1、 第 1 页 共 3 页 Book 2 Unit 3 Festivals and customs Reading 1 Alex around the world 教学教学目标目标 By the end of this section, students will be able to: 1. know the wedding customs in India and the grand occasion of the Rio Carnival; 2. explore cultural values behind those customs; 3. develop a tolerant and
2、respectful attitude towards different cultures and the ability of cross-cultural communication. 教学重难点教学重难点 1. To compare and contrast the similarities and differences of customs in different countries; 2. To understand the diverse cultural values behind those customs. 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
3、图 互动互动时间时间&模式模式 Pre-reading Step 1 The teacher encourages students to describe a festival they have experienced by asking these questions and offering some relevant pictures. 1. What happened? 2. What was it like? The teacher offers a sample to guide students. Students discuss and share their experi
4、ences in class. 借助图片， 创 设真实的语言环 境， 直入主题， 以 此激活学生对于 本课话题的已有 知识。 4 Individual work Group work Step 2 The teacher has students think about the way to learn about foreign customs and traditions by asking the following question. 通过过渡性 问题引导学生思 考了解西方节日 4 Pair work 第 2 页 共 3 页 How can you learn about foreig
5、n customs and traditions? Students express their ideas in class. 的途径， 从而为阅 读两篇游记做好 准备。 While reading Step 3 Students read the first travel journal quickly and put the events at the Indian wedding in the correct order. Students read the first travel journal again and answer the first two questions in
6、 A2. 1. What was the bride wearing at the Indian wedding? 2. What were the Indian couples promises about? 整理作者参 加印度婚礼的过 程，梳理细节信 息， 带领学生跟随 作者， 在文本中感 受异域风情， 了解 异域文化。 10 Individual work Group work Step 4 Students read the second travel journal quickly and put the events at the Rio Carnival in the corre
7、ct order. Students read the second travel journal and answer the last two questions in A2. 1. Why did Alex go to a street party? 2. What did Alex see and smell when he passed the street stands? 整理作者参 加巴西狂欢节的 过程， 梳理细节信 息， 并根据细节推 测作者心理活动。 10 Individual work Group work Post-reading Step 5 The teacher d
8、ivides students into groups of four and lets them discuss in groups about how the Indian wedding is different from and similar to the Chinese weddings they have been to. 比较中印婚 礼习俗的异同， 掌 握各国文化背景， 进一步理解两国 的文化内涵， 提升 学科核心素养。 5 Class work Group work Individual work Step 6 Students are invited to express
9、what Alex thinks of the Rio Carnival with details in the travel journal to 运用并巩固 所学知识， 提炼总 5 Class work 第 3 页 共 3 页 support their ideas. 结作者的心理感 受， 在表达和阐述 过程中实现语言 和知识的内化。 Group work Individual work Homework Write an essay in which you share your ideas about the common phenomenon of having a western style wedding ceremony instead of a traditional Chinese one. 2
