高中英语 Module 4《Carnival》教案-Vocabulary 外研版必修5
Module 4 Carnival 教案
MOULE 4集体备课教案：Module 4 Carnival主讲人：蒋霖I. 教学内容分析本模块的主题是狂欢节。
以西方的几种主要传统节日作为导入，接着通过各种活动详细介绍了狂欢节的历史、发展、种类及人们的活动、饮食、服饰和习俗。
其中有关食物和节日的词汇，和表达喜好和厌恶的句型又可以引申到中国传统节日和习俗，有益于培养学生的跨文化意识。
本模块从五幅西方节日图片的探讨开始，导入本模块的话题——Carnival。
Introduction 部分设计以西方的五种主要传统节日（Carnival, Holi, Halloween, Christmas, Thanksgiving Day）作为导入，让学生通过图片做配对练习了解西方的节日习俗，激发学生对西方节日的好奇心，达到导入整个模块的效果。
Reading and Vocabulary介绍有关狂欢节的一些知识，主要介绍了狂欢节的面具。
课文前后的四个相关练习帮助同学们学习和了解了相关词汇和文章主旨。
Grammar部分主要是通过练习复习被动语态在各种时态中的运用的语法项目。
Vocabulary and Listening分为词汇部分和听力两大部分。
词汇部分学习和巩固一些关于食物的单词；听力部分是关于西方节日的，对于同学们来说，听力材料偏生疏，因此听力要做一定的处理。
Learning to learn是关于通过听听力提高语音面貌的英语学习方法，对于提高学习策略水平有很大的帮助。
Everyday English通过学习复习Vocabulary and Listening中的句子学会一些非常有用的日常生活用语：give up, go wild about, more or less, high spot, funnily enough, in your blood, wash down 和walk off a meal。
Function介绍表达“喜欢、不喜欢和偏爱”的功能用语。
Carnival教案
Carnival教案arnival教案Module 4 Carnival教案---Introduction and readingTeaching aims:To revand wvals.2. To develudents reading abilTo understand what is about Carnival.Important and difficul:1 Gudunderstandarnival.2 Guddescribvals in grouTeaching procedures:RevRead the new wordassag2. IntroduWe have learned mavals band the WWhat festivals do you know?Divide the cla2 grougrouFestivalgrouWvalake a lblackboard..2. Turn to Page 31—Mavals wdLead-Today we will learn aval ---- Carnival. It originaurope, and duringdallove wearing special clothes andmaFast-readingMaain idea with every paragraParagraph 1 A meaning of carnival and how it was celebratedParagraph 2 B the law about wearing maParagraph3 C generalarnivalParagraph 4 D howlebrate today in Venice and the featuParagraarnival in Venice andblem it caused Paragraph 6 F the revivaladlebrating(Answers: 1—6 CAEBFD)Further-readingRead the passage and answer the quWhere does Carnival? What dan?2. When was it celebrated?Where waamous Carnival in Europe?How long didarnival in Venice last? What about now?Did the govVurage the wearing of masks?Who started the Carnival again, touudents?(Answers: 1. “Carnival”wo Latin words, meaning “at”. 2. It begaust aas. 3. Tamous carnival in Europe was in VAbeginning, it lasted for just one day. 5. No. 6. The students started the Carnival. )VocabularyActivity 1: Read through the wordbox and havudadividuallAudlask individuallwith a paanswers together:(Answers:usion 2. exaaguwdada)Activity 2:aningwords and phraanswb(Answers: 1—4 babb 5—8 abbb)DiscuDiscuss in grouuWhaature ofcarnival in Venice?2. Wur favouval?HomewWorkbook—on PagRead the passage and maadings wxt.2. Write aassage about your favval。
高中英语 Module 4《Carnival》学案-Vocabulary and reading 外研版必修5
Module 4 Carnival学案---Vocabulary and readingTeaching aim: 1. Review the new words 2. Reading and understandingⅠRevision1. 基督教的(adj.) _________→基督(n.) _________→圣诞节（n.）__________2. 延长(vt.) _________→延伸；扩大（n.）__________3. 杂乱；混乱(n.) _________→使…混乱（vt.）___________→令人困惑的（adj.）_________→感到困惑的（adj.）_________4. 优美的，高雅的(adj.) _________→高雅地(adv.) _________→优美，高雅 (n.) _________5. 帝国(n.) _________→帝王（n.）__________6. 使人放松的(adj.) _________→放松；使松弛（v.）________→休息消遣（n.）_______7. 庆典；庆祝(n.) _________→庆祝(v.) _________8. 起源(n.) _________→最初的；原始的(adj.) _________→起源；发生 (v.) _________9. 运输运送(v.) _________→运输运送(n.) _________10. 美味可口的(adj.) _________→品味(v.) _________→味觉 (n.) _________11. 魅力；魔力；魔法(n.) _________→神秘的；奇异的 (adj.) _________→魔术师；巫师(n.) _________→神秘地；奇异地 (adv .) _________12. 废除(vt.) _________→废除 (n.) _________13. 记忆(n.) _________→记住；熟记(v.) _________→记念性的(adj.) _________14. 复兴；再流行；再兴起(vt.) _________→复活；复生 (n.) _________答案：1. Christian; Christ; Christmas2. extend; extension3. confusion; confuse; confusing; confused4. elegant; elegantly; elegance5. empire; emperor6. relaxing; relaxed; relax; relaxation7. celebration; celebrate 8. origin；original; originate9. transport; transportation 10. tasty; taste; taste11. magic; magical；magically; magician 12. abolish; abolition13. memory; memorize; memorial 14. revive; revival完成句子1) The book _______________ (标着) my name is written by a famous writer.2) All the students _________________ (标上名) on their school uniforms.3) ________ ________(穿着) strange clothes, she frightened many people.4) The little boy likes to ________ ____ ____ ________ (扮成) a policeman.5)The failure __________his career ______ _____(结束).6) His career _____ _____ ____(结束)because of the failure.7) I arrived at nine and _____ _____ _____(直接入住) a hotel.8)The United Nations Organization _________(由…组成) over 160 nations.9) Theory should _________(与…一致)practice.答案：1) marked with 2）marked their names 3) dressed in4) dress himself up as 5) brought; to an end 6) came to an end.7) booked straight into 8)consists of 9) consist withⅡReading and understanding1. Read the passage（P32～42）and answer the following questions.1) What does this passage mainly tell us?____________________________________________________________________ _______2) How did the different kinds of people behave in the carnival in Venice? ________________________________________________________________________ ___3) Which sentence in the text can be replaced by the following one?People wore masks, walked round the streets and did what they wanted in secret for several weeks straight.____________________________________________________________________ ______4) Put the following sentence into Chinese.The town council realized that carnival was good for business , and the festival was developed for tourists.____________________________________________________________________ ___5) What’s the key character to carnival in V enice?____________________________________________________________________ ______答案：1) The origins of carnival and carnival in Venice.2) Ordinary people could pretend to be rich and important, while famous people could have romantic adventures in secret. Many crimes went unnoticed.3) For weeks on end people walked round the streets wearing masks, doingwhat they wanted without being recognized.4) 市镇议会认识到狂欢节创造了一定的商机，因此狂欢节得以发展吸引更多的顾客。
高中英语Moudle 4《Carnival》教案(外研版必修5)
Module 4 CarnivalPeriod OneTeaching aims:1. To revise Chinese and western festivals.2. To develop the students reading ability.3. To understand what is about Carnival.Important and difficult points:1 Get the students to understand the history of carnival.2 Get the students to describe the festivals in groups.Teaching procedures:Step 1. Revision.Read the new words of this passage.Step 2. Introduction1. We have learned many festivals both Chinese and the Western. What festivals do you know?Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals.Make a list of them on the blackboard..2. Turn to Page 31—Match the festivals with the description.Step 3. Lead-inToday we will learn another festival ---- Carnival. It originates from Europe, and duringthesedays, people often love wearing special clothes and masks for it.Step 4. Fast-readingMatch the main idea with every paragraph.Paragraph 1 A meaning of carnival and how it was celebratedParagraph 2 B the law about wearing masksParagraph 3 C general impression of carnivalParagraph 4 D how it is celebrate today in Venice and the feature of it Paragraph 5 E carnival in Venice and the problem it causedParagraph 6 F the revival of the tradition of celebrating it.(Answers: 1—6 CAEBFD)Step 5. Further-readingRead the passage and answer the questions.1. Where does Carnival come from? What does it mean?2. When was it celebrated?3. Where was the most famous Carnival in Europe?4. How long did the first Carnival in Venice last? What about now?5. Did the government of Venice encourage the wearing of masks?6. Who started the Carnival again, tourists or students?(Answers: 1. “Carnival” comes from two Latin words, meaning “no more meat”. 2. Itbeganjust after Christmas. 3. The most famous carnival in Europe was in Venice. 4. At the beginning, it lasted for just one day. 5. No. 6. The students started the Carnival. ) Step 6. VocabularyActivity 1: Read through the words in the box and have the students repeat themindividually.Ask the students to complete the task individually, then check with apartner.Check the answers together:(Answers: 1. confusion 2. excitement 3. mask 4. mystery 5. magic 6. costume 7. crowd 8. tradition 9. atmosphere)Activity 2: Choose the correct meanings of the words and phrases.Check the answers one by one.(Answers: 1—4 babb 5—8 abbb)Step 7. DiscussionDiscuss in groups of four.1. What is the feature of carnival in Venice?2. Which is your favourite festival?Step 8. Homework1. Workbook—on Page 87.Read the passage and match the headings with the text.2. Write a short passage about your favorite festival.Period TwoTeaching aims:1. To listen to the description about western customs.2. To express likes, dislikes and preferences:(1) I love doing…;(2) I don’t like…; I hate…; I dislike…; I don’t care much for(3) I prefer…to…;I prefer doing …(4) I’d rather…than…(5) I an interes ted in…3. To learn several phrases.Difficult and important points:1. Get the students to express likes and dislikes2. Learn to use the phrases: give up; go wild ;more or less; high spot; funnily enough; in your blood; wash down; walk offTeaching procedures:Step 1. RevisionCheck the homework.—Ask several students to read the short passage with the name of My Favorite Festival.Step 2. Vocabulary1. Read the words about food.2. Now say which things you eat at a festival.3. Practice.Activity 2: Find these things in the box in Activity 1.(1) Two type of meat ( )(2) a food that consists of a tube of skin containing meat mixed with herbs.( )(3) five vegetables ( )(4) two ingredients for making a cake ( )(Answers: (1) pork and chicken (2) sausages (3) beans, cabbages, garlic, onion, peas (4) flour, eggs)Step 3. ListeningBefore listening—Look at the photos in Activity 4 and tell them every picture meaning a special festival..While listening—Listen to the tape twice and match the names of the festivals with the photos.After Listening:Step 4. Everyday English1. Read the sentences and choose the correct meaning of the words and phrases.2. Check the answers one by one. (1)-b (2) a (3) b (4)a (5) b (6) a (7)a (8)b3. Explain the words and phrases.(1)give up sth. =don’t have it any more(2) go/wild with joy 欣喜若狂(3) more or less =approximately (opposite)exactly.Eg: That is approximately correct.(4) high spot= the best part(5) be/run in sb.`s blood = be /run in the blood. 生来就有的（因遗传或环境影响）eg; Most of my family are teachers, it runs in the blood.(6) wash down a meal = have a drinkwalk off a meal = help the food go down by walking.Step 5. Function1. Match the sentences with the speakers. Say what they are speaking about.(1)Caitlin: King Cake(2)Maria: Feijoada(3) Stefan: saugages(4) Cameron: traditional Jamaican food –chicken with rice and peas.2. Number the phrases from the most negative to the most positive(1) Ask the students to do this individually.(2) Call the answers back from the whole class, one at a time, from 1--6(3) Write down them on the blackboard:3. Work in pairs. Discuss your preferences for food to eat at festival. Use the phrases in Activity2.(1) Read the example with the class.(2) Pair the students to discuss their preferences.(3) Circulate and monitor their production.Step 6. HomeworkFinish off the workbook.Period ThreeTeaching aims:1. To learn more about carnival.2. To teach them how to write an e-mail.3. To develop the students’ reading skills.Difficult and important points:1. Get the students to learn to write an e-mail.2. Get the students to understand some important sentences.Teaching procedures:Step 1. RevisionRead the words and have a dictation.Step 2. Lead-inWhat do you remember about carnival?Where did it start first?Step 3. Fast-reading:Read and underline the topic sentences ( use your own words ) about every paragraph. Paragraph1: We can understand what carnival is all about by reading the history of America and the meeting of two cultures.Paragraph2: The slave trade brought millions of black people to the new world. Paragraph3: The slaves were forced to watch their European masters to celebrate carnival and then they began to hold carnival with their own features. Paragraph4: Carnival became a celebration of freedom.Paragraph5: As time went on, carnival became a way of uniting different communities and now it has become a celebration of life itself.Step 4. Further reading1. What did marked the beginning of the slave trade?2. How were millions of people taken to work as slaves?3. How did the slaves begin to hold their own carnival in Trinidad?4. When was the slave trade abolished?5. How was carnival changed when the slave trade was abolished?6. When did carnival become a way to unite different communities?(Answers: 1 That the arrival of European in America, and the opening of huge farms and plantations to grow cotton, fruit and vegetables, meant there was an immediate need to people to work on them marked the beginning of the slave trades. 2 Millions of people were taken by force from their homes in America and transported to the New World to work as slaves? 3. They painted their faces white, imitating their masters and making fun of them. 4. The slave trade was abolished in 1838. 5. It became more colourful and more exciting than it had been before. 6. As people forgot their everyday problems and enjoyed themselves eating, drinking, and dancing.)Step 5. Several phrases(1) by force (2) be forced to do (3)make fun of sb. (4) bring good luck (5) take over (6) take part in (7) become a celebration of freedom (8) with the time passingStep 6. Discussion1. What is the meaning of carnival?2. Which Chinese festival is most like carnival?Step 7. Reading and writingActivity1. Read the email and number the things in the order you read them1. Read through the things with the whole class and make sure that they understand them all.2. Ask them to read the email and order the things individually, then check with a partner.3. Call back the answers from the whole class, in order.(Answers: 1. the atmosphere at the festival 2. the music 3. the food 4. what the writer’s doing5. what the writer’s going to do)Activity2. Underline the adjectives used to describe.1. the atmosphere: noisy/ colourful2. the music: great/ exciting/ relaxing3. the food: good/ tastyActivity3 Write an email from a Chinese festival. Make sure of the details about:1. the atmosphere2. the music3. the foodStep 8. HomeworkWrite a description of the festival for visitors to China.( For example: Spring Festival)Period FourTeaching aims:1. To learn new words and expressions and learn how to use them.2. To review of the passive voices.Difficult and important points:1. Get the students to know how to use passive voices:一般现在时和一般过去时的被动语态2. The usage of: hide, pretend, memory, wander, come to an end, dress up; consist of be good for ,date from.Teaching procedures:Step 1. RevisionRead the sentences and find out what grammar are they?1. Is the room cleaned every day?2. We were woken up by a loud noise during the night.3. Something must be done before it is too late.4. Have you heard the news? The President has been shot?5. The car was three years old but hadn’t been used very much.6. There’s somebody walking behind us. I think we are being followed.Step 2. Presentation—被动语态被动语态的基本形式是: be +过去分词根据时态的不同, be的形式有所变化. (1) 一般现在时的被动语态: am/is /are+过去分词(口语可用get/become或got /became)(2) 一般过去时的被动语态:was /were+过去分词被动语态的基本用法:不知道或没有必要提到动作的执行者是谁时用被动语态.强调或突出动作的承受者常用被动语态.(有时可省略).使用被动语态应注意的几个问题.(1) 主动变被动时双宾语的变化. 看下列例句eg: 我朋友在我生日时送我一本有趣的书.My friend gave me an interesting book on my birthday.—An interesting book was given to me (by my friend) on my birthday.—I was given an interesting book (by my friend) on my birthday.(2) 主动变被动时,宾补成主补(位置不变);作宾补的省略to的不定时在被动语态中应加to.eg: 老板让他整天工作.The boss made him work all day long.—He was made to work all day long (by the boss).(3) 短语动词变被动语态时,勿要掉”尾巴”.eg: 孩子们被他照顾的很好.—The children were taken good care of ( by her).eg: 要注意一下你的发音和拼写.—Your pronunciation and spelling should be paid attention to.(4) 情态动词和be going to, be to, be sure to ,used to, have to, had better等结构变被动语态,只需将它们后面的动词原形变为be +过去分词。
高中英语Module4《Carnival》教案-Introduction_and_reading_外研版必修5
Module 4 Carnival教案---Introduction and readingTeaching aims:1. To revise Chinese and western festivals.2. To develop the students reading ability.3. To understand what is about Carnival.Important and difficult points:1 Get the students to understand the history of carnival.2 Get the students to describe the festivalsin groups.Teaching procedures: Step 1. Revision.Read the new words of this passage.Step 2. Introduction1. We have learned many festivals both Chinese and the Western. What festivals do you know?Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals.Make a list of them on the blackboard..2. Turn to Page 31—Match the festivals with the description.Step 3. Lead-inToday we will learn another festival ---- Carnival. It originates from Europe, and during these days, people often love wearing special clothes and masks for it.Step 4. Fast-reading Match the main idea with every paragraph.Paragraph 1 A meaning of carnival and how it was celebratedParagraph 2 B the law about wearing masksParagraph 3 C general impression of carnivalParagraph 4 D how it is celebrate today in Venice and the feature of itParagraph 5 E carnival in Venice and the problem it causedParagraph 6 F the revival of the tradition of celebrating it.(Answers: 1—6 CAEBFDStep 5. Further-readingRead the passage and answer the questions.1. Where does Carnival come from? What does it mean?2. When was it celebrated?3. Where was the most famous Carnival in Europe?6. Who started the Carnival again, tourists orstudents?4. How long did the first Carnival in Venice last? What about now?5. Did the government of Venice encourage the wearing of masks?(Answers: 1. “Carnival” comes from two Latin words, meaning “no more meat”. 2. It beganjust after Christmas. 3. The most famous carnival in Europe was in Venice. 4. At thebeginning, it lasted for just one day. 5. No. 6. The students started the Carnival.Step 6. V ocabularyActivity 1: Read through the words in the box and have the students repeat them individually.Ask the students to complete the task individually, then check with a partner. Check the answerstogether:(Answers: 1. confusion 2. excitement 3. mask 4. mystery 5. magic 6. costume 7. crowd8. tradition 9. atmosphere Activity 2: Choose the correct meanings of the words and phrases.Check the answers one by one.(Answers: 1—4 babb 5—8 abbbStep 7. Discussion Discuss in groups of four.1.What is the feature of carnival in Venice?2. Which is your favourite festival?Step 8. V ocabulary1. Read the words about food.2. Now say which things you eat at a festival.. Practice.Activity 2: Find these things in the box in Activity 1.(1 Two type of meat ( (3 five vegetables ((2 a food that consists of a tube of skin containing meat mixed with herbs. ((4 two ingredients for making a cake( (4 flour, eggs(Answers: (1 pork and chicken (2 sausages (3 beans, cabbages, garlic, onion, peasStep 9. Homework1. Workbook—on Page 871.Read the passage and match the headings with the text.2. Write a short passage about your favorite festival.。
高中英语必修五教案：Module 4 Carnival
Module 4 Carnival I. 模块教学目标II. 目标语言Ⅲ.教材分析与教材重组1. 教材分析本模块以Carnival为话题，介绍狂欢节的历史、发展、种类及人们的活动、饮食和习俗，并由此引导学生联想、讨论中国的节日，旨在通过学习本模块使学生掌握有关节日和食物的词汇、句型，从而不但了解外国的狂欢节，而且对我国的节日也有进一步了解，进而拓展社会文化背景、增加跨国文化知识；使学生巩固表达喜好的方式，复习并掌握被动语态的用法；能够根据要求描写一个中国的节日,能表达自己的观点和想法。
1.1 INTRODUCTION Speaking 以五幅关于外国著名节日的图片和它们的简要描述切入话题，使学生通过讨论激活关于节日话题的背景知识,了解这五个著名节日的习俗及意义，以激起学生的学习兴趣; 第二个活动引导学生列出中国节日的名称和日期; 第三个活动以一幅图画和几个问题引导学生回顾节日期间的特殊着装; 第四个活动是选出节日期间做的事情,为本模块的学习作好铺垫。
1.2 READING AND VOCABULARY 课文以Carnival为话题，介绍了狂欢节的由来和发展、威尼斯狂欢节和美洲狂欢节的特点及异同。
通过课文前后的四个相关练习，使学生了解、学习相关词汇和课文主旨。
与课文相关的练习：Task 1是要求学生浏览课文后选出文中涉及话题，潜移默化中培养学生skimming 这一重要阅读技巧；Task 2是考察对文章细节的理解，有助于学生从微观的角度来理解课文；Task 3 && 4词汇、短语练习，找出文中一些较为复杂的词汇和短语的解析，从而为近一步的阅读理解扫除障碍。
1.3 GRAMMAR (Review of the passive voice) 通过一系列语法练习，旨在使学生复习并掌握被动语态在各种时态中的使用。
1.4 VOCABULARY AND LISTENING 该部分有两项任务，一是复习关于食物的一些词语，为下一步的听力作铺垫。
Module4Carnival教案外研版必修5(精)
Module 4 CarnivalPeriod OneTeaching aims:1. To revise Chinese and western festivals.2. To develop the students reading ability.3. To understand what is about Carnival.Important and difficult points:1 Get the students to understand the history of carnival.2 Get the students to describe the festivals in groups.Teaching procedures:Step 1. Revision.Read the new words of this passage.Step 2. Introduction1. We have learned many festivals both Chinese and the Western. What festivals do you know? Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals.Make a list of them on the blackboard..2. Turn to Page 31— Match the festivals with the description.Step 3. Lead-inToday we will learn another festival ---- Carnival. It originates from Europe, and during thesedays, people often love wearing special clothes and masks for it.Step 4. Fast-readingMatch the main idea with every paragraph.Paragraph 1 A meaning of carnival and how it was celebratedParagraph 2 B the law about wearing masksParagraph 3 C general impression of carnivalParagraph 4 D how it is celebrate today in Venice and the feature of it Paragraph 5 E carnival in Venice and the problem it causedParagraph 6 F the revival of the tradition of celebrating it.(Answers: 1— 6 CAEBFDStep 5. Further-readingRead the passage and answer the questions.1. Where does Carnival come from? What does it mean?2. When was it celebrated?3. Where was the most famous Carnival in Europe?4. How long did the first Carnival in Venice last? What about now?5. Did the government of Venice encourage the wearing of masks?6. Who started the Carnival again, tourists or students?(Answers: 1. “Carnival” comes from two Latin words, meaning “no more meat”. 2. It began just after Christmas. 3. The most famous carnival in Europe was in Venice. 4. At the beginning, it lasted for just one day. 5. No. 6. The students started the Carnival. Step 6. VocabularyActivity 1: Read through the words in the box and have the students repeat them individually. Ask the students to complete the task individually, then check with a partner. Check the answers together:(Answers: 1. confusion 2. excitement 3. mask 4. mystery 5. magic 6. costume 7. crowd 8. tradition 9. atmosphereActivity 2: Choose the correct meanings of the words and phrases.Check the answers one by one.(Answers: 1— 4 babb 5— 8 abbbStep 7. DiscussionDiscuss in groups of four.1. What is the feature of carnival in Venice?2. Which is your favourite festival?Step 8. Homework1. Workbook— on Page 87.Read the passage and match the headings with the text.2. Write a short passage about your favorite festival.Period TwoTeaching aims:1. To listen to the description about western customs.2. To express likes, dislikes and preferences:(1 I love doing…;(2 I don’t like…; I hate…; I dislike…; I don’t care much for(3 I prefer…to…; I prefer doing …(4 I’d rather…than…(5 I an interested in…3. To learn several phrases.Difficult and important points:1. Get the students to express likes and dislikes2. Learn to use the phrases: give up; go wild ;more or less; high spot; funnily enough; in your blood; wash down; walk offTeaching procedures:Step 1. RevisionCheck the homework.— Ask several students to read the short passage with the name of My Favorite Festival.Step 2. Vocabulary1. Read the words about food.2. Now say which things you eat at a festival.3. Practice.Activity 2: Find these things in the box in Activity 1.(1 Two type of meat ((2 a food that consists of a tube of skin containing meat mixed with herbs. ((3 five vegetables ((4 two ingredients for making a cake ((Answers: (1 pork and chicken (2 sausages (3 beans, cabbages, garlic, onion, peas (4 flour, eggsStep 3. ListeningBefore listening— Look at the photos in Activity 4 and tell them every picture meaning a special festival..While listening— Listen to the tape twice and match the names of the festivals with the photos.After Listening:Complete the tableStep 4. Everyday English1. Read the sentences and choose the correct meaning of the words and phrases.2. Check the answers one by one. (1-b (2 a (3 b (4a (5 b (6 a (7a (8b3. Explain the words and phrases.(1give up sth. =don’t have it any more(2 go/wild with joy 欣喜若狂(3 more or less =approximately (oppositeexactly.Eg: That is approximately correct.(4 high spot= the best part(5 be/run in sb.`s blood = be /run in the blood. 生来就有的(因遗传或环境影响eg; Most of my family are teachers, it runs in the blood.(6 wash down a meal = have a drinkwalk off a meal = help the food go down by walking.Step 5. Function1. Match the sentences with the speakers. Say what they are speaking about.(1Caitlin: King Cake(2Maria: Feijoada(3 Stefan: saugages(4 Cameron: traditional Jamaican food – chicken with rice and peas.2. Number the phrases from the most negative to the most positive(1 Ask the students to do this individually.(2 Call the answers back from the whole class, one at a time, from 1--6(3 Write down them on the blackboard:3. Work in pairs. Discuss your preferences for food to eat at festival. Use the phrases in Activity2.(1 Read the example with the class.(2 Pair the students to discuss their preferences.(3 Circulate and monitor their production.Step 6. HomeworkFinish off the workbook.Period ThreeTeaching aims:1. To learn more about carnival.2. To teach them how to write an e-mail.3. To develop the students’ reading skills.Difficult and important points:1. Get the students to learn to write an e-mail.2. Get the students to understand some important sentences.Teaching procedures:Step 1. RevisionRead the words and have a dictation.Step 2. Lead-inWhat do you remember about carnival?Where did it start first?Step 3. Fast-reading:Read and underline the topic sentences ( use your own words about every paragraph. Paragraph1: We can understand what carnival is all about by reading the history of America and the meeting of two cultures.Paragraph2: The slave trade brought millions of black people to the new world. Paragraph3: The slaves were forced to watch their European masters to celebrate carnival and then they began to hold carnival with their own features.Paragraph4: Carnival became a celebration of freedom.Paragraph5: As time went on, carnival became a way of uniting different communities and now it has become a celebration of life itself.Step 4. Further reading1. What did marked the beginning of the slave trade?2. How were millions of people taken to work as slaves?3. How did the slaves begin to hold their own carnival in Trinidad?4. When was the slave trade abolished?5. How was carnival changed when the slave trade was abolished?6. When did carnival become a way to unite different communities?(Answers: 1 That the arrival of European in America, and the opening of huge farms and plantations to grow cotton, fruit and vegetables, meant there was an immediate need to people to work on them marked the beginning of the slave trades. 2 Millions of people were taken by force from their homes in America and transported to the New World to work as slaves? 3. They painted their faces white, imitating their masters and making fun of them. 4. The slave trade was abolished in 1838. 5. It became more colourful and more exciting than it had been before. 6. As people forgot their everyday problems and enjoyed themselves eating, drinking, and dancing.Step 5. Several phrases(1 by force (2 be forced to do (3make fun of sb. (4 bring good luck (5 take over (6 take part in (7 become a celebration of freedom (8 with the time passing Step 6. Discussion1. What is the meaning of carnival?2. Which Chinese festival is most like carnival?Step 7. Reading and writingActivity1. Read the email and number the things in the order you read them1. Read through the things with the whole class and make sure that they understand them all.2. Ask them to read the email and order the things individually, then check with a partner.3. Call back the answers from the whole class, in order.(Answers: 1. the atmosphere at the festival 2. the music 3. the food 4. what the writer’s doing5. what the writer’s going to doActivity2. Underline the adjectives used to describe.1. the atmosphere: noisy/ colourful2. the music: great/ exciting/ relaxing3. the food: good/ tastyActivity3 Write an email from a Chinese festival. Make sure of the details about:1. the atmosphere2. the music3. the foodStep 8. HomeworkWrite a description of the festival for visitors to China.( For example: Spring Festival Period FourTeaching aims:1. To learn new words and expressions and learn how to use them.2. To review of the passive voices.Difficult and important points:1. Get the students to know how to use passive voices:一般现在时和一般过去时的被动语态2. The usage of: hide, pretend, memory, wander, come to an end, dress up; consist of be good for ,date from.Teaching procedures:Step 1. RevisionRead the sentences and find out what grammar are they?1. Is the room cleaned every day?2. We were woken up by a loud noise during the night.3. Something must be done before it is too late.4. Have you heard the news? The President has been shot?5. The car was three years old but hadn’t been used very much.6. There’s somebody walking behind us. I think we are being followed.Step 2. Presentation—被动语态被动语态的基本形式是 : be +过去分词根据时态的不同 , be的形式有所变化 .(1 一般现在时的被动语态 : am/is /are+过去分词 (口语可用 get/become或 got /became(2 一般过去时的被动语态 :was /were+过去分词被动语态的基本用法 :不知道或没有必要提到动作的执行者是谁时用被动语态 . 强调或突出动作的承受者常用被动语态 .(有时可省略 .使用被动语态应注意的几个问题 .(1 主动变被动时双宾语的变化 . 看下列例句eg: 我朋友在我生日时送我一本有趣的书 .My friend gave me an interesting book on my birthday.— An interesting book was given to me (by my friend on my birthday.— I was given an interesting book (by my friend on my birthday.(2 主动变被动时 , 宾补成主补 (位置不变 ; 作宾补的省略 to 的不定时在被动语态中应加 to. eg: 老板让他整天工作 .The boss made him work all day long.— He was made to work all day long (by the boss.(3 短语动词变被动语态时 , 勿要掉”尾巴”.eg: 孩子们被他照顾的很好 .— The children were taken good care of ( by her.eg: 要注意一下你的发音和拼写 .— Your pronunciation and spelling should be paid attention to.(4 情态动词和 be going to, be to, be sure to ,used to, have to, had better等结构变被动语态 , 只需将它们后面的动词原形变为 be +过去分词。
高中英语外研版高中必修5Module4Carnival-教学设计
高中英语写作教学设计主题语境：人与社会——传统节日语篇类型：介绍性语篇教学内容分析和设计思路：本堂课的主题是“人与社会——传统节日”，涉及三个成型语篇，第一篇是关于印度传统节日Holi(胡里节)一篇说明文，第二篇是中国传统节日春节的风俗的一个听力语篇，第三篇是学生自己创作的介绍春节的语段组合成的一个语篇，主要目的是让学本堂课学到的东西能运用到写作中去。
本堂课的总体设计思路主要有三条线，第一：通过介绍印度传统节日Holi，让学生对介绍传统节日要素有所理解，知道如何向外国朋友介绍咱们中国的传统节日。
第二：通过对本堂课的学习，学生能积累一些描述春节的单词，短语和句型。
第三：通过对国中国传统节日的学习，深刻理解中国优秀的传统文化，让学生能成为中国文化的传播者。
学情分析：四川省南江县长赤中学地处农村，该班学生也都来自农村，相对于城市学生，他们英语的听、说、读、写的能力相对欠缺，尤其是听、说、写的能力，但是经过一年多时间的学习，孩子们的这些学科能力有所提高，本堂课也是基于他们的基础而设计的，可操作性强。
本堂课的目的是让他们积累关于春节的表达，掌握从哪些方面去介绍春节，进一步提升他们的写作能力和英语学科素养。
教学目标：学科素养：1.提取语篇大意，梳理文章结构。
2.明白介绍节日的基本要素，积累春节的相关表达，写一篇介绍春节的短文。
核心素养：深刻理解中国优秀的传统文化，培养优秀传统文化的自信。
教学重点：1.介绍节日的基本要素2.积累相关的表达教学难点：写好一篇介绍春节的文章和语言素养的提升。
教学方法：独立学习和合作探究。
教学反思：板书设计:B5M4 CarnivalReading and writingA festivalplace time meaning origin customs。
外研必修5 Module4 Carnival READING AND VOCABULARY英文教案
必修5 Module4 Carnival READING AND VOCABULARYTeaching Objectives:1, Students can scan the passage quickly and catch the general idea of this passage at the very beginning. After reading this passage carefully, students can understand the deep meaning and some details, like inferring the meaning of some new words, predicating the development of the contents, and so on.2, After learning this passage, students can master the meaning and the usage of the key words, such as hide, confusion, extend, pretend, come to an end, dress up, and so on.3, After learning this passage, students can realize the differences between Chinese festivals and western festivals, can understand the history of carnival, and have a correct attitude to cultural differences.Important points of teaching:1,Lead the students to grasp the key words, phrases, and expressions, such as hide, confusion, extend, pretend, come to an end, dress up, and so on.2, Let the students understand the history of carnival, and arouse students’ interests in learning English.Difficult points of teaching:1, To catch and summarize the main idea of the text.2, To develop some important reading skills, like skimming, scanning, inferring, predicating, and so on.Teaching methods:TBLTCreating a situation of the passage’s content by using teaching aids to promote students to understand this passage.Dividing reading into three parts: pre-reading, while-reading, post-reading.Using Skinner’s reinforcement principles to arouse students’ interests. (Students can get the candy of carnival when they answer questions in the class)Teaching aids:The textbook, the blackboard, erasers, chalks, the computer, the electronic whiteboard, the projector.Teaching procedures:Step1.Warming up. (about 5 minutes)The student on duty does a presentation about carnival, and other students volunteer to share ideas. And then the teacher show some pictures or a video to sum up all the ideas and to lead in the text learning.Step2.Revison. (about 2 minutes)Review the new words of this text on the screen.Step3.Skimming for general ideas. (about 5 minutes)Ask students to finish the exercise 1 on page32 through looking at the title and a picture on page 33. Aned then ask the students to skim through the “Match” on the screen ( The “Match” is below.), and match the main ideas with each paragraph through reading the text quickly. At the same time, ask students to check their own answers of exercise 1. When the students have finished these activities, the teacher lead students to check answers together.MatchStep4. Careful reading. (about 10-15 minutes)The teacher show the questions on the screen and ask the students to skim through the questions and the exercise 2 on page32(The questions are below.), and then ask students to read the text silently.when they finish these activities, students race to be the first to answer the answers of exercise 2 and answer the questions on the screen for the candys that the teacher prepared. The students should try their best to explain their answer and the teacher should help them to perfect their answer.1.What do you think of when you think of carnival?( We think of crowds , costumes , masks , and confusion .)2. Where and why does the word “carnival” come from ? Where does Carnival originate from? What did people see Carnival as ?(" Carnival ” comes from two Latin words , meaning “ no more meat ”. In Europe, where it began, carnival was followed by forty days without meat, as people prepared for the Christian festival of Easter. People saw Carnival as a last chance to have fun at the end of the winter season. Having fun meant eating, drinking, and dressing up.)3. How was the Carnival in Venice? ( It was the most famous carnival in Europe . The first carnival in Venice lasted for just one day. As time passed, the carnival period was extended, so that it began just after Christmas. For weeks on end people walked round the streets wearing masks, doing what they could without being recognized.)4. Why were masks banned when Venice became part of the Austrian empire, at the end of the eighteenth century? ( Because the government realized that wearing masks had become a problem . Their use was limited by laws. First men were not allowed to wear masks at night, and they were not allowed to dress up as women in the fourteenth century. In later times more laws were passed. People who wore masks could not carry firearms; and no one could enter a church wearing a mask. If they broke the laws, they were put into prison for up to two years. Finally, masks were banned and carnival became just a memory.)5. When and why was the tradition wearing masks revived? And by whom? ( In the late 1970s the tradition was revived. The idea to start the carnival again came from students. They began making masks and organizing parties, and threw bits of brightly colored paper at tourists. The town council realized that carnival was good for business, and the festival was developed for tourists.)Step5. Post-reading (about 16 minutes)Ask the students to skim through exercise 3 on page32 and exercise 4 on page 33, and read the passage again in order to complete these two activities. And then check the answers together. The teacher should explain how to infer the meaning of the words in the text while checking the answers.And next ask the students to try to retell the text with the help of the words below.Origin Europe, no meat, last chance to have fun, eat, drink, dress upVenice, famous, mask, one day, extend, walk around, Carnival development pretend, adventure, crime, laws, put intoprison, ban, revive, be good forToday celebrate, book, be crowded with, the spirit, wander, losemagicAnd then the teacher lead students to sum up and review the main points.Ask students to complete the passage on the screen with proper phrases to summarize the text.“Carnival”, which comes from Latin words, means “no more meat”. Now you think of crowds, costumes, and confusion when thinking of it. It began in Europe and people saw it as the last chance to have fun at the end of the winter season. Having fun meant eating, drinking, and dressing up. The most famous carnival in Europe was in Venice. For weeks on end people walk around the streets wearing masks, doing what they wanted without being recognized.Many crimes went unpunished. So the use of masks was limited by laws, the first of which dated back to the 14th century. At the end of 18th century, masks were completely banned. But in the 1970s, the tradition was revived by students. The town council realized the carnival was good for business, and the carnival was developed for tourists. The spirit of Venice carnival is the mystery of the mask. Nobody takes the masks of. If they come off, the magic is lost.Finally, the teacher stressed that we should have a right attitude to culturaldifferences. (Display the following content on the screen)Right attitude towards different festivals:We can see cultures and national spirits contained in the festivals. So we should not only cherish and protect our traditional festivals, but also pay great respect to foreign festivals.Step6.Homework (1minutes)List a festival you like in China, and writing an article about 100 words to introduce the origin, development, and today when and how we celebrate it.The blackboard design:Origin Europe, no meat, last chance to have fun, eat, drink, dress upVenice, famous, mask, one day, extend, walk around, Carnival development pretend, adventure, crime, laws, put intoprison, ban, revive, be good forToday celebrate, book, be crowded with, the spirit, wander, losemagicTeaching reflection:Reading is a very difficult and important part in the English teaching. As a teacher, we should be a good leader to stimulate students to make progress, and after class, the teacher should expose students to many English books to increase their input. Only if their input increase, can they output their knowledge and skills.。
Module 4《Carnival》Reading教案4(外研版必修5)
Module 4 CarnivalPeriod 2 Reading----The magic of the maskTeaching Goals:1. Students can learn about the development of carnival2. Students can develop their basic reading skills.3. Students can know the western festival---Carnival, by knowing other’s festival , we come to know our own festival more clearly, students learn to view the world in a multicultural vision.Teaching key point and difficult point:1. The key point of this lesson is to develop students’ scanning and skimming skills.2. The difficult point of this lesson is some difficult words and phrases . Teaching methods:1. Communicative teaching method2. Task-based” teaching method3.Cooperative learning methodTeaching equipment:multi-media computer, tape recorderTeaching Procedures:Step 1 Lead inPurpose: To arouse Ss’ interest in learning about the festivals.1. Ask Ss to name some chinese festivals.2. Small discussion：Which one is your favorite Chinese festival?3. Ask Ss to name the foreign festivals in the pictures.Step 2 ReadingPurpose: To develop some basic reading skills and get some information about carnival.Task1. Listen to the tape and choose the topics of the text.Task 2. Skim the text and match the topics with the paragraphs.Task 3. Scan the text and answer the detailed questions.Task 4. Read the text carefully and fill in the blank.Task 5. Test about the readingStep 3 Key pointsPurpose: This step is a practice section, aims to demonstrate their own ability of using language to do things.1.Think of carnival, and you think of crowds, costumes, and confusion.2.In Europe, where it began , carnival was followed by forty dayswithout meat,as people prepared for the Christian festival of Easter.3.Having fun meant eating ，drinking and dressing up.4.Ordinary people could pretend to be rich and important, while famouspeople could have romantic adventures in secret .Step 4 Retelling the textPurpose: Enable Ss to learn about the details of text and help them to talk about carnival. Let them to know what they have learnt during the class.Step 5 Homework1.Activity 3 on P32 and Activity 4 on P33.2.Finish V ocabulary exercises in WB .。
高二上Module 4 Carnival 最终教案
Subject
Module 4Carnival
Period 1
Introduction andReading
Teaching
Aims
Knowledge Aims:1 To revise Chinese and western festivals
2 Understand the main idea of the text
Paragraph 5E carnival inVeniceand the problem it caused
Paragraph 6F the revival of the tradition of celebrating it.
(Answers: 1—6 CAEBFD)
Step 4
Further-reading
Teaching
Procedures
Teaching Content
Step 1
Lead-in
Show the students some pictures
Ask the students why people do that things
Step 2
Introduction
1 Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals.
Read the passage and answer the questions.
1. Where does Carnival come from? What does it mean?
Carnival” comes from two Latin words, meaning “no more meat
外研版高中英语必修五Module 4CarnivalReading and Vocabulary教案6
e.g. How many classes do you have every day on average?你平均每天上几节课？
Step3 Ask thestudentsto read the reading aloud.
Step4 Homework
Check if the pronunciation is correct.
Let the Ss remember the new words.
Learn the language points and use them freely.
Learn the language points and use them freely.
The teacher writes the language points as she explains them and the students make notes as they listen.
The students read the reading by themselves.
Ask the students do the homework after class.
课 题
Module 4 Carnival
总课时
备课教师：
教 学
目 标
Learn the reading and vocabulary
课 型
New
教 法
Mutual method
教 具
Blackboard
教学重点
Learn and use the language points of the reading.
The teacher writes the language points as she explains them and the students make notes as they listen.
高中英语M4Carnival reading教案
Module 4 Carnival(Reading and Vocabulary)Teaching aims1.Knowledge and skillsa. Key words amd phrasescarnival, ghost, costume, confusion, firearm, empire, memory, council, elegant, magic,hide, extend, pretend, book (v.), revive, wander, come to an end, dress upb. Key sentencesThe sounds and sights change from ... to another but ... is the same...As time passed, however, so that it...For weeks on end people walked round the street wearing masks, doing what wanted without being recognized.Ordinary people could pretend to ..., while famous people could have romantic...If they broke the laws, they were put in prison for up to two years.c. Ability goalsEnable the students to talk about the origins of carnivals and two different kinds of carnivals.2.Process and methods.skimming, scanning and groupwork3.Emotional attitudes and valuesSs will learn more custom about different cultureTeaching important pointsSs will get to know the customs of carnivals.Teaching difficult pointsSs can scan for main ideas and skimg for detailsTeaching aids教具准备A computer, a projector, a tape recorder.and a carnival maskTeaching procedures & ways教学过程与方式Step I GreetingThe teacher greets the Ss as usual with a carnival mask on her face.T: Good afternoon everyone! Look at the mask, do you like it?Ss: Yes.T: This is a carnival mask. Do you want to know more about carnival?Ss: Yes.T: Ok. Now let’s enjoy some pictures about carnival.The slides shows some pictures about carnival.Then, Ss enjoy a video about carnival and answer the question.(How many adjective words are mentioned?)Step II Fast readingTask oneSs read the passage and match each paragraph with the best heading.T: Read the passage and match each paragraph with the best heading.Four minutes later, the teacher invites some Ss to check the answers.Task twoSs read the passage again and divide the passage into three parts and then match each part with correct main idea.Four minutes later, the teacher invites some Ss to check the answers.The purpose of this part: Ss can get the main idea by looking for key words and topic sentences.Step ⅢCareful readingSs read the passage carefully and finishe the blanks.Seven minutes later, the teacher invites some Ss to check the ansers.Step IV Post readingGroupwork. One student is a tour guide, and the other students are tourists. Ss talk about the carnival in groups.(The slides show some key words and phrases .)Five minutes later, invites some Ss to show.Step V HomeworkChoose one of the following tasks:1. Write a passage to introduce carnival in Venice.2. Look for information about a Chinese traditional festival and write a passage to introduce it.。
高中英语外研版高中Module 4 Carnival教案
Festivals高三话题复习学案语篇：Carnival/Kwanzaa/BlackFriday. Traditional Chinese Fcstivals/Chincsc Farmers ,Harvest Festival 主题语事人与社会教学目标：By the end of the lesson, students will be able to:1)Understand and analyse the structure of such passage.2)Remember and use the relevant words, phrases and sentence patterns correctly.3)Introduce a traditional Chinese festival in a right way.教学重点：分析和归纳此类文章的语篇结构；分类收集整理相关词汇短语和句型；引导学生正确介绍自己的传统节日。
教学难点：分析和总结西方传统节日与中国传统节日的共同之处。
教学步骤：Stepl Lead-inSs review some important foreign festivals through the pictures on screen and the two passages in the textbook.Step2 Ss summarise the structure of such passage.When/where is it celebrated?1).Why is it celebrated?2).How is it celebrated?3).How has it been developed?(origin—evolution—today)Then read the passage Kwanzaato undersland the structure further.Step3 Ss sort out and summarise the words, phrases and sentence patterns about each share in their group and the whole class. Do the match exercise to learn more phrases.Step4 Ss look through traditional Chinese festivals in the chart and try to use the words, phrases and sentence patterns to introduce them orally in their group and the whole class.Step5 Ss have a discussion:What do western festivals and Chinese festivals have in common? Based on the similarities , what kind of human communily can we build in the future?Step6 Assignment1 )Read and undersland Black Friday / Chinese Farmers , Harvest Festival. 2) Write a passageintroducing Dragon Boat Festival.。
高中英语Module 4 Carnival教学设计
Module 4 CarnivalPeriod 2 Vocabulary & Listening----The magic ofthe mask高埂宋敬霞Teaching Goals:1. Students can learn about the vocabulary of carnival.2. Students can develop their basic listening skills.3. Students can know the western festival---C arnival, by knowing other’s festival, we come to know our own festivals more clearly, and students learn to view the world in a multicultural vision.Teaching key points and difficult points:1. The key point of this lesson is to develop students’ listenin g skills.2. The difficult point of this lesson is some difficult words and phrases .Teaching methods:1. Communicative teaching method2. Task-based teaching method3. Co-operative learning methodTeaching equipment:multi-media computer, tape recorderTeaching Procedures:Step 1 Lead inStep 2 listeningPurpose: To develop some listining skills by predicting and catching the key words.Task1. Listen to the first interviewer and choose the best choices.Task 2. Listen to the second interviewer and make a choice.Task 3. Listen to the third interviewer and fill in the table.Task 4.listen to the fourth interviewer and fill in the table.Listening skills.听前：先略读、再预测。
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Module 4 Carnival（Period 3）Teaching aim: Deal with language points1. Carnival originates from ______./ the origins of carnival 狂欢节的起源originate vt.使产生; 创始; 创办; 发明;发起; 引起origin用作名词，表示“起源，开端，来源”。
The origin of the custom are unknown.该风俗的起源不详。
There are several sayings about the origins of life on earth。
They originated the plan. 他们首先提出这一计划。
联想拓展original adj. (无比较级)最初的；原始的；创新的originate in/ from sth. 起源/发生于… originate with 由某人发起”首创”All theories originate from / in practice and in turn serve practice.任何理论都来源于实践,反过来又为实践服务。
The film originated in / from a short story. 这部电影取材于一篇短篇小说。
The use of steam originated many other reforms. 蒸汽的使用引起了许多其他改革。
The optic theory originated with Einstein. 光学理论是爱因斯坦首创的。
【巩固运用】The quarrel ___________ （源于）in rivalry between two tribes; they were quarrelling about which was the ________（起源）for ancient art.2.Think of carnival, and you think of crowds, costumes and confusions. 想起狂欢节，你就想起拥挤的人群，节日的服饰和混乱的场景。
祈使句+ and/or+陈述句句型,祈使句表示条件，与陈述句之间要用连词and / and then (就；那么) 或or/ or else/ otherwise (否则；不然的话)(1) Work hard, and you’ll make much progress. (=If you work hard, you’ll make much progress.)努力学习，你就会取得很大进步。
(2) Put on more clothes, or you’ll catch a cold. (=If you don’t put on more clothes, you’ll catch a cold.) 穿上衣服，否则你会感冒。
有时祈使句会由一个名词短语充当。
One more step, and you will be killed.More efforts ，and you’ll succeed.One more minute, and I’ll complete the work.【巩固运用】(1) _____________________________________ the test. 再努力一点，你就会通过考试。
(2) _________________________________the test. 再努力一点，否则你就不会通过考试。
(3) ________________(听医生的建议，否则) your cough will get worse.3. “Carnival” comes from two Latin words, meaning “no more meat”. 狂欢节来自两个拉丁单词，意思是“没有更多的”肉。
本句中meaning “no more meat”是现在分词作定语修饰words，相当于定语从句which mean…The students, following the teacher’s instructions, passed the exam.学生们在老师的指导下,通过了考试The question being discussed is important. 正被讨论的这个问题非常重要。
【巩固运用】(1) The flowers __________sweet in the garden attract the visitors to the beauty of nature.A. to smellB. smellingC. smeltD. to be smelt(2) From time to time Jason turned round as though _______ for someone.A. searchingB. to searchC. searchedD. was searching4. In Europe, where it began, carnival was followed by forty days without meat, as people prepared for the Christian festival Easter. 在欧洲狂欢节开始的地方，节日之后人们要斋戒40天，为基督节日复活节做准备。
prepare v.准备，预备prepare (sb/sth) (for sb/sth) 使（某人）有准备; 把（某事物）准备好; 预备be prepared for sth对某事物（尤指令人不愉快者）作好准备be prepared to do sth be able and willing to do sth 能够并愿意做某事prepare sb for sth 使某人对某事物（尤指令人不愉快者）有所准备prepare for trouble 准备应付麻烦事prepare a meal,预备饭菜The troops were being prepared for battle/to go into battle. 部队已作好战斗准备/已准备好投入战斗.She was prepared for anything to happen. 她已准备好应付一切.I am prepared to lend you the money if you promise to pay it back.我愿意把钱借给你,你得答应还给我.Prepare yourself for a nasty shock! 有件令人十分震惊的事, 你要有所准备!All the students are making preparations for the exam. 所有同学都在为考试做准备。
【即学即练】完成句子(1) I’m _________speech ______（为… 做准备）the meeting.(2) I’m __________________(乐意做)anything for you.5. People saw Carnival as a last chance to have fun at the end of the winter season.人们把狂欢节看成是在冬季结束时可以尽情玩乐的一个最后机会。
1)see sth./ sb. as sth. 把某人/某物看成某物America is seen as the land of opportunity. 美国被看成是机会的土壤。
Jack saw any man who spoke to his wife as a potential threat.杰克把任何跟他妻子说话的男人都当作潜在的危险。
表示“把…看作，视为”的短语有：treat …as , regard …as, think of …as, consider…as, look on…as/uponThe parents look on their children as the best ones. 父母认为他们的孩子是最棒的。
We all think of the plan as a perfect one. 我们都认为这是一个完美的计划。
2）chance c. n. 机会；u. n. 可能v. 偶然发生, 试试看I never miss a chance of playing football. 我从不错过踢足球的机会。
We may lose a lot of support, but that's a chance we'll have to take.我们或许会失去很多支持，但这个风险我们必须冒一冒。
It was the chance she had been waiting for. 这就是她一直等待的机会。
Is there any chance of getting tickets for tonight's performance? 有可能得到今晚演出的票吗?The old man chanced/ happened to be in the park when I was there.我在公园时碰巧老人也在公园里。
opportunity 是一种有利的状态或合适的时机; chance 常意味着因为运气或偶然而出现的机遇Don’t throw this chance away; it won't come around agai n. 机不可失，失不再来。
【巩固运用】(1)她摔倒受伤时我碰巧路过。
(2)不要把所有的陌生人都看成是敌人。
6. Many crimes went unpunished. 很多罪行都逃脱了惩罚。
go unpunished 未被惩罚的, 本句是系表结构。
go是系动词，意为“变成，变得; 变为；成为；处于...状态”常接形容词或过去分词作表语，表示状态的改变，通常指由好变坏或由正常变为特殊。
例如：go mad / bad / wrong / red / hungry疯了/ 变坏/ 出错/ 脸色变红/ 挨饿Her hair is going grey. 她的头发日渐变白。
The milk has gone sour. 这牛奶馊了。
Police are worried that many crimes go unreported. 警方感到不安的是许多罪行发生后无人报案。
【巩固运用】(1) The crowd was _________________________. 人群激动的发狂。