Book2Unit2Let’scelebrate!教學設計單元主題本單元主題語境是“人與社會”，涉及的主題語境內容是中外不同民族文化習俗與傳統節日。本單元從介紹世界各地的不同節日引入話題。第一篇主課文通過呈現與圣誕節有關的文學作品，引導學生理解圣誕節的真正內涵。第二篇主課文通過討論春節團圓飯在外面吃還是在家吃的話題，引導學生關注中國傳統文化的繼承和發展。本單元還涉及了其他中外傳統節日的慶祝活動以及世界各地慶祝中國的春節等話題，增強國家認同感和文化傳播意識。單元目標學生能夠圍繞本單元的主題語境內容，基于單元提供的書評、專欄文章、漫畫、口頭邀請等多模態語篇，綜合運用各種語言技能，讀懂語篇內容，聽懂并談論與節日有關的話題，深入理解不同國家的節日文化，使用新語言談論節日的慶祝方式，恰當使用情態動詞表示推測，能夠書面表達自己對某種節日現象的觀點，深化對單元主題意義的理解與挖掘；同時能夠運用單元所學辨析不同節日的意義和內涵，通過了解中國傳統節日走向世界的事實，增強國家認同感，主動弘揚和傳播中華優秀文化，增強社會責任感；通過運用各種學習策略，在自主、合作與探究學習的過程中，結合單元所提供的反思性和評價性問題不斷監控、評價、反思和調整自己的學習內容和進程，提高自己理解和表達的效果，最終促進自身語言能力、文化意識、思維品質和學習能力的綜合提升。

Startingout板塊教學設計（建議時長10–15分鐘，教師可根據教學實際酌情調整。）課型Viewing+Speaking主題語境人與社會——中外不同民族文化習俗與傳統節日內容分析本部分包括一段關于四季節日的視頻和四個關于世界各地節日的小語段。本部分通過對不同節日的介紹，引領學生進入節日慶典這一話題，激活學生的背景知識，從節日時間、地點和慶祝目的及原因這幾個方面展開，引起學生對于節日淵源探索的興趣。教學目標1.通過觀看視頻，從視聽材料中獲取信息，了解一年四季不同的節日和慶祝方式；2.通過閱讀短文，探討不同節日慶祝的原因，激活已有的語言知識儲備；3.通過具體節日來歷和慶祝方式，思考人類慶祝節日背后的原因。教學重點1.引導學生梳理不同節日相關信息；2.引導學生探討不同節日的來歷。教學難點1.引導學生思考節日慶祝的原因；2.引導學生思考人類慶祝節日背后的原因。教學策略聽說法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadthequestionsinActivity1andplaysthevideo.2.TinvitessomeSstosharetheiranswerswiththeclass.1.Sswatchavideoaboutfestivalsindifferentseasonsandanswerthequestions:(1)Whatfestivalsarementionedinthevideo?(2)Whydopeoplecelebratethesefestivals?2.Sssharetheiranswerswiththeclass.Understanddifferentfestivalsbetterviawatchingvideoandbroadenknowledgeaswellasraiseculturalawareness.Activity21.TasksSstoreadthefourfestivaldescriptionsandpletethesentencesinActivity2.2.TinvitessomeSstosharetheiranswersandencouragestheSstoeupwithmoreinformationaboutthesefestivals.1.Ssreadthedescriptionsandpletesentences.2.Sssharetheiranswersinclass.Furtherbroadenknowledgeaboutdifferenttypesoffestivals.Activity3TaskSstotalkaboutotherfestivalsofeachtypeandthinkaboutthereasonstocelebratethesefestivals.Ssworkingroupstogivemoreexamplesofdifferenttypesoffestivalsanddiscussthereasonstocelebratethesefestivals.Trainlanguageapplicationabilitytoexpressideasandgivereasons.Understandingideas板塊教學設計（建議時長40–45分鐘，教師可根據教學實際酌情調整。）課型Reading+Speaking主題語境人與社會——中外不同民族文化習俗與傳統節日內容分析本文是一篇書評，介紹了托爾金的《圣誕老人的來信》。文章第一、二段介紹了《圣誕老人的來信》這本書深受歡迎的原因，三、四段對書中的內容進行介紹，最后一段探討了這本書體現出來的托爾金對孩子們深沉的父愛，以及圣誕節的真正內涵。教學目標1.通過略讀提取文章大意，梳理書評文體的結構；2.通過對文章細節的理解，并基于自主學習與小組合作學習，進一步梳理文章信息，深入理解主題意義；3.基于語篇信息，探討節日傳達的精神，并結合自身發表觀點與評論。教學重點1.引導學生通過自主閱讀和小組合作完成對《圣誕老人的來信》的內容及其深受歡迎原因的信息梳理，并基于文本理解圣誕節的真正內涵；2.引導學生總結書評的基本文體結構和特點。教學難點引導學生探討圣誕節的真正內涵，并進一步探討節日的意義。教學策略任務型教學法、P–W–P閱讀模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadtheinstructionofTolkienandanswerthequestionsinActivity1.2.TasksSstosharemoreinformationtheyknowaboutTolkien.1.SsreadandanswerthequestionsinActivity1.2.SssharewhattheyknowaboutTolkien.Activatebackgroundknowledge.Activity2TasksSstoreadthepassagequicklyandfindout:(1)WhydidTolkienwritetheseletters?(2)WhatstoriesareincludedinLettersfromFatherChristmas?1.Ssreadthepassageandfindtheanswerstothequestions.2.Sssharetheanswerswiththeclass.Trainthereadingskillsinskimming.Activity31.TasksSstosummarisethemainideaofthepassage.2.TasksSstochoosethebestexplanationinActivity3.3.TaskssomeSstosharetheiranswersandgivethereasons.1.Sssummarisethemainideaandfigureoutthemeaningofthetitleofthepassage.Theymayreferbacktothepassageifnecessary.2.Sssharetheiranswerswiththeclassandmakeimprovementsoneachother’sanswers.Trainthereadingskillsinglobalprehension.Activity41.TasksSstoreadthepassagecarefullyandpletethenotesinActivity4.2.TaskssomeSstosharetheiranswers.1.SspletethenotesinActivity4.Theycanreadthepassageagainifnecessary.2.Sssharetheiranswers.Trainthereadingskillsindetailprehension.Think&ShareTasksSstodiscussthetwoquestionsingroupsandoffershelpiftheyneed.Ssdiscussthetwoquestionsingroupsandthensharethemwiththeclass.Traintheabilitytouselanguageintheirreallifeandexpresstheideasinalogicalway.UsingLanguage板塊教學設計（建議時長60–70分鐘，教師可根據教學實際酌情調整。）課型Reading+Listening+Speaking主題語境人與社會——中外不同民族文化習俗與傳統節日內容分析本板塊包括語法部分Modals(2)、詞匯部分LanternFestivalcelebrations和聽說部分Afestivalinvitation。語法環節基于TherealFatherChristmas語篇，遵循觀察—歸納—運用的發現式語法教學思路，讓學生在語境中體會情態動詞表示可能性的用法，自主進行探究式學習，并內化及運用所學語法知識。詞匯部分圍繞元宵節的慶祝活動介紹展開，以思維導圖的方式，引導學生發散思維，掌握更多與節日慶祝相關的詞匯。在聽說部分，學生通過話題討論、聽力活動、創設情景、自編對話等方式，掌握如何使用功能句發出和接受節日活動邀請。教學目標1.發現、歸納情態動詞表示可能性的用法，并在具體語境中簡單應用；2.初步了解“黑色星期五”圣誕大采購活動，拓展文化知識；3.梳理和概括節日慶祝相關詞匯；4.創設情景，學會運用正確的語言禮貌得體地發出邀請和接受邀請，實現語言知識和思維能力的遷移。教學重點1.引導學生利用情態動詞描述可能性；2.引導學生發散思維，整理更多與節日慶祝相關的詞匯。教學難點引導學生創設情境，開展節日活動邀請的對話活動。教學策略交際教學法、任務型教學法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadthesentencesintheboxinActivity1andanswerquestions.2.TasksSstoreadthepassageagainandfindoutmoresentenceswithmodalsandfigureouttheusageofthesemodals.1.SsfigureoutthelevelsofpossibilityindicatedbydifferentmodalsbyanalysingthesentencesinActivity1.2.Ssfindoutmoresentenceswithmodalsinthepassage.Figureoutthepossibilitylevelsofmodalsandgeneralisetherules.Activity21.TasksSstoreadtheconversationinActivity2andtalkaboutwhatthepeoplearedoing.2.TasksSstorewritetheunderlinedsentences.3.TinvitessomeSstoreadtheconversationrewrittenwithmodalsinroles.1.SsreadthepassageinActivity2andrewritetheunderlinedsentences.2.Ssreadtheconversationwithnewsentencesinroles.Practiseusingthetargetgrammarinagivensituation.Activity31.TintroducesBlackFridaytotheSsandasksSstoobservethepicture.2.TasksSstomakesentencestodescribethepictureusingmodalsingroups.3.Tinvitessomegroupstosharetheirsentences.1.Ssworkingroupstodescribethepicturewithsentencescontainingmodals.2.Sssharetheirsentenceswiththeclass.Usingthelanguageinamoreopencontext.Activity41.TasksSstounderlinethewordsandexpressionsaboutcelebrationsduringtheLanternFestivalinthespeechbubbles.2.TasksSstopletethemindmapingroupsandencouragesthemtoeupwithasmanywordsastheycan.1.SsreadthespeechbubblesinActivity4andfindoutthewordsandexpressionsaboutcelebrations.2.Ssworkingroupsandpletethemindmap.Classifythetopicrelatedwords.Activity5TasksSstotalkaboutanotherfestivalcelebrationwiththehintofthemindmap.Ssdescribeanotherfestivalcelebrationwiththehintofthemindmap.Usetopicrelatedwordstodescribeafestivalcelebration.Didyouknow?TasksSstoreadtheshortpassagein“Didyouknow?”onpage19andfindouttheproperwayofansweringaninvitationandthearrivingtime.Ssreadthepassageonpage19andfindouttheproperwayofansweraninvitationandthearrivingtime.Knowcrossculturalbackgroundinformation.Activity6TasksSstolistentotheconversationandpletethesentenceswiththecorrectending.Sslistenforthefirsttimetogetthemainideaoftheconversationandpletethesentenceswiththecorrectending.Trainthelisteningabilitytogetthemainideainaquickway.Activity71.TasksSstoread“Learningtolearn”onthispageandremindsSstopayspecialattentiontothecrucialinformation.2.TplaystherecordingfortheSstopletethenotesinActivity6.3.TasksSstotalkaboutwhatthespeakerssaytoextendandacceptaninvitationingroups.Playtherecordingagainifnecessary.1.Ssread“Learningtolearn”onthispagetogetthepoint.2.Sslistenforthesecondtimeandpletethenotes.3.Ssworkingroupsandtalkaboutwhatthespeakerssaytoextendandacceptaninvitation.Understandthedetailsoftheconversationandsummarisetheproperwayofextendingandacceptinganinvitation.Activity81.TasksSstoturntothecorrespondingpagesandreadtheinformation.2.TasksSstoworkinpairsandactouttheconversation.3.Tinvitessomepairstoactouttheirconversationsinclass.1.Ssreadtheinformationonthecorrespondingpages.2.Ssworkinpairsandactouttheconversationusingtheusefulexpressions.3.Ssactouttheirconversationsinclass.Usetheusefulexpressionsofextendingandacceptinganinvitationtocarryoutaconversation.Activity8TasksSstomakeanothersimilarconversation.Ssmakeanothersimilarconversation.Furtherpractiseextendingandacceptinganinvitation.Developingideas板塊教學設計（建議時長80–90分鐘，教師可根據教學實際酌情調整。）課型Reading+Writing主題語境人與社會——中外不同民族文化習俗與傳統節日內容分析本板塊首先呈現了本單元的第二個主要閱讀語篇，是兩封寫給報紙專欄的讀者來信，呈現了兩個不同年齡、不同職業的人對年夜飯在哪里吃的兩種不同看法。第一位讀者認為在外吃年夜飯為人們提供了便利，讓人們有更多的時間陪伴家人。第二位讀者認為一家人一起準備年夜飯的過程是最珍貴的回憶。寫作部分對春節這一話題進一步延伸，要求學生針對世界各地慶祝中國的春節這一現象發表自己的評論。通過完成寫作任務，學生能夠了解中國節日逐漸走向世界的趨勢，堅定文化自信，傳播中國文化。教學目標1.通過略讀和詳讀了解對于年夜飯在哪里吃的兩種不同觀點，梳理和概括理由；2.理解不同觀點體現的不同的價值觀，增加對文化內涵的理解；3.能夠對于不同觀點做出自己的評價和判斷，提高批判性思維能力。教學重點1.引導學生讀懂文章，分析兩種不同觀點產生的原因；2.引導學生對于不同觀點做出自己的評論。教學難點引導學生基于對文章的理解，以書信形式論述中國節日走向世界的原因并發表自己的看法。教學策略交際教學法、任務型教學法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstolookatthepicturesinActivity1andtalkaboutChineseSpringFestivaltraditions.2.TinvitessomeSstoeupwithmoretraditions.1.SslookatthepicturesinActivity1andtalkaboutChineseSpringFestivaltraditions.2.Sseupwithmoretraditionsanddescribethem.Activatebackgroundknowledge.Activity2TasksSstoreadthepassagequicklyandfindouteachperson’spointofview.Ssreadthepassagequicklyandfindouteachperson’spointofview.Skimandgetthemainideaofthepassage.Activity31.TasksSstoread“Learningtolearn”andfigureoutwhatisafactandwhatisanopinion.2.TasksSstoreadthesentencesfromthepassageinActivity3anddecideiftheyarefacts(F)oropinions(O).1.Ssread“Learningtolearn”andfigureoutwhatisafactandwhatisanopinion.2.SsreadthesentencesfromthepassageinActivity3anddecideiftheyarefacts(F)oropinions(O).Distinguishfactsfromopinions.Think&Share1.TasksSstoworkingroupsanddiscussthefourquestionsin“Think&Share”.2.TinvitessomeSstosharetheiropinions.Ssdiscussthefourquestionsingroupsandthensharethemwiththeclass.Furtherunderstandthetopicofthepassageandmakements.Activity41.TasksSstothinkaboutthereasonswhytheSpringFestivalfamilydinnermeanssomuchtousChinese.2.ThelpsSsunderstandhowtoorganiseatalkabouttheimportanceoftheSpringFestivalfamilydinner.3.TinvitessomeSstogivetheirtalksinclass.1.SslistthereasonswhytheSpringFestivalfamilydinnermeanssomuchtousChinese.2.Ssworkingroupsandorganisetheirtalks.3.Ssgivetheirtalkstotheclass.Improvecriticalthinkingabilityandconsolidatethelanguageandcontentlearnt.Activity5TasksSstoreadtheeditorialandanswerthequestionsinActivity5.Ssreadtheeditorialandanswerthefollowingquestions:(1)WhichcountriesarementionedandhowdotheycelebrateChineseSpringFestival?(2)Whicheventwouldyoumostliketoattend?Why?(3)WhydoyouthinkChineseSpringFestivalis“goingglobal”?(groupwork)ReadforprehensionandanalysethereasonsforChineseSpringFestival’sgoingglobal.Activity61.TasksSstopletethenotesaccordingtotheirownideas.2.TremindsSstoreferbacktothereadingpassageonPage20–21forthestructure.3.TshowsthecriteriaofagoodpositionandasksSstowritetheirownletters.1.Sspletethenotesaccordingtotheirownideas.2.Sswritetheirletterswiththehelpofthenotes.Practisewritingaboutopinionsbasedongivinginformation.Activity7TaskssomeSstoshowtheirwritingtotheclass,andinvitesotherSstomakeimprovement.1.Sssharetheirwritingwiththeclass.2.Ssdopeerevaluationbasedonthecriteria.Improvewritingabilitythroughpeerevaluation.Presentingideas&Reflection板塊教學設計（Presentingideas和Reflection部分建議總時長40–45分鐘，教師可根據教學實際酌情調整。）課型Speaking主題語境人與社會——中外不同民族文化習俗與傳統節日內容分析Presentingideas板塊以主題節日慶祝為依托，圍繞節日的創設開展探索式學習。學生首先了解書上給出的幾個節日是因何創設的，從而進一步思考人類創設新節日的原因，然后創造一個自己認為重要的節日，在思考與表達的過程中提高創新思維能力。Reflection板塊為本單元的反思總結環節，學生全面回顧自己在學習本單元過程中的表現，分析自己的收獲與不足。教學目標1.通過查找資料，分析世界衛生日、世界讀書日和世界微笑日的具體信息和創設原因，梳理概括人類創設新節日的原因；2.創造一個新的節日，并能闡述原因，鍛煉創新思維能力；3.通過自我反思的方式，監控、評價、反思和調整自己學習內容和進度。教學重點1.引導學生思考人類創設節日的原因；2.引導學生從語言能力、思維品質等方面對自己在本單元學習過程中和結束時的學習行為和效果做出合理的評價。教學難點1.引導學生基于對節日慶祝原因的分析，創設一個新的節日，并向全班介紹該節日；2.引導學生養成自我評價的好習慣。教學策略元認知策略、認知策略、交際策略和情感策略TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity11.TasksSstolookatthepicturesanddoresearchonthespecialdays.2.TasksSstointroducewhatthey’vefoundaboutthesedays,includingthereasonsfortheircreation.1.SsdoresearchonthespecialdaysinActivity1andfindoutthereasonsforthecreationofthesedays.Prepareforthepresentation.Activity2TasksSstothinkofaspecialdayandpletethetable.Ssthinkofaspecialdaytheywouldliketocreateusingthetabletohelporganisetheirideas.Createaspecialdayandorganiseideas.Activity31.TasksSstoworkingroupsandsharetheirspecialdays.2.TremindsSstofollowthestepsinActivity3andpreparefortheirgrouppresentation.Ssworkingroupsandorganisetheirpresentationfollowingthestepsbelow:(1)Saywhatdayyouwouldliketocreateandwhenitis.(2)Statewhyyouwouldliketocreateit.(3)Talkaboutspecialactivitiestocelebrateit.OrganisepresentationActivity41.Tinvitessomegroupstodopresentationsinclass.2.TasksSstovoteforthebestsuggestions.1.Sspresenttheirspecialdaysinclass.2.Ssvoteforthebestsuggestions.Practiseskillsingivingapresentation,andlearnfromeachother.ReflectionReflection1.TasksSstorecallwhatthey’velearntinthisunit.2.TasksSstoplete“Reflection”onpage24.Ssratetheirperformanceinthisunit,summarisewhatthey’velearntandthinkaboutwhattheyneedtoimprove.Rateperformance,re