牛津译林版（2019）必修 第二册 Unit3 Festivals and customs Extended reading 教案（表格式）
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| 名称 | 牛津译林版（2019）必修 第二册 Unit3 Festivals and customs Extended reading 教案（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 57.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-04-09 23:32:11 | ||
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文档简介
Book 2 Unit 3 Festivals and customs
Extended reading
A precious family dinner
教学目标
By the end of this section, students will be able to:
1. understand the contents of the passage and write a summary;
2. know more about the Chinese New Year;
3. understand the deep meaning of the Chinese New Year.
教学重难点
1. To retell the story in students’ own words;
2. To understand the deep meaning of the Chinese New Year.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher presents pictures about people on the move during the Spring Festival and asks students the following questions: 1. Where are these people heading for 2. Why are they so hurried Students observe the pictures and answer the questions based on their own knowledge and experience. 用春运图片导入与文本内容相关话题——春节， 调动学生的背景知识，将新旧知识联系起来，激发学生的学习积极性。 3’ Individual work Group work
Reading
Step 2 Students are asked to read the feature article about a family dinner on the Chinese New Year’s Eve and encouraged to answer the questions: 1. What does the passage talk about 2. How often do Luo’s family reunite 3. What is the change in Luo’s journey back home 4. What does this change imply 结合主题内容和语言，通过回答相关问题了解并梳理文本细节。让学生在理解语篇内容、探究语篇主题意义的过程中实现语言知识的内化。 7’ Pair work
Step 3 Students are invited to summarize the feature article orally with the help of the chart on Page 40. 通过复述，让学生归纳、加工和整理所学内容，完成对语篇知识的综合理解和深度归纳，从而培养创造性的思维品质。 7’ Individual work Group work
Step 4 Students are asked to focus on the activities Chinese families do and get more about the meaning of the Spring Festival to Chinese people. 1. What traditions did Luo’s family observe 2. Why do Chinese people decorate the house on such an occasion 3. What is the special meaning of doing these activities like watching TV, eating snacks and making dumplings together on such an occasion After reading further and answering the questions, students are encouraged to describe what home is for them with the teacher providing the structure. Home is where _______________________. Home is a place _______________________. 激发学生由表及里深入研读语篇，培养和提升学生深度理解主题意义的能力和逻辑思维能力；通过概括主题句，凸显课时教学主题，增强学生对中国文化的理解与认同，提升文化意识，落实立德树人。 11’ Class work Group work Individual work
Step 5 Students are asked to read the last paragraph and find out the true meaning of celebrating the Chinese New Year. 3’ Class work Individual work
Appreciation
Step 6 The teacher presents the title on PPT and asks students: Do you think the adjective “precious” is appropriately used And why The teacher encourages students to discuss it with peers and share their ideas. 本环节围绕学生认知层次展开，贴近学生的实际生活，打开学生思维，激发学生表达欲望，同时培养学生的语言能力和批判性思维能力。 3’ Group work
Step 7 The teacher invites students to think about what Spring Festival traditions they usually observe and what their meanings are, and share their ideas. The teacher encourages students to think about whether there are any differences between the way they celebrate Spring Festival now and the way in the past and what their opinions about the changes are. Then students share their ideas. 5’ Individual work Class work
Step 8 Students are encouraged to discuss with peers why Chinese people attach so much importance to reunion during the Spring Festival and share their ideas in class. 4’ Group work Individual work
Homework Write an essay on the changes of activities in which the Chinese people celebrate the Chinese New Year and your attitudes towards these changes. 2’
Extended reading
A precious family dinner
教学目标
By the end of this section, students will be able to:
1. understand the contents of the passage and write a summary;
2. know more about the Chinese New Year;
3. understand the deep meaning of the Chinese New Year.
教学重难点
1. To retell the story in students’ own words;
2. To understand the deep meaning of the Chinese New Year.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher presents pictures about people on the move during the Spring Festival and asks students the following questions: 1. Where are these people heading for 2. Why are they so hurried Students observe the pictures and answer the questions based on their own knowledge and experience. 用春运图片导入与文本内容相关话题——春节， 调动学生的背景知识，将新旧知识联系起来，激发学生的学习积极性。 3’ Individual work Group work
Reading
Step 2 Students are asked to read the feature article about a family dinner on the Chinese New Year’s Eve and encouraged to answer the questions: 1. What does the passage talk about 2. How often do Luo’s family reunite 3. What is the change in Luo’s journey back home 4. What does this change imply 结合主题内容和语言，通过回答相关问题了解并梳理文本细节。让学生在理解语篇内容、探究语篇主题意义的过程中实现语言知识的内化。 7’ Pair work
Step 3 Students are invited to summarize the feature article orally with the help of the chart on Page 40. 通过复述，让学生归纳、加工和整理所学内容，完成对语篇知识的综合理解和深度归纳，从而培养创造性的思维品质。 7’ Individual work Group work
Step 4 Students are asked to focus on the activities Chinese families do and get more about the meaning of the Spring Festival to Chinese people. 1. What traditions did Luo’s family observe 2. Why do Chinese people decorate the house on such an occasion 3. What is the special meaning of doing these activities like watching TV, eating snacks and making dumplings together on such an occasion After reading further and answering the questions, students are encouraged to describe what home is for them with the teacher providing the structure. Home is where _______________________. Home is a place _______________________. 激发学生由表及里深入研读语篇，培养和提升学生深度理解主题意义的能力和逻辑思维能力；通过概括主题句，凸显课时教学主题，增强学生对中国文化的理解与认同，提升文化意识，落实立德树人。 11’ Class work Group work Individual work
Step 5 Students are asked to read the last paragraph and find out the true meaning of celebrating the Chinese New Year. 3’ Class work Individual work
Appreciation
Step 6 The teacher presents the title on PPT and asks students: Do you think the adjective “precious” is appropriately used And why The teacher encourages students to discuss it with peers and share their ideas. 本环节围绕学生认知层次展开，贴近学生的实际生活，打开学生思维，激发学生表达欲望，同时培养学生的语言能力和批判性思维能力。 3’ Group work
Step 7 The teacher invites students to think about what Spring Festival traditions they usually observe and what their meanings are, and share their ideas. The teacher encourages students to think about whether there are any differences between the way they celebrate Spring Festival now and the way in the past and what their opinions about the changes are. Then students share their ideas. 5’ Individual work Class work
Step 8 Students are encouraged to discuss with peers why Chinese people attach so much importance to reunion during the Spring Festival and share their ideas in class. 4’ Group work Individual work
Homework Write an essay on the changes of activities in which the Chinese people celebrate the Chinese New Year and your attitudes towards these changes. 2’