最新Book3 unit1全单元教案
英语第三册unit1(阅读)电子教案
tie
neat
Name tag
Look natural
nails
uniform
appearance
Keep hygiene
Language Points
2.To learnsome key words and phrases in the passage.
教学难点
1.To improve the students’reading skills.
2. Tograsp theusageof some key words.
教学环节
教学内容
师生活动
Step 1
(There’re 6 tips.)
Careful reading
1.Readthe passage carefully and answer the following questions.
(1) What are the author’s suggestions on clothing on you first day at internship?
He likes playing football and so does my brother.
2.Here are some tips on what to wear……
这是一句倒装句。副词here there in out up down等位于句首，而且主语又是名词时，需要把谓语动词放主语之前，即全部倒装。例如
Discussion
Scanning
Read the passage carefully
Book 3 Unit 1电子教案
Unit One1.Movie ClipWatch the movie clip and answer the following questions.1.How much do you know about Mr. Sam Witwicky?He majored in geopolitics and minored in tech studies, and graduated from an ivy college this year. He was interested in government and technology and how they intersect and co-exist. 2.What did he do in the past three months? What was the result?He attended a lot of job interviews in three months but failed to find a job. In the end, he was hired to work in the mailroom of Accuratta Systems, the global leader in telecom, aerospace,17 billion in profit last year.Discussion:What do you learn from Sam‘s job interviewing experience?(This is an open question.)Script:- Interviews. This is so exciting. Honey, do you want some gum? Your breath gets really gnarly when you‘re nervous.- Mr. Witwicky?- Yeah, search is over.- I‘m Mr. Whitley.- Mr ...- Is anybody else joining?- No.- No? You want me to move right there? I‘ll move right there?- I‘d prefer not.- Sensei.- Ready? Begin.- Graduated this year. Major in geopolitics. Minor in tech studies. Very interested in government and technology, how that‘s gonna intersect and co-exist. Shape the future.- Why did we bother sending him to an Ivy college for? Three months out of school and he can‘t find a job?- Mr. Masuhisu ...- Matsumoto.- Matsui ...- Moto.- Martha, can I call you Martha?- No. You may not.- Ok, Jack, there are two kinds of people in this world; There‘s thinkers; there‘s doers. There‘s winners, there‘s dreamers, and there‘s buddies.- What about some weaknesses?- I don‘t ...- You have a vey trustworthy face. You remind me of like an Asian Colonel Sanders. A man I can trust.- He‘s a millennial. That means they‘re the, you know, like lost generation.- Why was the FBI looking for you?- What?- Yeah, FBI. Good of you to flag that. It was during all that alien craziness when you were 14. I mean, they were very kind to me, found me in a jiffy. And that‘s all been expunged. Obama gave me a medal, actually. I‘m just saying. It‘s always good to have a medal guy in the office, with a medal.- From Obama?- Yeah.- In this office, we are mostly Republicans, so ...- I‘m not feeling too good.- No?- No.- Why don‘t you get a little dipping tray and dip the dog in Pepto? That‘s a solution.- I got another one. We got to go.- Come on.- Really?- Sit. Got myself a Mr. Sam Witwicky, recent college graduate. Previous experience, next to zero, yet he has a recommend letter from our board? WTF to that.- Do I know somebody on your board?- Here‘s the deal. You know who we are. Accuretta Systems, global leader in telecom, aerospace, 17 billion in profit last year. We contract for DARPA, NASA, JPL, you name it. You perform here, doors open for you anywhere. First job out of college is crtitical, kid. You either take a step down the correct career path or you fall into a life-sucking abyss. So it all depends on how you respond to my next two words. Impress me.- Now?- Impress me.- You catch me off guard. I don‘t know where to begin.- Impress me.- I‘m an open book. Ask me a question you like.- So you‘re a go-getter, ramrod ...- Yes, sir.- Take-charge kind of guy?- I am a killer. A stone-cold killer.- So, take-charge guy?- Take-charge, Viking, barbarian ... of course, that‘s me. Pow! I‘m here.- We are not looking for that here. No brown-nosing. No suck up. No toolery. I ...- Yes, Mr. Brazos.- Why is Shontel using what appears to be a red cup from the red floor when we are on the yellow floor?- I‘m on it.- It is a visual and, therefore, a visceral betrayal. Stop it.- Such a dumbass. Disgusting.- Thank you. It‘s total anarchy around here.- The email I read said administrative aide?- Nope. Mailroom.- I‘m gonna go.- Do you have an idea of how many Ivy League Phi Beta Kappas would kill to ...- Mister, I saved your life twice. Okay? I can‘t tell you how or when or why, but I have done shit that matters and I‘d just kind of like a job where I matter again. So thank you, but no, thank you, okay?- You know what I think? You want the job after this job. But, son, this is the job that‘s standing in your way. And that‘s why you‘re gonna be so very, very good at it. ‗Cause when I look at you, I see a younger me.2.QuotesRead the following proverbs and tell your classmates which one is your favorite. State your reasons.The best way to appreciate your job is to imagine yourself without one.－Oscar Wilde Don‘t be afraid to give your best to what seemingly are small jobs. Every time you conquer one it makes you that much stronger. If you do the little jobs well, the big ones will tend to take care of themselves.－Dale Carnegie There are no menial jobs, only menial attitudes.－William J. Bennett The supreme accomplishment is to blur the line between work and play.－Arnold Toynbee Choose a job you love, and you will never have to work a day in your life.－Confucius If you have a job without any aggravations, you don‘t have a job.－Malcolm S. Forbes Find a job you like and you add five days to every week.－H. Jackson Browne It is easier to do a job right than to explain why you didn‘t.－Martin Van Buren1.Notes1. assess — evaluate or estimate the nature or quality of2. benefits — welfare3. potential — possible4. prestige — status5. dampen — reduce, subdue6. to be exempt from — not be affected or bound by, be excused from7. compensatory — related to the payment of compensation2.ListeningListen to the recording and answer the following questions.1.When you receive a job offer, what issues must you consider before making a decision? When you receive a job offer, you must consider many issues before making a decision, such as: Will the organization be a good place to work? Will the job be interesting? Are there opportunities for advancement? Is the salary fair? Does the employer offer good benefits?2.Can you ask your potential employer directly about such issues?Yes, you can ask your potential employer directly about such issues, and you should also do some checking on your own.3.Why is a job with a lack of opportunities considered a bad offer?Because a lack of opportunities can dampen interest in the work and result in frustration and boredom.4.List several sources where you can find information about earnings and benefits.One of the best places to start is the information from the Bureau of Labor Statistics. You can also find information about earnings and benefits from your family, friends, or acquaintances who recently were hired in similar jobs. Or you can ask your teachers and the staff in placement offices about starting pay for graduates with your qualifications. Help-wanted ads in newspapers sometimes give salary ranges for similar positions. Check the library or your school‘s career center for salary surveys.5.Why is the organization‘s policy regarding overtime an important factor to consider? Because depending on the job, you may or may not be exempt from laws requiring the employer to compensate you for overtime.ScriptEvaluating a Job OfferOnce you receive a job offer, you must decide if you want the job. Fortunately, most organizations will give you a few days to accept or reject an offer.There are many issues to consider when assessing a job offer. Will the organization be a goodplace to work? Will the job be interesting? Are there opportunities for advancement? Is the salary fair? Does the employer offer good benefits? Now is the time to ask the potential employer about these issues —and to do some checking on your own.A good job offers you opportunities to learn new skills, increase your earnings, and rise to positions of greater authority, responsibility, and prestige. A lack of opportunities can dampen interest in the work and result in frustration and boredom.The employer should give you some idea of promotion possibilities within the organization. What is the next step on the career ladder? If you have to wait for a job to become vacant before you can be promoted, how long does this usually take? When opportunities for advancement do arise, will you compete with applicants from outside the company? Can you apply for jobs for which you qualify elsewhere within the organization, or is mobility within the firm limited?When an employer makes a job offer, information about earnings and benefits are usually included. You will want to research to determine if the offer is fair. If you choose to negotiate for higher pay and better benefits, objective research will help you strengthen your case.You may have to go to several sources for information. Try to find family, friends, or acquaintances who recently were hired in similar jobs. Ask your teachers and the staff in placement offices about starting pay for graduates with your qualifications. Help-wanted ads in newspapers sometimes give salary ranges for similar positions. Check the library or your school‘s career center for salary surveys such as those conducted by the National Association of Colleges and Employers or various professional associations.You also should learn the organization‘s policy regarding overtime. Depending on the job, you may or may not be exempt from laws requiring the employer to compensate you for overtime. Find out how many hours you will be expected to work each week and whether you receive overtime pay or compensatory time off for working more than the specified number of hours in a week.Benefits also can add a lot to your base pay, but they vary widely. Find out exactly what the benefit package includes and how much of the cost you must bear.3.Speaking Practice1.Give an oral presentation on the summary of the main points of the listening passage.For your referenceThe key points:-decide to accept or reject the job offer-issues to consider when assessing the job offer-features of a good job2.Discuss and comment on the effectiveness of each other‘s oral presentation.3.Work in pairs and take turns to ask and give answers about the following topics:a.What kind of job do you think is an ideal job for you?b.What factors will you take into consideration when choosing a job?c.Which do you think is more important, high salary or promotion possibilities?Text I1.Pre-Reading QuestionsBefore you read the text, think about the title and tick off the statements which you think are likely to tell the content of the text.√ 1. The writer describes what his first job was like.__ 2. The writer wanted to have a job because he wanted some experience.√ 3. The writer found his first job unpleasant__ 4. The writer enjoyed his first job2.General ReadingGuidelines for skimming1. Run the eyes over the text rapidly, read only the familiar words and phrases and ignore the unfamiliar ones. Try to piece together the bits of information gathered from the rapid reading sensibly so that the main idea(s) is (are) grasped.2. Try to recognize the key words and phrases, i.e., words and phrases that are closely related to the title of the text; and ignore the supporting details, i.e., anything that describes, explains, or develops the main idea(s).3. Read only the first and the last sentence of each paragraph, for, as a rule, the gist of a paragraph is found there. But, of course, there are always exceptions.4. Read the first paragraph and the last paragraph of a text for the same reason as 3.Go over the text rapidly once and then decide which of the following statements best sums up the content.__ 1. The writer went to an interview and felt depressed.__ 2. The writer was interviewed by the headmaster of a school and was not given a job which he needed badly.√ 3. The writer was interviewed by the headmaster of a school and was offered a job which was none too pleasant.3.Background Notes(1) job interviewA job interview typically precedes the hiring decision, and is used to evaluate the candidate. The interview is usually preceded by the evaluation of submitted résumés from interested candidates, and a selection of a small number of candidates for interviews. Potential job interview opportunities also include networking events and career fairs. The job interview is considered one of the most useful tools for evaluating potential employees. An interview also allows the candidate to assess the corporate culture and demands of the job.(2) General School CertificateGeneral Certificate of Education (GCE) stands for an educational qualification in Britain. There are two levels of examinations in the British GCE. Schoolchildren at the age of 15 or 16 may take any number of examinations in a range of subjects and, after passing the examinations, are awarded ―O‖Level (ordinary level) GCEs. Students aged 17 or over may take ―A‖Level (advanced level) examinations, which are necessary for entrance to a university. The GCE was replaced by General Certificate of Secondary Education (GCSE) in 1988.(3) cricketCricket is a bat-and-ball game played between two teams of 11 players on an oval-shaped field, at the centre of which is a rectangular 22-yard long pitch. One team bats, trying to score as many runs as possible while the other team bowls (投球) and fields (接球), trying to dismiss the batsmen and thus limit the runs scored by the batting (击球) team. A run (得分、跑位) is scored by the striking batsman hitting the ball with his bat, running to the opposite end of the pitch and touching the crease (位置线) there without being dismissed. The teams switch between batting and fielding at the end of an innings (球局).4.TextMy First JobWhile I was waiting to enter university, I saw in a local newspaper a teaching post advertised at a school in a suburb of London about ten miles from where I lived. Being very short of money and wanting to do something useful, I applied, fearing as I did so, that without a degree and with no experience of teaching my chances of landing the job were slim.However, three days later a letter arrived, summoning me to Croydon for an interview. It proved an awkward journey: a train to Croydon station; a ten-minute bus ride and then a walk of at least a quarter of a mile. As a result I arrived on a hot June morning too depressed to feel nervous.The school was a dreary, gabled Victorian house of red brick and with big staring sash-windows. The front garden was a gravel square; four evergreen shrubs stood at each corner, where they struggled to survive the dust and fumes from a busy main road.It was clearly the headmaster himself that opened the door. He was short and rotund. He had a sandy-coloured moustache, a freckled forehead and hardly any hair. He was wearing a tweed suit —one felt somehow he had always worn it —and across his ample stomach was looped a silver watch-chain.He looked at me with an air of surprised disapproval, as a colonel might look at a privatewhose bootlaces were undone. ―Ah yes,‖he grunted. ―You‘d better come inside.‖The narrow, sunless hall smelled unpleasantly of stale cabbage; the cream-printed walls had gone a dingy margarine colour, except where they were scarred with ink marks; it was all silent. His study, judging by the crumbs on the carpet, was also his dining room. On the mantelpiece there was a salt cellar and pepper-pot. ―You‘d better sit down,‖he said, and proceeded to ask me a number of questions: what subjects had I taken in my General School Certificate; how old was I; what games did I play; then fixing me suddenly with his bloodshot eyes, he asked me whether I thought games were a vital part of a boy‘s education. I mumbled something about not attaching too much importance to them. He grunted. I had said the wrong thing. The headmaster and I obviously had singularly little in common.The school, he said, consisted of one class of twenty-four boys, ranging in age from seven to thirteen. I should have to teach all subjects except art, which he taught himself. Football and cricket were played in the Park, a mile away on Wednesday and Saturday afternoons.The teaching set-up appalled me. I should have to split the class up into three groups and teach them in turn at three different levels; and I was dismayed at the thought of teaching algebra and geometry —two subjects at which I had been completely incompetent at school. Worse perhaps was the idea of Saturday afternoon cricket. It was not so much having to tramp a mile along the dusty streets of Croydon, followed by a crocodile of small boys that I minded, but the fact that most of my friends would be enjoying leisure at that time.I said diffidently, ―What would my salary be?‖―Twelve pounds a week plus lunch.‖ Before I could protest he got to his feet. ―Now,‖ he said, ―you‘d better meet my wife. She‘s the one who really runs this school.‖This was the last straw.I was very young: the prospect of working under a woman constituted the ultimate indignity.By Robert Best Words and phrases:(1) post: n. a job or official position in a company or organizatione.g.His son had resigned his post as his assistant in their family firm.According to the deputy prime minister, the new governor will keep his post and hasalready started performing his duties.(2) be short of: not have enoughe.g.If you‘ve ever mislaid your keys or glasses and blamed this on being daft or forgetful,you may be a bit short of sleep.Consumers will be short of money in the months ahead, which could hold back retailsales growth.(3) apply: v. write a letter or fill in a form in order to ask formally for something such as a job ormembership of an organizatione.g.There are several ways to apply for a job, and it all depends on what kind of job it is.Remember, your information is confidential and the college you apply to doesn‘t share itwith anyone else.(4) slim: a. very smalle.g. A person, who speaks only one language, has a slim chance for success in the 21stcentury job market.While some people see these steps as acknowledging the lawsuits‘slim chances ofsuccess, others simply see them as a smart backup plan.(5) summon: v. order to comee.g.The British royal family has underlined Australia‘s importance to the Commonwealthwith the Queen summoning Prime Minister Julia Gillard for a private chat during theroyal wedding day.Some claim that spirits are all around us every day, so summoning one should be assimple as saying hello to a stranger on the bus.(6) dreary: a. dull and depressinge.g.It was a dreary day, cold and without sunshine.What makes life dreary is the want of motive.(7) gabled: a. (of a roof) constructed with a single slope on each side of the ridge supported at theend by a gable or vertical triangular portion of an end walle.g. A gabled roof is a type of sloped roof in which the two halves of the roof meet to form apeak which tops triangular sections of wall on either end of the home.The gabled sunroom roof offers an artistic flare to your home.(8) rotund: a. round and fate.g. It has a small stand at the base that hold this rotund product from rolling around.This soft little penguin has had too many fish to eat; he is so rotund!(9) ample: a. fairly largee.g. Her baby was resting against her ample bosom.The candidate will join an exciting research team with ample resources and excellent training opportunities.(10) loop: v. go in a circular direction that makes a curved shapee.g.Some were straight, some were bent and some even looped back on themselves intoroidal configurations.It is made from round wire which is first looped at regularly pitched intervals andthen pressed into a deep wedge-shaped section.(11) grunt: v. make a low rough noise, especially because one is annoyed or uninterestede.g.She grunted a few words in reply, then turned and walked away.When he had finished the last drop, he grunted and walked sleepily into the box.(12) stale: a. (of air or smell) unpleasant because it is no longer freshe.g.The room smells of stale air. It must have been vacant for a long time.Potato chips become stale when they are exposed to air for an extended period of time.(13) dingy: a. (of color) discolored by impurities; not bright and cleare.g.We all know that after time washing white clothes look dingy.How do I keep my white sheets from getting dingy without using bleach?(14) be scarred with: be damaged with by having ugly marks on the surfacee.g.Tracy‘s life is forever scarred with the sudden losses of loved ones.The Moon is scarred with ancient craters that, on Earth, would have long agoweathered away.(15) proceed to: do something after doing something else firste.g.Since everyone agrees on the matter, let‘s proceed to discuss the next point.Before we proceed to examine this part of the case, it may be proper to listen to thewitness.(16) attach importance to: lay stress on, give or ascribe importance toe.g.Many companies attach importance to etiquette and manners in addition to individuals‘abilities and skills.We must attach importance to food safety because it is concerning people‘s lives.(17) singularly: ad. (formal) very, to a remarkable degreee.g.He made a singularly successful attempt at devising a new computer program.(18) consist of: be made up of, be formed frome.g.Your essay should consist of an introduction, the main body and a conclusion.The white blood cells consist of five different kinds of cells, all of which play adifferent role in fighting infection.(19) range in … from A to B: vary of something between A and B on a scale of measurement orqualitye.g.Vacuum cleaners range in price from less than $100 to more than $500.The children at the orphanage range in age from infant to 10－12 years old.(20) appal: v. cause to be unpleasantly surprisede.g.They were appalled when they heard that the chairman had been murdered.The decision to close a bookshop at the Dylan Thomas Centre would have appalledthe poet after which the venue is named.(21) split up into: divide intoe.g.This document assumes that the project will be split up into different sections that canbe implemented and tested separately.World Wide Web may split up into several separate networks.(22) in turn: one after another in a fixed or agreed ordere.g.All the students answered their teacher‘s question in turn.There were cheers for each of the artists when they perform in turn.(23) be dismayed at: feel afraid, worried or sad ate.g.Don‘t be dismayed at goodbyes, a farewell is necessary before you can meet againand meeting again, after moments or lifetimes, is certain for those who are friends.The artist said he was dismayed at the government‘s decision to cut millions from thearts budget.(24) a crocodile of: a long line of people or things, which are moving togethere.g.Everyone was surprised to find that a crocodile of coaches appeared on the narrowstreet earlier in the morning.(25) get to one‘s feet: stand upe.g.After running for such a long distance, the little girl could not get to her feet finally.Notes(1) Croydona city in Surrey, England, south of London(2) a ten-minute bus ridea bus ride that takes ten minutesten-minute is a compound adjective of time formed by combining a cardinal number with a noun in the singular number which are joined by a hyphen.e.g. a three-week holiday, a ten-kilo bag of rice, a two-month-old babyOrdinal numbers are used in compound adjectives in a similar way.e.g. a first-rate opera, a second-hand book, a nineteenth-century building.(3) Victorian housea house typical of the time Queen Victoria (1819－1901) reigned over Britain (1837－1901)(4) sash-windowwindow of two frames which open by sliding one frame up or down behind or in front of the othe 上下推拉窗(5) His study, judging by the crumbs on the carpet, was also his dining room.An -ing phrase usually has a logical subject. When the -ing phrase functions as an adverbial, its logical subject is usually the subject of the main clause. As a general rule, the -ing participle and the subject of the main clause should be correctly related. However, some -ing participles have become fixed expressions, and so the rule of correct relation no longer applies. For example, the judging by phrase in the above sentence is correctly used although its logical subject is not his study.e.g.Judging from the result, he has worked hard for the team.Generally speaking, more people prefer TV to the cinema.(6) This was the last straw.This was the trouble that made the situation unbearable when it was added to the trouble I was experiencing.ments on the TextNarration is the form of discourse generally used in novels, short stories and plays. Narrative writing tells a story, either briefly or at some length. In a narrative piece of writing, the sequential occurrence of events is vital.―My First Job‖ is a short simple narrative passage. In the text, the happenings that make upthe episode are arranged in the order of their occurrence.Description is also found in this narrative passage, but here the description is not lengthy. It helps to make the narrative more vivid.The writer‘s purpose is to tell us about his frightening and annoying experience in his interview with the headmaster, and about his first job, which was unpleasant.Here is an analysis of the writer‘s techniques:1. Narration of the process of job hunting1) his application for the job2) a mind full of misgivings: no teaching experience, no degree (One‘s educationalbackground counts very heavily in job-hunting. The special training or subjects one hashad and the degrees or diplomas one has obtained both increase one‘s value as anemployee.)3) The job interview: This is probably the most important aspect of the job-seeking processand the crucial factor as to whether one will be employed.The interview itself is described in detail.a) a meeting with the headmaster, the prospective employer, face to faceb) the writer‘s response to questions (Usually an employer is interested in theeducation, experience, and special interests and abilities of the applicant.)c) the usual signal to end the interview (The interviewer will let the applicant knowwhen the interview is over. The usual signal is to rise. As soon as the interviewer doesso, the applicant should also rise and then leave.)d) the salary question (More often than not, the salary paid for a position — at least thegeneral range — is known to the applicant before the interview. However, if the salaryis not known or if the interviewer does not mention it, the applicant can ask near theend of the interview. The specific amount paid will depend upon the qualifications ofthe applicant.)2. The development of the main ideaThe writer‘s method of developing the main idea is by enumerating specific details relevant to the theme.1) school being a long way from his home2) inconvenient transportation — an awkward journey3) hot weather4) poor surroundingsoutside the school building — busy main road, dusty and full of fumesinside the school building — dirty and untidy5) unfavourable impression of the headmaster —his untidy study and suit, his strange,distasteful appearance6) terrible teaching set-up —a class of 24 boys from 7 to 13, three different levels;compelled to teach two subjects the writer was not good at; required to take the pupils tothe Park a mile away to play cricket on Saturday afternoons7) meagre salary8) working under a woman3. The use of descriptionThe writer‘s description of the school, both outside and inside, and of the headmaster‘s。
Book3 Unit1 reading 教案
合
作
探
究
Read the passage again, finish task4 on P3.
拓
展
提升
Based on the reading passage, what do most festivals seem to have in common? Talk with your partner and finish task3 on p3
当堂
检
测
Fill in the blanks to finish the Summary of the text and then try to retell it.(见PPT)
板
书
设
计
Unit1festivals around the world
period 2Reading
1.Words review:
religious, in memory of, belief, custom, look forward to, admire, as though, celebration, play a trick on, award.
作业布置
1.Read the passage again and review the new words and expressions.
2.To know more about thefestivals
3.To develop the students’ability of reading comprehension.
教
学
重
难
点
1. To understand the passage about different kinds of festivals and the reasons for the celebrations
pepBook3Unit1
pepBook3Unit1unit 1单元分析一、教学内容1、本单元要求会听，说，认读的单词：window board light picture door floor classroom computer wall teacher’s desk fan what in the we have new go where2、本单元要求会听，说的单词和词组：many our seat near classmate cleanhave a look good idea all right good job3、帮助学生在掌握单词的基础上造出句子，编出对话，学以致用。
4、培养学生用英语交流的能力，为学生的进一步学习奠定基础。
二、教学要求1、能听懂、会说，会用每一课会话。
2、掌握本单元出现的生词，词组和字母。
3、会唱本单元的歌曲。
三、教学重点和难点1、对于较长的单词如classroom, classmate, computer的掌握以及对于第一次出现的词组和短语如have a look, good job的掌握。
2、对于礼貌用语“thank you , excuse me, after you”的掌握与应用。
3、描述教室中所有物件，并能据此编出对话。
四、教学时间本单元共6课时，每周3课时，2周完成。
lesson 11.teaching aimslet the students master the words: window, classroom, floor, light, door, board, and picture. when they see the objects, they can recognize and read them and do the action about them.2.teaching aidsa bloom, a piece of cloth, a picturea board-wiper and a tape- recorder.3.important pointspicture, classroom, window, board, and blackboard4.teaching steps(1) greetingsthe teacher asks the question : “what day is it today?”the student answers : “today is monday.”then the question “what’s the weather like today?”(2) new contentthe teacher reads the words like that the classroom, the windows, the door, the floor, the board and the lights in english one by one. then the teacher asks students to read after him. he asks:”what’s in the classroom?”choose several students who knows the answers to answer by using the words they’ve just learned. the teacher shows the cards of the words while the students are answering. then the teacher points at the card and asks the students to read after her one by one. 共5页，当前第1页12345group workone student asks the question and the other answers. then the teacher asks some groups to show the work.practicethe teacher hands the cards of the bloom, the piece of cloth, the picture and the board-wiper to the students and asks them to read after her. then the students listen to the tape while the teacher is doing theactions: opening the door, turn on the light, sweep the floor, clean the window, put up the picture and clean the board. then the teacher does the actions again and asks students to follow. after that, choose several pairs of students to do it like her. during this period the teacher says something about the verbs like open, turn, sweep, clean and put. listen to the tape and read after it.5. homeworkask the student to remember the new words and listen to the tape after class and try to imitate the american accent. listen to the tape.6.teaching noteslesson 21.teaching aimslet the students recognize and read the words and expressions (classmate, seat, and have a look) and use the dialogue freely.2.teaching aidsa tape-recorder some pictures some cards4.teaching steps(1)greetingssay “hello”to each other.-what day is it today?-it’s tuesday today.-what’s the weather like today?-it’s sunny today.(2) revisionthe teacher hands the cards and asks all the students to read them one by one as quickly as they can.listen to the music and do the action"开门，开灯，擦窗，擦黑板" and ask the students to say them in english.(3) new content.the teacher shows the text sentence on the blackboard using the computer sentence by sentence and ask who can read them. let the student who can read them to read and then choose 2 or 3 students to read after him. after that the teacher reads the sentences and let them follow him. then listen to the tape and follow it.practicedivide them into some small groups and let them practice in groups andthen asks some of them to show the text.chantlisten to the tape and ask the students to imitate. then practice the chant in pairs by clapping hands. after that, choose 2 groups to play this game in the front of the classroom.4.homeworklisten to the tape after class and try to imitate the accent.read the text smoothly.5.teaching noteslesson 31.teaching aimslet the students master the letters a , b , c , d, e .remember the words and expressions:computer, wall , fan and the teacher's desk 共5页，当前第2页123452.teaching aidsa tape-recorder pictures cards3.teaching steps(1)greetingssays "good morning!" to everybody and talk something about the weather and the date.(2) revisionlet the students listen to the tape and follow it sentence by sentence. then all the students read the text together. next, ask some ones to read the text. at last, ask some questions and let them answer.(3)new contentthe teacher asks the students to look at the board while he writes "aa bb cc dd ee ". then ask the students to practice them on their exercise-books. then ask some ones to come to the board and write the letters to them. next, let others see wether there is mistake.“fill in the blank”.a: the teacher gives the students several letters of a word.b: let the students guess what the word is.then ask them to fill in the blanks. do exercises about the 6 words.3) listen to the tape and ask the students to do thestudents’book. then the teacher checks the answers.bingolet the students look at the "bingo" in the book and the teacher explains it to them. then listen to the teacher and cross it. choose the students who do it very quickly and finally be winner.4.homeworklet the students to memorize the words.recite the whole dialogue.5.teaching noteslesson 41.teaching aimslet the students know the word clean (verb and adj.) and the expressions “good job, good idea, all right”and use them freely.let the students master the sentence “let’s do…”and “let somebody do…2.teaching aidsa clean paper, a dirty paper, a table cloth and some pictures.3.teaching steps(1)greetingssay ”good morning”to the class and ask them “how are you?”after getting the answer the teacher talk about the date and the weather. (2)revisionask one student to say the furniture in his house and describe its colour in his house.(3)new content1) the teacher reads the text first. then ask the students to read after her sentence by sentence.when the students are reading the text themselves, the teacher writes”clean, good idea, good job, all right”on the blackboard. then explain these words and expressions (when the teacher explain the word “clean”, she shows the clean paper and the dirty one to the class. and then use the tablecloth to wipe the dirt on the paper. tell them clean is not only an adj. but also a verb) and ask the students to read them. after that, divide the whole class into several groups. let them practice the story in groups. then choose 2 or 3 groups to act it.共5页，当前第3页12345gamechoose 1 student to come to the teacher’s desk. the teacher shows the pictures one by one and let the student guess what the picture is. play the game some times.4.homeworkask the students to memorize the text and listen to the tape after class and try to imitate the tape.5.teaching noteslesson 51.teaching aimslet the students master the letters (ff gg hh ii) and the handwriting. they can fill the blanks when some letters of a word, which they’ve just read, have given.let them master the song.2.teaching aidsa tape-recorder, four plates, a tablecloth3.teaching steps(1)greetingssay ”hello”to one of the students. talk about the weather and the date.(2)revisionask one student to wipe his table with the tablecloth. choose another student to speak the action of the first student. then ask the monitor to prize him ”good job!”(3)new contentlisten to the tape and ask the students to read after the tape. the teacher writes ”ff, gg, hh, ii”on the blackboard and ask the students to write them on the notebook. then let them check in pairs and write the letters carefully again.let the students fill in the blanks on the textbook. then draw the very picture on the “plates”. this is a competition.listen to the tape. the teacher sings the song and asks the students to follow her. the teacher and the students sing together. then ask a little “singer”to sing to the whole class.4.homeworklet the students write the letters on their homework-notebook. listen to the tape and sing the song after class.11————来源网络整理，仅供供参考5.teaching noteslesson 61.teaching aidsa tape-recorder2.teaching aimsreview the last unit.check the knowledge they have learned in this unit.3.teaching steps(1)greet to each other. and talk about the date and the weather.(2)reviewa: the teacher let some ones to write the letters on the board and check their homework.b: divide the students in to several groups. talk about the pictures they’ve painted. then choose 2 or 3 groups to describe their ideal classroom. c: each of the groups can make up a dialogue by using the pictures on the textbook and the bag and the ball that the teacher gives them. then choose 4 groups to act. listen to the tape and practice it in groups.ask some one what is the main idea of the story and let him show the————来源网络整理，仅供供参考12main idea to the students in chinese. then read the story together. let the students know what is a bee. at last, point out the important points and let them remember them.共5页，当前第4页12345greeting sentences“thank you. excuse me. after you.”tell the importance of these sentences to the whole class. then ask them to make up a dialogue with these sentences. let some groups to act out their plays.next, listen to the story.4.homeworklet the students remember all the word and expressions that appeared in the text. memorize every text in this unit.5.teaching notes13————来源网络整理，仅供供参考。
PEP英语book3全英文说课稿Unit1
PEP英语book3全英文说课稿 Unit 1Hello, dear teachers,My name is . I’m very glad to be here to share some of my teaching ideas. Today my topic is the greeting and self-introduction in PEP primary English book3 Unit 1 Part A Let’s talk. I divide my lesson into 6 parts as follows: teaching material, teaching aims, difficult and key points, teaching methods, teaching procedures and blackboard designing.Part1. My understanding of teaching materialThis unit discusses about the self-introduction and greetings. And this lesson is the first one of this unit. It requires Ss to introduce themselves and greet others when two meet. It is a hot daily talk, so the Ss will be interested in this new lesson.Part2. Teaching aimsNow , I will talk about the teaching aims .First, the basic knowledge aim is enable students to use and master the sentence structures: Hello. / Hi. I’m…Second, the ability aim is to develop Ss basic ability of listening and speaking, and enable Ss to communicate with their partners with sentence form in a real situation .Third, the emotion aim is to develop Ss’ consciousness of cooperation and competition and improve their interest of learning English.Part 3. Difficult and key points :Thirdly, I’d like to talk about the difficult and key points . The key point is that students can read and use the key sentences “I’m … / Hello. / Hi. ” in a real situation such as greeting people around them.The predicted point is the whole expression of self-introduction with “I’m…”Part4. Teaching methods :I’d like to analyze Ss and show you my teaching methods.In our school, Grade 1 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, th ey are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on such a situation, I mainly use the task-based method,I’ve prepared activities such as TPR, singing, gam es, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very import ant to keep Ss’ interests.Part5、Teaching procedure :I’ll finish this lesson in five steps.Step 1. Warm-up1. Enjoy a song “Hello”T: Hello, class. I’m Miss Xiao. You can call me “Miss Xiao”.(我叫肖老师，以后你们就可以叫我Miss Xiao)S: Hello, Miss Xiao.2. Free talkPresent a picture of the members in Cartoon Xi Yangyang and Hui Tailang. Ask Ss to tell the names one by one.T: Hello, boys and girls. Look, who are they?S: Xi Yangyang/ Mei Yangyang/…T: Do you like them? I like Mei Yangyang very much. Now, I’ll say hel lo to Mei Yangyang. Hello, Mei Yangyang. 小朋友们，跟你们最喜欢的羊打招呼吧！S: I like…Purpose: Singing can easily take Ss into a free English environment. With the help of CAI, to present cartoon characters. Set a situation to help Ss say hello.Step2. Presentation1. Say hello to teacherT: 小朋友，还记得老师的名字吗？接下来，老师要跟你们打招呼了。
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。
PEP四年级英语上册Book-3-Unit1-C-Story-time-教案-教学反思-说课稿
PEPBook3Unit1 My classroom Part C教学目标与要求1.能听懂、会说、认读A、B部分Let’s learn、Let’s talk中的单词和句子，并能在真实情景中运用。
2.完成Task time中的活动。
3.能正确做出Let’s check的听力部分。
4.了解、听懂本单元的小故事。
5.会唱歌曲In the classroom 。
6.了解西方国家相互尊重、体谅对方的有关文明礼仪并开展小组合作学习。
重点本单元知识的准确运用。
难点了解并表演小故事教具教学课件单词、句子卡片教学环节师生活动教学问题最佳解决方案P r e p a r a t i o n 准备活动1.Sing the song “In the classroom ”2.Review :教师出示单词卡，生集体读-----分排读-----开火车读。
3.师将本单元单词编成chant :Look , look , look ,This ,this , this is my classroom .Wall , wall , the wall is white .Floor ,floor ,the floor is brown .Teacher’s desk ,teacher’s desk , the teacher’s desk is yellow .Fan ,fan , the fan is blue .Computer , computer , the computer is blue ,too .生跟随老师学说。
【设计意图】使枯燥乏味的单词通过不同的形式得以复习与巩固。
教学环节师生活动教学问题最佳解决方案P r e - r e a d i n g 阅读前活动1 .（课件出示一只蜜蜂）T : What’s this ?教学生学说：beeT：It’s a bee .2 .呈现bee在教室内的图片:T : There is a bee in the classroom .生跟师学说。
大学英语Book3 unit1 教案
工业学院教案课程：大学英语（3）学期：20 —20 学年第一学期教师：工业学院教案Unit 1说写课（第1次课）The first 50 minutes:Step1: Term plan and pre-reading activities. (15 minutes)1.Introduce the term plan of learning English and some changes in teachingincluding how to grade English in this term.2.Talk about the topic “The way to success” and ask students how to define “success”.Do the pre-reading activities on page 2 (listening).Step 2: Text A reading comprehension.1.Ask the students to read Text A within 15 minutes and raise questions about textunderstanding.2.Discuss and find answers to questions on page 9: understanding the text andcritical thinking (for critical thinking questions, the teacher had better ask the students to choose only one or two to discuss). While the students are discussing, the teacher may walk around and offer some help. Then, ask one or two students to report their discussion results. (20 minutes)The second 50 minutes:Step3: Key words, phrases and expressions. (15 minutes)Step 4: Functional patterns. (15 minutes)Use the following patterns to make sentences.1. He was not a good student, and had he not been from a famous family, he probably would have been removed from the school…... （L2, Para.1）“had he not been …”为倒装的虚拟条件句，相当于“if he had not been……”。
小学剑桥英语Book3 Unit1教学设计
Book 3 Unit 1 A party 单元分析一、教学目标：A. 知识目标：1、能说出10种中外食品的英语名称。
2、能说出5种饮料的英语名称。
3、能用I‟m going to ···表达要做某事，如：购物、踢足球等。
4、能用I can bring ···表达自己能够带某东西来，如蛋糕、可乐、橙汁等。
5、能理解句型Some more (cake)?It‟s the Brysons‟ kitchen. What shall we do?Let‟s hide behind the bushes[矮树丛].Thank you for helping. Pass the ball,(Mike).Oh, no, not again. A pretty girl.Trip over [绊倒](the cassette recorder).Laugh, blush[脸红].6、了解一般将来时态的各个人称的表达。
B. 技能目标：1、听歌曲的细节，填出歌词中所缺的内容。
2、学唱歌曲：School party.3、执行指令（动作故事）4、听音填序号5、组织聚会，开展角色表演6、用镜面书写辨别课文的意思7 、完成对话8、理解卡通故事的含义9 、阅读理解短文10、调查自己的同学在周末的安排，填写调查表。
C、情感态度价值观：1、培养学生热爱老师，尊敬老师的情感。
2、培养学生乐于与他人交往的情感。
3、训练学生养成遇事合理安排，井井有条的行为习惯。
4、培养学生做错事应勇于认错，承担责任的意识。
5、培养学生助人为乐的精神。
二、过程与方法：1、能在学习中善于利用简笔画、动作等非语言信息理解要学习得内容。
2、通过游戏、角色扮演、唱歌等活动，充分发挥学生的主动性，让学生再参与“做事”的体验中，提高语言技能，丰富情感。
3、在英语学习活动中，把注意力集中在意思表达上，不因生词等影响活动进行。
PEP第三册英语 Unit 1 教案 (6课时)
PEP第三册英语 Unit 1 教案（6课时）课程概述本教案主要是针对PEP第三册英语 Unit 1的教学内容进行设计，共计6个课时。
本单元主要以日常生活为背景，通过多样的教学活动和任务，引导学生运用所学的英语知识进行交流和表达。
课时安排第一课时•课程目标：通过介绍课文中的人物和情节，激发学生的学习兴趣，提高学生的听力理解能力。
•教学内容：课文《A New Student》的故事内容和相关词汇。
•教学活动：–导入：呈现课文标题，让学生猜测故事内容。
–听力训练：播放课文录音，要求学生听录音并回答问题。
–合作讨论：学生分组讨论课文中出现的生词和短语，交流彼此的理解。
•作业要求：学生预习课文《A New Student》。
第二课时•课程目标：通过阅读课文，理解故事情节，培养学生的阅读理解和口语表达能力。
•教学内容：课文《A New Student》的故事情节和相关句型。
•教学活动：–阅读理解：学生独立阅读课文，完成相关问题。
–口语表达：学生分组进行对话练习，模拟课文中的情境。
•作业要求：学生复述课文内容。
•课程目标：通过学习课文中的词汇和句型，提高学生的语言应用能力，培养学生的写作能力。
•教学内容：课文中的词汇、语法和写作任务。
•教学活动：–词汇学习：学生学习课文中单词和短语的意思和用法。
–语法训练：学生学习课文中出现的语法结构和句型。
–写作任务：学生根据课文中的要求，完成一篇短文写作。
•作业要求：学生完成写作任务并交给老师。
第四课时•课程目标：通过合作学习和角色扮演，提高学生的口语交际能力和创造力。
•教学内容：日常生活中的对话和交流情景。
•教学活动：–泛读练习：学生看图，并用英语描述图片中的场景。
–角色扮演：学生分组进行角色扮演练习，模拟日常生活中的对话情景。
•作业要求：学生完成课堂上未能完成的角色扮演练习，并准备下节课的表演。
第五课时•课程目标：通过小组表演和讨论，提高学生的听说能力和合作能力。
•教学内容：课文中的对话和表演任务。
book3unit1阅读和写作教案
Why happened: They have misunderstanding of the
meeting place. Li Fang went to the coffee shop while Hu
Jin waited in the tea shop.
The result: Li Fangwas worried thatHu Jin would
1.But she didn'tturn up.
2.She said she would be there at seven o'clock, and he thought she wouldkeep her word.
3....he was not going to hold his breath for her toapologize.
How many love stories are mentioned in this text? What are they?
Which paragraphs talk about QiQiao Festival?
(1) skim the text andanswer the questions
速度课文，浏览大意，回答问题，培养学生快速阅读并获取要点的能力。
Let students learn about the romantic legend of Niulang and Zhinv.
2.Skill aims:
Students make a progress in reading skills, including skimming and scanning;
Keys for reference:
Unit1 Reading and thinking教案 人教版高中英语必修第三册
Book3Unit 1 FESTIV ALS ANDCELEBRATIONSReading and Thinking P4Topic: Why do we celebrate festivals?【课时目标】1.利用文本标题引发学生思考。
2.阅读全文，解读语篇主题，了解语篇传递的两个要义:一是世界各地节日有异更有同，二是节日的本质意义。
研读文本，识别主题展开方式，认识到节日庆祝对人的重要意义。
3.寻找要义一中的关键信息“不同的节日”和“共同的精神”在各段落中的支撑信息，理解语篇中信息的布局及衔接关系，理解语篇行文中的概括与例证关系，发展逻辑思维能力。
【教学重难点】1. 通过不同层次的阅读活动，提升学生的阅读技术和能力。
2.引导学生理解节日的重要性，促进学生对世界节日差异和融通并存的理解。
【Teaching procedures】Ⅰ Leading in1.Q: What festivals can you find in this video?2.Think: Why do we celebrate festivals?【设计意图】借助体现不同文化特色的节日视频及图片引出主题语境，激活学生已知信息，在读图、识图、说图活动中，提高学生理解力和语言表达能力。
Ⅰ Pre-readingActivity 1:Prediction1.Look at the title and pictures. Predict what the text is about.2.What type of writing is this text?【设计意图】通过标题和图片，引导学生猜测文章内容，形成阅读期待。
Ⅰ. While-readingActivity 2:Skimming1.Identify the”topic sentence”of each paragraph.2.Analyze the structure of the article.【设计意图】通过无干扰阅读，引导学生理解语篇主题和文本主旨要义;通过分析内容要义和周边句子的逻辑关系，引导学生精准概括文本，锻炼学生快速阅读及搜索信息的能力，提高概括、解读信息的逻辑思维能力。
新标准大学英语book3-unit1教案设计
Defying his fellow captives.
Without luck.
He gave up his struggle to escape and began to stop others trying to escape.
Father wanted to tell the son not to be pulled back by others and get to know himself better.
3) an announcement or advertisement that is printed on a sheet of paper and given to people 传单，小广告
e.g. People were giving out flyers advertising the event. 人们在分发传单宣传这个项目。
e.g. He is acknowledged as a high flyer with high marks. 他是大家公认的心怀抱负、成绩拔尖的高材生。
2) a bird, insect, or animal that flies in a particular way 飞鸟；飞行物
e.g. This is the bluethroat, a beautiful bird and magnificent flyer. 照片上这种是蓝喉，华美的一种飞鸟。
2. Life is like a boat. Everybody must learn to be skilled in boating.
人生犹如一艘船，人人都应该有掌舵的本领。
☆attendance
n.
1) [U] the fact of being present at an event or of going regularly to school, church etc. 出席；参
PEP教材 Book 3 Unit 1教案
教学过程教学环节教师活动学生活动设计意图Step 1 War ming up Sing a song“Hello song”教师带着全体同学歌唱歌曲拍着节奏歌唱歌曲活跃课堂气氛,激发学生的学习兴趣教学内容分析本课是小学PEP教材 Book 3 里的Unit 1，主要学习音标“er”的发音，单词water tiger sister dinner computer，为以后的单词拼读做准备，是本单元的基础课程。
教学目标1、学生能够自主听说单词water tiger sister dinner computer；2、学生能够在图片的帮助下读写单词water tiger sister dinner computer；3、学生能够在图片的帮助下利用单词water tiger sister dinner computer完成简单的句子。
教学重点、难点教学重点：听读音标“er”，听说读写单词water tiger sister dinnercomputer；教学难点：1、单词computer有三个音节，学生学习起来有一定的难度；2、观察图片写出单词，完成简单的句子。
教学工具Step 2 Present ationStep 3 PracticeStep 4 Product ion Lead-in1、设计一个情景，我们有一个好朋友叫小丸子，他要给我们介绍一个新的朋友，小丸子的姐姐，用自然拼读法教单词sister2、呈现新单词图片，及新单词watertiger dinner computer，用红色标出重点音标，学习两个新单词后学习一个词组或短句3、教单词是用大小声分小组开火车等反复操练单词Game Boom！把单词图片全部展示，然后消失一个图片，让学生以小组竞赛形式快速说出消失的图片所对应的单词，回答正确后显示正确的答案，加深学生对新单词的记忆I know more...依次呈现五组单词，每组两个，其中有一个单词含有音标“er”，学生举手回答出那个单词含有音标“er”对回答正确的学生进行奖励1、对音标er有初步发音印象2、在反复操练中形成对新单词词组的记忆小组竞赛的模式容易让课堂气氛活跃，并且进一步加深重要单词的记忆运用以前积累的以及本课的知识，选择出正确的单词1. 采用自然拼音法来教授新单词，帮助学生更快更准确地掌握新单词的读音2. 通过多种形式的操练，让学生在学习新词时不觉得枯燥乏味。
必修 3 unit1 单元教案
Book 3 Unit 1 Festivals around the world Ｉ. Teaching goalsII. Functional itemsIII. 教材分析与教材重组1. 教材分析本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。
1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。
可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。
1.2 Pre-reading是Reading 的热身活动。
主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。
1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。
此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。
处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。
1.4 Comprehending是考察对阅读内容的进一步理解。
练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。
练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。
练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。
人教版高中英语必修三Unit 1 Festivals around the World教学设计
Book 3 Unit 1 Festivals around the world
Festivals and Celebrations Warming up and Reading 教学设计
体会古代节日
与现代节日的
节日名称，庆祝目的，国家，及庆祝活动
了解该节日的目的；对中国的清明节，日本的盂兰盆节及墨西哥的亡灵节进行对比，能列举节日活动；对亡灵节进行深入理解，能正确
看待死亡。
通过组织对话的形式，灵活运用语段内的有效信息，做到学以致用
学生结合实际生活，总结春节期间的活动。
还须给出其他活动，拓
识知展学生面。
排序题意在
考查学生对于细节的把握，找出关键词总结节日的意义，重在实际应用
例，知识上
部分难度较大，为得到较好效果，须给出关键词，帮助学生思考归纳）。
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Unit 1 Festivals around the worldI．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-readin g 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。
本单元建议分七课时：第一、二课时：Warming up, Pre-reading, Reading & Comprehending第三、四课时：Learning about Language第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook)第六课时：Reading (Using Language) & Reading task (Workbook)第七课时：Speaking task (Workbook), Writing (Using Language) & Summing UpIV．教学步骤：Period 1&2 Warming up, Pre-reading, R eading & ComprehendingTeaching Goals:1. To arouse Ss’ interest in learning about the festivals around the world.2. To improve S s’ listening ability.3. To train S s’ speaking ability.Teaching Procedures:Step 1. Leading-inPurpose: To activate Ss and arouse them to express their opinions about a festival.Lead Ss to the content of this unit. Teacher may say, “Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.”Step 2. Warming Up1. Ask Ss to turn to P1 and work in groups to complete the form on P1.2. Ask Ss to discuss festivals they have filled in the form and their importance to the society. After that, ask Ss to present their opinions to all classmates.Step 3. Pre-listeningPurpose: To help Ss learn about the context of the Listening text.Ask Ss to talk about the following questions to get them prepared to listen to the reading text.1. How many ancient festivals do you know?2. Are foreign festivals different from Chinese festivals? In what part?Step 4. ListeningPurpose: To get the main information in the listening part.To develop Ss’ listening abilityTo learn some information about the festivals around the world.Ask Ss to listen to the tape, focus on the subjects mentioned in the passage and then answer the following question.1.How many kinds of festivals were mentioned in the text?Suggested Answer:Five.2.What are they?Suggested Answer:Ancient FestivalsFestivals of the DeadFestivals to Honor PeopleHarvest FestivalsSpring FestivalsStep 5. Pre- readingDivide Ss into groups of four and ask them to discuss the following questions.1. Wh at’s your favorite holiday of the year? Why?2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?Step 6. Fast readingAsk Ss to read the text quickly and answer the following questions.1. What are festivals of the dead usually for?2. What make autumn festivals happy events?3. What do people usually do at spring festivals?4. What is one important reason to have festivals and celebrations?5. Compare the festivals of the dead in Mexico, Japan and China. What things aresimilar? What things are different?Suggested Answers:1. Festivals of the dead are for honoring or satisfying dead ancestors or others, whosome people believe might return to help or harm living people.2. Autumn festivals are happy events because people are thankful that food is ready forwinter and the hard farm work is finished.3. At spring festivals, people usually have dances, carnivals and other activities tocelebrate the end of winter and the coming of spring.4. It is important to have festivals and celebrations so we can enjoy life / be proud of ourcustoms / forget our work for a little while.5. The Chinese, Japanese and Mexican festivals of the dead all have customs to honourthe dead. The Chinese and Japanese go to clean their ancestors’graves, and theMexican offer food, flowers and gifts to the dead. However, there are somedifferences. The Mexicans eat special food that looks like bones, something theChinese and Japanese do not do.Step 7. Intensive reading1. Ask Ss to read the text carefully and sum up the main idea of each part.2. Discuss in pairs which festivals you think are the most important and which are the most fun.Suggested Answer:Various answers are acceptable.3. Ask Ss the following question and encourage Ss to give some similarities that they think festivals have, and give their reasons. Then invites Ss to tell the similarities and then ask them to present them before the class.What similarities can you find among these festivals?Suggested Answer:They most include food, music or entertainment, like dances, light or fire.They are most together with family and friends.Festivals exist everywhere.Many of them celebrate similar ideas and important cultural events or remember event of people. Human beings need to have things in life to celebrate and have a break from daily struggles and demands.Step 8. HomeworkPurpose: To get a further understanding of the text.1. Ask Ss to continue discussing their opinions about festivals with their partners.2. Ask Ss to read the text once again and try to retell the text.3. Ask Ss to discover useful words and expressions in the text.Period 3&4 Learning about LanguageTeaching Goals: 1. To check what has been learned yesterday.2. To enable Ss to master some new words and expressions.3. To get Ss to have knowledge of the grammar point: the model verb Teaching Procedures:Step 1. Revision1. Ask Some Ss to retell the reading text.2. Ask Ss to answer the following question to see whether they did their homework or not.How many festivals are mentioned in our text?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.Finish Ex1Purpose: To enable Ss to master some new words and expressions.Ex2 Many people think that Christmas is a western __________, but in fact it is really a worldwide holiday. Christmas actually as a _______ festival celebrated by _________ around the world. Its ______ is around the 3rd or 4th century AD, when the _______ of remembering Jesus’ birth on December 25th first started. Today, of course, many people celebrate Christmas __________ it were just a holiday to ______________ family, rather than a holiday about a _______.Suggested Answers:celebration, religious, Christians, origin, custom, as though, have a fun with, beliefStep 3. Grammar point1. Explain for Ss the grammar point: the modal verb(1) can/could 可以表示能力、许诺、请求或某种可能性，could还可用于：①提出委婉的请求，（注意在回答中不可用could）。