资源简介

Unit 3 Festivals and customs
Extended reading 教案
教材分析：
本课时主要阅读春节团圆饭的主题文本，语言形象，结构清晰，富有感染力，是一篇用英语讲中国故事的佳作。阅读后着重训练学生总结段落大意的能力，促进学生对文本的理解。结合实际，让学生结合实际生活，谈谈对新年习俗的看法和理解，加深学生对传统节日和习俗的理解。
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，在活动中达成教学目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，通过阅读相关的文本材料、话题讨论以及自由发言等活动，学生就故事内容话题展开英语表达。
思维品质上，辩证思考传统节日的重要性和意义，并多元思考保护传统习俗的必要性。
文化意识上，从传统文化出发，加深文化认同感。
学习能力上，自主思考能力、合作学习能力以及语言运用的综合能力得到训练。
教学重点：
理解文本内容，学习文章表达的价值观，学会摘要写作的方法。
教学难点：
感知文章的中心思想，体会传统文化的重要性。
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: Based on the previous task in the unit, T asks a question: what the main topic of most Chinese festivals, Ss can answer family, which leads into the main scene in the lesson. People usually have family dinners during festivals. How do you feel at family dinners This question can activate Ss’ personal experience and have a contrast with below article. T shows a two-side mind table to make Ss understand the real situation. Lastly, T should ask a question about a situation of people hurrying home to celebrate Spring Festival for lead in the article and the significance of family. 引出本课内容，激发学生的兴趣,为接下来的学习活动热身。锻炼学生双边思考的能力。 7’ CW/IW
Step 2 Prediction: Ss are required to read the feature article about a family dinner on the Chinese New Year’s Eve. Please predict the contents. T can help Ss to notice the title and pictures to make predictions. After prediction, Ss are asked to get the main idea of this article. 训练学生的快速阅读、信息获取以及文章概括能力。 7’ IW/CW
Step 3 Reading: T shows the main idea of the article and asks the changes of transport. It can tell Ss the effort our country has been making for Chinese people for rousing their pride. 从语篇中截取国家的变化，增强对祖国的自豪感以及认同。 5’ CW
Step 4 Writing: Ss need to write a summary of the feature article. Use the chart below to help you. Before Ss begin, T can tell Ss what summary is and teach some procedures of making summary. 1.Read the piece thoroughly. 2.Write down what you think the main point of the piece is. 3.Don't focus on the evidence that the author uses to support those points. 4.Start with the source’s information. 5.Present the material using the author’s point of view. 6.Revising your draft into a coherent summary. During the teaching, T needs to show some examples for strengthen their impression. Then, Ss have about 15 minutes to finish the task. And pick some Ss to share their works in front of the class. 提高摘要写作的能力，感知摘要的作用，学会简洁概括文章内容。提高思维与语言输出能力。 35’ IW/GW/CW
Step 5 Observe and think: From the article Ss can understand many customs deeply, firstly, T asks Ss to list customs being written, then, let them watch a video: Nike for 2020 Chinese New Year, to catch more specific thing people do. Talk about the meanings behind them. T can use dumplings as example, Dumplings involves special meanings such as auspiciousness and foison. People sometimes put coins in dumplings. If you bite down on a coin, great wealth will be yours. Then, T can ask:
Why do Chinese people attach so much importance to reunion during the Spring Festival It is a deep question for the unit’s topic, which combines cultural festivals and importance of family for developing Ss’ thinking and cultural identity. 通过视听方式，加深对新年习俗的理解，能够巩固文章所表达的情感，引起学生共鸣。利用更高程度的问题，升华文章内容，学生进行反思。 15’ CW
Step 7 Discussion： Finally, T asks two more questions to conclude the lesion and link all aspects for Chinese culture together for review the contents in the unit. 1. What do you think of these traditions 2. Will you keep these traditions in the future 利用问题总结本单元所学的主要内容，结合所有语篇，锻炼学生综合语言能力。 8’ IW/GW/CW
Step 8 Explore the sentences T chooses complicated sentence and new vocabulary to explain for developing Ss’ language using. 通过语法点讲解，加深语言对于文化的诠释，提高学生语言能力。 5’ CW
Step 9 Homework: Find an article about festival, and write a summary about it using what we have learnt today. 复习本堂课学过的摘要写作方法并复习本单元话题 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本课时学习，学生能否理解全文；
通过本课时学习，学生能否感受本文所承载的价值观；
通过本可是学习，学生能否能够主动表达对于节日和传统习俗的看法。

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