1、Unit12 Life is full of the unexpected.Section B (1a-1e)Teaching Goals:一、功能：Talk about April Fools Day.A: What happened to Dave on April Fools Day? B: Well, a friend invited him to a costume party?二、常用词汇和表达：Learn to use the words and phrases (fool, costume party and embarrassed ).三、文化知识：了解外国愚人节风俗。4、学
2、习策略：利用图片信息，预测听力内容。 (目标引领：从功能、词汇和常用表达及文化知识、学习策略四个方面阐述了本节课的教学目标，层次清晰，一目了然。)Teaching and learning steps:Step1. Pre-listening activitiesI. Do you know something about April Fools Day? If not, please look at the following passages.(1)愚人节的起源愚人节也称也称万愚节 。一种说法认为这一习俗源自印度的“诠俚节” 。该节规定，每年三月三十一日的节日这天，不分男女老幼，可以互开玩
3、笑、互相愚弄欺骗以换得娱乐。另一种较普遍的说法是起源于法国。1564 年，法国首先采用新改革的纪年法格里历(即目前通用的阳历)，以一月一日为一年的开端，改变了过去以四月一日作为新年开端的历法。新历法推行过程中，一些因循守旧的人反对这种改革仍沿袭旧历，拒绝更新。他们依旧在四月一日这天互赠礼物，组织庆祝新年的活动。主张改革的人对这些守旧者的做法大加嘲弄。聪明滑稽的人在四月一日这天给顽固派赠送假礼物，邀请他们参加假庆祝会，并把这些受愚弄的人称为“四月傻瓜”或“上钩之鱼” 。所以每年四月一日，是西方的民间传统节日愚人节 。（2）愚人节习俗 - 4 月 1 日的鱼宴参加鱼宴的帖，通常是用纸板做成的彩色小
4、鱼。餐桌用绿、白两色装饰起来中间放上鱼缸和小巧玲珑的钓鱼竿，每个钓竿上系一条绿色飘带，挂着送给客人的礼物或是鱼形工艺品，或是一个装满糖果的鱼篮子不言而喻，鱼宴上所有的菜都是用鱼做成。宴会上,主人端上以鱼为原料精心烹制的菜肴，煎炸烤烧，应有尽有。根据传统风俗，主人往往在宴会上给客人们做假菜，这种假菜宴更增添了轻松欢快的节日气氛。宴会结束后，主人以糖果招待客人，不过，糖果不是放在果盘中，而是放在药盒里。 (3)愚人节的象征黄水仙是愚人节的象征。愚人节时，人们常常组织家庭聚会，用水仙花和雏菊把房间装饰一新。典型的传统做法是布置假环境，可以把房间布置得象过圣诞节一样。 也可以布置得象过新年一样，待客人
5、来时，则祝贺他们“圣诞快乐”或“新年快乐” ，令人感到别致有趣。（4）愚人节开玩笑的时间愚人节这天玩笑只能开到中午 12 点之前，这是约定俗成的严格规矩。过了中午还找乐子的人是一个比被他取笑的人还大的傻瓜。过了钟点还开玩笑的人会立刻碰钉子，自找没趣儿。有一首小诗是这样描述的：愚人节已过十二点，你这个傻瓜来得晚。待到来年愚人节，你将是个大笨蛋 !II. Preview Translate the following Chinese into English. Ask the students to translate the following Chinese into English. Fir
6、st ask the students to put them into English orally, then write them down without looking at the text.(1) 发出声响 (2) 起床_ (3) 穿衣服 (4) 出席；露面_(5) 熬夜 _ (6) 邀请某人去_Ask the students to translate the following sentences.(1) 愚人节这天戴维发生了什么事？_(2) 当我到那时，我发现他愚弄了我。_Put these words in the correct columns in the chart
7、. Some words can go in more than one column.（【设计意图】:本节课是一节听说课，主要谈论中西方国家的餐桌文化，课前除了让学生阅读相关的背景知识以外，还让学生查阅自己所喜欢的国家的文化习俗，目的在于更好的理解文本，以及为本课的 groupwork 做好铺垫。课前对文本中的重点短语和句型有所了解，能够帮助学生更好的完成听力、对话练习，课上有针对性的听讲，更能培养学生的自主学习能力,还可以根据检测结果，以学定教。 ）2.Warming up and lead-in. (1) Tell a story with the words in 1a.T: As w
8、e know, there are different parts of speech in English such as nouns, verbs, adverbs and so on. Sometimes the same word can be both used as a noun and a verb. For example, “fool”. Do you know what its meaning is? Well, let me make two sentences. First one: Im a fool. I left my bag in the taxi. Secon
9、d one: He has fooled a lot of people. S1:“Fool” in Sentence 1 is used as a noun. It means “傻瓜” in Chinese. S2:“Fool” in Sentence 2 is used as a verb and it means “愚弄,欺骗” in Chinese. T: Great! Now look at the words in 1a on page 79. They can be classified into three groups, nouns, verbs and adjective
10、s. Which words can go in more than one group? Who can tell us?S3: “Fool”, “clock” and “change” can be both nouns and verbs. S4:“Empty” can be both a verb and an adjective. S5:“Costume” can be both a noun and a verb.T: You are right. So later when we learn new words, we should pay attention to their
11、different parts of speech. If you have any difficulties, you can ask your best teacher(dictionary) for help, she will tell you almost everything you want to know about words. T: We usually go to school and go home on time. It seems that everything goes in order. But sometimes an unusual thing may ha
12、ppen. Can you tell your partner about something that happened to you recently? Please use two or more words or phrases in 1a on page 79.e.g: I was fooled by Tony on April Fools Day. He invited me to a costume party. I dressed up like Snow White. I sang and danced with my friends at the party. I enjo
13、yed myself at first. But then I didnt hold my cup of coffee carefully. I dropped on the floor. The coffee splashed on my dress. I was so embarrassed, and my face turned red.（【设计意图】:本部分是一个头脑风暴，课前让学生提前做了 1a，课上主要是练习学生用词组句、讲故事的能力，为下一步的学习作铺垫。 ）(2) Tell stories.T:Boys and girls, there are 4 pictures here,
14、 please work in pairs and make up stories based on what you see in the pictures.e.g: The boy in black wears a mask, he plays a joke on his friends, his friends feels very scared.get it ?Ss: Got it.T: Great! Please work in groups of four and make up your new stories.After a few minutes, ask some grou
15、ps to show their stories.（【设计意图】:有了上一部分的铺垫，让学生根据这四张图片讲故事，目的在于让学生熟悉这四幅图，培养学生利用图片信息，猜测听力内容的能力。 ）Step2. While-listening activities.Listening Practice I1.Listen for the general idea 听取大意The main idea of the conversations is to talk about_.A.What happened to Dave on April Fools Day B.What happened to Nic
16、k and Joe on April Fools DayC. Both A and B （【设计意图】:让学生通过听录音整体感知，并找出谈论的主旨大意。听听力之前要对学生进行相关听力策略（在听听力之前先仔细审题，找出需要听的关键词，即用下划线标注的词）的指导。这一部分也是为 1c 部分，听听力写人名做好铺垫，因为该部分给了四幅图，通过听大意可以了解到听力内容里主要谈论三个人，因此可以判定有一幅图是多余的。这样能提高学生整体理解听力内容的能力，并能提高学生的听力效能。 ）2.Listen for the specific ideas 听取细节Task1. Listen and write the
17、 persons names. (1-3).T: From the conversations we know Dave, Nick and Joe are talking about April Fools Day, right?Ss: Yes.T:Next,please listen to the recording again and write each persons name under the correct picture.Task 2. Listen and write who says each of the phrases below.(1) Let the Ss go
18、through the phrases first, pay attention to the key words or phrases.Then ask the Ss to listen to the conversation for the third time and write D for Dave, N for Nick and J for Joe.Task3. Listen and fill in the chart.T: Well done! Please listen to the recording again and fill in the chart. （【设计意图】:听
19、听力之前，让学生对三幅图进行了预测，所以听并写人名比较简单。第二个任务听并匹配人名，在听之前，让学生预选答案，然后再核对，多数同学都做的不错。听填信息环节，听听力之前，有了大量的信息输入，这部分填空不算难。同时，此部分也是为了输出环节的复述听力内容做铺垫。 ）Step3.Post-listening activities.Task1. Listen and repeat.Let students listen to the recording again and repeat after it, pay more attention to the pronunciation and inton
20、ation.（【设计意图】:语音学习的主要方法是模仿，模仿在正音、训练学生语句重音的同时，还能培养学生的语音、语调以及对句子重音的把握。 ）Task 2. Retell.Ask the Ss to try to retell the story. Give the Ss some time to try doing it by themselves, then ask 2 or 3 students to retell it.Task 3.Groupwork.T: Boys and girls, from the conversation we know, the three kids are
21、 talkinWou on April Fools Day? Please work in groups of four and talk about your own stories.When Where Who What HowUseful structures:What happened to you on April Fools Day?Where did you go ?Who did you go with? / Who did it?What did you do?/ What did you realize?How did you feel?1.Divide all the s
22、tudents into groups of 4, one group, one leader.2.Talk about their own stories, at the same time, the leader writes down the information.3. Choose two or three leaders to give us a report. （【设计意图】:学生四人一组，用一两分钟的时间回想自己在愚人节被愚弄的故事，以上面的表格为提纲，学生先独立填写相关信息，然后在小组内分享自己的愚人节故事，引导学生在熟悉的语用环境中进行语言输出，巩固所学目标语言。 ）Ste
23、p4.Inquiry into knowledge by translation.一、1.What happened to Dave on April Fools Day? _ Im a fool; I left my bag in the taxi._fool 在这里用作_词,意为“_”。Dont be such a _. 别这么傻了2. Cant you stop fooling?_ Have you ever been fooled by others?_fool 在这儿作_词,意为“_”。You shouldnt _ her. 你不应该欺骗她。3. You were foolish t
24、o leave school._ How foolish it is of her to quarrel!_fool 的形容词是_, 意为“_”, 相当于_。Dont be so _. 别这么傻。 二、1. But when I got there, the school was empty. _ The box is empty._empty 在这里用作_词,意为“_”, 反义词是_。2. These are only some empty words. _Three months after her husbands death, she still felt very empty. _e
25、mpty 在这儿用作形容词时, 还可以意为“_” 。3. I emptied my bag but didnt find my keys. _empty 在这里用作_词,意为“_”,其反义词为 _。(【设计意图】:鼓励学生通过合作学习自己总结，引导学生观察、发现、归纳和掌握语言规律，形成有效的学习策略，必要时老师可以给予适当的点拨,落实了以学定教。 ）Step5.The end-of- class test 当堂检测一用所给单词的适当形式填空。1.There is nothing in the box. Its _ (full). 2. He invited me _ (go) for a p
26、icnic, but I had no time.3. How _ (fool) she is !4. She took a quick shower and got _ (dress).5. What _(happen) to you recently, Lucy?二、汉译英。1. 当我到达那里时，学校是空的。(empty)_2. 乔，愚人节你发生什么事了？ (be supposed to)_Step 6. Homework1. Read 1b after the tape and recite them.( )2. Rewrite 1b into a short text. ( )3. P
27、review 2a-2e. ( ) 本节课亮点：1. 课前让学生了解愚人节，激起了学生的求之欲望，课堂氛围不错。2. 听听力之前，让学生谈论图片，这样做能够降低听力难度。3.听力填空环节用表格形式展示了这三个孩子愚人节的经历，一目了然，并为语言输出环节做好铺垫。4.听后活动，目的是引导学生在熟悉的语用环境中进行语言输出，巩固所学目标语言。不足：部分学生预习作业做得不到位，所以话题任务个别小组完成不是很好。使用注意事项：在讲本节课前，让学生了解西方国家的节日-愚人节。Step1. Pre-listeningPreview 答案：Phrases: (1) go off (2) get up (3)
28、 get dressed (4) show off (5) stay up (6) invite sb. to Sentences:(1) What happened to Dave on April Fools Day?(2) By the time I got there, I found he had fooled me. Step2. While-listening听取大意：C听取细节：Task 1. b: Joe ; c: Nick d: DaveTask 2: 1.D; 2.N; 3.J ;4.J; 5.D; 6.NTask 3：Step4.Inquiry into knowled
29、ge by translation.一、1. 愚人节那天大卫发生了什么事儿？ 我真傻，把我的书包留在出租车上了。名词；愚人,白痴;fool2. 别再做傻事行不行？ 你曾经被别人捉弄过吗？ 动；愚弄,欺骗; fool3. 你中途退学真是个傻瓜。 她多么傻，居然吵架！foolish; 傻的,愚蠢的;silly; foolish二、1. 但是当我到达学校时，学校空无一人。 这个盒子是空的。形容;空的; full 2. 这些只是一些空话。 她丈夫死后三个月，她仍然感到心里很空。空洞的, 空虚的;3.我倒空了我的包，但是我没找到我的钥匙。动词；排空,倒出; fill; Step6.The end-of- class test 当堂检测1. empty 2. to go 3.foolish 4. dressed 5.happened二、1. When I got there, the school was empty. 2. What happened to you, Joe?
