Unit4BehindbeliefsTask2Thoughtsonthedesign:本节课是Task板块的第二课时，听、说、读、写每种能力都将在本堂课中得到很好的训练。教学中每个步骤循序渐进，学生每一个新内容的学习都以前面步骤中所学知识为基础。在复习的基础上，学生在活动中用英语来完成听、说、读、写等一系列开放式任务。本课教学活动的设计都遵循了学生的认知规律，即按照学生温故知新——探索新知识——使用新知识——巩固新知识的客观规律进行教学。本课开始时对上一堂课的复习帮助学生初步学会如何讲述有关圣诞老人的传说故事；在Skillsbuilding2的具体实践中，学生了解并学会如何用一些句型去询问文化差异。这些都为最后一部分的写作实践作好了准备，从而完成SkillsBuilding3的写作任务，体现了学生的学习从输入到输出的一个过程。同时，学生还将在本堂课中进一步培养跨文化意识和与同学进行合作的意识。Teachingaims:AfterthesecondperiodoflearningforTask,thestudentswillbeabletofurtherimprovetheirlistening,speaking,readingandwringabilitiesbyparticipatinginsomeinteractiveactivities.Theywilllearnhowtousecertainexpressionstotellaboutculturaldifferencesandhowtowriteastoryaboutalegendaryperson.Attheendofthelesson,thestudentswillbeabletowriteastoryaboutFatherChristmas.Teachingprocedures:Step1Revision1.Havearevisionoftheexpressionsusedtodescribealegendaryperson.Expressionsusedtodescribealegendaryperson：•He/sheissaid/supposedto…•He/Sheisknown/describedas…•Peoplebelievethat…•Accordingtothestories,he/she…•Apparently,he/she…•Ihaveheardthathe/she…2.PairWorkTellalegendarystoryaboutFatherChristmasinpairs,withtheexpressionsusedtodescribealegendaryperson.Yourstoryneedstocoverthefollowingaspects:(PPT5)•Whathelookslike•Wherehelives•Whohisfriendsare•Whathedoes•Interestingfacts•StNicholasStorytelling:AsamplestoryaboutFatherChristmasWhathelookslikeFatherChristmasissaid/supposedtobeahappy,fatmanwithlongwhitehairandalongwhitebeard,dressedinasuitwithablackbeltandthesamecolorboots.WherehelivesAccordingtothelegends,FatherChristmaslivesneartheNorthPole.WhohisfriendsareIhaveheardthatFatherChristmashaveelves,whichhelpmaketoys.Apparently,FatherChristmashas12reindeerandtheyhelpdeliverthepresents.WhathedoesFatherChristmasisknownasthepersonwhogoesdownchimneysandplacespresentsinstockings,infrontoftheChristmastree,bychildren’sbedorbythefireplace.InterestingfactsAccordingtothelegends,FatherChristmaswasusuallydrawnwearinggreenbeforeafamousadvertisementusedapictureofhimwearingredin1931.StNicholasThestoryofFatherChristmasisbasedonStNicholas.IhaveheardthatStNicholascamefromavillagecalledMyrainTurkey.Accordingtothelegend,heispicturedasatallandthinmanwithnobeardandwearingtraditionalclothes.PeoplebelieveheisoneofthemostpopularfiguresinChristianitybecauseheissaidtobekind,mercifulandgenerous.Theoriginofhiscomingdownthechimneyissaidto…[Explanation]通过上一堂课所学有关描述传说中人物的句型，并马上运用于讲述圣诞老人的传说故事实践中，使学生在进一步巩固所学内容的同时，提高了说的能力。学生在这一部分所讲述的圣诞老人的故事，其实就是最后一部分的写作内容。在这时，学生已经完成了Task的绝大部分写作任务，只是还没落实到笔头而已。SkillsBuilding2:askingaboutculturaldifferences1.Learnthestructuresusedtoaskaboutculturaldifferences•Is/Are…thesameeverywhere?•Whatis/are…calledineachcountry?•Which…is/aredifferentineachcountry?•Howis/are…differentineachcountry?2.PracticeAskquestionsabout“customsaboutChristmas”or“FatherChristmas”withthestructuresabove.e.g.thecustom(s)aboutChristmas→Isthecustoma...
