高一英语必修3第一单元阅读教案
Teaching plan
Unit one reading
Festivals and Celebrations
Teacher:张国瑞
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，旨在通过本课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；最后创建学生自己的节日。
2. 教学目标：
1) 知识目标：
A. 学习掌握一些常用的描绘节日的词句和表达法，如：honor the dead, harvest,
origins, in memory of, dress up, the coming of spring, religious and social
festival, etc.
Some festivals are held to …
It is celebrated on … // between … and … // from … to …
B. 帮助学生了解国内外一些节日的历史缘由和庆祝方式。
2) 能力目标:
A. 培养学生把握文章脉络和进行多种阅读的能力。
B. 使得学生能够简单地谈论节日和庆典。
3) 情感目标:
A.通过了解各国典型节日的庆祝方式，帮助学生设定出自己的节日。
B.通过展开小组活动，指导学生相互学习，相互合作，培养其团队精神。
3. 教学重点:
培养学生的阅读策略以及获取信息的方法，能完成所设置的相关阅读和写作任务，提高学生运用语言的综合能力。
4. 教学难点:
如何使学生积极参与课堂，有效完成课堂学习任务
5. 教学方法:
A.单独阅读
B.集体讨论
C.合作学习
6. 教学过程:
Step I: Revision
通过检查布置的有关节日的作业，为导入新课作一些铺垫。
Step II: Lead-in
通过让学生说一些节日的名字顺利导入新课。
Step III: Analysis
引导学生对文章脉络分析，从而从整体上把我全文。
Step IV: Fast-reading
a.对第一部分阅读大概了解文章要说的内容。
b.第二部分较长，通过分组分段的方式降低阅读的难度。
c.对第三部分阅读掌握人们庆祝节日的原因。
Step V: Careful-reading
通过上面的阅读学生已经大概了解了文章，所以在这一部分让学生先听录音再完成相关的练习，在了解文章细节的同时可以纠正自己的发音。
Step VI: Summary
通过填空的方式让学生对文章进行总结，再次加强学生对文章的细节的了解。
Step VII: Activity
通过分组讨论让学生设置自己的节日，激发学生兴趣及加强其对节日深层次的理解。
Step VIII: Homework
布置作业让学生做好下节课的预习及这节课的巩固和拓展。
7. 板书设计:
Festivals and celebrations
part 1 →para.1 origins
part 2 →para.2-para.5 festivals
part 3 →para.6 reasons。
2020年人教版高中必修三英语unit1 Reading 课程教学设计
2.The groupdiscussion and competitioncan make students aware of the happiness of helping each otherand stimulate them to participate in the class actively
Step4
Carefulreading(12’)
Get the students to read the passage again more carefully anddo the following exercises.
1.True or False questions
1)The ancient people needn't worry about their food.
3. Activity app1. Individual work
2. Cooperative learning method (pair work, group work)
3. Groupcompetition
Teachingaids
A computer, multimedia, blackboard
Teaching theory
According to the theories of the new curriculum, the English teaching should focus on the students’ abilities to gather information, deal with information, solve problems and the abilities to think and express in English. Reading comprehension is one of the effective methods of acquiring and handling information. During the teaching process, the passage is dealt with according to the learning situation , which aims to help students to formsomereading strategies.
高中英语人教版必修3第一单元Unit1-Festivals-and-celebrations说课稿+文档.doc
Book3(高中英语人教版必修3第一单元) Unit1 Festivals and celebrations《节日与庆典》我说课的内容是高一英语必修3Unit1阅读 Festivals and celebrations ，这是一节综合技能课，我说课内容包括以下几个部分：教材分析、学情分析、说教法、学法以及教学程序和教学反思。
一．教材与学情分析1．教材内容、地位和作用本单元以”节日”为话题。
本文的题目是Festivals and Celebrations.这一部分是本单元主题的重要体现形式。
本篇阅读主要介绍古今中外节日的种类、由来、以及人们的活动和习俗。
使学生不仅增进了对我国传统节日的理解，而且对外国的节日也有所了解和感悟，提高学生的文化素质，进而拓展社会文化背景、增加跨国文化知识。
2．学情分析由于本单元是安排在春节过后，寒假开学时的第一个单元，学生并对所学相关内容作了很好的铺垫，并有一定的生活积累，而且对“节日”这个话题既熟悉又比较感兴趣，因此可以激发学生的求知欲，更深层次的理解本课内容。
但由于学生基础薄弱，课文也涉及到西方文化，学生学习和理解有一定难度。
二．课程标准与教学目标新课程标准对这一课的要求是：通过介绍古今中外节日的种类、由来、以及人们的活动和习俗，使学生掌握阅读技巧，提高阅读能力。
根据《新课程标准》的要求和学生实际情况，确定了以下三维教学目标：知识与技能目标：熟悉中外节日，培养学生猜词能力，通过略读，找读、细读等方法，提高阅读能力和技巧。
过程与方法目标：通过对课文的阅读，教师引导，学生自主探究与合作学习，熟悉中外节日、掌握词汇，提高阅读能力。
情感、态度与价值观目标：在熟悉中外节日的基础上，提高学生的文化素质，进而拓展社会文化背景、增加跨国文化知识。
三. 教学重点和难点重点：1.熟悉中国和其他国家的节日。
（阅读）2.分析整理课文中的细节内容。
（详细阅读）难点：用所学知识谈论中国和其他国家的节日和庆祝方式。
人教课标版必修3英语Unit1 Reading 教学设计
Unit1 Reading 名师教学设计（一）必修3 Unit1 Festivals around the worldPeriod 1 warming-up & reading设计意图The Warming Up is intended to help students know about various events and fest ivals home and abroad, and connect them with the time they take place and activities people do. This part is intended to arouse students’ interest and the awareness of learni ng about their country’s cultural events.The Pre-reading is a continuation of the Warming Up and it is intended to help st udents learn to predict the passage. The Reading briefly introduces the ancient festival s and modern festivals with the reasons for them and then four different kinds of festi vals that occur in most parts of the world. Encourage students to look at the pictures a nd the heading of each section to guess what the text might be about. Then let them sk im for the general idea for each section, and scan for further understanding.After reading, students are required to design a poster in groups about two festiva ls. This section is intended to help students express opinions in English and work ima ginatively and to put what they have learned into practice.教学目标1. To learn different kinds of festivals that occur in most parts of the world.2. To have a better understanding of the reading passage and catch the information ava ilable.3. To be able to design a poster about festivals and make an introduction in English. 教学重点1. To be able to use some key words and expressions freely.2. To improve students’ re ading skills.教学难点Help students learn to use some English expressions and make an introduction of two festivals.教学过程Step 1 Warming up activities for interestActivity 1 Greeting. To introduce Mother’s Day.T: Good morning, class. I’m glad to see you. You know, the day before yesterday we c elebrated a festival, what was it? Ss: Mother’s day.T: Good, when does it take place? Ss: on the second Sunday of May. T: Exactly.（设计意图：通过引入母亲节的话题，使学生对“节日”这个话题产生兴趣，尽快进入到学习状态。
人教版高中英语必修三 unit1 warming up and reading 教学设计
Unit1Warming up and Reading教学设计整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce inform ation that Chinese students should have about their country’s cultural events.The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading.The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arousestudents’ interest, the teacher can hold a competition between groups.教学重点1. Let students learn more about history and basic knowledge of festivals.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to talk about festivals and celebrations.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with2. Let students learn about history and basic knowledge of festivals both in and out of China.能力目标1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about festivals and celebrations.情感目标1. Stimulate students’ love for their own national culture and customs.2. Develop students’ sense of c ooperative learning.教学过程设计方案(一)→Step 1 Leading-inHave a free talk with students. Ask them the following questions:Did you have a good time in your winter holidays?When did you feel most happy and excited? Why?(At the Spring Festival. Because it’s t he most important festival in our country. . . )→Step 2 Warming up1. Let students brainstorm the other Chinese festivals.(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )2. Let students read the information about Chinese festivals below and discuss another three Chinese festivals:When does the festival come?What do people celebrate?What do people do?Festivals Date Festivals DateNew Year January 1st Teachers’ Day September 10th InternationalWomen’s DayMarch 8th National Day October 1stArbor Day March 12th The Spring Festival Lunar New YearInternational Labor Day May 1st Dragon BoatFestivalthe fifth day of the fifthlunar monthInternational Children’s Day June 1st Mid-AutumnFestivalthe 15th day of the 8thlunar monthArmy Day August 1st Lantern Festival the 15th day of the 1stlunar monthChinese Youth Day May 4th Pure BrightnessDayApril the fifth3. Ask students to fill in the following form and ask some to share their opinions with the whole class. The first one is given as an example.Festivals Time of year/date What it celebrates What people doMid-Autumn Festival autumn/fall the beauty of thefull moon, harvest,time with familyand friendsgive/eat mooncakes and watchthe full moon withfamily and friends4. Talk about some foreign festivals with students.(Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, . . . )→Step 3 Pre-reading1. Let students discuss the following questions:What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?2. Ask students to look at the pictures and title of the passage in Reading. Discuss in pairs what kind of information will be introduced in the passage.→Step 4 Reading1. Fast readingAsk students to skim the reading passage and then fill in the following chart.Kinds of Festivals Names of Festivals Countries FestivalsFestivalsHarvestSpring(Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen. )2. Intensive readingAllow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following:1)Choose the best answer to each question or to finish each sentence according to the text.(1)Why do Japanese people light lamps during the Festival of the Dead?A. Because they want to make the festival colorful.B. Because they want to light up their rooms.C. Because they want to light up their way.D. Because they want to lead their ancestors to return to earth.(2)Which of the following was not mentioned as a famous person in the text?A. Mohandas Gandi.B. Christopher Columbus.C. Abraham Lincoln.D. Qu Yuan.(3)The place where people will usually decorate churches and town halls with flowers and fruits is ______________.A. IndiaB. AmericaC. EuropeD. China(4)Easter is held in memory of the return of Jesus for Christians and also celebrates ______________.A. the coming of springB. the autumn harvestC. the Lunar New YearD. the end of a yearSuggested answers: (1)D(2)C(3)C(4)A2)Use the information from the reading passage to answer the following questions.(1)What are festivals of the dead usually for?(2)What makes autumn festivals happy events?(3)What do people usually do at spring festivals?(4)What is one important reason to have festivals and celebrations?(5)Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?3. Reading and discussionRead the text a third time and then work in pairs to do the following.1)Based on the reading passage, what do most festivals seem to have in common? Why do you think these things might be important to people everywhere? Talk with your partner and fill in the chart below.Three common things Reasons why they are important to people everywhere1.2.3.2)Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas.Type of festival Example of festival Reasons for yourchoiceMost importantMost fun(Let students have enough time to read the passage carefully and discuss the questions and charts with their partners. Encourage them to expand their answers according to their own experiences. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss the following important sentences and phrases in the passage.1)Some festivals are held to honour the dead, or to satisfy the ancestors, who might return either to help or to do harm.2)in memory of3)India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain.4)People are grateful because their food is gathered for the winter and the agricultural work is over.5)The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.6)The country, covered with cherry tree flowers, looks as though it is covered with pink snow.Suggested explanations:1)The sentence contains a non-restrictive attributive clause who might return either to help or to do harm. It means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.2)in memory of: serving to recall sb. , to keep him fresh in people’s mindsHe wrote a poem in memory of his dearest wife, who died in an accident.in honor of: showing great respect or high public regard3)the leader who helped gain India’s independence from Britain: a noun phr ase followed by an attributive clause as the appositive4)two clauses for reason5)energy n. → energetic adj. : full of or done with energylook forward to: “to” is a preposition here.I’m looking forward to hearing from you.be devoted to; be/get used to; get down to; stick to. . .6)covered with cherry tree flowers: a past participle phrase equal to “which is covered with cherry tree flowers”as though: as ifHe talks as though he knew all about it.He looks as if he had seen a ghost.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.→Step 5 ConsolidationAsk students to talk about festivals in their own words according to the text. Then let them complete the following passage with proper words or phrases.There are all kinds of festivals and ______________ around the world, which are held for different ______________. The ancient festivals were mainly held at three times a year—the end of the cold ______________, planting in spring and ______________ in autumn. Some festivals are held to ______________ the dead or ______________ the ancestors, who might return either to help or ______________, while other festivals are held to honor famous people or to the ______________, such as Dragon Boat Festival, Columbus Day, and so on. Harvest and ______________ festivals are happy events because their food is ______________ for the winter and the ______________ work is over, to which Mid Autumn Festival belongs. And the most ______________ and important festivals are the ones that ______________ the end of winter and to the coming of ______________ such as the Lunar New Year, at which people have a very ______________.Suggested answers: celebrations; reasons; weather; harvest; honor; to satisfy; to do harm; gods; Thanksgiving; gathered; agricultural; energetic; look forward to; spring; good time→Step 6 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and again and try to talk about festivals both in and out of China.板书设计Unit 1Festivals around the worldFestivals and celebrationsKinds of Festivals Names of Festivals Countries FestivalsFestivalsHarvestSpring活动与探究Group discussion & speechAs is known from the reading passage, festivals of all kinds are celebrated around the world. Most festivals have celebrations that include food, music, clothing and dances. These events originated from some similar ideas, but they take different forms in different regions and societies. What festivals and celebrations do you know all over the world? Have you ever taken part in them and enjoyed yourself? Discuss festivals in groups and then make speeches.Step 1: The teacher divides the class into four groups and gives the tasks to students in each group. Group 1 will list the festivals around the world as many as possible, and then categorize them according to the origins of these festivals. And they should prepare for a short speech. Group 2 will discuss two traditional Chinese festivals and prepare for their presentation. Group 3 will discuss two Western festivals and prepare for their presentation. Group 4 will discuss the differences between Chinese festivals and Western festivals, then contrast and compare their styles, celebrations, dates and so on. And they should prepare for a short speech.Step 2: Groups 1, 2 and 3 give their speeches on the festivals they have discussed. Group 4 gives their speech on the differences between Chinese festivals and Western festivals.Step 3: The teacher makes proper remarks about students’ speeches and sums up the different cultural practices between China and other countries according to them.。
高一英语必修3第一单元阅读教学设计
高中英语必修3 Unit1Festivals around the world Reading Festivals and Celebrations太白中学侯宁娟【教学内容】：人教版新目标九年级英语Unit3第一课时【教材分析】：本节课是一节阅读课，本节课是人教版高一英语必修3第1单元的第二课时，它以“节日”为话题，介绍古今中外节日的种类、由来、意义以及人们的庆祝方式和习俗。
本单元的学习，要使学生不但对我国的节日有进一步的了解，而且对外国的节日也有所了解，进而使学生在多样的东西方节日文化比较中发现节日文化的共性和民族独特性，达到丰富文化背景、增加跨国文化知识的目的；要使学生复习和巩固运用请求和感谢的表达方法，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。
【学情分析】：教学对象是高一学生，他们已有一定的获取处理信息、分析解决问题的能力，因此我注重提高学生用英语进行思维和表达的能力。
由于本课正好是在学生过完春节之后回来上的，学生的学习兴趣很浓，可通过任务型课堂活动让学生对课文内容阐述见解。
由于学生的水平参差不齐，设计了不同的教学任务，让各个层次的学生在课堂上都能有所收获。
【教学目标】：1. 知识与技能（1）.语言知识目标基本词汇：Beauty harvest celebration starve origin religious ancestor Mexico feast bone belief trick poet arrival gain independence gather agriculture award rooster admire energetic Easter clothing Christian custom worldwide 重点句型：They lit fires and made music because they thought these festivals would bring a year of plenty.They might include parades, dancing in the streets day and night, loud music and colorful clothing of all kinds.Some festivals are held to honor the dead, or satisfy and please the ancestor, who could return either to help or to do harm.On this important feast day, people might eat food in the shape of skulls, and cakes with "bones" on them.Another is Columbus Day in the USA, in memory of the arrival of Christopher Columbus in America.（2）. 技能目标:To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world.Enable the students to master some English expressions and phrases about festivals.2、过程与方法：Skimming to get the general idea of the text.Scanning to get detailed information and understand the language points.Task-based methods to get the students to talk about all kinds of festivals.3. 情感、态度与价值观:Reading 的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。
高一英语必修3教案：Unit 1 Reading 含解析 精品
教学设计Reading教学设计思想《普通高中英语课程标准（实验）》中指出：“教师要善于结合教学实际的需要，灵活地和有创造性地使用教材，对教材的内容、编排顺序和教学方法等方面进行适当的取舍或调整。
”本单元以节日为话题，内容比较贴近生活，比较容易被学生接受。
根据这个特点，笔者把阅读和写作整合在一起，采用任务型教学方法，引导学生通过观察、归纳、对比和总结等方法了解文章内容，并结合实际为学生提供运用语言知识的机会。
活动从整体入手，由易到难，步步推进，为学生的语言输入作了充分准备，从而使语言的输出水到渠成。
教材内容分析根据《学科教学指导意见》的要求，教师在教学中应以单元话题为核心，以结构和功能项目为主线，组织和安排听、说、读、写的活动，通过“任务型”活动来实现教学目标，使学生能够通过亲身参与和实践，感悟和体验英语，发展语言技能，进而逐步获得综合语言运用能力。
本单元话题围绕世界不同节日以及节日所传递的意义展开，第一篇阅读材料是几个典型节日的介绍，第二篇阅读材料是一个发生在情人节的爱情故事，单元的写作任务为续写爱情故事的结局。
笔者认为，本单元的写作任务离学生的生活比较远，因而决定重新设计写作任务，从阅读课的第一课时延伸出去要求学生给一位外国笔友回信介绍中外两大重要节日，目的是让学生能结合实践更好地运用阅读获取的信息。
教学目标Ⅰ．知识技能a）培养学生把握文章脉络和进行整体阅读的能力；b）学习掌握一些常用的描绘节日的词句和表达法；如：honour the dead，on the feast day，in memory of，dress up，play a trick，national festival，decorate，religious and social festival，lucky money in red paper，etc.Some festivals are held to...It is the custom to...c）培养和提高英语表达能力，形成用英语获得信息、处理信息以及用英语思维和表达相关话题，运用所学知识解决实际问题。
【——人教版高一英语】必修三unit1教案
【——人教版高一英语】必修三unit1教案一、教学内容1. Reading and Writing: “Festivals and Celebrations”2. Listening and Speaking: “A Visit to the Spring Festival”3. Grammar: Relative clauses and adverbial clauses of time and place4. Vocabulary: Words and expressions related to festivals and celebrations二、教学目标1. 能够理解和运用关于节日的词汇和表达方式，提高阅读和写作能力。
2. 能够听懂并参与关于节日的讨论，提高听说能力。
3. 掌握相对句和时间和地点状语从句的用法，提高语法水平。
三、教学难点与重点1. 教学难点：相对句和时间和地点状语从句的用法。
2. 教学重点：关于节日的词汇和表达方式，以及听说读写技能的培养。
四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔、教学课件。
2. 学具：课本、练习本、笔。
五、教学过程1. 实践情景引入（5分钟）利用多媒体展示世界各地节日的图片，引导学生谈论他们所了解的节日，激发兴趣。
2. 阅读与写作（20分钟）1）学生阅读“Festivals and Celebrations”部分，理解文章大意。
2）教师讲解关于节日的词汇和表达方式，并指导学生进行写作练习。
3. 听力与口语（20分钟）1）学生听“Spring Festival”的对话，回答相关问题。
2）教师组织学生进行小组讨论，分享他们最喜欢的节日。
4. 语法讲解（15分钟）1）教师讲解相对句和时间和地点状语从句的用法。
2）学生进行语法练习，巩固所学知识。
5. 随堂练习（10分钟）学生完成课堂练习，检测对本节课知识点的掌握情况。
六、板书设计1. 关于节日的词汇和表达方式2. 相对句和时间和地点状语从句的用法3. 课堂练习答案七、作业设计1. 作业题目：1）根据课堂所学，写一篇关于你最喜欢的节日的短文。
高一英语必修三unit3 first reading教案
Unit3 The First Reading一、教材内容分析本节课选自人教版英语必修三Unit3 The million pound bank note的第一篇阅读部分。
本篇课文时根据马克·吐温的短篇小说《百万英镑》改变的剧本。
作者用漫画的笔法勾勒了不同人物在“百万英镑”面前的种种丑态，幽默滑稽，趣味横生，就如同一副事态讽刺画，令人忍俊不禁。
本片课文是学生在高中阶段接触的第一个剧本，因此，老师不仅要要启发学生理解故事的思想内涵，还要引导学生通过戏剧情节的发展，了解英语戏剧的特点和要素。
二、教学目标1.知识目标1)了解戏剧题材的特点，学习和理解戏剧语言，提高文学修养和欣赏水平。
2)学会在语言交际中运用委婉的语言表达请求。
3)了解宾语从句和表语从句。
2.能力目标1)掌握本篇课文的重点短语和句型。
2)理解作者是如何利用动作和语言表现人物的情感状态、身份地位以及性格特征，挖掘和品味英语语言戏剧的美丽。
3)用恰当的语音语调朗诵本篇课文。
3.情感目标1)探讨金钱和人性的关系，树立正确的价值观和人生观。
三、学情分析学习者为高中一年级学生，学习热情高，好奇心强。
本片课文又电影剧本，所以学生比较容对本课产生学习兴趣。
高中一年级学生已掌握了一定的词汇量和一些基本的阅读技巧，但大部分同学觉得在理解篇幅较长的课文上存在问题。
因此针对本节课的学习，需积极引导学生，通过小组合作和独立思考相结合的方法，通过相关教学活动，加深对课文的理解。
四、教学重难点1.教学重点1)本篇课文的重点短语和句型。
2)学习和理解戏剧语言。
2.教学难点1)理解作者是如何利用动作和语言表现人物的情感状态、身份地位以及性格特征，挖掘和品味英语语言戏剧的美丽。
五、教学方法1.任务型教学法：任务型教学法强调通过“做中学”,“学中做”,使学生在完成任务的过程中习得语言。
本节课会给学生设置不同的任务，让学生在完成任务的过程中学到知识。
2.合作学习教学法：合作教学法是以小组活动为主体的一种教学活动。
人教版高中必修三英语unit1 Reading 教学设计
According to the theories of the new curriculum, the English teaching should focus on the students’ abilities to gather information, deal with information, solve problems and the abilities to think and express in English. Reading comprehension is one of the effective methods of acquiring and handling information. During the teaching process, the passage is dealt with according to the learning situation , which aims to help students to formsomereading strategies.
Teaching important points
prehension of the reading part
2.Knowledge accumulation of festivals and cultures.
3.Some useful words and expressions concerning the festivals
2.How to help the ents to describe a festival with the useful expressions
Ability aims
1.To develop the students’ reading skills: skimming, scanning and summarizing.
2020学年人教版高中英语必修三Unit1 Reading教案
2020学年人教版高中英语必修三Unit 1山东省青州第一中学一．教学课型：阅读课二．教材分析：1．教学内容（教材内容见文末）2．教材处理本节课主要介绍了古今中外的节日的种类，节日的由来，节日的作用及其庆祝方式等。
学生们虽然在日常生活中对此有所接触，但了解并不是很透彻，很全面，尤其是对国外的节日。
在本节课的教学设计中，笔者从大量的图片、音乐动画、录像着手，使学生在已经积累的感性材料的基础上，随着阅读的层层推进，不仅增进了对中国节日的理解，而且对外国一些节日也有所了解和感悟。
提高了学生的文化素质，进而增强了跨国文化交际意识，并利用多媒体技术创设各种情境，为学生提供了众多参与的机会，这样既保证了信息的大量输入，又实现了足够的输出，而只有通过输出才能使学生真正掌握所学内容，真正成为课堂的主人，充分调动了学生自主学习的积极性。
3 ．教学目标1 ．知识目标：通过深层次的理解，使学生了解古今中外的节日，并完成有关课文内容的练习。
2 ．能力目标：通过个人活动，同伴活动和小组活动，使学生掌握速读—略读—跳读—精读—总结—寻找细节等阅读文章的各种阅读技巧，并利用多媒体课件创设情境，为学生提供大量的输出机会，提高学生的听说读写能力及培养他们的发散思维与创新能力。
3 ．情感目标：体验使用多媒体手段辅助学习的乐趣和成就感，激发学生对世界各地，尤其是中国的节日及文化的兴趣，提高他们的文化素质，进而增强跨国文化意识。
4、教学重点与难点（1）培养学生的阅读策略及获取信息的方法。
（2）创设情境，激活学生思维，培养学生的合作学习能力以及发现问题，思考问题和解决问题的能力。
三、教学媒体选择多媒体教室、计算机、CAI课件、投影仪四、教学设计1．总体思路笔者将本节课的主要内容分为四大环节：Pre-reading activities for interest(读前活动),while-reading activities for comprehension （读中活动）, post-reading for consolidation （读后巩固活动） , group work and writing（小组活动与短文写作）。