Unit1-Festivals-and-celebrations说课稿
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
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
Teaching Design
Unit1 Festivals around the world
本课内容及作用
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.
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.
cooperating.
知识与技能目标 过程与方法目标 情感态度与价值观目标
Unit1 Festivals around the world
重点难点
说 Key points：1. get a general idea of the
课 设 计
passage, and get familiar with the Chinese festivals and foreign festivals .（fast reading）
教学目标
Unit1 Festivals around the world
说 Knowledge objectives:
课 1.To learn some words of the festivals and use them in proper situations.
设
2.To get a better understanding of some different kinds of
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
2. analyze and rearrange the details
计 festivals. Ability objectives:
1.To train the students’ reading ability, especially their
prediction skimming and scanning abi students ability of using English to
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
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
Unit1 Festivals around the world
教学目标
说
课
Knowledge objectives: 1.To learn some words of the festivals and use
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
Teaching Design
高中英语必修3 Unit1 Festivals around the world
Festivals and Celebrations
涡阳四中 魏源
Teaching Design
Unit1 Festivals around the world
Festivals and Celebrations
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 Unit1 Section Ⅰ 新人教版必修第三册
UNIT 1 FESTIVALS AND CELEBRATIONS主题人与社会——节日与庆祝语境UNIT 1FESTIVALS AND CELEBRATIONS背景导入：巴西狂欢节被称为世界上最大的狂欢节，有“地球上最伟大的表演”之称。
每年二月的中旬或下旬举行三天，每年吸引国内外游客数百万人。
在巴西各地的狂欢节中，尤以里约热内卢狂欢节为世界上最著名、最令人神往的盛会。
26 February，Rio Carnival，BrazilThe summer heat hit me as soon as I got off the flight. No wonder people from Rio take a week off for this happy occasion. I could feel it already—the Carnival was in the air!To experience the spirit of the Carnival for myselfI went to a street party. LuckilyI arrived just in time—the show was about to begin as I took my place in the merry①crowd. I could see a group of around 20 Brazilian dancers and a band in fancy costumes standing in the street. Some of them carried flags，which blew in the wind. The crowd waited with excitement.Then there was an explosion②of bright colours and lively music，and the group jumped into action. The band started playing an energetic samba beat，the dancers twisted③ and turned，and the crowd began to cheer，clap and sing.The whole group started marching down the street. The Carnival current carried us through the ever －growing sea of people，dancing all the way. Iceboxes of soft drinks and beer lined the narrow streets，and the smell of roasted meat filled the air as we passed waveafter wave of street stands. I was so caught up in④ the party fever that I hardly noticed five hours fly by!Even as I lay in bed that evening，the bright colours and lively music were still swimming all around me. What an amazing first day in Rio!(选自译林版新教材必修第二册Unit 3)①merry /'meri/ adj.欢乐的，愉快的②explosion /ɪk'spləʊʒn/n.爆炸；爆炸声③twist /twɪst/ vt. &vi.缠绕；扭动(身体部位)④be caught up in 被卷入，陷入I was so caught up in the party fever that I hardly noticed five hours fly by!我沉浸在派对狂热中，几乎没有注意到五个小时过去了！[句式分析] 此句含有so...that...“如此……以至于……”的句型。
Unit 1 Festivals and Celebrations Reading an说课高中英语
训练学生的写作能力。
学习策略 元认知策略，认知策略，交际策略和情感策略
1.2 Analysis of student（学生分析）
students in senior 1
They have
They need
1. Teaching background
2. Learning objectives
3. Key and difficult points
4. Teaching methods
5. Teaching procedures
1. Teaching background
2. Learning objectives
3. Key and difficult points
4. Teaching methods
Pre-reading（读前）-- 聊一聊
5. Teaching procedures
6. Blackboard design
Learn some reading strategies and ways to solve the problems they have
3. Thinking Capacity （思维品质）
Enhance thinking ability, such as creative and critical thinking through discussion
2. Summarize（总结） the similarities and differences between festivals.
1. Describe（描述） festivals and its customs in different countries.
Unit(1)FestivalsandCelebrationsReadingandThinking课
Aim at present: ____m__a_k_e_m__o_n_e_y____
becoming more and more commercial
WPahraat.is4the cwormitmerer’scialtitsiattuiodne(态度o)ftothwearfdesstthiveal,
Homework
1. Write a short passage about your favorite Chinese traditional festival to your foreign friend. 2. Upload a vedio about a scene of celebrating the festivals online, and write a short description about it.
Halloween
By giving examreplleigs.i(oonuesexample; another examapnlee) xciting
origins
festival for
children
1. the development of modern society
2. the sprt are the wide origins?
Why is the spirit common?
such as the seasons of the year religions famous figures important events
share joy
gratitude
love peace
festival?
relieve show widen
stress talents/arts horizen
Festivals and Celebration 阅读课说课稿
Students’ analysis:The teaching object of this class is the students of the second semester of senior one. Most of the students have good reading comprehension ability, but their inductive ability need to be enhanced. They usually study hard, so their desire for knowledge and performance is very strong. In English class, they often think actively. So if they are interest in the class activities, they will glad to participate in the class and show their intelligence. At present, the communication of the class is mainly interpersonal，and effective communication is not paid enough attention. Due to insufficient attention to culture teaching, students’ cross-cultural awareness is not high. The extracurricular language activity environment is not rich and usually ignored. So students lack of real language application,and their comprehensive ability of English language is low.Analysis of teaching materials:This lesson is based on the contents of the first unit of the PEP third compulsory of high school. The topic of this unit is festival. The title of this reading is Festivals and Celebration, which is an important expression of the theme of this unit. It mainly introduces the types and origins of Chinese and western festivals, as well as activities and customs. It can not only improve students’ understanding of Chinese traditional festivals, but also improve understanding of foreign festivals, cultural quality, expand students’ social and cultural background and enhance their cross-cultural awareness. Teaching targets:1.After the learning of this class and the functional practice, most of the students will be able to say fluently the name of some important festivals in English, and what people often do on these holidays.2.After the study of this lesson, students will be able to express their own ideas clearly about festivals.3.After reading the passage, most students can establish a correct understanding of Chinese and foreign cultures.Teaching Point:1.Be familiar with Chinese festivals and western festivals.2.Analyze and sort out the details of the text.Teaching difficulties:Use the knowledge that is studied from the class to talk about Chinese and western festivals.Teaching methods:1.Task based teaching method. Teachers design different task to help students to understand the text.2.Heuristic teaching method. In some difficult parts, teachers give students some tips to help students broaden their thinking.3.Activities teaching method. In the process of teaching, teachers pay more attention to students cooperation to enhance student’s enthusiasm and initiative.Teaching aids: PPT , pictures and blackboard.Teaching steps:Step 1: GreetingStep 2: Leading-inActivity one: Teacher introduces the origin of Children’s Day to the students based on the date of the day. (Reason: it can broaden students’ knowledge and raise students’ interest.Step 3: Pre-readingActivity one: Teachers ask students to work in groups to introduce some festivals that they are familiar with, and chose one of them to share with classmates. In this activity, all of the members of the group have opportunity to show themselves. (Reason: this activity is related to students life, so students will be willing to participate the class) Activity two: Prediction. Students should based on the title and the pictures to predict the main information of the text. (Reason: this activity can practice students' inferential ability and critical thinking. )Step 4: ReadingSkimming:Activity one: Students should skim the passage quickly, and answer two question that is list on the PPT.(Reason: the question is not difficult, and it can practice students' ability of grasping main information.)Scanning:Activity one: Students should scan the passage and do the two exercise.Exercise 1: Fill in the blanks.Exercise 2: Fill in the chart.Careful Reading:Activity 1: students should ready the passage carefully, and find more details of the festivals, and list the right order on the PPT.Activity 2: Finish the exercise True or False, and tell the right expression.Step 5: Post-readingActivity1: Role play. Students work in groups, suppose one student is a reporter and the others in the group are foreigners from different countries, talk about the festivals and act it out. (Reason: this activity need students to use the knowledge that they have studied in the class, so it can deepen students' understanding of the text. It also can raise students' interest. )Activity 2: Discussion. Students discuss with their partner, and describe a new festival based on the suggested expression.(Reason: this activity can practice students' imagination, and thinking ability.)Activity 3: Debate. Students discuss in groups, should we Chinese students celebrate western festivals? Why or why not?(Reason: It can practice students ability of critical thinking, and establish correct understanding of Chinese cultural and western cultural.)Step 6: Homework1. Collect more information of the festival that you are interested in, and share with others next class.Optional:2. Write a passage about whether we Chinese students should celebrate western festivals or not, about 85 words.3. Write an e-mail to your American friend John about Dragon Boat Festival of our country. (When, where, how to celebrate, what do people celebrate)。
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。
Festivals and Celebrations阅读课教学课件说课讲解
Task 6: Group work: Do Ex. 3 at page 3. Work in groups of four to list three common things at most festivals and tell the reasons why they are important to people everywhere.
2. What do people do at the festivals?
Task 3: Look at the title of the passage , the titles of the four parts of the passage and the pictures to tell what the passage is mainly about.
Teachers’ Day The 10th day of September
National Day The 1st day of October
Valentine’s Day——February 14
Carnival (狂欢节) In February
Easter 复活节
The first Sunday after a full moon on or after March 21
1.What would most ancient festivals celebrate?
2. Compare the festivals of the dead in Mexico, Japan and China. What things are similar ? What things are different?
高一英语必修三Unit1Festivalsandcelebrations全英文说课稿获奖版
高一英语必修三Unit1Festivalsandcelebrations全英文说课稿获奖版Unit 1 Festivals and Celebrations说课稿Good morning, everyone. I’m XXX, an English teacher from XX No.2 Middle School. It’s my great honor to share my teaching ideas with you. My presentation consists of six parts: the analysis of teaching material and students, teaching aims, key and difficult points, teaching and studying methods, teaching procedures and blackboard design.The first part I will share is the analysis of teaching material. This lesson is from New Senior English for China, Student’s Book 3, U nit 1, the reading part. The main topic of the passage is the introduction of different festivals and celebrations around the world. After this lesson, the students will learn more information about customs and culture and basic knowledge of festivals, and their reading and speaking abilities can be developed as well.The next part is the analysis of students. My students are in senior 1, who have learnt English for many years. They’ve known many words and sentences, but their speaking and reading abilities are still very poor.According to the New Standard Curriculum and the present situation, I set the teaching aims as follows: Firstly, knowledge aims. Students can grasp some new words, such as celebration, religious, dress up, play a trick on and so on. Moreover, students can understand the content of the passage and get familiar with different festivals around the world. They can also pay attention to their pronunciation and intonation in theirreading the passage and the discussion work in the class. Secondly, ability aims. Students can use reading strategies suchas predicting what the passage is mainly about, skimming the main idea of the passage and scanning the specific information from the passage in reading process. Besides, students can get the main ideas and specific information about the festivals and celebrations during their fast reading and detailed reading. Thirdly, emotional aims. Students can experience different customs and culture about the festivals and learn to appreciate and respect culture in other countries. They can also be more confident and interested in learning English and they are able to speak English in public by cooperating and communicating with partners in their discussion.Based on the above analysis, the key point of this lesson is to get the main idea and the detailed information from the passage and understand and grasp the content of the passage and get familiar with different festivals and their celebrations around the world. The difficult point is to talk about and share their opinions about the festivals and celebrations and use reading strategies. In order to realize the principle that students will be centered, I decide to choose Communicative Approach and Task-based Teaching method as the main teaching methods. As for the studying method, I will lead students to discuss and learn in groups.Then let’s come to the most important part-teaching procedures. The first step is warming up. As the Dragon Boat Festival is coming, I will let。
人教版英语必修3unit1-festivals-and-celebrations说课稿
scanning
Check the answers to pre-reading questions
Find out other festivals in the text belonging to the same category Figure out what each festival celebrates
Post-reading
Work in groups and help each other to have a deeper understanding of festival’s categories and each one’s celebration
Write down each category on these cards. Students will draw lots to decide what kind of festival. Then they choose one festival in the category to talk about in front of the whole class .
Preview grammar---modal verbs
Thank You For Watching
give and eat moon cakes, watch the full moon with family and friends
Pre-reading
Mexico the Day of the Dead Dragon Boat festival Harvest and Thanksgiving Day Spring Festival
Teaching procedures
Summary & homework
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。