英语阅读教学设计
| Paragraph 1 | Brief introduction |
Most festivals celebrate____ of cold weather, _____ in spring, and _____ in autumn; Festivals are _____，______, and ________ . |
| Paragraph 2 | Festivals of the Dead | They are held to ___ the dead and satisfy ____, such as _____ in Japanand ______ in the western countries. People in _____ also celebrate the festival in November. |
| Paragraph 3 | Festivals to Honour People | Festivals are held to honour ____, such as ______, _______, ________ . |
| Paragraph 4 | Harvest Festivals | Harvest and _______ can be _______.People are grateful because ________ and _________. |
| Paragraph 5 | Spring Festivals | Spring festivals are _______ that look forward to ______ and ______ , such as _____ in China, _____ in some Western countries, _____ for Christians and ________ in Japan |
| Conclusion | Festivals help people _____ ,_______,______,_____. |
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)
| Common things | Reasons why they are important |
| 1 | |
| 2 | |
| 3 |
The passage brief introduces the earliest kinds of festivals with the reasons for them, and then four varieties of festivals in most parts of the world.
【评析】这一任务的设计本着有序变化和有机变化、动态和静态相结合的原则，交替安排学生参与的活动和学生接受知识并思考的活动，更能提高学生学习的效率。
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.
【评析】学生通过双人互动活动，依据课文的语境来识别、理解、联想和应用新词汇。词汇的教学以真实或近乎真实的语言情景为背景，使学生通过情景掌握这些词汇，切实提高学生实际运用语言的能力。这一任务还有助于学生消除生词障碍，为下面的精读作铺垫。
Task 6: Intensive reading.(Pair work)
(1):Help students to understand some difficult words ,phrases and sentences in the passage.
(2): Students read the passage again, and answer the questions in Exercise 2 on Page 3.
【评析】帮助学生分析文章中出现的难句、语法结构、短语等进一步扫除阅读障碍。接着学生默读文章，进行互问，有助于他们深层次地理解课文。教师在课堂教学中可根据实际情况鼓励成绩好的学生提出比较有深度的问题。
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)
| Type of festival | Example of festival | Reasons | |
| Most important | |||
| Most fun |
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 about the most important festivals you like best. The passage should include date, origin, meaning, food and clothing, people, and activities.
【评析】学生通过自主性阅读、讨论等活动，对文章有了更深的理解，在此基础上进行书面表达，学生言之有材;节日是学生都熟悉的话题，学生言之有物。这种安排使语言输出和输入有机结合起来，读写能力协调发展，有利于提高学生综合语言运用能力。日常教学中教师要始终贯穿阅读与写作两条主线，认真探索，强势推进。
三、教学反思
纵观本节课有以下几大优点：第一、学生始终是教学活动的主动参与者、并整体参与，强调自主学习能力的培养。整节课每位学生都要勤于思考、搜集和处理信息。教学活动为学生提供不同情境下构建知识、运用知识和表现自我的机会;让学生通过主动学习，形成自我监控、自我反思、自我评价和自我反馈的学习能力。教师引导学生主动探究和解决问题，帮助学生形成自主学习的能力。第二、教学活动多样化，体现人文性。就内容而言，有训练活动、理解活动、应用活动、反馈活动等;就组织形式而言，有个体、对子、小组、大组活动;就学习方式而言，有自主学习、讨论合作学习。教学活动的设计充分考虑到学生的差异性，做到课上人人有事做，事事有成效。第三、教学步骤由浅入深，层层推进。任务与任务间连贯，环环相扣。每个任务都做到由易到难，确保绝大多数学生能参与到活动中来。第四、重视教学内容的开放性和语言的生成性。Lead in 、Post reading和Homework 的活动紧密联系生活实际，真实再现生活，同时学生还能体验和感受生活，并尝试用英语进行交流。第五、注重教师的组织、引导和促进作用。设计的各个环节都离不开老师的组织和指导。教师整节课只是在组织和引导学生去思考、分析和发现问题，帮助学生更好地完成任务，促进学生综合语言运用能力的提高。这样就更能确保整堂课的教学过程和活动有效性得以实现。
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