高中英语人教版(2019)必修第三册教案：Unit1 Festivals and Celebrations-Reading for writing
Unit 1 Festivals and CelebrationsPeriod 4 Reading for writing教材内容分析The activity theme in this module is to “Write about your festival experience”. The final purpose of the module is to change the contents by communication and discussion into related words, and complete an article related to own festival experience.The diary describes the experience about the author spending together Naadam Festival with his friends in Inner Mongolia Autonomous Region. The structure of the article is very clear; the opening paragraph introduces the theme and the whole feelings of “Naadam Festival”, then the article emphatically narrates the scene, horse racing, wrestling before the ceremony of the festival, and finally summarize the experience about the festival. By reading the article, students not only know much more information about Naadam Festival, but also feel the personality, entertainment spirit and cultural atmosphere, which also contribute to cultivating students’ cultural consciousness and making students appreciate colorful national culture教学目标1. Guide students to learn some basic information about Naadam Festival from the text.2. Enable students to learn how to imitate and use some better sentences during the writing.教学重难点1. Guide students to write a piece of narrative and introduce own festival experience.2. Guide students to write some better opening lines with complete information and simple language.3. Inspire students to consciously use key language structure in the unit during students’ writing.教学过程Step 1: Warming upThe teacher ask one question to students to lead to the topic. “We have known much more knowledge about different festival. Today, I want to ask what does “Naadam” mean? Which events does it include?”Step 2: Leading-inText Understanding（1）Students answer the second question by fast reading the diary.（2）Students carefully read the diary again by analyzing the latter two questions in activity 2. After reading the diary, students work in small groups and share their own ideas, then the teacher ask some students to answer these questions.Step 3: Pre-writingText structure and speech analysis（1）The teacher puts forward to some questions to guide students to analyze the text structure of the diary and think how to describe the festival experience.（2）Students read and compare three sentence patterns in activity 2, and rewrite the opening paragraph by trying using these sentence patterns. Then students shall share their ideas with each other.（3）Let students read the text again and find some sentences related to express one'semotions and sentiments in the text, especially for those sentences with forms of V-ing and past participle, and then say some emotions these sentences want to express, for example：…horse racing, wrestling, an d archery, which are all so exciting to watch.Some amazing performancesI was surprised to see …I was a little worried about…Feeling really tiredStep 4: WritingComplete the writing.（1）Preparation. Students look back their recent festival experience and list all activities, affairs and feelings related to the festival in the form of the phrase.（2）Draw up the outline. Students look back the methods about the discourse analysis in activity 2, and fill the name of the festival or celebration, the details of some contents and emotions and sentiments in the outline table of the activity 3, and then strike out the outline of the diary.（3）Write out the first draft. Students shall study out a headline expressing the topic of the article, then according to the outline, students map out the opening lines introducing the topic of the article and the whole feeling, main paragraphs with abundant contents and briefly summarizing the ending of the festival experience. （4）Peer response. Students exchange their first draft with their peer in pairs, carrying out the peer response according to six main points in activity 3 and map out the related suggestions, then according to these suggestions, students make some further modification.（5）Share the writing. After completing the modification, students can discuss some questions and ideas in groups during the peer response, and then recommend the excellent article to share or show in the class, the teacher shall put forward to some good point and suggestions.Step 5: HomeworkWrite an article about the festival or celebration based on related knowledge in the class.。
人教版高中英语（2019）必修第三册Unit-1-Festivals-aro
eggs are the symbol of the festival.
Easter
A Sunday in March or April between March 21st and April 25th
It is a western festival for lovers.
Valentine’s Day
Halloween 万圣节
old beliefs
the return of the spirits of dead people
dress up and ask for sweets
play a trick on…
Type 2 Festivals to Honour
People
Purpose:
be held to honour famous people
1. Festivals of the Dead 2. Festivals to Honor the People 3. Harvest Festivals 4. Spring Festivals
Read the last paragraph and answer the following question.
Light lamps and play music to lead the ancestors back to earth.
The Day of the Dead 亡灵节
Food in shape of skull and cakes with "bone" on them
Offer food, flowers and gifts to the dead
My favorite festival is __________. It takes place on__________. It celebrates___________.
【教案】高一英语下学期人教版2019必修第三册 Unit1 词汇教案
significance n.意义重大
significantly adv.重要地，显著地
It is significant that …很显著
be of great significance=be very significant
有重大意义的
例：Food safety is a significant issue.
10.reflect v.显示;反映;反射;思考
reflection n.反映;映像;反射;深思
be a reflection of是…的反映
reflect on/upon...认真思考;沉思
1)Usually a child's behavior is a _______ of his family environment.
I realized the significance of honesty.
The factory is of great significance to this area’s economy.
1)The discovery of the new drug is _______________/____________
show/have respect for sb.尊敬某人
respect sb for因为……而尊敬某人
1)He is a _________ professor and every student ______ him.
利用做某事的机会
1)I’m going to ____________ (利用) this tour to explore the history of the castle.
高中英语人教版必修3教案-高中英语必修三：Unit_1_Festivals_and_Celebrations课件
Four kinds
Festivals of
the Dead
Festivals of Honour
People
Hang Festival
1.What are Festivals of the Dead? 2.What are Festivals to Honour
Festivals of the Dead
Festivals Obon
The Day of the Dead
Halloween
Celebrations
clean graves, light incense_lig_h_t_la_m__p_s_a_n_d _______p_la_y_m__u_s_ic___ ______
4.agricultural Line 30
5.Christian
Line 42
Keep in mind
Make full use of the context
( Please underline the sentences that help you.)
Match the words with their meanings
stave ancestor poet agricultural
Christian
A.connected with farming
B.a person who believes in the ideas taught by Jesus Christ
C.suffer or die because of not having enough to eat
In today’s lesson, we will
1.Read a passage 2.Guess the meanings of some new
高一英语(人教版)-必修三Unit 1 Festivals and Celebrations-教案
教学基本信息
课题
高一英语(人教版)–必修三Unit1Festivals andCelebrations(4)
学科
英语
学段：高中
年级
高一
教材
书名：普通高中教科书英语必修第二册出版社：人民教育出版社出版日期：2019年6月
教学目标及教学重点、难点
在本课学习结束时，学生能够：
1.获取讨论节日的对话中的细节信息；（重点）
2.归纳和积累用于表达情绪的相关词汇，尤其是动词-ing形式；（重点）
3.运用动词-ing形式描述与节日庆典相关的活动感受；（难点）
4.分享交流个人节日经历和节日感受，并合理运用达情感的句式。（难点）
教学过程(表格描述)
教学环节
主要教学活动
设置意图
Warm-up
教师创设情境，复习回顾，导入话题。
Whyarefestivalsimportantin our life?
What is the recent festival you have had?
How did you celebrate it?
How do you feel about the festival? Why?
学生在语言实践活动中运用语言技能内化语言；学生口头描述自己的经历，表达个人观点、情感和态度；加强学生对主题意义的理解。
引导学生关注表达高兴或兴奋情绪的句式，其中包括本单元目标语言结构——动词-ing形式用作表语。
5.学生阅读另一段关于度假的对话内容，找出表达情绪的功能句式。(P7Ex.3)
理解动词-ing形式在表达情绪方面的用法；掌握回应他人的交际用语，培养学生交际能力。
Post-listening
学生结合自身生活实际，分享自己最近的节日经历并在描述中使用表达情绪和感受的句式。(P7Ex.4)
【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。
人教版高中英语必修三全套教案
Module3 Unit 1 Festivals around the worldTeaching aims and demands1.topic: 1>Festivals2> how festivals begin3>how to celebrate festivals2.function: 1>RequestEg: Could you please…?Could I have …? I look forward to doing…2>ThanksEg: It’s a pleasure. /Don’t mention it.It’s very kind of you to…I’d love to …Thank you very much./Thanks a lot.You are most welcome.3.vocabulary:4.grammar:Jin can speak English well. (ability)Could you please show me the way to …? (request)May we see the awards for the team? (permission)She might give you … (possibility)The whole family will come for dinner. (promise)Often he would dress up like a rich man. (pass habit)We would be there with our friends. (promise)II.Key pointsPeriod 1-2 Warming up and fast reading1.Greetings2.Warming upStep 1 discussing the following questionsa.How was your holiday/spring festival?b.Did you go traveling?c.How much pocket money did you get?Step 2 talking1). Name some festivalsSpring Festival Dragon Boat Festival Lantam Festival Mid-Autumn Festival Army Day May Day Teachers’ Day New Year National Day Mother’s Day Children’s Day Father’s D ay Christmas Day Halloween carnival Easter Valentine Day Oben2).Ss work in groups of four and list five Chinese festivals and siscuss when theytake place , what they celevrate and one thing that people do at that time. Festivals Time of year/date Celebrate for Things to do Mid-Autumn DaySpring FestivalDragon Boat DayTomb sweeping DayLantern Festival3.Pre-reading1) What’s your favourite holiday of the year? Why?2) What festivals or celebration do you enjoy in your city or town? Do you likespending festivals with your family or with friends? What part of a festival do you like best—the music, the things to see, the visits or the food?4. Fast reading and find the answers to the following questions.A.What did ancient festivals celebrate?B.What are festivals of the dead for ?C.Why are autumn festivals happy events ? three things people do at spring festival ?Period 3-4 Intensive reading1.Read the passage paragraph and find the main ideas of each paragraphParagraph 1: All kinds of celebration in ancient time.Paragraph 2: The purpose to honour the dead and three examplesFestivals Time Things people doObenDay of the DeadHalloweenParagraph 3: The reasons Why we honour peopleFestivals Who does it celebrate ?Dragon Boat FestivalsClumbus DayIndian National FestivalParagraph 4: Autumn festivals are happy eventsParagraph 5: How people celebrate in spring festivals2．Language pointsa.They would starve if food was difficult to find…starve （v.）饿死；挨饿eg. Millions of people starved to death during the war.Starve for sth 渴望…Eg. The homeless children starve for love.Starvation (n.) 饿死Eg. Die of starvationStarvation wages 不够维持基本生活的工资b.The most ancient festivals would celebrate the end of the cold weather, plantingin spring and harvest in autumn.Celebrate (vt./vi.) 庆祝，赞颂，赞美，举行（仪式）Eg.We celebrate the new year with a party.Their courage was celebrated in all the newspaper.Celebrated (adj.) = famous 著名的，驰名的c. …because they thought these festivals would bring a year of plenty.days/years/…of plenty :富裕（尤指事物和钱）的日子，年月，生活等。
高一英语人教版(2019)必修第三册Unit1Festivalsand Celebrations课件
4 after all 毕竟；别忘了；终究，还是
Don’t get discouraged by setbacks. We are new to the work after all.
高中英语 必修第三册 UNIT 1 FESTIVALS AND CELEBRATIONS
UNIT 1 FESTIVALS AND CELEBRATIONS
Section A Listening and Speaking
高中英语 必修第三册 UNIT 1 FESTIVALS AND CELEBRATIONS
（2） Congratulations
on
your exam results!
（3）［词汇复现］He is to be congratulated for
his excellent performance.
完成句子
（4） I sent/offered them my sincere congratulations on （ 就……向他们致以我真挚的祝贺）
高中英语 必修第三册 UNIT 1 FESTIVALS AND CELEBRATIONS
【归纳拓展】
as is known to all 众所周知
as is well-known 众所周知
as is reported 正如报道的那样
as is often the case 情况常常如此
as has been said before 如前所述 as is expected 正如所预料的
重点句式
教材原句p.3 After all，as you know，I love to dance! 毕竟，你知道，我喜欢跳舞！
人教版高中英语必修三 Unit 1 Festivals around the world Rea教案
Festival around the world------（必修3 unit 1 人教新课标）课型：阅读课新授课课时：40mins一，教材分析和教材重组（一）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 要求学生以小组活动的形式列出中国的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. 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。
3. Comprehending 第一部分提出的5个问题让学生对所读文章有一个浅层理解。
第二部分要求学生结合所读文章和自己的想法讨论自己最喜欢的节日，教师则呈现一些有用的短语。
（二）教材重组1.将Warming Up，Reading与Comprehending整合在一起上一节“阅读课”。
(三)教学目标：知识与技能：1, Get students to learn new words and expressions in this unit;2, Let students learn to make phone call and invitations and thanks;3, Learn different culture and respect them.4, Develop students’ listening, speaking reading and writing skills.情感目标1, Stimulate students’ love for their own national culture and custom;2, Develop students’ sense of cooperative learning.(四)学情分析：Many students are very familiar with Chinese traditional festivals. They can list many different festivals of our country and foreign countries. According their own experience, I will list many kin ds of different festivals and tell them how to speak them in English.（五）教学重难点教学重点：1, have students learn some useful new words and expression about festivals2, let students learn some reading skills.教学难点：1, let them master the using skill of reading.2, let students learn to write and describe different festivals especially their favorite festival.Part 1: Teaching Design(第一部分：教学设计)Period 1: FESTIVALS AND CELEBRATIONSAims：To help students develop their reading abilityTo help students learn about festivalsProcedures：I. Warming upWarming up by discussingGood morning, class. Today we are going to read about FESTIVALS AND CELEBRATIONS. But first, what kind of festival did we just celebrate? I’d like to hav e you work in groups and list some Chinese festivals that you know. When do they take place? What do they celebrate? And what do people do at that time?Warming up by watchingHi, every one. Nowadays, foreign festivals are more and more popular in China. Can you list some? Look at the photos and let’s see some pictures and guess.Some Western FestivalsValentine’s Day , February 14 情人节April Fool’s Day, April 1 愚人节Mother’s Day 母亲节Father’s Day 父亲节Halloween , October 31 万圣节Easter 复活节Thanksgiving Day 感恩节Labor’s Day 劳动节Christmas Day, December 25 圣诞节II. Pre-reading1. Imagining and sharingHello! Now you can celebrate everyday!Everyday is a holiday. Imagine somewhere someone is celebrating right now. Our world is filled with mystical celebrations and powerful memories. Come and tell the class what holiday it is today.2. Talking and sharingWork in groups of four. Tell your group mates what festivals or celebrations you enjoy in your city or town.However, how do people around the world celebrate their festivals?III. Reading1.Fast readingSkim the reading passage and then fill in the following chart.Festivals Names of Festival CountriesFestivals of theDead2. Careful ReadingNext you are to read and tell your classmates the five sentences true or false.▪The ancient people needn’t worry about their food.▪People celebrate Halloween with a different purpose from the past.▪Gandhi was a great leader who Indian people honor a lot.▪China and Japan share the same custom of celebrating Mid-Autumn Festival.▪Easter just celebrates the rebirth of Jesus.3. ComprehensionUse the information from the passage to answer the questions.1.What are festivals of the dead usually for?2.What makes autumn festivals happy events?3.What do people usually do at spring festivals?4.What is one important reason to have festivals and celebrations?pare the festivals of the dead in Mexico, Japan and China. What things aresimilar? What things are different?IV. DiscussingMy favourite festival◆What is your favourite festival? Why?◆When is it?◆What is the festival about?◆How long can we have it for holiday?◆What do we usually do in the festival?Suggested expressions:I like … festival best. It is celebrated on …. to remember/ in memory of …. It usually lasts … days. People do ….V. Homework1.Listen to your tape and read the text again.2.Try to retell the text with only a few sentences.3.Finish exercises on Page4.。
Unit 1 Festivals and Celebrations教学设计-高中英语人教版必修第三册
论自己的节日经历。
在示范对话中掌握交际策略。
对话文本中的跨文化交流的语境还能帮助学生理解文化的差异和多样性，从而提高自己的跨文化交流的意识，尊重并理解文化差异。
Reading for writing：该板块的主题是“写你的节日经历”（Write about your festival experiences）。
该板块延续上一板块的听说活动。
输出形式由说转为写。
该板块中的阅读部分是一篇关于“那达慕大会”的日记。
学生不仅可以阅读和模仿该语篇的写作，还可以了解我国少数民族蒙古族的节日活动，从而提高文化意识。
Assessing your progress：该板块的活动项目有两个，分别是“展示一个中国少数民族节日”（Give a presentation about a minority festival in China）和“制作一份节日食谱海报”（Make a poster about festival food recipes）。
鼓励学生探究和了解少数民族的节日，不仅可以提高学生的语言表达能力还可以开阔眼界，增长知识，理解和尊重文化的多样性。
制作食谱是让学生在语言的实践过程中掌握生活技能，感受节日的烟火气息。
Video Time：该板块的视频内容是“元宵节”（The Lantern Festival）。
该视频与开篇页的主题图和文字首尾呼应。
学生通过视频对传统节日元宵节有了更加全面和深入的了解。
而对于元宵节语言信息的输入有助于学生日后的跨文化交流以及传播中国优秀传统文化。
为了更直观的呈现本单元主题概况，现设计大观念视角下的单元教学内容逻辑关联图：挑战性学习任务基于英语学习活动观和对于教材的分析，设计了单元主题意义下的英语学习活动流程图如下图所示：以Period 4 Listening and Talking 为例，在主题语境背景下设计了具有挑战性的学习任务。
例如，在精听环节先用问题引导学生要听取的内容，听后以小组为单位共享信息，绘制关于Max 节日经历的思维导图，然后鼓励学生展示思维导图并加以复述，整个过程学生先获取梳理信息，然后概括整合信息，实现了学生思维的可视化。
人教版 高中英语必修第三册 Unit 1 教案
必修三第一单元Why do we celebrate festivals?一、文本分析这是一篇说明文，从不同的侧面对节日进行说明。
第一段首先介绍节日的起源有季节、宗教、著名人物、重要事件，接着介绍节日的共性特点:分享快乐、感激、爱、和平等。
第二段举例说明全世界共同庆祝的节日丰收节的庆祝时间、原因和主要活动，同时举例说明古代埃及、现代欧洲和中国庆祝丰收节的情况。
第三段介绍习俗在节日形成中扮演着重要角色，但随着社会的发展，一些习俗逐渐消失，同时也产生些新的习俗，以中国春节为环保而禁止燃放鞭炮和万圣节变成了孩子的娱乐节日为例说明。
第四段介绍节日商业化现象。
最后一段说明节日的重要性和意义。
从节日的起源、共性特点、发展、重要性和意义等方面介绍节日,理解节日的文化内涵,比较节日的异同，让学生了解不同民族文化习俗与传统节日，拓宽国际视野,增强祖国意识和跨文化交际能力。
二、设计理念“问题链·导学”模式是以“为什么要庆祝庆祝节日？”这一问题为中心开展教学。
通过节日情境创设，把学生引导到提出问题、分析问题、感悟问题的活动中来。
让学生基于节日主题语境，通过学习理解、迁移创新等体现综合性、关联性等特点的英语学习活动，围绕标题为什么要庆祝节日展开，提炼庆祝原因，在分析问题和解决问题过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展。
三、本堂课特色1.创设节日情境，激发阅读动机；2.围绕教学目标，借力思维导图，理清语篇思路，使文本信息结构化；3.以问题链为支架，深度阅读，融入语言，优化思维发展，探讨庆祝节日的原因；4.回归标题，针对“festival”首字母，回归课文，再次提炼庆祝节日的意义，升华主题。
四、教学目标1.获取段落大意，梳理节日的起源、共性特点、发展等信息；2.描述中外节日异同，理解不同节日的重要性；3.分析和总结庆祝节日的原因；4.写一篇介绍清明节的应用文。
五、教学步骤Step1:学习理解类活动1. 围绕主题创设情境，铺垫语言以临近的清明节为导入，Why do we celebrate Tomb Sweeping Day? How do we celebrate it?Step2：概括、梳理、整合信息1. 寻找段落大意总结阅读技巧。