面作业:书后 P99 reading 2. 口头作业:通过 description, habitat, Why in danger, Numbers left 几个方面对本课之前所搜集的濒 危野生动物进行描述 教学反思: 经过本堂课的讲授,学生对濒危野生动物,尤其是藏羚羊的情况更加了解,并且 激发了学生对动物的怜爱之情,拯救野生动物,保护自然环境。在扩大知识面的 同时,也培养了学生的阅读技巧,先快后细。本节课内容丰富,时间紧张,这就 要求学生要在课前做好充分的预习工作, 只有这样, 才能在课上积极参与、 配合。 教学点评:1、 唐岚老师在本课时的设计中,突出了学生在教学活动中的主体作 用,从课前的搜集信息,到课中学生的小组讨论,激发学生的参与热情,营造宽 松、和谐的教学氛围,有利于形成自主学习的能力。2、 唐岚老师在阅读教学的 设计上,即充分利用教材的相关内容,又对其编排顺序进行适当的调整,符合本 班学生的现有水平,有利于提高教学效果,达到预定的教学目标。 (特级教师: 王媛)


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