M3 unit1 语言点festivals and celebrations
6.The western holiday Halloween also had its origin in old beliefs about the return of the spirits of dead people. （16） 西方的万圣节也源自于人们古老的信念，认为亡者的灵魂 也会返回人间。
4.Some festivals are held to honor the dead or to satisfy the ancestors, who might return either to help or to do harm.（10）
有些节日被举行时为了纪念死者，或使祖先们得到满足， 因为他们或者回到人间提供帮助，或者可能带来危害。
A. interesting; satisfying B .interested; satisfied
C. interesting; satisfied D. interested; satisfying
3）either…or…要么…要么… Either you or I am wrong. 要么你错，要么我错。 Either you or he is mad.要么你疯，要么他疯 词汇延伸： neither…nor…既不…也不…
1.Festivals are meant to celebrate important times of year.（1） 节日意在庆祝一年中重要的日子。 mean 1)打算做…. 2)意味着… mean-----meant-----meant 1）mean to do 打算做… 我昨天打算去那里。 I meant to go there yesterday.
The +adj表示一类人或一类物， The old 老年人
The young 年轻人
The rich The sick
富裕的人 生病的人
注意：the +adj表示一类人谓语动词用复数 表示一类物的话谓语动词单数。
The old are respected in our s. The new is better.
1）be proud of 对…感到自豪 我为你的态度感到自豪。
I am proud of your attitude. 2）for a while 一会儿 你可以等我一会儿
can you wait for me for a while?
play a trick on sb捉弄，耍弄 play a joke on sb play jokes on make fun of 不要捉弄残疾人。 Don’t play jokes on the disabled.
A. waiting B. to wait
C. wait
D. to be waiting
句意为：在伦敦的一些地方，错过一班
公共汽车意味着再等一个小时。
想一想
If you think that treating a woman well means
always _D_________ her permission for
2）mean doing 意味着做…
Missing the flight means waiting for another three hours.
错失这班飞机意味着还要等三个小时
In some parts of London,
missing a bus means __A___ for
another hour.
此句中Mohandas Gandhi和the leader是同位语，the
leader指的就是Mohandas Gandhi这个人。
又如: Yesterday I met Tom, a friend of my brother’s who is the top student in their class. 昨天我遇到了我弟弟的朋友汤姆,他是他们班最好的学生。 Mr. Smith, our new teacher, is very kind to us. 我们 的新老师史密斯先生对我们很好。
1)in honor of 向…表达敬意
They gave a banquet（宴会）__A_______ the guests from Britain .
A.in honor of B.in an honor of
C.in honor to D.in honor for
2)The dead为the +adj结构，等于the dead people,意为 ‘死者，死去的人’
take place 不能用于被动语态中，句中 短语 in the last two decades 可确定
句子的时态为现在完成时。
3.At that time people would starve if food was difficult to find, especially during the cold winter months.（5） 在那个时代，如果食物难以找到，特别是在寒冷的冬季，人们 就会挨饿。
9.China and Japan have mid-autumn festivals ,when people admire the moon and in china, enjoy moon cakes. （33） 中国和日本都有中秋节，那时人们会赏月，在中国人们还 会品尝月饼。
admire v. 意为“赞赏;钦佩;羡慕;赞美” 注意: 表示“在某方面钦佩某人”用“admire sb. for sth.”
have fun with sb和…玩得开心。
上周末我和他们玩得很开心。
I had fun with them last weekend.
13.Festivals let us enjoy life ,be proud of our customs and forget our work for a little while.(49) 节日让我享受生活，让我们为自己的习俗自豪，还可 以暂时忘掉工作的烦恼。
1）starve vi挨饿，饿死，可与介词to搭配
他们在沙漠中迷路，饿死了。
They got lost in the desert and starved to death.
2）starve for doing sth/sth 渴望，急需 这些无家可归的孩子渴望得到爱。
The homeless children starved for love .
Nobody can take your place in my heart.
Nobody can take the place of you in my heart
Great changes ___ in the rural areas in the last two decades.
A. have taken place B. took place C. have been taken place大意家了注！ D. are happening
We all admire him for his courage and bravery. 我们都钦佩他的勇气和胆识。
10.The most energetic and important festivals are the ones that look forward to the end of winter and the coming of spring.（36） 最富生气而又最重要的节日，就是盼望冬天的结束和 春天的到来
take place vi. 发生，举行(无被动语态） 1）Was there anybody passing by when the accident took place? 事故发生时，有人路过那里吗？
2）take one’s place=take the place of …代替某人
没有人能替代你在我心目中的地位。
3)satisfy vt使满足 be satisfied with …对…满意 我对你的工作很满意。 I am satisfied with your work。 satisfying 修饰物，让人满意的 satisfied 修饰人，人是对某物满意 ---what do you think of Martin’s latest book? ----oh ,it is rather___C______and I’m quite_____________ with it.
11.The country, covered with cherry tree flowers ,looks as though it is covered with pink snow。（46） 被樱花覆盖的整个国家，看上去就像覆盖了一层粉 红色的雪。
as though=as if 好像 12.People love to get together to eat,drink and have fun with each other.（47） 人们喜欢聚在一起吃喝玩耍。
1)look forward to doing/sth期望，期盼
be used to doing 习惯于…
lead to 导致… turn to 求助于
stick to 坚持
devote to 献身于…
1)我期望假期的到来。 I look forward to the coming of vacation
dress up v.盛装，打扮
1）dress up as …打扮成…
He dressed up as a lawyer.她打扮成一位律师。
2）dress sb up 打扮某人，给某人穿上衣服
Let’s dress the children up
让我们为孩子穿上衣服。
8.India has a national festival on October 2 to honor Mohandas Gandhi ,the leader who helped gain India's independence from Britain.（25） 印度在10月2号有个全国性的节日，纪念甘地，他是帮助印度脱 离英国而独立的领袖。
新人教版必修第三册Unit1FESTIVALSANDCELEBRATIONS教案
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, di'ess (sb) up. march, congratulation, congiatiilate, riddle, ceiemony, samba, make-up, after all.2.To understand the ongin 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.Improv亡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 ill 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 relationsliip beh\r een the characters;2.Inspire students to use topic words to descnbe the festival activities based on tliek backgiound knowledge.Difficulties:Ill the process of listening to the coixect understanding of the speaker^ 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 Cliina,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 wliich countiy do you tliiiik people celebrate each festival?(3)How do people celebrate each festival?2.Ask sb to choose some words or phrases fiom the box to celebrate each festival.3.Teacher can show students how to use these word blocks and leani to describe holiday activities ingroups. For example：On the Comiiig-of^Age Day, young girls in Japan would wear traditional costumes・ One of the most important activities during the Lanteni Festival is to guess riddles. During the Rio Caniival, you can watch wonderfiil samba dances・4.Tlie teacher asks students to report the results of the group lecture・ Ask these questions:QjWhat do people do to celebrate the Chinese Lanteni festival?②Who will celebrate Coniing-of^Age Day? What do they do to celebrate it?③What do you expect to see if you go to the Rio Carnival?5.Leani some words and plii'ases in the box.Step 3 ListeningActivity 21.Teacher asks sb to read "Listen for relationships”, Ill 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・〔］；What does a tour guide usually say to a tour group? Wliat expressions are frequently used?②What questions does an iiiten4ewer usually ask during an interview?③What would a reporter say or do if he/she wants to inten*iew a tourist?④How do fiiends 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 betwzn the speakers.5.Check the answers with class・Activities 3-41.Teacher asks students to look at the tasks and requkements of activity 3. Then read the main ideas of the three dialogues. (Guide the stxidents to guess and fill in the words according to the context. Let the students analyze the English syntactic stmctiire 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 pail's・ Then the class communicates and checks the answers・3.Teachei' lets stxidents 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 take notes 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 tlieii* reasons ・E.g.,Conversation 1T: Which of the three festivals do you like best?SI: I tliiiik the Coniing・of-Age Day is the most interesting.T: Why is it your favourite?SI: Because I like to see women dressed up ill their colorfill traditional kimonos.Conversation 2T: Wliicli of the tlu'ee festivals attracts you most?S2: The Chinese Lantern Festival.T: I suppose you like yuanxig the sweet dumplings.S2: Not only that. I especially like guessing riddles and Pm 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 tluee students play the roles of the characters in the listening dialogue. They are the Japanese gill attending the coming ceremony, the gill attending the Rio carnival, and the tourist visiting China. The following questions can be used ill the interview: is the puipose of tliis 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 pronmiciation changes of bold letters while listening.(2 ) Teacher organizes students to cany 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 liis partner carefiilly, and points out the pronunciation problem of his/her partner if there is any difference・ Tlien 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 teachei' 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 ill activity ■ •(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 prominciation 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・ Tlie teacher supplements and coixects the students' conclusion, explains it appropriately, and writes the assimilation pronunciation in these sentences on the blackboard or presents it to the students tluougli the comseware.Step 7 Listening and TalkingActivity 61.Leani 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 duiing the festival?@；What did Max and his family do during and after the dinner?⑤"Hiat was the best part of the Estival?4.Listen again and check the answers with class・Answers:〔[[Christmas expenences・②Roast turkey, mashed potatoes and Clmstmas pudding,・・・®He helped decorate the Clmstmas tree and put presents under it, then helped his mum prepare for the family dinner.(4}Durmg dinner they shared stories and told jokes, aftenvards they played games, opened theii' presents ・⑤The best part was opening their presents on Chi'istmas morning.5.Listen again and tick the phrases that Max or Song Lili uses・ Then check the answers with class.6.Have a com-ersation with the help of these questions:CL'Wiat is the recent festival you hav亡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-cultiual perspecth-e ・2)Remember the new words and leani 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，学生能否拿握听力训练中的听力策略。
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。
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
M3 U31 M3 Unit 1 Festivals And Celebrations教案
：M3 U1 Festivals And CelebrationsGrammarMotto: Care and diligence is bringing luck。
瑞雪兆丰年Ⅰ. Learning aims:To distinguish the attributive andTo learn the the usage of the –ing formIII. Consolidation:Level A:单句填空1. The woman _____ a lesson is our teacher.A. givingB. givenC. to giveD. give2. The first textbooks _____ for teaching English came out in the 16th century.A. to be producedB. producedC. being producedD. having produced3. As is known to us all, China is a _____ country while the United States is a _____ country.A. developed; developingB. developing; developedC. to be developed; developingD. developing; to be developed4. The noise from my neighbor’s sitting room______ can be clearly he ard in my apartment, which makes me distracted from reading.A is decoratedB being decoratedC decoratedD to be decorated5. What he said was _____. We all felt _____.A. encouraged; encouragingB. encourage; encouragedC. encouraging; encourageD. encouraging; encouraged6. We were ______ by his ______ speech.A. inspired; inspireB. inspiring; inspiredC. inspired; inspiringD. inspired; inspirationLevel B: 语篇填空The Dragon Boat Festival, _______ traditional Chinese festival, _______ (celebrate) on the fifth day of the fifth month according to the Chinese calendar.________dates from over 2000 years ago, which falls________June 20th this year.On this day, Chinese people prepare Zongzi_________ (wrap) in bamboo_________(leaf). ________the festival name shows, people have dragon boat races___________(celebrate) it, especially in the southern places ____________ there are many rivers and lakes. The Dragon Boat Festival is___________memory of QuYuan, a great poet of ancient China.。
【教案】Unit+1+Festivals+and+Celebrations+综合语言复习必修第三册
人教版新教材B2U2 综合语言复习教学设计单元话题：节日与庆典主题语境：人与社会--历史、社会与文化授课时长：80分钟单元整体分析：本单元话题为节日和庆典，体现了不同国家和民族独具的节日文化和节日精神。
单元语篇对节日及庆典活动的呈现可概括为从三大维度展开。
首先，单元以多种语篇形式介绍各国的节日及特色活动，展现不同国家的文化魅力；同时，单元着重对不同国家的节日文化追根溯源，探究背后的社会、历史、文化发展等原因，并分析庆典活动方式的发展和改变；最后，贯穿整单元对节日的活动进行介绍和描述节日活动的体验感受，侧面展示各具特色的民族风俗和相通的节日精神：表达感恩、追求幸福、祈愿和平。
单元教学目标侧重于对学生文化意识的培养。
单元内容能够帮助学生获得文化知识，理解文化内涵，比较文化异同，激发学生理解和思考中外节日文化差异和融通。
学生在此过程中尊重文化多样性，汲取各文化精华，增强文化认同感。
并通过学习单元内容开阔视野，增加文化积累，从而形成正确的价值观，培养跨文化交际意识和能力，并在跨文化沟通中增进国际理解，肩负传播中华文化的使命,进而坚定文化自信，形成自尊、自信、自强的品格。
学情分析：本单元主题内容是节日与庆典，上课年段是高一年级。
这一阶段的学生已经形成基本的英语学科素养，从语言技能和思维品质看，学生们基本能运用语言基础和思维能力解读文本内容，具有一定的语言表达能力和对事物基本的分析和判断等的能力。
从话题角度来看，经过整单元的学习，学生对所涉及的节日有基本的认知，尤其是中国的传统节日。
同时学生对于节日的由来、历史变迁、社会发展对其的影响以及节日的内涵与本质意义方面也有了一定的了解。
从语篇体裁来说，学生已接触学习了本单元多种类型的语篇文本，能快速抓取语篇框架，提取内容要点，并获取新知，但需要在老师引导下进行感知、比较和概括等思维活动达到对于主题的深刻思考和理解。
从文化维度来说，学生对于中国文化有强烈的文化自豪感，也有一定的国际意识和跨文化交际的意识，尊重文化多样性，乐意在增加文化积累的过程中开阔视野，在跨文化交际的环境中弘扬中华文化，这种积极的文化主人翁精神有助于他们完成本节课的学习目标。
高中英语必修三Unit1 Festivals and celebrations节日和庆典课文及听力文
1.必修三Unit1 Festivals and celebrations节日和庆典Festivals and celebrations of all kinds have been held everywhere since ancient times. 自古以来，世界各地就有各种各样的节日和庆典。
Most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn. 最古老的节日总是庆祝严寒的结束、春季的种植和秋天的收割。
Sometimes celebrate would be held after hunters had caught animals. 有时，在猎人捕获猎物后，也举行庆祝活动。
At that time people would starve if food was difficult to find, especially during the cold winter months. 在那个时代，如果食物难以找到，特别是在寒冷的冬月，人们会挨饿。
Today’s festivals have many origins ,some religious, some seasonal, and some for special people or events. 现在的节日有很多由来，一些是宗教上的，一些是季节性的，一些是纪念特殊的人和事件的。
Festivals of the Dead亡灵节Some festivals are held to honour the dead or to satisfy the ancestors, who might return either to help or to do harm. 有些节日，是为了纪念死者，或使祖先得到满足，因为祖先们有可能回到世上（给人们）提供帮助，也有可能带来危害。
新人教版高中英语必修三Unit1Festivals and Celebrations单元分析讲义
Unit 1 Festivals and celebrations单元分析本单元主题：人与社会——社会与文化单元内容分析本单元从呈现不同节日和庆祝活动入手，引导学生思考人们为何要庆祝节日，通过回顾节日的产生、发展和变化，展示不同国家和民族各具特色的节日习俗、庆典仪式、欢聚活动以及特色食品等，启发学生思考和探究节日的丰富内涵。
学习不同国家和民族的节日，不仅能拓宽学生的视野，增加文化积累，促进语言表达，同时还能增强学生的文化认同感，充分认识文化差异，培养学生的跨文化交际能力，增进国际理解。
以下为教材各部分教学内容简要分析及教学活动实施建议：1．Opening Page 单元主题图展现的是广东梅州丰顺县埔寨镇元宵节特有的舞火龙表演。
舞火龙的场景与本页引言辛弃疾的著名词作《青玉案·元夕》中的词句相呼应，参与表演的人和观赏的人都沉浸在欢乐的节日气氛中。
这一画面不仅体现了节日文化习俗的传承，还隐含着中华民族精神的延续。
2．Listening and Speaking：Talk about festival activities 该板块共有三段对话，分别展示了街头采访、日常交际、导游讲解三种不同语境下的对话文本。
三段对话都带有强烈的生活气息，真实自然，且巧妙地融入了各具特色的节日文化元素。
通过听前活动、听力理解活动和听后口语表达活动，引导学生在听的过程中关注说话人的态度，辨别人物之间的关系，启发学生结合已有的背景知识，运用话题词汇来描述节日活动。
3．Reading and Thinking：Discover the reasons for festivals and celebrations 该板块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。
高一英语新人教版必修三Unit1FESTIVALSANDCELEBRATIONS
Unit 1 Festivals and Celebrations交流用语1. 打电话用语：May I speak to Lily? —Hold on / Just a moment, please. —Sorry, he isn ’ tI in’ . ll r—ing her up later. 邀请：—I wonder if you are interested in... Would you like to go... with me? I ’ d like to invite you to g.o..不能去：I ’d love to, but I have to take care of my little brother. —Thank you so much./Don ’ t mention it./It ’ s a pleasure.2.节日话题：What ’ s your favorite holiday of the year?What festivals or celebrations do you enjoy in your city or town?*Do you like spending festivals with your family or with your friends?*What part of a festival do you like best —the music, the things to see, the visit or the food?*Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.词语辨析1. Discuss when they take place , what they celebrate and what people do at that time.辨析：take place, happen, break out, occur, come about 均表示“出现，发生” ，均为不及物动词，没有被动语态，不能直接跟宾语。
2024春高中英语Unit1FestivalsandCelebrations课件新人教版必修第三册
○句型精析
①Here are some centuries-old traditions shared by the Chinese community in order to promote blessings of health and wealth in the New Year.
分 析 ： 该 句 为 简 单 句 ， “Here are some centuries-old traditions”为倒装句，“shared by the Chinese community”为过去 分词短语作后置定语，“in order to…”为目的状语。
译文：人们相信饺子吃得越多，在新的一年里就会得到越 多的财富。
核心素养目标
【语言技能】 掌握动词-ing形式作定语和表语的用法； 运用英语和他人有效交流节日信息或描述节日的经历； 积极拓展课外学习资源，通过网络等多渠道获取更多关于 世界节日和文化的最新知识。
【素养提升】 加深对世界各地节日的了解，感知中外文化，尊重不同的 文化和习俗，坚定文化自信； 结合已有认知和经验，客观比较、分析中外节日文化的异 同，全面、正确认识了解世界各地节日的重要性； 能够发散思维，从多个视角认识世界，辩证思考影响文化 发展的多元因素。
·Making decorations. People will make red papercuts, Chinese characters or red lanterns that mean luck, happiness and blessing, and stick them onto doors and windows.
UNIT 1 FESTIVALS AND CELEBRATIONS
美文导入
素养解读：“节日”是永恒的话题，也是“人与社会”主 题语境下的一个重要部分。节日来自人们的生活和实际经历， 来自文化和人们的喜爱。本单元通过介绍节日的种类、节日的 由来、节日的作用、节日中人们的各种表现，以及人们庆祝节 日的方式和节日故事，加强学生对中国节日的理解和感悟，以 及对外国节日的了解，提高文化素养，进而增强跨国文化交流 意识。
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。