Module 5 Ethnic Culture教案.docx
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Module 5 Ethnic Culture教案.docx
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Module5EthnicCulture教案
Module5EthnicCulture教学设计
教案:
教案序号:
年月日
课题
Module5BookVII
EthnicCulture
Period1:
WordlistandIntroduction
课型
NewLesson
教学
目标
1.Masterthenewwordsinthemodule.
2.KnowaboutEthnicCulture.
重点
KnowaboutEthnicCulture.
难点
MasterallthemainlanguagepointsintheintroductionEthnicCulture.
基本
设想
Read,PracticeandExplain
教学
过程
教学内容
教法
学法
Step1
Step2
Step3
Step4
Newwordsandexpressionsinthemodule:
1.Askthestudentstoreadthenewwordsbythemselvesforafewminutesandguessthecorrectpronunciation.
2.Askafewstudentstoreadthenewwordsfortheotherstohear.
3.Correctthestudents’mistakesinreading
4.Readthenewwordsandexpressionsforstudentstofollow.
1.ExplainEthnicCulture.
2.Showslidesofsomepicturesandaskthestudentstoanswerquestions.
•Howmanyprovincesarethereinourcountry?
1.Whatisthenameofthisprovince?
2.Arethereanyethnicminoritiesinthisprovince?
3.Givetwoorthreeexamples.
3.AskafewstudentstotellusthenamesofsomeEthnicGroups.
4.Askthestudentstofillintheformonthetexybook.
Name
Yunnan
Location
mostsouth-westernprovince
Geography
Everythingfrommountainsandtakestorainforests
Size
394,000squarekilometers
Population
About42millionin2003
People
Hometo25ethnicminorities,mostdiverseregionofChina
Capitalcity
Kunming
Naturalwonders
StoneForest,TigerleapingGorge,firstbendofYangtzeRiver
Practice
1.Askthestudentstofindoutsomeimportantwordstomemorizeinthisclasstogetherwithhis/herdeskmate.
2.Pairwork:
Havedictationwitheachotheronthenewwordstheyhavefoundout.
3.Collectsomeofthestudents’dictationpapers.
4.Choosesomeofthewordsforstudentstomemorizeafterclass.
Homework:
1.Learnthenewwordsbyheartandprepareforadictationnextclass.
2.Previewthenext:
ReadingandVocabulary.
Explainingandpracticing
Readingandpracticing
板书
设计
Module5BookVII
EthnicCulture
WordlistandIntroduction
效果
检测
与
校正
教
学
札
记
教案:
教案序号:
年月日
课题
Module5BookVII
EthnicCulture
Period2:
ReadingandVocabulary
课型
NewLesson
教学
目标
1.FinishtheExercisesinthetextbook.
2.ReadandfindthemainideaofSimonWakefield’sYunnanDiaryinReadingandVocabulary
3.FinishEx.2,3and4inReadingandVocabulary
重点
Readingcomprehension
难点
Findthemainideas
基本
设想
Reading,PracticingandExplaining
教学
过程
教学内容
教法
学法
Step1
Step2
Step3
Step4
Step5
Reviewthenewwordsandexpressionsinthemodule:
1.Askthestudentstoreadthenewwordsbythemselvesforafewminutes.
2.Haveadictationonthenewwordsandexpressionsinthemodule.
Introduction:
1.Pairwork:
discussEthnicCulture.
2.AskthestudenttoreadthetextanddiscusstheanswerstoEx.3,4withtheirdeskmates.
3.Discussion:
DiscussEthnicCulture.
Questions:
1.InwhatwayistheYunnanlandscapevaried?
2.WhydotouristsgetlostinLijiang?
3.InwhatwayareNaxiwomenunusual?
4.WhatisunusualabouttheNaxilanguage?
5.HowdotheNaxibelievetheirpeoplestarted?
6.WhyisNaximusicfamous?
7.InwhatwaydoesSimonsaythatpeopleareallthesame?
Readingandvocabulary
1.Pairwork:
DiscussthetextofReadingandvocabulary
2.Askthestudentstoreadthepassagesandfindoutthemainideasofeachpassage.
3.AskthestudentstofinishtheEx3and4inthetextbookbythemselves.
4.Checktheiranswers.
Mainlanguagepoints:
1.minority
(1)少数
We’reintheminority,morepeopleareagainstusthanwithus.
赞成我们的居少数;我们成了少数派。
(2)少数民族;少数派
Theminoritynationalityconcertlastedtwohours.
少数民族音乐会持续了两个小时。
(3)少数人
Thenationwantspeace;onlyaminoritywant(s)thewartocontinue.
"全国人民要和平,只有少数人希望继续打仗。
"
theminorityareas
少数民族地区
linguisticminority
少数民族语言
2.native
one’snativecountry[land]
本国,祖国
nativeplace
出生地
one’snativelanguage
本国语,本族语
one’snativetalent[ability]
天赋的才能
Homework:
1.Reviewthewholetextandfindoutthemainwordsandphrasesinthetext.
2.PreparetotalkaboutEthnicCulture.
Talking
andReading
Talking
andReading
板书
设计
Module5BookVII
EthnicCulture
ReadingandVocabulary
1.minority
(1)少数
(2)少数民族;少数派
(3)少数人
theminorityareas
少数民族地区
linguisticminority
少数民族语言
2.native
one’snativecountry[land]
本国,祖国
nativeplace
出生地
one’snativelanguage
本国语,本族语
one’snativetalent[ability]
天赋的才能
效果
检测
与
校正
教
学
札
记
教案:
教案序号:
年月日
课题
Module5BookVII
EthnicCulture
Period3:
ReadingPractice
Noproblem
课型
NewLesson
教学
目标
1.Mainpointsinthistext.
2.Masterthemainlanguagepointsinthetext.
重点
Mainlanguagepointsinthetext.
难点
Mainlanguagepointsinthetext.
基本
设想
PractisingandExplaining
教学
过程
教学内容
教法
学法
Step1
Step2
Step3
Step4
Reviewthemainideasoftext:
1.AskthestudentstoretellthetextinReadingandvocabulary.
2.AskafewstudentstotalkaboutEthnicCulture.
Discussion:
Discussthequestionsonpage67and68.
Finishtheexercisesinthetextbookonreading.
(SeeTextbook)
Mainlanguagepointsinthetext.
1.foolish
It'sfoolishtoidleawayone'sprecioustime.
把大好时光浪费掉是愚蠢的.
Itwasveryfoolishofyoutoparkthecarnearthebusstop.
"你真愚蠢,竟然把汽车停在公共汽车站附近."
2.firm
Youmustalwaysbuildonfirmground.
你必须始终脚踏实地。
Motherkeptafirmholdonherson'shandsashesaidgoodbyetoherabroad.
"儿子向母亲告别到国外去时,母亲紧紧地拉住他的双手。
"
Theteacherwasfirmanddidnotchangehermind.
老师很坚决,他不改变主意。
3.fold
(1)(常与back,over,down连用)折叠,叠起,折起
Shefoldedthelettersothatitwouldfitintoherbag.
他把信折起来,以便可以装到袋里。
Inthearmycampthequiltsareusuallyfoldedinthismanner.
在军营中被子通常是这样折叠的。
Shefoldedtheletterinhalfandputitintoherpocket.
她把信对折起来放进了口袋。
4.furnish布置家具;配备家具
Sherentsafurnishedflat.
她租了一套备有家具的单元房。
"Theroomwasfurnishedwiththesimplestessentials,abed,achair,andatable."
"房间里只布置了最简单的必需品,一张床、一把椅子和一张桌子。
"
"Thenewguesthotel'sfinished,butit'snotyetfurnished."
"新的招待所已建成,但家具还没有布置好。
"
Homework:
1.Reviewthetextafterclass.
2.Remembermainlanguagepointsinthetext.
Explainingandpracticing
Explainingandpracticing
Explainingandpracticing
板书
设计
Module5BookVII
EthnicCulture
ReadingPractice
Noproblem
1.foolish
It'sfoolishtoidleawayone'sprecioustime.
Itwasveryfoolishofyoutoparkthecarnearthebusstop.
2.firm
Youmustalwaysbuildonfirmground.
Motherkeptafirmholdonherson'shandsashesaidgoodbyetoherabroad.
Theteacherwasfirmanddidnotchangehermind.
3.fold
(1)(常与back,over,down连用)折叠,叠起,折起
Shefoldedthelettersothatitwouldfitintoherbag.
Inthearmycampthequiltsareusuallyfoldedinthismanner.
Shefoldedtheletterinhalfandputitintoherpocket.
4.furnish布置家具;配备家具
Sherentsafurnishedflat.
"Thenewguesthotel'sfinished,butit'snotyetfurnished."
效果
检测
与
校正
教
学
札
记
教案:
教案序号:
年月日
课题
Module5BookVII
EthnicCulture
Period4:
EverydayEnglish
Writing
课型
NewLesson
教学
目标
1.MasterthemainusagesinFunctionandEverydayEnglish.
2.KnowaboutEthnicgroups.
3.WriteaparagraphabouttheJinuoethnicgroup.
重点
MainusagesinFunctionandEverydayEnglish
难点
1.MainusagesinFunctionandEverydayEnglish
2.WriteaparagraphabouttheJinuoethnicgroup.
基本
设想
PracticingandExplaining
教学
过程
教学内容
教法
学法
Step1
Step2
Step3
Step4
Revision:
1.Reviewthetextlearnedlastclass.
2.FinishtheWb.Ex
3.Checkthemainlanguagepoints.
EverydayEnglish:
1.Choosetheconversationswiththewordsandphrasesinthebox..
2.MakeadialoguewiththephrasesorpatternsinEverydayEnglish.
Writing.
1.Askthestudentstoreadtheforminthetextbook,page66.
2.Explaintheforminthetextbook,page66.
3.Discussandwriteadescription.
4.Pairwork:
Exchangewritingswiththeirdeskmatesandcheck.
5.Collectsomeofthestudents’writingsforthewholeclasstodiscuss.
Homework:
1.ReviewReadingandwriting.
2.Gooverthegrammar.
3.WritethedescriptioninyourworkbookEx.Book.
Explainingandpracticing
Explainingandpracticing
板书
设计
Module5BookVII
EthnicCulture
EverydayEnglish
Writing
效果
检测
与
校正
教
学
札
记
教案:
教案序号:
年月日
课题
Module5BookVII
EthnicCulture
Period5:
Grammar
课型
NewLesson
教学
目标
Masterthemainusagesofv-edformasadverbials.
重点
MainusagesintheGrammar.
难点
MainusagesintheGrammar.
基本
设想
ExplainandPractice
教学
过程
教学内容
教法
学法
Step1
Step2
Step3
Revision:
FinishtheEx.inWb.
Grammar
过去分词
1.过去分词的定义
动词的-ed分词即过去分词,是由动词的过去分词构成,一般只有一种形式。
2.过去分词的语法作用:
过去分词一方面具有动词的性质,另一方面也相当于一个形容词或副词,在句中可以作表语、定语、状语和补足语。
过去分词做状语
过去分词和-ing分词作状语一样,也可以表示时间、原因、条件、让步、方式或伴随情况等。
①表时间,相当于一个时间状语从句,有时过去分词前可加连词when或while来强调时间概念。
如:
Seenfromthetopofthehill,thecitylookedlikeabiggarden.
从山顶上看,这个城市就像一个大花园。
Acceptedbytheparty,hedecidedtodevotehislifetothecauseoftheparty.
入党以后,他决定献身于党的事业。
②表原因,相当于一个原因状语从句。
如:
Deeplymovedbythestory,theexcitedpeoplestoppedquarrellingwitheachother.
激动的人们被那个故事深深地感动了,停止了争吵。
Encouragedbythespeech,theyoungpeoplemadeuptheirmindstotakeupthestruggle.
受到了讲演的鼓舞,年轻人决定起来从事斗争。
③表条件,相当于一个条件状语从句,有时过去分词前可用if等词。
如:
Givenanotherchance,hewilldobetter.
再给他一次机会,他会做得更好。
Comparedwithyourbrother,youshouldmakegreatereffortstostudyEnglish.
和你哥哥相比,你应该
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