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本文的语篇类型为旅行日记，通过介绍印度的婚礼习俗和巴西里约狂欢节的盛大场面，让学生对于这两个国家的风土人情有更深入的理解，通过让学生感受异国风情，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，增强文化自信。同时把外国文化与中国文化对比，描述中国的传统节日春节来增强我们的文化自信。
学生整体外向，开朗，思维活跃，除了极少数学生英语基础较好外，大部分学生处于中等偏下水平，英语基础薄弱，词汇量很小，整体看，学生能用英语提取信息，处理信息，简单表达自己的观点，但是运用英语连贯地描述事件，阐释意义和批判评价的能力都比较弱。我们会在给学生足够的输入的情况下让他们有输出，在初中知识的基础上让他们有更多进步。
By the end of the class, students will be able to:
1. know the wedding customs in India and the grand occasion of the Rio Carnival;
2. learn inanimate subjects and apply them to their writing;
3. talk about some festivals and customs they know;
4. develop a tolerant and respectful attitude towards different cultures and the ability of cross-cultural communication.
(1) Teaching key point:
After the class, students will be able to:
1. know the wedding customs in India and the grand occasion of the Rio Carnival;
2. learn inanimate subjects and apply them to their writing.
(2) Teaching difficult point:
After the class, students will be able to:
1. talk about some festivals and customs they know;
2. develop a tolerant and respectful attitude towards different cultures and the ability of cross-cultural communication.
步骤 | 教学活动 | 设计意图 | 互动时间& 模式 |
Step 1 Pre-reading | ·Ss watch a video to feel the atmosphere of customs and festivals.
| 通过看视频，着重培养学生“看”的语言技能，激发学生了解文化的兴趣，激活背景信息。 | 2’ CW
|
Step 2 While-reading
| A1: Skimming ·Ss read the sub-title and the first paragraph of the two travel journals and find out the main idea of the passage. -What are the two travel journals about? -The first travel journal is about an Indian wedding. -The second travel journal is about Rio Carnival.
A2: Scanning · Ss read the first travel journal and find the following information: When: 10 January Where: India What: a wedding ceremony How: 1. The bridegroom arrived on a horse. 2. The bride’s father led her to the bridegroom. 3. The couple joined hands and walked around a fire. 4. The couple took seven steps. 5. The celebrations began. A3：Retelling Ss read the passage again and try to retell the wedding with the help of the mind map.
·Ss read the second travel journal and finish the mind map on what the author see, smell, feel and taste in the Rio Carnival. ·Ss appreciate some examples of inanimate subjects from the second journal. 1. The summer heat hit me as soon as I got off the flight. 2. The Carnival current carried us through the ever-growing sea of people, dancing all the way. 3. Iceboxes of soft drinks and beer lined the narrow streets, and the smell of roasted meat filled the air as we passed wave after wave of street stands. 4. Even as I lay in bed that evening, the bright colors and lively music were still swimming all around me. | A1: 培养学生总结文章大意的能力。
A2: 梳理印度婚礼细节信息，并复述印度婚礼流程，培养学生阅读细节、复述信息的能力； 通过思维导图梳理作者在里约狂欢节的所见所闻，引导学生从人的感官视角进行场景细节描写； 通过赏析无灵主语，为后面介绍无灵主语做铺垫。 A3:通过复述加深学生对文本的理解，强化语言的输入效果。
| 18’ IW
|
Step 3 Post-reading | A1: micro-lecture ·Ss watch a micro-lecture about inanimate subjects.
A2: Practice 1. 看到烟花，我一下就激动起来了。 Excitement hit/stroke/overtook me when I saw the fireworks. 2. 桌子上摆满了美食。 Delicious food filled the table. 3. 我感到非常幸福。 A sense of happiness filled my heart. 4. 央视春晚伴我们跨入新的一年。 CCTV New Year's Gala carried us into a new year. 5. 饺子整齐地排列在桌子上。 Dumplings lined on the table. 6. 孩子们的欢笑声还在我脑海中回荡。 The Children's laughter is still swimming all around me. 7. 我们一整天都很开心。 Joy stays with/surrounds us all day. 8. 我看见了许多精美的烟花。 Many fancy fireworks came into my sight. 9. 年夜饭的香味充满了整间屋子。 The smell of the family reunion dinner filled the whole room.
A3: Writing ·Ss will be divided into 8 groups and choose one of the given scenes to describe “New Year's Eve” in detail. They need to write 3-5 sentences, including at least 2 inanimate subjects.
| A1: 帮助学生了解无灵主语的用法。
A2: 巩固学生对无灵主语的理解，引导学生把无灵主语句应用于写作中，为后续写作做铺垫。
A3: 培养学生运用无灵主语进行细节描写的能力。
| 24’ CW IW GW
|
Step 4 Homework | 假设你今天度过了一个难忘的除夕节，请写一篇日记，描述当时的情景，并谈谈你的感受。字数80词左右。
| 巩固所学内容，提升学生进行细节描写的写作能力。
| 1’ |
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