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外研社必修5 Module 4 Carnival introduction,cultural corner,reading教案

Period 2
Teaching aims:

Introduction and Cultural Corner

1. To revise Chinese and western festivals. 2. To develop the students reading ability. 3. To understand what is the meaning of 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:
Step1. Lead-in 1.Teacher ask the Ss some questions: a. We have just past the National Day. What did you do during your holiday? b. Did you wear special clothes? Or eat special food? Or have a holiday from school? And then ask the Ss discuss activity 4 on page 31 with their partner. After 3 seconds, ask some Ss to show their answer. 2.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.. and then show some pictures to the Ss. 3. Turn to Page 31—Match the festivals with the description. 4. Play a video and let them guess what festival it is. 5.Ask the Ss a question: what do you know about Carnival?Do you know the meaning of carnival? and move on to cultural corner Step2. Culturalcorner 1. Scan the passage and try to answer the questions on page 39. Suggested answers: originally it meant “with no meat” but now it symbolizes “life”. 2. multiple choice 1. Today Carnival has become a celebration of _C___. A. freedom B. harvest C. life itself D. success 2. We need to _D____ to understand what carnival is all about. A. look at the history of America B. go to America C. look at the meeting of two cultures ---European and African D. Both A and C 3. fill in the blacks ·Carnival today is an international, ____multicultural_________ experience. ·Millions of people were taken __by force______ from their homes in Africa and ____transported_________to the New World _as__ slaves.

·When the slave trade was __abolished_______ in 1838, the former slaves ___took over______ the carnival. ·_With____ the passing of time, the white ___inhabitants________ of the island began to take part in the carnival. Carnival became a way to __unite___ different communities. 4. language poinst: 1.There was an immediate need for people to work on the farms. a. There is / was a need for sb. to do sth. 需要某人做某事 e.g. Is there any need to explain further? = Is there any need for further explanation? There is no need for you to wait. →There is / was no need to do sth. 没有必要做某事 There is / was no possibility to do sth. 没有可能做某事 There is / was no time to do sth. 没有时间做某事 There is / was no point in doing sth. 做某事没有用 b.work on ①从事某项工作(创作、创造、作画、制订、设计、研究??) e.g. She likes to work on the computer. e.g. He began working on the book in 1990. ②对??产生影响,做(某人的思想)工作 e.g. The medicine works on the children only. →work at 用功于,从事于 e.g. He is working hard at maths. work out 解决,想出,算出,确定 e.g. He has worked out this difficult maths problem. 2.force n. 力, 力量;力气 / 武力, 暴力 v. 迫使,强迫,强制,强装(欢笑) e.g. The robber used force to get into the house. The policemen forced the criminals to give up their arms. She forced a smile. by force 用暴力; 强行;强迫地 be forced into doing 被迫 … bring into force 使生效, 实施 ... come into force 生效, 实行 e.g. The people were taken away by force. 3.Take over 接受,接管,接替,袭用 e.g. He took over the business from his father. →hand over 移交 take apart 拆开,拆散 take away 带走 take back 收回,拿回 take down 记下,写下 take…for granted 认为??理所当然 take in 吸收,理解,欺骗

take off 脱下,起飞 take on 呈现,雇佣,承担 take up 拿起,占据,从事,继续 4.翻译句子:The arrival of Europeans in America,and the opening of huge farms and plantations to grow cotton,fruit and vegetables,meant there was an immediate need for people to work on them. 欧洲人到达美洲,开辟了栽种棉花、水果和蔬菜的大农场和种植园,这意味着急需 干活的人手。 句法结构:主语有两个主语从句充当,即“The arrival…”和“The opening…” ,位于为动 词“mean” ,宾语为 that 引导的宾语从句,其中 that 省略。 Step 3. Homework Preview Reading and Vocabulary and finish the exercises on page 32 and page 33.

Period 3
Teaching aims:

Reading and Vocabulary

1. To develop the students reading ability. 2. To understand what is about Carnival.

Important and difficult points:
1 Understand the passage exactly.. 2 How to help the Ss learn about carnival. 3 Enable the Ss to learn about the western festival—carnival.

Teaching procedures:
Step1. Lead-in Teacher asks the Ss a question: When we mention carnival, what do you think of? And then show some pictures about masks to the Ss Step2. Reading 1. Fast-reading Activity1: Ask the Ss to read the passage following the tape and check the topic it mentions.(page 32).Then call back the answers from the whole class.(Suggested answer:1.2.4). Acticity2: Ask the Ss o match the main idea with every paragraph Paragraph 1 A meaning of carnival and how it was celebrated Paragraph 2 B the law about wearing masks Paragraph 3 C general impression of carnival Paragraph 4 D how it is celebrate today in Venice and the feature of it Paragraph 5 E carnival in Venice and the problem it caused Paragraph 6 F the revival of the tradition of celebrating it. (Answers: 1—6 CAEBFD) 2. Further-reading Activity1: Read the passage and answer the questions. 1. Where does Carnival come from? What does it mean? 2. When was it celebrated? 3. Where was the most famous Carnival in Europe? 4. How long did the first Carnival in Venice last? What about now?

5. Did the government of Venice encourage the wearing of masks? 6. Who started the Carnival again, tourists or students? (Answers: 1. “Carnival” comes from two Latin words, meaning “no more meat”. 2. It began just after Christmas. 3. The most famous carnival in Europe was in Venice. 4. At the beginning, it lasted for just one day. 5. No. 6. The students started the Carnival. ) Activity2:Ask the Ss to fill in the blacks. The magic of the Mask Where did it start? Carnival started in _Europe____ and followed by _forty__ days without meat.


was it Carnival was celebrated at the end of the ___winter____ season. celebrated?

The Magic of the Mask What happened between the Wearing masks was __ forbidden________ 14th and the by the government. 18th century? What about today’s Carnival is celebrated for __five days_____ carnival in in February and people from Venice? all over _Europe_______ come to enjoy the fun. What did people do People could eat, drink and ___dress up______.They often walked at carnival around the streets, wearing __masks_____ doing what they in Venice? wanted without _being recognized___ __.

Activity3: complete the sentences with the correct words and phrases. Then call back the answers as complete sentences.(page32)(suggested answers:c,b,c,a,b,b,b,b,b) 3. Vocabulary Activity 1: Read through the words in the box and have the students repeat them individually. Ask the students to complete the task individually, then check with a partner. Check the answers together: (Answers: 1. confusion 2. excitement 3. mask 4. mystery 5. magic 6. costume 7. crowd 8. tradition 9. atmosphere) Activity 2: Choose the correct meanings of the words and phrases. Check the answers one by one. (Answers: 1—4 babb 5—8 abbb) Step 3. Discussion Discuss in groups of four. 1. What is the feature of carnival in Venice?

2. Which is your favourite festival? 3. Nowadays more and more people tend to spend Western festivals, such as Valentine’s Day, Christmas but don’t pay enough attention to our Chinese traditional festivals. What do you think of this? Step4. Language points 1. Think of carnival, and you think of crowds, costumes, and confusion. a.“祈使句+and+陈述句”结构 在此结构中,祈使句相当于条件句,and 意味“那么”,and 后的陈述句常用一般将 来时,或含有 can 等情态动词的一般现在时。 e.g. Work hard, and you will succeed. Follow what he said, and you can find your mother. →此结构中的 and 可以换成 or, “否则” 要不然的话”or 可用 or else 或 otherwise 意为 “ 、 , 替换。 e.g. Work hard, or you will fail in the next exam. b. think of 想到;想起;认为 e.g. He thinks of himself more than others. I often thought of my parents when I was at school. What do you think of the film? →think about 考虑,思考 think over 仔细考虑 think twice 再三考虑,三思 think highly/well of 对??评价高/印象好 think out 想出 think up 想出来 think of…as 把??看成;认为?? 2. People saw Carnival as a last chance to have fun at the end of the winter season. a. see…as…把??当作/看作?? →Look on…as… regard…as… consider…as… have…as… treat…as… hink of…as… take…as… view…as… e.g. I regarded you as my friend. He never treats her as his teacher. People have dogs as pets. b. last ①adj.最后的;最近的;仅剩下的,最终的; (强调)最不可能的,最不适当的 e.g. She was last to arrive. I told you this point last night. This is our last bottle of wine. While he was the last man I wanted to see, I did all that I could to help them. ②adv.最终;最近 e.g. They arrived last of all. When did you see him last? ③n.最后来的人(或发生的事) ;仅剩下的部分 e.g. They were the last to arrive. These are the last of our apples. ④vi.持续,延续(不用于进行时) vt.够用,足够维持(尤指某段时间) e.g. The meeting only lasted (for) a few minutes. We don’t have enough money to last until next month. c. by the end of 与 at the end of by the end of+时间,常与完成时连用,如果后面的时间为过去时间点则用过去完成

时,如果后接现在的时间点则用现在完成时,如后接表将来的时间则用将来完成时 或一般将来时。 at the end of+时间,常与一般过去时或一般将来时连用。 e.g. They had finished the work by the end of last year. They finished the work at the end of last year. 3. As time passed a. 随着时间的流逝 =With time passing →as 后跟从句,with 后跟短语 e.g. _________ the children following behind, the teacher came in. _________ the children was following behind, the teacher came in. _________years go by, China is getting stronger and richer. _________years going by, China is getting stronger and richer. b. Can you translate the following sentences? They were all dressed as flowers. 他们都打扮成花的样子。 (prep.像;如同) She works as a teacher. He treats me as a friend. 她的工作是老师。 他把我当成朋友。 (prep.作为,当作) You’re as tall as your father. 你和你父亲一样高(adv.比较时用,意为“像……一样) Leave the papers as they are. 别去动那些文件。 (conj.按照……方式) As she grew older she gained in confidence. 随着年龄的增长,她的信心增强了 (conj.当……时,随着) As you were out, I left a message. 因为你不在,所以我留了一张字条儿(conj.因为,由于) As you know, Julia is leaving soon. 正如你所知道的,茱莉亚马上要离开了。 (conj.正如;如同) Child as he is, he knows a lot of things. 虽然他还是个孩子,他知道很多事情。 (conj.尽管,虽然,即使) 4. For weeks on end people walked around the streets wearing masks, doing what they wanted without being recognized. a. for weeks on end 连续几个星期 on end 在词组中作副词,表示“连续地” e.g. It has been snowing for a week on end. →on end 连续地,不断地;直立地,竖立地 come to an end 结束,完成,完结 make an end of 把??结束 put/bring an end to sth.结束,停止(=bring sth. to an end) to the end 到底 in the end 最后,终于 without end 无休止地 at the end of 在??末端,在??的结尾 b. wearing masks, doing what they wanted without being recognized 在句中所作成分? He sat there reading a book.(表伴随) Seeing nobody at home, he left them a note.(表原因) Her husband died, leaving her four children.(表结果)

Hearing the news, he burst into laughter.(表时间) Turning to the left, you will see the post office.(表条件) Having been there more than once, the old professor offered to show us around the newly-built library.(表让步) 5. Do you know the meaning of“while”? She likes to lie down for a while after lunch.(名词,意为“一会儿,一段时间” ) I like tea while she likes coffee.(并列连词,表示对比,意为“而,然而” ) I’ll take care of your children while you are away.(引导时间状语从句,不可与短暂动词 连用。如从句中为短暂动词,则常用 when 引导时间状语从句) While I like the color of the hat, I do not like its shape. (引导让步状语从句,意为“尽管,虽然) While there is life there is hope. (引导条件状语从句,意为“只要” ) 6. Their use was limited by laws, the first of which dates back to the fourteenth century. a. the first of which dates back to the fourteenth century 为非限制性定语从句,补充说 明先行词 laws。 →"介词+关系代词"引导的定语从句常见的有以下几种结构: 一."介词+关系代词". e.g. The old Olympic Games from which the modern games came began around the year 776BC in Greece. 古代奥运会于公元前 776 年始于希腊,现代奥运会就起源于那里. 二."名词+介词+关系代词". 这种结构常可替换为"whose +名词"结构. e.g. We are going to build a railway the base of which must be completed within this year. = we are going to build a railway whose base must be completed this year. 我们要修建一条铁路,这条铁路的路基必须在今年内完成. 三."数字+ 介词+ 关系代词". e.g. Last Sunday I bought some books from the bookstore, three of which were English novels.上个星期天,我从书店买回几本书,其中三本是英文小说. 四."代词+介词+关系代词". e.g. The old man has two daughters, both of whom are doctors. 那位老人有两个女儿,她们都是大夫. 五."形容词最高级+介词+关系代词". e.g. China has thousands of islands, the largest of which is Taiwan. 中国有成千上万的岛屿,其中最大的是台湾岛. 六."介词+关系代词+名词". e.g. I called him by the wrong name, for which mistake I apologized. 我叫错了他的名字,为此我向他表示了歉意. "介词+关系代词"引导的定语从句还应注意以下问题: 1. "介词+关系代词"结构中的关系代词不能用 that. 2. 含有介词的动词短语不能拆开,即不能转化成"介词+关系代词"结构,介词仍放在动词的后 面. e.g. The babies whom the nurses are looking after are very healthy. 保育员们照看的那些孩子们很健康.(不可说" … after whom the nurses are looking") b. date back to 可追溯到??,始于(时期) (通常用一般现在时,不用被动语态) =date from

e.g. This custom dates from/dates back to the sixteenth century. They visited an old temple dating back to the 15th century last week. →belong to e.g. The car belonging to me is broken. Step5. Homework Preview Grammar and do exercises on page 87 and page 88 in the workbook.

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