人教版Book3unit1全单元教案

Book3 Unit 1 Festivals around the world

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 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。

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。

本单元分五课时：

第一课时：Warming up, Pre-reading, Reading & Comprehending

第二课时：Learning about Language

第三课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第四课时：Reading (Using Language) & Reading task (Workbook)

第五课时：Speaking task (Workbook), Writing (Using Language) & Summing Up

IV．教学步骤：

Book 3 Unit 1 第一课时

Warming up, Pre-reading, R eading & Comprehending

Teaching 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-in

Purpose: To activate Ss and arouse them to express their opinions about a festival.

Lead Ss to the content of this unit.

Step 2. Warming Up

1. 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-listening

Purpose: 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. Listening

Purpose: To get the main information in the listening part.

To develop Ss’ listening ability

To 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 Festivals

Festivals of the Dead

Festivals to Honor People

Harvest Festivals

Spring Festivals

Step 5. Pre- reading

Divide Ss into groups of four and ask them to discuss the following questions.

1. What’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 reading

Ask 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 are similar? What things are different? Answers:

1. Festivals of the dead are for honoring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.

2. Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.

3. At spring festivals, people usually have dances, carnivals and other activities to celebrate 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 our customs / forget our work for a little while.

5. The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ graves, and the Mexican offer food, flowers and gifts to the dead. However, there are some differences. The Mexicans eat special food that looks like bones, something the Chinese and Japanese do not do. Step 7. Intensive reading

1. 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. Then fill in the chart

Answer:

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. Homework

Purpose: 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.

Book 3 Unit 1 第二课时

Learning about Language

Teaching 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. Revision

1. 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 study

Purpose: To consolidate the words and phrases in the text.

Finish Ex1

Purpose: 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 _______.

Answers:

celebration, religious, Christians, origin, custom, as though, have a fun with, belief

Step 3. Grammar point

1. 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）。例如：

—Could I have the television on? 我能看电视吗？

—Yes, you can. / No, you can't. 可以/不可以。

②在否定句、疑问句中表示推测或怀疑。例如：

He couldn't be a bad man. 他不大可能是坏人

(2) may/might 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。

might 表示推测时，不表示时态，只是可能性比may 小。

(3) will/would 克表示请求、许诺、同意、过去的习惯等。但需要注意：

①would like；would like to do = want to 想要，为固定搭配。例如：

Would you like to go with me? 想和我一块去吗？

②Will you…?Would you like…? 表示肯定含义的请求劝说时，疑问句中一般用some, 而不是any。例如：

Would you like some cake? 吃点蛋糕吧。

③否定结构中用will，一般不用would, won't you是一种委婉语气。

Won't you sit down? 你不坐下吗？

(4) shall/should可以表示推测、判断或建议。shall指现在，should指过去。

(5) must/can’t指推测或猜想must用在肯定句中表示较有把握的推测，意为“一定”，否定推测用can't。

2. Ask Ss to find at least four sentences which use modal verbs in the reading text and translate them into Chinese. See who can make the best translation.

Answers:

(1)… when they can dress up and go to their neighbors’ homes and ask for sweets. (line 9, part 2)

那时他们可以化装并去邻居家要糖果。

(2)Some people might win awards for their , …(line 4, part 4)一些人可能会因他们的……而获奖。

(3)… and may give children lucky money in red paper. (line 3, part 5)也可能给孩子们用红包包起来的压岁钱。

3. Ask Ss to finish Ex3 on P6 and check the answers in pairs.

Step 4. Homework

1.Ask Ss to review what has been learned in this period.

2.Ask Ss to finish the exercises of Using Words And Expressions and Using Structures on P42～P4

3.

Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task

(Workbook)

Teaching Goals:

1.To develop Ss’ listening ability.

2.To learn more information about festivals.

Teaching Procedures:

Step 1. Listening (Using Language)

1. Ask Ss to discuss the questions with their partners in groups of four and try to give the answers.

(1)What is a Carnival?

(2)What do they usually do in the Carnival Parade?

2. Ask Ss to listen to the tape and try to get the main idea of the listening text.

3. Ask Ss to listen to the tape again and answer the following questions.

(1) What is wrong with Li Mei’s clothing and shoes?

(2) What advice does Carla give Li Mei?

(3) Why is it important for them to have water?

(4) Why is it difficult for them to hear each other?

(5) Why do they plan to meet at the parking lot at 8 o’clock ?

Answers:

1)Li Mei’s clothing is too thick and her shoes are not comfortable enough to walk in for a long time.

2)Carla suggests that Li Mei change her clothes to something comfortable, wear some lighter and cooler clothing and

also take a hat.

3)It is important for them to have water because it is very hot and they will be doing a lot of walking.

4)It is difficult for them to hear each other because the music is very loud.

5)They plan to meet at the parking lot at 8 o’clock because they might get separated in crowed.

4. Play the tape again for Ss to check their answers.

Step 2. Speaking (Using Language)

Imagine you have just visited your friends in Trinidad and seen the Carnival. Make a phone call to invite your friends to a Chinese festival. In pairs make a conversation of at least five turns each. Be ready to present your conversation to the class.

Step 3. Listening (Workbook)

1. Ask Ss to talk about the following questions.

(1)Do you know what Easter mean?

(2)Do you know how people celebrate Easter?

2. Ask Ss to listen to the tape and try to get the main idea of the listening text.

3. Ask Ss to listen to the tape again and finish Ex2，3 of Listening on P41.

Step 4. Listening task (Workbook)

1.Ask Ss to look at the pictures on P45, and then write the name for each picture below.

2.Ask Ss to listen to the tape again and finish Ex2 of Listening task on P46.

Step 5. Homework

1.Ask Ss to write down the differences between Chinese festivals and western festivals.

2.Ask Ss to preview Reading (Using Language) and Reading task (Workbook).

Reading (Using Language) & Reading task (Workbook)

Teaching Goals:

1.To get Ss to learn more about festivals.

2.To improve Ss’ reading ability.

Teaching Procedures:

Step 1. Reading (Using Language)

1. Warming Up

Purpose: To lead Ss to the topic and arouse th e Ss’ interest in the reading text.

(2) Lead Ss to the topic.

2. Fast reading

Purpose: To get a brief understanding of the text.

Ask Ss to read the text in five minutes and find out the sentence below are true or false.

(1) The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart.

(2) Because her most lovely daughter got married to a human secretly, the Goddess got very angry.

(3) Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month.

(4) Hu Jin had been waiting for Li Fang for a long time with a gift for him.

Suggested Answers:

(1) F (2) T (3) F (4) T

3. Intensive reading

Purpose: To get Ss to have some details in the text.

1.Ask Ss to read the text carefully and answer five questions under the reading text. And then ask some Ss to explain

their answers to the class.

2.Ask Ss to go through the text, and find out the following sentences and analyze them.

(1)It was Valentine’s Day and Hu Jin had said she would meet him at the coffee shop after work. But she didn’t turn up.

(2) She said she would be there at seven o’clock, and he thought she would keep her word.

(3) Well, he was not going to hold his breath for her to apologize.

(4) He would drown his sadness in coffee.

(5) It was obvious that the manager of the coffee shop was waiting for Li Fang to leave.

(6) Finding that Zhinv was heart-broken, her mother finally decided to let the couple cross the Milky Way to meet once a year.

4. Writing

Purpose: to practice Ss’ retelling and writing ability.

(1) Ask Ss to retell the story between Hu Jin and Li Fang, according to the text.

(2) Ask Ss to read the text again and discuss the following question.

①What will Hu Jin say when she finds out later that the flowers and chocolate are gone?

②If Li Fang’s problem is solved, will he be happy or sad?

(3) Ask Ss to write a different ending to the story of Li Fang. They may begin with:

As he sadly passed the tea shop on the corner on his way…

Step 2. Reading task (Workbook)

Purpose: To introduce to Ss the Winter Carnival in Quebec。

To further Ss’ understanding of the reasons that people need to have festivals.

1. Warming Up

Ask Ss to look at the following pictures and discuss the following questions.

(1) Do you know what they are?

(2)How do the people celebrate in the pictures?

(3)When do they celebrate?

2. Fast reading

(1)Ask Ss to listen to the tape and try to get the main idea of the text.

(2)Ask Ss to read the text quickly and answer the following questions

①In which person is the text written?

Suggested Answer: In the first person.

②In what order is the text written?

Suggested Answer: In order of time.

3. Intensive reading

(1)Ask Ss to red the text carefully and finish Ex2 on P45.

(2)Ask Ss to find out what they cannot understand in the text and then discuss them in groups. Offer some help if

necessary.

Step 3. Homework

1. Ask Ss to rewrite in the third person the passage: Winter Carnival in Quebec.

2. Ask Ss to finish Ex1, Ex2 and Ex3 on P42.

Book 3 Unit 1 第五课时

Speaking task (Workbook), Writing task (Workbook) & Summing Up

Step 1. Homework checking

1.Ask Ss to check each other’s homework and see who makes the least mistakes.

1. Warming Up

Ask Ss to choose a Chinese or foreign festival they are most familiar with. Then let them list out the points concerned with that festival, including at least the following things.

●when the festival takes place;

●what the festival is for;

●what people do at the festival;

●what people eat at the festival.

2. Talking

Ask Ss to imagine that they are visiting a country as a journalist. They go to their famous festival. Give the festival a name. They do an interview with someone there. Let them make an interview with their desk mates and make notes for a role play of the interview to the class.

Step 3. Writing task (Workbook)

1. Write a brochure for the new festival that you have created, introducing it and giving advice to those who want to

3. Ask some Ss to read their planning lists and other Ss to listen carefully to correct the errors.

Step 4. Summing Up

1.Ask Ss to write down what they have learned about festivals both in China and in other countries.

2.Ask Ss to list useful verbs, nouns, expressions and grammar items they have learned in this unit.

Step 5. Homework

1. Ask Ss to finish the rest of the exercises in the Workbook.

2. Ask Ss to review this unit and preview the next unit.

Book 3 Unit 1教学反思

本课通过不同的任务设置，让学生通过多种活动方式来自主完成规定任务，完全体现了新的教学理念，多媒体的运用加大了教学容量，丰富了教学内容，增加了教学形式，任务的设置由浅入深，层层深入，符合学生的认知规律，课堂讨论的加入活跃了课堂气氛，强化了学生合作意识和探究意识，通过获取和感知感兴趣的课文信息，培养了学生的阅读兴趣和阅读策略。

但是由于学生英语基础参差不齐，课堂节奏偏快，容量较大，课堂效果对于不同学生而言差别悬殊，部分学生跟不上节奏，无法完成部分任务。今后的教学中应尽量考虑全体学生，设置更多形式，难易搭配的任务，尽可能调动所有学生。