2023学年完整版Unit1FestivalsandCelebrations教案（2课时）

Unit1FestivalsandCelebrationsReadingandThinking:WhyDoWeCelebrateFestivals?教案文本简析本单元阅读材料的话题是庆祝节日的原因和意义，旨在引起学生对节日文化差异、融通、变迁的思考，探究其历史文化原因，分析、鉴别节日文化所反映的价值取向，并结合实际情况进行分析和比较。本文是一篇说明文。全文共有五个段落，篇章结构为“总——分——总”。第一段提出主题：世界各地节日虽有差异，但表达感恩、追求幸福、希望和平和享受快乐的精神是相通的；第二段以丰收节日为例，说明在不同文化背景下，虽庆祝方式不同，但有着相同的意义；第三段讲述因社会发展和新观念传播，有些节日传统消失，有些传统却有了新的意义；第四段描述商业化趋势带给节日风俗的改变；第五段回顾主题，综述节日的意义所在。文本标题是“WhyDoWeCelebrateFestivals?”，教师要指导学生梳理并掌握与主题相关的话题类语言，如：celebration,takeplace,gettogether,feature,gather,parade,feast等，和功能类语言，如：Although,nomatterhow,some…andothers…,oneexampleis…anotherexampleis…,actually,afterall等。此外，学生通过解读标题、寻找段落主旨句、辨识语篇结构，在阅读过程中更好地理解说明文如何论述主题信息，明确语篇行文逻辑，识别语篇直接表明或隐含的社会文化现象。在整个文本的学习过程中，教师引导学生逐步理解节日文化现象，鉴别文化现象中反映的价值取向，促进他们对文化差异和融通的理解和思考，探究产生异同的历史文化原因，领悟文化多样性和丰富性，形成人类命运共同体的意识。第1课时一、教学内容理解全文，在文中各段落寻找标题Whydowecelebratefestivals?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。三、教学过程Activity1：Activatingbackgroundinformationaboutfestivalsallovertheworld本活动为实现课时目标1作铺垫。1.Talkaboutsixpictures:Picture1:LanternFestivalPicture2:HalloweenPicture3:RioCarnivalPicture4:Mid-autumnFestivalPicture5:Mother’sDayPicture6:TomatoFight(LaTomatinainSpanish)Q1:Howdoyourecognizethesefestivals?Q2:Whatdopeopleusuallydoduringthesefestivals?【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。2.Predictthecontentofthepassage.Q1:Haveyouthoughtaboutthequestion:Whydowecelebratefestivals?Studentsareaskedtowritetheirideasontheblackboard.Q2:Whatpopsintoyourmindwhenyoureadthetitle?Askstudentstofocusonthequestioninthetitleandpredictwhatthereadingpassageisaboutaccordingtoitstitleandpictures.T:Festivalsarerecognizedbytheirdifferentcustomsoruniquewaysofcelebrations.【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。Activity2：Fast-readingforkeyinformation本活动旨在落实目标1。Readthewholetextandunderlinepossibleanswerstothequestion：Whydowecelebratefestivals?Askstudentstofindthekeyinformationineveryparagraph.T:Thewriteristryingtoanswerthequestionfromtheverybeginningtilltheend.【设计意图】学生通过无干扰自主阅读，理解语篇主题及主要内容。Activity3：Readingforthemainideaofeachparagraph本活动旨在落实目标2和3。Readthetextparagraphbyparagraphandidentifythemainideaofeachparagraph.Getthestudentstoknow：Identifyingthemainideasofparagraphsisnecessarywhenanalyzingatext.Mostparagraphswillhavea“topicsentence”thattellstheparagraph’smainidea.Itisoftenthefirstsentence,butsometimesitisfoundelsewhereintheparagraph.1.Readandfindthemainideaofparagraph1.Askthestudentstopayattentiontotheusageoftransitionwordsorphrasesusedinthisparagraph----however.T：Howeverisatransitionword.It’softenusedtoemphasizeacertainthetopicsentenceofthefirstparagraphisthelastsentence:However,nomatterhowdifferenttheymayseem,allovertheworld,thespiritofsharingjoy,gratitude,love,orpeaceiscommoninallfestivals.Q1:Thelastsentencetellsthespiritoffestivalsiscommon.Butinwhatwaysdofestivalsseemdifferent?Q2:Doyouunderstandthemeaningoforigin?Getthestudentstonoticefestivalsaredifferentinorigins,customsanduniquecharms.Helpthemtoknowthemeaningoforiginwithatransitionphrasehere----suchas.It’softenusedtointroduceexamples.Theseasonsoftheyear,religion,famousfiguresandimportanteventsactastheexamplesofdifferentoriginsoffestivals.【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，在语境中学习词汇，根据定义线索理解概念性词语或术语（如origin词义的理解）。2.Analyzeparagraph2andgetthemainidea.Q1:Whichsentenceisthetopicsentence?Q2:Howdoesthewritersupportthetopicsentence?Getthestudentstoknowthewritersupportshisideabylistingexamplesandthenaskthemtoreadthedescriptionofeachexample.Q3:Furtherthinking:WhydoesthewriterchooseancientEgypt,ChinaandsomeEuropeancountriesastheexamples?GetthestudentstoknowthatancientEgypt,ChinaandsomeEuropeancountriesallenjoylonghistory,andtheyareancientcivilizedcountries.That’swhythewritersays“Ofallthetraditionalfestivals,theharvestfestivalcanbefoundinalmosteveryculture.”Helpstudentstocomprehendthetopic-relatedthestudentstopayattentiontowordsandexpressionsrelatedtothetopicfestivals,whichwillgototheirwordbank.Q4:What’sthestructureofparagraph2？TOPICSENTENCE+EXPLANATION+EXAMPLESGetthestudentstoknowthestructureisveryusefulwhenwritingaparagraph.【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。3.Studentsanalyzeparagraphs3-4bythemselves.Askstudentstogivedetailedanalysisofparagraphs3-4,followingthewaythefirsttwoparagraphsareanalyzed.Q1:Whyaretheretwoexamplesinparagraph3?Q2:Furtherthinking:Whatmightbethewriter’sattitudetowardsthecommercializationoffestivals?A.Casual

B.Positive

C.Critical

D.ConservativeE._____________________________________________________Getthestudentstoknowthewritermayremainneutralashedoesn’tstatehisownopinion.【设计意图】放手让学生模仿之前的段落分析方法，自主探究，尝试分析第三、四段，培养积极主动阅读。让学生在语境中更好地理解“Customsplayasignificantroleinfestivals,butsometimestheycanchangeovertime.”，在阅读过程中准确把握作者态度。4.Readandfindthemainideaofparagraph5.Focusonthesentenceswhichbeginwith“Theyreflect/are/help…”.Thesesentencesactasthesupportingevidenceofthetopicsentenceinthisparagraph.Thesethreeparalleledsentenceshelpproducecohesionandcoherencewhengivingsupportiveevidencetothetopic.【设计意图】通过分析该段落中句与句之间的逻辑关系，使学生明白说明文的句子一般简明扼要，用排比来说理，可收到条理分明的效果。结尾段落不仅仅是主题的简单重复，而是进一步升华。Activity4：Dealwiththestructureofthewholepassage.本活动旨在落实目标2和3。Q:Howisthepassageorganized?【设计意图】学生分析段落之间的逻辑关系，并借助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，培养概要写作的能力。Activity5：FurtherThinking本活动旨在落实目标3，并为第二课时作铺垫。Q1:Whatdoyouthinkofthecommercializationoffestivals?Q2:Howdoyoufeelaboutfestivalcustomsthathavealreadychanged?【设计意图】紧扣语篇的主题，引发学生的思考和探究节日庆祝的变化背后的原因，培养学生口头表达个人观点的能力，为下一课时的输出任务作好铺垫。Assignment：thetextwithin80words.withusyourpersonalfestivalexperienceinwhichyoufeelthespiritofthefestival.【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。积累话题语言，为下一课时的输出做准备。第2课时一、教学内容通过课文框架图对语篇的内容、语言、结构进一步梳理和提炼，分析说明文文体特征和写作技法，以读促写。通过小组讨论，学生深入思考造成节日习俗变化的原因。回顾说明文写作特点，利用积累的话题词块，课后完成仿写。二、课时目标1．通过讲评课后作业，带领学生回顾语篇核心内容，积累语言知识，理清文章框架。2．通过阅读，进一步明确段落之间的逻辑关系，识别说明文的文体及其写作技法。3．通过小组讨论，深入思考节日习俗变化背后的原因，并在课后完成仿写。三、教学过程Activity1：Reviewingthemainideaofthepassageandasampleofsummary本活动旨在落实课时目标1。themainideaofthepassageofthetext.Q1:Whydowecelebratefestivals?As:Tosharejoy,gratitude,love,orpeace.Toshowthey’regratefulfortheyear’ssupplyoffood.Fortheeconomyandpublichappiness.Toreflectpeople’swishes,beliefs,faiths,andattitudestowardslife.Torelaxandenjoylife,andforgetaboutourworkforalittlewhile.Tounderstandwherewecamefrom,whoweare,andwhattoappreciate.【设计意图】通过再次回答标题的设问，学生复习语篇的主要内容。anexcellentsamplesummaryofastudentandcheckEx5onP5.Q1:Togetthesummaryofthetext,someofyoujustcopiedallthesentencesdownandformaparagraph.Doyouthinkit’sagoodway?Studentsshouldknowit’snecessarytoanalyzethetextcarefullyandobtainthestructureofitandtransitionwordscanmakewritingmorefluentandlogical.【设计意图】点评概要，指导学生运用语篇衔接手段，恰当使用连接词、指示词等，提高表达的逻辑性和连贯性。Activity2：Analyzingthewritingstyleandidentifyingexpositorywritingskills本活动旨在完成课时目标2。Q1.What’sthewritingstyleofthepassage?T:Inanexposition,thewriteroftentriestogivereadersinformation,teachatopic,orprovidefacts.Q2.Howdoesthewriterconveytheideainthepassage?Byfillinginthetablebelow,studentswillunderstandhowthepassageisorganized.Atthesametime,theywillgettoknow·Expositoryessaysrequireaclearlystatedanddefinedthesisstatementinthefirstparagraphoftheessay.·Bodyparagraphsshouldincludeevidentialsupportthatcanbefactual,statistical,logicaloranecdotal.·Finally,writersshouldclosewithastrongconclusionthatdoesnotsimplyrestatethethesisstatement.·Writersalsoneedtouselogicaltransitionsbetweenallparagraphs,especiallybetweentheintroductionandconclusionparagraphs.Q3.Whatexpositorywritingskillsareusedinthepassage?T:Thewritercovers