人教版（新课程标准）必修三Unit 1 Festivals around the world Reading教学设计

Design
of
a
Lesson
and
Evaluation
Ⅰ.
Background
Information
School:
Middle
School
Students:
40
senior
high
school
students,
Class
2,
Grade
1
Time
&
date:
12:00-12:40
pm,
Saturday,
28th
November,
2020
Material:
Book
3,
Module
1,
Festivals
around
the
world
Type
of
lesson:
Reading
Teaching
aids:
PowerPoint,
blackboard
&
chalks,
awards
Ⅱ.
Analysis
of
Teaching
Material
What:
This
passage
talks
about
different
festivals
around
the
world,
including
festivals
of
the
dead,
festivals
to
honour
people,
harvest
festivals
and
spring
festivals.
How:
It
is
an
exposition
of
different
festivals
around
the
world.
The
author
develops
the
passage
by
clarifying
festivals
into
four
purposes
of
setting
up
festivals.
Some
new
words
and
expressions
appear,
for
example,
ancestor,
in
memory
of,
dress
up
and
so
on.
Why:
The
writer
wants
readers
to
understand
the
similarities
of
different
festivals
of
different
cultures.
Thus,
readers
can
respect
and
embrace
cultural
diversity
more
easily.
Ⅲ.
Analysis
of
Students
This
class
we
have
40
senior
high
school
grade
1
students,
most
of
whom
can
build
a
relaxed
and
active
atmosphere
in
class.
They
have
some
previous
knowledge
about
the
basic
information
of
some
familiar
festivals
around
the
world
and
have
celebrated
Chinese
traditional
festivals
but
cannot
compare
and
contrast
different
festivals
and
talk
about
these
festivals.
As
for
reading
skills,
they
have
some
fast
reading
skills
and
can
get
the
general
idea
of
a
passage
but
have
difficulties
with
arranging
the
specific
information
and
organizing
their
ideas
when
reading
carefully.
They
are
thoughtful
and
communicative
students
but
have
insufficient
sense
of
cultural
identity
and
cultural
inclusion.
Meanwhile,
most
of
them
do
not
have
the
ability
to
think
critically.
Ⅳ.
Teaching
Objectives
A.
Instructional
and
educational
objectives
At
the
end
of
the
class,
students
will
be
able
to:
a.
Language
Competence
1.
Understand
the
meaning
and
usage
of
some
new
words
and
expressions
about
festivals.
2.
Organize
detailed
information
about
festivals,
such
as
the
ways
and
reasons
of
celebration
around
the
world.
3.
Describe
a
festival
from
the
aspects
of
name,
purpose,
date,
activity
and
significance.
b.
Cultural
Awareness
1.
Compare
and
contrast
different
festivals
of
different
cultures.
2.
Establish
the
awareness
of
cultural
identity
and
respect
cultural
diversity.
c.
Thinking
Quality
1.
Think
critically
about
the
significance
of
traditional
festivals
in
modern
times.
2.
Analyze
the
content
of
the
festivals
logically.
d.
Learning
Competence
1.
Use
some
reading
skills,
such
as
categorization
and
mind
map
to
organize
their
ideas.
2.
Make
connections
between
new
and
old
knowledge.
3.
Good
at
self-directed
learning
and
cooperative
learning.
B.
Personal
objectives
In
the
class,
I
will
try
to:
Speak
confidently
and
fluently.
Make
my
instruction
clear
and
easy
to
understand.
Ⅴ.
Focal
point
and
difficult
point
A.
Focal
point
Organize
detailed
information
about
different
festivals,
such
as
the
ways
and
reasons
of
celebration
around
the
world.
B.
Difficult
points
1.
Think
critically
about
the
significance
of
these
traditional
festivals
in
modern
times.
2.
Describe
a
festival
from
the
aspects
of
name,
purpose,
date,
activity
and
significance.
Ⅵ.
Procedures
and
time
allotment
Stage
1:
Lead-in
(3
mins)
(Purpose:To
arouse
students’
interests
through
the
competition
and
festival;
To
lead
into
topic.)
Step
1:
Greeting
(1
min)
Activity:
Teacher
says
good
afternoon
to
students
and
divides
the
whole
class
into
4
groups
and
each
group
has
ten
members.
T:
Class
begin.
Good
afternoon,
boys
and
girls!
At
the
beginning
of
the
class,
I’d
like
to
divide
you
into
four
groups.
Every
two
lines
form
a
group.
You
are
group
1,
group
2,
group
3
and
group
4.
During
today’s
class,
you
have
to
work
with
your
group
members
to
win
the
final
victory.
Are
you
ready?
S:
…
T:
Okay,
let’s
go!
Step
2:
Ask
a
question
(2
mins)
Activity:
The
teacher
will
ask
students
if
they
know
what
festival
is
today
and
then
teacher
will
guide
students
to
learn
some
new
words
by
introducing
Thanksgiving.
T:
At
first,
I
want
to
ask
you
a
question.
Do
you
know
what
festival
is
today?
S:
…
T:
Yeah,
today
is
Thanksgiving.
It
is
an
American
festival.
This
festival
originated
from
agricultural
work.
Agricultural.
When
the
agricultural
work
is
over,
people
were
grateful
because
they
got
a
harvest.
Harvest.
On
that
day,
people
get
together,
we
can
also
say,
gather
together
to
have
meals
or
have
a
feast.
Feast.
Now
read
after
me,
agricultural,
agricultural,
harvest,
harvest,
gather,
gather,
feast,
feast.
S:…
T:
Good!
Stage
2:
Pre-reading
(3
mins)
(Purpose:
To
learn
the
main
types
of
festival;
To
guide
students
to
understand
the
meaning
and
usage
of
some
new
words
and
expressions
about
festivals;
To
make
connections
between
new
and
old
knowledge)
Step
1:
Setting
the
scene
(1
min)
Teacher
receive
a
message
from
her
foreign
language
teacher,
Emily.
She
found
some
pictures
and
need
help.
T:
Sorry,
I
received
a
message
and
I
have
to
read
it.
Ah,
this
is
my
foreign
language
teacher,
Emily.
She
found
some
pictures
about
festivals
and
asked
me
what
festivals
they
are.
Can
you
help
me?
S:
…
T:
Thank
you.
Now,
look
at
the
pictures
and
guess
what
festivals
they
are.
Volunteers?
S:
…
T:
The
first
one,
good!
But
its
pronunciation
is
Halloween.
Read
after
me,
Halloween.
On
Halloween,
people
always
wear
fancy
dress,
we
can
also
say,
they
dress
up
themselves.
Children
will
ask
for
sweets
and
if
people
refuse
them,
they
will
play
a
trick
on
people.
Play
a
trick
on
means
make
a
joke
on
somebody.
The
next
one,
Dragon
Boat
Festival.
This
festival
is
set
up
for
a
poet,
Qu
Yuan,
that’s
to
say,
this
festival
is
in
memory
of
Qu
Yuan.
Next,
good!
On
Mid-autumn
festival,
Chinese
people
admire
moon.
Admire
means
enjoy.
Next
one,
yeah.
At
spring
festival,
people
expect
the
coming
of
spring.
In
other
words,
people
look
forward
to
the
coming
of
spring.
This
picture,
excellent!
Easter.
And
this
one,
Christmas.
Next,
you
seems
to
have
a
problem.
Have
you
watched
the
movie
Coco?
It’s
a
film
about
this
festival,
the
Day
of
the
Dead.
This
is
an
Mexican
festival.
The
last
one,
yes,
Children’s
Day.
It
was
your
festival
because
you
are
too
old
to
celebrate
it
now.
Group
1
get
one
point.
S:
…
Step
2:
Guess
the
festivals
(2
mins)
Activity:
The
pictures
about
festivals
are
presented
on
the
PowerPoint.
Students
are
expected
to
guess
these
festivals.
Some
are
known
festivals
and
others
are
unknown
festival.
And
teacher
will
mention
some
new
words
and
expressions
during
the
guessing.
T:
Now,
look
at
the
pictures
and
guess
what
festivals
they
are.
Volunteers?
S:
…
T:
The
first
one,
good!
But
its
pronunciation
is
Halloween.
Read
after
me,
Halloween.
On
Halloween,
people
always
wear
fancy
dress,
we
can
also
say,
they
dress
up
themselves.
Children
will
ask
for
sweets
and
if
people
refuse
them,
they
will
play
a
trick
on
people.
Play
a
trick
on
means
make
a
joke
on
somebody.
The
next
one,
Dragon
Boat
Festival.
This
festival
is
set
up
for
a
poet,
Qu
Yuan,
that’s
to
say,
this
festival
is
in
memory
of
Qu
Yuan.
Next,
good!
On
mid-autumn
festival,
Chinese
people
admire
moon.
Admire
means
enjoy.
Next
one,
yeah.
At
spring
festival,
people
expect
the
coming
of
spring.
In
other
words,
people
look
forward
to
the
coming
of
spring.
This
picture,
excellent!
Easter.
And
this
one,
Christmas.
Next,
you
seems
to
have
a
problem.
Have
you
watched
the
movie
Coco?
It’s
a
film
about
this
festival,
the
Day
of
the
Dead.
This
is
an
Mexican
festival.
The
last
one,
yes,
Children’s
Day.
It
was
your
festival
because
you
are
too
old
to
celebrate
it
now.
Group
1
get
1
point.
S:
…
Stage
3:
While-reading
(20
mins)
Step
1
Choose
the
title
(2
mins)
(Purpose:
To
get
a
general
understanding
of
the
passage)
Activity:
The
title
of
the
passage
is
invisible.
Teacher
shows
four
titles
to
the
student
and
ask
students
read
the
passage
quickly.
Then
teacher
will
invite
one
student
to
choose
the
best
title.
The
students
who
choose
the
right
title
can
get
one
point.
T:
Another
message.
Ah,
Emily
found
a
passage
about
festival
but
she
has
to
attend
a
meeting.
Could
you
help
her
to
analyse
the
passage?
S:
…
T:
So
kind
of
you.
Unluckily,
the
title
of
this
passage
is
invisible.
Now
you’ll
have
2
minutes
to
skim
the
passage
on
page
2
and
choose
the
best
title.
S:
…
T:
Time’s
up!
Volunteers?
Good,
Gina.
Your
choice
is
B.
Yes,
you
are
right.
Festivals
and
Celebrations.
Celebration
means
a
special
event
that
people
celebrate
it.
Group
1,
1
point.
S:
…
Step
2:
Circle
the
festivals
and
classify
festivals
into
types
(4
mins)
(Purpose:
To
use
categorization
and
mind
map
to
organize
their
ideas;
To
analyze
the
content
of
the
festivals
logically.)
Activity:
In
this
step,
students
should
read
the
passage
again
to
circle
the
festivals
mentioned
in
the
text.
Teacher
will
give
a
mind-map
with
a
few
blanks
to
guide
them
to
classify
the
festivals.
The
student
who
fill
in
the
blanks
correctly
can
get
one
point.
T:
Next,
read
the
passage
quickly
and
circle
all
the
festivals
in
the
text
in
2
minutes.
S:
…
T:
Time’s
up!
Anyone
wants
to
share
your
idea?
Yeah,
Gina.
How
many
festivals
are
mentioned
in
the
text?
What
are
they?
S:
…
T:
Excellent!
There
are
11
festivals.
Halloween,
the
Day
of
the
Dead,
Ob-on,
Dragon
Boat
Festival,
Columbus
Day,
a
national
festival
on
October
2,
Thanksgiving
festival,
mid-autumn
festival,
the
Spring
Festival,
Easter
and
Cherry
Blossom
Festival.
Another
1
point
for
group
1.
T:
Now,
you
are
expected
to
classify
these
festivals
into
4
groups
and
fill
in
the
blanks
in
2
minutes.
S:
…
T:
Time’s
up!
Who
want
to
try
it?
Thank
you,
Gina.
About
Festivals
of
the
dead,
it
includes....
And
the
second
type
is...
It
includes
...
The
next
type
is...
It
consists
of...
Last,
Spring
Festivals.
In
addition
to
Chinese
Spring
Festival,
there
are...
S:
…
T:
Well
done!
1
point
for
your
group.
S:
…
T:
Through
this
mind
map,
we
can
see
that
categorization
is
a
good
way
to
analyse
information,
right?
S:
…
Step
3:
Complete
the
passage
(5
mins)
(Purpose:
To
strengthen
their
ability
to
retell
textual
information.)
Activity:
Students
are
expected
to
scan
the
passage
and
fill
in
the
blanks
of
another
passage,
which
retells
the
text.
T:
After
categorization,
we
will
read
the
text
carefully
to
complete
a
passage.
You’ll
have
5
minutes.
S:
…
T:
Time’s
up!
Volunteers?
Yeah,
Gina.
S:
…
T:
Well
done!
1
point.
Step
4:
Read
paragraphs
carefully
and
answer
questions(2
mins)
(Purpose:
To
get
detailed
information
of
the
text.)
Activity:
Students
read
the
first
and
the
last
paragraph
carefully
and
answer
two
questions:
When
did
ancient
people
celebrate?
Why
do
people
love
festivals?
T:
Since
we
have
analyzed
the
passage,
we’ll
pay
attention
to
some
paragraphs.
Please
answer
these
two
questions
according
to
the
first
and
the
last
paragraph.
You’ll
have
2
minutes.
S:
…
T:
Time’s
up!
Does
anyone
want
to
answer
them?
Gina.
What
did
ancient
people
celebrate?
S:
…
T:
Yeah.
And
why
do
people
love
festivals?
S:
…
T:
Good
job!
1
point
for
group
1.
I
think
you
have
almost
understood
the
passage.
S:
…
Step
5:
Make
a
card
about
festivals
(7
mins)
(Purpose:
To
compare
and
contrast
different
festivals
of
different
cultures;
To
get
detailed
information
about
different
ways
and
reasons
of
celebrating
festivals
around
the
world.)
Activity:
Each
group
will
make
a
card
about
one
type
of
festivals
from
the
aspects
of
type,
name,
country,
purpose,
activities,
similarities
and
differences.
T:
Oh,
another
message
from
Emily.
Okay,
we
have
to
make
some
festival
cards
for
her
and
some
elements
are
necessary,
such
as
name,
purpose,
country,
activity,
similarities
and
differences.
If
you
did
a
good
job,
you
can
get
award.
Follow
me,
award.
S:
…
T:
Now,
I’ll
give
you
the
cards
you’ll
make
in
groups.
Group
1,
Festivals
of
the
Dead.
Group
2,
Festivals
to
Honor
People.
Group
3,
Harvest
Festivals
and
the
last
group,
Spring
Festivals.
You’ll
have
7
minutes
to
do
it.
Clear?
S:
…
T:
Time’s
up!
Gina,
can
you
share
you
group’s
cards?
S:
…
T:
Wow,
good
job!
1
point.
Rachel,
can
you
have
a
try?
S:
…
T:
Your
card
is
good,
too.
But
pay
attention
to
the
similarities
and
differences.
Group
3
got
1
point.
Stage
4:
Post-reading
(12
mins)
Step
1:
Critical
thinking
(4
mins)
(Purpose:
To
establish
the
awareness
of
cultural
identity
and
respect
cultural
diversity;
To
think
critically
about
the
significance
of
these
traditional
festivals
in
modern
times.)
Activity:
Students
are
expected
to
think
about
and
discuss
a
critical
question:
Why
do
people
still
celebrate
these
ancient
festivals
in
modern
times?
Then
teacher
will
summarize
students’
ideas
and
lead
into
cultural
identity
and
cultural
diversity.
T:
As
we
all
know,
some
festivals
dated
from
many
years
ago,
right?
To
some
extent,
they
are
traditional
festivals
or
ancient
festivals.
So
why
do
people
still
celebrate
these
ancient
festivals
in
modern
times?
Discuss
this
question
in
groups
in
3
minutes.
S:
…
T:
Time’s
up!
Gina,
what
you
think
about
it?
S:
…
T:
Great
ideas!
Rachel,
what’s
your
opinion?
S:
…
T:
Yeah,
I
agree
with
you.
On
the
one
hand,
our
life
is
busy
in
modern
society
and
these
festivals
give
us
a
chance
to
gather
together
and
strengthen
communication
with
our
families.
On
the
other
hand,
these
festivals
have
long
history
and
profound
cultural
connotations
so
they
can
enhance
national
cohesion
and
identity.
In
fact,
the
exchange
between
eastern
and
western
cultures
is
increasing
and
the
distance
is
gradually
narrowing.
So
these
festivals
can
establish
our
awareness
of
cultural
identity
and
respect
cultural
diversity.
Cultural
identity
is
to
be
proud
of
our
customs
and
respect
cultural
diversity
is
to
accept
and
embrace
different
cultures.
Got
it?
S:
…
Step
2:
Situational
dialogue
(6
mins)
(Purpose:
To
describe
a
festival
from
the
aspects
of
name,
purpose,
date,
activity
and
significance;
To
be
good
at
cooperative
learning.)
Activity:
The
International
Culture
Festival
of
our
school
is
about
to
open.
Work
in
pairs
to
make
a
dialogue.
Student
A,
a
new
international
student
who
wants
to
know
more
about
our
festival.
Student
B
needs
to
introduce
the
festival
to
him.
Teacher
will
invite
two
pairs
to
show
their
conversation
in
front
of
class.
T:
Coincidentally,
the
International
Culture
Festival
of
our
school
is
about
to
open.
I
want
you
to
work
in
pairs
to
make
a
dialogue.
Student
A
is
a
new
international
student
who
wants
to
know
more
about
our
festival
and
student
B
needs
to
introduce
the
festival
to
him.
I
will
invite
two
pairs
to
show
their
conversation
in
front
of
class.
Don't
forget
the
necessary
elements,
such
as
name,
date,
purpose,
activity
and
significance.
Significance
means
the
meaning
of
the
festival.
You’ll
have
7
minutes.
S:
…
T:
Time’s
up!
Gina,
can
you
share
your
conversation?
S:
…
T:
Excellent
job!
I’m
interested
in
the
festival.
Group
1
got
1
point.
And
Rachel,
can
you
have
a
try?
S:
…
T:
Wow,
wonderful
festival.
1
point
for
your
group.
S:
…
Step
3:
Make
a
summary
(2
mins)
(Purpose:
To
analyze
the
structure
of
the
passage;
To
summarize
and
review
what
have
been
learned
in
this
lesson.)
Activity:
After
the
group
work,
teacher
will
guide
student
to
make
a
summary
and
review
what
have
been
learned
in
this
class.
T:
Now,
let’s
review
what
we
have
learned
in
this
lesson.
First,
we
guess
different
festivals
through
pictures
and
then
analyse
the
passage.
The
first
part...
Secondly,
we
learned
4
types
of
festivals...Last,
people
love
festivals.
After
reading,
we
think
about
a
critical
question
and
know
cultural
identity
and
cultural
diversity.
As
you
can
see,
the
mind
map
of
festivals
and
celebrations
makes
our
ideas
clear.
You
can
use
this
skill
to
organize
your
ideas.
S:
…
T:
Yeah!
Award
time!
Which
group
is
the
winner?
S:
…
T:
Congratulations!
This
is
your
prize.
In
fact,
all
of
you
did
a
very
good
today.
I’m
proud
of
you.
Stage
5
Homework
assignment
(1
min)
(Purpose:
To
consolidate
what
have
been
learned
in
this
lesson)
Students
are
supposed
to
design
a
brochure
for
their
favorite
festivals,
including
some
necessary
elements,
such
as
name,
date,
purpose,
activity
and
significance.
T:
Great
news!
Emily
received
our
cards
and
is
satisfied
with
them.
Now
she
wants
to
make
a
brochure
about
festivals
and
she
is
looking
forward
to
your
design.
Design
your
brochure
for
your
favourite
festival
after
and
I
will
check
it
in
next
class.
S:
…
T:
See
you
next
time!
Happy
Thanksgiving!
ⅥI.
Teaching
methods
The
Situational
Approach
Communicative
Approach
Task-based
Language
Teaching
ⅦI.
Blackboard
Design