陕西省西安交大阳光中学高中英语 Unit 1 Festivals around the worl

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高中英语Unit1Festivalsaroundtheworld教案新人教版必修3

高中英语Unit1Festivalsaroundtheworld教案新人教版必修3A Teaching Design for Unit1Reading and writing: A Sad Love StoryA Teaching Design for Unit1Reading and writing: A Sad Love Story一. Analysis of the teaching materials and students教材和学情分析1. Analysis of the teaching materials 教材分析本单元以“节日”为中心话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不断了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识。

本节课所选内容是Using language中Reading and writing部分，阅读内容主要讲述了一对现代年轻人发生在情人节的一个伤心的爱情故事。

其中穿插了对中国古代著名的“牛郎与织女”及其由此演变过来的“乞巧节”的介绍。

两个不同年代的故事由爱情这条主线巧妙地连接起来，使人读起来意趣盎然，也为下一步创作性写作任务奠定了良好的语言与心理基础。

Writing部分让学生续写文章的结尾。

旨在让学生通过思考写出自己的想法，尝试解决问题的不同途径。

2.Analysis of the students学情分析This class is given to Senior One students who have mastered a certain number of English words and phrases as well as acquired some useful reading strategies such as skimming for main idea and scanning for specific information. However , they still have difficulty in dealing with some problems concerned with inferring and writing.二. Teaching objectives 教学目标1．Knowledge objectives（1）.The students will be able to learn some new vocabulary in the passage: apologize/drown/sadness/obvious/wipe/weave/weep/forgive/t urnup/keep one’s word/hold one’s breath/set off/remind…of.（2）.The students will be able to read and understand the story A Sad Love Story. 2．Ability objectives（1）. The students will be able to improve their reading abilities and skills likescanning, skimming and writing abilities.（2）. The students will be able to guess the meanings of the new words and phrases. 3．Emotional objectives（1）The students’ sense of cross-cultural communication will be greatly aroused. （2）The students’ sense of cooperation will be developed and they will be able to experience the pleasure of cooperation and success.三．Teaching important points and difficult points 教学重点与难点1.Teaching important points 教学重点（1）How to improve the students’ reading abilit ies and skills（2）How to help the students understand different festivals about a love story and how to write a different ending for the story.2.Teaching difficult points 教学难点（1）How to help the students to write the ending for the story.（2）How to help the students learn to use different reading skills四.Teaching practice教学实践1. The idea of my teaching design教学设计思路本节所讲内容是本单元的Reading and writing部分。

高中英语 Unit 1 Festivals around the world Period Thr

2016-2017学年高中英语Unit 1 Festivals around the world Period Three Grammar & Writing课时作业新人教版必修3编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（2016-2017学年高中英语Unit 1 Festivals around the world Period Three Grammar & Writing课时作业新人教版必修3）的内容能够给您的工作和学习带来便利。

同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。

本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为2016-2017学年高中英语Unit 1 Festivals around the world Period Three Grammar & Writing课时作业新人教版必修3的全部内容。

Period Three Grammar & WritingPart One Grammar用适当的情态动词填空1．He shall have the book when I finish reading.2．Even an experienced teacher can make mistakes.3．Let’s speed up。

They might be waiting for us now.4．You can’t be hungry already—you had lunch only two hours ago！5．Would you please post the letter for me？6．-Must I finish the work today？-No，you needn't.7．Drivers mustn’t drive after drinking。

高一Unit 1《Festivals around the world》教案人教版

高一Unit 1《Festivals around theworld》教案人教版高一Unit1《Festivalsaroundtheworld》教案人教版本单元为人教版《高中英语》（NSEc）必修模块3Unit1.Festivalsaroundtheworld.本单元的中心话题是“谈论世界各地的节日”，该阅读课Reading:APioneerForAllPeople。

是本单元第一课时，内容涉及到各国的节日名称，时间，方式和原因，使学生了解不同国家的文化和风俗。

以独立的内容块进行叙述。

的结构特点是平行并列。

针对内容和结构的特点，本课以培养学生阅读比较信息和归纳信息的能力为主，分别将获取的信息通过列表比较，图片匹配，问答游戏等方式，进行比较，使学生找到各国节日庆祝方式的相同和不同之处，归纳总结各国节日产生的原因，推理出人们到对节日的态度，探究到节日是人类对生活怀有美好祝福的心理，是生命的传承实践，从而提高学生跨文化交际的能力和意识。

教学目标知识与技能目标：Thestudentswillbeableto.identifythedifferentfestivalsbycomparingtheinf ormationaboutcelebrations.2.explainthereasonwhythefestivalscomeintobeingbyfin dingoutthesimilaritiesanddifferences.3.describetheirfavoritefestivalsbyusingthelanguagef romthetext.教学重点和难点）为全体学生进行有效性阅读策略的指导，包括语篇分析、猜测词义，逻辑推理、归纳概括等技巧。

2）通过比较信息，归纳总结各国节日产生的原因，推理出人们到对节日的态度和节日的意义。

教学过程教学步骤教学活动设计意图Pre-reading:Step1.Brainstorm:motivatetheSsbyaskingsomequestions.Q1:Doyouanyfestivalsaroundtheworld?Step2.matchthecelebrationwiththefestivals.Q2:DoyouknowhowpeoplecelebratetheseFestivals?Doaquiz.Step2.DiscussionSsdiscussthefollowingquestionsQ1:Howdotheycomeintobeing?Q2:whatdotheyhaveincommon?Andwhataretheredifference amongthem?问题引发了学生的思考，调动学生的已知，将学生的思维活动引导到课文主题上来。

高中英语Unit1FestivalsaroundtheworldUsinglanguage学案新人教

2）He apologized to me_____ _____ _____ _____ _____ _____(因为没有信守诺言)。
3）Can I see your manager ? I want to __________________(与他谈话)
3.用set的相关短语完成句子
1）Hearing the news, they_____ _____ _____ the station at once.
2.Why did Li Fang throw those flowers and chocolates away?
_______________________________________________________________
3. Why is thepassagetitled“A sad love story”?
①It tells us a sad Chinese love story of _________________________
②The love story of Li Fang and Hu Jin on this Valentine’s Day is also______
4.Whatdoes the word“it”(the first one) in para4. line2 refer to?
老师提醒我在考试时要细心。
第3页
学案内容
学生笔记
（教师点拨）
5. _____ ______ _______ ________ the only way to achieve one’s goal is to
work hard.很明显，实现目标的唯一办法就是努力工作。
目标导学

《高中英语新课标-必修1-Unit1 Festivals around the world 课件》

不同国家和文化中的节日
了解世界各国和不同文化中的庆典与节日，体验不同人群庆祝节日的方式，感受文化的多样性与人类共同的欢庆。
节日的文化意义
探究节日在不同文化中的重要地位，了解它们对于文化传统、身份认同和价值观的深远影响。
节日的历史渊源
追寻节日的历史根源，了解节日与人类历史和传统之间的联系，以及随着时间推移如何演变和发展。
宗教节日及其意义
探索各大宗教中的重要节日，了解它们在信仰和宗教-必修1Unit1 Festivals around the world 课件
Explore the fascinating world of festivals! From cultural celebrations to religious traditions, discover the rich tapestry of festivals that bring joy and meaning to people around the globe.
为什么庆祝节日？
了解不同文化中庆祝节日的原因，从人们的欢乐和团结之中体会为什么庆祝节日的重要性。
世界各地不同类型的节日
探索世界各地独特的节日，从传统文化节日到现代庆典，领略各种不同类型的节日给人们带来的喜悦与意义。
节日 - 生活的庆祝
了解节日作为人们庆祝与享受生活的方式，体验节日带来的喜庆氛围与人们团聚的温暖。

高中英语 Unit 1 Festivals around the world Period 1 Wa

Unit 1 Festivals around the world单元要览类别课程标准要求掌握的项目话题Festivals; how festivals begin; how to celebrate festivals词汇beauty n. 美; 美人award n. 奖; 奖品vt. 授予harvest n. & vt. & vi. 收获; 收割rooster n. 雄鸡; 公鸡celebration n. 庆祝; 祝贺admire vt. 赞美; 钦佩; 羡慕starve vt. & vi. (使)饿死; 饿得要死energeticadj. 充满活力的; 积极的origin n. 起源; 由来; 起因custom n. 习惯; 风俗religious adj. 虔诚的; 宗教上的clothing n. 衣服ancestor n. 祖先; 祖宗worldwideadj. 遍及全世界的feast n. 节日; 盛宴permissionn. 许可; 允许belief n. 信任; 信心; 信仰fool n. 愚人vt. 愚弄vi. 干傻事trick n. 诡计; 恶作剧; 窍门apologizevi. 道歉; 辩白arrival n. 到来; 到达; 到达者drown vt. & vi. 溺死; 淹死gain vt. 得到; 获得obvious adj. 明显的; 显而易见的independencen. 独立; 自主remind vt. 提醒; 使想起gather vt. , vi. & n. 集合;聚集weep n. 哭vi. 哭泣; 流泪agriculture n. 农业; 农艺; 农学forgive vt. 原谅; 饶恕短语take place发生turn up出现; 到场in memory of纪念; 追念keep one’s word守信用; 履行诺言dress up盛装; 打扮; 装饰hold one’s breath屏息; 屏气play a trick on搞恶作剧; 诈骗; 开玩笑set off出发; 动身; 使爆炸look forward to期待; 期望; 盼望remind. . . of. . . 使……想起……day and night日夜; 昼夜; 整天be proud of以……而自豪as though好像in the shape of以/呈现……的形式/形状have fun with玩得开心be covered with被……所覆盖重要句型1. . . . people would starve if food was difficult to find. (the subjunctive mood)2. The country, covered with cherry tree flowers, looks as though it iscovered with pink snow. (as though. . . )3. Finding that. . . , her grandmother finally decided. . . (the presentparticiple used as adverbial. )4. It was obvious that the manager of the coffee shop was waiting. . .(It is+adj. +that. . . )5. “. . . I don’t want them to remind me of her. ” So he did. (So+S.+do/does/did. )6. There was Hu Jin waving at him and calling, . . . (Inversion)功能 1. Making phone callsMay I speak to. . . ?Can I ring/call back later?Hold/Hang on, please.I’ll ring him/her up again.Just a moment, please.Sorry, he/she isn’t here right now.2. InvitationsI wonder if you are interested in. . . .I’d like to invite you to. . . .Would you like. . . ?Could/Would you please. . . ?I’m looking forward to. . . .I’d love to, but. . . .3. ThanksThank you so much.Thanks a lot.That’s very kind of you.You’re most welcome.Don’t mention it.It’s a pleasure.语法The use of can, could, may, might, will, would, shall, should, must, can’t1. can and couldJin can speak English well. (ability)Could you please show me the way to Beihai Park? (request)2. may and mightMay we see the awards for the teams? (permission; request)She might give you some new clothing. (possibility)3. will and wouldThe Spring Festival is the most fun. The whole family will come for dinner.(promise; agreement)Often he would dress up like a rich man. (past habit; custom)4. shall and shouldThe harvest festival begins on Sunday. We shall be there with our friends.(promise; agreement)You should arrive at the airport two hours before he goes. (advice)5. must and can’tWang Feng wins an award every year. He must be very strong. (speculation) You must be joking. That can’t be true. (guessing)教学重点1. Get students to know about festivals around the world.2. Have students learn some useful new words and expressions about festivals and customs and let them learn effective ways to remember English vocabulary.3. Enable students to grasp and use the expressions of request and thanks.4. Let students learn the new grammar item: the use of can, could, may, might, will, would, shall, should, must and can’t.5. Develop students’ listening, speaking, reading and writing abilities.教学难点1. Enable students to master the use of can, could, may, might, will, would, shall, should, must and can’t.2. Let students learn to write a different ending of a story.3. Develop students’ integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language points Period 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tipPeriod 1 Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introdu ce information that Chinese students should have about their country’s cultural events.The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading.The reading passage titled FESTIVALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kindsof festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups.教学重点1. Let students learn more about history and basic knowledge of festivals.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to talk about festivals and celebrations.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with2. Let students learn about history and basic knowledge of festivals both in and out of China.能力目标1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about festivals and celebrations.情感目标1. Stimulate students’ love for their own national culture and customs.2. Develop students’ sense of cooperative learning.教学过程设计方案(一)→Step 1 Leading-inHave a free talk with students. Ask them the following questions:Did you have a good time in your winter holidays?When did you feel most happy and excited? Why?(At the Spring Festival. Because it’s the most important festival in ourcountry. . . )→Step 2 Warming up1. Let students brainstorm the other Chinese festivals.(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )2. Let students read the information about Chinese festivals below and discuss another three Chinese festivals:When does the festival come?What do people celebrate?What do people do?Festivals Date Festivals DateNew Year January 1st Teachers’ Day September 10th InternationalWomen’s DayMarch 8th National Day October 1stArbor Day March 12th The Spring Festival Lunar New YearInternational Labor Day May 1st Dragon BoatFestivalthe fifth day of the fifthlunar monthInternational Children’s Day June 1st Mid-AutumnFestivalthe 15th day of the 8thlunar monthArmy Day August 1st Lantern Festival the 15th day of the 1stlunar monthChinese Youth Day May 4th Pure Brightness Day April the fifth3. Ask students to fill in the following form and ask some to share their opinions with the whole class. The first one is given as an example.Festivals Time of year/date What it celebrates What people doMid-Autumn Festival autumn/fall the beauty of thefull moon, harvest,time with familyand friendsgive/eat moon cakesand watch the fullmoon with familyand friends4. Talk about some foreign festivals with students.(Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, . . . )→Step 3 Pre-reading1. Let students discuss the following questions:What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?2. Ask students to look at the pictures and title of the passage in Reading. Discuss in pairs what kind of information will be introduced in the passage.→Step 4 Reading1. Fast readingAsk students to skim the reading passage and then fill in the following chart.Kinds of Festivals Names of Festivals Countries FestivalsFestivalsHarvestSpring(Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen. )2. Intensive readingAllow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following:1)Choose the best answer to each question or to finish each sentence according to the text.(1)Why do Japanese people light lamps during the Festival of the Dead?A. Because they want to make the festival colorful.B. Because they want to light up their rooms.C. Because they want to light up their way.D. Because they want to lead their ancestors to return to earth.(2)Which of the following was not mentioned as a famous person in the text?A. Mohandas Gandi.B. Christopher Columbus.C. Abraham Lincoln.D. Qu Yuan.(3)The place where people will usually decorate churches and town halls with flowers and fruits is ______________.A. IndiaB. AmericaC. EuropeD. China(4)Easter is held in memory of the return of Jesus for Christians and also celebrates ______________.A. the coming of springB. the autumn harvestC. the Lunar New YearD. the end of a yearSuggested answers: (1)D (2)C (3)C (4)A2)Use the information from the reading passage to answer the following questions.(1)What are festivals of the dead usually for?(2)What makes autumn festivals happy events?(3)What do people usually do at spring festivals?(4)What is one important reason to have festivals and celebrations?(5)Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?3. Reading and discussionRead the text a third time and then work in pairs to do the following.1)Based on the reading passage, what do most festivals seem to have in common? Why do you think these things might be important to people everywhere? Talk with your partner and fill in the chart below.Three common things Reasons why they are important to people everywhere1.2.3.2)Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas.Type of festival Example of festival Reasons for yourchoiceMost importantMost fun(Let students have enough time to read the passage carefully and discuss the questions and charts with their partners. Encourage them to expand their answers according to their own experiences. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss the following important sentences and phrases in the passage.1)Some festivals are held to honour the dead, or to satisfy the ancestors, who might return either to help or to do harm.2)in memory of3)India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain.4)People are grateful because their food is gathered for the winter and the agricultural work is over.5)The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.6)The country, covered with cherry tree flowers, looks as though it is covered with pink snow.Suggested explanations:1)The sentence contains a non-restrictive attributive clause who might return either to help or to do harm. It means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.2)in memory of: serving to recall sb. , to keep him fresh in people’s mindsHe wrote a poem in memory of his dearest wife, who died in an accident.in honor of: showing great respect or high public regard3)the leader who helped gain India’s independence from Britain: a noun phrase followed by an attributive clause as the appositive4)two clauses for reason5)energy n. → energetic adj. : full of or done with energylook forward to: “to” is a preposition here.I’m looking forward to hearing from you.be devoted to; be/get used to; get down to; stick to. . .6)covered with cherry tree flowers: a past participle phrase equal to “which is covered with cherry tree flowers”as though: as ifHe talks as though he knew all about it.He looks as if he had seen a ghost.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.→Step 5 ConsolidationAsk students to talk about festivals in their own words according to the text. Then let them complete the following passage with proper words or phrases.There are all kinds of festivals and ______________ around the world, which are held for different ______________. The ancient festivals were mainly held at three times a year—the end of the cold ______________, planting in spring and ______________ in autumn. Some festivals are held to ______________ the dead or ______________ the ancestors, who might return either to help or ______________, while other festivals are held to honor famous people or to the ______________, such as Dragon Boat Festival, Columbus Day, and so on. Harvest and ______________ festivals are happy events because their food is ______________ for the winter and the ______________ work is over, to which Mid Autumn Festival belongs. And the most ______________ and important festivals are the ones that ______________ the end of winter and to the coming of ______________ such as the Lunar New Year, at which people have a very ______________.Suggested answers: celebrations; reasons; weather; harvest; honor; to satisfy; to do harm; gods; Thanksgiving; gathered; agricultural; energetic; look forward to; spring; good time→Step 6 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and again and try to talk about festivals both in and out of China.设计方案(二)→Step 1 Leading in the topic by learning vocabulary about festivals1. Make a circle on the blackboard and write the word “FESTIVAL” in it.2. Ask students, “We have learned ‘festival’. Can you name some festivals? ”3. Students list as many festivals as possible. Then the teacher adds somestudents can’t think of, such as Halloween, Easter, Thanksgiving, Valentine’s Day.4. Let students read them aloud and try to learn them by heart.→Step 2 Warming up by talking about festivalsWork in groups and list three more Chinese festivals that you know. Discuss when they take place, what they celebrate and what people do at that time. Then tell the group which festival is their favorite and why.Festivals Time of year/date What it celebrates What people doMid-Autumn Festival autumn/fall the beauty of thefull moon, harvest,time with familyand friendsgive/eat moon cakesand watch the fullmoon with familyand friends→Step 3 Predicting by looking and discussing1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.2. Two or three students are to give their opinions.→Step 4 Reading1. Give students 2 minutes, and ask them to skim the passage for information to tell if the following sentences are True or False.1)The ancient people needn’t worry about their food. (F)2)Halloween used to be a festival intended to honor the dead. (T)3)Qu Yuan was a great poet who people honor a lot in China. (T)4)The Mid-autumn Festival is held to celebrate the end of autumn. (F)5)Easter celebrates the birth of Jesus. (F)2. Give students 5 minutes to read the passage carefully, and complete the chart according to the passage.Festivals of the Dead Obon in Japan___________________HalloweenFestivals to Honor People ________________________________A national festival in____________ Harvest Festivals _________ in European countries_________ in China and Japan Spring Festivals ________________Carnivals in some Western countries________________________________ in Japan3. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.→Step 5 Closing down by spoken practice1. Have students get prepared in 3 minutes or so and then ask them to talk about festivals and celebrations.2. Ask as many students as possible to have a try in front of the class.→Step 6 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page3.板书设计Unit 1 Festivals around the worldFestivals and celebrationsKinds of Festivals Names of Festivals Countries FestivalsFestivalsHarvestSpring活动与探究Group discussion & speechAs is known from the reading passage, festivals of all kinds are celebrated around the world. Most festivals have celebrations that include food, music, clothing and dances. These events originated from some similar ideas, but they take different forms in different regions and societies. What festivals and celebrations do you know all over the world? Have you ever taken part in them and enjoyed yourself? Discuss festivals in groups and then make speeches.Step 1: The teacher divides the class into four groups and gives the tasks to students in each group. Group 1 will list the festivals around the world as many as possible, and then categorize them according to the origins of these festivals. And they should prepare for a short speech. Group 2 will discuss two traditional Chinese festivals and prepare for their presentation. Group 3 will discuss two Western festivals and prepare for their presentation. Group 4 will discuss the differences between Chinese festivals and Western festivals, then contrast and compare their styles, celebrations, dates and so on. And they should prepare for a short speech.Step 2: Groups 1, 2 and 3 give their speeches on the festivals they have discussed. Group 4 gives their speech on the differences between Chinese festivals and Western festivals.Step 3: The teacher makes proper remarks about students’ speeches and sums up the different cultural practices between China and other countries according to them.。

高中英语：Unit1 Festivals around world 优质教案

Unit1 Festivals around world优质教案Unit1 Festivals around world教学目标:1、语言目标：1).To get the students to talk about festivals2). To learn about how festivals begin and howto celebrate festivals so as to enable th em to learn more about differentcultures while learning different language .2、重点词汇和短语：熟记课文中重点词组或短语。

festival, celebrate, celebration, lunar, takeplace, on the 15th day of the eighth lunar m onth, beauty, harvest, relatives,custom, admire, decorate, origin, separate, dress up, pa rking lot, luck money,family reunion, get together, Christmas，solar calendar, carnival, parade,Christian, Easter, Lantern Festival, Arbor Day, Pure B rightness Day, JesusChrist, the Easter Bunny, hot cross buns, the best bands Sentence structures: (句子)1)、Festivals are meant to celebrateimportant times of year.2)、Discuss when they take place, whatthey celebrate and what people do at that time. 3)、Cara suggests that Li Mei change hershoes to something more comfortable, wear some lighter and cooler clothing andalso take a hat.4)、Easter customs include making andeating hot cross buns, coloring and searching for e ggs supposedly hidden by theEaster能力目标：Letstudents to know how to get the key words from the conversation about thecarniva l parade, and how to talk about sth. happened.五、情感目标：Letstudents to know and compare Chinese festivals and customs with westernfestivals and customs.六、教学重难点：1、How to talk about the Chinesefestivals and social customs at festivals.2、How to get the key words tounderstand the conversation about the carnival parade, to talk about sth.happened.七、教学过程:Step 1 Warming upStep 2 Pre-readingLookat the pictures and discuss in pairs what kind of information you think will beintr oduced in the passage.Step 3 Reading and comprehending1.Ask the students to skim the passage and find out what festivals are mentionedin each paragraph.Paragraph 1:__________________Paragraph 2:__________________Paragraph3: __________________Paragraph4: __________________Paragraph5: __________________Suggestedanswers:Paragraph1: Ancient festivals: celebrate the end of the winter, planting in spring andh arvest in autumn; celebrate when hunters catch animals.Paragraph 2: Day of the Dead;Halloween.Paragraph3: Dragon Boat Festival; Columbus Day; October 2.Paragraph 4: Harvest andThanksgiving festivals;Mid-AutumnDay.Paragraph5: Spring Festival; Carnival; Easter;Cherry Blossom Festival.2. Read the passage carefully and answerthe true or false questions.( ) 1)、The ancient people needn't worry about their food.( ) 2)、Halloween used to be a festival intended to honor the dead.( ) 3)、Mohandas Gandhi helped gain India's independence from the USA.( ) 4)、ThanksgivingDay is held to celebrate harvest.( ) 5)、Eastercelebrates the birth of Jesus.Suggested answers:1)F 2)T 3)F 4)T 5)F3. Work in pairs. Imagine that somestudents are celebrating a festival. Use the inform ation given in the text tohelp them make up a dialogue.Step 4 Language studyDealing with some language problems to helpthe students to have a better understandi ng of the text.1. At that time people would starve if foodwas difficult to find, especially during the c old winter months.2.Some festivals are held to honor the dead or to satisfy the ancestors, whomight ret urn either to help or to do harm.3. The country, covered with cherry treeflowers, looks as though it is covered with pin k snow.Step 5 Study the text1. Find out a sentence in the text whichhas a similar meaning with the following one. As long as the neighbors don't give anysweets, the children will make a fool of them.2. Translate the followingsentence.Itis now a children's festival, when they can dress up and go to theirneighbour's h omes to ask for sweets.Step 6 Listening, reading aloud and underliningAsk the students to read the passage aloudto the tape and let them pay attention to the pronunciation of each word andthe pauses within each sentence. Tell them to pick out all the usefulexpressions or collocations from the passage while reading and copy the m intothe notebook after class as homework.Step 7 GroupworkDiscussin pairs which festivals you think are the most important and which are themost fun. Then fill in the chart with your ideas.Type of festivalExample of festivalReasons for your choiceMost importantMost fun.Step 8 RetellingLet the students try to retell the passageaccording to the key words and expressions g iven on the blackboard.Step 9 Homework1. Findout useful words and expressions, beautiful sentences and finish the exercisesi n Learning about Language accordingly.2. Write an introduction of the festivalyour group have created.八、教学反思：英语学习是一个全面发展的过程，听、说、读、写每一项技能都是学好英语不可缺少的必备项，每节课适时适量的训练是很有必要的。

交大附中高一英语Unit 1 Festivals around the word

交大附中英语Unit 1 Festivals around the word21. —Would you like to watch the basketball match with me this evening?—______. I like basketball very much.A. I‟d love toB. Not reallyC. I wouldn‟t goD. Thank you all the same22. —Thank you for your wonderful meal.—______.A. No, it was just so-soB. The same to youC. No, that‟s all rightD. It‟s my pleasure23. —Daddy, can you buy me a new MP3 when you go to Beijing?—You ______ get one if you are admitted to a key middle school.A. couldB. shallC. mayD. can24. —Have you heard the story of “The Merchant of Venice”?—No. When and where does the story ______ ?A. take upB. take onC. take placeD. take off25. —Why is Mr. Li so happy this morning?—Because he was honoured with a(n)______ for excellence in teaching.A. presentB. giftC. awardD. reward26. —Who______ it be that is knocking at the door?—It ______ be Father, but I‟m not sure.A. can; mustB. can; mayC. must; canD. may; must27. Being a teacher for many years, he has learned a ______ to remember students‟ names.A. ideaB. thoughtC. trickD. mean28. When we were young, every evening my brother and I ______ stay at home waiting for our mother.A. wouldB. mightC. shouldD. could29. I am looking forward to ______ your answer as soon as possible.A. receivingB. being receivedC. receiveD. be received30. —Your mother becomes more and more forgetful.—Yes. She searched for her cellphone for a whole day last Sunday but it ______ in her coat pocket the next day.A. turned outB. turned onC. turned overD. turned up31. Lewis was much admired ______ his work on the advanced medical research.A. onB. inC. forD. with32. Seeing the enemy, Gary was behaving as though nothing ______.A. happenedB. had happenedC. would happenD. was happening33. The company was named Gates Hall ______ a man named James Gates.A. in need ofB. in search ofC. with the help ofD. in memory of34. He had led everyone to ______ that his family was very rich.A. believingB. believeC. be believedD. be believing35. I‟m sorry, but I didn‟t mean to keep you waiting here for a long time. Can you______ me?A. forgiveB. satisfyC. apologizeD. gain第二节：完形填空（共20小题；每小题1.5分，满分30分）阅读下面短文，掌握其大意，然后从36—55各题所给的四个选项（A、B、C和D）中，选出最佳选项。

陕西省西安交大阳光中学高中英语 Unit 1 Festivals ar

陕西省西安交大阳光中学高中英语 Unit 1 Festivals around the world Grammar导学案（学生版）新人教版必修3第课时课题名称时间第周星期课型Grammar主备课人目标1. Knowledge aims: Learn and grasp the usages of Modal Verb I2. Ability aims: Use Modal Verb I correctly and properly.重点Define different usages of Modal Verbs.二次备课难点Learn how to use the present Modal Verbs correctly自主学习小组合作，完成下列表格：情态动词否定式缩略形式问题生成记录：精讲互动1）can 和could●c an的主要用法是：A. The girl can dance very well. 表示_____________B. Can the news be true? 表示_____________C. Can I sit here? 表示_____________●could的主要用法是：---- Could I use your bike? -- -Yes, you can 表示_____________2).may和might：A. 表示“”，口语中常用 might 代 may, 表示语气。

Eg: --- May I watch TV after supper? --- Yes, you may. / No, you mustn’t.B. 表示可能性。

意为“”。

Eg: They may be in the library now.C. may/ might as well + 动词原形“”You may as well go and have a look.D. May you +V.原表示“希望、祝愿、祈求”. 例如：May you succeed.3).shall和should：●shall的用法：A. Perhaps I shall pay a visit to England this winter. 表示___________B. Shall we go by train, Mom? 表示___________C. Don’t worry, you shall get the book.表示___________No one shall smoke here.should的用法：A. You should keep your promise.B. It’s 8 o’clock now, he should be here at any moment.4). mustA.表示义务或强烈的劝告，意为“”，其否定式表示“”Eg: 1) You must finish your homework first.2) Children mustn’t spe ak like that to their parents.B. must 用于一般疑问句的时候，其否定回答用或者Eg: ---Must we finish the work tomorrow? ---No, you needn’t/ don’t have to.C．表推测，用于肯定句，意为“一定”“务必”，其否定式为_________.Eg: Betty must be in the next room.达标训练1. ----May I take this book out of the reading room? (10陕西)----No, you . You read it in here.A. mightn`tB. won’tC. need’tD. mustn`t2.—What’s the name？— Khulaifi. _____ I spell that for you？A. MightB. WouldC. CanD. Shall5.—I don’t care what people think.—Well, you _____A. couldB. wouldC. shouldD. might6. You ______ be hungry already — you had lunch only two hour s ago!（浙江卷）A. wouldn’tB. can’tC. mustn’tD. needn’t7. ---Good morning. I've got an appointment with Miss Smith.---Ah, good morning. You be Mrs. Peters. （北京卷23）A. mightB. m ustC. wouldD. can8.—Hi, Tom . Any idea where Jane is? (09重庆卷)— She ____in the classroom . I saw her there just now.A. shall beB. should have beenC. must beD. might havebeen专项练习（后附）作业反思。

高一Unit1《Festivalsaroundtheworld》教案人教版2篇

高一Unit1《Festivalsaroundtheworld》教案人教版2篇Senior one unit 1 "festivals around the world"高一Unit1《Festivalsaroundtheworld》教案人教版2篇前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：高一Unit1《Festivalsaroundtheworld》教案人教版2、篇章2：Unit1Festivalsaroundtheworld教学设计篇章1:高一Unit1《Festivalsaroundtheworld》教案人教版高一unit 1《festivals around the world》教案人教版本单元为人教版《高中英语》（nsec）必修模块3unit1.festivals around the world.本单元的中心话题是“谈论世界各地的节日”，该阅读课reading: a pioneer for all people。

是本单元第一课时，内容涉及到各国的节日名称，时间，方式和原因，使学生了解不同国家的文化和风俗。

文章以独立的内容块进行叙述。

文章的结构特点是平行并列。

针对文章内容和结构的特点，本课以培养学生阅读比较信息和归纳信息的能力为主，分别将获取的信息通过列表比较，图片匹配，问答游戏等方式，进行比较，使学生找到各国节日庆祝方式的相同和不同之处，归纳总结各国节日产生的原因，推理出人们到对节日的态度，探究到节日是人类对生活怀有美好祝福的心理，是生命的传承实践，从而提高学生跨文化交际的能力和意识。

陕西省西安交大阳光中学高中英语 Unit 1 Festivals ar

Unit 1 Festivals around the world第课时课题名称时间第周星期课型Words and expressions主备课人目标1. Learn some useful words and expressions in this whole unit.: beauty, harvest, celebration, starve, religious, ancestor, belief, gain, independence, gather, agriculture, award, admire, energetic, custom, permission, apologize, obvious, arrival, feast.2. Study the pronunciation of the key words.3. Preview the whole unit.重点To get familiar with the pronunciation and meaning of key words and expressions. 二次备课难点How to distinguish pronunciations and key words freely.自主学习学习方法指导：第一步：写出所给单词的音标；第二步：大声朗读三遍，注意画线字母的发音；第三步：依次写出画线字母的音标。

从单词表找出下列词汇的音标，并熟读。

注意画线字母的发音。

harvest［］origin［］religious［］ancestor［］feast［］belief ［］gather［］a gricu lture［］award［］admire［］fool［］obvious［］依次写出上面单词画线字母的音标：［］［］［］［］［］［］［］［］［］［］［］［］问题生成记录：精讲互动Warming up1.美 ____________2.丰收 ______________3. 月饼_____________ 1.发生 __________ 2.另外三个 ____________ 3.不同节日 ____________4.秋天 __________5. 圆月_______________Reading1. 庆祝____________2. 挨饿______________3. 起源______________4. 宗教的 _________5. 祖先 _____________6. 信仰______________7. 诗人____________10.独立 __________8. 抵达______________11.聚集_______________9. 获得_________________12.奖品______________ 1.纪念,追念________2.盛装,打扮_____________3.搞恶作剧______________4.期望,期待________5.日夜,整天_____________6. 好像_________________7.玩得开心_________10.纪念死者________13.赏月____________8.对—有害___________11.以---形式_____________9.扫墓__________________12.聚会________________15.压岁钱_______________14.由---覆盖_____________Using language1.出现,到场_______2.守信用______________3. 屏息,屏气____________4.道歉____________ 7.提醒____________5.明显的_______________8.用---消愁____________6.出发,使爆炸_______9.擦桌子_______________词汇拓展：1. beauty (adj.)___________ 6.admire (n.)______________2. starve (n..)______________ 7.energy (adj)______________3. season（adj.）____________ 8.permission (v.)____________4.belief (v.)_____________ 9.apologize (n.)_____________5. arrive (n.)_____________达标训练任务一：选出与所给词划线部分发音相同的单词。

高中英语(Unit 1 Festivals around the world)教案

英语教学设计Unit 1 Festivals around the world难点：情景对话二、教学目标1、知识目标：1）. 通过阅读课文的学习进一步了解世界各国各种节日的基本知识。

2）. 认识节日的分类、节日对人们生活的影响，从更深入的层面理解各国节日的意义。

3）. 学习有关节日和民俗的词汇。

2.能力目标：1）听：能接听，知道语言。

2）说：能在中进行交流。

3）读：学习掌握跳读、略读、细读、概括和分析等阅读技能，掌握语言的内容。

3.情感目标：1).通过设计一些情景或提供各种图片，激发学生的学习兴趣，在英语情景学习和讨论中使学生的情感得到充分的体现；在课堂教学中突出了以学生为主体的学习地位，充分发挥学生的个性，培养了学生的创造力和想象力。

2).通过阅读课文，分析和挖掘课文中人物的思想感情，使学生树立起正确的审美观、人生观和价值观。

4.教学策略：1).开放式教学策略。

以有限的课堂为载体，给学生提供足够的空间，充分发挥学生的想象力，培养学生的创新能力.如:brainstorm, role playing, given situation, acting 等活动。

2).任务型活动策略。

在做中学和练，任务明确，活动面广，使学生在交际中真实运用所学知识。

3). 循序渐进和梯度分明的教学策略。

教学活动由易到难，由简到繁，给有困难的学生搭建一个平台，让学习有能力的学生“跳一跳”摘到果子。

5.学习策略：1).在学习中借助联想，根据情景等非语言信息进行理解和表达。

2).在听、读过程中，能根据情景和上下文猜测词义或推测每一幕的大意。

3).能根据所接触语言材料中的语言规律加以总结和归纳。

6.文化意识：1).学习和了解中外节假日。

2).通过学习、分析世界节假日形成的原因。

3).通过中外节假日的对比，加深对中国节假日的理解。

三、教学原则1.以任务型教学作为课堂教学的设计理念，强调教学方法的灵活性和多样性。

具体采用情景教学法(Situational Approach)、整体语言教学法(Whole Language Teaching)和交际法(municative Approach)等教学方法，学习者通过自学、讨论、交流、询问、演练等各种形式来学习并掌握语言，从而使语言的学习既富有成效，又多姿多彩。