1.2 The Spring Festival-Reading & Culture Corner（教学设计）-《英语 基础模块2》（语文版2022版）《上好课》

课程名称 《英语 基础模块2》（语文版2022版） Unit1 The Spring Festival（Reading & Culture Corner） 课型 Reading 课时 1 授课班级 授课时间 45mins 授课教师 教材分析（Textbook Analysis） 1. 地位和作用：本课时是Unit1“The Spring Festival”的核心内容，Reading部分聚焦李涵的春节经历，围绕“节前准备、除夕活动、节后走访”展开，呈现贴春联、年夜饭、逛庙会等传统习俗；Culture Corner追溯春节起源，通过“年兽”故事解释红习俗的由来，贴合中职生文化自信培育与跨文化表达需求（适用于各专业），为后续“春节习俗写作”“跨文化节日介绍”奠定基础。 2. 知识衔接：承接Unit1 Warm-up&Listening部分的“春节基础词汇”（如dumplings, lantern），拓展“节日活动短语”（put up couplets, Spring Festival Gala, temple fair）、“叙事句型”（spent...doing..., took part in, It is widely believed that...）及“宾语从句”，为语法应用与话题拓展铺垫。 3. 适应性分析：内容聚焦学生熟悉的春节场景，有丰富生活体验基础，需补充“习俗文化内涵”讲解；重点培养“提取文本关键信息”“用英语描述节日活动与起源”能力，兼顾“语言应用”与“传统文化传承”双重目标。 学情分析（Study situation analysis） 1. 知识储备：已掌握基础春节词汇（如dumplings, lucky money）及简单句型（I did...），但对“庙会、春晚”等专项短语（temple fair, Spring Festival Gala）、复杂叙事句型（spent...doing...）及文化术语（origin, monster）储备不足。 2. 能力水平：能读懂简短叙事文本，but “快速提取活动时间线”“梳理习俗与起源的逻辑关系”能力待提升；能用简单句描述单一活动（I ate dumplings.），但整合信息形成“完整春节经历/起源故事”的连贯表达能力较弱。 3. 兴趣态度：对春节活动（逛庙会、收红包）、传统故事（年兽）有天然兴趣，通过“春节vlog分享”“年兽故事角色扮演”易激发参与热情，对“习俗背后的文化意义”等内容关注度高。 4. 学习困难：对长句（“I spent a wonderful Spring Festival this year by taking part in many interesting activities.”）理解困难；对“节前-除夕-节后”的时间线梳理不清晰；用英语连贯讲述“年兽故事”和“个人春节经历”不熟练。 学习目标（Learning objectives） 1. 知识目标： 掌握核心短语：put up couplets（贴春联）、Spring Festival Gala（春节联欢晚会）、temple fair（庙会）、family dinner（年夜饭）、lucky money（压岁钱）、take part in（参与）、clean the house（打扫房子）、scare away（吓跑）、trace back to（追溯到）、in preparation for（为……做准备）； 理解并运用句型： ① spend...(in) doing sth.（I spent the holiday visiting relatives.）； ② take part in + 活动（She took part in the temple fair with classmates.）； ③ It is widely believed that...（It is widely believed that Nian is a monster.）； ④ 宾语从句（My parents told me that red is the lucky colour.）。 2. 技能目标： 能读懂文本提取3条及以上春节核心活动与起源关键信息； 能完成教材“填空、问答、写作”练习； 能简单描述个人春节经历或年兽故事； 能用所学短语向外国朋友推荐1个春节必体验活动并说明理由（如“I recommend visiting temple fairs because they are full of traditional fun.”）。 3. 情感目标： 认同春节传统习俗的文化价值，树立“传承中华优秀传统文化”的意识； 了解春节起源的文化内涵，增强民族自豪感； 认识英语在跨文化传播中国节日故事中的实用价值。 学习重难点（Learning key &difficult points) 1. 重点： 掌握“春节活动”“文化起源”核心词汇与句型（如put up couplets, spent...doing..., It is widely believed that...）； 提取文本中3条核心春节活动（如贴春联、年夜饭、逛庙会）与起源关键信息（年兽、红衣驱邪）； 完成教材“填空、问答、写作”练习。 2. 难点： 理清“节前-除夕-节后”的活动时间线与“年兽故事-红习俗”的逻辑关系； 用英语连贯描述个人春节经历或春节起源（如“年兽怕红→人们贴红春联、穿红衣”）。 教学方法(Teaching methods) 1. 任务驱动法：通过“梳理春节活动时间线”“设计年兽故事海报”等任务引导主动学习； 2. 情景教学法：创设“春节经历分享会”“跨文化节日介绍”情境，模拟真实表达场景； 3. 小组合作法：组织小组完成“教材练习”“习俗起源讨论”（每组4人，分工记录/展示）； 4. 启发式提问法：通过“李涵的春节活动有什么顺序？”“年兽故事为什么能解释贴红春联的习俗？”等问题引导思考。 课前准备(Preparation before class) 1. 教师准备： 制作PPT（含春节活动图片、年兽故事动画片段、重点短语/句型）； 准备“核心词汇卡片”（如temple fair, Spring Festival Gala）、“活动时间线卡片”（before/on/in the next few days）； 打印Reading与Culture Corner文本、教材练习单、年兽故事讨论提纲。 2. 学生准备： 预习教材生词，用中文记录1个自己印象最深的春节活动及细节； 查阅“年兽”的简要故事，思考“自己知道的春节红习俗有哪些”。 教学媒体(Teaching media) 多媒体课件（PPT）、录音机/音频设备（文本朗读音频）、春节活动实景图片、年兽故事动画片段、教材、词汇卡片、时间线卡片、练习单 教学过程(Teaching process) 教学环节(Teaching Steps) 教师活动设计(Teacher Activity designs) 学生活动设计(Student Activity Designs) 设计意图(Design Intentions) Step 1:导入 （Lead-in） 1. 展示春节活动（贴春联、年夜饭、逛庙会），笑着说：“同学们，这些场景是不是超熟悉？春节刚过，谁愿意分享一下自己的‘春节高光时刻’？是收了大红包，还是吃到了超美味的年夜饭？” 2. 提问：“What was the most interesting activity you did during the Spring Festival? How did you feel?（预设学生：I went to the temple fair. It was very fun.）” 3. 呈现3个核心词汇：temple fair（庙会）、Spring Festival Gala（春节联欢晚会）、family dinner（年夜饭），结合图片带读：“（1）temple fair（庙会）——有传统游戏和小吃的地方；（2）Spring Festival Gala（春晚）——除夕晚上全家一起看的节目；（3）family dinner（年夜饭）——除夕的团圆大餐”。 1. 看视频，兴奋分享：“我和家人一起贴春联，还学会了包饺子！”举手回答：“My most interesting activity was watching the Spring Festival Gala with my family. I felt happy.” 2. 跟读短语，结合自身经历理解：如“temple fair”对应“我在庙会上玩了套圈游戏”。 用熟悉的春节场景激发表达欲；结合“个人高光时刻”讲解核心短语，降低理解门槛；互动让学生感知“春节活动可多样化表达”，为Reading铺垫情感与词汇基础。 Step2: 阅读 （Reading） 1. 初读感知：播放Reading文本录音，说：“Listen and find: What did Li Han do during the Spring Festival? Let's list 3 activities.（预设答案：She put up couplets, had a family dinner, visited relatives.）” 2. 精读分析： 原文呈现：1. Read for understanding. (Li Han has come back from the winter holiday. She is sharing with her classmates what she did during the Spring Festival.) I spent a wonderful Spring Festival this year. I took part in many interesting activities. Before the Spring Festival, I helped my parents clean the house and put up couplets. My parents told me that red is the lucky colour in China, and almost everyone is in red for Chinese New Year. My uncle and aunt came from other cities to celebrate the Spring Festival. On New Year's Eve, we had a big family dinner. We enjoyed lots of delicious dishes. I also learned how to make dumplings. My grandparents told us some interesting stories about the past. We watched the Spring Festival Gala together. I received lucky money from the elders. Later, I visited my relatives and friends. I went to the temple fair with my classmates. We played many fun traditional games. I'm looking forward to celebrating the next Spring Festival. 发放“活动时间线卡片”（before the Spring Festival/on New Year's Eve/in the next few days），展示文本分段内容，逐段引导完成教材填空练习： （1）Before the Spring Festival: cleaned the house → 2) put up couplets → 3) helped parents prepare for the festival（结合文本隐含信息）； （2）On New Year's Eve: had a big family dinner → 2) learned to make dumplings → 3) watched the Spring Festival Gala/received lucky money； （3）In the next few days: visited relatives and friends → 2) went to the temple fair → 3) played traditional games； 3. 结对讨论：组织教材“Read and discuss in pairs”，示范第1题对话：“What interesting activities did the writer take part in? —She took part in putting up couplets, having a family dinner and going to the temple fair.” 巡视指导，重点纠正“take part in + 动名词”的用法。 1. 听录音，圈出“put up couplets, had a family dinner, went to the temple fair”等关键词，举手答：“Li Han put up couplets, had a big family dinner and visited relatives.” 2. 精读文本，根据时间线卡片梳理信息，完成教材填空，跟读长句：“I spent a wonderful Spring Festival this year by taking part in many interesting activities.”并造句：“I spent my weekend visiting my grandparents.” 3. 结对完成教材讨论题，分享观点：“Why did the writer's uncle and aunt come? —To celebrate the Spring Festival with their family. Are you looking forward to next Spring Festival? —Yes, because I want to go to the temple fair again.” 分层阅读任务（初读抓活动→精读理时间线）帮助逐步理解文本；结合教材填空练习强化信息提取能力，落实“技能目标”；结对互动提升口语表达能力，突破“核心活动提取”的知识重点。 Step3:文化角 （Culture Corner） 1. 导入：播放年兽故事动画片段（1分钟），说：“After learning about Li Han's Spring Festival, let's find out the origin of this important festival! Do you know why we hang red lanterns and wear red clothes during the Spring Festival?（预设学生：To scare away the monster Nian!）” 2. 阅读任务： 原文呈现：The Origin of the Spring Festival The Spring festival is the oldest traditional festival in China, but not many people know the origin (起源) and story behind it. Many existing customs and activities of the festival actually can be traced back to a popular story of a monster (怪物), Nian, which helps to explain why and how the festival is celebrated. It is widely believed that the word Nian, was first the name of the monster. It always came on the first day of New Year to kill animals and people. However, one day Nian was scared away (吓跑) by a boy who happened to be in red clothes. Therefore, in preparation for the New Year, people began to buy new red clothes, hang red lanterns and past red spring couplets on doors. They also lit fireworks to scare Nian away. From then on, Nian never came back again. 发放Culture Corner文本，说：“Read and finish 2 tasks: ① Underline what Nian is; ② Circle how people scared Nian away.（3 mins）” 3. 小组讨论：组织讨论：“What Spring Festival customs come from the Nian story? Can you list them?（预设学生：Hanging red lanterns, pasting red couplets, wearing red clothes.）”，每组选1人分享，鼓励用英语简单表达。 1. 看动画，积极回应：“年兽是一种会吃人和动物的怪物！” 2. 速读文本，标记关键信息： ① “Nian was first the name of the monster. It always came on the first day of New Year to kill animals and people.” ② “Scared away by a boy in red clothes; lit fireworks to scare Nian again.” 3. 小组讨论，分享观点：“People hang red couplets and red lanterns because Nian is scared of red. They also set off fireworks to keep Nian away.” 动画直观呈现年兽故事，激发文化探究欲；阅读任务聚焦“年兽身份”与“驱邪方式”，简化信息提取难度；讨论环节深化对习俗起源的理解，落实“情感目标”，增强文化自信。 Step4: 语言学习 （Language Study） 1. 核心短语精讲： Reading部分： ① put up couplets：例句：We put up red couplets on the door before the Spring Festival.（我们春节前在门上贴红春联。） ② Spring Festival Gala：例句：My family and I watch the Spring Festival Gala every New Year's Eve.（我和家人每年除夕都看春晚。） ③ temple fair：例句：There are many fun games and delicious snacks at the temple fair.（庙会上有很多有趣的游戏和美味的小吃。） Culture Corner部分： ① scare away：例句：Red clothes and fireworks can scare away the monster Nian.（红衣和烟花能吓跑年兽。） ② trace back to：例句：The Spring Festival customs trace back to the Nian story.（春节习俗追溯到年兽故事。） ③in preparation for: 例句：In preparation for the New Year, people clean their houses.（人们打扫房屋，为新年做准备。） 2. 重点句型解析： ① spend...(in) doing sth.：I spent a wonderful Spring Festival taking part in many activities.（我通过参与很多活动度过了一个愉快的春节。）→ 结构：spend + 时间/金钱 + (in) doing sth.（in可省略） ② It is widely believed that...：It is widely believed that Nian is a scary monster.（人们普遍认为年是一种可怕的怪物。）→ 结构：It is widely believed that + 宾语从句（表示“人们普遍认为……”） ③ 宾语从句：My parents told me that red is the lucky colour.（我父母告诉我红色是吉祥色。）→ 结构：主句 + 宾语从句（that可省略，陈述语序） 1. 记录短语与例句，跟读模仿发音，用“temple fair”造句：“I went to the temple fair and played traditional games last year.” 2. 分析句型结构，用“spend...doing...”造句：“She spent her holiday helping her parents clean the house.”；用“It is widely believed that...”造句：“It is widely believed that the Spring Festival is the most important festival in China.” 短语结合“春节场景”讲解，降低抽象词汇理解难度；句型拆解核心结构，帮助学生掌握表达逻辑；造句练习强化语言应用，为“课堂练习”铺垫。 Step5: 课堂练习 （Class Exercises） 1. 教材练习： （1）完成教材“Look and write”：用提示短语写3个春节可能做的事，如：“1. I may have a big family dinner with my relatives. 2. I may get lucky money from my grandparents. 3. I may go to a temple fair with my friends.” （2）短语填空（新题）： ① People usually ________（贴春联）before the Spring Festival.（put up couplets） ② We ________（看春晚）on New Year's Eve every year.（watch the Spring Festival Gala） ③ Many children like to ________（逛庙会）because of the fun games.（go to the temple fair） ④ Red clothes can ________（吓跑）the monster Nian.（scare away） ⑤ The origin of the Spring Festival ________（追溯到）the Nian story.（traces back to） 2. 巡视指导，对完成优秀的学生发放“Cultural Messenger”贴纸，对表达不完整的学生单独引导（如“may后接动词原形”）。 1. 独立完成教材写作练习，确保句子完整通顺； 2. 完成短语填空，遇到困难举手提问，如“‘追溯到’的英语怎么拼？”； 3. 优秀学生展示答案，全班齐读正确句子：“People usually put up couplets before the Spring Festival.”“The origin of the Spring Festival traces back to the Nian story. 包含教材练习，落实“技能目标”；新题“短语填空”强化核心词汇应用；贴纸奖励激发积极性，巡视指导帮助基础薄弱学生；全班齐读巩固正确表达，突破“短语应用”的知识重点。 Step6:课堂小结(Class Summary) 1. 知识归纳： 核心短语：put up couplets, Spring Festival Gala, temple fair, family dinner, lucky money, take part in, scare away, trace back to； 重点句型： ① spend...(in) doing sth.（I spent the holiday visiting relatives.）； ② It is widely believed that...（It is widely believed that Nian is a monster.）； ③ 宾语从句（My parents told me that red is lucky.）； 核心技能：提取春节活动与起源信息、完成教材基础练习、用英语描述春节活动。 2. 情感升华： “同学们，李涵的春节充满了团圆与欢乐，年兽的故事藏着古人的智慧。春节不仅是一个节日，更是我们文化的根。希望大家以后既要学好英语，能向世界讲述中国春节的故事，更要热爱和传承这些珍贵的传统文化，做文化自信的中国人！” Step7: 布置作业(Homework) 1. 基础作业：背诵5个核心短语（put up couplets, Spring Festival Gala, temple fair, scare away, trace back to）和2个重点句型（spend...doing..., It is widely believed that...），录制1分钟跟读音频； 2. 提升作业：用英语写5句话描述自己的春节经历（参考“节前-除夕-节后”时间线）； 3. 实践作业：向家人讲述年兽故事，并用英语记录3个春节红习俗（如：“1. Pasting red couplets. 2. Hanging red lanterns. 3. Wearing red clothes.”），争当“最佳文化小使者”。 板书设计(Blackboard Design) Unit1 The Spring Festival（Reading & Culture Corner） 一、核心词汇 1. 春节活动（Reading） put up couplets（贴春联）　Spring Festival Gala（春晚）　temple fair（庙会）　family dinner（年夜饭）　lucky money（压岁钱）　take part in（参与） 2. 文化起源（Culture Corner） scare away（吓跑）　trace back to（追溯到）　origin（起源）　monster（怪物）　in preparation for（为……做准备） 二、重点句型 1. spend...(in) doing sth.（例：I spent the holiday visiting relatives.） 2. It is widely believed that...（例：It is widely believed that Nian is a monster.） 3. 宾语从句（例：My parents told me that red is lucky.） 三、学生示例 My Spring Festival Activity: I went to the temple fair. I spent 2 hours playing traditional games. It was great fun! 教学反思(Teaching Reflection) （留白） 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $