陕西省榆林市第十中学 719000
一、教学步骤
Task1: Lead-in(导入)
1.Did you have fun during the Spring Festival? What do people do and eat? How do people celebrate?
（Show some pictures about different festivals around the world to encourage students to think about the names of the festivals and learn about them.）
2.Summarize the festivals in China and foreign countries to stimulate their interest and prepare for the next step.
(听看——讨论。用Flash和幻灯片引入，直观，易懂，容易吸引学生的注意力。采用对比的方式呈现不同的节日，突出中西文化的不同，加深学生感性认识，同时在语言和内容上为下文作铺垫。
期刊文章分类查询,尽在期刊图书馆)
Task2: While reading
Step1: Skim the text（略读，找出主题句和总结文章大意)
1.Ask students to skim the passage and try to find the main ideas of each part.
2.Guide the students to find the topic sentences and summarize the main idea and present them.
(阅读——讨论——找主题句，引导学生归纳中西方节日的不同方面,训练阅读技能)
Step2: Scan the text（精读，学生带着问题去研读课文，进行细节理解、推断理解和归纳总结训练)
1.Ask students to scan the text and decide the “T or F”statements to encourage students to think about some basic knowledge about festivals.
（1）The ancient people needn’t worry about their food.
（2）Halloween used to be a festival intended to honor the dead.
（3）Qu Yuan was a great poet whom people honor a lot in China.
（4） The Mid-autumn Festival is held to celebrate the end of autumn.
（5）Easter celebrates the birth of Jesus.
（6）There is pink snow in spring in Japan.
2.Get students to discuss with their partners and then check the answers to arouse students’ interest and prepare for the next step.
（阅读——理解——判断，通过判断题, 检查学生理解细节的程度，也是对引入部分对中西方节日的感性认识的升华）
Step3: Intensive reading
1.Ask students to read the passage and answer the questions to help students get more specific information and better students’ understanding of the whole passage.
（1）Why would people celebrate at these three times of the year？
（2）What kinds of things are done to honor the dead?
（3）What festivals can you think of that honor famous people or important events? Who do you think should have a festival to honor them? Why？
（4）Do you know of any harvest celebrations in China？
（5）Why are spring festivals popular? Talk about all the cultural practices you know of at spring festivals.
2.Students discuss and then present their answers freely.
（阅读——理解——讨论——内化，利用练习帮助学生加深对课文的理解，促进学生的内化，为下一步的口头输出做准备）
Task3: Post reading
Step1: Fill in the chart
Ask students to fill in the chart and then present their answers.
(理解——分析——对比信息——归纳要点， 拓展所学内容，对中西方节日进行比较，渗透了跨文化知识)
Step2: Compare and contrast
1.Ask students to discuss the similarities and differences between the festivals in China and Western countries and then report to improve students’ ability to compare and summarize.
(口头输出——评价，此任务能培养学生的归纳和表达能力，做到以读促说)
Step3: Homework
Ask students to write an introduction of the festival they are familiar with.
二、课后反思
成功之处：
1.导入环节效果明显，图片和Flash有效拉近了学生和文章话题的距离，同时也达到了2个基本目标。
2.能力目标的实现：课前设想的两个能力目标（通过阅读获取信息的能力和用英语表述中西方主要节日和庆祝活动）以及通过快速阅读寻找段落主题句并归纳主题思想在课堂中都基本实现了。
存在的不足：本课时内容较多，时间较紧，部分任务完成得有点仓促，课堂总体上少了一些亮点。
论文作者:高怀东
论文发表刊物:《教育学》2017年7月总第122期
论文发表时间:2017/9/1
标签：归纳论文; 学生论文; 节日论文; 能力论文; 内化论文; 主题论文; 感性认识论文; 《教育学》2017年7月总第122期论文;