1、 第 1 页 共 3 页 Book 2 Unit 3 Festivals and customs Extended reading A precious family dinner 教学教学目标目标 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 Chin
2、ese New Year. 教学重难点教学重难点 1. To retell the story in students own words; 2. To understand the deep meaning of the Chinese New Year. 教学教学过程过程 步步 骤骤 教学教学活动活动 设计设计意图意图 互动互动时间时间&模式模式 Lead-in Step 1 The teacher presents pictures about people on the move during the Spring Festival and asks students the foll
3、owing 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
4、 are asked to read the feature article about a family dinner on the Chinese New Years Eve and encouraged to answer the questions: 结合主题内 容和语言，通过 回答相关问题了 7 Pair work 第 2 页 共 3 页 1. What does the passage talk about? 2. How often do Luos family reunite? 3. What is the change in Luos journey back home? 4
5、. What does this change imply? 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。 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
6、 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 Luos 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
7、 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
8、 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 第 3 页 共 3 页 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 pre
9、sents 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
10、 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
11、 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
