资源简介

U3 Festivals and customs
Welcome to the unit and Reading 教案
教材分析：
本课时包含单元导入和阅读两个板块。单元导入呈现的是三个视频，分别关于瑞典的仲夏节、泰国的天灯节、墨西哥的亡灵节。通过视频激发学生的学习兴趣，拓展学生们的知识面。阅读分为两个部分，第一篇游记的主题为印度婚礼，第二篇游记的主题为里巴西约热内卢狂欢节。教材的设计体现了阅读的策略教学——Skim（略读）和Scan（审读）。在略读方面，设置排序题，引导学生梳理文章的框架脉络，理解文章的主要内容；在审读方面，设置细节性问题，引导学生抓取文章的细节信息；接着引导学生进行输出，设置三个问题，发散学生的思维；最后进行拓展，设置语篇填空，巩固学生对重点词组及单词的运用，同时进一步拓展学生的知识面。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，在语境中识别和运用本单元重点单词和短语，如“occasion， impression，decorate，definitely，tradition，entrance，merry，be caught up in”等；掌握文章中出现的主要语法知识，如过去将来时、非谓语动词。能够主动表达对节日的看法和态度，客观阐述节日细节和特征。
思维品质上，梳理文章的组织框架，抓住文章主旨大意；发散思维，表达自己对于节日和习俗的了解、对于国家传统的看法，举例论证自己的观点。
文化品格上，拓宽知识面，培养跨文化意识，让学生们意识到，不管在哪个国家，不同的习俗表达的都是人们真挚的感情和人们对美好生活的向往。
学习能力上，形成读前预测意识，根据标题和图片推断文章主要内容；养成略读和审读的阅读习惯，先掌握段落大意，再获取文章细节信息，正确理解作者的态度和语篇中的指代意义。
教学重点：
学生能够掌握和运用本单元重点单词、短语，理解过去将来时和非谓语动词的用法。
学生通过阅读策略理解文章的段落大意，理解作者态度和获取细节信息。
教学难点：
学生掌握过去进行时和文章中出现的非谓语动词的用法。
输出部分，引导学生回答问题“影响一个国家传统的因素有哪些？”。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead in: Festivals can teach us about the cultures of different countries. Talk about the most impressive festival and discuss the following questions in pairs. T asks Ss: which festival impresses you most What experience can you share Then T introduces the saying from Heilein and asks Ss to talk about the lessons from it. T analyses the saying by highlighting the key words. Lastly, T introduces Robert A. Heinlein. 引导学生发表自己的看法，发散学生的思维，鼓励学生进行表达。 2’ CW
Step 2 Watch the video: Festivals can teach us about the cultures of different countries. Watch the video and finish the following exercises. When guiding Ss finish this table, T can summarize three questions to help. After Ss completing, T can analyse the video sentence by sentence. Then, T asks two questions to activate Ss’ experience and memory: 1. Do you know what do people do on these festivals Share with us. 2. What other foreign festivals do you know about [Linking the video to answer the questions] Lastly, T uses a question to attract Ss thinking about the connection between festival and culture. The way is good for Ss to think an issue deeply. 观看视频，激发学生学习兴趣，激活学生关于旅行的已有经验。加深学生对节日和文化的印象和理解。 15’ CW
Step 3 Warm-up for reading T ask a question about the way Ss use to record their Travelling. And gives Ss some options to help them recall their trips. Then, T introduces the concept of travel journal for building up their reading. 了解学情，引入语篇类型，加强学生预测，为语篇阅读做铺垫 10’ CW
Step 4 Before you read the travel journal, think about the following questions: 1.How can you learn about foreign customs and traditions 2.Describe a festival you have experienced. What happened What was it like T can encourage Ss to recall their memory about their own festival experience for improving their speaking skill. 通过回顾信息获取方式，加强学生学习能力，介绍经历过的节日，提高文化认同。 5’ GW/CW
Step 5 Understanding the text: Ss are asked to read the two travel journals and put the events in Indian wedding and Rio Carnival in correct order. Before doing the task, T gives tips to help Ss complete the task. Then, analysing the main features of travelling journal (tense, sequence, details) Suggested answers: 1. d-a-e-b-c- 2. c-b-d-a-e 利用标题和图片推断主旨内容，帮助学生形成读前预测意识，并提高学生的元认知意识，理解读前预测的功能。 12’ CW/IW
Step 6 Understanding the text: T can remind Ss of the tips of finding detailed information (how to locate and limit answers). Ss are asked to read the magazine article again carefully and answer the following questions: 引导学生精读文章，掌握问答题的做题技巧并熟练运用。 10’ CW
Step 7 Discussion: Ss read the text quickly and discuss the following questions in pairs. When asking questions, T can lead Ss to pay attention to the key words in questions, such as how, what, and besides… Q1: T could divide Ss into two groups to think about similarities or differences. Then T uses mind map or table to show information clearly. Q2: besides answer the question, T can lead Ss to make sense exaggeration. Q3: T can introduce some special cultures such as food culture, dress culture, language and funeral culture… 通过阅读文章，让学生带着问题思考，深入理解文章。 并且学习相关的跨文化交际知识，本国的文化知识。 辩证思考文化习俗，练习学生思维能力。 15’ IW/CW
Step 8 Key words: opportunity; row; merry; grill; Explore the sentences: I did not understand all of the traditional customs, but a few made a deep impression on me. The custom that followed were anything but ordinary。 That is a story for another day, but let’s just say there was a lot of dancing. 讲解长难句，为学生更准确的把握句意打下基础。提高学生语言能力，加强语篇理解。 5’ CW
Step 9 Building your language: T leads Ss to match each blank with related words and phrases. Before doing the task, T can use the context to predict answers for exercising Ss’ prediction ability. Then, for reviewing new knowledge, T could ask Ss to pick key information from the context by imitating TASK A1 通过单词短语填空，充分调动学生灵活运用表达方式的能力。复习新知识，将知识转化为能力。 10’ IW/CW
Step 10 Fill in the table: T asks Ss to read the travel journal and find out the country names and related adjective. Look at the examples and complete the table below. Then think of more words of this type. T can guide Ss to categorize the country names and related adjective according to their suffixes. 引导学生从文章中找出国家名称的名词和形容词，并且引导学生对这一系列单词进行分类和归纳，培养学生自主学习能力。 10’ GW
Step 11 Strategy: After categorizing the words about countries, T can ask Ss to think about the strategies used in changing nouns to adjectives. From country names to related adjectives T can encourage Ss to show their categorizing results and summarized results. In the end, T can present the strategies used in changing nouns to adjectives group by group. 熟悉形容词、动词和普通名词构成抽象名词的后缀法。 5’ CW/IW
Step 12 Find and think: T introduces the concept of the method of contrast writing. Then, T can select two sentences in the passage and tell Ss clearly how contrast can make a description vivid and interesting. 让学生了解对比的写法，从语篇中体会对比的作用，提高语言能力，为写作做铺垫。 5’ CW
Step 13 Homework: Search information about dragon boat festival, link to your own experience about dragon boat and write an article by using the method of contrast before and during the scene. 以读促写，让学生感知对比写法并运用，将知识转化为能力。 5’ IW/CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否熟练掌握和正确运用有关描述节日的重点单词和词组，理解长难句的结构和意义。
学生通过本课时学习，能否理清文章的框架结构，获取文章主旨大意和细节信息；正确理解作者的态度和写作意图；发散思维，从不同的视角看待问题。

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