1、Unit 1 FESTIVALS AND CELEBRATIONS Reading and Thinking: Why Do We Celebrate Festivals? 一、教学内容 理解全文，在文中各段落寻找标题 Why do we celebrate festivals?的答案，获取每个段落 的大意以及篇章结构。 二、课时目标 1带着标题中的问题，通读全文，寻找关键信息，理解语篇主题及主要内容。 2逐段分析语篇，梳理脉络，寻找段落主题句。通过阅读，训练阅读技能，掌握话题 语言，了解世界节日的异同及节日习俗变化背后的原因。 3通过研读文本，概括全文结构，并深入思考节日文化差异、融通和变化
2、。 三、教学过程 Activity 1：Activating background information about festivals all over the world 1. Talk about some festivals in China. 2. Talk about some festivals in European countries. 3. Think about reasons why we celebrate these festivals. 【设计意图】利用图片和几个简单问题引出节日话题，激活学生已知信息，自然过渡到以节 日为主题的阅读。 4. Predict th
3、e content of the passage. Ask students to focus on the question in the title and predict what the reading passage is about according to its title and pictures. 【设计意图】利用语篇标题的问题来设问，激发学生探究文本的渴望，形成阅读期待。 Activity 2：Fast reading for topic sentence Get students to know：Identifying the main ideas of paragra
4、phs is necessary when analyzing a text. Most paragraphs will have a “topic sentence” that tells the paragraphs main idea. It is often the first sentence, but sometimes it is found elsewhere in the paragraph. Additionally, ask students to pay attention to the usage of transition word in the first par
5、agraph-however. Its often used to emphasize a certain point. So the topic sentence of the first paragraph is the last sentence. 【设计意图】指导学生如何确认语篇的主题段落，通过关注 however 等连接词，得到主题论 述方法. Activity 3：Careful reading for key information Read the text paragraph by paragraph and identify the key information. Par
6、a1: Finish the mind map Para.2Q1.When and why do we celebrate harvest festivals? Q2.How does the author support his topic sentence? Further thinking: Why does the author choose ancient Egypt, China and some European countries as the examples? Para. 3Q1. What changes can take place over time? And why
7、? Q2. How does the author support his topic sentence? Ask students to find the similar structure between para.2 and para.3. 【设计意图】指导学生识别段落中的要点和相应的支撑论据，学会分析一个段落的结构、抓 段落的主句、了解作者举例说明的写作技法。引发学生深入思考，比如，作者举例说明丰收 节的特点时，为什么选择古埃及、一些欧洲国家和中国。 Para. 4 Ask students to find out the reason why festivals become mor
8、e commercial. Find out the supportive and oppositive attitudes towards commercialization. Further thinking: Q1: What might be the writers attitude towards the commercialization of festivals? A. Casual B. Positive C. Critical D. Neutral Get the students to know the writer may remain neutral as he doe
9、snt state his own opinion. Q2: What do you think of the commercialization of festivals? 【设计意图】培养学生积极主动阅读。让学生在在阅读过程中准确把握作者态度，并能针对 这一现象表达自己的看法，从而引发学生深度思考。 Para.5 Find out the reasons why festivals are important. Pay attention to the sentence patterns when the author answers the questionparallelism. It
10、 can be used to stress the importance. Activity 4：Deal with the structure of the whole passage. Q: How is the passage organized? 【设计意图】 学生分析段落之间的逻辑关系， 并借助较为简单的思维导图理清文章的篇章结 构。形成语篇意识，锻炼逻辑思维，培养画思维导图的能力。 Homework. Draw a mind map of the reading passage and add more details to it. 【设计意图】学生进一步研读课文，在理解段落 主旨和框架的基础上，能更宏观地把握全文。
