Festivals and celebrations 教学设计 优秀案例
内容标准
一，要求学生能够根据阅读目的不同运用不同的阅读方法，利用skimming ,scanning和detail reading的方法寻找所需信息；
二，学会与节日有关的词汇，熟悉不同国家节日所体现的不同的文化差异和习俗：
三，能够借助情景和上下文猜测词意和推测段落大意，拓宽学习英语的方法和渠道；
2 to lead into the text.
To arouse the sts’interest
What can you get from the pictures?
Answer the questions.
While-reading
Step 1
Prediction
To guide students to know the background of the text
Post-reading
Discussion
Do you know some other festivals?Discuss and present to the whole class.
Eachgroup give there presentation.
板书设计
Festivals and celebrations
Question: Can you guess what will be mentioned in the text?
1.Ask students to scan the text
Questions: Does anybody know how to find the main idea of each paragraph?
学情分析
本单元是安排在春节过后，寒假开学的第一个单元，学生对所学相关内容做了很好的铺垫，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。要引导学生在阅读中分析文章，综合信息，认识节日的文化意义和人文价值，从而提高审美情趣，陶冶良好的情操。
Purpose
Activity
People
教学效果预测
本课根据学生实际确定教学目标，符合教育规律，注重能力培养，利用信息技术与传统的英语课堂教学相结合，创设情境，并根据教学目标结合学习内容，设计贴近学生实际的交际任务，在提供大量信息输入的前提下，保障了学生有足够的输出机会。整节课采用了任务型教学法，多媒体辅助教学法，活动法，并注重各环节的衔接。以学生为主体，运用多种方式完成任务。坚持导说领先，活动或讨论，反馈或落实，逐步铺垫，当堂巩固，达到知识能力的正向迁移。设计的合作学习和小组讨论提高了学生的合作意识和能力，使学生在活动中相互合作，共同探讨并解决问题，有利于学生形成完整的知识结构，培养了学生的发散思维和创新能力。课文难度不大，易于理解，但活动较多，需要把握好时间，确保各项活动顺利完成。
教学资源
1.人教版高一年级第三册教材
2.课件
教学重点
熟悉中国及其他国家的节日，了解这些节日的由来及民俗，学习有关节日和民俗的词汇，如have fun with, custom, religious等；掌握本单元教学目的和要求中的词汇用法是本科的教学重点。
教学难点
分析整理课文中的细节内容，对各个国家的节日有所了解，并进一步了解不同节日体现出的文化差异，增加文化意识，能够运用所学词汇介绍其他的节日及活动是本课的难点。
《Festivals and celebrations》教学设计
课题
Festivals and celebrations
解ห้องสมุดไป่ตู้理念
本单元旨在让学生了解中外节日文化及差异，增加文化意识，根据阅读文本内容表达自己的观点和想法。文章以festivals和celebrations两个关键词为主线，描写四类节日名称及其庆祝方式。要面向全体学生，着眼于学生的全面发展，尊重学生，充分调动学生学习的主动性和积极性，鼓励学生实施自主、合作、探究学习，注重培养学生的独立思考能力和实践能力。
Step 2
Fasting reading
To get to know the main idea of each paragraph.
To practice the reading skills of finding topic sentences or phrases.
Step3 careful reading
方法解读
教学方法
启发式、探究式、任务式教学法
教学准备
1.把握教材，了解学生春节所参与的活动，以及对各种节日的了解
2.提前布置学生搜集与各种节日相关资料，进行课堂展示的准备。
3.教师搜集相关资料，制作多媒体课件。
教学过程
教学环节
教学内容
教师活动
学生活动
Pre-reading
1.To show some pictures
Introduce how to get the main idea
For each part, there are different questions and activities.
Guess and talk.
Read the subtitles.
Read each part and find the answes to the questions.
四，了解并尊重异国文化，加深对中国传统文化的理解。
教学目标
情感态度价值观目标
通过学习节日的有关知识，发展热爱本民族文化传统，能够简单介绍祖国文化；
能力目标
够根据阅读目的不同运用不同的阅读方法，利用skimming ,scanning和detail reading的方法寻找所需信息；
知识目标
学会与节日有关的词汇，熟悉不同国家节日所体现的不同的文化差异和习俗：
Unit 1 FESTIVALS AND CELEBRATIONS—Discovering 英语教案
Unit 1 Festivals and CelebrationsDiscovering Useful Structures【教材分析】该板块的活动主题为“描述节日活动”（Describe festival activities）。
丰富的节日活动往往会带给人们深刻的印象和不同的感受，无论是在口头表达还是书面表达中，人们对节日活动的描述都与亲历者的情绪交融在一起，而常用来表达人物情绪和感受的典型结构之一便是用作定语或表语的动词-ing形式，这也是本单元要学习的核心结构。
单元主题语境与语言结构的契合能够确保语言使用的真实性和合理性，使学生充分感受和理解目标结构，并能自如地使用所学结构进行表达。
【教学目标】1. Able to understand the function and meaning of the -ing form as an attribute and a predicate;2. Can summarize and accumulate related vocabulary used to express emotions, including -ing form and past participle;3. Read about La Tomatina, a festival held in the town of bunol, Spain.【教学重难点】Importance:1. Guide students to understand the function and meaning of the attributive and predicate of the -ing form in real context;2. Instruct students to correctly use the -ing form to describe different festival activities and personal feelings.Difficulties:The use of the -ing form as attributive and predicative in context.【课前准备】1. Review the basic structure of the -ing form, find out the sentences containing the -ing form from the listening and reading parts, and analyze the function and meaning of the structure;2. Read the content of this section in advance, understand the new words in the text according to the context, and summarize the words that express emotions;3. Complete the relevant exercises in the guide plan.【教学过程】Step 1 Revision1. Ss read the three sentences from Reading text and discuss the meanings and grammatical functions of the italicised -ing form, and summarizes the usages of the -ing form as attribute and predicate.*These lanterns are amazing.*During the Mid-Autumn Festival in China, families gather to admire the shining moon and enjoy delicious mooncakes.*Families celebrating the Lunar New Year can enjoy exciting dragon dances and carnivals together.2. T shares the meanings and functions of the -ing form in each sentences.No.1: The -ing form is used as a predicate, usually after a tie verb, to indicate what or how the subject is.No.2: The -ing form is an attribute, usually used to modify, qualify, or indicate the qualities and characteristics of a noun or pronoun.No.3: The -ing form is an attribute which modifies the preceding noun.Step 2 Learning new grammarActivity 11. Work in pairs to identify sentences from the unit that contain the -ing form as an attribute and a predicate. Explain the composition and meaning of the -ing form in each sentence as below.*I think the Rio Carnival would be the most exciting.（表语）*It’ll be too tiring to walk or dance for a long time in those shoes.（表语）*Another example is Halloween, which slowly became an exciting festival for children, in spite of its religious origins.（定语）*The first week was a little confusing.（表语）2. In student activities, the teacher may make necessary supplement.Step 3 PracticeActivity 21. T asks sb. to read the messages (on page 6, Students’ book) posted by some exchange students on an Internet forum.2. T asks the following questions to guide Ss to focus on the theme, text features and the core content of each comment.*What are they discussing in the forum? (Which festival is the best?)*How are the messages arranged? (By time and date.)*What festivals are mentioned in the discussion? (Rio Carnival, the Spring Festival, Thanksgiving Day, and Christmas.)Step 4 Summarizing1. Students read the online comments carefully, find the -ing form of the verb that is used as an attribute or predicate and underline it. Then check with your partner.2. The teacher asks different students to read the content of each post and say whether the -ing form is used as an attribute or a predicate.Step 5 ReadingActivity 31. Ss look at the picture and scan the passage to understand the main idea while teacher is giving the following questions to inspire Ss to think.*Where are those people?*What are they doing?*Why are they so excited?2. Ss complete the passage with the appropriate -ing form. Then discuss and check the answers with class.Answers: boring, interesting, taking, exciting, amazing3. The teacher raises questions for the students to discuss and encourages them to express their opinions.*Do you like La Tomatina? Why or why not?4. Each group representative reports the discussion result, the teacher gives feedback and the evaluation.Step 6 PracticeActivity 41. Ss complete the Ex 2 in Using Structures.2. Check the answers after finishing the exercises.Step 6 HomeworkUnderstand and master the functions and usage of the -ing form;【教学反思】1.通过本节内容学习，学生是否理解和掌握动词-ing形式作定语和表语的功能和意义；2.通过本节内容学习，学生能否在理解文段内容的基础上，根据上下文语境和表达逻辑，能正确运用动词-ing形式描述节日庆典。
《Unit 1 Festivals and Celebrations Reading and Thinking》教案(附导学案)
Unit 1 Festivals and CelebrationsReading and Thinking【教材分析】该板块的活动主题——探究节日与庆典的缘由（Discover the reasons for festivals and celebrations），是前面听说板块主题内容的延续，从展示几个不同节日的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，进而谈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。
【教学目标】1. Read the essays with the theme of “why we celebrate festivals”, analyze the discourse structure and textual logic of the essays, understand the development and changes of festival customs, and understand the connotation and significance of festivals;2. Guide students to find the topic sentence quickly and accurately;3. Guide students to summarize and accumulate related vocabulary used to express emotions;4. Guide students to understand the festival culture of different countries and nationalities, sort out, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world. 【教学重难点】Importance:1. Guide students to find the topic sentence quickly and accurately;2. Guide students to correctly understand and master the new vocabulary in the reading text;3. Guide students to understand the festival culture of different countries and nationalities, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world. Difficulties:1. To analyze the discourse structure and textual logic of argumentation, understand the development and change of festival customs, and understand the connotation and significance of festivals;2. Guide students to understand the festival culture of different countries and nationalities, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world.【课前准备】1. Read the text in advance and understand the meaning of new words in the text according to the context or the dictionary;2. Find the topic sentence of each paragraph according to the text content, and understand the content of the article;3. Find out the long and difficult sentences, analyze the sentence structure, and make notes of the sentences you don't understand.【教学过程】Step 1 Pre-readingActivity 11. In groups, Ss discuss how to celebrate the festivals with family each year, answer the following questions and fill in the table.Q1: What festivals do you celebrate with your family each year?Q2: Why do you think people celebrate different festivals?2. Have the Ss look at the two pictures in the passage. Students say the English name of the festival and the basis of their judgment according to the situation, objects and words presented in the two pictures.Q: What festivals are the two pictures about? How do you know?3. Based on the title of the article and the illustrations in the passage, the students can guess what the author may be talking about. The teacher can ask individual students to express their opinions and list the points mentioned on the blackboard. Step 2 ReadingActivity 21. Students read the text “Why do we celebrate festivals?” careful ly. The teacher can present the following sentences for the students to fill in after reading: People all over the world celebrate different festivals because:*they would like to______________________________.*festivals _____________________________________.2. After the students have filled in the blanks, the teachers and students check the answers.T: Read the passage again. Let's find out all the reasons and factors for celebrating the festival.The teacher can guide the students with the following questions:①Why do people celebrate the harvest festivals?②What role do customs and traditions play in festivals? Do you think they are also the reasons for celebrating festivals? Why?③Why did the writer mention the commercialization of festivals? How is it influencing people's way of celebrating festivals?④What are some other reasons for celebrating festivals?Activity 31. Look for topic sentences. The reading strategy in the box on the right of student reading Activity 3. The teacher can check whether the students' understanding of the strategy is accurate or not by the following questions.*Do you know how to identify the main idea of each paragraph?*Where can we usually find the “topic sentence”?2. Students read the text again and complete the activity independently. When checking the answers, students should read the complete topic sentence.Activity 41. Explore the roots of the festival. Students have a group discussion around the first question in activity 4. Teachers can inspire students to think and express their opinions through a series of questions, such as:*When we talk about festivals, we may think of many different kinds of festivals around the world. Their names, origins, celebration activities can be quite different. However, since festivals exist in every country and culture, there must be some similarities. What are they? Please discuss these questions with your partner and share your ideas.*What do you think most festivals seem to have in common? Can you give some examples to illustrate your opinion?*What do you think are the most important things in most festivals?*Why do you think people around the world find these things important? Do they have something to do with the human history/social life/people’s sp iritual needs?After finishing the discussion, Teacher asks different groups to tell their opinions.2. Discuss the changes of festival customs. Teacher's question “What festival customs have already faded away?”Let the students brainstorm about the festivals and traditions that are gradually withdrawing from modern life. Then write down what the students have said on the blackboard.After the discussion, the teacher may call in different groups to report. When students report, teachers should use courseware or blackboard to present some expressions for students’ reference, such as:*People in…used to…during…, but now…*Nowadays people no longer…*I think it is because…*People have given up the custom of…in order to…*As for the custom of…, I…*I think I would love to…3. Comment on the commercialization of festivals. Students discuss the third question in Activity 4 in small groups. Before the discussion, the teacher should remind the students to find relevant statements from the text and draw a conclusion by analyzing the author's wording. In addition, teachers can also let students express their true feelings and views on the commercialization of festivals.4. Teacher shares his/her views on this issue:During Festival, the happiest moment for my parents is when all the children and grandchildren come back home, chatting and preparing the big family dinner together. These years, we often have our family dinner in restaurants. However, the splendid dishes in a restaurant do not bring so many joyful and sweet memories to all the family members.On Mother's Day, my child’s special gift hand-made with love and care is always my favorite. So you see, sometimes the best gifts don't cost much.Step 3 Analyzing discourse structureActivity 51. Students discuss in pairs, analyze the structure of the discourse by drawing a mind map, and demonstrate the textual structure and logical level of the discourse.Step 4 Understanding difficultiesRead the text again and find some sentences or expressions that you find difficult to understand. Teacher can also ask students to find some subtle sentence patterns and expressions in the text and encourage them to use them in writing. According to the students' feedback, the teacher will write some typical sentences on the blackboard. Such as:*wide range of origins (= a great number of different origins, many kinds of origins)*It featured a parade and a great feast with music, dancing, and sports. (= A parade and a great feast with music, dancing, and sports were included as important parts of the Egyptian harvest festival.)*some traditions may fade away and others may be established. (= Some traditions may disappear gradually, while other new traditions may come into being.) Step 5 Practice(1) Listen and follow the tape. The teacher may remind the students to pay attention to the meaning and usage of the black words in the context, so as to prepare for the completion of the blanks in Activity 5 and vocabulary exercises in the exercise book.(2) Students complete the text of Activity 5 by themselves. The teacher needs to remind the students to fill in the blanks with the correct form of the vocabulary they have learned in the text. Students exchange their answers with their partners, and then teacher and students check their answers.(3) Finish the Ex in Activity 5 of students’ book.Step 6 Homework1. Read the text again, in-depth understanding of the text.2. Discuss the origin of festivals, the historical changes of related customs, the influence of commercial society on festivals and the connotation and essential meaning of festivals.3. Complete relevant exercises in the guide plan.【教学反思】1.通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；2.通过本节内容学习，学生能否结合文本特点快速而准确地找到主题句；3.通过本节内容学习，学生能否理清论说文的语篇结构和文本逻辑，了解节日风俗发展与变迁，感悟节日的内涵与意义。
Unit 1 Festivals and Celebrations第4课时示范教案
Unit 1 Festivals and CelebrationsPeriod 4 Listening and Talking教材分析该板块的活动主题是“谈论节日经历”(Talk about festival experiences)，这也是日常交际中人们经常谈论的话题。
节日特色食品是节日文化中必不可少的一部分。
因此，该部分的听说活动还为节日饮食文化提供了探讨和比较的空间。
节假日是人们走亲访友、加深交流的好时机，但同时也会带来困扰和矛盾。
这种带有现实意义的话题讨论，不仅能锻炼学生的口头表达能力，还有利于引导学生全面地看待问题，提高他们分析问题和解决问题的能力。
教学目标1. 了解不同节日的饮食文化。
2. 能通过图片和所给问题，预测对话内容。
3. 能听懂听力材料中表达高兴或兴奋情绪的句式。
4. 能掌握在听力过程中记录关键信息的方法。
5. 能通过运用听力材料中所提取的语言及语言学习的信息，谈论自己的节日经历与感受。
教学重难点【教学重点】引导学生根据图片和所列问题预测对话内容，准确获取对话信息。
【教学难点】组织学生围绕个人节日经历展开讨论，并在交流中合理运用表达情感的句式。
教学过程Step 1 Warming-up1. Look at the photos below. Match each photo with the correct food names.turkey____ pudding____gingersnap____ glutinous rice cake____dumpling____ spring rolls____设计意图：利用图片展示不同节日食物，调动学生视觉参与，积累相关词汇。
展示中西方典型节日的相关食物，深入了解节日文化的细节，理解中西方文化差异。
Step 2 Pre-listening1. Before you listen, look at the photos and questions in Activity 1. Think of the questions below.(1) Can you predict what festival Song Lin and Max are going to talk about?(2) How do you know?设计意图：引导学生根据图片和所列问题，预测听力对话的内容。
高中英语《人教版必修三Unit1Festivals and celebrations》优质教学课件设计
Step 5 Discussion
Should Chinese students celebrate western festivals like Christmas or Valentine’s Day ?
1…a way to open to the outside world
2…the result of cultural exchange 3… at the same time, more foreigners celebrate eastern festivals, too
2.To improve students’ reading abilities by skimming, scanning and careful reading.
Step 1 skimming:
Para1 and sub-heading
Festivals of all kinds have many origins : Somerel_igio_us , Some se_asonal_’ Some for special people or events , The passage lists four kinds of modern festival
•Japan
Step 3 Detailed reading
Task 1 Read para.2 Compare the festivals of the dead in Mexico , Japan and china. What things are similar and what things are different?
• It celebrates the return of Jesus from the dead and the coming of _spring_ and_new life_. 3. How to celebrate Easter?
人教版高中英语第三册Unit 1 FESTIVALS AND CELEBRATIONS教学设计
人教版高中英语第三册Unit 1 FESTIVALS ANDCELEBRATIONS教学设计文本简析本单元阅读材料的话题是庆祝节日的原因和意义，旨在引起学生对节日文化差异、融通、变迁的思考，探究其历史文化原因，分析、鉴别节日文化所反映的价值取向，并结合实际情况进行分析和比较。
本文是一篇说明文。
全文共有五个段落，篇章结构为“总——分——总”。
第一段提出主题：世界各地节日虽有差异，但表达感恩、追求幸福、希望和平和享受快乐的精神是相通的；第二段以丰收节日为例，说明在不同文化背景下，虽庆祝方式不同，但有着相同的意义；第三段讲述因社会发展和新观念传播，有些节日传统消失，有些传统却有了新的意义；第四段描述商业化趋势带给节日风俗的改变；第五段回顾主题，综述节日的意义所在。
文本标题是“Why Do We Celebrate Festivals?”，教师要指导学生梳理并掌握与主题相关的话题类语言，如：celebration, take place, get together, feature, gather, parade, feast等，和功能类语言，如：Although, no matter how, some…and others…, one example is…another example is…, actually, after all等。
此外，学生通过解读标题、寻找段落主旨句、辨识语篇结构，在阅读过程中更好地理解说明文如何论述主题信息，明确语篇行文逻辑，识别语篇直接表明或隐含的社会文化现象。
在整个文本的学习过程中，教师引导学生逐步理解节日文化现象，鉴别文化现象中反映的价值取向，促进他们对文化差异和融通的理解和思考，探究产生异同的历史文化原因，领悟文化多样性和丰富性，形成人类命运共同体的意识。
第1课时一、教学内容理解全文，在文中各段落寻找标题Why do we celebrate festivals?的答案，获取每个段落的大意以及篇章结构。
Unit 1 Festivals and Celebrations第2课时示范教案英语人教必修第三册
Unit 1 Festivals and CelebrationsPeriod 2 Reading and Thinking教学设计教材分析本文为一篇探究节日和庆典的论说文。
文本通过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，进而探讨节日的传承与发展变化。
该板块围绕“探究节日与庆典的缘由”（Discover the reasons for festivals and celebrations），要求学生通过阅读该文本，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。
教学目标在本课学习结束时，学生能够：1. 梳理论说文的语篇结构和文本逻辑；2.能够正确识别文章中的主题句，抓住段落大意；3. 了解节日风俗习惯的发展与变迁，感悟节日的内涵与意义。
教学重难点【教学重点】1. 结合文本特点快速而准确地找到主题句。
2. 正确理解和掌握文本中的新词汇。
3. 了解不同国家、不同民族的节日文化。
【教学难点】能准确地找到段落主题句，并能够分析、提炼节日的精神内涵。
教学过程Step 1 Warming-upLook at the pictures and discuss the following questions.1. What festivals do you celebrate with your family each year?2. Why do you think people celebrate different festivals?设计意图：欣赏图片，引出话题，并对本课将要学习的节日文化做好铺垫。
Step 2 Pre-reading1. Learn to analyze the title and the pictures in the text.设计意图：引导学生关注标题和插图，为后面的标题分析解决障碍。
2. Work on Activity 1. Look at the title. Predict what the text will talk about.设计意图：根据标题推测文章大意。
人教版高中英语必修三第一单元《festivals and celebrations》教学设计
Festivals and Celebrations--Topic Reading and Writing教学设计Before Class（晨读素材）话题分析节假日活动（Festivals, holidays and celebrations）Cultural festivals （Spring Festivals, New Year's Day, Christmas, etc. ）Religious holidays（Christmas, Easter, Ramadan, etc. ）Personal celebrations（birthday, anniversary, graduation, etc. ）Describing your own experiences of these activities and stating your pre ferences, etc.Learning goals:1. Gain a large vocabulary to introduce festivals and describe personal experiencesof these activities.2. Improve reading and at the same time gather materials for writing.3. Practice writing properly and beautifully.话题词汇积累：一、阅读与写作词汇组合背(节假日活动)[阅读障碍词1]1．adventure n．冒险；奇遇2．balloon n．气球3．cancel vt.取消4．candle n．蜡烛5．cater vt.& vi.提供饮食及服务6．ceremony n．典礼；仪式；礼节7．champion n．冠军8．concert n．音乐会9．courage n．勇气；胆略10 questionnaire n．调查表，问卷11．promote v．促进，推动，促销，晋升12．procedure n．程序，手续，待遇13．coincidence n．巧合，巧事14．ball n．球，舞会15．ballet n．芭蕾舞16．bonus n．津贴，奖金，红利17 decorate vt.装饰，修饰→decoration n．装饰，装饰品18．celebration n．庆祝；庆祝会→celebrate vt.& vi.庆祝，祝贺19．amusement n．娱乐→amuse vt.以……自娱，逗……乐20．organise(美organize) vt.组织→organiser (organizer) n．组织者→organization n．组织，机构[阅读障碍词2]1．director n．导演2．feast n．盛宴，宴会；(宗教的)节日3．firework n．焰火 (pl.)烟火4．firecracker n．鞭炮5．flame n．火焰；光辉6．invitation n．邀请；请柬7．lantern n．灯笼；提灯8．mass n．群众；民众；大量adj.民众的；大规模的9．medal n．奖章10．perfect adj.完美的，极好的11．preparation n．准备12．programme n．节目；程序13．march n．游行，行进14．passenger n．乘客，旅客15．passer－by n．过客，过路人16．anniversary n．周年纪念日17．annual adj.每年的，年度的，一年一次的18．choir n．合唱团，教堂的唱诗班19．chorus n．合唱曲，歌咏队20．clap vi.拍手；鼓掌[写作常用词]1．award n．奖品；奖vt.授予；给予2．event n．事件；大事3．gather v．搜集；集合；聚集4．mark n．记号；标志v．标志；做记号于……5．skate vi.溜冰，滑冰6．prepare vt.准备；预备7．picnic n．& v．野餐8．club n．俱乐部9．camp n．(夏令)营vi.野营，宿营10．cinema n．电影院；电影11．exhibition n．展览；展览会12．experience n．经验；经历13．running n．跑步．14．match vt.使相配，使成对n．比赛，竞赛；火柴15．notice n．布告，通告；注意vt.注意，注意到16．ride (rode，ridden)v.骑(马、自行车)；乘车n．乘车旅行17．cheer v．& n．欢呼，喝彩→cheerful adj.愉快的，高兴的18．compete vi.比赛；竞争→competitive adj.竞争的；比赛的19．national adj.国家的；民族的；全国性的→nationality n．国籍20．participate vi.参加；参与→participation n．参加补充：过年 celebrate the spring festival春联 spring festival couplets剪纸 paper-cuts年画 new year paintings红包 red packets (cash wrapped up in red paper, symbolize fortune and wealth in the coming year.)舞狮 lion dance (the lion is believed to be able to dispel evil and bring good luck.) 舞龙 dragon dance (to expect good weather and good harvests)灯谜 riddles written on lanterns灯会 exhibit of lanterns守岁 staying-up拜年 pay new year's call; give new year's greetings; pay new year's visit压岁钱 gift money; lucky money辞旧岁 bid farewell to the old year年糕 nian-gao; rice cake; new year cake团圆饭 family reunion dinner年夜饭 the dinner on new year's eve中西方节日名称中国传统节日：1、春节（农历一月一日）the Spring Festival；Chinese New Year's Day2、元宵节（农历一月十五日）the Lantern Festival3、清明节（公历4月5日左右）the Tomb Sweeping Day4、端午节（农历五月初五）the Dragon Boat Festival5、七夕节（农历七月初七）the Double Seventh Festival；Chinese Valentine's Day6、中秋节（农历八月十五）the Mid-autumn （Moon）Festival7、重阳节（农历九月九日）the Double Ninth Day8、腊八节（十二月初八） the Laba Rice Porridge Festival9、除夕（农历十二月三十日）New Year's Eve西方传统节日：1.New Year's Day （一月一日）新年2、Valentine's Day （二月十四日）情人节3、April Fool’s Day （四月一日）愚人节4、Easter Day （春分月圆后的第一个星期日）复活节5、Mother's Day （五月的第二个星期日）母亲节6、Father's Day （六月的第三个星期日）父亲节7、Halloween Day （十一月一日）万圣节8、Thanksgiving Day（十一月的第四个星期四）感恩节9、Christmas Day （十二月二十五日）圣诞节二、高级表达句式综合背1．(2016·天津高考书面表达)What impresses us most is your art skills，in which you showed outstanding talent.给我们印象最深的是你的艺术技巧，显示出了不同凡响的才能。
Unit 1 Festivals and Celebrations教学设计-高中英语人教版必修第三册
论自己的节日经历。
在示范对话中掌握交际策略。
对话文本中的跨文化交流的语境还能帮助学生理解文化的差异和多样性，从而提高自己的跨文化交流的意识，尊重并理解文化差异。
Reading for writing：该板块的主题是“写你的节日经历”（Write about your festival experiences）。
该板块延续上一板块的听说活动。
输出形式由说转为写。
该板块中的阅读部分是一篇关于“那达慕大会”的日记。
学生不仅可以阅读和模仿该语篇的写作，还可以了解我国少数民族蒙古族的节日活动，从而提高文化意识。
Assessing your progress：该板块的活动项目有两个，分别是“展示一个中国少数民族节日”（Give a presentation about a minority festival in China）和“制作一份节日食谱海报”（Make a poster about festival food recipes）。
鼓励学生探究和了解少数民族的节日，不仅可以提高学生的语言表达能力还可以开阔眼界，增长知识，理解和尊重文化的多样性。
制作食谱是让学生在语言的实践过程中掌握生活技能，感受节日的烟火气息。
Video Time：该板块的视频内容是“元宵节”（The Lantern Festival）。
该视频与开篇页的主题图和文字首尾呼应。
学生通过视频对传统节日元宵节有了更加全面和深入的了解。
而对于元宵节语言信息的输入有助于学生日后的跨文化交流以及传播中国优秀传统文化。
为了更直观的呈现本单元主题概况，现设计大观念视角下的单元教学内容逻辑关联图：挑战性学习任务基于英语学习活动观和对于教材的分析，设计了单元主题意义下的英语学习活动流程图如下图所示：以Period 4 Listening and Talking 为例，在主题语境背景下设计了具有挑战性的学习任务。
例如，在精听环节先用问题引导学生要听取的内容，听后以小组为单位共享信息，绘制关于Max 节日经历的思维导图，然后鼓励学生展示思维导图并加以复述，整个过程学生先获取梳理信息，然后概括整合信息，实现了学生思维的可视化。
2024小学英语六年级人教版下册《Festivals and Celebrations》教案
2024小学英语六年级人教版下册《Festivals and Celebrations》教案教学目标：1. 学习掌握关于节日和庆典的词汇和表达方式。
2. 理解和运用有关节日和庆典的句子结构。
3. 能够描述和讨论不同的节日和庆典以及庆祝活动的方式。
4. 培养学生对不同文化传统的尊重和理解。
教学重点：1. 节日和庆典的词汇和表达方式。
2. 描述不同的节日和庆典。
3. 理解庆祝活动的方式和目的。
教学难点：1. 运用适当的时态和语法结构描述和讨论节日和庆典。
2. 理解不同文化背景下的节日和庆典的意义。
教学准备：1. 课文教材《Festivals and Celebrations》。
2. 课前准备课件，包含词汇和图片等资源。
教学过程：Step 1: 导入新课 (Introduction)1. 利用课件或图片等资源，向学生展示不同的节日和庆典的照片，让学生猜测并讨论这些节日和庆典的名称。
2. 引导学生思考节日和庆典的意义，并与他们分享自己最喜欢的节日或庆典，介绍节日庆典的过程和庆祝活动。
3. 引入本课的学习内容：我们将学习和探索不同的节日和庆典，了解它们的背景和特点，以及它们在人们生活中的意义。
Step 2: 学习新知识 (New Knowledge)1. 通过听读课文《Festivals and Celebrations》，学习和掌握关于节日和庆典的词汇和表达方式。
2. 学习单词：festivals, celebrations, traditional, customs, parade, lanterns, fireworks, costumes 等；学习句型：People celebrate [节日/庆典] by [庆祝活动]；学习问句：How do people celebrate [节日/庆典]?Step 3: 听力实践 (Listening Practice)1. 播放课文录音，让学生跟读、模仿。
高中英语必修三Unit1Festivals and Celebrations period4教学设计
普通高中英语（2019版）必修第三册Unit 1 Festivals and Celebrations 教学设计(一)Period 4 Reading for writing该板块的活动主题是“写你的节日经历”( Write about your festival experience从活动标题可知,该板块延续了前一板块的话题,但语言输出形式的要求有所不同。
听说板块( Listening and Talking)：要求学生就各自的过节经历进行口头交流,写作板块的最终目的是要将交流的内容转化为文字,完成一篇有关节日经历的文章。
一般来说,人们大多会在日记、博客日志或旅行攻略中介绍自己独特的节日经历,因此该板块选取了一篇关于“那达慕大会”的日记供学生阅读和模仿写作。
通过阅读和学习这篇日记,学生不仅能够了解我国蒙古族“那达慕大会”这一传统节日,还能从文中感受到蒙古族人民的性格特色、娱乐精神及其浓厚的文化氛围,这也有助于培养学生的文化意识,让学生学会欣赏和珍惜多姿多彩的民族文化。
1. Read the diary about "Naadam Fair", master the content elements of the festival and the features of the text language;2. Can deeply understand the plot of the story according to the cause, process and result of the story, and find out the impact of the rock on different passers-by and their emotional and behavioral reactions to understand in detail;3. Able to deeply discuss and reflect on the impact of social development and changes on traditional festivals; able to analyze the text according to reading comprehension, prepare for the content conception, framework construction and text writing, and complete the writing of a story review.Importance:1. Guide students to analyze the deep connotation of moral stories through the comparison of characters'words and deeds;2. Help students to express their own opinions and opinions based on real life cases;3. Instruct the students to write a clear and structured story review.Difficulties:1. Systematically express my own opinions and opinions on real life cases in English;2. Independently write a story review with clear viewpoints and distinct layers.1. Read the passage in advance, understand the meaning of the new words and phrases in the text and understand the content of the article by referring to the context and the dictionary.2. Understand the literary genre of allegory, the concise and incisively language, the simple but expressive plot, the decorative techniques used and the profound truth of the educational significance revealed.Step 1 Learning new wordsThe teacher shows the pictures or uses the stick figure to draw the new words or phrases in the teaching text.Step 2 ReadingActivity 11.Students read the diary quickly and answer the first two questions in activity 1.(1)What does "Naadam" mean? Which events does it include?(2)What Naadam Festival customs did you learn about?Suggested Answers:(1) Naadam means"games"in Mongolian,and it includes horse racing,wrestling, and archery.(2) Wrestling and horse racing.2.Students read the diary carefully again with the last two questions from activity 1.After reading thediary, the students share their views in groups. Then the teacher asks some students to answer the questions.(3) What in your opinion is the most impressive thing about the festival?(4) What else would you like to know the festival and writer’s experience?Suggested Answers:(3) The horse racing is the most impressive, as it involved little children.(4) The writer did not talk about food or music, but surely they should have been interesting parts ofthe festival.Activity 21.Teacher asks Ss to study organization and language features.Ss read the sentences and rewrite theopening sentences of the article.2.Read the sentences and rewrite the opening sentences of the article.●This was my first time spending three days experiencing the Naadam Festival in China’s InnerMongolia Autonomous Region and it was an enjoyable and exciting experience for me./I'll never forget my experience at the Naadam Festival because it was my first time to watch the exciting Mongolian games of horse racing, wrestling, and archery so closely./I'll always remember my first experience at the Naadam Festival in China’s Inner Mongolia Autonomous Region because it was because it was anenjoyable and exciting experience for me.Step 3 Analyzing article structureActivity 31.Teachers raise questions to guide students to analyze the chapter structure of this diary and thinkabout how to describe the festival experience.(1)What should be included in the opening/body/closing paragraph(s)?(2)How did the writer arrange his/her ideas?(3)What kind of interesting details did the writer describe?(4)How did the writer describe his/her feelings/emotions during the event?2. Students read and compare the three sentence patterns in activity 2. Try to rewrite the first paragraphof the diary with these three sentence patterns. After that, students exchange corrections with their partners.Such as:●This was my first time spending three days experiencing the Naadam Festival in China’s InnerMongolia Autonomous Region and it was an enjoyable and exciting experience.●I'll never forget my experience at the Naadam Festival because it was my first time to watch theexciting Mongolian games of horse racing, wrestling, and archery so closely.●I'll always remember my first experience at the Naadam Festival in China’s Inner MongoliaAutonomous Region because it was so amazing to spend three days witnessing a grand Mongolian ceremony.Step 4 Accumulation of statementsActivity 41.Ask the students to read the diary again. Look for sentences that express feelings and emotions,especially those with the -ing form and the past participle.Such as:● …horse racing, wrestling, and archery, which are all so exciting to watch.● some amazing performances● I was surprised to see…● I was a little worried about...● feeling really tiredOther emotional statements:●I absolutely enjoyed the archery, too, but the horse races were my favourite part.●I'm finally back home now, feeling really tired, but celebrating Naadam with my friend was totallyworth it.●He invited me back for the winter to stay in a traditional Mongolian tent and cat hot pot. I can’twait!2.In addition to the use of the -ing form and the past participle, the teacher should guide the students inthe appreciation of these statements, ask them to memorize them, and encourage them to use them reasonably in writing practice.Step 5 Writing taskActivity 51.Writing preparation.Students review their recent holiday experiences and list in short phrases all theactivities, events and feelings related to the holiday.2. Draw an outline.Students review the discourse analysis method of Activity 2, and fill in the name,content details and emotional feelings of the festival or celebration in the outline form of Activity 3, and draw up the writing outline of the diary.3. Write a first draft.Then write an opening sentence that introduces the topic and overall feeling of thearticle, a rich body paragraph, and a conclusion summarizing the holiday experience.4. Peer review.Students work in pairs to exchange the first draft, review each other according to the sixpoints in activity 3, and write Suggestions for revision.Students further modify the essay based on feedback from their peers.5. Writing and sharing.Students can share and discuss in groups after finishing the revision, andrecommend excellent compositions to be displayed or read aloud in class.The teacher comments on the students' work, points out the advantages and suggests the modification.In addition, the teacher can also post the excellent composition in the classroom for everyone to appreciate.Step 6 Sharing writingActivity 6T call some Ss to share their writing.Step 7 Homework1. Read the passage in this section to better understand the passage.2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of thestory according to the causes, process and results;3. Independently complete the relevant exercises in the guide plan.1、通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；2、通过本节内容学习，学生能否掌握日记中关于节日见闻的内容要素及文本语言特点；3、通过本节内容学习，学生能否根据故事的起因、经过和结果来深入理解故事的情节，从而了解文章的层次结构；4、深入探讨和反思社会的发展变化对传统节日的影响，能够根据阅读理解对文本进行分析，从内容构思、框架搭建和文本撰写上做准备，完成一篇有关节日活动经历的记叙文写作。