1、Developing ideas板块教学设计（建议时长8090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
2、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 contentsProceduresPurposes Teachers activityStudents activi
3、tyActivity 11. T asks Ss to look at the pictures in Activity 1 and talk about Chinese Spring Festival traditions. 2. T invites some Ss to come up with more traditions. 1. Ss look at the pictures in Activity 1 and talk about Chinese Spring Festival traditions. 2. Ss come up with more traditions and d
4、escribe them. Activate background knowledge.Activity 2T asks Ss to read the passage quickly and find out each persons point of view. Ss read the passage quickly and find out each persons point of view. Skim and get the main idea of the passage. Activity 31. T asks Ss to read “Learning to learn” and
5、figure out what is a fact and what is an opinion. 2. T asks Ss to read the sentences from the passage in Activity 3 and decide if they are facts (F) or opinions (O).1. Ss read “Learning to learn” and figure out what is a fact and what is an opinion. 2. Ss read the sentences from the passage in Activ
6、ity 3 and decide if they are facts (F) or opinions (O).Distinguish facts from opinions. Think & Share1. T asks Ss to work in groups and discuss the four questions in “Think & Share”.2. T invites some Ss to share their opinions.Ss discuss the four questions in groups and then share them with the clas
7、s.Further understand the topic of the passage and make comments. Activity 41. T asks Ss to think about the reasons why the Spring Festival family dinner means so much to us Chinese.2. T helps Ss understand how to organise a talk about the importance of the Spring Festival family dinner.3. T invites
8、some Ss to give their talks in class. 1. Ss list the reasons why the Spring Festival family dinner means so much to us Chinese.2. Ss work in groups and organise their talks. 3. Ss give their talks to the class. Improve critical thinking ability and consolidate the language and content learnt.Activit
9、y 5T asks Ss to read the editorial and answer the questions in Activity 5. Ss read the editorial and answer the following questions:(1) Which countries are mentioned and how do they celebrate Chinese Spring Festival?(2) Which event would you most like to attend? Why?(3) Why do you think Chinese Spri
10、ng Festival is “going global”? (group work)Read for comprehension and analyse the reasons for Chinese Spring Festivals going global. Activity 61. T asks Ss to complete the notes according to their own ideas.2. T reminds Ss to refer back to the reading passage on Page 2021for the structure.3. T shows
11、 the criteria of a good composition and asks Ss to write their own letters.1. Ss complete the notes according to their own ideas.2. Ss write their letters with the help of the notes.Practise writing about opinions based on giving information.Activity 7T asks some Ss to show their writing to the class, and invites other Ss to make improvement.1. Ss share their writing with the class.2. Ss do peer evaluation based on the criteria. Improve writing ability through peer evaluation.
