UnitFestivals_and_celebrations说课稿
高中英语必修3 Unit1 Festivals around the world
Festivals and Celebrations
涡阳四中 魏源
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Teaching Design
Unit1 Festivals around the world
Festivals and Celebrations
知识与技能目标 过程与方法目标 情感态度与价值观目标
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Unit1 Festivals around the world
重点难点
说 Key points：1. get a general idea of the
课 passage, and get familiar with the Chinese
课
设
Lead-in
计
Pre-reading
Skimming
Scanning Enjoy a video
DCeasriegfnularefeasdtiinvgal
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Unit1 Festivals around the world
一.Lead-in
说
(教学片段展示)
课 Task 1 Lead-in
kinds of festivals.
知识与技能目标 过程与方法目标 情感态度与价值观目标
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Unit1 Festivals around the world
教学目标
说
课
Knowledge objectives: 1.To learn some words of the festivals and use
教 some meaningful tasks according to the passage. 学 During the process of solving the tasks, the students 方 will have a good understanding of the text. 法 2.Multi-media aided teaching can provide a real
their prediction skimming and scanning ability.
2.To improve the students’ ability of using English
to express their ideas about festivals.
知识与技能目标 过程与方法目标 情感态度与价值观目标
设计意图：let them to recognize and feel the different scenes of festivals in different countries, which will be a good preparation of learning this article.
situation with its sound and pictures, which can
develop the Ss’ creativity in learning English.
3. Cooperative activity will give students a chance to learn from their partne大r家s好and get an improvement。9
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Unit1 Festivals around the world
教学方法
说 课 设 计
教学方法:Task-based teaching method、Multi-media aided teaching、Cooperative learning a理c论tiv依it据y是:
1.Task-based teaching method means that establishes
教材与学情分析 教学目标和重难点 教法和教学用具 教学过程 板书设计
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Unit1 Festivals around the world
本课内容及作用
Teaching Design
The selected teaching material is taken from New Senior English for China Book 3 Unit 1. The article is about the origins, types and celebrations of the festivals around the world, which is intended to develop the theme of the unit, that is, festivals around the world. It will help students to have more knowledge about different customs, and give some sources to describe different festivals.
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Teaching Design
教学目标
Unit1 Festivals around the world
Knowledge objectives: 1.To learn some words of the festivals and
use them in proper situations. 2.To get a better understanding of some
设 计
festivals and foreign festivals .（fast reading）
2. analyze and rearrange the details
of the passage. (detailed reading）
Difficult points: use what have been learned to talk about what to celebrate and how to celebrate the festivals.
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Teaching Design
Unit1 Festivals around the world
本课内容及作用
This unit will be the first lesson after the Spring Festival, which will be a good preparation for learning this unit. So students will be familiar with and interested in the topic of festivals and eager to explore more. However, this lesson is related to something about western culture. May be it is difficult for students to learn and understand.
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Unit1 Festivals around the world
二.阅读课文 探究新知
说 课 Task 4 Scanning （找读） 设 计
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Unit1 Festivals around the world
二.阅读课文 探究新知
说 课 Task 4 Scanning （找读） 设 计
Unit1 Festivals around the world
教 学用具
说 课
Teaching aids:
设
计 Pictures; PPT; Tape Recorder;
教 学 用 s around the world
说
Festivals and Celebrations
设 them in proper situations.
计 2.To get a better understanding of some different
kinds of festivals.
Ability objectives:
1.To train the students’ reading ability, especially
express their ideas about festivals.
Emotional objective: 1.To cultivate Ss’ awareness of different customs and cultures. 2. To train the Ss’ abilities of studying by themselves and cooperating.
设计意图: This task uses a form to simplify the content of this article. It will be easy for Ss to understand and grasp what they have read.
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Unit1 Festivals around the world
一.情境创设 导入新课 (教学片段展示)
说
课
设 计
2.Give them different pictures of festivals in different countries and ask the names and how to celebrate them。
计 festivals. Ability objectives:
1.To train the students’ reading ability, especially their
prediction skimming and scanning ability.
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—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。
04《Festivals And Celebrations》 PPT教学课件
Listening and Speaking
Listen again and guess who the speakers are and what their relationship in each conversation is.
Chinese Lantern Festival
a tour guide and members of a tour group
attend the ceremony ...
dress up in
visit a lantern fair decorate
carnival costumes
christmas trees
march along the guess riddles streets
prepare Christmas dinner
Prefecture with the goal of giving hope and courage to young people
Listening and Speaking Rio Carnival
The Rio Carnival is perhaps the biggest draw for tourists to visit Brazil and for very good reasons! Forty days before Easter, the country comes to a stop as people go to the streets wearing flamboyant costumes, drink and dance each night away for this week-long hedonistic party.
Conversation 3:
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。
新人教高中英语必修3unit1Festivals-and-celebrations整单元教学设计
教学设计Book3Unit 1 Festivals and celebrations listening and speaking一、单元教学规划1. 单元主题本单元的主题是“节日与庆典”。
该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风俗、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。
节日是一个国家或民族在漫长的历史过程中形成和发展的文化现象，大多富有趣味性和人文性，有着深刻的精神内涵。
不同民族有不同的节日，但是不同的节日却反映了人们共同的美好愿望和追求。
学习不同国家和民族的节日，不仅能开阔学生的视野，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意识和能力，增进国际理解。
2. 单元主要内容分析单元开篇页、listening and talking、listening and speaking 以及video Time 这四个部分围绕国内外的传统节日尤其是中国的元宵节为主展开的听说看的材料内容，开篇页以辛弃疾的关于元宵节的诗歌以及元宵节火龙舞图片引入话题，listening and talking 谈论"节日活动”（talk about festival activities），listening and speaking 谈论“节日经历”（talk about festival experiences），video time 聚焦“元宵佳节”（focus on the Latern Festival），围绕节日主题展开听说训练，层层推进，逐层深入。
Reading and Thinking 部分的活动主题是“探究节日与庆典的缘由”（discover the reasons for festivals and celebrations），是听说板块主题内容的延续，从展示几个不同的节日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，进而讨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。
《Festivals and celebrations》微课课件_1
Part 2 (Para 2)
• When and why do we celebrate harvest festivals? …after all the crops have been gathered in To show that they are grateful for the year’s supply of food. • How does the author support his topic sentence? By giving
风俗在节日中扮演重要角色，但有时也随时间而变化。随着现代社会的发展和新思 想的传播，有些传统会渐渐消失，而另一些传统则得以建立。中国春节燃放鞭炮以 驱鬼神、贺新年这一典型风俗就是一个例子。如今，为了避免空气污染，许多大城 市已经摒弃了这一风俗。另一个例子是万圣节，虽然起源于宗教，万圣节渐渐成了 孩子们纵情玩乐的一个节日。
Unit 1 FESTIVALS AND CELEBRATIONS
Reading&Thinking
What festivals do you celebrate with your family each year?
Prediction
Why do we celebrate festivals?
Festivals are celebrated all around the world.
Of all the traditional festivals, the harvest festival can be found in almost every culture.
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。
Unit1FestivalsandCelebrationsReadingandThinking教学设
课件PPT，黑板，粉笔
☆教学过程
教学环节
教学活动
设计意图
教师活动
时长
Lead in
Activity 1: Showsome pictures
1.Show Ss some pictures of different festivals and ask students what festivals they are. ThenT asksSstoanswerthe questionand list some activities they have done:
5mins
1.引入本课主题 并带领学生深层次理解题目。其次是对课文内容进行预测并根据所给插图辨别相应的节日。
While
reading
（thestep is designed to prepare for Aim2/3/4and difficult point）
Skimming
1.T guides Ss tounderstand how to findthe “topic sentence”in a passage.
2. Show the pictures given in the textbook and ask students what festivals are the two pictures about.
3. Ask students make a prediction about what the passage will talk about
What dopeopleusually do in the festival?
2.Beforereading,brainstormthetwo questionsingroups