festivals around the world 教案讲课稿
高中英语Unit1Festivalsaroundtheworld教案新人教版必修3
高中英语Unit1Festivalsaroundtheworld教案新人教版必修3A Teaching Design for Unit1Reading and writing: A Sad Love StoryA Teaching Design for Unit1Reading and writing: A Sad Love Story一. Analysis of the teaching materials and students教材和学情分析1. Analysis of the teaching materials 教材分析本单元以“节日”为中心话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不断了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识。
本节课所选内容是Using language中Reading and writing部分，阅读内容主要讲述了一对现代年轻人发生在情人节的一个伤心的爱情故事。
其中穿插了对中国古代著名的“牛郎与织女”及其由此演变过来的“乞巧节”的介绍。
两个不同年代的故事由爱情这条主线巧妙地连接起来，使人读起来意趣盎然，也为下一步创作性写作任务奠定了良好的语言与心理基础。
Writing部分让学生续写文章的结尾。
旨在让学生通过思考写出自己的想法，尝试解决问题的不同途径。
2.Analysis of the students学情分析This class is given to Senior One students who have mastered a certain number of English words and phrases as well as acquired some useful reading strategies such as skimming for main idea and scanning for specific information. However , they still have difficulty in dealing with some problems concerned with inferring and writing.二. Teaching objectives 教学目标1．Knowledge objectives（1）.The students will be able to learn some new vocabulary in the passage: apologize/drown/sadness/obvious/wipe/weave/weep/forgive/t urnup/keep one’s word/hold one’s breath/set off/remind…of.（2）.The students will be able to read and understand the story A Sad Love Story. 2．Ability objectives（1）. The students will be able to improve their reading abilities and skills likescanning, skimming and writing abilities.（2）. The students will be able to guess the meanings of the new words and phrases. 3．Emotional objectives（1）The students’ sense of cross-cultural communication will be greatly aroused. （2）The students’ sense of cooperation will be developed and they will be able to experience the pleasure of cooperation and success.三．Teaching important points and difficult points 教学重点与难点1.Teaching important points 教学重点（1）How to improve the students’ reading abilit ies and skills（2）How to help the students understand different festivals about a love story and how to write a different ending for the story.2.Teaching difficult points 教学难点（1）How to help the students to write the ending for the story.（2）How to help the students learn to use different reading skills四.Teaching practice教学实践1. The idea of my teaching design教学设计思路本节所讲内容是本单元的Reading and writing部分。
高中英语《Unit 1 Festivals around the world》教案
英语教学设计Unit 1 Festivals around the world难点：情景对话二、教学目标1、知识目标：1）. 通过阅读课文的学习进一步了解世界各国各种节日的基本知识。
2）. 认识节日的分类、节日对人们生活的影响，从更深入的层面理解各国节日的意义。
3）. 学习有关节日和民俗的词汇。
2.能力目标：1）听：能接听电话，知道电话语言。
2）说：能在电话中进行交流。
3）读：学习掌握跳读、略读、细读、概括和分析等阅读技能，掌握电话语言的内容。
3.情感目标：1).通过设计一些情景或提供各种图片，激发学生的学习兴趣，在英语情景学习和讨论中使学生的情感得到充分的体现；在课堂教学中突出了以学生为主体的学习地位，充分发挥学生的个性，培养了学生的创造力和想象力。
2).通过阅读课文，分析和挖掘课文中人物的思想感情，使学生树立起正确的审美观、人生观和价值观。
4.教学策略：1).开放式教学策略。
以有限的课堂为载体，给学生提供足够的空间，充分发挥学生的想象力，培养学生的创新能力.如:brainstorm, role playing, given situation, acting 等活动。
2).任务型活动策略。
在做中学和练，任务明确，活动面广，使学生在交际中真实运用所学知识。
3). 循序渐进和梯度分明的教学策略。
教学活动由易到难，由简到繁，给有困难的学生搭建一个平台，让学习有能力的学生“跳一跳”摘到果子。
5.学习策略：1).在学习中借助联想，根据情景等非语言信息进行理解和表达。
2).在听、读过程中，能根据情景和上下文猜测词义或推测每一幕的大意。
3).能根据所接触语言材料中的语言规律加以总结和归纳。
6.文化意识：1).学习和了解中外节假日。
2).通过学习、分析世界节假日形成的原因。
3).通过中外节假日的对比，加深对中国节假日的理解。
三、教学原则1.以任务型教学作为课堂教学的设计理念，强调教学方法的灵活性和多样性。
具体采用情景教学法(Situational Approach)、整体语言教学法(Whole Language Teaching)和交际法(Communicative Approach)等教学方法，学习者通过自学、讨论、交流、询问、演练等各种形式来学习并掌握语言，从而使语言的学习既富有成效，又多姿多彩。
Festivals around the world教案
The studentsofGrade1have studied in high school for half a year. They have got certain reading ability, which still needs well improving. Their knowledge of cultural is limited, and they need to think about the importance of traditional culture which are better for them.
Ⅱ.Fast reading
1. The main idea
2. The structure
Find the main idea by skimming and have a discussion to find out the structure.
This section is designed to train students’guess skills and fast reading skills. The discussion among groups caninspirestudents’interest.
To get a better understanding through group work.
3. Emotional objectives
To be aware of the importance of culture
To havea better relationship with the members through group work
Teaching Design of Book 3 Unit 1 Festivals around the world
(完整版)festivalsaroundtheworld教学设计
2)学习相关的词汇和短语
能力目标:培养和训练学生的阅读能力
情感态度价值目标：1）激发学生的学习兴趣
2）促进小组合作
重点：通过阅读练习，激发学生学习兴趣，掌握不同阅读技巧获取不同信息。
难点：学生练习谈论节日以及风俗习惯，激发和培养学生的语言运用能力。
三、学习者特征分析
3．Skimming (培养学生的总结概括能力及合作意识)
Step III Group work小组合作，设计一个新的节日（让学生根据自己对文章的理解，通过写作表演展示，输出课堂所学知识）
Step IV retell the text (本环节是学生对自我课堂学习效果的评估)
五、教学策略选择与设计
教师活动
多媒体展示直观，较容易激发学生学习兴趣，让学生养成预测的习惯。
Fast reading多媒体展示问题
1.How many festivals are mentioned in the text? what are they ?
2.Which one do you like best? Why ?
学生快速阅读课文，回答问题
培养学生的概括能力
Group work
Design a new festival
1.When the festival take place？
2.What the festival is for?
3.What the people do at the festival?
学生分组设计一个新的节日
让学生根据对文章的理解，通过写作与展示，输出课堂所学的知识
Homework
Retell the text
学生对自己一节课的学习进行自我评估。
Festivalsaroundtheworld同步教案人教版
科目
授课时间节次
--年—月—日（星期——）第—节
指导教师
授课班级、授课课时estivals around the world同步教案人教版
教材分析
《Festivals around the world》是人教版英语教材八年级上册的一课，本课以世界各地节日为主题，旨在让学生了解不同文化背景下的节日习俗，拓展学生的国际视野。教学内容包括阅读理解和听力训练，通过介绍各国特色节日，如中国的春节、巴西的狂欢节、美国的感恩节等，使学生掌握相关的词汇、句型和语法，提高学生的英语综合运用能力。课程设计紧密结合课本内容，注重实践性和趣味性，旨在激发学生对英语学习的兴趣，培养其跨文化交际能力。
-观察学生在课堂活动中的表现，如角色扮演、小组讨论等，评估学生的口语表达、团队合作和解决问题的能力。
2.小组讨论成果展示：
-各小组在课堂上展示的讨论成果，包括对节日习俗的介绍、文化背景的分析等，将作为评价学生理解和应用知识的重要依据。
-评价小组成员之间的互动和协作，以及展示的清晰度和逻辑性。
3.随堂测试：
作用与目的：
-让学生提前接触课程内容，为课堂学习打下基础。
-培养学生的独立思考和自主学习能力。
2.课中强化技能
教师活动：
-导入新课：通过播放一段关于春节的视频，引出本节课的主题。
-讲解知识点：详细讲解节日的词汇、句型和一般现在时态的用法，结合实例帮助学生理解。
-组织课堂活动：设计角色扮演、小组讨论等活动，让学生在实践中运用所学知识。
（4）文化背景理解：对于部分节日背后的文化内涵，学生可能难以理解。
举例：在介绍巴西狂欢节时，解释其起源于基督教的“忏悔星期二”，让学生了解狂欢节背后宗教文化的意义。
高一Unit 1《Festivals around the world》教案人教版
高一Unit 1《Festivals around theworld》教案人教版高一Unit1《Festivalsaroundtheworld》教案人教版本单元为人教版《高中英语》（NSEc）必修模块3Unit1.Festivalsaroundtheworld.本单元的中心话题是“谈论世界各地的节日”，该阅读课Reading:APioneerForAllPeople。
是本单元第一课时，内容涉及到各国的节日名称，时间，方式和原因，使学生了解不同国家的文化和风俗。
以独立的内容块进行叙述。
的结构特点是平行并列。
针对内容和结构的特点，本课以培养学生阅读比较信息和归纳信息的能力为主，分别将获取的信息通过列表比较，图片匹配，问答游戏等方式，进行比较，使学生找到各国节日庆祝方式的相同和不同之处，归纳总结各国节日产生的原因，推理出人们到对节日的态度，探究到节日是人类对生活怀有美好祝福的心理，是生命的传承实践，从而提高学生跨文化交际的能力和意识。
教学目标知识与技能目标：Thestudentswillbeableto.identifythedifferentfestivalsbycomparingtheinf ormationaboutcelebrations.2.explainthereasonwhythefestivalscomeintobeingbyfin dingoutthesimilaritiesanddifferences.3.describetheirfavoritefestivalsbyusingthelanguagef romthetext.教学重点和难点）为全体学生进行有效性阅读策略的指导，包括语篇分析、猜测词义，逻辑推理、归纳概括等技巧。
2）通过比较信息，归纳总结各国节日产生的原因，推理出人们到对节日的态度和节日的意义。
教学过程教学步骤教学活动设计意图Pre-reading:Step1.Brainstorm:motivatetheSsbyaskingsomequestions.Q1:Doyouanyfestivalsaroundtheworld?Step2.matchthecelebrationwiththefestivals.Q2:DoyouknowhowpeoplecelebratetheseFestivals?Doaquiz.Step2.DiscussionSsdiscussthefollowingquestionsQ1:Howdotheycomeintobeing?Q2:whatdotheyhaveincommon?Andwhataretheredifference amongthem?问题引发了学生的思考，调动学生的已知，将学生的思维活动引导到课文主题上来。
高中英语《unit1 Festivals around the world》优质课教案、教学设计
Unit 1 Festivals around the world----Festivals and celebrations （Reading I）一、Teaching material（教材分析）This period is the 2nd of the unit and the key part. The topic of the reading passage is about festivals and celebrations. The students will be asked to finish pre-reading, reading and comprehending within one period. All the materials and exercises are about festivals. Through reading, the Ss are supposed to learn different kinds of the festivals.二、Teaching aims（教学目标）Knowledge aim：Enable students to learn more about festivals and celebrations.Ability aim：Enable students to review and strengthen some reading skills such as: task1 and task2 .Emotional aim：Enable students to become interested in festivals and celebrations.三、Difficulties and importances（重点难点）1.Enable the students to understand the article and master the new reading skills of solving some problems like guessing new words,inferring, and understanding the tone of the passage.2.Enble the students to learn to finish a mind map of the passage.四、Learning analysis（学情分析）The class is given to senior one student who has mastered a certain amount of English words and phrases as well as acquired some usefulreading strategies. However they still have difficulty in dealing with some problems concerned with guessing new words, inferring, and understanding the tone of the passage.五、Teaching methods（教学方法）Co-operative learning task-based discussion六、Teaching aids（教学手段）利用多媒体一体机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性.七、Teaching procedures 教学过程Step1：checking(检查)Ask the students to recite some sentences we have learned.（设计意图：巩固检查，加强学生的记忆能力.）Step2：Pre-reading1.Play the games to guess what the video and the picture are about.2.Through some questions to lead into this passage.（Do you know what this is？Can you name some festivals? Any other festivals？---）What is festivals and celebrations?（设计意图：通过图片、视频展现对节日的介绍，以及问题引领，让学生更直观的了解什么是节日，旨在导入新课，提高学生的兴趣.）Step3：Learning aims（学习目标）1.To learn the passage by skimming, scanning and careful reading (reading skills).2.To learn something about different festivals and celebrations around the world.3.to learn to deal with the problems in groups.（设计意图：旨在明确目标，当堂达标.）Step4：Reading（阅读）Task1：Fast reading:The passage is mainly about different and the of celebrations and also the why people celebrate them all over the world.Task2：Enjoy the video 、listen carefully and finish Ex.1Task ：Enjoy the video and fill in the chart according to the text.（设计意图：播放课文视频，以优美的声音和图片介绍本节课，提高学生的兴趣. 通过本题，旨在培养学生快速阅读课文的能力.）Task3：Careful readingTo know some details about the passage. Pay attention to the key verbs . Then describe it with them.How do people celebrate each festival?Para2. Festivals of the Dead.1.Key verbs：2. DescriptionPeople are going to clean the graves and light incense in memory of their ancestors.They also light lamps and play music because they think that this will lead the ancestors back to the earth.-------Para3. Festivals to Honour PeopleMatch the festivals with the proper people.Para4. Harvest FestivalsAre harvest festivals always happy events?Harvest festivals are always happy events because people are (thankful) that food is gatheredfor the winter and (农活) is over .How do people celebrate the festivals (key verbs)?Para5. Spring FestivalsWhat do people usually do at Spring Festival?Chinese People usually eat and give children . There are and ,and families celebrate the together.Some Western countries have ,including and dances in the streets , loud music and colorful.（设计意图：细读全文，提高学生的兴趣. 通过本题，旨在培养学生提炼细节，掌握关键词，提高阅读课文的能力.）Step4：Deeply thinkingWhat did people celebrate in the ancient times?What origins do the today’s festivals have?The differences between ancient times and today.Dong Ping Rape Flowers Festival (东平油菜花节）（设计意图：发散思维，不仅仅限于课本，还可以跳出课本，拓展自己的视野，各抒己见，通过本题，旨在培养学生语言表达的能力.）Step5：DiscussionIn groups to talk about the questions about Traditional festivals and Western festivals.Should we, Chinese students, celebrate western festivals like Christmas?AnswersYes NO（设计意图：小组讨论，合作学习，旨在培养学生对我们祖国河山的热爱和传统文化知识的传承，摈弃外国洋节，端正自己的价值观、人生观.）Step6：SummaryThere are all kinds of festivals and around the world, which are held for different reasons. The were mainly held at three times a year--- the end of the cold winter, planting in spring and harvest in autumn.Some festivals are held to the dead or satisfy and the in case they might , while other festivals are held to honor famous people or the gods, such as and Columbus Day. （设计意图：总结知识，当堂达标。
festivals_around_the_world说课稿_最终稿
各位老师你们好！今天我要为大家讲的课题是festivals around the world(世界各地的节日)。
首先，我对本节的教学进行一些分析：一、教学分析：1、教学目标：Festivals around the world（世界各地的节日）是人教版新课标高中英语必修三第一课的内容。
本单元围绕festivals around the world（世界各地的节日）这一主题展开进行听、说、读、写等多种教育活动。
节日对人们有着各种各样的不同意义。
各国人民的节日各有不同，人们在节日中的表现、活动、习俗也有所不同。
本单元主题的选择兼顾到了学生的知识面，已经掌握的词汇，生活经历等，让学生不仅对本国的节日增进理解，而且对外国的节日也有所感悟，从而提高学生的社会文化素质，加强跨国文化意识。
根据上述教材分析，考虑到学生已有的认知结构、心理特征，制定如下三维教学目标：（1）知识能力目标：①在理解的基础上学会简述各国节日的由来、作用以及人们在节日中的习俗表现；②在阅读中初步掌握生词、词组、句型的用法，学会表达自己的请求及感谢，如：Could/Would you please…Could I have…Could we look at…May I see…It’s very nice of you…I’d love to…It was a pleasure…③体会说明文的写作技巧，掌握一些节日的表达方法，如：New Year National Day Christmas Mid-autumn Festival Teachers’ Day等（2）情感态度与价值观让学生通过英语了解节日，使学生不仅对中国的节日增进理解，同时对外国的节日及其风俗习惯也有所了解，通过中外节日的对比，加深其对中国文化的理解，提高学生的社会文化素质，加强跨国文化意识。
同时，了解世界文化的多样性以及增强对本国传统特色文化的保护意识，提高积极性，增强跨文化交际能力。
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Lesson PlanBackground information:Students: Junior high school students,Grade 2Teaching contents: Festivals around the worldLesson duration: 45 minsTeaching objectives:By the end of the lesson, students shouldbe able to:say in English the names of festivals;ask and answer questions about festivals;talk about Chinese festivals and customs inEnglish;know some information about foreignfestivals.Main vocabulary and phrases:celebrate, starve, trick, gain, award,admire, clothing, fool, in memory of, look forward to, take place, dress up…Teaching procedures:Step1. Leading in ($2)T: Hello, everyone! How’s everything today?S: Fine.T: OK. Today we are going to learnsomething about festivals. Now first of all, let’s talk about some Chinesetraditional festivals.S: New Year, May Day, Women’s Day, Children’sDay, Mid-Autumn Day…T: You have named many festivals. Which onedo you like best? And why?S: …T: good job! I’m proud of you for you areso well-informed. Now there are some pictures about these f estivals. Let’s takea look. (PPT)Step2. Warming up ($2)starve: 饥饿origin: 起源ancestor: 祖先Obon: 盂兰盆节(日本)grave: 坟墓；墓地incense: 熏香in memoryof: 纪念feast: 节日；盛宴skull: 头骨dress up: 打扮；盛装play a trick on: 搞恶作剧award: 奖品rooster: 公鸡energetic: 充满活力的carnival: 狂欢节parade: 游行1) Listen to the tape, the students readafter it.2) Teacher briefly explains the usage ofeach new word.Step4. Scanning ($2) （PPT）How many types of festivals are mentionedin the passage?1. Ancient festivals2. Festivals of the Dead3. Festivals to Honor the People4. Harvest Festivals5. Spring FestivalsStep5. Skimming ($2)1. Usethe information from the reading passage to answer the following question.（PPT）Questions:(1) What are festivals of the dead usuallyfor?(2) What makes autumn festivals happyevents?(3) What do people usually do at springfestivals?(4) What is one important reason to havefestivals and celebrations?(5) What is one important reason to havefestivals and celebrations?Answers:(1)Festivals of the dead are for honoringor satisfying dead ancestors or others, who some people believe might return tohelp or harm living people.(2) Autumn festivals are happy eventsbecause people are thankful that food is ready for winter and the hard farmwork is finished.(3) At spring festivals, people usuallyhave dances, carnivals and other activities to celebrate the end of winter andthe coming of spring.(4) It is important to have festivals andcelebrations so we can enjoy life/ be proud of our customs/ forget our work fora little while.(5) Festivals let us enjoy life, be proudof our customs and forget our daily life for a little while.2. Explainthe language points.(1) At that time people would starve iffood was difficult to find，especially during the clod winter months .在那个时代，如果食物难以找到，特别是在寒冷的冬月，人们就会挨饿。
Starve (v.)1) tocause a person or an animal to sufferseverely or die from hunger挨饿；饿死E.g. Millionsof people starved to death during the war.战争中数百万人挨饿至死。
2）starve for sth ; starvesb of sth: ( cause sb to) suffer or long for sth greatly neededor wanted (使某人）得不到某事物而受苦或渴望获得某事物；缺乏E.g. Thehomeless children were starved for love .这些无家可归的孩子渴望得到爱。
3）to feel very hungry 感觉很饿。
仅用于进行时态E.g. When willdinner be ready? I’m starving.晚饭什么时候做好？我快饿死了。
Starvation (n.):(U) suffering or death caused by lack of food 挨饿; 饿死die of starvation 饿死starvation wages 不够维持基本生活的工资(2) …or satisfy the ancestors, who couldreturn either to help or to do harm.……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，也可能带来危害。
harm (n.):damage, injury 损害；伤害1) do harm to sb (习俗) = harm sb 伤害某人2) come to harm:be injured physically, mentally or morally身体上﹑精神上或道义上受到损害，通常用于否定式E.g. I’ll gowi th her to make sure she comes to no harm.我要和她一同去以免她受到伤害。
3) do more harm than good:have an effect which is more damaging than helpful 弊大于利E.g. If wesolve the problem in this way, it may do more harm than good.如果我们以这种方式处理问题，那可能是弊大于利。
harm (v.):cause harm to (sb / sth) 损害或伤害某人/某事物E.g. This event didn’t harm his reputation.这个事件没有损害他的名誉。
（3）Halloween also had its origin in old beliefs about the return of thespirits of dead people. 万圣节也源自人们古老的信念，认为亡者的灵魂会返回人间。
origin (n.):the place or situation in which something begins toexist 起源；由来，可用做可数名词或不可数名词，通常用作复数形式E.g.The tradition has its origins in the Middle Ages.这个传统发源于中世纪。
He told me it was a word of unknown origin.他告诉我这是个词源不详的词。
belief (n.):an idea that you believe to be true,especially one that forms part of a system of ideas 信任；信心；信仰。
注意：belief 通常用作不可数名词，当作可数名词时，词义略不同于用作不可数名词时religious beliefs 宗教信仰E.g.Several members hold very strong political beliefs.有些成员有着强烈的政治理念。