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Book 2 Unit 2 Let’s celebrate! 教学设计
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——中外不同民族文化习俗与传统节日
内容分析 本板块首先呈现了本单元的第二个主要阅读语篇，是两封写给报纸专栏的读者来信，呈现了两个不同年龄、不同职业的人对年夜饭在哪里吃的两种不同看法。第一位读者认为在外吃年夜饭为人们提供了便利，让人们有更多的时间陪伴家人。第二位读者认为一家人一起准备年夜饭的过程是最珍贵的回忆。 写作部分对春节这一话题进一步延伸，要求学生针对世界各地庆祝中国的春节这一现象发表自己的评论。通过完成写作任务，学生能够了解中国节日逐渐走向世界的趋势，坚定文化自信，传播中国文化。
教学目标 1. 通过略读和详读了解对于年夜饭在哪里吃的两种不同观点，梳理和概括理由； 2. 理解不同观点体现的不同的价值观，增加对文化内涵的理解； 3. 能够对于不同观点做出自己的评价和判断，提高批判性思维能力。
教学重点 1. 引导学生读懂文章，分析两种不同观点产生的原因； 2. 引导学生对于不同观点做出自己的评论。
教学难点 引导学生基于对文章的理解，以书信形式论述中国节日走向世界的原因并发表自己的看法。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity1 T asks Ss to read after the tape and speak out the Chinese immediately. Ss read after the tape and speak out the Chinese immediately. Get the Ss for the words and expressions appearing in this part.
Activity2 1. T asks Ss to look at the pictures in Activity 1 and talk about Chinese Spring Festival traditions. 2. T asks Ss to come up with more traditions. 1. Ss look at the pictures in Activity 1 and talk about Chinese Spring Festival traditions. 2. Ss come up with more traditions and describe them. Activate background knowledge.
Activity3 T asks Ss to read the passage quickly and find out each person’s point of view. T guides Ss to find the support of their opinion. Ss read the passage quickly and find out each person’s point of view. Ss find support in the text. Skim and get the main idea of the passage. Learn to find the structure of the passage.
Activity 4 1. T asks Ss to read “Learning to learn” and figure out what is a fact and what is an opinion. 2. T asks Ss to read the sentences from the passage in Activity 3 and decide if they are facts (F) or opinions (O). 1. Ss read “Learning to learn” and figure out what is a fact and what is an opinion. 2. Ss read the sentences from the passage in Activity 3 and decide if they are facts (F) or opinions (O). Distinguish facts from opinions.
Think & Share 1. T asks Ss to work in groups and discuss the four questions in “Think & Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share them with the class. Further understand the topic of the passage and make comments.
Activity 5 1. T asks Ss to think about the reasons why the Spring Festival family dinner means so much to us Chinese. 2. T helps Ss understand how to organise a talk about the importance of the Spring Festival family dinner. 3. T invites some Ss to give their talks in class. 1. Ss list the reasons why the Spring Festival family dinner means so much to us Chinese. 2. Ss work in groups and organise their talks. 3. Ss give their talks to the class. Improve critical thinking ability and consolidate the language and content learnt.
Activity6 T asks Ss to have a debate on whether we should make a change or follow the old customs. Ss work in groups to have a debate on whether we should make a change or follow the customs. Train Ss’ ability of critical thinking.
Activity 7 T asks Ss to write a short passage about their opinions on the changes of Spring Festival traditions. Ss write a short passage about their opinions on the changes of Spring Festival traditions. Practise writing about opinions based on critical thinking.

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