Unit 6 Celebrations Reading Club1&2 教学设计 2025-2026学年北师大版（2024）八年级英语上册

Unit 6 Celebrations-Reading Club1&2 Reading Club 1 Reading Club 1 focuses on the cultural significance of traditional Chinese Spring Festival dishes. It presents various dishes such as Deep - fried fish in sweet and sour sauce, Chinese dumplings, Eight Treasurer rice pudding, and Four Joy meatballs, along with their symbolic meanings. For example, deep - fried fish symbolizes a surplus of food and plentiful wealth, while Chinese dumplings are believed to bring wealth and prosperity. This reading helps students understand how food is intertwined with cultural values and traditions in Chinese festivals. Reading Club 2 Reading Club 2 is an adaptation from Chapter 6: Humpty Dumpty, Through the Looking - Glass by Lewis Carroll. The story is set in a magical and unusual world. It mainly describes the interaction between Alice and Humpty Dumpty. Humpty Dumpty gets offended when Alice comments on his belt as he thinks she is making fun of his body shape. The story also introduces the concept of "un - birthday", which is a creative and humorous idea. This reading aims to expose students to a different style of English literature and develop their critical thinking skills. 教学目标 Language Knowledge Students will be able to understand and master new words and phrases related to festivals and food in Reading Club 1, such as "surplus", "prosperity", "symbolise", and dish names. In Reading Club 2, they will learn words like "offended", "magical", and understand the meaning of "un - birthday". Students will be able to comprehend the complex sentences in both readings, including attributive clauses and complex sentence structures used to express cultural meanings and in the narrative of the story. Language Skills Reading skills: Students will be able to skim and scan the texts to get the main idea and specific information. They will be able to analyze the cultural connotations in Reading Club 1 and the character relationships and plot development in Reading Club 2. Speaking skills: Students will be able to talk about traditional festival foods and their symbolic meanings in Chinese culture and share their opinions on the story in Reading Club 2, such as their views on the characters and the creativity of the "un - birthday" concept. Cultural Awareness Students will deepen their understanding of Chinese traditional festival culture, especially the importance of food in Spring Festival and how it reflects cultural values like wealth, happiness, and good fortune. Students will be exposed to Western literature and the unique writing style of Lewis Carroll, enhancing their cross - cultural awareness. Learning Strategies Cognitive strategies: Students will learn to use context clues to guess the meanings of new words and phrases. They will also learn to summarize and analyze the key information in the texts. Cooperative learning strategies: Students will work in pairs or groups to discuss the cultural meanings in Reading Club 1 and the story elements in Reading Club 2, sharing their ideas and learning from each other. 教学重难点 Key Points Understanding the cultural significance of traditional Chinese Spring Festival dishes in Reading Club 1 and being able to express it in English. Comprehending the plot and characters in Reading Club 2, and understanding the creative concept of "un - birthday". Mastering the new words, phrases, and sentence structures related to the two readings. Difficult Points Analyzing and inferring the deep - rooted cultural meanings behind the festival dishes in Reading Club 1. For example, understanding why certain food names have symbolic meanings related to wealth and fortune in Chinese culture. Appreciating the unique writing style of Lewis Carroll in Reading Club 2, which includes elements of literary nonsense and humor that may be difficult for students to fully understand. New Words and Phrases Reading Club 1 Surplus: an amount that is extra or more than you need. Example: There is a surplus of food after the big dinner. Prosperity: the state of being successful, especially in making money. Example: We all hope for prosperity in the new year. Symbolise: to be a symbol of something. Example: The red lanterns symbolise happiness and good luck during the Spring Festival. Deep - fried fish in sweet and sour sauce: 糖醋炸鱼 Chinese dumplings (Jiaozi): 饺子 Eight Treasurer rice pudding: 八宝饭 Four Joy meatballs: 四喜丸子 Reading Club 2 Offended: made to feel upset or angry because of something that someone has said or done. Example: She was offended by his rude words. Magical: full of magic; very exciting and special. Example: The story takes place in a magical world. Un - birthday: a day that is not one's birthday. It is a made - up concept in the story. Sentence Patterns Reading Club 1 It is believed that... 人们认为…… Example: It is believed that eating dumplings during the Spring Festival will bring wealth. The... means... …… 意味着…… Example: The round shape of the dumplings means family reunion. Reading Club 2 Why was... offended when...? 为什么…… 在…… 时候被冒犯了？ Example: Why was Humpty Dumpty offended when Alice said that? They could be... 他们可能是…… Example: They could be good friends although they had a little argument. 教学过程 1. Warming - up (5 minutes) Show some pictures of different festivals around the world on the PPT, such as Christmas, Thanksgiving, Spring Festival, etc. Ask students: "What festivals do you see in the pictures? What do you usually do during these festivals?" Encourage students to share their experiences and lead in the topic of celebrations. 2. Pre - reading (8 minutes) For Reading Club 1 Show pictures of the Spring Festival dishes mentioned in the text, like deep - fried fish, dumplings, etc. Ask students: "Do you know the names of these dishes in English? What do you think they symbolize in Chinese culture?" Let students discuss in pairs for 2 - 3 minutes and then invite some pairs to share their ideas. For Reading Club 2 Show a picture of Humpty Dumpty and Alice. Ask students if they know the story of Alice's Adventures in Wonderland. Briefly introduce Lewis Carroll and his writing style, emphasizing that his stories are full of creativity and humor. Then ask students: "What kind of story do you think it will be when Alice meets Humpty Dumpty?" Let students make predictions. 3. While - reading (18 minutes) Reading Club 1 Skimming: Let students read the text quickly in 2 - 3 minutes and answer the question: "What are the main Spring Festival dishes mentioned in the text?" Check the answers with the whole class. Scanning: Ask students to read the text carefully again and find out the symbolic meanings of each dish. Give them 3 - 4 minutes and then fill in a table on the PPT together. Group discussion: Divide students into groups of 4 - 5. Ask them to discuss the question: "Why do Chinese people attach so much importance to these symbolic meanings in festival foods?" Each group chooses a representative to share their discussion results after 5 - 6 minutes. Reading Club 2 Skimming: Let students read the text quickly in 2 - 3 minutes and answer the question: "Who are the main characters in the story? What is the main event?" Check the answers. Scanning: Ask students to read the text carefully again and answer some detailed questions, such as "Why was Humpty Dumpty offended when Alice said, 'What a beautiful belt you've got on!'?" and "Do you think Alice and Humpty Dumpty could be good friends? Why or why not?" Give them 3 - 4 minutes to find the answers. Pair work: Let students work in pairs to find examples of literary nonsense in the text. They can underline the sentences and explain why they think they are literary nonsense. After 3 - 4 minutes, invite some pairs to share their findings. 4. Post - reading (10 minutes) Role - play: For Reading Club 1, ask students to role - play a family gathering during the Spring Festival. One student can be a foreigner asking about the festival dishes, and the others can explain the symbolic meanings. For Reading Club 2, ask students to role - play the conversation between Alice and Humpty Dumpty. Each group performs for 3 - 4 minutes. Group presentation: Divide students into new groups. For Reading Club 1, each group can choose one traditional festival from other countries and introduce the special foods and their cultural meanings. For Reading Club 2, each group can create an ending for the story of Alice and Humpty Dumpty. Each group presents for 4 - 5 minutes. 5. Summary and Homework (4 minutes) Summary: Summarize the key points of the two readings, including new words, phrases, cultural knowledge, and important sentence patterns. Ask students to recall what they have learned. Homework: For Reading Club 1, ask students to write an essay about their favorite traditional festival food in China, introducing its name, how to make it, and its symbolic meaning. For Reading Club 2, ask students to find another story by Lewis Carroll and write a short book report about it, including the main plot, characters, and their favorite part of the story. 教学反思 After this 45 - minute class, students should have a better understanding of the cultural significance of festivals in both Chinese and Western cultures. The use of pictures, group discussions, and role - plays can effectively arouse students' interest and help them actively participate in class. However, there are still some areas that need improvement. In the pre - reading part, although the predictions and discussions can stimulate students' thinking, more background knowledge could be provided for some students who are not familiar with Lewis Carroll's works. This would help them better understand the text during reading. During the while - reading part, when dealing with the difficult points such as the cultural connotations in Reading Club 1 and the literary nonsense in Reading Club 2, more guidance and examples could be given. Some students may still have difficulty fully grasping these concepts. In the post - reading part, the time for group presentations could be better managed. Some groups may need more time to fully express their ideas, while some may finish earlier. In the future, a more flexible time - allocation plan should be made. Overall, through continuous improvement, the teaching effect can be further enhanced. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $