英语阅读课教学设计
一、教学目标
Teaching aims and demands
1. Master the new words and expressions:
(1).Words: beauty, harvest, starve, origin, religious, ancestor, feast, bone, belief, poet, arrival, gain, gather, independence, agricultural, award, admire, rooster, energetic, clothing, Easter, Christian custom.
(2).Expressions: take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with.
2. Learn to describe festivals Ss know using the words and expressions learned in the lesson.
3. Develop their reading skills: skipping, skimming, scanning, word-guessing, close reading, summarizing, comparing.
4. 学生认识世界各地节日的分类、不同庆祝方式，对生活的影响，从而学生能更深理解节日的内涵。
5. Understand the useful sentences and the structure of the passage, and then be able to do some writing accordingly.
以上教学目标中目标1是知识目标，2和3是技能目标；其中3是训练学生的阅读技能，把高考考纲规定的六钟阅读技能的培养贯穿在日常教学中。4是情感态度和文化意识目标，这两方面的素养是促进学生语言运用能力的基础（文化意识是学生得体运用语言的保证，情感态度是影响学生学习和发展的重要因素）；在高中阶段，思维方式、文化意识以及对不同文化艺术形式的积极情感的引导是语言教学的一个重要目标。目标5把阅读和写作有机结合来提高学生的
语篇意识，做到学以致用，体现了语言是思维表达和文化传播的工具，从真正意义上注重提高学生学生用英语进行思维表达和文化交流的能力，发展学生综合语言运用能力。
二、课堂教学设计和活动安排
Step 1: Lead in (4 minutes)
(1):Brainstorming. First students find more words to describe festivals they know.(Individual work)
(2):Students work in group of 4 and make a list of four Chinese festivals they know. Discuss when they take place and what people do at that time. Then fill in the table.(Group work)
Step 2: Pre-reading (3 minutes)
Task 1: Predicting
(1):Students try to predict the general idea of the passage according to the title and the pictures in it. (Individual work)
(2):Skipping (Individual work)
Students read the passage quickly and the teacher help them check their work.
Step 3: While reading(25 minutes)
Task 2: Skimming or Fast reading (Individual work)
Students read the text fast and identify the topic of each paragraph. Then fill in form. Finally help students to understand the organizing of the passage: Introduction --- Body --- Conclusion(总－分－总).
Task 3: Scanning or Careful reading (Group work)
Students scan the passage and fill the blanks based on it.
Task 4: Conclusion
(1):Although people have different festivals, most festivals have something in common, for these things might be important to people everywhere. Talk with partners and fill in the chart below. (Group work)
Task 5: Guessing words. (Pair work)
Students read the passage again and then guess the meanings of the words in bold according to the context.
starve, ancestor, in memory of, belief, dress up, arrival, gain, gather, award, admire, look forward to, custom.
Task 6: Intensive reading.(Pair work)
(1):Help students to understand some difficult words ,phrases and sentences in the passage.
Step 4: Post reading(7 minutes)
Task 7: Discussion
Discuss in group which festivals are the most important and which are the most fun.(Group work)
Task 8: Talk show.(Team and Individual work)
Each group sends a representative to report their opinions on “which festivals are the most important and which are the most fun?”
【评析】此两项任务连贯性很强，要求学生先小组讨论得出结果，然后以大组为单位派出一个代表在班上作汇报。激发学生对新知识、新内容探求的欲望，促使其运用所学语言进行交际，体现语言的生成性。
Step 5:Homework (1 minute) Write an article
英语阅读课教学设计
一、教学目标
Teaching aims and demands
1. Master the new words and expressions:
(1).Words: beauty, harvest, starve, origin, religious, ancestor, feast, bone, belief, poet, arrival, gain, gather, independence, agricultural, award, admire, rooster, energetic, clothing, Easter, Christian custom.
(2).Expressions: take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with.
2. Learn to describe festivals Ss know using the words and expressions learned in the lesson.
3. Develop their reading skills: skipping, skimming, scanning, word-guessing, close reading, summarizing, comparing.
4. 学生认识世界各地节日的分类、不同庆祝方式，对生活的影响，从而学生能更深理解节日的内涵。
5. Understand the useful sentences and the structure of the passage, and then be able to do some writing accordingly.
以上教学目标中目标1是知识目标，2和3是技能目标；其中3是训练学生的阅读技能，把高考考纲规定的六钟阅读技能的培养贯穿在日常教学中。4是情感态度和文化意识目标，这两方面的素养是促进学生语言运用能力的基础（文化意识是学生得体运用语言的保证，情感态度是影响学生学习和发展的重要因素）；在高中阶段，思维方式、文化意识以及对不同文化艺术形式的积极情感的引导是语言教学的一个重要目标。目标5把阅读和写作有机结合来提高学生的
语篇意识，做到学以致用，体现了语言是思维表达和文化传播的工具，从真正意义上注重提高学生学生用英语进行思维表达和文化交流的能力，发展学生综合语言运用能力。
二、课堂教学设计和活动安排
Step 1: Lead in (4 minutes)
(1):Brainstorming. First students find more words to describe festivals they know.(Individual work)
(2):Students work in group of 4 and make a list of four Chinese festivals they know. Discuss when they take place and what people do at that time. Then fill in the table.(Group work)
Step 2: Pre-reading (3 minutes)
Task 1: Predicting
(1):Students try to predict the general idea of the passage according to the title and the pictures in it. (Individual work)
(2):Skipping (Individual work)
Students read the passage quickly and the teacher help them check their work.
Step 3: While reading(25 minutes)
Task 2: Skimming or Fast reading (Individual work)
Students read the text fast and identify the topic of each paragraph. Then fill in form. Finally help students to understand the organizing of the passage: Introduction --- Body --- Conclusion(总－分－总).
Task 3: Scanning or Careful reading (Group work)
Students scan the passage and fill the blanks based on it.
Task 4: Conclusion
(1):Although people have different festivals, most festivals have something in common, for these things might be important to people everywhere. Talk with partners and fill in the chart below. (Group work)
Task 5: Guessing words. (Pair work)
Students read the passage again and then guess the meanings of the words in bold according to the context.
starve, ancestor, in memory of, belief, dress up, arrival, gain, gather, award, admire, look forward to, custom.
Task 6: Intensive reading.(Pair work)
(1):Help students to understand some difficult words ,phrases and sentences in the passage.
Step 4: Post reading(7 minutes)
Task 7: Discussion
Discuss in group which festivals are the most important and which are the most fun.(Group work)
Task 8: Talk show.(Team and Individual work)
Each group sends a representative to report their opinions on “which festivals are the most important and which are the most fun?”
【评析】此两项任务连贯性很强，要求学生先小组讨论得出结果，然后以大组为单位派出一个代表在班上作汇报。激发学生对新知识、新内容探求的欲望，促使其运用所学语言进行交际，体现语言的生成性。
Step 5:Homework (1 minute) Write an article