2024年2月27日发(作者：)

Unit 3 Celebration

Lesson 1 Spring festival 教学设计

主题语境：人与社会——文学艺术与体育———传统节日

语篇类型：记叙文

语篇研读：春节是我国最重要历史最悠久最热闹的传统节日。本课有3部分组成，分别是三位读者对春节的叙述。春节对于不同的人具有不同的意义。Part 1是现居南京的交流生Tom对春节的叙述及感受.作者恰当的运用first ,next, the greatest excitement, then 等时间连接词有条理的叙述了几个重要的春节习俗及其用意，如：扫尘，贴福字，燃放爆竹，吃团圆饭，拜年等。Part2是在上海工作回老家过年的28岁工程师徐刚对春节的叙述及感受。对于像徐刚这样漂泊在外的人们，无论多远回家团聚是永恒的主题。车票再难抢路途再遥远，也难以抵挡吃上一顿团圆饭的归心。Part3是退休夫妇对于春节的叙述及感受。对于他们而言，家人闲坐，灯火可亲。儿孙满堂家人团圆是春节永恒的主题。文章重点词汇主要涉及春节。如：attach the Chinese character Fu upside down ,let off fireworks, scare

away the monster, plan the trip home, be back with the family and talk of old times, a sign of our wishes for

health and happiness 。3个语篇虽独立成篇，但却互为补充，把语篇的事实性信息，语言表达方式及对春节的意义，习俗，传统故事，过节流程的叙述有机整合在一起，使读者对春节有了全面的认识，并梳理出本文的信息结构图和结构化知识图。作者希望通过本文使读者全面了解春节等其他中国传统节日及其历史与现实意义。

本课结束时，学生能够：

语言能力：

1查读文章快速扫描出特定的细节信息。

2获取梳理描述有关春节的事实性信息。（节前准备，节日习俗，节中的活动），梳理出每个语篇的信息结构图

3掌握通过时间连接词，动作事件，具体的日期或时间字词来表示时间和顺序。归纳总结春节习俗及过节流程，分析三个语篇，梳理出本文的结构化知识图。

4向外国朋友介绍中国的传统节日——春节。

思维品质：

5在阅读文章基础上，能够比较总结春节对于不同人的意义。

6联系个人生活，分享春节对于自己的意义。

文化意识：

7了解春节的意义，习俗及过节流程。领悟辞旧迎新，阖家团圆是春节永恒的主题。

归纳总结春节习俗及过节流程，分析三个语篇，梳理出本文的结构化知识图。

学生自学单词和预习课文。

主要学生学习活动：

1创设情境，熟悉主题，铺垫语言。教师展示过春节的照片。用课文中的新词汇描述照片，帮助学生在情境中认知和理解新词汇。并提出问题：which festival is highly valued by our Chinese family?

How do you and your family celebrate the spring festival?

What words immediately come to your mind for describing its meaning?

来激活与春节有关的词汇；

2 概括梳理整合信息，内化语言，获得结构化知识。

学生第一遍略读part1 ，概括出春节对于Tom 的意义。

学生第二遍浏览part 1 ，梳理春节习俗及其用意的事实性信息（扫尘，倒贴福字，燃放爆竹，吃团圆饭，拜年）。教师提问检查学生提取课文中事实信息的情况。并标记出表示时间顺序的话语标记语。

学生第一遍略读part2，概括出春节对于徐刚的意义。

学生第二遍浏览part2 , 梳理徐刚节前准备及回家过年活动的事实性信息。（订票，选礼物，和父母聊天，吃团圆饭）。并标记出表示时间顺序的话语标记语。

学生第一遍略读part3，概括出春节对于李燕的意义。

学生第二遍浏览part3 , 梳理李燕夫妇为迎接儿孙回家过年所做的准备及儿孙回家过年的事实性信息。并标记出表示时间顺序的话语标记语。

学生认真阅读全文3个语篇，找出文中春节情景的生动画面。

学生总结表示时间顺序的话语标记语及其他表达方式。

学生概括出叙述春节经历应包含的几个方面。

学生梳理出本文的结构化知识图。并通过对细节信息的梳理归纳，熟悉并学习一些固定搭配及本课特有的语言表达方式。之后，教师和学生在黑板上共同完成信息结构图和结构化知识图。

3学生依据所梳理和提炼的结构化知识，重组课文中的固定搭配或语言表达方式。采用两人问答或对话的形式，内化所学语言知识与相关信息。

4 表达感受，分享自己观点，培养批判性思维。

学生两两合作归纳总结春节节日习俗，节日流程，传统故事。领悟家人团圆是春节的永恒主题。学生联系自我进行思考，分享春节对于自己的意义。

5学生讨论还有哪些那些春节的习俗。加深对春节全面的了解。

6互动交流，迁移创新。

学生分组创编人物访谈类节目，请Tom ,徐刚，李燕作嘉宾谈论自己的春节经历

向外国朋友叙述自己的春节经历。

教学过程：

Step 1 Leading in

1T shows some pictures of Spring festival and describe the pictures . And then asks Ss:

Which festival is highly valued by our Chinese family?

How do you and your family celebrate the spring festival?

What words immediately come to your mind for describing its meaning?

2Ss work in groups and talk about the Spring festival.

3 Ss share their ideas. T write them down on the blackboard.

Step 2 T asks Ss what type of text it is .

Step3 Reading part 1

1T invites Ss to skim part 1 to find the meaning of the spring festival for Tom.

2T invites Ss to scan part 1to find the spring festival traditions and their purposes.

3Ss work in pairs to talk about the spring festival traditions and their purposes.

Tom’s first time spending spring festival in china

traditions purposes.

clean the house to sweep away the dirt and get ready for the new

year

attach fu upside down to the front door

let off fireworks

enjoy a big dinner

wish everyone a happy new year

when fu is put upside down, happiness arrives.

scare away the monster nian

have a family gathering

wish for health and happiness

4 T invites Ss to find out some time linkers, e.g, first , next ,then

Step4 Reading part 2

1T invites Ss to skim part 2 to find the meaning of the spring festival for Xu Gang.

2 T invites Ss to scan part 2to find Xu Gang’s preparations before spring festival and his activities during

spring festival.

Xu Gang’s Spring festival with his entire family

preparations before spring festival plan the trip home :

book tickets or flights

choose gifts for the parents

head home to the family

activities during spring festival.

be filled in on what’s been happening

have hotpot

be together with the family and talk of old times

3 T invites Ss to find out the key events or actions and specific dates in the story, eg , Start planning my trip

before spring festival , the moment I get on the train, when i get home

Step5 Reading part 3

1T invites Ss to skim part 3 to find the meaning of the spring festival for Li Yan.

2 T invites Ss to scan part 3to find Li Yan’s preparations before spring festival and her families activities

during spring festival.

LiYan’s Spring festival with her entire family

preparations before spring festival get ready for the family’s homecoming :

think about, buy ,prepare

activities during spring festival.

grandchildren run around

adults gather around to talk about the past year.

make and have dumplings together.

3 T invites Ss to find out the key events or actions and specific dates in the story, eg, Weeks before spring

festival, when everyone come home.

Step6 Pair Work

1T asks Ss to think about:

What details can be included if you want to write about an account of spring festival.

Preparations

before

Feelings

Spring festival

The

celebration

When and who

and highlight

2T asks Ss to Choose one of the people above and talk about his / her experience of the Spring Festival

based on the Information Structure Diagram and Structured Knowledge Graph.

2 Ss present their amounts within the whole class.

Step 7 Reading for Deep Understanding

T asks Ss to think of :

What central meaning underlies Xu Gang’s and Li Yan’s accounts?

What does it mean in Chinese culture?

What does spring festival mean to you?

If you were Xu Gang, would you return home to spend the spring festival?

Step 8 Recalling and practicing

Pair Work: T asks Ss to find at least three descriptions from the accounts which provide you with a vivid

picture of the scenes of the Spring Festival. Share with your partners.

Example:

The moment I get on the train, I am surrounded by Shanxi accents.

Step 9 Critical thinking

1) T asks Ss to talk about:

What other spring festival traditions are still being practiced by people across the country?

What are the purposes of the traditions?

Step10 Introducing Spring festival

Introduce Chinese Spring festival to a group of secondary students from other countries. prepare your talk

and present it .

Step 11 Interview

1) Ss work in groups to prepare an interview where Tom , XuGang and LiYan talk about their

experiences of last spring festival. The interviewers may prepare the questions like this:

When and with whom did you celebrate spring festival?

What preparations did you make before spring festival?

What activities did you enjoy?

How did you feel about the spring festival?

What does spring festival mean to you?

2) Ss act out the interview

T invites 2 groups to present their group work to the class.

Step 11 Summary and homework

Ss and t together reflect and summarize what has been learned.

Write down what has been talked about in the interview.