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高中英语人教版必修第三册
respect n. 尊敬， 尊重；方面
v. 尊敬，尊重，仰 慕；遵守；不违背
respectability n. 名望，体面，得体
respectable adj. 值得尊敬的，体面 的，得体的；相当好的
respectful adj. 表示敬意的，恭敬的 respective adj. 各自的，分别的
satisfying/ satisfactory
adj. (感 到)……的 disappointed
excited interested relaxed surprised worried
pleased
satisfied
n.
disappointment excitement interest relaxation surprise worry
representation n. 表现，描绘
representative adj. 典型的；
；表现形式；有代理人，维护， 有代表性的； 由代表组成的
支持
n. 代表；销售代表，代销
人；典型人物，代表性人物
fancy adj.花哨的，精致的，昂贵的 v. 想要，想做；倾慕；自以为 n. 想象的事物，想象（力）；想要，爱好
agriculture n. 农业；农学；农艺 agricultural adj. 农业的，与农业有关的 agriculturalist n. 农学家；农业技术员；农艺师
gather v. 聚集，集合；搜集；收割 gathering n. 聚集，聚会，集会；收集，采集
decoration n. 装饰，装潢；装饰品 decorate v. 装饰，装潢 decorative adj. 装饰性的，作装饰用的
faith n. 宗教信仰；信心；信任
Unit 1 FESTIVALS AND CELEBRATIONS—Reading高中英语必修教案
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 emotionaland 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?Names of the festivals Reasons for celebrating the festivals2. 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?” carefully. The teacher can presentthe 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 spiritual 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.Festivals Customs that havealready faded awayReasons why theyhave disappearedYour feelingsAfter 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 myfavorite. 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。
高一英语人教版(2019)必修第三册Unit1FestivalsandCelebrations 课件
year’s supply of food. The forms of celebration 2 are （be） different in different countries. Though customs are of great 3 significance（significant），they also change over time. Some traditions may fade away，while others may 4 be established（establish）. For example，people in many big cities have give up lighting firecrackers 5 to avoid （avoid） air pollution.
range between... and... 在……范围内变化 The temperature of this city ranges from 0℃ to 30℃. 这个城市的气温在0℃到30℃之间。
高中英语 必修第三册 UNIT 1 FESTIVALS AND CELEBRATIONS
单句语法填空
高中英语 必修第三册 UNIT 1 FESTIVALS AND CELEBRATIONS
Ⅲ 概要写作 重新阅读“WHY DO WE CELEBRATE FESTIVALS?”， 根据其内容写一篇60 词左右的
内容概要。
Unit 1 Festivals and celebrations Discovering
Read the sentences below and discuss the functions and meanings of the italicised -ing form.
• These lanterns are amazing. the -ing form as the predicative
UNIT 1 FESTIVALS AND CELEBRATIONS
Period III Discovering Useful Structures
Step I 学习理解
Look at the pictures below and answer the qou see in these pictures?
learn a new language.”
根据汉语提示完成句子。
1. A __s_le_e_p_i_n_g_b_a_g___(睡袋) is essential for campers. 2. What she said was __q_u_it_e_e_n_c_o_u_r_a_g_i_n_g_/_in_s_p_i_r_in_g__(相当鼓舞人心的). 3. There is a __s_w_i_m_m__i_n_g_p_o_o_l___(游泳池) in our school. 4. The girl __p__er_f_o_r_m__in_g___(正在表演的) on the stage has a gift for dance. 5. The topic ___b_e_i_n_g_d_i_s_c_u_s_se_d__(正在讨论的) at the moment is about music. 6. You should adapt to the __c_h_a_n_g_i_n_g___(不断变化的) situation.
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。
新教材人教版高中英语必修第三册：Unit 1 Festivals and Celebrations 优秀课件
新教材 高中英语 必修第三册 UNIT 1 FESTIVALS AND CELEBRATIONS
词汇三 ceremony n. 典礼；仪式
◆教材原句 attend the ceremony 出席典礼 ◆要点必记 hold a ceremony 举行典礼 opening ceremony 开幕式 closing ceremony 闭幕式 presentation ceremony 颁奖仪式 religious ceremony 宗教仪式 wedding ceremony 婚礼 graduation ceremony 毕业典礼
新教材 高中英语 必修第三册 UNIT 1 FESTIVALS AND CELEBRATIONS
单句语法填空
（1） He dressed up as a hunter for the party.
（2） She is usually dressed in
red，which makes her look more energetic.
新教材 高中英语 必修第三册 UNIT 1 FESTIVALS AND CELEBRATIONS
单句写作 （1） It is said that the old woman usually holds a ceremony （ 举行仪式）before she tells fortunes for others. wedding ceremony （婚礼）has come into fashion in his country. （3） He finally turned up at our graduation ceremony（毕业典礼）with some souvenirs in his hands. （4） To my delight，I was chosen from hundreds of applicants to attend_t_h_e_o_p__e_n_in_g__c_e_r_e_m_o_n_y （开幕式）.
《Unit 1 Festivals and Celebrations Listening and Speaking》教案(附导学案)
Unit 1 Festivals and CelebrationsListening and speaking & Listening and talking【教材分析】本板块的活动主题是“谈论节日活动”（Talk about festival activities），主要是从贴近学生日常生活的角度来切入“节日”主题。
学生会听到发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动。
随着全球化的进程加速，国际交流日益频繁，无论是国人走出国门还是外国友人访问中国，都已成为司空见惯的事情。
因此，该板块所选取的三个典型节日场景都是属于跨文化交际语境，不仅每组对话中的人物来自不同的文化背景，对话者的身份和关系也不尽相同。
【教学目标】1. Master the new words related to holiday: lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, samba, make-up, after all.2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve students’ understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression.【教学重难点】Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge.Difficulties:In the process of listening to the correct understanding of the speaker’s attitude, accurately identify the relationship between the characters.【课前准备】1. To understand the origin of traditional festivals in the world, the celebration activities (customs) of these festivals and the meaning of these activities;2. Talk about holiday celebrations;3. Preview: understand the new words according to the context.【教学过程】Step 1 Lead-inTeachers talk about the world’s traditional festivals, such as the Lantern Festival in China, adults’ day in foreign countries, carnivals and so on.Step 2 Watching and talkingActivity 11. Teacher lets Ss look at some pictures about festival activities. During talking about these activities, teacher can add some background knowledge about festivals.Questions:①What festivals do the pictures show us?②In which country do you think people celebrate each festival?③How do people celebrate each festival?2. Ask sb to choose some words or phrases from the box to celebrate eachfestival.3. Teacher can show students how to use these word blocks and learn to describeholiday activities in groups. For example：On the Coming-of-Age Day, young girls in Japan would wear traditional costumes.One of the most important activities during the Lantern Festival is to guess riddles.During the Rio Carnival, you can watch wonderful samba dances.4. The teacher asks students to report the results of the group lecture. Ask thesequestions:①What do people do to celebrate the Chinese Lantern festival?②Who will celebrate Coming-of-Age Day? What do they do to celebrate it?③What do you expect to see if you go to the Rio Carnival?5. Learn some words and phrases in the box.Step 3 ListeningActivity 21. Teacher asks sb to read “Listen for relationships”, In pairs, discuss how to identify relationships between people based on their tone and content. The teacher can provide the following questions to inspire students to discuss.①What does a tour guide usually say to a tour group? What expressions arefrequently used?②What questions does an interviewer usually ask during an interview?③What would a reporter say or do if he/she wants to interview a tourist?④How do friends usually talk?2. Some group representatives are invited to communicate and speak in class.3. Teacher plays the listening tape for students to listen to and write the order of the conversations next to the names of the festivals.4. Play the tape again, students match each conversation with the relationship between the speakers.5. Check the answers with class.Activities 3-41. Teacher asks students to look at the tasks and requirements of activity 3. Then read the main ideas of the three dialogues. (Guide the students to guess and fill in the words according to the context. Let the students analyze the English syntactic structure based on the meaning of the sentence and make reasonable inferences.)2. Teacher plays the tape for the second time. After listening to the tape, students discuss the answers in pairs. Then the class communicates and checks the answers.3. Teacher lets students listen to the tape for the third time (Before the teacher plays the recording for the third time, the teacher should prepare the students to takenotes and remind them to catch key words, especially phrasal verbs.).Step 4 SpeakingActivity 51. Lead the dialogue by asking questions. Let students understand how to discuss their favorite festivals and give their reasons.E.g.,Conversation 1T: Which of the three festivals do you like best?S1: I think the Coming-of-Age Day is the most interesting.T: Why is it your favourite?S1: Because I like to see women dressed up in their colorful traditional kimonos.Conversation 2T: Which of the three festivals attracts you most?S2: The Chinese Lantern Festival.T: I suppose you like yuanxiao, the sweet dumplings.S2: Not only that. I especially like guessing riddles and I’m good at it.2. Follow the example of the conversation in activity 5 and work in pairs to discuss your favorite holiday and explain why. After the discussion, the teacher asks some groups to show the dialogue.Step 5 ActingOne student plays the role of a journalist. The other three students play the roles of the characters in the listening dialogue. They are the Japanese girl attending the coming-of-age ceremony, the girl attending the Rio carnival, and the tourist visiting China. The following questions can be used in the interview:①What is the purpose of this festival?②How do you usually celebrate this festival?③What do you like best about this festival?Step 6 Pronunciation1. Help students recognize speech assimilation.（1）Teacher plays the recording of activity 1 and asks the students to pay attention to the pronunciation changes of bold letters while listening.（2）Teacher organizes students to carry out activities in pairs: the teacher plays the recording, one person in the group reads after the words and phrases in activity 1, the other person compares the pronunciation of the recording with that of his partner carefully, and points out the pronunciation problem of his/her partner if there is any difference. Then switch roles, listen to the tape again and complete the same task.2. Let students imitate and read.（1）Teacher guides students to understand the requirements of activity 2. Before listening to the tape, the teacher asks the question for students to think: “How does your pronunciation change while reading the sentences?”（2）Teacher plays the tape for the first time. The students read after the sentences in activity 2.（3）Teacher plays the tape for the second time, the students repeat the sentences again, and then discuss with their partners the differences between the pronunciation of the bold consonants in words and the pronunciation in sentences, and describe the phonetic assimilation in the flow.（4）Teacher asks different students to read the six sentences of activity 2 and report the result of the discussion on phonetic assimilation. The teacher supplements and corrects the students’conclusion, explains it appropriately, and writes the assimilation pronunciation in these sentences on the blackboard or presents it to the students through the courseware.Step 7 Listening and TalkingActivity 61. Learn the new words about the festivals.2. Look at the pictures and predict what festival Song Lin and Max are going to talk about.3. Listen and answer the questions.①What festival is Max talking about?②What did Max’s mother cook?③What did Max do during the festival?④What did Max and his family do during and after the dinner?⑤What was the best part of the festival?4. Listen again and check the answers with class.Answers:①Christmas experiences.②Roast turkey, mashed potatoes and Christmas pudding, …③He helped decorate the Christmas tree and put presents under it, then helped his mum prepare for the family dinner.④During dinner they shared stories and told jokes, afterwards they played games, opened their presents.⑤The best part was opening their presents on Christmas morning.5. Listen again and tick the phrases that Max or Song Lin uses. Then check the answers with class.6. Have a conversation with the help of these questions:①What is the recent festival you have had?②How did you celebrate it?③How do you feel about the festival? Why?Step 8 Homework1）Read the passage again and understand the food culture from a cross-cultural perspective.2）Remember the new words and learn the usages of them.【教学反思】1、通过本节内容学习，学生能否理解发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动；2、通过本节内容学习，学生能否辨别对话中人物之间的关系；3、通过本节内容学习，学生能否掌握听力训练中的听力策略。
人教版(2019)必修第三册 Unit1 Festivals and Celebrations课件
Unit 1 Festivals and Celebrations
Do you want to know more things about Chinese festivals?
《教师教学用书》P13 二、 背景知识
Cultural background
在辽阔的草原上，有一个特别的民族。他们 都是草原上威风凛凛的骑射手。他们特别喜欢 喝奶酒，奶茶，奶制品。而且，他们也特别热 情好客,他们就是马背上的民族，成吉思汗的后 代—蒙古族。
Do you want to know more things about Chinese festivals?
《教师教学用书》P13 二、 背景知识
Unit 1 Festivals and Celebrations
Do you want to know more things about Chinese festivals?
Words and Collocations (Student’s Worksheet 1)
Burin told me that Mongolians travel every year⑥_ff_rr_oo_mm__ne_eva_er_r_ayn_wd_h_fe_ar_re_(来从四面 八方赶来) ⑦__t_o_a_t_te_n_d__th_e__fe_s_ti_v_a_l _(参加这个节日）, just as their ancestors had done for centuries. After ⑧_o_p_e_n_i_n_g__c_e_r_em__o_n_y__(开幕式) and some amazing performances, ⑨__t_h_e_w__r_e_st_l_in_g__c_o_m_p_e_t_it_i_o_n_b_e_g_a_n___ (摔跤比赛开始了). Mongolian wrestling is different from the wrestling in the Olympic Games. There are no rounds, and wrestlers are not separated by weight. The wrestlers loses if any part of his body above his knee touches the ground. After singing some songs, the competitors ⑩_d__a_n_c_ed__o_n_t_o_t_h_e_g_r_e_e_n__fi_e_ld__(在草地上翩翩起舞), waving their arms in the air as if they were eagles. I was quite moved by their show of strength and grace.
2020年新人教版必修三《Unit 1 Festivals and Celebrations》单元教案(附导学案)1
Unit 1 Festivals and CelebrationsListening and speaking & Listening and talking【教材分析】本板块的活动主题是“谈论节日活动”（Talk about festival activities），主要是从贴近学生日常生活的角度来切入“节日”主题。
学生会听到发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动。
随着全球化的进程加速，国际交流日益频繁，无论是国人走出国门还是外国友人访问中国，都已成为司空见惯的事情。
因此，该板块所选取的三个典型节日场景都是属于跨文化交际语境，不仅每组对话中的人物来自不同的文化背景，对话者的身份和关系也不尽相同。
【教学目标】1. Master the new words related to holiday: lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, samba, make-up, after all.2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve students’ understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression.【教学重难点】Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge.Difficulties:In the process of listening to the correct understanding of the speaker’s attitude, accurately identify the relationship between the characters.【课前准备】1. To understand the origin of traditional festivals in the world, the celebration activities (customs) of these festivals and the meaning of these activities;2. Talk about holiday celebrations;3. Preview: understand the new words according to the context.【教学过程】Step 1 Lead-inTeachers talk about the world’s traditional festivals, such as the Lantern Festival in China, adults’ day in foreign countries, carnivals and so on.Step 2 Watching and talkingActivity 11. Teacher lets Ss look at some pictures about festival activities. During talking about these activities, teacher can add some background knowledge about festivals.Questions:①What festivals do the pictures show us?②In which country do you think people celebrate each festival?③How do people celebrate each festival?2. Ask sb to choose some words or phrases from the box to celebrate eachfestival.3. Teacher can show students how to use these word blocks and learn to describeholiday activities in groups. For example：On the Coming-of-Age Day, young girls in Japan would wear traditional costumes.One of the most important activities during the Lantern Festival is to guess riddles.During the Rio Carnival, you can watch wonderful samba dances.4. The teacher asks students to report the results of the group lecture. Ask thesequestions:①What do people do to celebrate the Chinese Lantern festival?②Who will celebrate Coming-of-Age Day? What do they do to celebrate it?③What do you expect to see if you go to the Rio Carnival?5. Learn some words and phrases in the box.Step 3 ListeningActivity 21. Teacher asks sb to read “Listen for relationships”, In pairs, discuss how to identify relationships between people based on their tone and content. The teacher can provide the following questions to inspire students to discuss.①What does a tour guide usually say to a tour group? What expressions arefrequently used?②What questions does an interviewer usually ask during an interview?③What would a reporter say or do if he/she wants to interview a tourist?④How do friends usually talk?2. Some group representatives are invited to communicate and speak in class.3. Teacher plays the listening tape for students to listen to and write the order of the conversations next to the names of the festivals.4. Play the tape again, students match each conversation with the relationship between the speakers.5. Check the answers with class.Activities 3-41. Teacher asks students to look at the tasks and requirements of activity 3. Then read the main ideas of the three dialogues. (Guide the students to guess and fill in the words according to the context. Let the students analyze the English syntactic structure based on the meaning of the sentence and make reasonable inferences.)2. Teacher plays the tape for the second time. After listening to the tape, students discuss the answers in pairs. Then the class communicates and checks the answers.3. Teacher lets students listen to the tape for the third time (Before the teacher plays the recording for the third time, the teacher should prepare the students to takenotes and remind them to catch key words, especially phrasal verbs.).Step 4 SpeakingActivity 51. Lead the dialogue by asking questions. Let students understand how to discuss their favorite festivals and give their reasons.E.g.,Conversation 1T: Which of the three festivals do you like best?S1: I think the Coming-of-Age Day is the most interesting.T: Why is it your favourite?S1: Because I like to see women dressed up in their colorful traditional kimonos.Conversation 2T: Which of the three festivals attracts you most?S2: The Chinese Lantern Festival.T: I suppose you like yuanxiao, the sweet dumplings.S2: Not only that. I especially like guessing riddles and I’m good at it.2. Follow the example of the conversation in activity 5 and work in pairs to discuss your favorite holiday and explain why. After the discussion, the teacher asks some groups to show the dialogue.Step 5 ActingOne student plays the role of a journalist. The other three students play the roles of the characters in the listening dialogue. They are the Japanese girl attending the coming-of-age ceremony, the girl attending the Rio carnival, and the tourist visiting China. The following questions can be used in the interview:①What is the purpose of this festival?②How do you usually celebrate this festival?③What do you like best about this festival?Step 6 Pronunciation1. Help students recognize speech assimilation.（1）Teacher plays the recording of activity 1 and asks the students to pay attention to the pronunciation changes of bold letters while listening.（2）Teacher organizes students to carry out activities in pairs: the teacher plays the recording, one person in the group reads after the words and phrases in activity 1, the other person compares the pronunciation of the recording with that of his partner carefully, and points out the pronunciation problem of his/her partner if there is any difference. Then switch roles, listen to the tape again and complete the same task.2. Let students imitate and read.（1）Teacher guides students to understand the requirements of activity 2. Before listening to the tape, the teacher asks the question for students to think: “How does your pronunciation change while reading the sentences?”（2）Teacher plays the tape for the first time. The students read after the sentences in activity 2.（3）Teacher plays the tape for the second time, the students repeat the sentences again, and then discuss with their partners the differences between the pronunciation of the bold consonants in words and the pronunciation in sentences, and describe the phonetic assimilation in the flow.（4）Teacher asks different students to read the six sentences of activity 2 and report the result of the discussion on phonetic assimilation. The teacher supplements and corrects the students’conclusion, explains it appropriately, and writes the assimilation pronunciation in these sentences on the blackboard or presents it to the students through the courseware.Step 7 Listening and TalkingActivity 61. Learn the new words about the festivals.2. Look at the pictures and predict what festival Song Lin and Max are going to talk about.3. Listen and answer the questions.①What festival is Max talking about?②What did Max’s mother cook?③What did Max do during the festival?④What did Max and his family do during and after the dinner?⑤What was the best part of the festival?4. Listen again and check the answers with class.Answers:①Christmas experiences.②Roast turkey, mashed potatoes and Christmas pudding, …③He helped decorate the Christmas tree and put presents under it, then helped his mum prepare for the family dinner.④During dinner they shared stories and told jokes, afterwards they played games, opened their presents.⑤The best part was opening their presents on Christmas morning.5. Listen again and tick the phrases that Max or Song Lin uses. Then check the answers with class.6. Have a conversation with the help of these questions:①What is the recent festival you have had?②How did you celebrate it?③How do you feel about the festival? Why?Step 8 Homework1）Read the passage again and understand the food culture from a cross-cultural perspective.2）Remember the new words and learn the usages of them.【教学反思】1、通过本节内容学习，学生能否理解发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动；2、通过本节内容学习，学生能否辨别对话中人物之间的关系；3、通过本节内容学习，学生能否掌握听力训练中的听力策略。
Unit 1 Festivals and Celebrations高中英语人教版必修第三册
1. What festival is Max talking about? Christmas .
2. What did Max do during the festival? He decorated the Christmas tree and put presents under it. Then he helped his mum prepare for the family dinner on Christmas Eve.
While-Listening
S: Hi,Max. How was your holiday? M:Hi,Song Lin. It was fantastic,thanks. S: So you went back to Canada to celebrate Christmas with your family,right? M:Yes. I hadn’t seen my family for a whole year. So it was great to see them again. S: Good for you! So what did you do when you arrived home? M:Well,first I helped decorate the Christmas tree and put presents under it. Then I helped my mum prepare for the family dinner on Christmas Eve. S: How wonderful!Your mum must have been very happy. I guess it was a really big meal.
√ It was fantastic! √ That’s amazing! √ It was great to …