InstructionalDesign (2)

1、Instructional Design Faculty: Lujiang No.2 Middle SchoolName:王婷Class: Class 16, Senior 1Text: Lesson 1,Unit 3,Module 1Edition: Beijing Normal UniversityUnit 3 Lesson1 Festivals I Background information: Teaching material: Module: 1 Beijing Normal University PressTeaching contents: Chinese traditiona

2、l FestivalsDescriptions of students: Senior 1 (50 students)Duration of the lesson: 40 minutes Analysis of the Teaching Material1 The topic of this unit is Celebration, which mainly introduces some festivals and customs in China and western countries, tells the history or origin, date, special food a

3、nd activities of the festivals and customs, which makes students know the differences between Chinese culture and western culture. In this case, this unit can help students to form the cultural awareness.2. The lesson Festivals is the first lesson of this unit, and this is the first period of this l

4、esson, so it is also a reading lesson. It is about some basic introductions about three Chinese traditional festivals, such as dates, special food, interesting origins and activities, which is helpful for students to know how to express Chinese traditional festivals in English, to understand Chinese

5、 culture further and more deeply. 3. At the beginning of this unit, the Warming-Up part has already designed listening exercise which involves some contents about celebrations and festivals as well as some new and relative vocabularies, during which students have already known and mastered some back

6、ground information and built one of bases for learning the new lesson Festivals, which makes it easy for teacher to start the new lesson. 4. The grammar of this lesson is the Passive. The grammar is taught through the reading materials given by this lesson. There are also exercises after the reading

7、 materials which help to reinforce the students learning of vocabularies, phrases, expression and grammar.III. Analysis of characteristics of the learners1. Students in senior 1 at this time have already learned unit 1 and unit 2, who are still in the transitional phase from the junior high school t

8、o the senior high school, but gradually get used to the study and life of the senior high school. They are cheerful, curious, enthusiastic and active in class. And they have a great passion for learning English. Teacher can know these students characters to lead students to be more interested in lea

9、rning and learn and think more deeply and critically.2. Students have already learned some vocabularies and expressions in the warming-up. It is easy for them to accept the knowledge and take part in the activities actively. However, there are still some difficulties for them in expressing and think

10、ing in English naturally.3. Students have already learned the grammar the Passive in the junior high school, so it will be easy for them to understand and learn the grammar further.4. Lesson 1 in this unit is closely related to students life, and it is about the Chinese traditional festivals. Living

11、 in the Chinese environment, the students have already known something and have life experiences and some background knowledge about the festivals. Thus, students can easily understand the reading material in this lesson，and learn the lesson quickly so that they get more time to learn more and explo

12、re the knowledge. The most important thing is that they will have a strong interest and confidence in learning how to express in English, how to use English and think in English.5. Students in senior 1 already have the ability to get the relative information from the material given. However, they ar

13、e still lack of the integrated skills of analyzing information, organizing the information and working out problems.IV .Thinking of design:This is the first period of the lesson. So this lesson will mainly focus on reading and speaking. Since the reading material and the grammar are not very difficu

14、lt for students, how to help students to use the language becomes more important. Students activities will be from half-controlled to free talk to make sure they can use some expressions they learn in class. Communicative Approach (CA) or (Communicative Language Teaching= CLT) will be used as well a

15、s task-based Language Teaching and Learning and cooperative learning approach.V Teaching Aims / Objectives 1. Target language:After the lesson, students will be able to: 1). Know the topic of the passage. 2). Know the basic knowledge of different Chinese traditional festivals.3). Learn some knowledg

16、e about the different festivals around the world and compare them. 4). Learn some useful words, phrases and expressions about festivals and customs, and know how to use them. 5). Know how to introduce a festival or holiday in China or in western countries and write a paper about the festival or holi

17、day.2. Ability objectives1).Train the students listening, reading and speaking ability. 2).Train the students ability to use the Internet to search for some useful information. 3).Train the students cooperative ability4) Train the students ability of analyzing information, organizing information and

18、 thinking in English.3. Affective objectives1). Encourage students to co-operate with each other and participate in the class activities actively in order to develop students sense of cooperative learning and initial learning.2). Help students know Chinese culture well, compare the Chinese culture w

19、ith the western culture, and stimulate students love for their own national culture and customs. 3) Help students understand the importance of the protection of Chinese traditional festivals.4) Arouse the Students cultural awareness. VI Teaching important points 1. Learn and master the new words and

20、 expressions in the readingNouns: celebration, occasion, bulb, battery, origin, sweet dumpling, zongziVerbs: celebrate, decorate, include, serve, destroy, lightAdjectives: traditional ，lunar，sticky，specialExpressions: celebrate the Festival ，be said to do ，Its said that , be made with , take part in

21、 , burn down , decorate.witha. Functional phrases:b. Expressing the date of festivalsIt falls on/ It is inb. Expressing special meaning of somethingIt marks-/It is celebrated by-/Something is said to be- c. Expressing food-making -are made / served / boiled 2. Enable students to know the basic knowl

22、edge of Chinese traditional festivals and express them in English. 3. Guide students to read descriptive materials by using basic reading skills and to get the information they want.Grammar: The Passive : be + p.p一般现在时: am/is/are + p.p一般过去时:were/was + p.p现在进行时: am/is are being + p.p过去进行时: were/was b

23、eing + p.p现在完成时: have/has been + p.p 1) Every year in September or October, the Mid-Autumn Festival is celebrated by the Chinese people all over the world. 2) In another story, a town was almost destroyed.3) Although the traditions of the festival are being changed now, this festival is still the mo

24、st important celebration for all Chinese people.4) A big reunion dinner was being prepared by my mother.5) Since 1983, the Spring Festival Party has been broadcast on CCTVVII Teaching difficult points 1. Develop students reading ability and speaking ability. 2. Help students use the expressions corr

25、ectly, and communicate more naturally. 3. Get students familiar to the whole-to-part oriented reading method. 4. Train the students ability to grasp key information and main ideas while reading. 5. Train the students ability to cooperate with others. 6. Help students learn Chinese culture and learn

26、to spread Chinese culture to the western world. Whats more, it is also important and difficult for them to form cultural awareness.VIII Teaching aids Computer, projector, worksheets, blackboard, chalkIX Teaching proceduresLead-in Step 1 Activities: Ask students which season they like best, and brain

27、storm the Chinese festivals or holidays falling in the season they like in the group, then answer the questions given by the teacher. Intentions: Make sure that students know some expressions about Chinese festivals, arouse their interest in learning the new lesson, and form the habit of cooperative

28、 learning. Time: 3 minutesReading Step 2 Activities: Ask students to read the passage quickly and ask them two questions :( 1) What Chinese festivals are mentioned in the passage? (2) What is eaten when the festival is celebrated? (3)Do some True or False exercises. Intentions: Help students to get

29、some general idea about the article through fast reading. Time: 2 minutes Step 3 Activities: Ask students to listen to the article for two times, and then fill in the table (hand-out) with the textbook closed.FestivalsDateSpecial meaningTypical activity Special foodMid-Autumn Festival_ Septemberor O

30、ctoberIt _ _ by all ChineseThe moon _ _ _ _the biggest and brightest.meet in the evening and_ _ _Moon cakes _ _with bean paste, fruit, coffeeand so on.The Lantern FestivalIt _ the fifteenth day of the _ _ _It _ the end of the Chinese New Year celebrations. Past: lanterns _ _ bycandles and _ withpict

31、ures.Now: lanterns _ _with light bulbs.Sweet dumplings _ and _in hot water.The Dragon Boat Festivalon the fifth day of the fifth month of the _ _It _ the beginning of the hottest seasonDragon boat races _ _ by Chinese and others from different cultures.It _ _zongziIntentions: Help students to get mo

32、re details about the three Chinese festivals and master the basic information more specifically and clearly.Time: 5 minutesStep 4 Activities: Ask the students to read the passage the third time and underline some useful expressions used to describe a festival at the same time. Give them an example a

33、nd enlighten them to summarize how to introduce a festival. Intentions: Help students to understand the useful expressions and know how to introduce a festival.FestivalsDateSpecial meaningTypical activity Special foodUseful expressions Time: 3 minutesPractice Step 5 Activities: 1) Give students a po

34、em and let them guess the festival.2) Give pictures about another western festival and let them guess. 3) Let them form six groups and discuss the questions given. Intentions: Help students to know more general information about the festival, and cultivate their love for Chinese culture and experien

35、ce the differences between the Chinese culture and western culture. Time: 5 minutesStep 6 Activities: Give more information about the festival and ask students to apply the useful expression about the festival to introduce the festival to the whole class. Each one speaks at least one sentence. Inten

36、tions: Help students to use the expressions and the information they have learned, cultivate their ability of organizing the information and help them build up the confidence in learning English. Time: 7 minutesLanguage in use: Step 7 Activities: Work in a group of six and introduce a holiday or fes

37、tival in China which is different from the festivals mentioned in the text or in western countries each other, at the same time they have to take notes and fill in the table. Teacher will assess them according to their performance in the groups.Introduce a festival or a holiday to class. Try to use

38、the useful expressions in your first paper.Name of the festivalDateSpecial meaningTypical activitySpecial foodListen to other groups carefully and fill in the table according to the information you hear. Then assess their presentations.Festival or holidayUseful expressionsLinkingwordsIdeaAssessmentGroup 1Excellent Good So-soExcellent Good So-soExcellent Good So-soExcellent Good So-soGroup 2Excellent Good So-soExcellent Good So-soExcellent Good So-soExcel