译林版 必修二 unit 3 Reading 课例改进

刘玉

1.  教材分析

单元元整体分析－必修第二册第三单元以“节日与风俗(Festivals and customs)”为话题，以多模态形式帮助学生了解各国不同的风俗和文化。本单元由以下部分组成：Reading板块是阅读课，通过两则旅行日记介绍印度婚礼和里约狂欢节，提升学生对异域文化的理解能力；Grammar and usage 为语法课，以改编自短篇小说《麦琪的礼物》的选段为情境，要求学生探索过去将来时的语法规则，并恰当地运用该时态为故事续写一个结尾；Integrated skills 板块为综合技能课，以写一篇推广中国传统节日的文章为任务，通过一系列读、听、说、写的活动培养语言能力，提升学科核心素养。此外，本单元还包括Welcome to the reading, Extended reading, Project, Assessment, Further study几个板块，涉及“节日与风俗”的多个层面。本节课的文本分析－本课为阅读课，作者通过旅行日记重点介绍了印度的婚礼习俗和巴西里约狂欢节的盛大场面。

【What】本板块的话题是“环球旅行”，语篇是两篇旅行日记。旅行是感知异域文化的一种方式，两篇旅行日记从旅行作家的视角介绍了印度的婚礼习俗和巴西里约狂欢节的盛大场面。

【Why】旅行日记通过介绍印度的婚礼和巴西里约狂欢节，让学生对于这两个国家的风土人情有更深人的理解。通过让学生感受异域风情、了解异域文化，有效地提升他们的文化意识，提高跨文化交际的能力，为学生国际视野的养成打下基础。

【How】第一篇旅行日记记录的是作者受邀参加一场印度婚礼的经历，文中介绍了印度传统婚礼的习俗，包括婚礼地点、着装、典礼的过程、庆祝活动等。虽然印度的婚礼习俗和中国有很大不同，但喜庆的氛围是相通的。第二篇旅行日记记录的是作者亲历巴西里约狂欢节的过程，描绘了狂欢节的盛况。作者在描述时运用了前后对比的手法，使得对狂欢节的描述更加鲜活、生动。

2. 学情分析

授课对象为高一(6)班学生，因借班上课，对学生的状况不能完全了解。初步判断学生应具备一定的综合运用语言的能力，思维比较活跃，且比较关心身边的人和事，有一定自主学习和分析问题、解决问题的能力，对所给出的学习任务有热情，愿意参与和分享。但学生的通病往往是思考不够深入，尽管具备获取细节信息的能力，能够读懂文本的表层意义，但对于字里行间所传达的意义关注度不够，因此需要在授课的过程中对其进行恰当的引导。教师将借助学习理解、应用实践、迁移创新等学习活动，引导学生去归纳、分析、判断、推理、批判与评价探讨，在课堂上分享与反思获取文本的深层含义。

3. 教学步骤

1^st version

Learning objectives

By the end of this section, students will be able to:

1. Know the customs and traditions of the two events;

2. Compare different countries’ festivals and customs;

3. Develop a respect and tolerant attitude towards different cultures.

Teaching procedures

Step 1 Lead-in

1.Matching Games. Have students match different festivals and customs.           

April fool’s day             Eat turkey

The Spring Festival          Santa Claus

Christmas                  Send red packets

Thanksgiving               Fool others

2. Brainstorming

Q1: How can you learn about foreign customs and traditions?

【设计意图：激发兴趣，定位学习起点，为后续活动埋下伏笔。】

Step 2: Reading

Part 1: The Indian wedding

1. Global reading

Task: Have students read this part and find the basic information.

Q: What activity did Alex take part in?

What：                         Who:                     

When:                          Where:                    

2. Detailed reading

Task 1: Have students put the event in the correct order.

Task 2: Have students read again and answer the following questions.

Q1: What were the Indian couple’s promises about?

Q2: What are the celebrations?

Q3: What does the sentence “Now I know I have two left feet...” mean?

Task 3: Game time

Have students compare Indian wedding with Chinese wedding.

Part 2: The Rio Carnival

1. Global reading

Task: Have students read this part and find the basic information.

Q: What activity did Alex take part in?

What：                         Who:                     

When:                          Where:                    

2. Detailed reading

Task 1: Have students put the event in the correct order.

Task 2: Have students read again and answer the following questions.

Q1: Why did Alex go to a street party?

Q2: What did Alex see after the group jumped into action? 

【设计意图：运用skimming和scanning的阅读策略，让学生理清两篇travel journal中重要事件的时间轴并对细节有进一步的了解。这样的活动既充分锻炼学生分析问题、解决问题的能力，也能使其更加了解游记这一文本类型。有助于学生把握文章重点，理清文章脉络和逻辑顺序。】

Step 3: Post-reading

1. Discussion

Have students discuss the following question with partners.

Q:What should be your attitude towards different customs or cultures?

2. Summary

Strengthen cultural confidence and promote exchanges with other countries.

【设计意图：让学生对于意识到文化习俗的差异性并对文化交流原则有个初步认识。这个环节的设置既可以考量学生思想的深度和广度，也可以对学生充满正能量的情感态度和价值观的树立起到推动作用。】

Step 4: Homework

In a group with 6-7, make a poster about a festival that you like best.

including: 1) the name of the festival 2) the customs of the festival

Revised version

Learning objectives

At the end of the lesson, the students will be able to：

1. know the wedding customs in India and the grand occasion of the Rio Carnival；

2. develop a tolerant and respectful attitude towards different cultures and the ability of cross-cultural communication;

3. write an article introducing Chinese traditions and customs, taking the Spring Festival as an example.

Teaching procedures

Step 1 Lead-in

Teacher asks Ss a question:

Q1:There is an important festival in western countries in December. What is it?

Q2:What other festivals in foreign countries do you know about?

【设计意图：引入环节直入主题，让学生回顾已有知识并活跃思维，意识到通过旅行可以体验到不同的文化风俗，为后面的阅读做好铺垫。】

Step 2 Reading

Passage A: The India wedding

1. Global reading:

T asks Ss to read the first journey and put the events at the Indian wedding in the correct order.

2. Detailed reading:

T asks Ss to fill in the blanks about the details of the Indian wedding: place, clothes...

Passage 2 The Rio Carnival

1. Global Reading:  

Put the events at the Rio Carnival in the correct order.

2. Detailed reading:

1. Read the travel journal about the Rio Carnival carefully and find the factors independently.

Date______     Place__________   Process：_______

2. Students read the second travel journal and finish the mind map on what the author see, smell, hear and feel in the Rio Carnival.

3. T shows a video showing the scene of Rio Carnival.

【设计意图：运用skimming和scanning的阅读策略，让学生理清两篇travel journal中重要事件的时间轴并对细节有进一步的了解。之后播放和嘉年华相关的视频，让学生沉浸式体验节日的喜庆场景。】

Step 3 Further thinking

1. Figure out Alex’s feelings of the Indian wedding and the Rio Carnival.

Q1: What does Alex think of the Indian wedding?

Q2: How doe Alex find/like the Rio Carnival?

2. Summarize the elements that should be included in a travel journal or an article introducing a festival.

【设计意图：通过深入思考环节，让学生在全面理解内容的基础上，对人物感受以及写作要点进行总结归纳。这样的活动既充分锻炼学生分析问题、解决问题的能力，也能使其更加了解游记这一文本类型。有助于学生把握文章重点，理清文章脉络和逻辑顺序。】

Step 4 Critical thinking

1. To discuss the differences between the Indian wedding and Chinese weddings.

2. T guides Ss to voice their opinions on the attitude to different customs and traditions.

Q1: What is your attitude to foreign customs and traditions?Q2: What is your attitude to Chinese customs and traditions?

【设计意图：该环节问题的设置是让学生对于意识到文化习俗的差异性并对文化交流原则有个初步认识。这个环节的设置既可以考量学生思想的深度和广度，也可以对学生充满正能量的情感态度和价值观的树立起到推动作用。】

Step 5 Writing

1. T leads Ss to write an e-mail to introduce the Spring Festival.

Assuming your friend Alex wants to know how to celebrate the Spring festival in China, please write an e-mail to him, in which the date of festival, the activities of festival and the feelings should be included.

2. Ask some of Ss to share their writing the class.

【设计意图：本环节基于语篇深层次理解，引导学生围绕单元话题，完成写作任务，旨在让学生通过交流与输出，学会介绍身边文化风俗，乐于将本国文化发扬光大。】

Step 6 Summary

Summarize the class with the motto by Robert A. Heinlein.