外研版 (2019)Unit 2 Let's celebrate!教案

这是一份外研版 (2019)Unit 2 Let's celebrate!教案，共3页。

Develping 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 cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t lk at the pictures in Activity 1 and talk abut Chinese Spring Festival traditins.
2. T invites sme Ss t cme up with mre traditins.
1. Ss lk at the pictures in Activity 1 and talk abut Chinese Spring Festival traditins.
2. Ss cme up with mre traditins and describe them.
Activate backgrund knwledge.
Activity 2
T asks Ss t read the passage quickly and find ut each persn’s pint f view.
Ss read the passage quickly and find ut each persn’s pint f view.
Skim and get the main idea f the passage.
Activity 3
1. T asks Ss t read “Learning t learn” and figure ut what is a fact and what is an pinin.
2. T asks Ss t read the sentences frm the passage in Activity 3 and decide if they are facts (F) r pinins (O).
1. Ss read “Learning t learn” and figure ut what is a fact and what is an pinin.
2. Ss read the sentences frm the passage in Activity 3 and decide if they are facts (F) r pinins (O).
Distinguish facts frm pinins.
Think & Share
1. T asks Ss t wrk in grups and discuss the fur questins in “Think & Share”.
2. T invites sme Ss t share their pinins.
Ss discuss the fur questins in grups and then share them with the class.
Further understand the tpic f the passage and make cmments.
Activity 4
1. T asks Ss t think abut the reasns why the Spring Festival family dinner means s much t us Chinese.
2. T helps Ss understand hw t rganise a talk abut the imprtance f the Spring Festival family dinner.
3. T invites sme Ss t give their talks in class.
1. Ss list the reasns why the Spring Festival family dinner means s much t us Chinese.
2. Ss wrk in grups and rganise their talks.
3. Ss give their talks t the class.
Imprve critical thinking ability and cnslidate the language and cntent learnt.
Activity 5
T asks Ss t read the editrial and answer the questins in Activity 5.
Ss read the editrial and answer the fllwing questins:
(1) Which cuntries are mentined and hw d they celebrate Chinese Spring Festival?
(2) Which event wuld yu mst like t attend? Why?
(3) Why d yu think Chinese Spring Festival is “ging glbal”? (grup wrk)
Read fr cmprehensin and analyse the reasns fr Chinese Spring Festival’s ging glbal.
Activity 6
1. T asks Ss t cmplete the ntes accrding t their wn ideas.
2. T reminds Ss t refer back t the reading passage n Page 20–21fr the structure.
3. T shws the criteria f a gd cmpsitin and asks Ss t write their wn letters.
1. Ss cmplete the ntes accrding t their wn ideas.
2. Ss write their letters with the help f the ntes.
Practise writing abut pinins based n giving infrmatin.
Activity 7
T asks sme Ss t shw their writing t the class, and invites ther Ss t make imprvement.
1. Ss share their writing with the class.
2. Ss d peer evaluatin based n the criteria.
Imprve writing ability thrugh peer evaluatin.