高中英语必修三Unit1精品教案
【——人教版高一英语】必修三unit1教案
【——人教版高一英语】必修三unit1教案一、教学内容本节课选自人教版高一英语必修三的Unit 1，主题为“Festivals around the world”。
具体内容包括：Reading and Writing部分，介绍世界各地不同节日及其庆祝方式；Grammar部分，讲解一般过去时的用法；Listening and Speaking部分，练习谈论节日的相关表达；以及Additional Exercises部分，巩固所学知识。
二、教学目标1. 了解世界各地的主要节日及其庆祝方式，培养学生的跨文化交际意识。
2. 掌握一般过去时的用法，能正确运用该时态描述过去的动作或事件。
3. 提高学生的听说能力，使他们能够熟练运用所学表达谈论节日。
三、教学难点与重点重点：世界各地节日的介绍、一般过去时的用法、节日相关表达的听说练习。
难点：一般过去时的正确运用，以及如何用英语描述节日习俗。
四、教具与学具准备1. 教师准备：多媒体设备、PPT、黑板、教材。
2. 学生准备：教材、笔记本、彩色笔。
五、教学过程1. 导入：通过播放一段关于世界各地的节日视频，激发学生的兴趣，引入本节课的主题。
2. 阅读与写作：a. 让学生快速浏览课文，了解世界各地的主要节日。
c. 指导学生进行写作练习，用一般过去时描述自己最喜欢的节日。
3. 语法讲解：通过例句和练习，让学生掌握一般过去时的用法。
4. 听力与口语：a. 播放听力材料，让学生回答关于节日的问题。
b. 学生两人一组，进行节日话题的口语练习。
5. 巩固练习：完成Additional Exercises部分，检查学生对本节课知识的掌握。
六、板书设计1. Festivals around the world2. 内容：a. 世界各地节日及庆祝方式b. 一般过去时的用法c. 节日相关表达七、作业设计1. 作业题目：a. 根据课文内容，用一般过去时描述一个你了解的节日。
b. 收集更多关于节日的资料，与同学分享。
新版外研版高中英语必修第三册Unit-1-课程教学设计
Activity 2
1. Tasks Ss to read through the passage, focusing on the pictures, addresses,signatures and comparethetwo letters.
2. Ss pick out threesuggestions mentioned in the part and fill in blanks ofAgonyAunt’ssuggestions on page 4.
1.To train students’ reading skillinlocating certain information.
2.引导学生描述生活中的人际交往的更多实例，阐述对Think before we speak和对Loose lips sink ships的理解。
教学难点
1.基于对篇章内容的理解，并结合学生各自的生活实际，对回信中所列举的建议进行增补，从而加深对主题意义的理解；
2.基于对篇章的理解，结合真实的生活体验，总结个人合理的交际策略。
教学难点
1.引导学生将自身生活的真实体验与语言学习相结合，获得真实的表达欲望和学习需求,同时加深对自己的了解；
2.引导学生对人际交往中的不当行为进行总结，能举一反三，并尽量在实际生活中避免。
教学策略
视听教学法
Teaching contents
Procedures
Purposes
Teacher’s activity
For example:
When you have conflictswith classmates, you would like to turn to ( )for help.
【英语】高中英语新课标必修三_Unit_1优秀教案
普通高中课程标准实验教科书（人教版）英语必修ⅢUnit1 Festivals around the world (Reading) Festivals and Celebrations学生姓名：***Unit 1Festivals around the worldⅠ.Analysis of teaching materialAt 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 introduce 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 FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of 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.Ⅱ.Teaching aims1.Knowledge aims1). 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.2.Ability aims1). Develop students’ reading ability and let them learn different reading skills.2). Enable students to talk about festivals and celebrations.3.Emotional aims1). Stimulate students’ love for their own national culture and customs.2). Develop students’ sense of cooperative learning.Ⅲ.Teaching methods:1. Explanation to get the students to have a clear idea.2. Discussion to get the students to understand the text easier.Ⅳ.Teaching Aids:A computer and a tape recorderⅤ.Teaching important and difficult points1. Important points1). Let students learn more about history and basic knowledge of festivals.2). Get students to learn different reading skills.2. Difficult points1). Devel op students’ reading ability.2). Enable students to talk about festivals and celebrations.Ⅵ.Teaching procedure→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 our country. . . )→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 discussanother 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 BrightnessDayApril 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 mooncakes and watchthe full moon withfamily and 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 inpairs 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 CountriesFestivalsFestivalsHarvestSpring(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 tothe 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 withflowers 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 mightreturn either to help or to do harm.2) In memory of3) India has a national festival on October 2 to honour Mohandas Gandhi, the leaderwho helped gain India’s independence from Britain.4) People are grateful because their food is gathered for the winter and theagricultural work is over.5) The most energetic and important festivals are the ones that look forward to theend of winter and to the coming of spring.6) The country, covered with cherry tree flowers, looks as though it is covered withpink snow.Suggested explanations:1)The sentence contains a non-restrictive attributive clause who might return eitherto 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)I n 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)T he leader who helped gain India’s independence from Britain: a noun phrasefollowed 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 iscovered 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）Preview the next part about reading to get the main idea.2) Translate these sentences into English:（People usually do at the Spring Festival）1 大扫除迎新年的到来。
【——人教版高一英语】必修三unit1教案
【——人教版高一英语】必修三unit1教案一、教学内容本节课为人教版高一英语必修三的第一单元《Festivals around the world》。
教学内容主要包括教材第二章至第四章，详细内容为世界各地不同节日的起源、习俗以及相关的文化背景。
二、教学目标1. 让学生掌握并运用与节日相关的词汇和表达方式。
2. 提高学生的阅读理解能力，通过阅读文章了解世界各地的节日文化。
3. 培养学生的跨文化交际意识，学会尊重并欣赏不同国家的文化差异。
三、教学难点与重点教学难点：如何让学生在实际语境中运用所学节日相关词汇和表达方式。
教学重点：世界各地节日的起源、习俗及文化背景。
四、教具与学具准备教具：多媒体教学设备、黑板、粉笔学具：教材、笔记本、文具五、教学过程1. 导入：通过展示世界各国节日的图片，引发学生对节日的兴趣，进而导入本节课的主题。
2. 阅读理解：让学生阅读教材第二章至第四章，了解世界各地节日的起源、习俗和文化背景。
3. 词汇讲解：针对阅读文章中出现的关键词汇和表达方式，进行详细讲解。
4. 实践情景引入：设置不同的场景，让学生运用所学词汇和表达方式进行角色扮演。
5. 例题讲解：针对本节课的重点内容，设计相关习题，并进行讲解。
6. 随堂练习：让学生进行小组讨论，完成教材中的练习题。
六、板书设计1. Festivals around the world2. 主要节日及文化背景3. 重点词汇和表达方式七、作业设计1. 作业题目：Write a short essay about your favorite festival and introduce its origin, customs and cultural background.2. 答案要求：不少于100词，要求条理清晰，表达准确。
八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，了解他们在学习过程中的困惑，及时调整教学方法。
2. 拓展延伸：鼓励学生课下搜集更多关于世界各地的节日信息，了解不同文化，提高跨文化交际能力。
必修三英语Unit 1 【教学设计】
Teaching PlanTeacher:Time:Mar.13Class:Class5,Grade1Teaching content:Unit 1 Festivals around the World1. Knowledge Objectives:(1)Students know the origins of different festivals.(2)Students learn about history and basic knowledge of festivals both at home and abroad.2. Skill Objectives:(1) Students can practice their reading ability and learn different reading skills.(2) Students can express ideas about festivals and how people celebrate these different festivals.3. Emotional Attitude and Values:(1) Students can get familiar with the origins of festivals both at home and abroad.(2) Students can develop love for their own national culture and customs.(3) Students also can develop the sense of gratitude.4. Learning Strategies:Students can use reading skills to collect and analyze the significant information in the text. They can also work with their partners or work in groups to practice.5. Cross-culture Awareness:Students will cultivate an international outlook through comparison and contrast.Teaching Important Points:1. Students learn more about history and basic knowledge of festivals.2. Students learn different reading skills.Teaching Difficult Points:1. Students enhance their reading ability.2. Students can talk about festivals and celebrations.3. Students will fully understand and keep up the values of festivals.Teaching MethodsTask-based method group work & discussionTeaching AidsA computer, a blackboard ,textbookTeaching procedures:Step 1 RevisionStep 2 Warming up and leading inActivity1:Let students brainstorm the other Chinese festivals and Foreign Festivals Activity2: Guessing gameStep 3 Pre-readingActivity3: Preparing and presentationStep4 While readingActivity4:Skimming①Skim the reading passage quickly and choose right answers③Skim the passage(para2-para5) and fill in the following chart.(what/where)Activity5:Detailed reading1.Read the first Para.1 again and write down the main idea of it.The text tells us the kinds of today’s festivals. They have many __________, some _________, some seasonal and some for______________ or events.2.Read the passage carefully and answer the questions about how people celebrate these festivals.①How do Japanese honour their ancestors?②What do people in Mexico do in memory of the dead?③What do these spring festivals celebrate?④How did you spend your Spring Festival this year?Step6 ConsolidationThere are all kinds of festivals and ___________ (celebrate) around the world. Some festivals are held to ________ the dead or satisfy the _________(ancestor) in case they might return either to help or to do _______, while other festivals are _______ ( hold ) to honor famous people. Harvest and Thanksgiving festivals are happy events because the food is _________ (gather) for the winter and the __________ (agriculture) work is over. And the most __________ (energy) and important festivals are the ones that look ________ to the end of winter and to the ________ (come) of spring.Step 7 Homework1.Find out useful words and expressions, beautiful sentences and finish the exercises in Learning about Language accordingly.2.Writing:How did you spend your Spring Festival this year?。
人教版英语必修三教案
人教版英语必修三教案【篇一：人教版英语必修3全套教案】人教版英语必修3 unit1-5 教案unit 1 festivals around the worldteaching aims and demands1.topic: 1festivals2 how festivals begin3how to celebrate festivals2.function: 1requesteg: could you please…?could i have …?i look forward to doing…2thankseg: it?s a pleasure. /don?t mention it.it?s very kind of you to…i?d love to …thank you very much./thanks a lot.you are most welcome.3.vocabulary:4.grammar: 情态动词的用法jin can speak english well. (ability)coul d you please show me the way to …? (request)may we see the awards for the team? (permission)she might give you … (possibility)the whole family will come for dinner. (promise)often he would dress up like a rich man. (pass habit)we would be there with our friends. (promise)ii.key pointsperiod 1 warming up and fast reading1.greetings2.warming upstep 1 discussing the following questionsa.how was your holiday/spring festival?b.did you go traveling?c.how much pocket money did you get?step 2 talking1). name some festivalsspring festival dragon boat festival lantam festival mid-autumn festivalarmy day may day teachers? daynew year national day mother?s daychildren?s day father?s daychristmas day halloween carnivaleaster valentine day oben2).ss work in groups of four and list five chinese festivals and siscuss when they take place , what they celevrate and one thing that people do at that time. then fill in the blanks.festivals time of year/date celebrate for things to domid-autumn dayspring festivaldragon boat daytomb sweeping daylantern festival3.pre-reading1) what?s your favourite holiday of the year? why?2) what festivals or celebration do you enjoy in your city or town? do you like spending festivals with your family or with friends? what part of a festival do you like best—the music, the things to see, the visits or the food?4. fast reading and find the answers to the following questions.a.what did ancient festivals celebrate?b.what are festivals of the dead for ?c.why are autumn festivals happy events ? three things people do at spring festival ?period 2-3 intensive reading1.read the passage paragraph by paragraph and find the main ideas of each paragraphparagraph 1: all kinds of celebration in ancient time.paragraph 2: the purpose to honour the dead and three examplesfestivals time things people doobenday of the deadhalloweenparagraph 3: the reasons why we honour peoplefestivals who does it celebrate ?dragon boat festivalsclumbus dayindian national festivalparagraph 4: autumn festivals are happy eventsparagraph 5: how people celebrate in spring festivals2．language pointsa.they would starve if food was difficult to find…starve 〔v.〕饿死；挨饿eg. millions of people starved to death during the war.starve for sth 渴望?eg. the homeless children starve for love.starvation (n.) 饿死eg. die of starvationstarvation wages 不够维持基本生活的工资b.the most ancient festivals would celebrate the end of the cold weather, planting in spring and harvest in autumn.celebrate (vt./vi.) 庆祝，赞颂，赞美，举行〔仪式〕eg.we celebrate the new year with a party.their courage was celebrated in all the newspaper.celebrated (adj.) = famous 著名的，著名的c. …because they thought these festivals would bring a yearof plenty.days/years/?of plenty :富裕〔尤指事物和钱〕的日子，年月，生活等。
人教版高中英语必修三Unit1Reinforcement_教学设计全面版
人教版高中英语必修三Unit1Reinforcement_教学设计全面版Unit1Festivalsaroundtheworld(BookIII)Reinforcement名师教学设计第六课时（Reinforcement）1.Teachinganalysis教情分析1.1Teachingobjectives-教学目标1.1.1knowledgeobjectives知识目标Reviewandapplythewordsandexpressionsaswellasthesentencepa tternsinthisunit1.1.2Abilitygoals能力目标①usethewordsandexpressionsaswellasthesentencepatterns proficiently②classifythewordsandexpressionsaswellasthesentencepatte rns,withthehelpofmind-map1.1.3Emotiongoals情感目标Furtherexperiencethedifferentculturesaboutfestivals,andguideSs toinheritthetradition alChineseculture1.2Important&difficultteachingpoints-教学重难点1.2.1Importantteachingpoints-教学重点Thekeywordsandexpressionsaswellastheimportantsentence patterns1.2.2Difficultteachingpoints-教学难点Properuseofthewordsandexpressionsaswellasthesentencepa tterns2.Studentanalysis学情分析2.1Fundamentalstate基本情况通过前面的新课学习，学生基本能理解和运用本单元的基础词汇、短语和句型，也已基本具备谈论与描述节日及庆祝活动的能力。
高中英语必修三unit1教学设计
高中英语必修三unit1教学设计一、教学任务及对象1、教学任务本教学设计针对的是高中英语必修三中的Unit 1，该单元主要围绕“Festivals around the world”这一主题展开。
教学任务包括引导学生了解和掌握世界各地节日的历史背景、庆祝方式以及相关的文化内涵；提高学生的英语听、说、读、写四项基本技能；培养学生跨文化交际意识和能力，激发他们对英语学习的兴趣和热情。
2、教学对象本教学设计的教学对象为高中一年级学生，他们已经具备一定的英语基础，能够使用简单的英语进行日常交流，但在词汇、语法、阅读和写作方面还有待提高。
此外，这个年龄段的学生对新鲜事物充满好奇，有较强的求知欲和表现欲，这为教学活动的开展提供了有利条件。
但同时，学生们的学习能力和英语水平存在一定差异，因此在教学过程中，教师需要关注每个学生的个体差异，因材施教，使他们在原有基础上得到提高。
二、教学目标1、知识与技能（1）了解并掌握与“Festivals around the world”相关的词汇、短语和句型，如：custom, ritual, celebrate, origin, traditional, etc.（2）提高学生的英语阅读理解能力，能够快速捕捉文章主旨，掌握文章细节信息，并对文章进行合理推断。
（3）培养学生的英语听力技巧，能听懂关于世界各地节日的英语对话和短文，提高获取关键信息的准确性。
（4）提高学生的英语口语表达能力，能够运用所学知识进行关于节日的讨论和交流，发表自己的观点和看法。
（5）锻炼学生的英语写作能力，能撰写关于节日的小短文，介绍节日的起源、庆祝活动等。
2、过程与方法（1）通过小组合作、讨论、分享等方式，让学生在互动交流中学习英语，提高他们的合作能力和沟通能力。
（2）运用多媒体教学资源，如视频、图片、音频等，为学生提供丰富的教学情境，激发学生的学习兴趣。
（3）采用任务型教学法，引导学生完成各种听说读写任务，提高学生的实际运用能力。
【——人教版高一英语】必修三unit1教案
【——人教版高一英语】必修三unit1教案一、教学内容1. Reading and Writing: “Festivals and Celebrations”2. Listening and Speaking: “A Visit to the Spring Festival”3. Grammar: Relative clauses and adverbial clauses of time and place4. Vocabulary: Words and expressions related to festivals and celebrations二、教学目标1. 能够理解和运用关于节日的词汇和表达方式，提高阅读和写作能力。
2. 能够听懂并参与关于节日的讨论，提高听说能力。
3. 掌握相对句和时间和地点状语从句的用法，提高语法水平。
三、教学难点与重点1. 教学难点：相对句和时间和地点状语从句的用法。
2. 教学重点：关于节日的词汇和表达方式，以及听说读写技能的培养。
四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔、教学课件。
2. 学具：课本、练习本、笔。
五、教学过程1. 实践情景引入（5分钟）利用多媒体展示世界各地节日的图片，引导学生谈论他们所了解的节日，激发兴趣。
2. 阅读与写作（20分钟）1）学生阅读“Festivals and Celebrations”部分，理解文章大意。
2）教师讲解关于节日的词汇和表达方式，并指导学生进行写作练习。
3. 听力与口语（20分钟）1）学生听“Spring Festival”的对话，回答相关问题。
2）教师组织学生进行小组讨论，分享他们最喜欢的节日。
4. 语法讲解（15分钟）1）教师讲解相对句和时间和地点状语从句的用法。
2）学生进行语法练习，巩固所学知识。
5. 随堂练习（10分钟）学生完成课堂练习，检测对本节课知识点的掌握情况。
六、板书设计1. 关于节日的词汇和表达方式2. 相对句和时间和地点状语从句的用法3. 课堂练习答案七、作业设计1. 作业题目：1）根据课堂所学，写一篇关于你最喜欢的节日的短文。
高中英语必修三unit1教案
高中英语必修三unit1教案教案标题：高中英语必修三Unit 1教案教学目标：1. 了解并掌握Unit 1中的重点词汇、短语和句型；2. 能够运用所学知识描述人物特征和外貌；3. 能够运用所学知识进行听说读写的综合训练；4. 培养学生的合作意识和团队合作能力。
教学重点：1. 掌握重点词汇、短语和句型；2. 运用所学知识进行听说读写的综合训练。
教学难点：1. 运用所学知识进行听说读写的综合训练。
教学准备：1. 教材：高中英语必修三教材Unit 1；2. 多媒体设备；3. 教学课件；4. 学生练习册。
教学过程：Step 1: 导入新课1. 利用多媒体设备播放一段关于人物特征和外貌的视频或展示一些图片，激发学生对话题的兴趣；2. 引导学生讨论所展示的人物特征和外貌，并引出相关的词汇。
Step 2: 词汇学习1. 教师呈现并讲解Unit 1中的重点词汇，包括形容词、名词和动词；2. 学生跟读并模仿教师的发音；3. 学生进行词汇拓展活动，如根据给出的词根或词缀构造新词。
Step 3: 句型学习1. 教师呈现并讲解Unit 1中的重点句型，包括描述人物特征和外貌的句型；2. 学生进行句型操练活动，如根据给出的句子结构进行句子变换。
Step 4: 听说读写综合训练1. 教师设计听力活动，如听力填空或听力选择题，让学生通过听力理解并掌握所学知识；2. 学生进行口语练习，如两人一组描述对方的外貌特征；3. 学生进行阅读活动，如阅读课文并回答相关问题；4. 学生进行写作活动，如根据所给的人物描述写一篇短文。
Step 5: 合作学习1. 学生分组进行合作学习，如小组讨论和合作完成一些任务；2. 教师进行指导和辅导，鼓励学生积极参与合作学习。
Step 6: 总结和评价1. 教师对本节课的教学进行总结，强调重点和难点；2. 学生进行自我评价，反思自己在本节课中的学习情况和问题。
Step 7: 作业布置1. 布置课后作业，如完成练习册上的相关练习；2. 鼓励学生积极参加课外阅读，拓展自己的词汇和语言能力。
高中英语必修三unit1教案
高中英语必修三unit1教案教学目标1. 让学生掌握本单元的核心词汇和表达方式。
2. 培养学生通过语境理解词义和句意的能力。
3. 提高学生的听说读写综合运用能力，尤其是口语交际能力。
4. 引导学生了解和认识中西方文化差异，培养跨文化交际意识。
教学重点与难点- 重点：核心词汇的正确使用，以及日常交流中的常见表达。
- 难点：理解和运用抽象词汇进行实际交流。
教学准备- 教材内容熟悉：确保对课本内容有深入的理解。
- 多媒体课件：准备相关的图片、音频和视频材料以辅助教学。
- 互动活动设计：制定小组讨论、角色扮演等互动环节的计划。
教学过程导入阶段（Warming u）- 通过展示与主题相关的图片或视频，激发学生的兴趣。
- 提问学生关于主题的前置知识，为新课内容做铺垫。
呈现阶段（resentation）- 利用T呈现新单词和短语，结合例句讲解其用法。
- 教师领读单词和短语，注意发音和语调。
- 播放课文录音，让学生跟读，注意模仿语音语调。
练习阶段（ractice）- 分组练习对话，鼓励学生运用新学的表达进行交流。
- 完成课本上的练习题，巩固新知识点。
- 通过角色扮演等活动，让学生在情境中使用英语。
应用阶段（Alication）- 小组讨论相关话题，如文化交流的重要性等。
- 模拟真实场景，如在机场、酒店等情境下的交际对话。
总结与反馈（Summary and feedack）- 总结本节课学习的核心内容。
- 提供反馈，指出学生在学习过程中的优点和需要改进的地方。
作业布置- 背诵本单元的核心词汇和短语。
- 完成一篇关于文化差异的小短文，运用所学知识。
教学反思- 分析本节课的教学效果，记录学生的学习情况。
- 思考如何改进教学方法，提高学生的学习效率。
必修三Unit1Grammar教案
《高中英语（上外版）》必修第三册Unit 1 Road to Success课时：第3课时课题：Grammar in Use课型：语法课教学设计与说明一.学情分析本节课授课对象为高一第二学期的学生。
经过第一学期的学习，同学们已经有了分词在句子中各项功能的总体概念。
但是大部分同学们对分词各项句法功能的总体框架结构是不清晰的，对分词的各项句法功能各自的特点、重点、难点没有概念。
所以需要帮助学生分项理清特点、重点、难点，并在语言实际交际运用中加以操练并巩固。
二．教材分析单元语法运用Grammar in Use聚焦于分词作补语（宾语补足语和主语补足语）的复习和巩固。
教材P9-10上有三道语法练习题。
第一题旨在分析分词在句子中的功能，认识分词做补语的结构。
第二题旨在辨认分词作补语的结构并能正确区分这一结构中现在分词和过去分词在做补语时的区别。
第三题考查语言的综合运用能力，要求学生在语篇中、在上下文语境中理解、分析、归纳并灵活运用分词作补语这一语法功能，同时要求学生区分分词作补语与分词其它功能的区别。
三．教学设计思路本课为本单元语法教学的第二课时：语法练习课，旨在帮助学生在第一节语法课的基础上复习巩固分词作补语这一语法功能，并为学生创设产出的机会，提高语用能力。
导入部分利用课本P8-9练习I&II，采用归纳演绎教学法复习第一课时学习过的内容，引导学生学会对学过的语法规则进行分类归纳，在头脑中形成非谓语知识体系的网络架构。
操练部分采用任务型教学方法，在遵循学生认知规律的基础上设置多层次能力要求逐步递进的实践任务，引导学生在完成各个层次的任务中逐步实现分词做补语这一语法功能的内化，并在任务中实现learning by using, learning for using的语法学习目标。
Lesson Plan（the 3 period）rdLearning Objectives:By the end of the period, the students are expected to:1. have the ability of classifying and summarizing grammar rules of -ing / -ed forms as complements;2. form the network of -ing / -ed forms as complements in mind so as to distinguish them from other functions of -ing / -ed forms;3. skillfully apply -ing / -ed forms as complements in listening, reading and writing.Learning Procedures:Step I. Revision (Interactive activity)*T: Help the students recall and classify what they learned in the first period of Grammar in Use with the help of Exercise I & II on P 8-9.*Ss: Recall the grammatical rules of -ing / -ed forms used as complements by category.I. -ing form used as complements:feel / hear / listen to / see / watch / look at / notice / observe ... + O. + doing (O. C.)S.+ be felt / heard ... + doing (S. C.)discover / find / smell / catch ... + O. doing (O. C.)S. + be + discovered ... + doing (S. C.)get / have / keep / leave / send / set / start ... + O. doing (O. C.)with + O. + doing (O. C.)II. -ed form used as complements:see / hear / watch / find / feel / consider ...+ O. + done (O. C.)S.+ be seen ... + done (S. C.)get / have / keep / leave / make ... + O. + done (O. C.)declare / like / need / order / want / wish ... + O. + done (O. C.)with + O. + done (O. C.)Note: After working non-stop for twenty hours, he went to bed tired and hungry. (O. C.) The athlete went away quite satisfied with the result of the match. (O.C.)Step II. PracticeI. Identify - ing /- ed forms as complements in the lyrics (Task 1)*T: Play the song “Those Sweet Words” and ask students to identify - ing /- ed forms as complements in the lyrics while enjoying the melody. And then focus on the functions of -ing / -ed forms in “Iknow I saw you saying it.” and “I just h ave to hear t hose sweet words s poken like a melody.” and the meanings of the two sentences.*Ss: Identify - ing /- ed forms as complements and translate the two sentences into Chinese.Those Sweet WordsBy Norah JonesWhat did you sayI know I saw you saying itMy ears won't stop ringingLong enough to hearThose sweet wordsWhat did you sayAnd now the dayThe hour hand has spunBefore the night is doneI just have to hearThose sweet wordsSpoken like a melodyAll your love...II. Apply -ing / -ed forms as complements in individual sentences. (Task 2)*T: Ask students to identify the structure of -ing / -ed forms as complements in the following sentences and then fill in the blanks with proper forms of the verbs given in the box. Call students’attention to the differences between -ing forms as complements and -ed forms as complements.*S: Read the sentences silently and underline the structure of -ing / -ed forms as complements in each sentence and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing forms as complements and -ed forms as complements.III. Apply -ing / -ed forms as complements in a passage. (Task 3)*T: Ask students to read a short passage and fill in the blanks with the -ing / -ed forms of the verbs given in the box. Then circle the ones that are used as complements. Call students’ attention to the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.*S: Read the short passage silently and circle the structures of -ing / -ed forms as complements in the passage and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.IV. Apply -ing / -ed forms as complements in writing sentences. (Task 4)*T: Ask students to read each sentence in Chinese carefully and make out which category of -ing / -ed forms as complements fits the contexts best based on the given word in the brackets. And then translate the whole sentence into English.*S: First, make out and write down the proper structure of -ing / -ed forms as complements. Then, translate the whole sentence into English.。
人教版高中英语必修三Unit1Readingforstructure教学设计全面版
人教版高中英语必修三Unit1Readingforstructure教学设计全面版Unit 1 Festivals around the world (Book III)Reading for structure 名师教学设计第四课时（Reading for structure）1. Teaching analysis 教情分析1.1 Teaching objectives-教学目标1.1.1 Language target语言目标1.1.1 Learn to use Modal verbs: can/could may/might will/would shall/should must/can’t①Most ancient festivals would celebrate the end of cold weather, …②Sometimes celebrations would be held after hunters had caught animals.③At that time people would starve if food was difficul t to find, …④… or to satisfy the ancestors, who might return either to help or to do harm.⑤For the Japanese festival Obon, people should go to clean graves and …⑥… this will lead the anc estors back to earth.⑦It is now a children’s festival, when they can dress up and go …⑧… the children might play a trick on them.⑨Festival can also be held to honour famous people.⑩Harvest and Thanksgiving festivals can be very happy events.⑾In European countries, people will usually decorate churches …, and will get together…⑿Some people might win awards for their farm produce, …⒀At the spring festival in China, p eople … and may give children luck money in red paper.⒁These festivals might in clude parades, dancing in the streets …⒂The teacher said that we could not leave early. P5⒃The hunters are lost. They could starve. P5⒄It was Valentine’s Day and Hu Jin had said she would meet him at the coffee shop after work. P7⒅She could be with her friends right now laughing at him. P7⒆She said she would be there at seven o’clock, and he thought she would keep her word. P7⒇He would drown his sadness in coffee. P7(21) “We could be like that,” thought Li Fang. P7(22) Magpies make a bridge of their wings so the couple can cross the river to meet on the seventh day of the seventh lunar month. P7(23) It’s a fine day today, so I hope you can all meet the one you love. P7(24) What would he do? … She would never forgive him. This would not be a happy V alentine’s Day! P71.1.2 Talk about the ways to express request and thanks1.1.2.1 Express one’s opinion:①In my opinion, ... ②I believe ... ③I think that ...1.1.2.2 Express request:①Could/ Would you please…? ②Coul d I have…?③Could we look at…? ④I look forward to…⑤May I see…?1.1.2.3 Making phone calls打电话①May I speak to …? ②Can I ring/call back later?③Hold/Hang on, please. ④I’ll ring him/her up again.⑤Just a moment, please. ⑥Sorry, he/she isn’t here right now.1.1.2.4 Invitations 邀请①I wonder if you are interested in … ②I’d like to invite you to …③Would you like …? ④Could/Would you please …?⑤I’m looking forward to … ⑥I’d love/like to, but …1.1.2.5 Thanks 感谢①Thank you so much. ②Thanks (a lot).③That’s very kind of you. ④You’re (most) welcome.⑤Don’t mention it. ⑥It’s a pleasure./My pleasure.1.2 Ability goals能力目标Comprehend and properly use modal verbs1.3 Emotion goals 情感目标Properly use modal verbs to express one’s own feelings1.4 Important & difficult teaching points-教学重难点1.4.1 Important teaching points-教学重点①The use of Modal verbs②The way to express invitations, request and thanks1.4.2 Difficult teaching points-教学难点The use of modal verbs in expressing invitations and request2. Student analysis学情分析2.1 Fundamental state基本情况学生在初中及高一上期已经多次接触和理解，甚至运用过情态动词，因此对情态动词的用法已比较熟悉。
人教版英语必修三 Unit 1 单元教案(精修版)
人教版英语精品资料（精修版）Book 3 Unit 1Festivals around the world Ｉ. Teaching goalsII. Functional itemsIII. 教材分析与教材重组1. 教材分析本单元以节日为话题，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但了解我国的节日，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；使学生复习和巩固运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。
1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。
可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。
1.2 Pre-reading是Reading 的热身活动。
主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。
1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。
此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。
处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。
1.4 Comprehending是考察对阅读内容的进一步理解, 该部分设置了六项练习。
练习1：表格列出了四种类型的节日，要求学生依据课文内容，填写相应的节日名称和国家，主要检查学生对课文整体内容的理解情况。
练习2：要求学生根据课文内容回答若干个问题。
练习3：表格填充练习，要学生先在两人小组内讨论，然后按照课文内容列出不同节日的共同点，以及节日对世界各地人民意义重要的原因。
2024年英语教案高一必修三unit1
2024年英语教案高一必修三unit1一、教学目标知识目标：使学生掌握本单元的基本词汇和表达方式，理解并运用本单元所涉及的语言结构。
技能目标：培养学生的阅读理解能力，提高学生的口语表达能力和听力技能。
通过模拟和实践活动，提升学生的写作技巧和合作能力。
情感目标：培养学生对跨文化交流的兴趣，增强学生的自主学习意识，鼓励他们积极参与课堂讨论和实践活动。
二、教学重点和难点重点：本单元的重点词汇和表达方式。
本单元的阅读理解和写作技巧。
跨文化交流的主题及其相关语言表达。
难点：对于某些抽象或专业概念的理解。
提高听力材料的速度和理解能力。
英语语法结构在实际运用中的运用能力。
三、教学过程1. 导入新课通过展示与单元主题相关的图片或视频，激发学生对新课的兴趣。
提出一些引导性问题，鼓励学生猜测单元的主题和关键内容。
2. 知识讲解详细讲解本单元的词汇和表达方式，包括其发音、词性和用法。
分析本单元的语言结构，特别是重点和难点部分，通过例句和练习帮助学生理解。
3. 技能训练安排阅读理解练习，指导学生如何快速准确地抓住文章的主旨和关键信息。
举办口语角或模拟对话活动，提升学生的口语表达能力。
设计写作任务，要求学生围绕本单元的主题进行创作，并提供反馈和指导。
4. 实践活动组织小组讨论，让学生围绕跨文化交流的主题展开讨论，分享自己的见解和经验。
举办角色扮演游戏，让学生在模拟情境中运用所学知识，提高他们的语言实际运用能力。
5. 总结反思回顾本单元的主要内容和学习目标，确保学生掌握和理解。
鼓励学生对自己的学习过程进行反思，找出自己的不足和需要改进的地方。
四、教学方法和手段方法：采用任务型教学法、情景教学法和合作学习法，以激发学生的学习兴趣和主动性。
手段：利用多媒体课件、网络资源、实物展示等多种教学手段，提高教学效果。
五、课堂练习、作业与评价方式课堂练习：在课堂上进行词汇和语法的即时练习，通过问答、填空等形式进行。
组织小组活动，进行口语和听力的训练。
必修三unit1教案
Unit 1 Festivals around the worldReadi ng and Writi ng- a sad love storyTeach ing aims：1. Knowledge objectives: To introduce a cross-cultural view oflover "festivals -Qiqiaojie and Valentine Da y.2. Ability objectives : Train the students reading ability.3. Moral objectives: Enable the students to engage imaginatively in the story andto use their own ideas of changing the ending. Improve the students ' writingability.Teach ing importa nt and difficult points1. Understand the text well.2. Try to master the useful new words & expressions in this period.Teach ing method: Task-based teach in g, liste ning, readi ng, speak ingTeach ing aids：a computer & a projectorTeach ing proceduresStep 1.Lead-i nT: In the last period, we have learnt many kinds of festivals. Some are set in memory of the dead, some are set in honor of some great people and some are set in celebrati on of harvest. Do you know the festivals set for lovers? Qiqiaojie and Valentine Day ____________T: You are familiar with them. Look at the screen. Can you guess who the two lovers are? Zhinu and Niula ngToday, we are going to learna sad love story.Step 2 fast read ingTask 1.Read fast and get the key words .Task 2: Go through your text quickly and silently. Then finish the true or false exercises.1. Hu Jin failed to meet Li Fa ng at 7： 00. T2. If it is rai ning on Qiqiaojie, it means that Zhinu is weep ing and the couple will be able to meet. F will NOT be able to meet.3. Because her most lovely daughter got married to a huma n secretly, the Goddessgot more tha n an gry. TLi Fang thought he could get married to Hu Jin, just like Niu Lang and Zhi Nu. T5 When Li Fang met Hu Jin, he felt very glad. F He is sadStep 3 careful readi ngT: Read the passage aga in and an swer the follow ing questi ons one by one.1. Where did Li Fang and Hu Jin wait for each other? Did they meet on time?_____ they waited each other at two differe nt tea shops, so they did not meet on time 2. How did Li Fa ng feel?__________ Li Fang was heart-broke n and he was sad, he thought he was a fool. 3. How would he get rid of his sad ness the n? And what about Hu Jin?______ he watched TV and was absorbed in the story. Hu Jin waited Li Fang in ano ther tea shop.4. Did Li Fang con ti nue to wait later?_____________ No. he set for home whe n the story en ded5. Did they meet each other at last?_______ yes, they meet each other at last.6. How did Li Fang feel?_____ Li Fang felt sorry for Hu jin because he had thrown away herValentine g'if s t, he thought she will never forgive him, so he is unhappy.Step 4 Post-readingT ：The two love stories happened in two different festivals. What are their similarities and differences? How should we treat Chinese traditional festivals and some western festivals?T：Nowadays, some people pay more attention to thVe alentine D'a s y than Qiqiaojie, which was once one of the most popular festivals in ancient China. Anyway, each festival in China has its own tale and meaning. So we should hold on to our own festivals and culture, as well as pass them on from generation to generation. We should never allow some western festivals to take the place of Chinese traditional festivals.Step 5 Retell Retell the passage from the aspect of Li Fang and Hu JinS：Li Fang ：Made an appointment with Hu Jin —Waited in the coffee shop—Not met her —Heart-broken ; along with …;like a fool —Would not hold his breath for her to apologize(wait without much hope); Would drown his sadnessin coffee (drink coffee in order to forget the sadness/sorrow—) Gave up and threw … away—Met Hu Jin without gifts—Felt worriedHu Jin：Made an appointment with Li Fang —Kept her word but waited in the tea shop—Not turned up in the coffee shop—Waited for him all the time—Met Li Fang with gifts Step 6 Language points ：1. But shedidn 'tu t rn up.1) 来, 出席(某活动) turn upI 'm very happy you turned up so early.2) 把(收音机等)音量开大一些, 其反义短语是turn down.Turn up the radio a little, I can scarcely hear the program.拒绝 turn on 打开 turn out 结果是.............................................................turn to sb. for help 向某人求助2. She said she would be there at seveno ' clocka, nd he thought she would keep her word.keep one 'w s ord 意为“守信用 ”其,反义词是 break one 'w s ord, 即“失信”。
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高中英语必修三Unit1精品教案Unit 1 Festivals around the World 教学目的和要求（Teaching aims and demands）Period 1 Warming up & pre-readingDate: _________________ Name:___________________Teaching targets:Knowledge and ability objectives:1.To learn about festivals in different parts of the world and compare them2.To get more words about festivals and customs3.To talk about festivals and express ideas by using the wordsStrategy objectives:By means of task-based language teaching, students can participate in pair and group work to get more information about festivals around the world and think more about the topic Moral objectives: By comparing and contrasting the cultures in China and other countries, students can understand the cultural differences between countries, show respect for other culture and customs andlove Chinese culture.Important points：To talk about the festivals around the worldDifficult points：To know about the reasons for the celebrationsTeaching aids ：MultimediaTeaching procedure:Task 1 BrainstormingWork in groups and list below Chinese festivals or holidays that you know.Chinese festivals & Holidays:1.Spring Festival2. The Lantern Festival3. Tomb Sweeping Day4.The Dragon Boat Festival5.The Double Seventh Festival6.The Mid-Autumn Festival7.The Double Ninth Festival8.New Year’s Day(元旦)9.International Women’s Day 10.International Labour Day11.Childre n’s Day12.National Day……Task 2 BrainstormingWork in groups and list below Western festivals that you know.Western festivals:1.Valentine’s Day2.Easter(Mar--April)3.April Fool’s Day4.Mother’s Day (in May)5.Father’s Day (June)6.Halloween (Oct.31)7.Thanksgiving Day (November)8.Christmas9. 10. ……Task 3: DiscussionFestivals are meant to celebrate important times of year. Then work in groups to discuss about when they take place, what they celebrate and what people do at that time.Task 4: Reading《三维设计》P2。
Task5: DiscussionWhat is your favorite festival of the year? Why?Homework：预习Reading & Comprehending.【板书设计】【课后反思】Period 2 Reading & ComprehendingDate: _________________ Name:___________________Teaching targets:Knowledge and ability objectives:1. At that time people would starve if food was difficult to find, especially during the cold winter months.2.Today’s festivals have many origins, some religious, some seasonal, and some for special people or events.3. Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.4. For the Japanese festival Obon, people should go to clean graves and light incense in memory of their ancestors.5. On this important feast day, people might eat food in the shape of skulls, and cakes with "bones" on them.6. The Western holiday Halloween also had its origin in old beliefs about the return of the spirits of dead people. It is now a children’s festival, when they can dress up…7. If the neighbours do not give any sweets, the children might play a trick on them.8. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.9. The country, covered with cherry tree flowers, looks as though it is covered with pink snow.10. People love to get together to eat, drink and have fun with each other.Strategy objectives:Enable the students to master some English expressions and phrases about festivals.Teach the basic reading skills: skimming and scanning.Moral objectives: To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world.Important points: Talk about all kinds of festivals.Teaching procedure:Task 1: PredictionLook at the title of the reading passage, and the pictures in it, and predict the content of the passage.What festivals are mentioned in the passage?A text structure analysis of FESTIV ALS AND CELEBRA TIONS1.Type of writing: descriptive writing.2. Main idea :Festivals and celebrations of all kinds, such as festivals of the dead, festivals to honour people, harvest festivals and spring festivals, have been held ever since the ancient times.3. A box graph of the text:Task 2: ScanningTask 3: Read the passage carefully again and try to answer the following questions.1. What are festivals of the dead usually for?Festivals of the dead are for honouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.2. What makes autumn festivals happy events?People are thankful that food is ready for winter and the hard farm work is finished.3. What do people usually do at spring festivals?People usually have dances, carnivals and other activities to celebrate the end of winter and thecoming of spring.Task4.T rue or false.1) The ancient people needn’t worry about their food.〖F 〗2) Halloween used to be a festival intended to honour the dead. 〖T 〗3) Qu Yuan was a great poet who people honour a lot in China. 〖T 〗4) Mid-autumn Festival is held to celebrate the end of autumn. 〖F 〗5) Easter celebrates the birth of Jesus. 〖F 〗Task5: Finish part of the exercises of 《三维设计》P3。