新視野英語教程（第四版）讀寫教程3 思政教案 Unit4 Customs

Unit4CustomsTeachingFocusTextATextBThemeNamingCustomsChineseWeddingCustoms:ACaseintheRuralSouthVocabularysuitable,fortune-teller,jade,brilliant,heritage,genealogy,African,Arabic,paternal,translate,favorite,restrict,personnel,omit,harm,approve,ridiculous,court,ironmarriage,vow,consummation,bride,description,decoration,bridal,paste,groom,procession,tune,drum,trumpet,veil,amid,sash,chest,salute,climaxPhrasesandExpressionsinthehopethat;makefunof;stepin;livewithaswith;becomposedofsth.;getdrunk;inturn;followsuitGrammarHowtouse“inthehopethat”and“-ing”(“FocusingonSentenceStructure”)WritingIntroducingconsecutiveevents(“BasicWritingSkills”)FillinginProFormaInvoices(“PracticalWriting”)ChineseWisdomChineseNewYearCustomsofthe21stCentury

TeachingPlan單元主題Customs課時安排8教育教學目標(學生)Tounderstandthecustomsdifferencesinmulticulturalcontextsandcultivatecross-culturalawareness.Todeepentheprofoundunderstandingandidentificationwithmulticulturalismbydelvingintoculturalbackgroundsandsocialsignificance.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotextslistedintheabovetable.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedintheabovetable.Tobeabletomakesentenceswiththecreamofthecrop,stepin,ironout,andlivewith.Tobeabletorewritesentencesaftermodels,using“inthehopethat”and“-ing.”Tolearnsomerulesofintroducingconsecutiveevents.Tobeabletofillinproformainvoices.教學設計教學內(nèi)容SectionATextA:NamingCustomsSectionBTextB:ChineseWeddingCustoms:ACaseintheRuralSouthSectionCPracticalWriting:FillinginProFormaInvoices教學活動安排建議ExploringtheTopicAskstudentsworkinpairsonthequestionsin“ExploringtheTopic”intheStudent’sBook.Thendrawstudents’attentiontothedifferencesbetweenChinesenamesandWesternpeople’snames.SectionAReadingThroughIntroducethetopicofnamingcustomsbybrieflydiscussingthenameofGeorgeWashingtonCarverasanexamplefromthearticle’sbackgroundinformation.Askstudentstosharetheirownnamesandiftheyknowthemeaningsorthereasonstheyweregiventheirnames.Getstudentstoreadthetextanddividethemintoseveralgroupstofilloutthefollowingformtogetherbasedonwhattheyhaveread.Countries/RegionsNamingCustomsChinaJapanAfricaArabic-speakingcountriesArgentinaGermanyInyourhometownAfterfillingouttheform,compareandcontrastnamingcustomsacrossdifferentcountriesandregions.Addressthelastitemintheformbyengagingstudentsinadiscussionaboutwhoshouldhavethefinalsayinnaming,incorporatingculturalandgovernmentalinfluencesthey’velearnedabout.ThenaskstudentstofinishtheexercisesofGettingtheMessageonP67andUsingtheRightWordonP68ofStudent'sBook.Checktheunderstandingbyelicitinganswersfromsomestudents.Highlightsomedifficultsentencesandelicitexplanationsfromstudentsandgivehelpswherenecessary.BasicWritingSkillsPrepareaPPTwithsentencesoftheexerciseonP71ofStudent’sBook.Asksomestudentstotelltheiranswerstotheclassandexplainwhy.ChecktheunderstandingoftheclassbyexplainingtheexamplesgivenonP71ofStudent’sBook.SectionBReadingMoreAskstudentstoreadandbefamiliarwiththecontentofTextB.CreateasimulationofatraditionalChinesewedding.StudentsWhatdoyouknowabouttheOlympics?HowmuchdoyouknowabouttheOlympicflame?WhatistheOlympicspirit?Canyougivesomeexamplestoexplainit?canplaytherolesofmatchmaker,bride,groom,andfortune-teller,reenactingtheweddingprocess.Thenletstudentsdiscusstherole-playingexperienceandhowitconnectswiththedescriptioninthearticle.Afterthat,havestudentsdiscussandshareexperiencesofweddingcustomsintheirownortheirfamilies’practice,especiallythosetraditionsthathavebeenretainedorchanged.Finally,askstudentstoreadaloudTextB,eachstudentreadingonesentenceeverytime.Whenfinished,highlightsomedifficultsentencesandexplaintotheclass.SectionCPracticalWritingGuidestudentstofinishthetwoexercisesonP79toP80ofStudent’sBookaccordingtothesamplesgiven.Encouragethemtodesignacommercialinvoiceoraproformainvoicebythemselvesafterclass.課后學習設計作業(yè)FinishalltheexercisesinUnitFour.ReadthepassageinReadingOutonPage67ofStudent’sBookandreciteit.Designacommercialinvoiceoraproformainvoicebythemselves.課后總結(jié)與反思

MoralReflections思政元素ExploringtheTopic通過補充中國不同地區(qū)傳統(tǒng)節(jié)日、飲食、服飾和日常生活的照片和英文名稱，引導學生可以從不同角度了解中國習俗，并引發(fā)他們對中國文化進一步探究的興趣。SectionATextA:NamingCustoms結(jié)合課文，補充有關中國命名習俗的相關英文文章“Feature:Namingbabieswith‘Chinesecharacteristics’”，增進學生對中國命名文化和傳統(tǒng)的理解，引導學生認識到姓名反映和傳遞的文化價值，增強對中國傳統(tǒng)文化的認同感。補充有關中國其他習俗的相關英文文章“Dos&Don’ts”，引導學生深入了解中國的傳統(tǒng)習俗和文化禁忌，思考如何作為中國文化的傳播者，將中國的文化價值觀、禮儀規(guī)范等積極地介紹給外國友人。同時，鼓勵學生發(fā)展跨文化交流能力，推動國際間的友好關系和交流合作。SectionBTextB:ChineseWeddingCustoms:ACaseintheRuralSouth補充CGTN關于中國婚俗演變的采訪“VisitMarriageCertificateMuseumtoexploretheevolutionofChinesemarriagecustoms，”引導學生深入了解中國婚姻和婚俗文化的深刻變遷，以及映射出的社會進步與文化發(fā)展，豐富學生對中國傳統(tǒng)文化和現(xiàn)代社會發(fā)展的理解，同時也鼓勵學生形成對于家庭價值、國家認同和社會責任感等核心觀念的正確理解和深刻領悟。AdditionalActivity補充CGTN關于中國新年電子紅包的視頻介紹“RedEnvelopesevolveovertheyears:Virtualblessingsanddigitalmoney”，讓