新人教必修三第一单元教案
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。
新人教版必修三Unit1Festivalaroundtheworld说课设计
新人教版必修三 Unit 1 Festival around the world说课设计Knowledge and ability objectives:1.To learn about festivals in different parts of the world and compare them2.To get more words about festivals and customs3.To talk about festivals and express ideas by using the words4.To write about a festival in China5.To practise speaking and writingStrategy objectives:1.By means of task-based language teaching, students can participate in pair and group work to get more information about Teaching festivals around the world and think more about the topic targets2.By using pictures and music, students can be led into the situation where they are going to learn quickly and they must have astrong desire to know more about the topic3.By researching, cooperating, interacting and discussing, students’ abilities of self-learning, getting and dealing with some information in English and communicating can be trainedMoral objectives:By comparing and contrasting the cultures in China and other countries, students can understand the cultural differencesbetween countries, show respect for other culture and customs andlove Chinese culture. They can also learn to cooperate with others, feel success and lay a solid foundation for further learning.Important To talk about the festivals around the world pointsDifficult To know about the reasons for the celebrations pointsTeaching Multimedia aidsTeaching procedureEvaluatiSteps Teacher’s activities Students’ activities IntentiononGreetings: greet each other as Step I usualStep Leading in: By interactingII 1.Show pictures about the Students watch the pictures, listen to music and interact with between teachercelebration of the Spring Festival teacher. and students, with music and ask students teacher can lead in some questions (Powerpoint thetopic of this unit courseware) quickly and <1>What are the people doing? stimulate students(Why?) to talk in English. <2>When do they celebrate thefestival?<3>What do people usually doduring the Spring Festival?<4>How does your familycelebrate the Spring Festival?2. Brainstorm festivals in China Students think about the questions individually and brainstorm the By brainstor-and in foreign countries festivals in China and in other countries. ming, create aThere are many festivals Women’s Day situation where around the world. Teacher’s Day Youth Day students can learn <1> Can you name some May Day New Year’s Day more words about Festivals infestivals festivals and think Chinain China? National Day Army Day more about related<2> Can you name some Dragon Boat Festival Children’s Day words.festivals Mid - Autumn Dayin other countries? Thanksgiving ChristmasHalloween ObonEaster Festivals in foreign countries Father’s Day Mother’s Day April Fools’Day Valentine’s DayStepIIWarming up: Some pictures will be shown on the screen. Students speak out the By guessing,I 1.Guess the festivals on the names of the festivals and countries where they come from as thinking and screen and think about the date quickly as possible and describe what the people are doing. At last cooperating in and the things people do during they’ll judge which pair will be the best. pairs, students are the festivals in pairs. (Powerpoint food dressing up big dinner led into real courseware) watching TV visiting situations to usedancing date some key words toFestivals talk and know aboutmemory working different culturegetting together playing singing and customs insetting off fireworks different countries. 2.Show the story of the Spring Students try to find out the reasons why people celebrate it in By researching, Festival. (Using Flash) groups. students will know that people set updifferent festivals toshow their good willand each festivalhas its reasons andcustoms.3.Choose five festivals in Students form a group of four, discuss the things in the form and By researching China and fill in the form on page report it to the class. and cooperating, 1. students can know Festi-Time What What do people do?more about the vals of doesdeeper meaning of year/ itthe Chinese date celebfestivals, especially rate?the reasons for thecelebrations.StepIDiscussion: By discussing,V 1. What is your favorite Students can have a discussion about the questions in groups and students can know festival of the year? Why?then express their ideas. that different2. Nowadays a lot of Chinese (Key words to introduce a festival: countries have people, especially young peopletime/place/people/celebrations/reasons/themes…) d ifferent cultures are interested in Western and customs, and festivals. For example, On that festivals are Christmas eve many young important to the people will have a party or go to society. Besides, church for the night. What is your they can learn to op inion about it? If you don’t express themselves agree with others, you can ask in English. At last, them some questions or argue their attention is with them. directed to the3. When you introduce a reading material. festival to foreign people, whatshould you talk about?This part is the summary ofwhat the students have learned inclass.Step V Homework: By writing and1.Write an e-mail to your pen Students can finish the homework alone. searching, studentsfriend in the USA to introduce a can consolidate andfestival you like in our country. rethink what they(About 100 words) have learned inSample Writing: class and improveDear Jim, their writing. At theThanks for your e-mail. Yes, same time, they canthe Dragon Boat Festival is a learn how to getfestival with a history of over and deal with2000 years, which fall on the fifth information.day of the fifth lunar month…2.Search the Internet or goto library for more informationabout festivals around the worldand talk about them.Blackboard designUnit 1- Festivals around the worldBrainstorming: Things people do New words:during the festivals take placelunar Festivals in Festivals in Festivals dress up foreign countries China in memory ofplay a trickcustomBook 3 Unit 1—Festivals around the world(The first period: Warming up and Pre-reading)。
第三册第一单元复习教案(人教版必修) 教案教学设计共3篇
第三册第一单元复习教案(人教版必修) 教案教学设计共3篇第三册第一单元复习教案(人教版必修) 教案教学设计1第三册第一单元复习教案(人教版必修) 教案教学设计引言本篇文章是针对人教版必修的第三册第一单元所设计的复习教案教学设计。
在学习这个单元后，我们需要做些什么准备？如何有效的复习并复习？如何设计一份教案来让学生更好地掌握知识点和技能？本篇文章将从准备资材和方法，设计教案的结构和教学方法等方面给出具体的建议。
一、准备资材和方法1. 课本复习以掌握原本学过内容为主，因此首先需要准备的资材就是课本。
在复习时，需要仔细阅读文本，并对重要的定义和概念进行标注和总结。
2. 教辅材料教辅材料包括习题集、练习册、补充资料等。
这些材料是帮助学生在复习时进行练习的利器。
建议学生可以将这些材料分类，根据具体的知识点和难度等程度调整。
同时，教师也可以提供一些适宜的清晰、易懂的解答和解释供学生参考和验证，有助于帮助学生应对考试。
3. 网络资源除了课本和教辅材料外，网络资源也是复习的关键。
现在许多网站提供了大量的关于文化知识的视频，如中国历史、地理、文化等视频资源。
通过观看这些视频，学生们能够使知识更加生动、实用化。
同时，教师也可以推荐一些网上讲解主题的网站和知名博客。
二、设计教案的结构和教学方法1. 复习要点在设计教案的时候，首先需要列出本单元的核心要点，对于每个知识点，必须精准掌握其含义、特点及应用。
要点既要包括重点又要包括一般性问题。
例如，本单元的要点包括：张之洞和康有为的思想、近代史中的重大事件、中国民族文化、地理影响因素等。
要注意的是，在设计教案前，可让学生首先进行自我评估，并提出问题，以此来了解复习焦点。
2. 教学方法本单元的知识点广泛，难度不一，因此选择合适的教学方法是至关重要。
在设计教案时，应掌握这些教学方法的操作技巧、限制和优缺点。
老师可以采用以下几种教学方法：(1) 讲授式教学法教师先简单介绍一些关键内容，再逐渐深入探讨。
【人教高一英语】必修三 unit 1 教案
必修三unit 1 Festivals around the world 适用学科英语适用年级高一适用区域全国课时时长（分钟）2课时知识点1、本单元重点词汇；2、情态动词的用法。
教学目标1、让学生掌握本单元所出现的词汇的用法。
2、通过本单元的学习，要求学生熟练掌握情态动词may/ might，can/could，will/would，shall/should，must/can的各种语用功能。
教学重点通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。
教学难点总结语言材料中有关情态动词用法和功能并加以应用。
教学过程一、课堂导入要求学生以小组形式完成一个表格填充，列出中国的五个节日和这些节日的时间、庆祝的内容以及节日里人们的所作所为。
激发学生的阅读兴趣，为本单元Reading部分的世界节日做好铺垫。
二、复习预习以提问学生方式复习上节课所学习知识。
同时以习题形式预习新课。
三、知识讲解考点/易错点1 重点单词与短语学习mean n.意义，意思v. 意味；想要(回归课本P1)Festivals are meant to celebrate important times of year.[归纳拓展]mean to do 打算做某事be meant to do 被要求做…mean doing 意味着….eg. I never meant him to work for us.Passing the entrance examination means being admitted into college.take place发生(回归课本P1)Discuss when they take place, what they celebrate and what people do at that time. [归纳拓展] take place/happen/occur/break out/come about(1)take place 其“发生”是按意图或计划进行，无偶然性，无被动语态。
高中语文必修三第一单元教案(6份) 人教课标版3
《祝福》教案【教学目标】.理清课文各部分所写内容及祥林嫂的不幸经历，分析祥林嫂之死的原因，把握富有特色的人物刻画方法和写作特色。
.通过作者重回故乡观察的“变”与“不变”串联课文。
.分析鲁镇的“不变”.分析祥林嫂的“变”，发生了哪些变化？什么因素促使她的变化？.通过人物对话分析“我”，四叔四婶，柳妈等人物形象。
【教学重点】．文中的“变”与“不变”．通过人物对话分析人物性格，分析“反复”手法【教学方法】教师组织学生进行研究性学习，研究描写人物的方法。
同时结合运用鉴赏分析法。
【课时安排】三课时【教学过程】第一课时一、导入新课导语：在辛亥革命后的某一天，浙江绍兴鲁镇发生了一桩命案。
据说是一个年轻的老妇人在新年祝福的时候死在了冰天雪地里。
而有一个人正好见证了整桩命案的发生，于是便将他所知道的叙述了出来。
那么，这个年轻的老夫人到底是谁呢，在他身上到底又发生了什么故事呢？又是谁是这桩命案的始作俑者呢？而这个故事的见证者又是怎样为我们展现这个故事的呢？带着这些疑问，让我们一同走进鲁迅先生的《祝福》，一起去深入了解体会文中受害者祥林嫂的悲惨命运。
二、知人论世（展示）、作者介绍周树人（年月日－年月日），字豫才，原名樟寿，字豫山、豫亭，以笔名鲁迅闻名于世，浙江绍兴人，为世纪中国的重要作家，新文化运动的领导人、左翼文化运动的支持者，中国现代文学的开山巨匠。
中华人民共和国的评价为现代文学家、思想家、革命家。
、背景介绍《祝福》是鲁迅的小说代表作之一，它是鲁迅第二个小说集《彷徨》中的第一篇，也是中学阶段唯一一篇选自《彷徨》的小说。
小说反映了辛亥革命以后旧中国黑暗的社会现实。
写于年月日。
世纪年代，正是中国新文化运动的发展时期。
鲁迅正以极大的热情欢呼辛亥革命的爆发，可是残酷的现实不久就让他失望了。
他看到帝制政权虽被推翻，但代之而起的却是地主阶级的军阀官僚的统治，封建社会的基础并没有彻底摧毁，中国的广大人民，尤其是农民，日益贫困化，他们过着饥寒交迫的生活，宗法观念、封建礼教仍然是压在人民头上的精神枷锁。
人教版高中语文新课标教材必修3第一单元单元整体教学设计
人教版高中语文新课标教材必修3第一单元单元整体教学设计在语文教学中，教师应该以学生为本，而不是以教材为中心。
教师需要研究学生和课堂情况，才能有效地帮助学生研究语文。
然而，教材提供的大多是文本或思考练，没有告诉教师应该教什么和如何教。
因此，教师需要花费大量时间重新研读文本、设计教学和预设问题，难以将精力用在研究学生上。
为了解决这个问题，教材编者或教学服务人员可以在先期研读的基础上，将教材内容教学化，为教师提供较为完备可据以操作的教学设计，告诉教师怎么教。
这样，研究学生和课堂就可能更容易落实。
教师需要教参，但教参需要提供切实可行的具体的教学设计方案，而不仅仅是提供一些具体的分析和资料。
单元整体教学设计是一种有效的教学方法。
教师可以以标定教为基础，根据课程标准提出的课程目标来设计教学内容。
同时，以材设教也很重要，即根据不同教材的特点来设计教学内容，因为同样的文本选入不同的教材，教材编者的用意可能是不一样的。
此外，因文设教也很重要，需要根据不同文本的特点确定适宜的教学方法和步骤。
最后，单元整体教学设计应尽量提供菜单式的设计，为教师的不同教学追求留出余地。
在语文教学中，我们需要关注文本和人本两个方面。
对于文本的解读，我们需要注重学生的阅读和问题设计，以引导学生深入把握文本。
通过合适的“单元教学设计”，教师可以整合自己对文本的解读和先行者对文本研究的设计，从而化为自己的教学智慧。
在新课程下，研究方式的自主、合作、探究已经成为老师们的共识，但需要有合适的教学内容支撑。
通过单元整体教学设计，可以整合利用各种优势教学资源，帮助老师们更好地研究学生，帮助学生有效地研究语文。
本单元的研究目标包括从分析小说的环境、情节、人物三个要素入手，研究鉴赏小说的方法，欣赏小说的人物形象，熟悉每篇小说的故事情节，品味小说语言，研究肖像描写、语言描写、动作描写和心理描写等刻画人物的方法。
本单元共计6学时，其中《林黛玉进贾府》占3课时，《祝福》占2课时，《十八岁出门远行》占1课时。
(完整版)人教版高中语文新课标教材必修3第一单元单元整体教学设计
人教版高中语文新课标教材必修3第一单元单元整体教学设计前言课程论专家王荣生教授说：“我们认为，语文教师不是对付教材的。
作为教学专家的语文教师，应该面对学生，他备课的主要工作，应该是研究他的学生，他的课堂，从而有效地帮助学生学习语文。
”王荣生教授提出的观点与新课改提出的以学生为本的理念是相契合的，但在很多的课堂上，基本还是“以师为本”——完成老师的教学设计，很少顾及到学生的情况。
这其实不能全怪老师。
因为教材提供的大多是文本或思考练习，并没告诉老师哪些是应该教的，应该怎么教。
面对教材，老师的很大的一部分精力还得放在重新研读文本、设计教学、预设问题，很难再将精力用在研究学生上。
虽然,独立钻研教材、钻研文本还是语文教师首要的任务所在，但是，如果我们的教材编者或教学服务人员，能在先期研读的基础上，做得再深入一步，使教材内容教学化，为老师提供较为完备可据以操作的教学设计，告诉老师怎么教，那么，“研究学生、研究课堂”可能更容易落实。
很多教师将“教参”当作“拐棍”固然不对，但至少反映了两方面的问题：一是教师确实需要教参，另一方面也确实需要丰富教参的编写内容，即除了提供一些具体的分析和资料之外，更主要的是提供切实可行的具体的教学设计方案。
当然，我们不可能要求教材的编者面面俱到，但如果组织一批富有经验的教师先行编拟一部分设计，是完全可以做到的。
这就像很多学校推广的集体备课，先行的教学设计，也可以看作是另一种形式的集体备课吧。
因为新课标教材都是以单元为基本单位来组织编写的，每一单元的文本之间都有着内在的联系，因此教学设计也可以单元为单位进行整体设计，是为“单元整体教学设计”。
搞好单元整体教学设计，需要把握这样几个基点：以标定教，根据课程标准提出的课程目标来来设计，这是毋庸置疑的；以材设教，即根据不同教材的特点来设计，因为同样的文本选入不同的教材，教材编者的用意可能是不一样的，比如《兰亭集序》，综合型教材（人教版）、专题型教材（苏教版）、活动型教材（山人版）都选作篇目，其编写意图就不一样，如果不考虑教材特点来设计，则教材编者的创造性劳动就根本无从体现；当然，同样的文本还有其共同的东西，还需要我们因文设教，根据不同文本的特点确定适宜的教学方法和步骤。
新人教版必修三 Unit 1 Festival around the world单元教案
Festival around the world单元教案人教版新课标必修 3 unit 1教材分析和教材重组教材分析本单元以节日为话题，介绍了世界各地的一些节日、含义、由来和民俗。
通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又能教育学生理解、尊重不同的文化和习俗。
通过本单元的语言技能训练，要求学生学会使用请求以及感谢的表达法。
1. Warming Up 要求学生以小组形式完成一个表格填充，列出中国的五个节日和这些节日的时间、庆祝的内容以及节日里人们的所作所为。
激发学生的阅读兴趣，为本单元Reading部分的世界节日做好铺垫。
2. Pre-reading 通过若干个问题了解学生对节日的认识，比如：你最喜欢的节日是什么？你喜欢与家人还是与朋友共度佳节？你喜欢节日的哪部分——音乐、拜访朋友，可看的还是可吃的？3. Reading 由五篇小短文组成，分别介绍古代节日、亡灵节、纪念名人的节日、丰收节和春天的节日等，使学生了解节日的由来及其存在的意义。
最古老的节日主要庆祝冬天的结束，春天的播种，秋天的收获等。
鬼节是为祭奠亡灵，取悦祖先而举行的节日，例如日本的盂兰盆节（Obon），墨西哥的亡灵节，万圣节（Halloween）等。
纪念名人的节日有中国的端午节，美国的哥伦布日，印度的甘地纪念日。
春天的节日包括中国的春节，西方的狂欢节、复活节，日本的樱花节。
4. Comprehending 第一部分提出的6个问题让学生对所读文章有一个浅层理解。
第二部分要求学生讨论哪些节日是最重要的，哪些是最有趣的，结合所读文章和自己的想法填表。
第三部分要求找出各个节日中共有的三件事，然后与同伴讨论为什么这些事情对各地的人们都是重要的。
这一任务不仅使学生重温所读文章的内容，而且结合他们的实际，给学生机会阐述自己的想法和观点，挖掘学生的思维潜力。
这3个练习的设置由表及里，由浅入深，非常科学。
5. Learning about Language 主要突出本单元的重点词汇和主要语法项目。
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人教新课标英语必修三第一单元教案Unit 1Festivals around the World
Reading 教案
Teaching goals
1.To get the students to talk about festivals
2.To learn about how festivals begin and how to celebrate festivals so as to enable them to learn more about different cultures while learning different language
3.To develop the students’ reading skills : skimming, scanning, summarizing, and finding out details.
4.To arouse the students’ interest in festivals, cultures, especially those in China，thus promote their culture awareness.
Important points
prehension of the reading part.
2.Knowledge accumulation of festivals and cultures.
eful words and expressions concerning festivals.
Teaching aids
A computer, a projector, courseware, a tape-recorder
Teaching procedures
Step 1 revision
Revise the festivals.
Step 2 pre-reading
What is your favourite holiday of the year? Why?
Step 3 fast reading
1.How many kinds of festivals are mentioned in the text? What are they?
2. let’s get to know more about these festivals and fill in the form on P
3.Ex1
Step 4 careful reading
Paragraph 1:When did ancient people celebrate ?
•at the end of winter
•When good weather returned
• a good harvest
•animals caught
Paragraph 2: Festivals of the dead
1.What are festivals of the dead for?
2. How do Japanese honour their ancestors?
3. What do the people in Mexico do in memory of the dead?
*Are there any similar festivals in China? What do do? What to eat?
The Qingming Festival
Paragraph 3: Festivals to honour people
Paragraph 4:Harvest Festivals
1) Why are autumn festivals happy events?
Because people are grateful and happy and a season of agricultural work is over.
2) What do people do to celebrate it?
In European countries, it is the custom to decorate churches and town halls with flowers and fruit; get together to have meals, win awards for their animals, flowers, fruit and vegetables; admire the moon Paragraph 5: Spring Festivals
Paragraph 6: What are the purposes of festivals?
Festivals: To have fun with each other / To let us enjoy life/ To be proud of our custom/ To forget our daily life for a little while/To honour the dead/To honour famous people/To celebrate harvest/To welcome a new year and look forward to the future/To ask people to pay attention to something
Step 5 post reading
Do T or F
(1). The ancient people needn’t worry about their food. F
(2). Halloween used to be a festival intended to honor the dead. T
(3). Qu Y uan was a great poet whom people honor a lot in China. T
(4). Mid-autumn Festival is held to celebrate the end of autumn. F
(5). Easter celebrates the birth of Jesus. F
(6). There is pink snow in spring in Japan. F
Step 6 Group work
Festivals are created. Now you’ve got the chance to create a new festival. Discuss in groups, make a plan:
When the festival takes place
What the festival is for
What people do at the festival
What people eat at the festival
Sample: Peace Day
It takes place every year on January 2, the day after the New Year’s Day. At the beginning of a new year, we create such a festival in order to call for peace, to make the world a better place for everyone. People have to learn about foreign countries on that day. The TVs and newspapers will be all about foreign countries. And people are asked to eat foreign food on that day. And they are asked to talk about peace with their families, friends, and so on.
Homework
Write an introduction of the festival your group have created.。