牛津译林版（2019）必修 第二册Unit 3 Festivals and Customs Extended reading 教学设计
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| 名称 | 牛津译林版（2019）必修 第二册Unit 3 Festivals and Customs Extended reading 教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 3.0MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-10-30 11:37:30 | ||
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《英语》（选择性必修·第二册）
Unit 3 Festivals and customs
Extended reading
I. Learning objectives
By the end of the lesson, students will be able to:
1.analyze the structure of the article according to the main idea of each paragraph;
2.grasp the traditions and customs of the Chinese New Year and their cultural meanings;
3.write an article to introduce Chinese New Year to a foreigner.
II. Key competence focus
Understand the traditions and customs of the Chinese New Year and their cultural meanings.
III. Predicted area of difficulty
Understand the deep meaning of the family dinner on the Chinese New Year’s Eve.
IV. Teaching procedures
Step 1 Lead in
T plays a video clip of documentary on Spring Festival in class and asks Ss to tick the activities mentioned in it.
【设计意图：教师用一节记录春节的片段创造真实的情境，自然地引出关于中国人过节的场景。紧扣主题，利用学生已有的知识和经验，创造生动活泼的课堂氛围，自然而然地导入即将探索的主题。】
Step 2 Prediction
T shows Ss the picture and title and asks Ss a question:
Can you predict what will happen according to the title
【设计意图：通过预测，激发学生的想象力，引发研读语篇的兴趣，同时训练学生通过标题进行思维发散的能力。这个环节的设计旨在通过逆向思维方式来训练学生对标题特性的认知，训练他们的推理能力和思维品质。】
Step 3 Global reading
1.T asks Ss to skim the feature article and match the scenes with each paragraph;
2.T asks Ss to understand the structure of this article and complete mind map on ppt.
【设计意图：引导学生快速浏览文本，关注文本形式，明白本节课阅读材料为专题文章，进而采用正确的阅读策略。紧接着，联系本单元前面的教学内容，找出每段的主题句，为下一步分析文章结构做好铺垫。通过完成图片和段落关键词的匹配和思维导图，学生能够从整体上把握阅读材料，训练快速获取信息、归纳信息的能力。】
Step 4 Careful reading
T asks Ss to read the article carefully and find traditional activities Luo Yan's family did and their cultural meanings on Chinese New Year's Eve.
(1) What do they represent
(2) What does fish mean in the dinner
(3) While watching, what do Chinese often do
(4) Why do you set off firecrakers
【设计意图：通过设置问题链和运用思维导图，帮助学生获取和梳理文本的细节信息，让他们在较短时间内把握整篇文章的主要内容。这个教学活动的设计为帮助学生实现从read between the lines 向read beyond the lines过渡做了较好的铺垫。】
Step 5 Read and think
Work in pairs to discuss the following questions:
(1)What is the change in Luo’s journey back home
(2)What does this change imply
(3)What does home mean in Luo Yan’s eyes
(4)Can you make up other sentences to describe what home is for you
【设计意图：Read and think应用实践类活动。问题的设计是为了引导学生通过思考和讨论，一方面是帮助学生学会深度思考，并根据已知信息合理推断出未知信息，从而提升其思维品质；另一方面是为后续的启示迁移活动作铺垫。】
Step 6. Read and reflect
1.T divides the class into groups of four and asks them discuss in group about the question below:
The author writes, “All over the country, we are celebrating our good fortune, celebrating our family’s togetherness, and celebrating our nation’s strength” What values does this article present to its audience
2. T leads Ss to write an Email to introduce customs & traditions of Chinese New Year to their friend Mike.
3. T plays the game: running pen to choose some students to present their writing in front of class. 【设计意图：Read and Reflect 活动属于指向创造想象能力的迁移创新类活动。通过引入恰当的主体语境，启发学生思考。学生通过小组讨论理性地表达自己的观点、态度和情感。这个活动的开展能帮助学生在理解文本语言意义的基础上形成新的知识构架，实现由语言能力向学科素养的转化，最终形成正确的世界观、人生观和价值观。】
V. Homework
1. Polish your writing after class.
2. Make a list of what you can do to celebrate the Chinese New Year in your family.
Unit 3 Festivals and customs
Extended reading
I. Learning objectives
By the end of the lesson, students will be able to:
1.analyze the structure of the article according to the main idea of each paragraph;
2.grasp the traditions and customs of the Chinese New Year and their cultural meanings;
3.write an article to introduce Chinese New Year to a foreigner.
II. Key competence focus
Understand the traditions and customs of the Chinese New Year and their cultural meanings.
III. Predicted area of difficulty
Understand the deep meaning of the family dinner on the Chinese New Year’s Eve.
IV. Teaching procedures
Step 1 Lead in
T plays a video clip of documentary on Spring Festival in class and asks Ss to tick the activities mentioned in it.
【设计意图：教师用一节记录春节的片段创造真实的情境，自然地引出关于中国人过节的场景。紧扣主题，利用学生已有的知识和经验，创造生动活泼的课堂氛围，自然而然地导入即将探索的主题。】
Step 2 Prediction
T shows Ss the picture and title and asks Ss a question:
Can you predict what will happen according to the title
【设计意图：通过预测，激发学生的想象力，引发研读语篇的兴趣，同时训练学生通过标题进行思维发散的能力。这个环节的设计旨在通过逆向思维方式来训练学生对标题特性的认知，训练他们的推理能力和思维品质。】
Step 3 Global reading
1.T asks Ss to skim the feature article and match the scenes with each paragraph;
2.T asks Ss to understand the structure of this article and complete mind map on ppt.
【设计意图：引导学生快速浏览文本，关注文本形式，明白本节课阅读材料为专题文章，进而采用正确的阅读策略。紧接着，联系本单元前面的教学内容，找出每段的主题句，为下一步分析文章结构做好铺垫。通过完成图片和段落关键词的匹配和思维导图，学生能够从整体上把握阅读材料，训练快速获取信息、归纳信息的能力。】
Step 4 Careful reading
T asks Ss to read the article carefully and find traditional activities Luo Yan's family did and their cultural meanings on Chinese New Year's Eve.
(1) What do they represent
(2) What does fish mean in the dinner
(3) While watching, what do Chinese often do
(4) Why do you set off firecrakers
【设计意图：通过设置问题链和运用思维导图，帮助学生获取和梳理文本的细节信息，让他们在较短时间内把握整篇文章的主要内容。这个教学活动的设计为帮助学生实现从read between the lines 向read beyond the lines过渡做了较好的铺垫。】
Step 5 Read and think
Work in pairs to discuss the following questions:
(1)What is the change in Luo’s journey back home
(2)What does this change imply
(3)What does home mean in Luo Yan’s eyes
(4)Can you make up other sentences to describe what home is for you
【设计意图：Read and think应用实践类活动。问题的设计是为了引导学生通过思考和讨论，一方面是帮助学生学会深度思考，并根据已知信息合理推断出未知信息，从而提升其思维品质；另一方面是为后续的启示迁移活动作铺垫。】
Step 6. Read and reflect
1.T divides the class into groups of four and asks them discuss in group about the question below:
The author writes, “All over the country, we are celebrating our good fortune, celebrating our family’s togetherness, and celebrating our nation’s strength” What values does this article present to its audience
2. T leads Ss to write an Email to introduce customs & traditions of Chinese New Year to their friend Mike.
3. T plays the game: running pen to choose some students to present their writing in front of class. 【设计意图：Read and Reflect 活动属于指向创造想象能力的迁移创新类活动。通过引入恰当的主体语境，启发学生思考。学生通过小组讨论理性地表达自己的观点、态度和情感。这个活动的开展能帮助学生在理解文本语言意义的基础上形成新的知识构架，实现由语言能力向学科素养的转化，最终形成正确的世界观、人生观和价值观。】
V. Homework
1. Polish your writing after class.
2. Make a list of what you can do to celebrate the Chinese New Year in your family.