Unit1_Festivals_and_celebrations说课稿
M3 U31 M3 Unit 1 Festivals And Celebrations教案
：M3 U1 Festivals And CelebrationsGrammarMotto: Care and diligence is bringing luck。
瑞雪兆丰年Ⅰ. Learning aims:To distinguish the attributive andTo learn the the usage of the –ing formIII. Consolidation:Level A:单句填空1. The woman _____ a lesson is our teacher.A. givingB. givenC. to giveD. give2. The first textbooks _____ for teaching English came out in the 16th century.A. to be producedB. producedC. being producedD. having produced3. As is known to us all, China is a _____ country while the United States is a _____ country.A. developed; developingB. developing; developedC. to be developed; developingD. developing; to be developed4. The noise from my neighbor’s sitting room______ can be clearly he ard in my apartment, which makes me distracted from reading.A is decoratedB being decoratedC decoratedD to be decorated5. What he said was _____. We all felt _____.A. encouraged; encouragingB. encourage; encouragedC. encouraging; encourageD. encouraging; encouraged6. We were ______ by his ______ speech.A. inspired; inspireB. inspiring; inspiredC. inspired; inspiringD. inspired; inspirationLevel B: 语篇填空The Dragon Boat Festival, _______ traditional Chinese festival, _______ (celebrate) on the fifth day of the fifth month according to the Chinese calendar.________dates from over 2000 years ago, which falls________June 20th this year.On this day, Chinese people prepare Zongzi_________ (wrap) in bamboo_________(leaf). ________the festival name shows, people have dragon boat races___________(celebrate) it, especially in the southern places ____________ there are many rivers and lakes. The Dragon Boat Festival is___________memory of QuYuan, a great poet of ancient China.。
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.
新人教版高中英语必修三Unit1Festivals and Celebrations单元分析讲义
Unit 1 Festivals and celebrations单元分析本单元主题：人与社会——社会与文化单元内容分析本单元从呈现不同节日和庆祝活动入手，引导学生思考人们为何要庆祝节日，通过回顾节日的产生、发展和变化，展示不同国家和民族各具特色的节日习俗、庆典仪式、欢聚活动以及特色食品等，启发学生思考和探究节日的丰富内涵。
学习不同国家和民族的节日，不仅能拓宽学生的视野，增加文化积累，促进语言表达，同时还能增强学生的文化认同感，充分认识文化差异，培养学生的跨文化交际能力，增进国际理解。
以下为教材各部分教学内容简要分析及教学活动实施建议：1．Opening Page 单元主题图展现的是广东梅州丰顺县埔寨镇元宵节特有的舞火龙表演。
舞火龙的场景与本页引言辛弃疾的著名词作《青玉案·元夕》中的词句相呼应，参与表演的人和观赏的人都沉浸在欢乐的节日气氛中。
这一画面不仅体现了节日文化习俗的传承，还隐含着中华民族精神的延续。
2．Listening and Speaking：Talk about festival activities 该板块共有三段对话，分别展示了街头采访、日常交际、导游讲解三种不同语境下的对话文本。
三段对话都带有强烈的生活气息，真实自然，且巧妙地融入了各具特色的节日文化元素。
通过听前活动、听力理解活动和听后口语表达活动，引导学生在听的过程中关注说话人的态度，辨别人物之间的关系，启发学生结合已有的背景知识，运用话题词汇来描述节日活动。
3．Reading and Thinking：Discover the reasons for festivals and celebrations 该板块是前面听说板块主题内容的延续，从展示几个不同节日的场景过渡到探讨人们为何欢庆节日，对世界各地的人们庆祝节日的现象追根溯源，进而谈论节日的传承与发展变化，目的在于启发学生的深层思考，体会节日文化的内在实质，感悟世界各国人民共同的精神追求和美好愿望。
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.
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 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?
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。
【教案】Unit+1+Festivals+and+Celebrations知识点复习人教必修第三册
人教版高中英语必修三：Unit 1 FESTIV ALS AND CELEBRATIONS年级Grade 1章节Module3Unit 1课型review lecture教具HandoutsBlackboardChalks课时1授课时间45min授课教师课题festivals and celebrations教材分析This topic of this unit is about festivals and celebrations. The first passage introduces some traditional festivals around the world and the significance of customs in festivals. Moreover, the passage also discusses the commercialisation of festivals. The second passage talks about the author’s experience of the Naadam Festival in China’s Inner Mongolia Autonomous Region. These activities can improve students’ ability to use for reference in excellent expression, the use of cooperative learning ability and output learning ability.学情分析Most students can finish the related activities easily because they are familiar with the topic of this unit, which arouses the empathy among students. A certain number of students may have difficulty in understanding some long sentences in the first reading passage. Furthermore, most students fail to write a long and complex sentence. Therefore, teachers should prepare some background knowledge, related words and phrases in advance. In this way, students can overcome these obstacles smoothly.教学目标Language capabilities:1.To enable students to master the new words and expressions related to festivals and celebrations.2.To enable students to master the basic sentences of describe their experience.3.To enable students to master the tag questions and apply it to practice.4.To enable students to express their opinions about festivals and celebrations.Learning abilities：1.To enable students to listen for main ideas.2.To enable students to make predictions according to the title and picture in the text.Cultural awareness:1.To enable students to understand the significance of festivals and customs.2.To improve students’ cross-cultural awareness.3.To enable students to gain the abilty to stress the importance of festivals and celebrations. Thinking quality:1.Practise students’ ability of analysis, inference and summary.2. Practise students’ ability to express their own opinions and state the reasons clearly.教学重点How to teach the important language points effectively.教学难点How to make students really master the language points through teacher’s explanation and relatedexercise.教学方法Task-based teaching method; Communicative approach学法指导Problem-based guidance ; A teaching method of lecturingStep 1 RevisionRevise what students have learned last period.Step 2 Presentation一．重点词汇1. range n.一系列；范围，界限vi.包括；（在一定范围内）变化例句：(教材P4)They have a wide range of origins, such as the seasons of the year, religions, famous figures, and important events.[重点用法](1)a range of 一系列......;各种各样的......in/within range 在射程以内，在可及的范围内beyond/out of range 在射程以外，超出......的范围(2)range from...to... 在......范围内变动；range between...and...在......和......范围内变动[即学即练]①Although her description sounded wonderful,the price was our range,so we declined.②The national park has a large collection of wildlife, (range) from butterflies to elephants.[写作步步升]China News Service reports that 100 pairs of twins participated in the event on Sunday. Their ages6 months to 56 years old.→China News Service reports that 100 pairs of twins participated in the event on Sunday, from6 months to 56 years old.(用定语从句改写)→China News Service reports that 100 pairs of twins participated in the event on Sunday, from6 months to 56 years old.(用with的复合结构改写)2.significant adj. 有重大意义的；显著的例句：(教材P4)Customs play a significant role in festivals, but sometimes they can change over time.[重点用法](1)be significant to/ for...对...是重要的(2)significance n. 意义；意思；重要性be of (great/no/little)significance to/for...对......（很/不/几乎不）重要attach great significance to 重视/认为...(很)重要高考链接：(2021北京卷D篇阅读)W hat does the underlined word“vulnerable”in Paragraph 3 probably mean?A. Sensitive.B. BeneficialC. SignificantD. Unnoticeable[即学即练]①Dunhuang’s long and glorious history represent its (significant) as a centre of cultural and commercial exchange.②Then in 2017, a computer program named AlphaGo defeated Ke Jie, arguably the best human Go player, which demonstrated a (significance) advance in deep-learning AI systems.③By middle age, our memory is (significant) worse than when we were young.[写作步步升]---完成句子④to hold those summits at the crucial moment of addressing the crisis.在当前应对危机的关键时刻，召开那些会议具有重要意义。
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Unit1 Festivals around the world
教 学用具
说 课
Teaching aids:
设
计 Pictures; PPT; Tape Recorder;
教 学 用 具
Unit1 Festivals around the world
说
Festivals and Celebrations
Teaching Design
高中英语必修3 Unit1 Festivals around the world
Festivals and Celebrationgn
Unit1 Festivals around the world
Festivals and Celebrations
Unit1 Festivals around the world
二.阅读课文 探究新知
说
课 Task 4 Scanning （找读）
设 Festivals 计
Where When What to How to celebrate celebrate
Obon
Dragon Boat festivals
课
设
Lead-in
计
Pre-reading
Skimming
Scanning Enjoy a video
DCeasriegfnularefeasdtiinvgal
Unit1 Festivals around the world
一.Lead-in
说
(教学片段展示)
课 Task 1 Lead-in
设 1. Play a song “We wish you a Merry Christmas” 计 and ask which festivals they have heard in the
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.
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
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
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.
说
课
设 计
2.Give them different pictures of festivals in different countries and ask the names and how to celebrate them。
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.
song.
设计意图：The song will quickly attract the students’ attention to the topic of this article“festival”.
Unit1 Festivals around the world
一.情境创设 导入新课 (教学片段展示)
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
(教学图片展示)
说 课 设 计
Unit1 Festivals around the world
Unit1 Festivals around the world
教学片段展示
说 课
Task 2 Pre-reading: prediction (预测)
设 1.what’s the main idea of the passage？
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
1.
People
2.
3.
Harvest Festivals
1.
2.
Spring Festivals
1.
2.
3.
设计意图：This task uses a form to present the clue of this passage. It paves the way for Ss to finish the further reading.
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
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
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.
Unit1 Festivals around the world
二.阅读课文 探究新知
说
课 Task 3 Skimming(略读)
设 Kinds of Festivals Names of the
计
Festivals
Countries
Festivals of the Dead 1.
2.
3.
Festivals to Honor
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）