牛津译林版（2019）必修 第二册Unit 3 Festivals and customs Reading 教学设计（表格式）
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| 名称 | 牛津译林版（2019）必修 第二册Unit 3 Festivals and customs Reading 教学设计（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-03 10:50:02 | ||
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Book 2 Unit 3 Festivals and customs
Reading: Alex around the world (the 2nd period)
课时教学设计
第二课时 译林版英语必修二第三单元 Reading: Alex around the world
1.教材分析 What（本课/本文主要内容） ：The reading text in this section is a travel journal written by a travel writer Alex, sharing his experiences of attending an Indian wedding and the Rio Carnival. The title is “Alex around the world” and this topic belongs to the thematic context “man and society”. The travel journal is made up of two parts. The first part is about the author’s experience of joining in an Indian wedding, including the wedding’s location, dressing, traditional customs and celebration activities. The second part is the author’s description of the Rio Carnival by introducing the scenes before and during the street party in details. How（文体结构和语言特征） ：Based on the fact that this is a travel journal, the author employs a typical structure by telling the readers the place he traveled to, the date he wrote the journal and the custom or festival he experienced in the first line of each journal, so that the readers know the main idea at first sight. Besides, the wise choice of words and expressions makes the readers picture the Indian wedding and Carnival vividly in their mind. In addition, contrast is also used in organizing the journal, highlighting the differences between two people, places, things before and after, to draw the readers’ attention and make the description more vivid and interesting to read. Why（作者意图）：Festivals and customs play a basic role in a country’s culture. Therefore, by sharing his own experiences in India and Brazil, the author intends to help students have a deeper comprehension of different countries’ customs. Furthermore, this travel journal could help students understand that even each country has its own specific custom and festival, the spirit and purpose for celebration is common. The author hopes after reading this journal, students can appreciate different festival and customs, build up the confidence of our own culture and develop a tolerant and respectful attitude towards different festivals and cultures.
2.学情分析 The target students are from Senior One, after a few months’ English learning in senior high school, mastering a certain knowledge of English. They can briefly express their ideas. “Festivals and customs” is a very familiar and interesting topic to them, so
they are willing to get involved in the class actively. However, different countries’ customs and festivals may seem unfamiliar to them, so it is the teacher’s job to help them throughout the class activities. Concerning English ability, senior one students have already mastered certain words and expressions, which means with the help of the teacher, they can say or write something in English. but students’ critical thinking abilities are not fully developed. Besides, their language skills--speaking, reading and writing--still need to be enhanced through practice. After the first period’s learning, they have been familiar with the topic, Indian wedding customs and the Rio Carnival. However, they are deficient in the knowledge about the features of a travel journal. All of these will be considered in today’s lesson.
3.教学目标 At the end of the lesson, students will be able to: 1. analyze the structure and features of a travel journal; 2. write one travel journey involving the customs of Chinese festivals; 3. cooperate with each other through team work; 4. form a mutual understanding of different customs and festivals and build up the capacity of cross-culture communication.
4.*重点难点 Key teaching points: Help students analyze the structure and discover the features of how to make a travel journal vivid and attractive. Teaching difficulty: How to help students write one travel journey in groups telling the customs of Chinese festivals by using the features. Solutions: Use some examples to help students understand the use of specific expressions and contrast, then help students practise using them in organizing their writing.
5. 教学过程
教学目标 教学活动与步骤 评价要点 时间与互动模式
Step 1 Lead-in 1. Greet SS. 2. Guide SS to review what we have learned in the last period by filling in the blanks. SS check their grasp of the travel journal. CW 3’
设计意图：To review what they have learned in the first period and lead students to pay attention to the journal again.
目标 1 Step 2 Brainstorming SS list the parts of a PW
Ask SS to think about what elements should be included in a travel journal travel journal based on the text. 3’
设计意图：To guide students to focus on the genre of the text and be familiar with the necessary elements in a travel journal.
目标 1 Step 3 Feature analyzing 1. Check SS’ homework about appreciation of some sentences in the travel journal. 2. Pick out some sentences from SS’ homework, analyzing the features and introducing the use of contrast. SS share their homework about their favourite sentences and give reasons. PW 7’
设 计 意 图 ： To activate students prior knowledge about language, lead them to notice the features of language in writing a travel journal and further learn about rhetorical device - contrast.
目标 1 和 2 Step 4 Practice Use some exercises to let SS practise applying the use of these features and contrast. SS finish exercises. IW 5’
设计意图：To practise how to use the features of writing and rhetorical device, and prepare for their writing as an important scaffold.
目标 2 和 3 Step 5 Writing Give a context: If you are traveling in China during one of the following festivals, what would you write in your travel journal Have SS work in groups of 4 and write a travel journal together, using the writing SS write the travel journal in groups. GW 12’
features and contrast mentioned before. S1 chooses the festival and makes a brief introduction; S2: tells how people prepare for the festival before it; S3: tells how people celebrate the festival; S4 needs to help the whole group and makes the report.
设计 意 图 ：To create the context, in which students try writing a travel journal, applying contrast and other techniques to make the travel journal vivid and attractive. To increase their awareness of the text type and features. By working in groups, students also learn to cooperate with each other.
目标 3 Have some SS make a report in front of the class. Give some suggestions based on the evaluation criteria given to them. SS make a report in front of the class. Make comments. IW 6’
设计意图：To build confidence in speaking English and making report in class.
目标 4 Step 6 Summary Show SS a short video to summarize the whole class, encouraging them to appreciate differences among cultures. SS watch the video and sense what it tries to tell them. CW 3’
设计意图：To summarize what they have learned in this period and encourage them to form a mutual understanding of different customs and festivals and build up the capacity of cross-culture communication.
6.作业布置 Polish the travel journal and try to use as many techniques we have learned as possible. Homework can be finished within 15 minutes. 设计意图：The homework assigned to consolidate the writing techniques they learned, and to help students improve their writing based on the comments and suggestions given by classmates. Therefore the learning atmosphere could be formed.
7.教学反思 1. Achieving the lesson objectives: at the end of the class, students can have a basic understanding of the structure and features of a travel journal; write one travel journey telling the customs of Chinese festivals; cooperate with each other through team work and form a mutual understanding of different customs and festivals and build up the capacity of cross-culture communication. 2. Shining points of this class: this period focuses on analyzing the text features and writing a travel journal, so from the class performance, it is apparent that students have understood and successfully adopted different techniques to make their writing more vivid and attractive. The activities are well organized and tasks are designed coherently. 3. What to improve: because of the limited class time, the time for all students making reports and teachers’ help to improve their writing is not that much. Besides, students can have a better application of the writing techniques if time permits. 4. How to improve: assign the homework as polishing the writing, taking advantage of the time after class to help students.
Book 2 Unit 3 Festivals and customs
Reading Alex around the world (2)
Worksheet
1. What elements should be included in a travel journal
2. Homework checking:
My favourite sentences from the travel journal Reason
3. Practice the technique:
(1) Many people standby the street to welcome the hero.
(2) A lot of crazy fans ranquickly to the hall suddenly.
(3) All the applicants waited for the result of the interview with looks.
(4) He looked down at alotofsmiling faces before him.
(5) It is harmful to look at your computer or phone screen for a long time.
(6) My mom is hardworking and brave, while my dad is .
4. Writing task:
If you are traveling in China during one of the following festivals, what would you write in your
travel journal
The Spring Festival
Dragon Boat Festival
Mid-Autumn Festival
You can work in groups of four and include the three aspects:
choose the festival and makes a brief introduction; (S1)
tell how people prepare for the festival before it; (S2)
tell how people celebrate the festival; (S3)
the reporter needs to help the whole group and delivers a speech.（S4☆)
Tips: Don’t forget to use the writing techniques to make your journal more attractive!
(date), (event), (place) _____________________________________________________________________________ _____________________________________________________________________________ (brief introduction) _____________________________________________________________________________ (preparation) _____________________________________________________________________________ _____________________________________________________________________________ (celebration) (feeling)
(Reference)
(1) Useful expressions:
> The festival I experienced is..., which falls on...(date)
> It features...
> There are some customs...
> People celebrate...decorate...gather...send gifts...
> It plays a significant role in...
> It reflects...allows...helps... (2) Evaluation form:
Items Criteria Evaluation
Content Three aspects (introduction / preparation / celebration) *****
Structure Date / Place / Event *****
Language Techniques (wise choice of words / contrast) *****
Voice loud and clear *****
Reading: Alex around the world (the 2nd period)
课时教学设计
第二课时 译林版英语必修二第三单元 Reading: Alex around the world
1.教材分析 What（本课/本文主要内容） ：The reading text in this section is a travel journal written by a travel writer Alex, sharing his experiences of attending an Indian wedding and the Rio Carnival. The title is “Alex around the world” and this topic belongs to the thematic context “man and society”. The travel journal is made up of two parts. The first part is about the author’s experience of joining in an Indian wedding, including the wedding’s location, dressing, traditional customs and celebration activities. The second part is the author’s description of the Rio Carnival by introducing the scenes before and during the street party in details. How（文体结构和语言特征） ：Based on the fact that this is a travel journal, the author employs a typical structure by telling the readers the place he traveled to, the date he wrote the journal and the custom or festival he experienced in the first line of each journal, so that the readers know the main idea at first sight. Besides, the wise choice of words and expressions makes the readers picture the Indian wedding and Carnival vividly in their mind. In addition, contrast is also used in organizing the journal, highlighting the differences between two people, places, things before and after, to draw the readers’ attention and make the description more vivid and interesting to read. Why（作者意图）：Festivals and customs play a basic role in a country’s culture. Therefore, by sharing his own experiences in India and Brazil, the author intends to help students have a deeper comprehension of different countries’ customs. Furthermore, this travel journal could help students understand that even each country has its own specific custom and festival, the spirit and purpose for celebration is common. The author hopes after reading this journal, students can appreciate different festival and customs, build up the confidence of our own culture and develop a tolerant and respectful attitude towards different festivals and cultures.
2.学情分析 The target students are from Senior One, after a few months’ English learning in senior high school, mastering a certain knowledge of English. They can briefly express their ideas. “Festivals and customs” is a very familiar and interesting topic to them, so
they are willing to get involved in the class actively. However, different countries’ customs and festivals may seem unfamiliar to them, so it is the teacher’s job to help them throughout the class activities. Concerning English ability, senior one students have already mastered certain words and expressions, which means with the help of the teacher, they can say or write something in English. but students’ critical thinking abilities are not fully developed. Besides, their language skills--speaking, reading and writing--still need to be enhanced through practice. After the first period’s learning, they have been familiar with the topic, Indian wedding customs and the Rio Carnival. However, they are deficient in the knowledge about the features of a travel journal. All of these will be considered in today’s lesson.
3.教学目标 At the end of the lesson, students will be able to: 1. analyze the structure and features of a travel journal; 2. write one travel journey involving the customs of Chinese festivals; 3. cooperate with each other through team work; 4. form a mutual understanding of different customs and festivals and build up the capacity of cross-culture communication.
4.*重点难点 Key teaching points: Help students analyze the structure and discover the features of how to make a travel journal vivid and attractive. Teaching difficulty: How to help students write one travel journey in groups telling the customs of Chinese festivals by using the features. Solutions: Use some examples to help students understand the use of specific expressions and contrast, then help students practise using them in organizing their writing.
5. 教学过程
教学目标 教学活动与步骤 评价要点 时间与互动模式
Step 1 Lead-in 1. Greet SS. 2. Guide SS to review what we have learned in the last period by filling in the blanks. SS check their grasp of the travel journal. CW 3’
设计意图：To review what they have learned in the first period and lead students to pay attention to the journal again.
目标 1 Step 2 Brainstorming SS list the parts of a PW
Ask SS to think about what elements should be included in a travel journal travel journal based on the text. 3’
设计意图：To guide students to focus on the genre of the text and be familiar with the necessary elements in a travel journal.
目标 1 Step 3 Feature analyzing 1. Check SS’ homework about appreciation of some sentences in the travel journal. 2. Pick out some sentences from SS’ homework, analyzing the features and introducing the use of contrast. SS share their homework about their favourite sentences and give reasons. PW 7’
设 计 意 图 ： To activate students prior knowledge about language, lead them to notice the features of language in writing a travel journal and further learn about rhetorical device - contrast.
目标 1 和 2 Step 4 Practice Use some exercises to let SS practise applying the use of these features and contrast. SS finish exercises. IW 5’
设计意图：To practise how to use the features of writing and rhetorical device, and prepare for their writing as an important scaffold.
目标 2 和 3 Step 5 Writing Give a context: If you are traveling in China during one of the following festivals, what would you write in your travel journal Have SS work in groups of 4 and write a travel journal together, using the writing SS write the travel journal in groups. GW 12’
features and contrast mentioned before. S1 chooses the festival and makes a brief introduction; S2: tells how people prepare for the festival before it; S3: tells how people celebrate the festival; S4 needs to help the whole group and makes the report.
设计 意 图 ：To create the context, in which students try writing a travel journal, applying contrast and other techniques to make the travel journal vivid and attractive. To increase their awareness of the text type and features. By working in groups, students also learn to cooperate with each other.
目标 3 Have some SS make a report in front of the class. Give some suggestions based on the evaluation criteria given to them. SS make a report in front of the class. Make comments. IW 6’
设计意图：To build confidence in speaking English and making report in class.
目标 4 Step 6 Summary Show SS a short video to summarize the whole class, encouraging them to appreciate differences among cultures. SS watch the video and sense what it tries to tell them. CW 3’
设计意图：To summarize what they have learned in this period and encourage them to form a mutual understanding of different customs and festivals and build up the capacity of cross-culture communication.
6.作业布置 Polish the travel journal and try to use as many techniques we have learned as possible. Homework can be finished within 15 minutes. 设计意图：The homework assigned to consolidate the writing techniques they learned, and to help students improve their writing based on the comments and suggestions given by classmates. Therefore the learning atmosphere could be formed.
7.教学反思 1. Achieving the lesson objectives: at the end of the class, students can have a basic understanding of the structure and features of a travel journal; write one travel journey telling the customs of Chinese festivals; cooperate with each other through team work and form a mutual understanding of different customs and festivals and build up the capacity of cross-culture communication. 2. Shining points of this class: this period focuses on analyzing the text features and writing a travel journal, so from the class performance, it is apparent that students have understood and successfully adopted different techniques to make their writing more vivid and attractive. The activities are well organized and tasks are designed coherently. 3. What to improve: because of the limited class time, the time for all students making reports and teachers’ help to improve their writing is not that much. Besides, students can have a better application of the writing techniques if time permits. 4. How to improve: assign the homework as polishing the writing, taking advantage of the time after class to help students.
Book 2 Unit 3 Festivals and customs
Reading Alex around the world (2)
Worksheet
1. What elements should be included in a travel journal
2. Homework checking:
My favourite sentences from the travel journal Reason
3. Practice the technique:
(1) Many people standby the street to welcome the hero.
(2) A lot of crazy fans ranquickly to the hall suddenly.
(3) All the applicants waited for the result of the interview with looks.
(4) He looked down at alotofsmiling faces before him.
(5) It is harmful to look at your computer or phone screen for a long time.
(6) My mom is hardworking and brave, while my dad is .
4. Writing task:
If you are traveling in China during one of the following festivals, what would you write in your
travel journal
The Spring Festival
Dragon Boat Festival
Mid-Autumn Festival
You can work in groups of four and include the three aspects:
choose the festival and makes a brief introduction; (S1)
tell how people prepare for the festival before it; (S2)
tell how people celebrate the festival; (S3)
the reporter needs to help the whole group and delivers a speech.（S4☆)
Tips: Don’t forget to use the writing techniques to make your journal more attractive!
(date), (event), (place) _____________________________________________________________________________ _____________________________________________________________________________ (brief introduction) _____________________________________________________________________________ (preparation) _____________________________________________________________________________ _____________________________________________________________________________ (celebration) (feeling)
(Reference)
(1) Useful expressions:
> The festival I experienced is..., which falls on...(date)
> It features...
> There are some customs...
> People celebrate...decorate...gather...send gifts...
> It plays a significant role in...
> It reflects...allows...helps... (2) Evaluation form:
Items Criteria Evaluation
Content Three aspects (introduction / preparation / celebration) *****
Structure Date / Place / Event *****
Language Techniques (wise choice of words / contrast) *****
Voice loud and clear *****