Learning about Language教学评价实录

Book2 Unit 1 Cultural relics 教学设计

Warming up and Reading

一、学生分析

教学对象为高中一年级实验班学生，学习能力虽然相对比较好，但英语能力还是有些差距，因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。学生们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，能主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法，经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。

二、教材分析

该课秉承新课标教学理念，创造性地使用教材，对课文内容进行创造性拓展与补充，改变传统教学过于注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。该课旨在让学生了解文化遗产并培养学生保护文物的意识，活用所学知识，达到使学生学会用英语交流、培养实际运用英语的能力。我根据学生水平和教学设计对教材进行整合或增减，让不同层次的学生在课堂上都有所收获：增加课前网络文物遗迹搜索，特别是学生熟悉的与潮州有关的文化遗产，如广济桥、韩文公祠等；删去Warming up部分内容，利用定语从句来定义cultural relics，并设计task1让学生活用知识；我删去一些reading的细节理解，设计问题并利用task2让学生做导游介绍琥珀屋历史，重点体现遗失和寻找琥珀屋这条主线。增加文化遗产保护的讨论，讨论张飞庙的搬迁。

三、教学目标

Teaching goals (教学目标)

1.Skill goals (技能目标) 了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。

2. Sensibility goals(情感目标)培养学生保护文物的意识，使他们积极参与文物保护中来。

3. Ability goals(能力目标) a.独立搜集信息的能力

b.独立整理信息的能力

c.学会如何谈论文化遗产，活用所学知识，达到使学生学会用英语交流、培养实际运用英语的能力。

d.课堂反馈与学生互动的能力

Teaching important points（教学重点）

分析并归纳文化遗产的概念，培养如何谈论文化遗产，活用所学知识，达到使学生学会用英语交流、培养实际运用英语的能力。

Teaching difficult point(教学难点)

使学生了解遗失和寻找琥珀屋这条主线并能介绍琥珀屋历史。

四、教学策略

本课环环相扣，设计紧凑，充分体现交际策略和情感互动策略。先利用学生熟悉图片引起兴趣，如广济桥、韩文公祠、长城、金字塔等，利用定语从句定义cultural relics，并设计task1让学生活用知识。设计问题并利用task2让学生做导游介绍琥珀屋历史，重点体现遗失和寻找琥珀屋这条主线。设计以学生为中心，以活动和任务为中心；利用信息差。制造信息差和信息共享，满足学生获得信息。传递信息的心理需求；使用英语组织教学，为学生提供理解和使用语言的机会。在讨论的过程中，学生激发保护文物的意识，使他们以后能积极参与文物保护中来去。这样设计将培养兴趣和语感作为教学的主要目标，充分调动学生学习英语的主动性和积极性，体现情感互动策略

五、教学过程

Step I Warming Up

1. 让学生在教师的引导下自己概括出cultural relics的概念。

课前要求学生用网络搜索中外文物遗迹，特别是与潮州有关的文化遗产，如广济桥、韩文公祠，学生在独立搜集信息后整理出与文化遗迹概念有关信息，教师上课检查。教师用 PowerPoint分别展示四幅图片。

TheGuangjiBridge The Hanwengong Shrine The Great Wall The Great Pyramid of Khufu

学生能讲出这些文物遗迹所在地点，存在时间，和他们的重要性。学生们得出文物遗迹必须survive for a long time, important in culture and history。有学生认为文物一定是rare和valuable，教师通过鲁迅简陋的故居得出文物不一定rare和valuable。学生自己总结出定义：

A cultural relic is something that doesn't need to be rare or valuable but survive for a long timefor a long time；it is a part of something old that are being destroyed and they need to be protected；it is something that tells people about culture and history of a place and it belongs to the mankind. 教师板书关键词在黑板上，让学生在task1可使用。

2. Task 1角色扮演：活用所学知识审案

Imagine that you work for the state office of cultural relics. You are sent to look into a case in a small town where you find a relic that was stolen from a palace. It’s a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to force him to return the vase? 利用信息差，制造信息差和信息共享，满足学生获得信息，传递信息的心理需求：先提供一些必须表达：

•

Obviously the vase doesn’t belong to …

•

I think you ought to….

•

In my opinion it’s your duty to …

•

In a way, a cultural relic doesn’t belong to a single person; it belongs to …

再提供给办案人员所需的花瓶信息：

•

Name: the Ming Dynasty vase •

Place: theForbidden City •

Time: the Ming Dynasty •

Importance: one of Emperor Yongle’s(永乐皇帝) favorite vases 学生自己组织审案的对话，效果很好。

Step II Reading

1. 让学生解释文章的title—In Search of the Amber Room (Maybe it's lost)，让学生对title提出很多问题如：Who stole it? Has it been found? When did it get lost?等等。

2. 为了让学生知道琥珀屋是什么样子，帮助理解文章，教师展示多张图片，琥珀屋外观、以及里面摆设的琥珀，金碧辉煌的琥珀屋使学生大开眼界，叹为观止。

3. Scanning：有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在文法理解上面，而假设自己正在读一本侦探小说，集中精力探究事情的发生经过。找出与Amber Room有关的重要线索（4个人物、3个国家、1个组织），弄明白以下问题：

What did these people do to theAmberRoom? FrederickⅠ Frederick WilliamⅠ Peter the Great Czar CatherineⅡ German Nazi 利用课后练习1完成此练习。

4. 听录音，分组讨论概括段意。

Para 1： Brief introduction to theAmberRoom Para 2 & 3 ：The transform of theAmberRoomas a gift and its change Para 4 ：The missing of theAmberRoom Para 5 ：A new AmberRoom 5. 全班朗读课文后，讨论以下问题，并利用问题答案编导游词。

1). For what purpose was it made? 2). How was it designed? 3). Why was theAmberRoomremoved toRussia? 4) .What was theAmberRoomused for inRussia? Were there any changes later? In what ways? 5). What happened to theAmberRoomduring the war betweenRussiaandGermany? 6). What’s the result of the search of theAmberRoom? 7). How did the newAmberRoomrebuilt? 由于所给讨论时间有些短（3mins），学生回答问题没有预计中那样热烈。教师将学生的答案概括板书在黑板上，以便学生用其编导游词。

6. Task 2编导游词：扮演导游，向游客介绍琥珀屋。给导游分发导游旗和话筒，让其容易进入角色:(The beginning of the speech is given as follow)

Hello, everyone! I’m glad to introduce theAmberRoomto you…

学生兴趣大，编出来的导游词很有创意，反映热烈。

Step IIIReadingand thinking

1. What should be done with it once it is really found? Why? State your opinion. In my opinion... I agree that…

Personally speaking…

I must say that…

There is no doubt that…

学生都用所学来能讲出自己的观点。

2 Do you think it necessary to spend one year and 45 million yuan in removing theZhangFeiTempleto another place because of the Three Gorges? Why? 学生认为要保护文化古迹，并列出理由。

Step IV Conclusion

谈谈自己从中的收获（What can you learn from the text?）学生都能说出要保护文物

Step V Homework（writing）

给课本P9的那封德国学生的来信写一封回信，表达你同意或不同意他。教师给了两个模板：

MODEL A:

Dear Johann, I must say that I agree with you. If you find__________, it should belong to you because __________.Even if I lost something, I wouldn’t expect ___________. Once I lost a ___________. I decided not to __________. People need to understand that ______________. Your letters helps me to remember that people need to be careful with _____________. Then they won’t need to worry about ___________. So you see, Johann, I got two rewards: one I could _________ and one I could _______. Hu Xiaomin MODEL B:

Dear Johann, I must say that I don’t agree with you. Though you find ______, it doesn’t mean it belongs to you. If you can find out who it belongs to, you should ________. I am sure you would want someone to ________.Once I found a beautiful _______. Yours,

I wanted to ____.Then I remembered seeing one just like it in _______. I went to the ________ and found the __________to whom it belonged. ________was very ________to get it back and gave me some delicious apples. So you see, Johann, I got two rewards: one I could eat and one I could keep in my heart. Hu Xiaomin 六、课后反思

此次示范课上得比较成功，得到了同行的充分肯定，大家一致认为这堂课课堂气氛活跃，很有新意，具有示范作用。教学成功之处首先是能善用教材，对课文内容进行创造性拓展与补充；尤其是鼓励学生收集素材，分析并分享素材讲解，值得推广，此举可提高同学们的合作交流意识。

其次，能引导学生一步接一步从浅到深探讨cultural relics概念，了解遗失和寻找琥珀屋这条主线。例如，先带着问题读课文，回答问题，接着概括答案（这是表层理解），接着编导游词进一步认识琥珀屋，最后，通过讨论使学生达成共识――保护文物，升华到深层理解。

另外，利用信息差，设计task1给学生制造信息差和信息共享，满足学生获得信息，传递信息的心理需求，活用知识。然后，引导学生编导游词，向游客介绍琥珀屋，给导游分发导游旗和话筒，使学生兴趣大，编出来的导游词很有创意。

最后，讨论张飞庙的搬迁，使学生明白文物重要性及要做好保护。课堂各个环节环环相扣，设计紧凑，充分体现交际策略和情感互动策略。

不足之处是在课堂引导中，教师几个口头提问使用简单的yes or no question，学生没有得到很好的思考。另外，在reading的第5个环节，由于所给讨论时间有些短（3mins），学生回答问题没有预计中那样热烈，这点对阅读能力稍差的学生没有完全照顾到，我认为他们是高一学生，在课文中找出答案并不难，何况这些问题并不是推理题，就以为他们都能接受，以后应增加讨论时间。部分幻灯片字体颜色有些浅，影响阅读。

Yours, 在高三模块复习中渗透听说训练的新尝试

——M5U5 First Aid模块复习课案例

授课者：徐萌

一、教学内容与目标

1．

知识目标

1）学生能正确读出并拼写模块复习目标词汇。

2）学生能在具体语境中掌握目标词汇与短语的正确用法。

3）学生能学到关于急救的一些有用表达。

2．

技能目标

1）学生能听懂一个包含目标词汇与短语的小故事。

2）学生能学会记笔记并使用尽可能多的目标词汇复述故事。

3）学生能用目标词汇及正确的语言结构写一篇关于急救的短文。

3．

情感态度目标

1）学生能了解到急救的重要性及生命的价值。

2）学生能在学习过程中建立自信并培养合作意识。

二、教学重点与难点

1. 目标词汇的发音及拼写，如：treat, treatment, unbearable, ambulance, injure, get injured, first aid, a variety of, cause damage to, make a difference等。

2. 学会记笔记并用目标词汇复述故事。

3.用模块复习目标词汇及正确语言结构写文章

三、教学对象及学情分析

教学对象是我校高三普通班学生，虽然他们学习英语已有七、八年的时间，但英语基础还是相对薄弱，对各种知识点的理解片面，缺乏条理及系统性。其中，单词识记和运用是一大弱项，许多学生反映不知如何有效记忆单词，从他们的作文中也可发现词汇的运用错漏百出。究其原因，主要与词汇学习的方法有关。传统以来，我们的学生习惯于死记硬背孤立地记忆单词，因此遗忘率很高。就算他们记住了单词的拼写及意思，但是在口语或写作等输出活动中也无法流利准确运用。为了使高三的词汇复习更为有效，我们应该创造语境，让学生在语境当中附带习得词汇，而不应只是孤立地解释词语的用法。

同时，2011年高考增设了听说考试，对学生的口语表达有了更高的要求，而这届的学生在高一、高二时并没有进行过针对性的训练，口语表达能力尤其欠缺，如何有效把口语训练结合模块词汇复习也是我们该课设计的一个出发点。

四、教学设计的理论支撑

本课教学以模块五第五单元First Aid为主题，设计了两个学习任务：复述所听故事并以故事主人公身份写一篇日记。所用故事包括了学生需要复习的目标词汇，写作任务也需要学生用上目标词汇。本课目的除了帮助学生复习模块词汇，还同时训练了听说及写作技巧，但在教学过程中刻意没有详细讲解词汇用法。本课设计主要基于词汇附带习得及可理解输出假设理论。

词汇附带习得是相对于刻意学习而言的，指学生在完成其他任务时（如阅读文章、听故事），其注意力并非在记单词上，却无意中习得了单词。词汇附带习得的提出，有利于我们改变单一的词汇学习模式，是对词汇直接学习一个很好的补充。附带词汇习得主要基于认知心理学的加工层次理论，该理论认为，记忆的保持在于加工方式的差异，加工层次越深，记

忆保持越好。认知加工有两个层次，第一层加工即形式加工层次，第二层加工即语义加工层次，指一个词得到识别后，还可以与其他词建立联想，与相关的表象和故事联系起来。学习者对新信息加工层次越深，保持效果越好，也就是说学习者根据不同学习任务的要求对词汇进行不同层次的加工。

我们传统的词汇教学侧重于第一层次，注重词语形式的识记。词汇附带习得概念的提出给我们的启示是：提供语境，提高目标词汇出现的频率，即使不刻意讲解，学生也是可以习得词汇的。

根据Swain所提出的可理解输出假设，仅仅依靠可理解输入还不能使二语学习者准确而又流利地使用语言；成功的二语学习者既需要接触大量的可理解输入又需要产出可理解输出。可理解输出可以从三个方面促进二语习得,即它的三个功能。1）注意/触发功能：语言输出促使二语学习者意识到自己语言体系中的部分语言问题，进而可以触发对现有语言知识的巩固或获得新的语言知识的认知过程。2）假设验证功能：二语学习者可以把语言输出视为是验证自己在学习过程中形成的有关语言形式和语言结构新假设的途径。3）元语言功能：二语学习者使用语言在语言交际中对语言形式进行协商。所以，我们通过复述及写作等学习任务提供一个输出的平台给学生，让学生在输出活动中运用、调整其语言的使用。

五、教学过程

Step1 Brief revision of words and phrases in M5U5 The teacher gives Chinese equivalents to some target words and phrases, and the students say them aloud in English. Step 2 Listening and retelling a story 1. Story time: the teacher reads a story twice, which contains the target expressions. The students are required to take some notes about the story while listening. 2. Group work: the students are required to take turns to retell part of the story until they finish the whole story. 3. Presentation: the teacher asks some groups to present their work to the class. (附故事原文) First Aid is a type of

treatment

given to someone who suddenly falls ill

or

gets injured

before a doctor can be found. Often the illness or

injury

is not serious, but there are other times when giving first aid quickly can save lives. Brian's experience shows that a knowledge of first aid does make a difference. One evening, Brian was studying in his room when he heard screaming from the kitchen. He rushed to the kitchen immediately to see what had happened. What he saw was shocking ——

a pancaught fire

on the

stove

and his mother's hands got burned. Without hesitation, Brian took off his coat to put out the flames. Fortunately, the fire was not very serious and was put out in a few minutes. Seeing

his mother suffering unbearable pain, he tried to calm her down. At this moment, Brian remembered what he had learned about first aid at school. He cooled the burns

with cool water and treated

them with great care. After that, he called the ambulance

to send his mother to hospital. The doctor praised Brian for

the first aid he performed on his mother, saying that the burns would have done more damage to

his mother's hand without his timely first aid treatment. Encouraged by the doctor, Brian was determined to

learn a variety of

first aid skills to save more lives. Step 3 Writing a passage 1. The students are required to write a passage based on the above story. 2．Pair work: The students are required to exchange their writing and highlight the good sentences

in their partner’s writing, and then share them with the class. (附基础写作题目及参考范文) 假设你是Brian，你从医院回家后感触很深，决定把今晚发生的事写在日记里，要点如下：

事故经过：

.

炉子上的平底锅着火了，母亲双手烧伤

.

用大衣灭火，并安抚双手疼痛难忍的母亲

.

做必要的急救治疗，叫救护车送母亲到医院

.

因施救及时受医生称赞

感想：

[写作要求]：

只能用5个句子表达全部的内容（文章的开头已给出，不计入总句数）。

Writing preparation: 1 着火catch fire

2 烧伤get burned

3 扑灭put out 4 安抚calm down

5 做急救治疗

give/perform first aid 6 称赞

praise sb for sth

7 起重要作用make a difference 8决心做某事

be determined to do Mon, Dec. 6, 2010, Fine

Tonight I experienced something very terrible in my life. In the evening, I was studying in my room when I heard screaming from the kitchen. _____________________________________ 急救能起重要作用，决心学习各种急救技巧

_______________________________________________________________________________ 参考范文

Mon, Dec. 6, 2010, Fine Tonight I experienced something very terrible in my life. In the evening, I was studying in my room when I heard screaming from the kitchen. I rushed into the kitchen only to find that a pan caught fire on the stove and my mother’s

hands got burned. Without hesitation, I put out the fire with my coat and tried to calm down my mother who seemed to suffer unbearable pain in her hands. After giving her some necessary first aid treatment, I called the ambulance to send her to hospital. Much to my delight, the doctor praised me for the timely first aid I had performed on my mother. After this accident, I am determined to learn a variety of first aid skills because sometimes a knowledge of first aid can make a difference in saving people’s

life. Step 4 Assignment Students improve their writings after class with the help of the evaluation form below. 学生写作自我监控表

项目

内容

结构

语言

是否包括所有写作要点？

是否使用5个句子？

时态

语态

句子是否完整？

是否有“双谓语”？

单词拼写

词性误用

连贯性

是否适当使用衔接词？

是否有流水句？

自我监控问题

六、

教学效果描述及反思

首先，本课设计符合高三学生认知规律。本节听说课结合高三复习课的加深记忆、重视理解与归纳的特点，充分分析学情状况，以模块词汇复习为信息之源纵横延伸，展开激发学习动机的听说话题“First Aid”，促进听说技能与策略训练，同步加强学生的完整语篇理解能力，多空间独立与合作活动并进，还原学生为主体的课堂模式，帮助他们快速构建认知框架，既符合交际环境需求，更贴近新一轮听说考试对学生的学习要求。其次，教学过程

中，教师从中点拨，起画龙点精的作用。如在语言输入过程中，教师有目的地引导学生在听过程中关注语篇情景语境与中心大意，即至上而下策略；关注关键词与文章的语言特点，如推动故事发展的谓语，逻辑关系强烈的联系词后的信息，即至下而上策略。当学生复述有障碍时，教师从旁侧击，多角度提问，变换条件引导，质疑、点拨。这种互动的教学方式，提供给学生一个脚手架，支起一个平台，最后落脚到学生自己完成听说的交际功能。同时，这些点拨与铺垫为学生进一步的写作输出打下了基础，对学生语言流利性与复杂性的发展有明显的促进作用。最后，本节课课堂气氛活跃，师生的全情投入，学生积极参与，成为听说活动的主体。

反思这节高三复习模式探讨实验课，笔者认为在高三模块复习课的教学设计和课堂操作过程中应注意以下几点：

1．目标的设定

模块复习的目的并非只是为了“知”，更重要的是为了“用”，即培养学生灵活运用语言的能力，使他们学会“用语言去做事”；同时帮助学生将一个话题吃透，而不是“蜻蜓点水”，从而更好地运用语言。例如本节课的目标重点就是把急救知识运用到说和写的任务中。除此之外，教师在设计时还应考虑到学生的认知水平和课堂优化等因素。例如课前对话题first aid的目标词汇进行复习，为学生做好说和写的准备，更有信心去迎接后面的挑战。

2．任务的设计

教学活动和任务的设计应符合学生的年龄特点和生活背景，使学生有话可说；任务的完成形式应该是多样化的；任务的难度应该是有层次性的，有难有易，以照顾到不同水平的学生，并且遵循由易到难的规律，让学生逐步适应。例如本节课的任务都跟学生的生活息息相关，是他们熟悉的题材，所以学生都能参与；形式上涉及到了听说读写的技能；而难度方面则弹性较大，好的学生可以多说多写，或是说得较为精彩，不太好的学生就说少一些，写少一些或是平淡些，但却不至于无话可说，这就保证每个学生都有能力参与任务的完成。

3．教与学的方式

学生是课堂学习的主体，是知识的发现者和使用者，而不是被动的接受者；教师应充当引导者和协助者的角色，帮助学生一步步完成学习的任务。在这种学习过程中，学生的行为包括观察语言现象，发现提炼内在规律，运用所得完成各项任务等，其中应该既有个体的独立学习过程，也有合作学习的过程；例如在本节课的任务中，设计了双人或小组交流的环节，学生通过协作学习，可以获取更多信息，获得自我修正的机会，从而减少使用语言的焦虑。

4．评价策略

模块复习也应重视发展性评价，除了在学习结束后以测验、考试等传统形式去评价学生的学习效果外，还应关注学生在学习过程中的表现，及时给予肯定，这样才能真正实现评价的目的---促进学生的发展；评价应是多主体共同参与的，在课堂上，则主要是来自同伴，教师的评价和学生本身的自我评价；评价的标准应该尽可能具体化，例如在本节课的各个环节，教师都有意识地引导学生根据一定的参照标准，获得来自不同主体的评价；实践证明，

评价手段在课堂上的介入，可以使学生在学习过程中获得成功的体验和找到发展的方向，从而促进学生自我发展意识的逐步形成。尤其在高三复习过程中，学生面对很多困难，也遭遇了很多挫折，更需要老师不断地鼓励与肯定。

在本节课中，我们看到了期盼已久的画面：学生们踊跃参与，积极发言，真正成为课堂教学的主体。但本案例仅仅只是一次思想的启发，一次大胆的尝试，一点欣慰的收获，我们将以此为出发点，结合先进的教学理念，不断改进教学方式，让学生更快乐地学，让教师更愉快地教。 How to Introduce a Festival

湛江第一中学

高三英语组何晓兰

Reading

Lantern Festival

The Lantern Festival, also known as the Yuanxiao Festival in China, is celebrated on the 15th day of the first month of the Chinese lunar calendar. That first month is called the Yuan month, and in ancient times, people called the night Xiao; the 15th day is the first night to see a full moon in that lunar year. That is how the day earned its name as the Yuan Xiao Festival. It marks the end of the Spring Festival celebration and is also the first major festival after Chinese New Year.

Origin and History

The practice of appreciating lanterns during this festival actually originated in the Eastern Han Dynasty (206 BCE –

220 CE) under Emperor Han Mingdi’s reign.

The Emperor was a big advocator of Buddhism. On the first lunar month’s 15th day, Chinese monks would light lanterns to worship the Buddha. When Mingdi heard of this custom, he officially decreed all temples and the palace to light lanterns for worshiping the Buddha on this night, and for all the people across the country to hang out lanterns as well. Year after year, this Buddhist festival came to grow into a grand folk festival, first from the royal palace to the

people, and then from theCentral Chinaregion to the whole of the country. Customs Chinais an incredibly vast country with a long history, so the customs associated with the Lantern Festival are quite different from region to region. Most place will host activities such as showcasing fantastic lit lantern displays, guessing lantern riddles, lion dancing, eating Yuan Xiao (sweet filled rice dumplings), and much more to celebrate this grand festival. 1.Lantern Displays Every dynasty took the seeing and displaying of the colorful lanterns as a grand event. However, the largest Lantern Festivals took place in the Ming Dynasty in the 15th century. The Emperor Zhu Yuanzhang ordered that the festival be celebrated from the 8th day to the 17th day in the first lunar month. During the event, countless vibrantly lit lanterns were hung and people exploded firecrackers and fireworks. Still, the most recognizable of today’s Lantern Festival traditions hail from after the Qing and final dynasty ofChina. 2.Guessing Lantern Riddles The Chinese people are very proud of their intelligence and ability to think abstractly, so guessing lantern riddles is another incredibly popular activity during the festival. The riddles often contain messages of good fortune, family, reunion, abundant harvest, prosperity, and love, and many of them originated from the Spring and Autumn Period. Then in the Southern Song Dynasty, people began to write the riddles on their lantern for visitors to guess. To date, cities acrossChinahold such kinds of delightful activities to celebrate the Lantern Festival. Because they are fascinating and give people such inspiration, solving riddles activities are very popular with all ages and walks of life. 3.Eating Yuan Xiao Among so many practices regarding the Lantern Festival, eating Yuan Xiao is the most simple and popular way to celebrate especially in today’sChina. The first Yuan Xiao were made over 800 years ago. These glutinous rice balls are round and sweet, making for a most satisfying dessert and snack. Yuan Xiao can be cooked in various ways: boiled, fried, or steamed. The Chinese believe they contain the message of reunion and happiness. 4.Lion Dance Lion dances are an excellent example of folklore art. It is a very significant activity used to help celebrate festivals as well as other big days such as

weddings. This custom has an extensive history of over 1,000 years, originated from the Three Kingdoms Period, and was prevalent in the Southern and Northern Dynasties. 5. Chinese St. Valentine’s Day

In ancientChina, the Lantern Festival is also known as the Chinese Valentine's Day, a day to celebrate love and affection between lovers. It was once customary for single people to carry lit lanterns on the street in hopes of finding their true love. The brightest lanterns symbolized good luck. However, as time passed, the festival no longer has an emphasis on such meaning. How to Introduce a festival 导学案

一、Quiz自我小测

Major Traditional Chinese Festivals:

(January 1st of lunar calendar)春节

(January 15th of lunar calendar)元宵节

(around April 5

of solar calendar)清明节

(May 5

of lunar calendar)端午节

(July 7

of lunar calendar)七夕

(August 15

of lunar calendar

)中秋节

(September 9th

of lunar calendar)重阳节

二、Read and Learn 阅读与学习

1. Read the passage quickly and find out what aspects did the writer cover when introducing a festival?

（Tips：阅读中学会留意不同主题的文章的写作特点）

①

②

③

thththth

2. Read the passage carefully and find out the words/phrases the writer used when introducing a festival? Please pay more attention to verbs, nouns and adjectives.

① Verbs. and phrases （Tips：选用准确的动词，让表达生动形象）

作为…为人所知 在…庆祝

起源于

祭拜

把…当做

象征着

② Verbs and phrases about activities （Tips：动宾搭配要准确，自然，合乎英语思维）

赏灯笼

祭拜佛祖

展示灯笼

猜灯谜

放鞭炮

放烟花

Question: Do you know any

other activity in different festivals?

③ Nouns and adjectives （Tips：适当地使用形容词，让表达更加充实，传神达意）

第一个主要的节日

历史悠久

相当受欢迎的活动

男女老幼，各行各业

最令人满足的点心

Task 3（Tips：留意阅读中的优美句式，学会模仿表达

）

Read the underlined sentences again and try to write sentences in the same/similar pattern.

①The Lantern Festival, also known as the Yuan Xiao Festival in China, is celebrated on the 15th day of the first month of the Chinese lunar calendar. →The Qingming Festival, also known as the inChina, is celebrated . →The Dragon Boat Festival, a festival in China, is ②In ancient China, the Lantern Festival is also known as the Chinese Valentine's Day, a day to celebrate love and affection between lovers. →In ancientChina, the Spring Festival is also known as , a festival to celebrate . →

③Most places will host activities such as showcasing fantastic lit lantern displays, guessing lantern riddles, lion dancing, eating Yuan Xiao (sweet filled rice dumplings), and much more to celebrate this grand festival.（Tips：从不同角度去思考、整理写作内容）

→ （Tips：若有需要，选取表达内容中的某一项，适当补充细节展开描写）

④Among so many practices regarding the Lantern Festival, eating Yuan Xiao is the most simple and popular way to celebrate especially in today’s China. → At night, we will sit together admiring the moon and eating moon cakes, a symbol of fullness and family togetherness. → 三、Writing Exercise写作练习

中国的传统节日历史悠久，意义重大。为了让现在的年轻人更加了解我们的传统节日，请你用英语写一篇文章介绍端午节（Dragon Boat Festival）。

要求：

1.字数100左右；

2.不能出现个人真实信息。

She is the one that you never forget She is the heaven-sent angel you met Oh, she must be the reason why God made a girl She is so pretty all over the world She puts the rhythm, the beat in the drum She comes in the morning and the evening she’s gone

Every little hour every second you live

Trust in eternity that’s what she gives