Carnival教學(xué)設(shè)計(jì)方案終稿.doc

Carnival教學(xué)設(shè)計(jì)方案終稿通過(guò)深入學(xué)習(xí)新課標(biāo)和本次培訓(xùn)，認(rèn)真領(lǐng)會(huì)其教學(xué)理念、教學(xué)方法和教學(xué)內(nèi)容，在設(shè)計(jì)預(yù)案基礎(chǔ)上，經(jīng)過(guò)校本研修集思和教學(xué)實(shí)踐驗(yàn)證后，經(jīng)再認(rèn)識(shí)、再修改制定了Carnival教學(xué)設(shè)計(jì)終案。在教學(xué)設(shè)計(jì)中采取了“自主、合作、探究”的學(xué)習(xí)方式，貫徹雙主的教學(xué)理念，達(dá)到了較好的教學(xué)效果。 （一）教材分析本單元的中心話(huà)題是“狂歡節(jié)”，圍繞這一話(huà)題介紹了兩個(gè)國(guó)家的兩種不同的慶祝方式的狂歡節(jié)（巴西狂歡節(jié)和威尼斯狂歡節(jié)）。這節(jié)課主要側(cè)重在閱讀部分的學(xué)習(xí)，著重解決對(duì)課文的理解。本課時(shí)是一節(jié)整合課，把“熱身”(INTRODUCTION)的部分內(nèi)容和閱讀文章整合在一起來(lái)上，課堂上刪除了閱讀的一部分內(nèi)容(Activity 3 and 4，把這兩部分作為課后作業(yè))，保留了Activity 1和Activity 2。本著新課標(biāo)“以學(xué)生為主體，以教師為主導(dǎo)”這一思想，圍繞著課文，編者自己設(shè)計(jì)了與課文內(nèi)容和詞匯有關(guān)的練習(xí)，增加了判斷正誤, 概括每一段的文章大意，分段填空和選擇題和完形填空等多種形式的訓(xùn)練，充分發(fā)揮了學(xué)生的主觀能動(dòng)性。（二）學(xué)情分析新課標(biāo)要求我們尊重不同學(xué)生的知識(shí)能力興趣的需要，根據(jù)我班學(xué)生的實(shí)際情況，本課時(shí)我在處理文章整體結(jié)構(gòu)的同時(shí)，把每個(gè)教學(xué)環(huán)節(jié)所設(shè)計(jì)的問(wèn)題和任務(wù)區(qū)分出高低不同的層次，由淺入深、循序漸進(jìn)，力爭(zhēng)全班絕大多數(shù)同學(xué)能積極地參與到課堂活動(dòng)中來(lái)。通過(guò)“任務(wù)型”活動(dòng)培養(yǎng)學(xué)生“跳讀”、“尋讀”、“定位”、“推理“歸納”等閱讀方法以及描述討論等組織語(yǔ)言運(yùn)用語(yǔ)言的能力，是所有的學(xué)生都有機(jī)會(huì)參與活動(dòng)，獲得成功的體驗(yàn)。（三）教學(xué)目標(biāo)本節(jié)課的主要教學(xué)目標(biāo)是：能在閱讀中通過(guò)語(yǔ)境識(shí)別新學(xué)詞匯、短語(yǔ)并推斷其意思；能讀懂課文、理解對(duì)威尼斯狂歡節(jié)的描述、起源和歷史沿革并摘錄要點(diǎn)，能從此文章中提取和篩選信息并進(jìn)行重組；希望今后能讀懂同等難度的有關(guān)節(jié)日的文章。比較中外節(jié)日的差異，并從中分析、了解東西文化的特點(diǎn)，增強(qiáng)跨文化交際的意識(shí)，增強(qiáng)人生感悟，提高生活熱情。1. 語(yǔ)言知識(shí)Words to learn: atmosphere, confusion, costume, crowd, excitement, magic, mask, mystery, tradition, extend, firearmWords to revise：unpunished, banned, revive, wander Phrases: come to an end, consist of, dress up, pretend to do something2. 語(yǔ)言技能目標(biāo)：培養(yǎng)和提高學(xué)生的閱讀（瀏覽、查讀和細(xì)讀）能力，形成用英語(yǔ)獲取信息、處理信息、分析信息、解決問(wèn)題的能力，以及用英語(yǔ)思維和表達(dá)與節(jié)日有關(guān)的話(huà)題，復(fù)述課文及運(yùn)用所學(xué)知識(shí)描述中國(guó)的節(jié)日。3. 情感態(tài)度目標(biāo)：通過(guò)與話(huà)題相關(guān)的視頻、圖片的欣賞，激發(fā)學(xué)生保持對(duì)英語(yǔ)學(xué)習(xí)的濃厚興趣；通過(guò)設(shè)計(jì)呈階梯狀的練習(xí)，幫助學(xué)生樹(shù)立學(xué)習(xí)英語(yǔ)的信心和決心；通過(guò)對(duì)課文學(xué)習(xí)的小組討論等形式，幫助學(xué)生養(yǎng)成協(xié)作的品質(zhì)。同時(shí)培養(yǎng)學(xué)生熱愛(ài)生活熱愛(ài)世界的積極態(tài)度。4. 學(xué)習(xí)策略目標(biāo)：注重引導(dǎo)學(xué)生借助上下文聯(lián)想及猜測(cè)生詞，啟發(fā)學(xué)生通過(guò)發(fā)散式思維積累詞組，指導(dǎo)學(xué)生發(fā)現(xiàn)規(guī)律，對(duì)所學(xué)內(nèi)容進(jìn)行整理和歸納。如用和高考完全相同的完形填空的形式和用高考任務(wù)型寫(xiě)作相似的形式來(lái)歸納段落和文章的大意；引導(dǎo)學(xué)生抓住信息詞或關(guān)鍵詞。5文化意識(shí)目標(biāo)：本節(jié)課的教學(xué)內(nèi)容通過(guò)與狂歡節(jié)相關(guān)的視頻、圖片、課文的學(xué)習(xí)，比較中外節(jié)日的差異，進(jìn)一步拓寬國(guó)際視野，理解各國(guó)文化差異，尊重異國(guó)文化風(fēng)俗，為今后深入學(xué)習(xí)和比較中外文化奠定基礎(chǔ)。（四） 教學(xué)策略主要采用任務(wù)型教學(xué)模式，其指導(dǎo)思想是以學(xué)生為主體，以教師為主導(dǎo)。教師引導(dǎo)學(xué)生進(jìn)行合作探究來(lái)學(xué)習(xí)新知識(shí)點(diǎn)及難點(diǎn)；通過(guò)生生互動(dòng)，師生互動(dòng)等多種教學(xué)方法，活躍課堂氣氛，完成任務(wù)。在設(shè)置INTRODUCTION的任務(wù)時(shí)主要是為了引入本單元的話(huà)題作為切入點(diǎn)，展開(kāi)活動(dòng)。為此，我在網(wǎng)上下載了一些狂歡節(jié)的精彩片段和精美圖片供學(xué)生欣賞，從而引起學(xué)生的學(xué)習(xí)興趣。（五）教學(xué)過(guò)程Step 1. Leading-inShow a video clip or several pictures about Carnival in Rio de Janeiro. After this, ask the students two questions.)(1) What kind of festival do you know from the pictures?(2) What did you feel about the festival?Step 2. Pre-readingShow some pictures about Carnival in Venice and then ask:(1) How did you feel that?(2) Have you ever dressed up like that?(3) What are they wearing?(4) Why do people wear masks at Carnival of Venice?Step 3. Word studyHelp the students study the new words of the passage. (Ask them to read the new words following the teacher.)carnival 狂歡節(jié) costume 服裝；戲裝；化裝服 hide 掩藏；躲藏 confusion 雜亂；混亂extend 延長(zhǎng)pretend 假裝come to an end 完結(jié) dress up 裝扮；打扮firearm 火器empire帝國(guó)memory記憶revive復(fù)興;再興起；再流行council 地方議會(huì)；政務(wù)委員會(huì)book 預(yù)訂wander漫步；閑逛elegant 優(yōu)美的; 高雅的magic 魅力；魔力 ghost 鬼；幽靈Step 4. Fast reading:Ask the students to finish activity 1 on page 32.(First, ask them to predict it and then read the passage to check their prediction.)(Give them one minute to think and then ask them to read the passage.)Ask them to decide the exercises TRUE or FALSE.(1) “Carnival” comes from two Italian words.(2) Its celebrated after Christmas and Easter.(3) At carnival people dont eat meat or drink.(4) The first carnival in Venice lasted for 40 days.(5) In Venice people covered their faces with hats.(6) The government stop the wearing of masks.(7) The original Venice carnival came to an end about 200 years ago.(8) The idea to start the carnival again came from the businessman.(9) Carnival originates from North America3. Do activity 2 on page 32.Step 5. Intensive reading(1) Ask the students to read the passage one paragraph by one paragraph with some exercises to help them understand the passage better.Paragraph 1-2 Listen to the tape and fill the blanks on the papers with correct information they hear from the passage.Paragraph 3 Read paragraph 3 and find the answers to the exercises on the papers.Paragraph 4 Ask them to discuss with their partners the question: There are many problems to solve. How did they solve the problems? What happened if they broke the laws?(After studying paragraph 4, give them one question to think of.)Do you think carnival in Venice is still a memory today?(Students may say “no”, and then direct them to read the next paragraph.)Paragraph 5 Read aloud paragraph 5 together and finish the exercise on the papers.Paragraph 6 Ask them to match the answers and do the cloze test on the papers.(Give them one minute to think of the exercise and then ask them to discuss it with their partners.). Summarize the passage and find the main idea of each paragraph.(Give them 20 to 30 seconds to think of before asking them to answer each of them.)ParagraphMain ideaParagraph 1Peoples general impression of carnivalParagraph 2The meaning of carnival and how it was celebrated in historyParagraph 3Carnival in Venice and the problems it caused when people celebrated itParagraph 4The law about wearing masksParagraph 5The revival of the tradition of celebrating carnivalParagraph 6How carnival is celebrated in Venice today and the feature of the carnival in VeniceStep 6. Consolidation: cloze test on the papers.(Use this cloze test to consolidate their understanding of the passage. About 4 minutes later, ask several students to read their answers. If time permits, ask them to read it together, which will be better.)Step 7. Homework:1. Make a list of festivals in China. Say when, what and how they are celebrated.2. Activity 3 and 4 on the textbook.(Try to put what they learnt about festival into expressing Chinese festivals.)（六） 課后反思Carnival教學(xué)設(shè)計(jì)方案終稿通過(guò)深入學(xué)習(xí)新課標(biāo)和本次培訓(xùn)，認(rèn)真領(lǐng)會(huì)其教學(xué)理念、教學(xué)方法和教學(xué)內(nèi)容，在設(shè)計(jì)預(yù)案基礎(chǔ)上，經(jīng)過(guò)校本研修集思和教學(xué)實(shí)踐驗(yàn)證后，經(jīng)再認(rèn)識(shí)、再修改制定了Carnival教學(xué)設(shè)計(jì)終案。在教學(xué)設(shè)計(jì)中采取了“自主、合作、探究”的學(xué)習(xí)方式，貫徹雙主的教學(xué)理念，達(dá)到了較好的教學(xué)效果。 （一）教材分析本單元的中心話(huà)題是“狂歡節(jié)”，圍繞這一話(huà)題介紹了兩個(gè)國(guó)家的兩種不同的慶祝方式的狂歡節(jié)（巴西狂歡節(jié)和威尼斯狂歡節(jié)）。這節(jié)課主要側(cè)重在閱讀部分的學(xué)習(xí)，著重解決對(duì)課文的理解。本課時(shí)是一節(jié)整合課，把“熱身”(INTRODUCTION)的部分內(nèi)容和閱讀文章整合在一起來(lái)上，課堂上刪除了閱讀的一部分內(nèi)容(Activity 3 and 4，把這兩部分作為課后作業(yè))，保留了Activity 1和Activity 2。本著新課標(biāo)“以學(xué)生為主體，以教師為主導(dǎo)”這一思想，圍繞著課文，編者自己設(shè)計(jì)了與課文內(nèi)容和詞匯有關(guān)的練習(xí)，增加了判斷正誤, 概括每一段的文章大意，分段填空和選擇題和完形填空等多種形式的訓(xùn)練，充分發(fā)揮了學(xué)生的主觀能動(dòng)性。（二）學(xué)情分析新課標(biāo)要求我們尊重不同學(xué)生的知識(shí)能力興趣的需要，根據(jù)我班學(xué)生的實(shí)際情況，本課時(shí)我在處理文章整體結(jié)構(gòu)的同時(shí)，把每個(gè)教學(xué)環(huán)節(jié)所設(shè)計(jì)的問(wèn)題和任務(wù)區(qū)分出高低不同的層次，由淺入深、循序漸進(jìn)，力爭(zhēng)全班絕大多數(shù)同學(xué)能積極地參與到課堂活動(dòng)中來(lái)。通過(guò)“任務(wù)型”活動(dòng)培養(yǎng)學(xué)生“跳讀”、“尋讀”、“定位”、“推理“歸納”等閱讀方法以及描述討論等組織語(yǔ)言運(yùn)用語(yǔ)言的能力，是所有的學(xué)生都有機(jī)會(huì)參與活動(dòng)，獲得成功的體驗(yàn)。（三）教學(xué)目標(biāo)本節(jié)課的主要教學(xué)目標(biāo)是：能在閱讀中通過(guò)語(yǔ)境識(shí)別新學(xué)詞匯、短語(yǔ)并推斷其意思；能讀懂課文、理解對(duì)威尼斯狂歡節(jié)的描述、起源和歷史沿革并摘錄要點(diǎn)，能從此文章中提取和篩選信息并進(jìn)行重組；希望今后能讀懂同等難度的有關(guān)節(jié)日的文章。比較中外節(jié)日的差異，并從中分析、了解東西文化的特點(diǎn)，增強(qiáng)跨文化交際的意識(shí)，增強(qiáng)人生感悟，提高生活熱情。1. 語(yǔ)言知識(shí)Words to learn: atmosphere, confusion, costume, crowd, excitement, magic, mask, mystery, tradition, extend, firearmWords to revise：unpunished, banned, revive, wander Phrases: come to an end, consist of, dress up, pretend to do something2. 語(yǔ)言技能目標(biāo)：培養(yǎng)和提高學(xué)生的閱讀（瀏覽、查讀和細(xì)讀）能力，形成用英語(yǔ)獲取信息、處理信息、分析信息、解決問(wèn)題的能力，以及用英語(yǔ)思維和表達(dá)與節(jié)日有關(guān)的話(huà)題，復(fù)述課文及運(yùn)用所學(xué)知識(shí)描述中國(guó)的節(jié)日。3. 情感態(tài)度目標(biāo)：通過(guò)與話(huà)題相關(guān)的視頻、圖片的欣賞，激發(fā)學(xué)生保持對(duì)英語(yǔ)學(xué)習(xí)的濃厚興趣；通過(guò)設(shè)計(jì)呈階梯狀的練習(xí)，幫助學(xué)生樹(shù)立學(xué)習(xí)英語(yǔ)的信心和決心；通過(guò)對(duì)課文學(xué)習(xí)的小組討論等形式，幫助學(xué)生養(yǎng)成協(xié)作的品質(zhì)。同時(shí)培養(yǎng)學(xué)生熱愛(ài)生活熱愛(ài)世界的積極態(tài)度。4. 學(xué)習(xí)策略目標(biāo)：注重引導(dǎo)學(xué)生借助上下文聯(lián)想及猜測(cè)生詞，啟發(fā)學(xué)生通過(guò)發(fā)散式思維積累詞組，指導(dǎo)學(xué)生發(fā)現(xiàn)規(guī)律，對(duì)所學(xué)內(nèi)容進(jìn)行整理和歸納。如用和高考完全相同的完形填空的形式和用高考任務(wù)型寫(xiě)作相似的形式來(lái)歸納段落和文章的大意；引導(dǎo)學(xué)生抓住信息詞或關(guān)鍵詞。5文化意識(shí)目標(biāo)：本節(jié)課的教學(xué)內(nèi)容通過(guò)與狂歡節(jié)相關(guān)的視頻、圖片、課文的學(xué)習(xí)，比較中外節(jié)日的差異，進(jìn)一步拓寬國(guó)際視野，理解各國(guó)文化差異，尊重異國(guó)文化風(fēng)俗，為今后深入學(xué)習(xí)和比較中外文化奠定基礎(chǔ)。（四） 教學(xué)策略主要采用任務(wù)型教學(xué)模式，其指導(dǎo)思想是以學(xué)生為主體，以教師為主導(dǎo)。教師引導(dǎo)學(xué)生進(jìn)行合作探究來(lái)學(xué)習(xí)新知識(shí)點(diǎn)及難點(diǎn)；通過(guò)生生互動(dòng)，師生互動(dòng)等多種教學(xué)方法，活躍課堂氣氛，完成任務(wù)。在設(shè)置INTRODUCTION的任務(wù)時(shí)主要是為了引入本單元的話(huà)題作為切入點(diǎn)，展開(kāi)活動(dòng)。為此，我在網(wǎng)上下載了一些狂歡節(jié)的精彩片段和精美圖片供學(xué)生欣賞，從而引起學(xué)生的學(xué)習(xí)興趣。（五）教學(xué)過(guò)程Step 1. Leading-inShow a video clip or several pictures about Carnival in Rio de Janeiro. After this, ask the students two questions.)(1) What kind of festival do you know from the pictures?(2) What did you feel about the festival?Step 2. Pre-readingShow some pictures about Carnival in Venice and then ask:(1) How did you feel that?(2) Have you ever dressed up like that?(3) What are they wearing?(4) Why do people wear masks at Carnival of Venice?Step 3. Word studyHelp the students study the new words of the passage. (Ask them to read the new words following the teacher.)carnival 狂歡節(jié) costume 服裝；戲裝；化裝服 hide 掩藏；躲藏 confusion 雜亂；混亂extend 延長(zhǎng)pretend 假裝come to an end 完結(jié) dress up 裝扮；打扮firearm 火器empire帝國(guó)memory記憶revive復(fù)興;再興起；再流行council 地方議會(huì)；政務(wù)委員會(huì)book 預(yù)訂wander漫步；閑逛elegant 優(yōu)美的; 高雅的magic 魅力；魔力 ghost 鬼；幽靈Step 4. Fast reading:Ask the students to finish activity 1 on page 32.(First, ask them to predict it and then read the passage to check their prediction.)(Give them one minute to think and then ask them to read the passage.)Ask them to decide the exercises TRUE or FALSE.(1) “Carnival” comes from two Italian words.(2) Its celebrated after Christmas and Easter.(3) At carnival people dont eat meat or drink.(4) The first carnival in Venice lasted for 40 days.(5) In Venice people covered their faces with hats.(6) The government stop the wearing of masks.(7) The original Venice carnival came to an end about 200 years ago.(8) The idea to start the carnival again came from the businessman.(9) Carnival originates from North America3. Do activity 2 on page 32.Step 5. Intensive reading(1) Ask the students to read the passage one paragraph by one paragraph with some exercises to help them understand the passage better.Paragraph 1-2 Listen to the tape and fill the blanks on the papers with correct information they hear from the passage.Paragraph 3 Read paragraph 3 and find the answers to the exercises on the papers.Paragraph 4 Ask them to discuss with their partners the question: There are many problems to solve. How did they solve the problems? What happened if they broke the laws?(After studying paragraph 4, give them one question to think of.)Do you think carnival in Venice is still a memory today?(Students may say “no”, and then direct them to read the next paragraph.)Paragraph 5 Read aloud paragraph 5 together and finish the exercise on the papers.Paragraph 6 Ask them to match the answers and do the cloze test on the papers.(Give them one minute to think of the exercise and then ask them to discuss it with their partners.). Summarize the passage and find the main idea of each paragraph.(Give them 20 to 30 se