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中小学教育资源及组卷应用平台
Unit 1 Festival Around the World
教学设计（一）
第一、二课时 Listening and Speaking
一、教材分析
本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语 3基础模块》中Unit 1 Festival Around the World 的Warming up和Listening and Speaking， 要求学生能识记与中国传统节日相关的词汇与短语，识别节日介绍中的文化信息，礼貌地接受或拒绝节日庆祝活动的邀请，了解和尊重不同的节日文化。
二、学情分析
本单元的话题是中外节日。同学们经过中小学阶段的学习，能够说出个别重要西方节日的信息，但因为缺乏相关词汇和表达的积累，对怎样用英语谈论中国传统节日感到吃力。因此，教师在听说部分应采取由浅入深的教学策略，先为学生扫除词汇障碍，再引导学生由简单到复杂，由操练到替换进行练习，最后到语境运用，实现语言输出。
三、教学目标
After leaning this lesson，students can
通过本课的学习，学生能够
1. elicit information about festivals by listening activity
通过听力活动获取节日信息
2. invite foreign friends to Chinese festival celebrations
邀请外国朋友参加中国的节日庆祝活动
3. improve their listening skills by scanning before listening and taking notes while listening.
通过听前浏览和听中记笔记来提升听力策略。
4. stimulate their interest in Chinese traditional festival culture
激发他们对中国传统节日文化的兴趣
四、教学重点、难点分析
教学重点：能在节日邀请的对话中提取有关节日的具体信息；能谈论节日活动计划和安排。
教学难点：能熟练灵活运用描述节日时间和活动安排的句型。
五、教学过程
Step 1 Warming Up
*1. 铺垫活动： Brainstorm.
(1) T: Can you name some festivals all over the world
提问并引导学生说出中西方重要节日。(教师可提供相关节日的活动图片，激活学生思维。)
Possible answers : Halloween，Easter，Qingming Festival, the Double Ninth Festival...
(2) 与同桌完成简单的情景对话。
Situation：
Suppose your deskmate is an exchange student from UK and he is interested in Chinese culture. Now, he wants to talk to you about Chinese traditional festivals. Please choose a traditional Chinese festival above and briefly introduce it to your deskmate.
S1: …, can you tell me something about …？
S2: Sure. What do you want to know about…
S1: When is it
S2: It falls on…
S1: How do you celebrate it
S2: On that day, we…
Possible answers:
Festivals When？ How？
Qingming Festival either April 4th or 5th 1. Sweep tombs and worship ancestors 2. Go on a spring outing
The Double Ninth Festival the ninth day of the ninth month of the lunar calendar 1. Climb the height to enjoy distant view 2. Eat Chongyang cake (double ninth cake)
2. Look and match.
处理教材活动1, 可分为两步：
（1）学生观察图片，完成图片与节日选项的匹配。教师检查并反馈。
（2）完成配对练习后，学生通过PPT观看这四个节日的图文介绍。老师让学生总结图片中呈现的内容并填写表格。(以下介绍做参考)
Picture1：
The Dragon Boat Festival is one of the most important traditional festivals in China and falls on the 5th day of the 5th lunar month in Chinese calendar every year. On that day, people watch dragon boat race and eat zongzi to honor Qu yuan.
Picture 2：
The Mid-Autumn festival is held on the 15th day of the 8th month of the lunar calendar when the moon is at its brightest and fullest. For Chinese people, the full moon is a symbol for family reunion. At the Mid-Autumn Festival, all the family members would get together to taste moon cakes and appreciate the round moon.
Picture 3：
Thanksgiving Day is a day for people in the western countries to give thanks for what they have. It falls on the 4th Thursday in November in the USA. On that day, families and friends get together for a meal, which traditionally includes a roast turkey, potatoes, and pumpkin pie and so on.
Picture 4文字介绍：
The Water-Splashing Festival is an important festival of Dai minority, which is held from the 13th to 16th of the 4th month of the Chinese lunar calendar. During the festival, Dai people seek good luck by splashing water at one another, lighting lanterns on the river at night and washing Buddha with water.
Fill the blanks after reading the pictures and their brief introduction.
Festival When What
The Dragon Boat Festival
The Mid-Autumn Festival (Mooncake Festival)
Thanksgiving
The Water-Splashing Festival
Possible answers:
Festivals When What
The Dragon Boat Festival (the Double Fifth festival) the 5th day of the 5th month of the Chinese lunar calendar 1. Watch traditional dragon boat races 2. Eat zongzi
The Mid-Autumn Festival (Mooncake Festival) the 15th day of the eighth month of the Chinese lunar calendar 1. Eat mooncakes 2. Appreciate the full moon
Thanksgiving the 4th Thursday in November 1. Families and friends get together 2. Eat a special meal: turkey and pumpkin pie
The Water-Splashing Festival the 13th to 16th of the 4th month of the Chinese lunar calendar 1. Splash water at one another 2. Light lanterns on the river at night 3. Wash the Buddha with water
3. Read and write
处理教材活动2，可分两步：
（1）学生阅读给出的节日活动描述，写出相应节日名称。教师公布答案，学生核对。
（2）学生仿照教材活动
A： On the Mid-Autumn Festival, we eat mooncakes.
B: On the Water-Splashing Festival, we _____________.
（设计意图：本环节通过头脑风暴、图片匹配、观看视频等活动，引出节日庆贺相关的词汇和句型，扫清听力词汇和句型障碍，为后续的听说活动做准备。）
Step 2 Listening
Before listening
PPT呈现刚才节日简介里出现的重点词汇，教师解释词义及用法：
lunar calendar 农历；symbol n.象征;reunion n.团聚； appreciate v.欣赏；
get together 聚集，举行社交聚会…
1. Listen and tick.
处理教材活动3。学生在听前读选项，预测听力内容。然后听录音，判断对话主题。听后教师检查并反馈。
2. Listen and complete.
处理教材活动4。学生首先浏览邀请卡中需要填入的信息（节日名称、地点等）。再听录音，抓取并记录关键词，听力结束后完成邀请卡填写。最后教师检查并核对答案。
3. Listen and complete.
处理教材活动5，可分两步：
（1）学生在听前仔细阅读短文，预测需要填写的单词。再听录音，写出答案。
（2）老师检查答案、呈现听力文本并简要解析其中的关键信息。
（3）教师在听力教学结束后进行句型总结，如：
1. plan to… 2. invite sb to do sth … 3.be known as 4. be similar to
（设计意图：本环节在听力活动1环节，通过训练学生利用问题和选项预测听力内容，在听的过程中有意捕捉信息并判断文章主题；在听力环节2引导学生运用听前策略，根据提示信息，有的放矢地听，提高学生把握对话主要内容并记录的能力；在听力环节3中，通过补全句子，让学生在把握对话主要内容的基础上提高提取细节信息的能力，同时也为下一环节中的语言输出做准备。）
Step 3 Speaking
1. Listen, read and underline.
处理教材活动6，可分两步：
（1）教师介绍对话背景，学生听录音，模仿语音语调跟读，并用下划线标出有关节日活动以及邀请和回应的语句。教师随后邀请两位学生进行对话展示并点评。
*（2）教师简要讲解以下重点词组与句型，随后学生重点操练句型。
I plan to…
Would you like to come
It’s a reunion time for …
It falls on…
How do you celebrate this festival
There’s a lot of activities to celebrate it.
What I love most is…
2. Imitate and talk.
处理教材活动7。学生首先在教师引导下回忆活动6的交际句型，随后用情境中所给信息，借助活动6的交际框架进行替换练习。教师检查并反馈。
参考答案：
A: Hey. I plan to celebrate the New Year with my families and friends. We will throw a New Year ’s Eve party. Would you like to come
B: Great！When is the festival
A: It falls on January 1. But our party begins at 9 p.m. on December 31.
B: Where will the party be held
A: In students’ dining room.
B: Sounds good. How do you celebrate this big day
A: Usually, we celebrate it by making apple pie, playing English games, and watching movies.
B: That’s so nice. I am so happy to receive your invitation.
3. Role play.
处理教材活动8，可分四步：
(1)识别对话场景，阅读和勾画相关信息（包括人物角色、庆祝的节日、庆祝时间、庆祝活动），并于同桌讨论回答以下两个问题。
① When is the Lantern Festival
② How do you celebrate this festival
(2)全班活动，教师选择学生，与其进行对话示范.
(3)双人活动，选择角色，编排对话。
(4)全班活动，教师选出部分学生进行展示，然后引导学生互评并给予反馈。（发音是否正确，升调或降调的使用是否正确，语法是否正确，句式表达是否恰当。）
Checklist
Fang Ming (a manager) 1) Sincerely invited Frank Miller to celebrate the Lantern Festival together. 2) Described the festival. 3)Showed respect cultural differences. Frank Miller (a new employee from Germany) 1) Expressed thanks for Frank’s invitation. 2)Showed interest in Chinese culture. (What When How ) 3)Showed respect to cultural differences.
参考答案：
Fang Ming: Hey，Frank. I plan to go back home and celebrate a festival with my families. Would you like to come
Frank Miller: Great！What festival are you going to celebrate
Fang Ming: The Lantern Festival. It is a continuation of celebrating the Spring Festival.
Frank Miller: When is the festival
Fang Ming: It falls on the 15th day of the first lunar month. It was also a romantic festival in ancient China, providing an opportunity for unmarried men and women to meet.
Frank Miller: Sounds interesting. Valentine's Day is also a romantic holiday in my country. How do you celebrate this festival
Fang Ming: There’re a lot of activities to celebrate it. What I love most is eating yuanxiao and enjoying lantern shows.
B: That’s so nice. As a big fan of Chinese culture, I am so happy to receive your invitation.
（设计意图：本环节设计了节日邀请为主题的口语表达活动，通过跟读范本中的重点句型、替换关键词模仿练习等活动，使学生掌握关于谈论节日邀请的基本语言表达。在此基础上，借助拓展的综合性口语表达活动，侧重培养学生语言交互能力和思维能力。）
Step 4 Conclusion
教师引导学生结合本单元教材听说部分的配套微课，总结本课所学。
1. Expressions:
Would you like to come Great！/ Thank you.
I’m so happy to receive your invitation.
What Festival are you going to celebrate
When is the festival It falls on …
How do you celebrate this festival What I love most is …
2. Key words and phrases:
plan to … /get together/ reunion/lunar/be similar to… / the Spring Festival Gala
Step 5 Homework
1.复习听说的教学内容，整理课堂笔记并熟读活动6的对话。
*2.拓展作业：请同学们编写一个有关端午节的节日邀请对话，录制视频上传至班级群。（注意节日时间和活动的描述）
Unit 1 Festival Around the World
教学设计（二）
第三、第四课时 Reading and Writing
一、教材分析
本课教学内容选自教材《英语3基础模块》中Unit1 Festival Around the World 的Reading and Writing，要求学生通过阅读文章，概括文章主题， 梳理文章内容，获取信息细节，感知中外不同的节日文化，增强文化理解能力。在写作板块，要求学生学会使用恰当的词汇和句型补充节日信息，完善节日邀请函，增强语用能力。
二、学情分析
经过听说内容的学习，学生已能根据情境选用得体的语言发出或接受节日邀请。能够用准确的语言描述节日名称、庆祝活动的时间、地点和活动等相关基本信息。但多数学生对节日类说明文的阅读策略还比较陌生。因而教师需结合学生的学习基础，搭设合适的阶梯，帮助学生运用思维导图，提取、比较文章关键信息，锻炼逻辑思维能力。学生在第一册第五单元Celebrations中详细学习邀请函的写作方法。因此我们将把写作重点放在如何运用恰当的语言对邀请函的内容进行补充。
三、教学目标
After leaning this lesson，students can
通过本课的学习，学生能够
1. summarize the theme of the article, sort out the information and content；
概括文章主题、梳理信息和内容；
2. identify logics of introducing festivals；
识别介绍节日的逻辑；
3. introduce festivals and write a festival invitation with appropriate vocabulary and sentence patterns；
完成节日介绍，用适当的词汇和句型写一份节日邀请
4. discuss the similarities and differences between the Spring Festival in China and Christmas in America；
讨论中国春节和美国圣诞节的异同
5. learn to respect and love different cultures and enhance their self-confidence of our national culture.
学会尊重和热爱不同的文化，增强民族文化自信。
四、教学重点、难点分析
教学重点：掌握描述各国新年活动的相关词汇和句型。
运用阅读策略对文章进行分析、归纳和总结
教学难点：能正确组织语言，补充节日信息，
能撰写逻辑清晰、语言得体的节日邀请函。
五、教学过程
Before class：
* 1. 课前准备： 教师筛选优秀对话视频，同学们利用问卷星投票选出“最佳编剧组合”、“最佳表演组合”及“最佳口语组合”。
During class:
Step 1　Review
*复习巩固听说课内容：邀请获奖者依次在全班展示，师生点评。
Warming Up
1. Think and discuss.
教师呈现ppt 单元封面图,提出一下四个问题
（1）T:What is the festival in the picture
Answers：The Spring Festival
（2）T:Before the Spring Festival, what do we usually do
Possible answers：go for new year shopping；buy new clothes；clean and decorate our house; make dumplings; * hang red lanterns; * put couplets)
（3）T:On the eve of the Spring Festival, what do we usually do
Possible answers: eat reunion dinner; watch the Spring Festival gala; * set off firecrackers
（4）T:During the Spring Festival holidays, what do we usually do
Possible answers: receive lucky money；visit friends and relatives; go to the temple fairs; visit flower fairs; watch the lion dance; * watch Chinese New Year movies
（设计意图：通过四个问题，引导学生说出自身经历的新年活动，使学生对其他国家的人怎样庆祝新年产生好奇心，为后续阅读活动做铺垫。）
Step 2 Pre-reading
Discuss and match.
处理教材活动9。学生阅读选项，将节日名称与活动内容进行匹配。
（设计意图：本环节要求学生匹配节日活动信息，旨在引入课文主题相关内容，提前激活学生的相关知识储备，为后续阅读活动做铺垫。）
Step 3 While-reading
1. Read and decide.
处理教材活动10，可分为两步：
（1）学生快速浏览整篇文章，判断文本类型，选出文章主题。
*（2）拓展活动：分小组寻找文章文体和写作方法的支撑信息。教师结合小组观点进行总结。
Q1: T: What type of passage is it
A.an argumentation(议论文)
B. a narration （记叙文）
C.an exposition (说明文)
Q2: T: What is the writing method of this passage
A. giving examples
B. showing facts
C. showing data
*Q3: What’s the main idea of the passage
It’s an exposition and mainly introduce _______________, including their ________ and ________ with some examples.
Possible answers:
It’s an exposition and mainly introduce three different kinds of festivals, including their meaning and celebrations with some examples.
（设计意图：指导学生快速阅读，寻找关键词，归纳大意，理清文章结构， 了解节日类说明文的写作方式）
2. Read and complete.
处理教材活动11。学生再读文章，勾画不同节日的活动安排，进一步梳理文章内容。
（1）学生借助给出的思维导图框架，抓住段首句，填写剩余两个节日名称。
（2）学生提取不同节日庆祝活动的细节信息，继续完善思维导图。
3. Read and decide.
处理教材活动12,可分为两步：
1.学生再细读文章，找到每道判断题的支撑句，再做判断。完成练习后，
2.教师公布答案。*学生分组讨论，归纳细节题描述错误的类型： 增减扩缩、鱼目混珠、颠三倒四、无中生有等。
*3.随机抽取三个学生，要求指出活动12中1、3、4题的错误类型，并大声念出能作此判断的文章原句。
（设计意图：训练学生有意识、有目的地快速找到需要的信息的能力。）
Step 4 Post-reading
1. Discuss and compare
处理教材活动13，可分二步：
1. 结合课本知识和自身见闻，分组讨论春节和圣诞节的异同之处。
Similarities: 1. The most important festival in a year
2. To have a family reunion dinner
3. To decorate the house before the festival…
Difference: 1. Christmas falls on Dec. 25 (solar calendar) but the Spring Festival falls on the first day of the first lunar month (lunar calendar).
2. The Spring Festival celebrates the 'Start of Spring', While Christmas commemorate the birth of Jesus Christ (a religious holiday).
3. Children in western countries get gifts on Christmas Day where children in China get lucky money from seniors…
2. 似乎越来越多的青少年热衷于过西方节日如：万圣节、圣诞节等，而对中国传统节日失去兴趣，针对这一现象，你有什么看法？
More and more teenagers seem to like celebrating Western festivals such as Halloween, Christmas and lose interest in traditional Chinese festivals.
*Q: What do you think of the phenomenon(现象) mentioned above Please discuss with your classmates and try to write down your views.
（设计意图：1. 培养学生对中外文化差异的感知力，提高跨文化理解能力。2.正确认识和对待外国文化，增强民族自信心）
Step 5 Writing
1. Read and describe. 处理教材活动14。
（1）根据图片和提示信息，完成对图片的描述；
（2）教师随机选择一个同学的作业投屏，与同学们讨论、修改。
2.Write and practice.处理教材活动15。假如你是Robert,补全邀请信。
（1）学生填写框架表，理清写作结构
（2）独立完成邀请函的填写；
（3）学生自评和互评，教师展示部分同学的邀请函并现场点评。
写作评价标准
邀请函的相关词汇与句型是否使用正确？
表达是否清晰且符合逻辑？
语法运用是否正确？
单词拼写是否正确，标点符号使用是否规范？
（设计意图：1. 给出框架图，帮助学生理解邀请的写作结构，降低写作难度，增强写作信心；2.学生通过互评和教师现场点评能够第一时间发现文题，纠正错误，取长补短，提高课堂实效性。）
Step 6 Conclusion
教师引导学生结合本单元读写部分的配套微课，总结本课所学。
教师引导学生总结本课所学：
读 说 写
不同国家的节日庆祝（中国春节、西方国家圣诞节、泰国宋干节）。 1）分组讨论春节和圣诞节的异同之处。 2）讨论年轻人热衷过“洋节”的现象。 补充完整给李飞的邀请信（时间、庆祝活动）。
用结构图梳理文章内容，理清文章逻辑关系。 比较中外传统节日的异同，认识文化的多样性，正确认识和对待外国文化。 用3C原则理清写作结构。
Step 7 Homework
读记本节课中的重点单词和表达；
熟读活动15的邀请函，掌握重点句型；
拓展作业: 结合所学知识，写一封邀请信。邀请Robert Jones重阳节一起去敬老院做志愿者。邀请信包括活动目的、时间、地点及安排。
Unit 1 Festival Around the World
教学设计（三）
第五课时 Language Practice & Vocabulary
一、教材分析
本节课的主要内容为教材Language Practice 和Vocabulary板块，主要学习不定式、动名词作宾语及本单元的重点词汇。学生可通过观察、对比、分析，归纳等方法学习不定式和动名词作宾语。单元重点词汇来自本单元听力和阅读材料，学生通过在具体语境中的运用，巩固夯实重点词汇，从而达到真正运用的目的。
二、学情分析
动名词、不定式作宾语是较难的一个语法项目，学生经过以往的英语学习，对这一语法现象有一定的认识，但是不够深入。对于词汇学习，教师要注意情景创设，帮助学生掌握词汇的灵活运用。
三、教学目标
After leaning this lesson，students can
通过本课的学习，学生能够
1. know how to use gerund or infinitive as object
知道如何使动名词或不定式作宾语
2. accurately use key words in specific contexts.
能在具体语境中准确使用重点词汇 。
3. cultivate the good habit of using language correctly in daily life through the study and practical application of grammar.
通过语法知识的学习与实际运用，能培养日常生活中形成正确使用语言的良好习惯。
四、教学重、难点分析
重点：掌握不定式或动名词在动词后做宾语的用法，并对其进行实际运用。
难点：能在具体语境中准确灵活运用不定式和动名词做宾语。
五、教学过程
Before class：
课前准备： 教师对学生课后作文中出现的，跟本课教学内容相关的错误，进行整理，设计改错题卡。
Possible wrong sentences.
运用本课所学知识，修改下列句子
1.Our class decided visit the nursing home this Saturday for the Double Ninth Festival.
2. I’d like to invited you joining us.
3. We can help them washed their clothes.
4. We’ll also spend fun time singing, dance and to play games.
5. I plan going to the book store to buy some books because the elderly people there enjoy to read novels.
6.I expect going with you.
（设计意图：针对学生课后作业出现的语法错误，进行针对性改错训练，帮助学生有意识地正确使用语法知识进行语言输出。）
Step 1 lead-in
学生观察PPT出现的四组句子，归纳出动词不定式和动名词作宾语的条件
I plan to go back home.
2.People begin to decorate their homes and gardens with lights.
学生总结使用规律：两个动词在一起时后面的动词需要在前面+to 或者在后面+ing。
*2. 学生观看第四单元配套语法微课视频。
（设计意图：通过图表讲解形式，帮助学生理解不定式和动名词作宾语的相关知识，为接下来的学习做铺垫。)
Step 2 Presentation
1. Read and group.
处理教材活动16，可分三步：
学生找出并圈出活动16中6个句子的动词，将句子中的第二个动词出现的ing 或to 标记出来。引导学生归纳出不定式是to+动词原形，动名词是动词原形+ing。
学生按照v+to do 和v+ing将句子分类，填写在表格中。教师核对答案，进行讲解。
V+ to do I plan to go back home. V+ doing People prefer watching yangge.
1); 3) 4); 5); 6)
*（3）教师PPT上展示一些高频动词，学生根据已有知识积累，分小组讨论，对其分类。
Plan, afford, agree, imagine, appreciate, avoid, consider, decide, expect, hope, manage, consider, postpone, finish, admit, refuse, want, choose, offer, pretend, suggest, enjoy, delay, happen, escape, mind, practice
Gerund After certain other verbs, such as Infinitive After certain other verbs, such as
admit, imagine, appreciate, avoid, consider, postpone, finish, suggest, enjoy, delay, escape, mind, practice … doing Plan, afford, agree, decide, expect, hope, manage, refuse, want, choose, offer, pretend, happen … to do
(设计意图：本活动要求学生通过观察、对比分析、归纳总结，)
Step 3 Practice
1. Read and match.
处理教材活动17，可分两步：
(1) 学生将左右两栏匹配，组成完整的句子；（可以将此题设置在希沃白板等有匹配功能的平台，便于学生操作和核对答案）
(2) 教师点名检查，并给予反馈。学生通过回答巩固所学知识。
Answers: 1) A; 2) D; 3) B 4) E; 5) C
2. Read and complete.
处理教材活动18,可分三步：
(1) 学生先粗读短文，了解大概内容；
(2) 学生仔细阅读横线的前后文，并在横线上填上恰当的动词形式；
(3)学生运用今天所学知识，对读写课中出现的典型病句进行改错。
运用本课所学知识，修改下列句子
1.Our class decided visit the nursing home this Saturday for the Double Ninth Festival. 改为：decide to visit
2. I’d like to invited you joining us. 改为： invite you to join us
3. We can help them washed their clothes. 改为：help them wash
4. We’ll also spend fun time singing, dance and to play games. 改为：spend fun time singing, dancing, and playing games.
5. I plan going to the book store to buy some books because the elderly people there enjoy to read novels. 改为：1. plan to go; 2. enjoy reading
6.I expect going with you. 改为： I expect to go with you
(4) 分组讨论，教师点名检查，并给予反馈。
(设计意图：本环节要求学生通过在具体的语境中准确选择动词形式，对动名词和不定式作宾语的知识加以巩固，同时提高语言综合运用能力，并养成准确使用语言的习惯。)
Step 4 Vocabulary
Discus and decide.
处理教材活动19,可分两步：
（1）师生一起复习本单元词汇，重点复习教材活动19练习中的划线词的意思。
（2）学生根据划线词的意思，选择正确答案，教师点名检查并给予反馈。
Answers: 1) A; 2); B 3) A; 4) A; 5) B
2. Read and complete.
处理教材活动 20，可分两步：
（1）学生浏览框里的五个单词，并选择合适的单词，用其适当形式补全句子。全班共同核对答案。
*（2）学生根据重点词汇翻译句子意思。
3. Read and complete
处理教材活动21，可分两步：
学生阅读并理解关于春节描述的短文，运用恰当的词汇补全短文；
小组讨论，教师点名检查并给予反馈。
（设计意图：本活动让学生在具体语篇中依据句子含义和逻辑关系选择合适的单词进行填空，提高学生对词汇准确理解和恰当运用的能力。）
Step 5 Homework
结合本节课内容,设计不定式或动名词作宾语的重点词汇的思维导图。
完成Workbook语法部分练习。
Unit 1 Festival Around the World
教学设计（四）
第六课时 Culture Understanding & Group Work
一、教材分析
本节课整合了教材的Culture Understanding与Group Work板块。Culture Understanding板块通过介绍两个国家的传统节庆文化，展现了庆祝时间、方式及风俗习惯的不同，反应了地域、民族、文化的差异。Group work板块则是运用本单元所学完成真实任务，通过完成节日宣传单的制作，检验本单元所学相关词汇、短语、句型和语法。通过实践任务进一步提升学生职场语言沟通、思维差异感知、跨文化理解和自主学习的能力。
二、学情分析
经过前五节课的学习，学生已熟悉了描述节日及活动的常用词汇和句型；读写课后，学生知道从日期、意义、起源、习俗等方面学习节庆类说明文。教师应借助本节课的任务要求，通过宣传单的设计活动，开拓学生眼界和思维，发展跨文化理解与交流的能力。
三、 教学目标
After leaning this lesson，students can
通过本课的学习，学生能够
1. understand different festival cultures through extensive reading.
通过泛读了解不同的节日文化
2. make a leaflet about the Lantern Festival through group cooperation.
通过小组合作制作介绍元宵节的宣传单。
3. raise their awareness of cultural differences, adopt flexibility in encountering different culture.
提高他们对文化差异的意识，在遇到不同文化时采取灵活的态度。
4. stimulate students’ love for their own national culture and customs
激发学生对自己民族文化和习俗的热爱
四、教学重难点分析
重点：了解和比较不同国家的节日文化，提高他们对不同文化的感知力，增强民族文化自豪感。
难点：通过小组合作制作介绍元宵节的宣传单。
五、教学过程
Before class
学生运用希沃单词胶囊，提前学习文章生词，为泛读扫清词汇障碍。
Festival of the Dancing Masks in Africa continent n.大陆; religion n.宗教; take place 举行，发生（无被动语态）; range v.变化，变动; outfit n.全套服装
Dong Year of Dong Ethnic Group in China ethnic民族的，种族的; rice cake 年糕; slaughter屠宰宰杀; feast n.盛宴，宴会; worship 祭祀，崇拜
（设计意图：由于泛读文章生词较多且学生缺乏相关的知识背景，可以提前布置学生预习，为文化学习做铺垫。）
During class：
Step 1 Warming-up
Look and guess 学生观看图片并与伙伴讨论,回答下列问题。
①Where do these people in picture 1 come from
②Where do these people in picture 2 come from
③What do you think they're doing
④What do these two pictures have in common
Possible answers:
① People in picture 1 may be from Africa or America
② People in picture 2 may be from the southwest of China.
③ The people in picture 1 may be being taken photos. The people in picture 2 are cooking.
④They all wear unique clothes and accessories(配饰).
Step 2 Culture Understanding
处理教材12页的Culture Understanding,可分三步：
快速浏览文章，明确文章主题内容。
What is the main topic of the passage
Possible answers: Different festival celebrations in different cultures.
Read and decide再次快速阅读文章，完成判断题。
Answers:1) T; 2) F; 3) F; 4) T
3) 教师点名检查，教师给予反馈
*4) Discuss and fill.分小组讨论、分析两个不同节日中包含的文化差异。
Festival Where When How Why
Festival of the Dancing masks in la C te d'Ivoire every two years dance all day with unique costume and mask Not mentioned
Dong year of Dong Ethnic Group in Hunan and the southwest Guizhou province During the period of late October to early November the Lushing Festival, bullfighting, and other traditional activities Celebrate Dong year
*5) Discuss and share.
Why do we need to understand and respect other cultures
Possible answers: To learn new experiences; To make more new friends;
Step 3 Group work
1. Warming up.
老师播放视频Festive China: Lantern Festival（3分55秒），学生观看视频后讨论元宵节的基本信息，节日由来和节日习俗。
2. Explain key points in each episode.
老师帮助梳理语篇中的语言点，为阅读做准备
episode 1 Basic information of the Lantern Festival traditional adj. 传统的； ancient adj. 古代的；古老的 lunar adj. 月球的； mark v.标志…的发生
episode 2 Origin of the Lantern Festival origin n.起源；起因 date back（to…）追溯到；始于 dynasty n. 王朝；朝代 with a history of… 有……的历史 dispel v.驱散；消除 gradually adv. 逐渐地 folk adj.民间的，民俗的
episode 3 Customs of the Lantern Festival in addition (to sb/ sth)除……以外（还）； household n. 一家人，家庭； entertain v.使快乐，娱乐； riddle n.谜语
3. Situation:
The Lantern Festival is coming. The school plans to invite foreign students to participate in the celebration. Suppose you are a staff member of the international exchange office; according to three materials, you need to make a leaflet about the Lantern Festival to them.
处理教材Group work 活动1。小组成员分别阅读一个介绍元宵节的材料，分析梳理后按要求做好记录。
记录表1
Basic information of the Lantern Festival Time of the festival: the 15th day of the first lunar month Importance of this festival: an important traditional Chinese festival; marks the end of the Chinese New Year celebration
记录表 2
Origin of the Lantern Festival History of this festival: more than 2000 years; Han Dynasty Origin of this festival: worship Taiyi, Buddha
记录表3
Customs of the Lantern Festival Celebrations of this festival: family reunion; hang lanterns; enjoying lanterns and guessing lantern riddles; stilt-walking, drumming and dragon and lion dancing Typical food of this festival: glutinous rice balls, yuan xiao or tang yuan
4. 处理教材Group work 活动2。小组成员讨论并整理记录表，完成宣传单制作。
The Lantern Festival Time of the festival: the 15th day of the first lunar month History: religious ceremonies Typical food: glutinous rice balls Importance of this festival: an important traditional Chinese festival; marks the end of the Chinese New Year celebration Traditional celebrations: family reunion; activities about lanterns; performance
5.结合本单元所学知识，用思维导图的方式总结节日说明文的组成要素。
Possible answers: date; meaning; origin (history, stories); customs (food, celebrations, decorations)
5. 选出小组代表根据宣传单内容提示，向同学们介绍元宵节。
（设计思路：本活动要求学生在掌握本单元所学的基础上，运用语言知识在具体的情境中完成仿真任务，学生阅读介绍元宵节的文章，整理筛选记录信息，完成宣传单的制作，并且以小组为单位进行展览。通过实践任务进一步提升学生职场语言沟、思维差异感知、跨文化理解和自主学习的能力与素养。）
Step 4 Conclusion
Self-assessment
1. 看词汇云，检查自己对本单元单词及词组等语言知识的掌握情况。
2. 借助五级检测表，学生根据本单元所学，填写表格对自己的表现进行评价。
（设计思路：学生借助词汇云，可以对照检测对本单元单词及词组等语言知识的掌握情况。找出存在的不足，强化自主学习意识，在进行自我评价、总结和反思的同时，根据自身特点制定学习计划，养成良好的学习习惯，促进语言学习与学习能力的可持续发展。）
Step 5 Homework
1. 各组完善自己小组的宣传单，并发到班级群，投票选出优秀作品。
2. 利用网络收集信息，设计关于中国清明节和墨西哥亡灵节异同点的手抄报。(或者是中国春节和西方圣诞节)
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