北师大版英语必修一Unit3Celebrationslesson1
北师大版必修一Unit3 Lesson1 Celebration 课件
Women’s Day
Teachers’ Day National Day Army Day Mid-Autumn Festival
March 8
September 10th October 1st August 1st the 5th day of the 8th lunar month
名称
情人节 复活节 愚人节 母亲节 父亲节 劳动节 万圣节 感恩节
• 7. They might include parades, dancing in the streets day and night, loud music and colorful clothing of all kinds. （P2） • 8. The teacher said that we could not leave early. • (permission) （P5） • 9. The hunters are lost. They could starve.(possibility) （P5） • 10. It was Valentine’s Day and Hu Jin had said she would meet him at the coffee shop after work.（P7） • 11. She said she would be there at seven o’clock, and he thought she would keep her word. （P7） • 12. “I don’t want them to remind me of her.” So he did. （P7） •
词语辨析：
• take place, happen, occur, come about • 1) take place “发生，举行”，常用来指按计划发生的事。 • 2) happen “发生”，常指具体客观事物或情况的发生，含 有“偶然”的意味。当以具体事物、事件作主语时， happen 和 occur 可以换用；但当happen用作“碰巧”之 意时，不能用occur代替，但可以与come about 互换。 • 3) occur “发生，出现”,较正式用词，可指事情偶然地、 意外地发生或思想突然浮在心头。occur to有“想起”的 意思。 • 4) come about “发生”, 常指偶然发生的事情。且很多时 候与how 连用。与happen 用法较接近。
新教材北师大版高中英语必修第一册Unit3 Celebrations教学课件(284页)
5．We always have jiaozi during this time，as they mean something special on this occasion—they are a sign of our wishes for health and happiness in the coming year.
A．Right.
B．Wrong.
C．Not mentioned.
课本原文
SPRING FESTIVAL Tom Jenkins a 16-year-old exchange student living in Nanjing It was my first time spending Spring Festival in China with my host family ① .Spring Festival is highly ② valued ③ by every Chinese family.Preparations began a week before the festival.First, the house was cleaned from top to bottom④.My host mother Mrs Chen said this was to sweep away⑤ the dirt of the past year and get ready for the new year.
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retired .We do not see our children and grandchildren very often and we
新北师Unit 3 CelebrationsLesson 1Spring Festival 教学设计
Teaching Plan单位：xxx姓名：xxxUnit 3 Celebrations 课题：Lesson 1 Spring Festival 地点：xxx二〇二一年十月高中英语必修一 Unit 3 CelebrationsLesson 3 Spring Festival教学设计一．教学背景1.教材分析（1）本课在本单元的地位和作用：本单元为新北师大版高中《英语》必修一第三单元，单元主题为Celebrations,属于人与社会主题语境下“历史、社会与文化”主题群，主要介绍了中外国家一些重要的节日与习俗。
本单元以了解不同民族文化习俗与传统节日为主线，培养学生多元文化观，最终传递给学生了解中外文化，培养爱国精神，提高文化自觉与文化自信这一单元大观念。
本课是单元导入Topic Talk后的第一课，对本单元后续节日习俗学习做好语用铺垫，因此本课学习承上启下。
通过本课学习，学生将掌握描述介绍节日的基本表达，并加深对春节的精神力量与文化内涵的领会，形成尊崇与热爱本国文化、传承家庭精神这一小观念，为形成多元文化观奠定基础，为落实单元大观念服务。
（2）课文内容分析：Lesson 1 Spring Festival是一篇新闻体，文章分为十个段落三个部分，采用总-分-总结构，文章内容难度不大，主要介绍了留学生Tom Jenkins、电脑工程师徐刚以及一位七十岁的祖母李嫣三个主人公对春节经历的口述，包括节日准备、节日活动与节日感受。
文章从不同视角展现春节的历史文化与民族风情，最后揭示春节的精神力量永存，从而引发学生对中华传统节日所承载的精神与文化进行思考。
2.教学目标在本节课结束后，学生将能够：（1）获取并梳理三个主人公Tom Jenkins、徐刚与李嫣的春节经历的事实性信息以及他们的节日感受；（2）分析、提炼和概括有关春节的信息，整合众多信息之间的关联点并建立联系，构建文本结构思维导图；（3）联系个人生活，学会分享与介绍自己的春节或其他节日经历；（4）加深对春节的精神力量与文化内涵的理解与思考，树立多元文化观，提高文化自觉与文化自信，激发爱国之情。
北师大版高中英语必修1 Unit 3《Celebration》(lesson 1 )英文教案
《unit 3 lesson 1 Chinese Seasonal Festivals》教学指导Objectives■To use pictures to help understand new words and to use the dictionary to check meanings.■To read a text quickly to find specific information.■To practise the Present Simple Passive, PresentContinuous Passive, Past Simple Passive, Present Perfect Passive and Past Continous Passive.Resource usedGrammar Summary 5.Possible problemsStudents should be encouraged to use the Passive. It is used more in English than in many other languages.Background Communal celebrations mark events such as changing seasons, religious days or political events; music, dance or costume are usually involved. Routes through the material■If you are short of time, set some of the exercises for homework.■If you have time, use one of the Options ideas.■If you have two periods for this lesson, a suitable natural break is after Exercise 4. Language Power: pages 76?C77. Mini-Grammar 9ReadingBefore you startExercise 1■Students look at the pictures and guess what is happening and what is being celebrated. Ask them to describe what they can see.■Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learnExercise 2■Students look at the three titles (Summer, Autumn, Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring.■Students read the texts quickly and do the matching.AnswersPicture 1?CC the Dragon Boat FestivalPicture 2?CA the Mid-Autumn FestivalPicture 3?CB the Lantern FestivalExercise 3■Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three orfour minutes to read the whole text again. Students close their books, and in turn eachgroup asks its questions for the rest of the class to answer.■Students read the text again and fill in the table with the text information they get. ■Have students check their answers in pairs.■Encourage students to add another festival they know well.■Students read the questions and find the answers in the texts by reading the texts again.■Have students talk about their festival in pairs.AnswersPassage A:the Mid-Autumn Festival, September or October, moon cakesPassage B:the Lantern Festival, the fifteenth of the first month of the lunar calendar, sweet dumplingsPassage C:the Dragon Boat Festival, the fifth day of the fifth month of the lunar calendar, Zongzi Exercise 4■Students discuss in pairs and tell the class their opinions.Language Power: the Word Corner on page 79 givesfurther practice in vocabulary (clothes).GrammarTHE PASSIVE (I)Exercise 5■Students identify that the passive is used when we don’t know or there is no need to say who the “doer” of an action is.■Students then do the exercise, finding the sentences in the text and completing the verbs.■Refer students to Grammar Summary 5 to make sure they understand how to use the Passive correctly.■For further practice, ask students to answer questions about their school (or town), e.g. “When are school examinations held?When are school reports written? Where is football played?When are bells rung? When was this classroom cleaned? When was this school built?”Answers1. are made2. were, organizedExercise 6■ Have students look at the given sentences and ask them what tenses are used in them.■ Encourage students to draw rules for the formation of the passive forms. Ask them to refer Grammar Summary 1,3,4 and 5 on pages 92?C93.Answers1. has been arranged2. is being collected3. was being paintedExercise 7■ Ask students if they have heard of the Water Festival.■ Students re ad the text to find out about the festival. Then read the text again and complete the verbs.Answers1. is celebrated2. is splashed3. are carried4. are told5. is related6. are washed7. are raced 8. are launched■ Have st udents close their books and ask them to say what they can remember about the festival.Exercise 8■ Students work in pairs, changing the sentences into the passive. Answers1. My health is being affected by stress.2. People are being moved out of the houses.3. The mini-helicopter has already been invented by him.4. The forest fire has been put out by them.5. The car was being repaired when I got there.6. The house was being decorated when the accident happenedVocabularyExercise 9■ Student s may need to go back to the text to review the words before they start filling in the blanks.Answers1. is lit2. has decorated3. mark4. celebrate5. was included6. was burnt down7 take part in 8. be boiledLanguage in UseExercise 10■ Students work in groups, writing out the questions andadding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish, they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10?C15 questions.Answers1. Where is the Mid-Autumn Festival celebrated? (In China)2. Where is “zongzi” eaten? (In China)3. When is the Lantern Festival celebrated? (In China)4. Who was the telephone invented by? (By Alexander Graham Bell)5. Who was Romeo and Juliet written by? (By William Shakespeare)6. Where are BMW cars made? (In Germany)OptionsPracticeIn groups, students prepare a written description of SpringFestival in China. Tell students they are writing for English speaking readers who have not visited China. Students can follow the structure of the texts in the coursebook and, if possible, illustrate their text with a suitable drawing or photograph. When the groups have finished, they can exchange papers for others to read. ExtensionStudents, working individually or in pairs, carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.。
北师大版高中英语必修1U3 Celebration--Lesson 1 Chinese Seasonal Festival
U3 CelebrationLesson 1 Chinese Seasonal FestivalTeaching aims:To use pictures to help understand new wordsTo read a text quickly to find specific informationTo practise the Present Simple Passive, Present Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continuous Passive.To practise spoken EnglishTeaching difficulties:To read a text quickly to find specific informationTo practise the Present Simple Passive, Present Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continuous Passive.Teaching Aids: computer and cassetteTeaching procedures:Ⅰ. Warming upT:What’s your favorite season?S:T:(show some slides about “spring”“summer”“autumn” and “winter” )What festivals happen during your favorite season?S: students will say out different festivals in different seasons.T: Today we will read three articles about Chinese Seasonal Festival, now guess what festivals they are?S:T: They are the Mid-Autumn Festival, the Lantern Festival and the Dragon Boat Festival. Before reading the text can you introduce these festivals in your own words?S:T: Ok, I’m glad that your spoken English has improved. You can describe these festivals’ character. Now let’s read the text you will learn more from them.Ⅱ ReadingRead the text and do the exercise (according to these pictures say out the names of festivals)T: Are you interested in these festivals?S:T: Read the text quickly and the following sentences tell me which festival it belongs to?1.On that day, ma ny people try their best to go home to share the feeling of ‘beingtogether’ with families.2. This festival marks the end of the Chinese New Year celebration.3. This festival marks the beginning of the hottest season of the year.4. The special food for this festival is sweet dumplings.5. The festival falls on fifth day of the fifth month of the lunar calendar.6. On that day, the moon is said to be biggest and brightest.Answers: 1.the Mid-Autumn Festival 2.the Lantern Festival 3. the Dragon Boat Festival 4. the Lantern Festival 5. the Dragon Boat Festival 6.the Mid-Autumn FestivalⅢ Talking and speakingDivide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three or four minutes to read the whole text again. Students close their books，in turn each group asks its questions for the rest of the class to answer.Do the exercise 3Encourage students to describe other festivals they know well but they can’t tell the name of the festival so that other students will be interested to guess what they are.Ⅳ Voice your opinion1. Do you think too much money is spent at festival times? Why or why not?2. Which festival in China is most important for children? Young people? Old people?Women and men?ⅤgrammarShow students the basic passive structure: be +past participate; be +being + participateCompare a sentence of the active voice with one of the passive voice.Do the exercise 5, 6, 7 and 8Ⅵ VocabularyDo the exercise 9Ⅶ HomeworkDo the exercise 10。
Unit3CelebrationsLesson1SpringFestival教学设计-高中英语北师大
3.引导学生探究文本中涉及的被动语态，学习如何用被动语态表达意思。
（1）让学生完成活动8，画出课本中所示的四句话中的被动语态的结构，并找出文本中包含被动语态的句子。
（2）引导学生归纳被动语态的含义及用法。
（3）让学生完成活动9，根据语境选择合适的表达，并解释原因。
2. get general and detailed information from the accounts of three readers by reading;
3.explore the special meaning of the Spring Festival for the Chinese;
（4）让学生完成活动10，阅读课本中所示的新闻报道，用被动语态对画线部分进行改写。
4.让学生完成活动11与12，在组内分享各自的春节经历，并对本组不同成员的经历进行整合，形成一篇报告。
Step5Homework
1.Do Activity 4 on page 87.
2.Write a paragraph describing a memorable moment when you spent the Spring Festival with your family.
备注
2.让学生完成活动2，结合自身经历，简要描述自己家庆祝春节的方式。
Step2Prereading
让学生浏览三位读者的相关信息，预测三位读者的写作角度。
What kind of perspective does each writer have?
Step3Whilereading
1.让学生完成活动3，快速阅读文章，简要概括每篇读者叙述的大意。
Unit3CelebrationsLesson1SpringFestival教学设计高中英语北师大版
Book 1 Unit3 CelebrationsLesson1 Spring Festival【课时名称】Spring Festival【授课课型及时长】Reading 1课时 45分钟【指导思想】《课标2022修订》必修教材中要求掌握的文化知识：了解英美等国家的主要传统节日及其历史与现实意义；比较中外传统节日的异同，探讨中外传统节日对文化认同，文化传承的价值和意义，了解英美等国家的主要习俗，对比中国的主要习俗，尊重和包容文化的多样性；学习并初步运用英语介绍中国传统节日和中华优秀传统文化，具有传播中华优秀传统文化的意识。
【文本分析】【What】为阅读语篇，是杂志的一篇读者投稿专栏报道，分别介绍了 Tom, Xu Gang, Li Yan 的春节经历，最后得出结论：虽然有些春节习俗改变了，但是节日的精神——“家”保留至今。
文章从外国留学生、外地工作的年轻人、老年人三个视角展开。
第一个语篇来自于一个住在南京的16岁留学生Tom Jenkins。
语篇主要是关于他通过中国寄宿家庭，体验春节文化的过程。
该语篇介绍了春节活动(打扫房间倒贴福字、放烟花、吃年夜饭和互贺新年)，以及从寄宿家庭口中了解到的一些春节习俗的象征意义。
第二个语篇来自于一个家在山西、人在上海工作的28岁电脑工程师徐刚。
语篇一开始就介绍了徐刚在春节前几周就开始的春节准备:提前订票和精选礼物。
此外，语篇描写了返乡火车上的乡音、回家后的家长里短和一家人吃火锅的场景一步步展现春节对于他而言最重要的意义。
第三个语篇来自于一个黑龙江的70岁退休老奶奶李燕。
老人和老伴独居在家很少有机会见到儿孙。
因此春节前好几周，就开始忙忙碌碌准备迎接孩子们的到来。
儿女一到家，整个屋子就热闹了起来。
孙辈追逐打闹，大人们围在桌边聊天家人一起动手做饺子。
家人齐聚，其乐无穷。
在文章结尾，编者总结全文，点出文章主题:尽管春节的部分习俗随着时间发生了改变，但是这个节日背后体现的对“家”和中国传统文化的认识，引导学生发现春节的特殊意义——珍惜与家人团聚在一起的亲情时刻。
北师大版高中英语必修第1册 Unit 3 Celebration Section Ⅰ
A.在交战状态中 B.使某物爆炸 C.扫除；清除 D.成千上万
E.结束；终止
( )1.Tens of thousands of men have travelled southwards to find work.
( )2.After the exam，all the lessons in school also came to an
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3．What is the most important thing for Xu Gang? A．Setting off firecrackers. B．Eating hotpot. C．Eating with families and friends. D．Decorating the houses.
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Xu Gang usually goes back home 5. before Spring Festival and choose 6. gifts (gift)to his parents 7. carefully (care)．His parents will tell him things 8. that have been happening.It was great to have hotpot with his families and friends.
19 4．What does having dumplings mean for Li Yan? A．It means they enjoy the family gathering. B．It means playing with their grandchildren happily. C．It means wishes for the coming year. D．It means our life is becoming better.
北师大版必修1 unit 3 celebration lesson 1 课件(共26张PPT)
Fast reading : Scan the text and match the pictures with the festivals. The Mid-Autumn Festival A In September or October
B
The Lantern Festival On the fifteenth day of the first lunar month
The Dragon Boat Festival On the fifth day of the fifth month of the lunar year
C
General reading: read text A quickly and answer the following questions: 1: when is the Mid-Autumn Festival? 2: What do people usually do on the special day? 3: Why is it important? 4: what is the special food?
mark
Liang marked words on this valuable vat.
light
The candles are giving off light(n.).
The candle is been lighted/ lit(vt.)
lanterns
In the past Nowadays
date Festival: importance special activity special food origin
falls in Sepr October. It is celebrated ________ by Chinese
北师大版英语必修一Unit3《Celebration》课件(1)
(2)According to the passage，the god did not destroy the town because________. A．the town was already burning B．the lanterns in the town had stronger power than the god C．a large number of lanterns made the god believe the town was burning D．the god changed his mind
Information about the Spring Festival： 1．When does it happen? ___________________________________________ _____________________________ 2．What does it celebrate? ___________________________________________ _____________________________
归纳拓展
celebration n．
庆祝，庆典
have/hold a celebration 举行庆祝活动
in celebration of 以庆祝……
for celebration of 为了庆祝……
④They held a party in celebration of their
victory.
牛刀小试
(1)(2011年聊城高一检测)On National Day people
答案：1.power 2.include 3.darkness