Unit3 Celebrations · Lesson1 Spring Festival（课件）英语北师大版必修第一册

UNIT 3 · Celebrations Period 1 Talk Topic &Spring Festival 1.7.2013 01 Read three accounts about Spring Festival; use key words (reunion, preparation, attach, buzz) to talk about festival customs. 02 Compare three people's different Spring Festivals and find what they share. 03 Explore the true menaing of festivals. Teaching objectives 1.7.2013 Read today's three goals aloud together so students know where the lesson is heading. Goal one is about reading and vocabulary; goal two is about comparing the three readers; goal three is the big idea we will reach at the end. Point out that goal three is the heart of the lesson: the spirit of family. ‹#› Contents 1. Lead in 2. Pre-reading 3. While-reading 4. Post-reading 5. Summary 6. Assessment 7. Homework 1.7.2013 This is the driving question of the whole lesson — keep it on the board. Ask students: is a festival just its customs, or is it about the people we are with? Do not give the answer now. Tell them: we will read three stories and find out together. This question is the thread we return to in the summary. ‹#› 01. Lead in 1.7.2013 Activity two: pair work from the textbook Activate and Share. Model the example sentence first, then give pairs one minute each to share. Walk around and support weaker students with the phrase bank. Invite one or two pairs to share with the class before moving to reading. ‹#› What words come to mind when you hear “Spring Festival”? Spring Festival fireworks dumplings red envelopes decorations family dinner lucky money new clothes reunion Lead-in 1.7.2013 Activity one, Lead-in: brainstorm words about Spring Festival as a class. Call on students and collect their words around the centre word, like a word web on the board. Encourage a wide range: food, customs, feelings, family. Use this to activate the topic and the vocabulary we will need for reading. ‹#› Lead-in How do you and your family celebrate Spring Festival? have a family gathering get together prepare snacks make dumplings put up decorations let off fireworks Example — My family celebrates Spring Festival by making dumplings together. 1.7.2013 This is the driving question of the whole lesson — keep it on the board. Ask students: is a festival just its customs, or is it about the people we are with? Do not give the answer now. Tell them: we will read three stories and find out together. This question is the thread we return to in the summary. ‹#› 02. Pre-reading 1.7.2013 Activity two: pair work from the textbook Activate and Share. Model the example sentence first, then give pairs one minute each to share. Walk around and support weaker students with the phrase bank. Invite one or two pairs to share with the class before moving to reading. ‹#› Who are they? What might their Spring Festivals look like? Tom Jenkins 16-year-old exchange student living in Nanjing Xu Gang 28-year-old computer engineer working in Shanghai Li Yan 70-year-old grandmother from Heilongjiang Pre-reading 1.7.2013 Activity three: predict before reading. Introduce the three readers briefly. Ask: who are they — a student, a young worker far from home, a retired grandmother? Let students predict each person's Spring Festival in pairs. Do not confirm or reject predictions now; we verify them during reading. ‹#› What might their Spring Festivals look like? Before you read — predict: what might each of them do for Spring Festival? What might it mean to them? Keep your ideas; we will check them after reading. Pre-reading fun interesting big dinner family gathering 1.7.2013 Activity three: predict before reading. Introduce the three readers briefly. Ask: who are they — a student, a young worker far from home, a retired grandmother? Let students predict each person's Spring Festival in pairs. Do not confirm or reject predictions now; we verify them during reading. ‹#› 03. While-reading 1.7.2013 Activity two: pair work from the textbook Activate and Share. Model the example sentence first, then give pairs one minute each to share. Walk around and support weaker students with the phrase bank. Invite one or two pairs to share with the class before moving to reading. ‹#› What does Spring Festival mean to each reader? (Skim) Skim the three accounts. In ONE sentence, write what Spring Festival means to each reader. Tom Jenkins Spring Festival is ______________________________________ Xu Gang Spring Festival is ______________________________________ Li Yan Spring Festival is ______________________________________ excited and funny coming home and being with his entire family family time While-reading 1.7.2013 Activity five: skim for the main idea. Give students about one minute per account. Ask them to complete each sentence with the overall meaning, not details. Suggested answers — Tom: a fun cultural experience; Xu Gang: coming home to family; Li Yan: the joy of a family gathering. Collect a few answers quickly; we will return to them in the summary. ‹#› What did each person do, where, and with whom? (Scan) Tom Xu Gang Li Yan Where & with whom with his host family in Nanjing …… …… Preparations before Spring Festival …… …… …… Activities during Spring Festival …… …… …… Finish on your own, then compare your notes with your partner. While-reading Scan the three accounts and complete the table with key notes about each person. 1.7.2013 Activity six: scan for details and complete the table. Give students time to read each account and take notes. Suggested answers — Tom: preparations cleaned the house and put Fu upside down; activities watched fireworks and had a big dinner. Xu Gang: where back home to Shanxi with his parents; preparations booked tickets and chose gifts; activities had hotpot and chatted about old times. Li Yan: where at home in Heilongjiang with children and grandchildren; preparations prepared food and dishes; activities made jiaozi and talked about the past year. Have students check in pairs, then quickly confirm answers as a class. ‹#› What did each person do, where, and with whom? (Scan) Tom Where & with whom with his host family in Nanjing Preparations before Spring Festival Activities during Spring Festival While-reading cleaning the house; attaching Fu upside down to the front door setting off and watching fireworks, enjoying a big dinner 1.7.2013 Activity six: scan for details and complete the table. Give students time to read each account and take notes. Suggested answers — Tom: preparations cleaned the house and put Fu upside down; activities watched fireworks and had a big dinner. Xu Gang: where back home to Shanxi with his parents; preparations booked tickets and chose gifts; activities had hotpot and chatted about old times. Li Yan: where at home in Heilongjiang with children and grandchildren; preparations prepared food and dishes; activities made jiaozi and talked about the past year. Have students check in pairs, then quickly confirm answers as a class. ‹#› What did each person do, where, and with whom? (Scan) Xu Gang Where & with whom Preparations before Spring Festival Activities during Spring Festival While-reading at parents’home booking travel tickets and choosing gihts for parents chatting with his parents and having hotpot 1.7.2013 Activity six: scan for details and complete the table. Give students time to read each account and take notes. Suggested answers — Tom: preparations cleaned the house and put Fu upside down; activities watched fireworks and had a big dinner. Xu Gang: where back home to Shanxi with his parents; preparations booked tickets and chose gifts; activities had hotpot and chatted about old times. Li Yan: where at home in Heilongjiang with children and grandchildren; preparations prepared food and dishes; activities made jiaozi and talked about the past year. Have students check in pairs, then quickly confirm answers as a class. ‹#› What did each person do, where, and with whom? (Scan) Li Yan Where & with whom Preparations before Spring Festival Activities during Spring Festival While-reading at home getting ready for childeren coming back, buying things and preparing dishes children running/shouting/playing, adultts talking/making jiaozi together 1.7.2013 Activity six: scan for details and complete the table. Give students time to read each account and take notes. Suggested answers — Tom: preparations cleaned the house and put Fu upside down; activities watched fireworks and had a big dinner. Xu Gang: where back home to Shanxi with his parents; preparations booked tickets and chose gifts; activities had hotpot and chatted about old times. Li Yan: where at home in Heilongjiang with children and grandchildren; preparations prepared food and dishes; activities made jiaozi and talked about the past year. Have students check in pairs, then quickly confirm answers as a class. ‹#› Which sentences paint a picture of Spring Festival? Find at least three descriptive sentences in the accounts that give a vivid picture. Share with your partner. “The moment I get on the train, I am surrounded by Shanxi accents.” “Our house buzzes with activities when everyone comes home.” “Fireworks were being let off across the city, suddenly lighting up the night sky.” While-reading 1.7.2013 Activity seven: find vivid descriptive sentences. Show these three model examples from the textbook exercise five. Ask students: what makes a sentence vivid? Sound, sight, and action. Let students find and underline at least three more sentences in the accounts, then share with a partner. Guide them to feel the pictures the writer creates, not just the grammar. ‹#› 04. Post-reading 1.7.2013 Activity two: pair work from the textbook Activate and Share. Model the example sentence first, then give pairs one minute each to share. Walk around and support weaker students with the phrase bank. Invite one or two pairs to share with the class before moving to reading. ‹#› What can you infer from Xu Gang's and Li Yan's accounts? In groups of four, discuss what their experience tells us about the meaning of Spring Festival in Chinese culture. “What we eat isn't the most important thing. What's important is who we eat it with.” “To me, this is Spring Festival — the joy of a family gathering.” Think — what do they value most: the food, or the people? Compare their feelings with Tom's curiosity about customs. Post-reading 1.7.2013 Activity eight: group discussion, from textbook exercise six. Read the two quotes from Xu Gang and Li Yan; they both point to people, not food. Ask groups to infer the value behind the accounts and what it means in Chinese culture. Guide them to notice: Tom sees customs as interesting; Xu Gang and Li Yan see family as the heart. ‹#› Customs may change, but the spirit of family stays. “Throughout history, some of the original customs have changed, but the spirit of the festival — the spirit of family — has largely been kept.” Post-reading What’s the meaning of following sentence? 1.7.2013 Activity nine: this is the heart of the lesson — read the editor's words together. Point to the key phrase: the spirit of the festival, the spirit of family, has been kept. Help students see: customs change over time, but family love stays the same. Ask a student to say the takeaway in their own words. ‹#› Can you retell a reader's story as a reporter? Role play “What do you do for Spring Festival?” “What does Spring Festival mean to you?” Choose roles: 1 reporter + 3 readers Interview — use the questions above The reporter tells each reader's story to the class Post-reading 1.7.2013 Activity ten, an innovative oral output: a reporter interview. Divide the class into groups of four; assign one reporter and three readers. Reporter asks the two questions; readers answer using the notes from Activity 6 and their own words. Invite one or two reporters to present the stories to the class. This consolidates both language and meaning. ‹#› Role play Tom’s story Post-reading 1.7.2013 Activity ten, an innovative oral output: a reporter interview. Divide the class into groups of four; assign one reporter and three readers. Reporter asks the two questions; readers answer using the notes from Activity 6 and their own words. Invite one or two reporters to present the stories to the class. This consolidates both language and meaning. ‹#› Role play Post-reading Xu Gang’s story 1.7.2013 Activity ten, an innovative oral output: a reporter interview. Divide the class into groups of four; assign one reporter and three readers. Reporter asks the two questions; readers answer using the notes from Activity 6 and their own words. Invite one or two reporters to present the stories to the class. This consolidates both language and meaning. ‹#› Role play Post-reading Li Yan’s story 1.7.2013 Activity ten, an innovative oral output: a reporter interview. Divide the class into groups of four; assign one reporter and three readers. Reporter asks the two questions; readers answer using the notes from Activity 6 and their own words. Invite one or two reporters to present the stories to the class. This consolidates both language and meaning. ‹#› 05. Summary 1.7.2013 Activity two: pair work from the textbook Activate and Share. Model the example sentence first, then give pairs one minute each to share. Walk around and support weaker students with the phrase bank. Invite one or two pairs to share with the class before moving to reading. ‹#› Spring Festival = customs + the spirit of family Customs clean the house put up Fu upside down set off fireworks make jiaozi · have hotpot Spirit family reunion being together love the joy of gathering Customs may change, but family love and reunion stay. Summary 1.7.2013 Summary: put the lesson together with this two-column picture. Left side lists the customs — the forms of Spring Festival; right side lists the spirit — its heart. Read the bottom line together and connect it to the driving question from the beginning. Ask: so is Spring Festival about customs or the people? Let students answer with the conclusion. ‹#› 06. Assessment 1.7.2013 Activity two: pair work from the textbook Activate and Share. Model the example sentence first, then give pairs one minute each to share. Walk around and support weaker students with the phrase bank. Invite one or two pairs to share with the class before moving to reading. ‹#› Learning Objectives Score(1-5) 1.After learning, I am able to understand and express the customs of Spring Festival. 2.After learning, I am able to master reading strategies, such as scanning, skimming for prediction, etc. 3.After learning, I am able to understand the true meaning of Spring Festival: family reunion. 5-完全能；4-基本能；3-不确定；2不太能；1-完全不能 Assessment 1.7.2013 Activity two: pair work from the textbook Activate and Share. Model the example sentence first, then give pairs one minute each to share. Walk around and support weaker students with the phrase bank. Invite one or two pairs to share with the class before moving to reading. ‹#› 07. Homework 1.7.2013 Activity two: pair work from the textbook Activate and Share. Model the example sentence first, then give pairs one minute each to share. Walk around and support weaker students with the phrase bank. Invite one or two pairs to share with the class before moving to reading. ‹#› Homework · Choose your level Basic Exercise 7 — complete the passage about the three readers' Spring Festivals with the words and phrases you have learnt. Improved Write a short paragraph (about 80 words) about a traditional Chinese festival for a foreign friend. Innovated Record a 1-minute oral story, “My Spring Festival” — tell what you do and what it means to you. Homework 1.7.2013 Homework has three levels so every student can choose what fits. Everyone must do the basic exercise seven to consolidate the vocabulary. The writing task lets stronger students produce a paragraph for a foreign friend. The recording task is an innovative oral option — practice speaking about Spring Festival at home. ‹#› Festival in the poets' eyes “Amid the boom of firecrackers a year has come to an end, and the spring wind has wafted warm breath to the wine.” — Wang Anshi, Song Dynasty 爆竹声中一岁除，春风送暖入屠苏。 Read the quote aloud — feel the warmth and hope of the new year. 1.7.2013 Culture moment: the Quote Unquote from the Topic Talk section. Read Wang Anshi's line aloud; it captures the joy of the festival in both English and Chinese. Connect it to the lesson: the poet feels the new year coming with warmth, just as we feel family warmth. This closes the cultural thread of the lesson on an emotional note. ‹#› Celebrations change, but love and family stay. The spirit of family keeps us together 1.7.2013 Closing page — end the lesson on the big idea. Read the sentence together: celebrations change, but love and family stay. Point to the family picture and ask students to remember the warmth of being together. Say goodbye and remind them of the homework. ‹#› $