新人教必修三第一单元教案

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新人教版必修第三册Unit1FESTIVALSANDCELEBRATIONS教案

Unit 1 Festivals and CelebrationsListening and speaking & Listening and talking【教材分析】本板块的活动主题是"谈论节日活动”(Talk about festival activities),主要是从贴近学生日常生活的角度来切入“节日”主题。

学生会听到发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动。

随着全球化的进程加速，国际交流日益频繁，无论是国人走出国门还是外国友人访问中国，都已成为司空见惯的事情。

因此，该板块所选取的三个典型节日场景都是属于跨文化交际语境，不仅每组对话中的人物来自不同的文化背景，对话者的身份和关系也不尽相同。

【教学目标】1 ・Master the new words related to holiday: lantern, carnival, costume, di'ess (sb) up. march, congratulation, congiatiilate, riddle, ceiemony, samba, make-up, after all.2.To understand the ongin of major world festivals and the activities held to celebrate them and the significance of these activities;3.Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4.Improv亡students,understanding of the topic by watching pictures and videos about different traditional festivals around the world;5.Review the common assimilation phenomenon in English phonetics, distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill ill oral expression・【教学重难点】Importance:1 ・ Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationsliip beh\r een the characters;2.Inspire students to use topic words to descnbe the festival activities based on tliek backgiound knowledge.Difficulties:Ill the process of listening to the coixect understanding of the speaker^ attitude, accurately identify the relationship between the characters ・【课前准备】1 ・ To understand the origin of traditional festivals in the world, the celebration activities (customs) of these festivals and the meaning of these activities;2.Talk about holiday celebrations;3.Preview: understand the new words according to the context.【教学过程】Step 1 Lead-inTeachers talk about the world's traditional festivals, such as the Lantern Festival in Cliina,adults' day in foreign countries, carnivals and so on.Step 2 Watching and talkingActivity 11.Teacher lets Ss look at some pictures about festival activities. During talking about these activities, teacher can add some background knowledge about festivals・Questions:①What festivals do the pictures show us?②In wliich countiy do you tliiiik people celebrate each festival?(3)How do people celebrate each festival?2.Ask sb to choose some words or phrases fiom the box to celebrate each festival.3.Teacher can show students how to use these word blocks and leani to describe holiday activities ingroups. For example：On the Comiiig-of^Age Day, young girls in Japan would wear traditional costumes・ One of the most important activities during the Lanteni Festival is to guess riddles. During the Rio Caniival, you can watch wonderfiil samba dances・4.Tlie teacher asks students to report the results of the group lecture・ Ask these questions:QjWhat do people do to celebrate the Chinese Lanteni festival?②Who will celebrate Coniing-of^Age Day? What do they do to celebrate it?③What do you expect to see if you go to the Rio Carnival?5.Leani some words and plii'ases in the box.Step 3 ListeningActivity 21.Teacher asks sb to read "Listen for relationships”, Ill pairs, discuss how to identify relationships between people based on their tone and content・ The teacher can provide the following questions to inspire students to discuss・〔］；What does a tour guide usually say to a tour group? Wliat expressions are frequently used?②What questions does an iiiten4ewer usually ask during an interview?③What would a reporter say or do if he/she wants to inten*iew a tourist?④How do fiiends usually talk?2.Some group representatives are invited to communicate and speak in class・3.Teacher plays the listening tape for students to listen to and write the order of the conversations next to the names of the festivals・4.Play the tape again, students match each conversation with the relationship betwzn the speakers.5.Check the answers with class・Activities 3-41.Teacher asks students to look at the tasks and requkements of activity 3. Then read the main ideas of the three dialogues. (Guide the stxidents to guess and fill in the words according to the context. Let the students analyze the English syntactic stmctiire based on the meaning of the sentence and make reasonable inferences.)2.Teacher plays the tape for the second time. After listening to the tape, students discuss the answers in pail's・ Then the class communicates and checks the answers・3.Teachei' lets stxidents listen to the tape for the third time (Before the teacher plays the recording for the third time, the teacher should prepare the students to take notes and remind them to catch key words, especially phrasal verbs.).Step 4 SpeakingActivity 51.Lead the dialogue by asking questions・Let students understand how to discuss their favorite festivals and give tlieii* reasons ・E.g.,Conversation 1T: Which of the three festivals do you like best?SI: I tliiiik the Coniing・of-Age Day is the most interesting.T: Why is it your favourite?SI: Because I like to see women dressed up ill their colorfill traditional kimonos.Conversation 2T: Wliicli of the tlu'ee festivals attracts you most?S2: The Chinese Lantern Festival.T: I suppose you like yuanxig the sweet dumplings.S2: Not only that. I especially like guessing riddles and Pm good at it.2.Follow the example of the conversation in activity 5 and work in pairs to discuss your favorite holiday and explain why. After the discussion, the teacher asks some groups to show the dialogue.Step 5 ActingOne student plays the role of a journalist. The other tluee students play the roles of the characters in the listening dialogue. They are the Japanese gill attending the coming ceremony, the gill attending the Rio carnival, and the tourist visiting China. The following questions can be used ill the interview: is the puipose of tliis festival?②How do you usually celebrate this festival?③What do you like best about this festival?Step 6 Pronunciation1 ・ Help students recognize speech assimilation・(1)Teacher plays the recording of activity 1 and asks the students to pay attention to the pronmiciation changes of bold letters while listening.(2 ) Teacher organizes students to cany out activities in pairs: the teacher plays the recording, one person in the group reads after the words and phrases in activity 1, the other person compares the pronunciation of the recording with that of liis partner carefiilly, and points out the pronunciation problem of his/her partner if there is any difference・ Tlien switch roles, listen to the tape again and complete the same task.2. Let students imitate and read・(1)Teacher guides students to understand the requirements of activity 2. Before listening to the tape, the teachei' asks the question for students to think: “How does your pronunciation change while reading the sentences?^(2)Teacher plays the tape for the first time ・ The students read after the sentences ill activity ■ •(3)Teacher plays the tape for the second time, the students repeat the sentences again, and then discuss with their partners the differences between the pronunciation of the bold consonants in words and the prominciation in sentences, and describe the phonetic assimilation in the flow.(4)Teacher asks different students to read the six sentences of activity 2 and report the result of the discussion on phonetic assimilation・ Tlie teacher supplements and coixects the students' conclusion, explains it appropriately, and writes the assimilation pronunciation in these sentences on the blackboard or presents it to the students tluougli the comseware.Step 7 Listening and TalkingActivity 61.Leani the new words about the festivals・2.Look at the pictures and predict what festival Song Lin and Max are going to talk about・3.Listen and answer the questions.①What festival is Max talking about?②What did Max's mother cook?③What did Max do duiing the festival?@；What did Max and his family do during and after the dinner?⑤"Hiat was the best part of the Estival?4.Listen again and check the answers with class・Answers:〔[[Christmas expenences・②Roast turkey, mashed potatoes and Clmstmas pudding,・・・®He helped decorate the Clmstmas tree and put presents under it, then helped his mum prepare for the family dinner.(4}Durmg dinner they shared stories and told jokes, aftenvards they played games, opened theii' presents ・⑤The best part was opening their presents on Chi'istmas morning.5.Listen again and tick the phrases that Max or Song Lili uses・ Then check the answers with class.6.Have a com-ersation with the help of these questions:CL'Wiat is the recent festival you hav亡had?②How did you celebrate it?③How do you feel about the festival? Why?Step 8 Homework1)Read the passage again and understand the food culture from a cross-cultiual perspecth-e ・2)Remember the new words and leani the usages of them・【教学反思】1、通过本节内容学习，学生能否理解发生在三个国家不同节日场景下的简短对话, 对话中的人们正在参与或将要亲历不同的庆祝活动；2、通过本节内容学习，学生能否辨别对话中人物之间的关系；3、通过本节内容学习，学生能否拿握听力训练中的听力策略。

新人教版必修三Unit1Festivalaroundtheworld说课设计

新人教版必修三 Unit 1 Festival around the world说课设计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 words4.To write about a festival in China5.To practise speaking and writingStrategy objectives:1.By means of task-based language teaching, students can participate in pair and group work to get more information about Teaching festivals around the world and think more about the topic targets2.By using pictures and music, students can be led into the situation where they are going to learn quickly and they must have astrong desire to know more about the topic3.By researching, cooperating, interacting and discussing, students’ abilities of self-learning, getting and dealing with some information in English and communicating can be trainedMoral objectives:By comparing and contrasting the cultures in China and other countries, students can understand the cultural differencesbetween countries, show respect for other culture and customs andlove Chinese culture. They can also learn to cooperate with others, feel success and lay a solid foundation for further learning.Important To talk about the festivals around the world pointsDifficult To know about the reasons for the celebrations pointsTeaching Multimedia aidsTeaching procedureEvaluatiSteps Teacher’s activities Students’ activities IntentiononGreetings: greet each other as Step I usualStep Leading in: By interactingII 1.Show pictures about the Students watch the pictures, listen to music and interact with between teachercelebration of the Spring Festival teacher. and students, with music and ask students teacher can lead in some questions (Powerpoint thetopic of this unit courseware) quickly and <1>What are the people doing? stimulate students(Why?) to talk in English. <2>When do they celebrate thefestival?<3>What do people usually doduring the Spring Festival?<4>How does your familycelebrate the Spring Festival?2. Brainstorm festivals in China Students think about the questions individually and brainstorm the By brainstor-and in foreign countries festivals in China and in other countries. ming, create aThere are many festivals Women’s Day situation where around the world. Teacher’s Day Youth Day students can learn <1> Can you name some May Day New Year’s Day more words about Festivals infestivals festivals and think Chinain China? National Day Army Day more about related<2> Can you name some Dragon Boat Festival Children’s Day words.festivals Mid - Autumn Dayin other countries? Thanksgiving ChristmasHalloween ObonEaster Festivals in foreign countries Father’s Day Mother’s Day April Fools’Day Valentine’s DayStepIIWarming up: Some pictures will be shown on the screen. Students speak out the By guessing,I 1.Guess the festivals on the names of the festivals and countries where they come from as thinking and screen and think about the date quickly as possible and describe what the people are doing. At last cooperating in and the things people do during they’ll judge which pair will be the best. pairs, students are the festivals in pairs. (Powerpoint food dressing up big dinner led into real courseware) watching TV visiting situations to usedancing date some key words toFestivals talk and know aboutmemory working different culturegetting together playing singing and customs insetting off fireworks different countries. 2.Show the story of the Spring Students try to find out the reasons why people celebrate it in By researching, Festival. (Using Flash) groups. students will know that people set updifferent festivals toshow their good willand each festivalhas its reasons andcustoms.3.Choose five festivals in Students form a group of four, discuss the things in the form and By researching China and fill in the form on page report it to the class. and cooperating, 1. students can know Festi-Time What What do people do?more about the vals of doesdeeper meaning of year/ itthe Chinese date celebfestivals, especially rate?the reasons for thecelebrations.StepIDiscussion: By discussing,V 1. What is your favorite Students can have a discussion about the questions in groups and students can know festival of the year? Why?then express their ideas. that different2. Nowadays a lot of Chinese (Key words to introduce a festival: countries have people, especially young peopletime/place/people/celebrations/reasons/themes…) d ifferent cultures are interested in Western and customs, and festivals. For example, On that festivals are Christmas eve many young important to the people will have a party or go to society. Besides, church for the night. What is your they can learn to op inion about it? If you don’t express themselves agree with others, you can ask in English. At last, them some questions or argue their attention is with them. directed to the3. When you introduce a reading material. festival to foreign people, whatshould you talk about?This part is the summary ofwhat the students have learned inclass.Step V Homework: By writing and1.Write an e-mail to your pen Students can finish the homework alone. searching, studentsfriend in the USA to introduce a can consolidate andfestival you like in our country. rethink what they(About 100 words) have learned inSample Writing: class and improveDear Jim, their writing. At theThanks for your e-mail. Yes, same time, they canthe Dragon Boat Festival is a learn how to getfestival with a history of over and deal with2000 years, which fall on the fifth information.day of the fifth lunar month…2.Search the Internet or goto library for more informationabout festivals around the worldand talk about them.Blackboard designUnit 1- Festivals around the worldBrainstorming: Things people do New words:during the festivals take placelunar Festivals in Festivals in Festivals dress up foreign countries China in memory ofplay a trickcustomBook 3 Unit 1—Festivals around the world(The first period: Warming up and Pre-reading)。

第三册第一单元复习教案(人教版必修) 教案教学设计共3篇

第三册第一单元复习教案(人教版必修) 教案教学设计共3篇第三册第一单元复习教案(人教版必修) 教案教学设计1第三册第一单元复习教案(人教版必修) 教案教学设计引言本篇文章是针对人教版必修的第三册第一单元所设计的复习教案教学设计。

在学习这个单元后，我们需要做些什么准备？如何有效的复习并复习？如何设计一份教案来让学生更好地掌握知识点和技能？本篇文章将从准备资材和方法，设计教案的结构和教学方法等方面给出具体的建议。

一、准备资材和方法1. 课本复习以掌握原本学过内容为主，因此首先需要准备的资材就是课本。

在复习时，需要仔细阅读文本，并对重要的定义和概念进行标注和总结。

2. 教辅材料教辅材料包括习题集、练习册、补充资料等。

这些材料是帮助学生在复习时进行练习的利器。

建议学生可以将这些材料分类，根据具体的知识点和难度等程度调整。

同时，教师也可以提供一些适宜的清晰、易懂的解答和解释供学生参考和验证，有助于帮助学生应对考试。

3. 网络资源除了课本和教辅材料外，网络资源也是复习的关键。

现在许多网站提供了大量的关于文化知识的视频，如中国历史、地理、文化等视频资源。

通过观看这些视频，学生们能够使知识更加生动、实用化。

同时，教师也可以推荐一些网上讲解主题的网站和知名博客。

二、设计教案的结构和教学方法1. 复习要点在设计教案的时候，首先需要列出本单元的核心要点，对于每个知识点，必须精准掌握其含义、特点及应用。

要点既要包括重点又要包括一般性问题。

例如，本单元的要点包括：张之洞和康有为的思想、近代史中的重大事件、中国民族文化、地理影响因素等。

要注意的是，在设计教案前，可让学生首先进行自我评估，并提出问题，以此来了解复习焦点。

2. 教学方法本单元的知识点广泛，难度不一，因此选择合适的教学方法是至关重要。

在设计教案时，应掌握这些教学方法的操作技巧、限制和优缺点。

老师可以采用以下几种教学方法：(1) 讲授式教学法教师先简单介绍一些关键内容，再逐渐深入探讨。

【人教高一英语】必修三 unit 1 教案

必修三unit 1 Festivals around the world 适用学科英语适用年级高一适用区域全国课时时长（分钟）2课时知识点1、本单元重点词汇；2、情态动词的用法。

教学目标1、让学生掌握本单元所出现的词汇的用法。

2、通过本单元的学习，要求学生熟练掌握情态动词may/ might，can/could，will/would，shall/should，must/can的各种语用功能。

教学重点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。

教学难点总结语言材料中有关情态动词用法和功能并加以应用。

教学过程一、课堂导入要求学生以小组形式完成一个表格填充，列出中国的五个节日和这些节日的时间、庆祝的内容以及节日里人们的所作所为。

激发学生的阅读兴趣，为本单元Reading部分的世界节日做好铺垫。

二、复习预习以提问学生方式复习上节课所学习知识。

同时以习题形式预习新课。

三、知识讲解考点/易错点1 重点单词与短语学习mean n.意义，意思v. 意味；想要(回归课本P1)Festivals are meant to celebrate important times of year.[归纳拓展]mean to do 打算做某事be meant to do 被要求做…mean doing 意味着….eg. I never meant him to work for us.Passing the entrance examination means being admitted into college.take place发生(回归课本P1)Discuss when they take place, what they celebrate and what people do at that time. [归纳拓展] take place/happen/occur/break out/come about(1)take place 其“发生”是按意图或计划进行，无偶然性，无被动语态。

高中语文必修三第一单元教案(6份) 人教课标版3

《祝福》教案【教学目标】.理清课文各部分所写内容及祥林嫂的不幸经历，分析祥林嫂之死的原因，把握富有特色的人物刻画方法和写作特色。

.通过作者重回故乡观察的“变”与“不变”串联课文。

.分析鲁镇的“不变”.分析祥林嫂的“变”，发生了哪些变化？什么因素促使她的变化？.通过人物对话分析“我”，四叔四婶，柳妈等人物形象。

【教学重点】．文中的“变”与“不变”．通过人物对话分析人物性格，分析“反复”手法【教学方法】教师组织学生进行研究性学习，研究描写人物的方法。

同时结合运用鉴赏分析法。

【课时安排】三课时【教学过程】第一课时一、导入新课导语：在辛亥革命后的某一天，浙江绍兴鲁镇发生了一桩命案。

据说是一个年轻的老妇人在新年祝福的时候死在了冰天雪地里。

而有一个人正好见证了整桩命案的发生，于是便将他所知道的叙述了出来。

那么，这个年轻的老夫人到底是谁呢，在他身上到底又发生了什么故事呢？又是谁是这桩命案的始作俑者呢？而这个故事的见证者又是怎样为我们展现这个故事的呢？带着这些疑问，让我们一同走进鲁迅先生的《祝福》，一起去深入了解体会文中受害者祥林嫂的悲惨命运。

二、知人论世（展示）、作者介绍周树人（年月日－年月日），字豫才，原名樟寿，字豫山、豫亭，以笔名鲁迅闻名于世，浙江绍兴人，为世纪中国的重要作家，新文化运动的领导人、左翼文化运动的支持者，中国现代文学的开山巨匠。

中华人民共和国的评价为现代文学家、思想家、革命家。

、背景介绍《祝福》是鲁迅的小说代表作之一，它是鲁迅第二个小说集《彷徨》中的第一篇，也是中学阶段唯一一篇选自《彷徨》的小说。

小说反映了辛亥革命以后旧中国黑暗的社会现实。

写于年月日。

世纪年代，正是中国新文化运动的发展时期。

鲁迅正以极大的热情欢呼辛亥革命的爆发，可是残酷的现实不久就让他失望了。

他看到帝制政权虽被推翻，但代之而起的却是地主阶级的军阀官僚的统治，封建社会的基础并没有彻底摧毁，中国的广大人民，尤其是农民，日益贫困化，他们过着饥寒交迫的生活，宗法观念、封建礼教仍然是压在人民头上的精神枷锁。

人教版高中语文新课标教材必修3第一单元单元整体教学设计

人教版高中语文新课标教材必修3第一单元单元整体教学设计在语文教学中，教师应该以学生为本，而不是以教材为中心。

教师需要研究学生和课堂情况，才能有效地帮助学生研究语文。

然而，教材提供的大多是文本或思考练，没有告诉教师应该教什么和如何教。

因此，教师需要花费大量时间重新研读文本、设计教学和预设问题，难以将精力用在研究学生上。

为了解决这个问题，教材编者或教学服务人员可以在先期研读的基础上，将教材内容教学化，为教师提供较为完备可据以操作的教学设计，告诉教师怎么教。

这样，研究学生和课堂就可能更容易落实。

教师需要教参，但教参需要提供切实可行的具体的教学设计方案，而不仅仅是提供一些具体的分析和资料。

单元整体教学设计是一种有效的教学方法。

教师可以以标定教为基础，根据课程标准提出的课程目标来设计教学内容。

同时，以材设教也很重要，即根据不同教材的特点来设计教学内容，因为同样的文本选入不同的教材，教材编者的用意可能是不一样的。

此外，因文设教也很重要，需要根据不同文本的特点确定适宜的教学方法和步骤。

最后，单元整体教学设计应尽量提供菜单式的设计，为教师的不同教学追求留出余地。

在语文教学中，我们需要关注文本和人本两个方面。

对于文本的解读，我们需要注重学生的阅读和问题设计，以引导学生深入把握文本。

通过合适的“单元教学设计”，教师可以整合自己对文本的解读和先行者对文本研究的设计，从而化为自己的教学智慧。

在新课程下，研究方式的自主、合作、探究已经成为老师们的共识，但需要有合适的教学内容支撑。

通过单元整体教学设计，可以整合利用各种优势教学资源，帮助老师们更好地研究学生，帮助学生有效地研究语文。

本单元的研究目标包括从分析小说的环境、情节、人物三个要素入手，研究鉴赏小说的方法，欣赏小说的人物形象，熟悉每篇小说的故事情节，品味小说语言，研究肖像描写、语言描写、动作描写和心理描写等刻画人物的方法。

本单元共计6学时，其中《林黛玉进贾府》占3课时，《祝福》占2课时，《十八岁出门远行》占1课时。

(完整版)人教版高中语文新课标教材必修3第一单元单元整体教学设计

人教版高中语文新课标教材必修3第一单元单元整体教学设计前言课程论专家王荣生教授说：“我们认为，语文教师不是对付教材的。

作为教学专家的语文教师，应该面对学生，他备课的主要工作，应该是研究他的学生，他的课堂，从而有效地帮助学生学习语文。

”王荣生教授提出的观点与新课改提出的以学生为本的理念是相契合的，但在很多的课堂上，基本还是“以师为本”——完成老师的教学设计，很少顾及到学生的情况。

这其实不能全怪老师。

因为教材提供的大多是文本或思考练习，并没告诉老师哪些是应该教的，应该怎么教。

面对教材，老师的很大的一部分精力还得放在重新研读文本、设计教学、预设问题，很难再将精力用在研究学生上。

虽然,独立钻研教材、钻研文本还是语文教师首要的任务所在，但是，如果我们的教材编者或教学服务人员，能在先期研读的基础上，做得再深入一步，使教材内容教学化，为老师提供较为完备可据以操作的教学设计，告诉老师怎么教，那么，“研究学生、研究课堂”可能更容易落实。

很多教师将“教参”当作“拐棍”固然不对，但至少反映了两方面的问题：一是教师确实需要教参，另一方面也确实需要丰富教参的编写内容，即除了提供一些具体的分析和资料之外，更主要的是提供切实可行的具体的教学设计方案。

当然，我们不可能要求教材的编者面面俱到，但如果组织一批富有经验的教师先行编拟一部分设计，是完全可以做到的。

这就像很多学校推广的集体备课，先行的教学设计，也可以看作是另一种形式的集体备课吧。

因为新课标教材都是以单元为基本单位来组织编写的，每一单元的文本之间都有着内在的联系，因此教学设计也可以单元为单位进行整体设计，是为“单元整体教学设计”。

搞好单元整体教学设计，需要把握这样几个基点：以标定教，根据课程标准提出的课程目标来来设计，这是毋庸置疑的；以材设教，即根据不同教材的特点来设计，因为同样的文本选入不同的教材，教材编者的用意可能是不一样的，比如《兰亭集序》，综合型教材（人教版）、专题型教材（苏教版）、活动型教材（山人版）都选作篇目，其编写意图就不一样，如果不考虑教材特点来设计，则教材编者的创造性劳动就根本无从体现；当然，同样的文本还有其共同的东西，还需要我们因文设教，根据不同文本的特点确定适宜的教学方法和步骤。

新人教版必修三 Unit 1 Festival around the world单元教案

Festival around the world单元教案人教版新课标必修 3 unit 1教材分析和教材重组教材分析本单元以节日为话题，介绍了世界各地的一些节日、含义、由来和民俗。

通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又能教育学生理解、尊重不同的文化和习俗。

通过本单元的语言技能训练，要求学生学会使用请求以及感谢的表达法。

1. Warming Up 要求学生以小组形式完成一个表格填充，列出中国的五个节日和这些节日的时间、庆祝的内容以及节日里人们的所作所为。

激发学生的阅读兴趣，为本单元Reading部分的世界节日做好铺垫。

2. Pre-reading 通过若干个问题了解学生对节日的认识，比如：你最喜欢的节日是什么？你喜欢与家人还是与朋友共度佳节？你喜欢节日的哪部分——音乐、拜访朋友，可看的还是可吃的？3. Reading 由五篇小短文组成，分别介绍古代节日、亡灵节、纪念名人的节日、丰收节和春天的节日等，使学生了解节日的由来及其存在的意义。

最古老的节日主要庆祝冬天的结束，春天的播种，秋天的收获等。

鬼节是为祭奠亡灵，取悦祖先而举行的节日，例如日本的盂兰盆节（Obon），墨西哥的亡灵节，万圣节（Halloween）等。

纪念名人的节日有中国的端午节，美国的哥伦布日，印度的甘地纪念日。

春天的节日包括中国的春节，西方的狂欢节、复活节，日本的樱花节。

4. Comprehending 第一部分提出的6个问题让学生对所读文章有一个浅层理解。

第二部分要求学生讨论哪些节日是最重要的，哪些是最有趣的，结合所读文章和自己的想法填表。

第三部分要求找出各个节日中共有的三件事，然后与同伴讨论为什么这些事情对各地的人们都是重要的。

这一任务不仅使学生重温所读文章的内容，而且结合他们的实际，给学生机会阐述自己的想法和观点，挖掘学生的思维潜力。

这3个练习的设置由表及里，由浅入深，非常科学。

5. Learning about Language 主要突出本单元的重点词汇和主要语法项目。

高中语文必修三第一单元教案(6份) 人教课标版5

《老人与海》教案【教学目标】.知识目标：引导学生快速阅读，把握小说的主要内容，借助资料了解海明威的作品和风格。

.能力目标：结合文中人物的经历和语言分析和揣摩本文的哲理和象征意味。

.情感目标：理解老渔夫桑地亚哥的硬汉性格，学习他不屈服于命运，凭着勇气、毅力和智慧在艰苦卓绝的环境里进行抗争的精神。

【教学重难点】.教学重点：（）引导学生对重点段落和人物的内心独白进行细读，揣摩小说的语言和行文特点。

（）培养不屈服于命运，凭着勇气、毅力和智慧在艰苦卓绝的环境里进行抗争的精神。

.教学难点：结合文中人物的经历和语言分析和揣摩本文的哲理和象征意味。

【课时安排】课时【课前准备】.学生阅读课文，勾画出老人几次与鲨鱼作战的句子、老人的内心独白，思考：课文节选的段落讲了哪些内容？你眼中的桑地亚哥是一个什么样的人？.学生自主完成《步步高教材导学》中本课的课前预习部分，了解作家及写作背景。

【教学过程】一、导入“一艘船越过世界的尽头，驶向未知的大海，船头上悬挂着一面虽然饱经风雨剥蚀却依旧艳丽无比的旗帜，旗帜上，舞动着云龙一般的四个字闪闪发光超越极限！”海明威这样评价《老人与海》，今天我们就走进这部伟大的名著。

（）作家作品海明威，美国小说家。

年度的诺贝尔文学奖获得者。

生于乡村医生家庭，从小喜欢钓鱼、打猎、音乐和绘画，曾作为红十字会车队司机参加第一次世界大战，以后长期担任驻欧记者，并曾以记者身份参加第二次世界大战和西班牙内战。

晚年患多种疾病，精神十分抑郁，经多次医疗无效，终用猎枪自杀。

年代后，塑造了以桑提亚哥为代表的“可以把他消灭，但就是打不败他”的“硬汉性格”（代表作中篇小说《老人与海》）。

在艺术上，他那简约有力的文体和多种现代派手法的出色运用，在美国文学中曾引起过一场“文学革命”，许多欧美作家都明显受到了他的影响。

（）写作背景小说主要写一个饱经风霜的古巴老渔夫连续天在海上打鱼而一无收获，第天仍然继续去捕鱼，终于捕到了一条大马林鱼，但在返航的途中，又遇到了大群鲨鱼的围攻，老人桑提亚哥奋不顾身，与鲨鱼进行了一夜的搏斗，结果当老人返回岸上时只剩下一副巨大的鱼骨架子了。

新人教版必修三-Unit-1-Festival-around-the-world[教案]

第一单元Reading Festivals and celebrations 教案1. 教学设计理念语言的学习离不开文化，英语教学从某种程度上来讲就是文化教学，对英语文化的了解和理解有利于加深本国文化的学习，培养爱国主义精神，也有利于提高人文素养。

因此传授文化知识、培养文化意识和世界意识，是英语教学中一个非常重要的任务。

①运用任务型语言教学模式，训练培养学生对语言的综合运用能力.②课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设计者、研究者、促进者、协调者”的作用.③在教学中，突出交际性，注重读写的实用性，要进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高.④正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励学生进步.2. 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，旨在通过对世界各地的节日名称、由来及庆祝方式的讨论和学习，让学生在多样的东西方节日、文化中进行比较，并发现节日文化的共性、多样性和民族独特性，从而增进对多种文化节日的理解，进而拓展社会文化背景、增加跨国文化知识.3. 教学目标①帮助学生了解世界各地的节日.②了解节日的分类并进而理解节日庆祝的意义.③通过阅读材料继续训练学生略读,细读,猜测词义,归纳等阅读技巧.4. 重难点①理解节日的起源及意义,增强文化保护意识②通过学生对多样的东西方节日、文化所进行的比较，发现节日文化的共性、多样性和民族独特性，从而增进对多种文化节日的理解。

5. 教学步骤Unit 1 Festivals around the worldLearning aims : 1.learn about festivals around the world.2. learn about the kinds of festivals and the reason for celebrating them.3. train reading skills such as skimming and summarizing.Difficult points : the reason for peopke’s celebrating festivalsStep 1 Warming up1.What other traditional festivals in China do you know ?______________________________________________________________2.What festivals of foreign countries do you know?______________________________________________________________ Step 2 ReadingII.Careful reading2). Festivals to Honour People (Match the person with the festival.)1. Qu Y uan a. the Dragon Boat Festival2. Christopher Columbus b. an Indian national festival on Oct. 23. Mohandas Gandhi c. Columbus Day3). Harvest Festivals (Choose the best answer.)Many activities can be held in harvest festivals EXCEPT that people ___.A. get together to have mealsB. decorate houses to admire the moonC. win awards for their farm produceD. enjoy mooncakesTask 2 True or False1. The ancient people needn’t worry about their food.2. Halloween used to be a festival to honor the dead.3. Qu Y uan was a great poet who people honor a lot in China.4. Mid-autumn Festival is held to celebrate the end of autumn.5. Easter celebrates the birth of Jesus.Task 3 Answer the questions1.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?III. Free talkingWhat do most festivals seem to have in common ?Step 3 Discussing◆What is your favourite festival? Why?◆When is it? What is the festival about?◆How long can we have for holiday? What do we usually do in the festival? Step 4HomeworkWrite a short passage about your favorite festival。

新人教高中英语必修3unit1Festivals-and-celebrations整单元教学设计

教学设计Book3Unit 1 Festivals and celebrations listening and speaking一、单元教学规划1. 单元主题本单元的主题是“节日与庆典”。

该单元从呈现不同节日和庆祝活动入手，引导学生思考人们为何要庆祝节日，通过回顾节日的产生、发展和变化，展示不同国家和民族各具特色的节日风俗、庆典仪式、欢聚活动以及特色食品等，启发学生思考和探究节日的丰富内涵。

节日是一个国家或民族在漫长的历史过程中形成和发展的文化现象，大多富有趣味性和人文性，有着深刻的精神内涵。

不同民族有不同的节日，但是不同的节日却反映了人们共同的美好愿望和追求。

学习不同国家和民族的节日，不仅能开阔学生的视野，增加文化积累，促进语言表达，同时还能增强学生的文化认同感，充分认识文化差异，培养学生的跨文化交际意识和能力，增进国际理解。

2. 单元主要内容分析单元开篇页、listening and talking、listening and speaking 以及video Time 这四个部分围绕国内外的传统节日尤其是中国的元宵节为主展开的听说看的材料内容，开篇页以辛弃疾的关于元宵节的诗歌以及元宵节火龙舞图片引入话题，listening and talking 谈论"节日活动”（talk about festival activities），listening and speaking 谈论“节日经历”（talk about festival experiences），video time 聚焦“元宵佳节”（focus on the Latern Festival），围绕节日主题展开听说训练，层层推进，逐层深入。

Reading and Thinking 部分的活动主题是“探究节日与庆典的缘由”（discover the reasons for festivals and celebrations），是听说板块主题内容的延续，从展示几个不同的节日场景过渡到探讨人们为何欢庆节日，对世界各地的人们庆祝节日的现象追根溯源，进而讨论节日的传承与发展变化，目的在于启发学生的深层思考，体会节日文化的内在实质，感悟世界各国人民共同的精神追求和美好愿望。

人教新课标高中英语必修三Unit 1 Festivals around the world全章教案

人教新课标高中英语必修三Unit 1 Festivals around the world全章教案I．教学内容分析本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。

Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。

Pre-reading 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。

Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。

Comprehending由四个部分组成。

第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。

Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。

这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。

Using Language 部分中包括了听、说、读、写几个部分的内容。

学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。

阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。

Learning Tip部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。

II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 掌握一些情态动词的基本用法；(3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等。

2. 教学难点(1) 增进学生对中国节日的理解，了解和感悟外国的节日；(2) 提高学生的社会文化素质，加强跨国文化素质；(3) 培养学生运用资源策略。

人教新课标高中必修 3 unit 1教案

Unit 1 Festivals around the worldThe First PeriodTeaching Aims:1. Learn the following words and phrases: dress up, fighting, crime, argument, destruction.2. Train the students’ speaking and listening abilities.3. Learn to talk about festivals, customs and habits.Teaching Important Point:Improve the students’ speaking and listening skills by talking about and listening to something about festivals.Teaching Difficult Point:How to further develop the students’ speaking and listening skills. Teaching Methods:1. Pair work and group work to train the students’ speaking ability.2. Listening and choosing activity to train the students’ listening ability.Teaching Aids:1.Pictures2.a projector3.a tape recorderTeaching Procedures:Step Ⅰ. GreetingsGreet the whole class as usual.StepⅡ. Free Talk and Lead-in1.Ask the students to talk about the Spring Festival in China.2.Ask about some other festivals, such as: Lantern Festival, theDragon Boat Festival, Tomb Sweeping Day, Mid-Autumn Day, New Year’s Day…3.Ask about some foreign festivals, such as: Christmas Day,Thanksgiving Day, Mother’s Day, April Fool’s Day, Valentine’sDay…StepⅢ. Warming up1.Look at the pictures and discuss the three questions.⑴.D o you know the names of the festivals?⑵.D o you know which countries the festivals come from?⑶.W hat are the people in the pictures doing? Why are they doingthis?2.Ask the students to talk about each picture on Page 8.3.Ask the students to think of a Chinese festival and a foreignfestival, and then work in pairs to compare them..StepⅣ. Listening1.Do a listening and choosing exercise about the following threefestivals: Mardi Gras, Ramadan and Easter.2.Ask the students to work together to describe one of theirfavourite festivals.StepⅤ. Speaking1.Ask the students if they would like a new holiday, and ask them todecide what a new holiday should be about.2.After the students prepare for a while, teacher asks some studentsto talk about their new holiday separately.Step Ⅵ. Summary and Homework1.Ask the students to remember the festival and learn to use them..2.Try to collect more information about festivals and prepare fornext part.The Second PeriodTeaching Aims:1.Learn and master the following words: honour, ancestor, nation,self-determination, purpose, generation, faith, joy, light.2.Train the students’ reading ability.3.Let the students learn about the relation between festivals andhistory and culture.Teaching Important Points:1.Improve the students’ reading ability.2.Help the students learn about foreign history and culture byreading about festivals.Teaching Difficult Point:How to help the students understand the passage exactly.Teaching Methods:1.Discussions before reading and after reading to make the studentsinterested in what they will read and further understand what they have read.2.Fast reading and careful reading to understand the passagecorrectly.3.Pair or group work to make the students take an active part in theactivities in class.Teaching Aids:1.a TV set and a VCD2.a projector3.a recorderTeaching Procedures:StepⅠ. GreetingsGreet the students as usual.StepⅡ. Discussion and Lead-in1.Watch a program about a festival.2.Ask the students to talk about the program.3.Ask the students to discuss the questions below.﹙four questions﹚4.Learn the new words in the passage.StepⅢ. Reading1.Ask the students to read the passage silently and quickly to get thegeneral idea.2.Ask the students to answer some questions.﹙three questions﹚3.Re-read the passage carefully to further understand it. Then workin groups of four to discuss some questions.4.Read aloud the passage and try to understand it better.StepⅣ. Listening and ConsolidationAsk the students to listen to the tape and finish the “true” or “false” exercise on Page11.StepⅤ. Summary and HomeworkPreview next part— Language study.The Third PeriodTeaching Aims :1.Review the new words appearing in the last two periods.2.Learn to use the modal verbs — must, have to, have got to. Teaching Important Points:1.Learn to guess the missing word according to the given sentence.2.Master the modal verbs correctly.Teaching Difficult Point:How to use “must”, “have to”, “have got to” properly and how to use their negative forms correctly.Teaching Methods:1.Practice and consolidate the words learned in the last two periods.2.Giving examples to e xplain the difference between “must” and“have to” and the difference between “mustn’t” and “don’t have to”.3.Making sentences to consolidate the usages of the modal verbs. Teaching Aids:1.a projector2.some slides3.some picturesTeaching Procedures:StepⅠ.GreetingsGreet the whole class as usual.StepⅡ. Revision1.Ask the students to review something about Kwanzaa, such asthe birth of it, the purpose of it, the way of celebrating it, and the seven principles of it.2.Ask students some questions about the passage.3.Find the right explanation for each of the words.﹙nation, faith,determination, purpose, generation, ancestor, peace trick﹚4.Word Study. Ask the students to choose the best word to fill ineach blank.StepⅢ. Grammar1.Modal Verbs: must, have to, have got to.2.The negative forms of the modal verbs.3.Do the exercises on Page13.StepⅣ. PracticeDo the exercises on Page79.StepⅤ. Summary and Homework1.Review the contents in this class, paying attention to thedifferences between “must” and “have to” and the differe ncebetween “mustn’t” and “don’t have to”.2.Do more exercises to learn to use them properly.The Fourth PeriodTeaching Aims:1.Learn the following words and phrases: reminder, care about,respect, cycle, fool, play tricks on, take in, invitation2.Review the language points and modal verbs in this unit.3.Train the students’ integrating skills, especially writing skill. Teaching Important Points:eful expressions: care about, play tricks on, take in2.Practice expressing and supporting an opinion.3.Write an invitation.Teaching Difficult Points:1.How to create a festival and describe it.2.How to write an invitation.Teaching Methods:1.Review method to consolidate the language points of this unit.2.Individual, pair or group work to finish the reading and writingtasks.Teaching Aids:1.a projector2.some slidesTeaching Procedures:StepⅠ. GreetingsGreet the whole class as usual.StepⅡ. Revision1.Review the usages of the modal verbs learned before.2.Read about some other festivals. Besides, ask the students to createa festival and then write an invitation to invite their guests to theirfestival.StepⅢ. Reading1.Read some information about each festival on Page9.2.Ask the students some questions about the festivals in the passage.﹙four questions﹚3.Learn some useful expression in the passage.﹙care about, playtricks on / play a trick on, take in﹚4.Give the students some more time to re-read the passage anddiscuss the questions after the passage with their partners, and thencheck them out.StepⅣ. Writing1.Ask the students to finish the contents mentioned on Page 10. Thenwrite a short description of their own festival. At the end, tell their classmates about their festival.2.Read the tips on Page 10, which will tell you how to write aninvitation. After that, write the invitation. At the end, exchange papers to comment and correct it.StepⅤ. Summary and Homework1.Practice reading and writing about festival.2.Learn more about festivals, customs and habits of foreign countriesas well as those of their own country.The Fifth PeriodTeaching Aims:1.Review the usages of modal verbs which ex press “obligation”.2.Sum up some other main usages of these modal verbs.Teaching Important Points:1.How to correctly use modal verbs which express “obligation”.2.How to tell the differences between “mustn’t” and “don’t have to”.3.How to understand the meaning of the structure “should/ought to+have +p.p.”.4.How to correctly use the negative forms of “had better”, “ought to”and “have to”.Teaching Difficult Points:How to correctly choose modal verbs in different situations. Teaching Methods:1.Review method and inductive method to enable the students tomake clear what they have learned.2.Practice to make the students master what they have learnedcorrectly.Teaching Aids:1.a projectoer2.some slides3.a multimediaTeaching Procedures:StepⅠ. GreetingsGreet the whole class as usual.StepⅡ. Lead – inStepⅢ. Revision of the Usages of the Modal Verbs StepⅣ. PracticeStepⅤ. Summary and Homework。

新人教必修三第一单元教案

人教新课标英语必修三第一单元教案Unit 1Festivals around the WorldReading 教案Teaching goals1.To get the students to talk about festivals2.To learn about how festivals begin and how to celebrate festivals so as to enable them to learn more about different cultures while learning different language3.To develop the students’ reading skills : skimming, scanning, summarizing, and finding out details.4.To arouse the students’ interest in festivals, cultures, especially those in China，thus promote their culture awareness.Important pointsprehension of the reading part.2.Knowledge accumulation of festivals and cultures.eful words and expressions concerning festivals.Teaching aidsA computer, a projector, courseware, a tape-recorderTeaching proceduresStep 1 revisionRevise the festivals.Step 2 pre-readingWhat is your favourite holiday of the year? Why?Step 3 fast reading1.How many kinds of festivals are mentioned in the text? What are they?2. let’s get to know more about these festivals and fill in the form on P3.Ex1Step 4 careful readingParagraph 1:When did ancient people celebrate ?•at the end of winter•When good weather returned• a good harvest•animals caughtParagraph 2: Festivals of the dead1.What are festivals of the dead for?2. How do Japanese honour their ancestors?3. What do the people in Mexico do in memory of the dead?*Are there any similar festivals in China? What do do? What to eat?The Qingming FestivalParagraph 3: Festivals to honour peopleParagraph 4:Harvest Festivals1) Why are autumn festivals happy events?Because people are grateful and happy and a season of agricultural work is over.2) What do people do to celebrate it?In European countries, it is the custom to decorate churches and town halls with flowers and fruit; get together to have meals, win awards for their animals, flowers, fruit and vegetables; admire the moon Paragraph 5: Spring FestivalsParagraph 6: What are the purposes of festivals?Festivals: To have fun with each other / To let us enjoy life/ To be proud of our custom/ To forget our daily life for a little while/To honour the dead/To honour famous people/To celebrate harvest/To welcome a new year and look forward to the future/To ask people to pay attention to somethingStep 5 post readingDo T or F(1). The ancient people needn’t worry about their food. F(2). Halloween used to be a festival intended to honor the dead. T(3). Qu Y uan was a great poet whom people honor 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(6). There is pink snow in spring in Japan. FStep 6 Group workFestivals are created. Now you’ve got the chance to create a new festival. Discuss in groups, make a plan:When the festival takes placeWhat the festival is forWhat people do at the festivalWhat people eat at the festivalSample: Peace DayIt takes place every year on January 2, the day after the New Year’s Day. At the beginning of a new year, we create such a festival in order to call for peace, to make the world a better place for everyone. People have to learn about foreign countries on that day. The TVs and newspapers will be all about foreign countries. And people are asked to eat foreign food on that day. And they are asked to talk about peace with their families, friends, and so on.HomeworkWrite an introduction of the festival your group have created.。

2020年新人教版必修三《Unit 1 Festivals and Celebrations》单元教案(附导学案)1

Unit 1 Festivals and CelebrationsListening and speaking & Listening and talking【教材分析】本板块的活动主题是“谈论节日活动”（Talk about festival activities），主要是从贴近学生日常生活的角度来切入“节日”主题。

学生会听到发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动。

随着全球化的进程加速，国际交流日益频繁，无论是国人走出国门还是外国友人访问中国，都已成为司空见惯的事情。

因此，该板块所选取的三个典型节日场景都是属于跨文化交际语境，不仅每组对话中的人物来自不同的文化背景，对话者的身份和关系也不尽相同。

【教学目标】1. Master the new words related to holiday: lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, samba, make-up, after all.2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve students’ understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression.【教学重难点】Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge.Difficulties:In the process of listening to the correct understanding of the speaker’s attitude, accurately identify the relationship between the characters.【课前准备】1. To understand the origin of traditional festivals in the world, the celebration activities (customs) of these festivals and the meaning of these activities;2. Talk about holiday celebrations;3. Preview: understand the new words according to the context.【教学过程】Step 1 Lead-inTeachers talk about the world’s traditional festivals, such as the Lantern Festival in China, adults’ day in foreign countries, carnivals and so on.Step 2 Watching and talkingActivity 11. Teacher lets Ss look at some pictures about festival activities. During talking about these activities, teacher can add some background knowledge about festivals.Questions:①What festivals do the pictures show us?②In which country do you think people celebrate each festival?③How do people celebrate each festival?2. Ask sb to choose some words or phrases from the box to celebrate eachfestival.3. Teacher can show students how to use these word blocks and learn to describeholiday activities in groups. For example：On the Coming-of-Age Day, young girls in Japan would wear traditional costumes.One of the most important activities during the Lantern Festival is to guess riddles.During the Rio Carnival, you can watch wonderful samba dances.4. The teacher asks students to report the results of the group lecture. Ask thesequestions:①What do people do to celebrate the Chinese Lantern festival?②Who will celebrate Coming-of-Age Day? What do they do to celebrate it?③What do you expect to see if you go to the Rio Carnival?5. Learn some words and phrases in the box.Step 3 ListeningActivity 21. Teacher asks sb to read “Listen for relationships”, In pairs, discuss how to identify relationships between people based on their tone and content. The teacher can provide the following questions to inspire students to discuss.①What does a tour guide usually say to a tour group? What expressions arefrequently used?②What questions does an interviewer usually ask during an interview?③What would a reporter say or do if he/she wants to interview a tourist?④How do friends usually talk?2. Some group representatives are invited to communicate and speak in class.3. Teacher plays the listening tape for students to listen to and write the order of the conversations next to the names of the festivals.4. Play the tape again, students match each conversation with the relationship between the speakers.5. Check the answers with class.Activities 3-41. Teacher asks students to look at the tasks and requirements of activity 3. Then read the main ideas of the three dialogues. (Guide the students to guess and fill in the words according to the context. Let the students analyze the English syntactic structure based on the meaning of the sentence and make reasonable inferences.)2. Teacher plays the tape for the second time. After listening to the tape, students discuss the answers in pairs. Then the class communicates and checks the answers.3. Teacher lets students listen to the tape for the third time (Before the teacher plays the recording for the third time, the teacher should prepare the students to takenotes and remind them to catch key words, especially phrasal verbs.).Step 4 SpeakingActivity 51. Lead the dialogue by asking questions. Let students understand how to discuss their favorite festivals and give their reasons.E.g.,Conversation 1T: Which of the three festivals do you like best?S1: I think the Coming-of-Age Day is the most interesting.T: Why is it your favourite?S1: Because I like to see women dressed up in their colorful traditional kimonos.Conversation 2T: Which of the three festivals attracts you most?S2: The Chinese Lantern Festival.T: I suppose you like yuanxiao, the sweet dumplings.S2: Not only that. I especially like guessing riddles and I’m good at it.2. Follow the example of the conversation in activity 5 and work in pairs to discuss your favorite holiday and explain why. After the discussion, the teacher asks some groups to show the dialogue.Step 5 ActingOne student plays the role of a journalist. The other three students play the roles of the characters in the listening dialogue. They are the Japanese girl attending the coming-of-age ceremony, the girl attending the Rio carnival, and the tourist visiting China. The following questions can be used in the interview:①What is the purpose of this festival?②How do you usually celebrate this festival?③What do you like best about this festival?Step 6 Pronunciation1. Help students recognize speech assimilation.（1）Teacher plays the recording of activity 1 and asks the students to pay attention to the pronunciation changes of bold letters while listening.（2）Teacher organizes students to carry out activities in pairs: the teacher plays the recording, one person in the group reads after the words and phrases in activity 1, the other person compares the pronunciation of the recording with that of his partner carefully, and points out the pronunciation problem of his/her partner if there is any difference. Then switch roles, listen to the tape again and complete the same task.2. Let students imitate and read.（1）Teacher guides students to understand the requirements of activity 2. Before listening to the tape, the teacher asks the question for students to think: “How does your pronunciation change while reading the sentences?”（2）Teacher plays the tape for the first time. The students read after the sentences in activity 2.（3）Teacher plays the tape for the second time, the students repeat the sentences again, and then discuss with their partners the differences between the pronunciation of the bold consonants in words and the pronunciation in sentences, and describe the phonetic assimilation in the flow.（4）Teacher asks different students to read the six sentences of activity 2 and report the result of the discussion on phonetic assimilation. The teacher supplements and corrects the students’conclusion, explains it appropriately, and writes the assimilation pronunciation in these sentences on the blackboard or presents it to the students through the courseware.Step 7 Listening and TalkingActivity 61. Learn the new words about the festivals.2. Look at the pictures and predict what festival Song Lin and Max are going to talk about.3. Listen and answer the questions.①What festival is Max talking about?②What did Max’s mother cook?③What did Max do during the festival?④What did Max and his family do during and after the dinner?⑤What was the best part of the festival?4. Listen again and check the answers with class.Answers:①Christmas experiences.②Roast turkey, mashed potatoes and Christmas pudding, …③He helped decorate the Christmas tree and put presents under it, then helped his mum prepare for the family dinner.④During dinner they shared stories and told jokes, afterwards they played games, opened their presents.⑤The best part was opening their presents on Christmas morning.5. Listen again and tick the phrases that Max or Song Lin uses. Then check the answers with class.6. Have a conversation with the help of these questions:①What is the recent festival you have had?②How did you celebrate it?③How do you feel about the festival? Why?Step 8 Homework1）Read the passage again and understand the food culture from a cross-cultural perspective.2）Remember the new words and learn the usages of them.【教学反思】1、通过本节内容学习，学生能否理解发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动；2、通过本节内容学习，学生能否辨别对话中人物之间的关系；3、通过本节内容学习，学生能否掌握听力训练中的听力策略。

高中语文必修三第一单元教案（人教版高一必修教案设计）

高中语文必修三第一单元教案(人教版高一必修教案设计)1.《林黛玉进贾府》教学设计一、导语引入《红楼梦》是明清四大长篇小说之一(其他三部是《三国演义》、《水浒传》、《西游记》)。

古代小说发展到《红楼梦》，标志着中国古代现实主义小说达到了辉煌的顶点。

《红楼梦》的这一光辉成就吸引了一大批学者去研究它，后来形成了一门学问，叫“红学”。

有人戏言“一部《红楼梦》养活了一大批人”。

其实“红学”并不神秘，如果立志研究它，我们也可能成为“红学家”。

今天我们一起学习《林黛玉进贾府》，这表明我们班的“红学研究”正式起步了。

学习这一课，单元学习的重点是“鉴赏古代小说的人物形象和语言”。

我认为这里的语言，既包括人物对话语言，也包括描写语言。

要把握人物形象、品味小说语言，不要忘了宁国府上房的一副对联“世事洞明皆学问，人情练达即文章”，从“世事”“人情”上找到解读的途径。

二、整体感知(一).检查预习情况。

1．这个片断中主要写了哪些人?请同学们根据要求回答：①详写的人物──王熙凤、贾宝玉、林黛玉等；②略写的人物──邢夫人、王夫人、李纨和贾氏三姊妹等；③实写人物──贾母、王熙凤等；④虚写人物──贾政、贾赦等；⑤单独写的人物──贾宝玉、王熙凤等；⑥群体写的人物──邢夫人、王夫人、李纨、迎春、探春、惜春等；引导学生总结这样写的好处：突出重点，变化多姿。

2．了解这些人物之间错综复杂的关系。

（出示贾府人物关系表）（二）这么多人物，如果一一介绍出来，一定会很散乱，也很罗嗦。

曹雪芹用的是一个什么办法呢？提示：把全部人物介绍放在林黛玉的视角中去写，通过林黛玉的耳闻目睹和内心感受呈现出来。

（三）读了这个片断后，印象最深或者说你最感兴趣的是哪些内容？王熙凤出场贾宝玉出场三、合作探究1．老师作鉴赏示范①正房炕上横设一张炕桌，桌上磊着书籍茶具，靠东壁面西设着半旧的青缎靠背引枕。

王夫人却坐在西边下首，亦是半旧的青缎靠背坐褥。

见黛玉来了，便往东让。

黛玉心中料定这是贾政之位。

高中英语新人教版精品教案《必修三 Unit 1 Festivals around the world》

高中课程标准实验教科书英语必修3设计主题： Fetiva around the word所教年级:高一所教单元：第一单元1教学设计理论依据：英语教学是一种动态教学或者活动教学，教学过程是交际活动的过程。

只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生的英语交际能力。

《高中英语课程标准》要求我们要改变以往过分强调英语单词和语法知识的简单传授的倾向，加强对学生实际语言能力的培养。

因此，本节课各个环节的教学设计都要突出体现以下几种新理念：1、任务型教学模式（ta-baed teaching method）2、以学生为主体，重视体验参与3、突出交际性，注重读写的实用性4、正视个体差异，多用积极的正面评价2教学背景分析一、教材分析：本课是高中英语必修三第1单元，课题是 Fetiva around the word 。

这是一节阅读课。

在本单元中处于中心地位。

内容介绍了世界各地不同主题的节日和庆祝活动。

我在本课的教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，扩大课堂语料输入量和学生的语料输出量，主要锻炼学生的听说与阅读能力。

二、学生情况分析：高一 3 班的学生具有以下两个特点：1、他们已经初步具备了略读、跳读等阅读技巧以及确定主题句，预测材料内容等阅读微技能，形成了基本的阅读策略。

但是很多学生英语基础相对较弱，语言交际能力相对较差。

2、很多学生求知欲旺盛，思维活跃，好胜心强，但学习缺乏主动性，有畏难心理。

因此，教师要通过精心设计使他们感兴趣的活动，用活动教学的方法来调动学生的学习积极性，在师生互动，生生互动的过程中完成教学任务并达到目标。

3教学目标分析1、知识目标：⑴词汇和语言点⑵理解课文大意，用所学词汇复述课文，并用所学词汇与学生交流沟通。

2、能力目标在运用语言的过程中培养学生观察、分析、思维与自学能力，加强记忆力，提高英语综合运用能力，激发创造能力。