高中英语人教版(2019)必修第三册教案：Unit1 Festivals and Celebrations-Reading and Thinking
Unit 1 Festivals and CelebrationsPeriod 2 Reading and ThinkingWhy Do We Celebrate Festivals?教材内容分析The main content of the part is to “Discover the reason for festivals and celebrations”, which is the extension for the content of listening and talking mentioned above, including showing several different festival scenes, discussing why people celebrate these festivals, finding the phenomena on people celebrating festivals around the world by hard and thorough search, then talking about the inheritance an d development of the festivals, with the purpose of inspiring students’ further consideration, experiencing the inherent essence of the culture and perceiving common spiritual pursuit and a good wish.The Passage Reading is a typical argumentative prose, themed by “why do we celebrate festivals?” The structure of the text has five paragraphs, the sentence-initial of every paragraph has a topic sentence. Main ideas of five paragraphs are respectively that (1) the festival is common cultural phenomenon in the world; (2) the harvest festival can be found almost every culture; (3) the traditional custom of the festival will change along with the time; (4) the festival becomes more and more commercialized; (5) the festival is the important part of people’s soci al life in the world.To consolidate the contents of the reading passage, students should be required to talk about different festival customs.教学目标1. Enable students to acquire the basic usage of the new words and expressions concerning festival customs and use them flexibly；2. Enable students to have a good understanding of different festival customs and its origin；3. Develop students’ sense of cooperative learning and individual thinking capability；4. Develop students’ different learning skills to so lve different reading comprehensive problems.教学重难点1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about different festival customs and know more information about different festival customs.教学过程1. Warming upStep 1 Leading-inBefore you read, discuss these questions in groups.What festivals do you celebrate with your family each year?Why do you think people celebrate different festivals?Step 2 Pre-reading（1）During the discussion, students are required to make some simple records. After the discussion is completed, one group will share results with other classmates, then other groups will complement festivals and reasons for celebrating the festivals not mentioned during the discussion in the following chart.（2）Observe the illustrations in the text. At first, students browse two illustrations in the text, then answer two questions: what festivals are the two pictures about? How do you know? According to related information about festivals from two illustrations, students say English name and the basis of the judge.(3) Think twice about some main points of the text. According to some information inthe text, students express their own ideas.Step 3: Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions: People all over the world celebrate different festivals because:They would like toFestivalsAfter students finish these questions, the teacher and students check answers together.2. Intensive readingLet students analyze the reasons for celebrating the festivals. Then students read the text again, and the teacher guides students to find all reasons and affecting factors rela ted to celebrating festivals. The teacher can guide students’ reading by the following questions:Step 4: Further Reading and discussion（1）Find the topic sentence of the paragraph. The teacher can question students by following two questions:Do you know how to identify the main idea of each paragraph?Where can we usually find the “topic sentence”?After students read the text again, students can read complete topic sentence by checking the answers.（2）Discuss the origin on people celebrating festivals. The teacher inspires students to think and express their own ideas by some questions:What do you think most festivals seem to have in common? Can you give some examples to illustrate your opinion?What do you think are the important things in most festivals?Why do you think people around the world find these things important? Do they have something to do with the human history/social life/people’s spiritual needs?After the discussion is finished, the teacher asks different groups to answer above questions; others listen to it carefully and record related important information. （3）Discuss the change about the festival custom. At first, the teacher puts forward to the question: “what festival customs have already faded away”?Then let student discuss related questions on some festivals and traditional customs’ gradual exit from modern life by groups of four, and complete the following table.After the discussion is completed, the teacher let different groups of students express their own ideas. Students can use some useful information, for exampleStep 5: Passage ConsolidationAnalyze the structure of the text and some difficult sentences, and review some important words and sentencesStep 6: HomeworkStudents complete the gap filling of the text independently in activity 5 and learn much more information about more festival customs by use of Internet or other learning tools.。
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)
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！
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。
Unit1 Festivals and Celebrations高一英语(人教版2019必修第三册)
What the author saw before the opening ceremony. Brief introduction of Naadam Festival The horse race. Brief summary of Naadam Festival The wrestling competition and rules about it.
审题 1.确定体裁：本文是叙事类记叙文； 2.确定人称：本文的主要人称为第一人称； 3.确定时态：主要以一般过去时为主。 谋篇 开头：总述春节的概况。 主体：具体描述春节的经过。 结尾：表达自己的希望和期盼。
1.出现；露面 2.燃放；引爆 3.庆祝 4.黎明时分 5.盛装打扮
核心词汇
_tu__rn__u_p_ _s_et__o_ff_ _c_e_le_b_r_a_t_e_ _a_t _d_a_w_n__ _d_r_e_ss__u_p_
4.许多明星都在舞台上露面，他们给我们带来了很多乐趣。 Many stars turned up on the stage and they brought us so much pleasure. 5.午夜时分，我们燃放鞭炮庆祝新一年的开始。 The midnight saw us setting off the fireworks to celebrate the beginning of a new year. 6.黎明时分，我们盛装打扮，挨家挨户地拜年。 At dawn，we all dressed up and paid a visit door to door.
According to the left information，we can divide the passage into _3__ parts.
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。
必修三 U1Festivals 高中英语教案
③ n．&vt.信任________t_r_u_s_t_____ ④ vt.使确信；使信服______c_o_n__v_in__c_e___ ⑤ n．&vt. 怀疑____d_o_u__b_t________
welcomed with open arms. 3.We're looking forward to seeing the new policy carried out,
which has drawn many people's attention. 4.Great changes have taken place recently in this mountain
dark glasses.
1.in＋n.＋of短语小结
①纪念；纪念__i_n__m__e_m_o__r_y_o_f_____ ② 赞同；支持___i_n__fa__v_o_u_r_/_s_u_p_p_o_r_t of
③向……表示敬意；为纪念
____i_n__h_o_n_o_r_/_m__e_m__o_ry of
3.中国的烟花很漂亮，是吗？ Chinese fireworks are very beautiful, aren’t they? 4.你妹妹最喜欢的节日是什么？ What’s your sister’s favorite f5e.s你tiv家al附? 近有个超市，是吗？
There is a supermarket near your home, isn’t
area in the past few years. 5.In order to get ready for the examination, the students are
Unit1+Festivals+and+Celebrations+Rea人教版(2019)必修第三册
Time: _M__id_-_A__u_tu_m__n_F_e_s_t_iv_a_l_ China Features: ①__a_d_m__ir_e_th_e_s_h_i_ni_n_g_m__oo_n_
② _e_n_jo_y__d_e_l_ic_i_o_u_s_m__o_o_ncakes
Further thinking
在所有的传统节日中，丰收节几乎可见于每一种文化之中。这一 重大的农业节日在所有农作物收成后来临。人们举行庆祝活动， 对这一年收获的食物表达感恩。在古埃及，人们于春季庆祝丰收 节——即埃及的丰收季。
grateful
be grateful for 为……而感谢 be grateful to sb. for sth. 因某事而感激某人 be grateful (that) 感激 I would be grateful if you could/would...
3) O__r_ig_i_n_a_ll_y it was a bedroom, but we turned it into a study.
figure
1. figure 数字、人物、身材、认定 2. figure out 理解，明白 3. figure that 认为
1.Qu Yuan is a famous historical figure. 人物
Fast-reading
Task1:Read the text quickly and underline the topic sentence of each paragraph that gives the main idea.
1 2
3 4 5
The topic sentences of each paragraph
人教版高中英语必修3人教版必修三Unit1Festivals around the world教案Period 1 Warming up and Reading
Unit 1Festivals around the world单元要览类别课程标准要求掌握的项目话题Festivals; how festivals begin; how to celebrate festivals词汇beauty n. 美; 美人award n. 奖; 奖品vt. 授予harvest n. & vt. & vi. 收获; 收割rooster n. 雄鸡; 公鸡celebration n. 庆祝; 祝贺admire vt. 赞美; 钦佩; 羡慕starve vt. & vi. (使)饿死; 饿得要死energetic adj. 充满活力的; 积极的origin n. 起源; 由来; 起因custom n. 习惯; 风俗religious adj. 虔诚的; 宗教上的clothing n. 衣服ancestor n. 祖先; 祖宗worldwide adj. 遍及全世界的feast n. 节日; 盛宴permission n. 许可; 允许belief n. 信任; 信心; 信仰fool n. 愚人vt. 愚弄vi. 干傻事trick n. 诡计; 恶作剧; 窍门apologize vi. 道歉; 辩白arrival n. 到来; 到达; 到达者drown vt. & vi. 溺死; 淹死gain vt. 得到; 获得obvious adj. 明显的; 显而易见的independence n. 独立; 自主remind vt. 提醒; 使想起gather vt. , vi. & n. 集合; 聚集weep n. 哭vi. 哭泣; 流泪agriculture n. 农业; 农艺; 农学forgive vt. 原谅; 饶恕短语take place发生turn up出现; 到场in memory of纪念; 追念keep one’s word守信用; 履行诺言dress up盛装; 打扮; 装饰hold one’s breath屏息; 屏气play a trick on搞恶作剧; 诈骗; 开玩笑set off出发; 动身; 使爆炸look forward to期待; 期望; 盼望remind. . . of. . . 使……想起……day and night日夜; 昼夜; 整天be proud of以……而自豪as though好像in the shape of以/呈现……的形式/形状have fun with玩得开心be covered with被……所覆盖重要句型1. . . . people would starve if food was difficult to find. (the subjunctive mood)2. The country, covered with cherry tree flowers, looks as though it is covered with pink snow. (as though. . . )3. Finding that. . . , her grandmother finally decided. . . (the present participle used as adverbial. )4. It was obvious that the manager of the coffee shop was waiting. . . (It is+adj. +that. . . )5. “. . . I don’t want them to remind me of her. ” So he did. (So+S. +do/does/did. )6. There was Hu Jin waving at him and calling, . . . (Inversion)功能 1. Making phone callsMay I speak to. . . ?Can I ring/call back later?Hold/Hang on, please.I’ll ring him/her up again.Just a moment, please.Sorry, he/she isn’t here right now.2. InvitationsI wonder if you are interested in. . . .I’d like to invite you to. . . .Would you like. . . ?Could/Would you please. . . ?I’m looking forward to. . . .I’d love to, but. . . .3. ThanksThank you so much.Thanks a lot.That’s very kind of you.You’re most welcome.Don’t mention it.It’s a pleasure.语法The use of can, could, may, might, will, would, shall, should, must, can’t1. can and couldJin can speak English well. (ability)Could you please show me the way to Beihai Park? (request)2. may and mightMay we see the awards for the teams? (permission; request)She might give you some new clothing. (possibility)3. will and wouldThe Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement) Often he would dress up like a rich man. (past habit; custom)4. shall and shouldThe harvest festival begins on Sunday. We shall be there with our friends. (promise; agreement) You should arrive at the airport two hours before he goes. (advice)5. must and can’tWang Feng wins an award every year. He must be very strong. (speculation)You must be joking. That can’t be true. (guessing)教学重点1. Get students to know about festivals around the world.2. Have students learn some useful new words and expressions about festivals and customs and let them learn effective ways to remember English vocabulary.3. Enable students to grasp and use the expressions of request and thanks.4. Let students learn the new grammar item: the use of can, could, may, might, will, would, shall, should, must and can’t.5. Develop students’ listening, speaking, reading and writing abilities.教学难点1. Enable students to master the use of can, could, may, might, will, would, shall, should, must and can’t.2. Let students learn to write a different ending of a story.3. Develop students’ integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language points Period 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tipPeriod 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events.The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading.The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understoodthe reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups.教学重点1. Let students learn more about history and basic knowledge of festivals.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to talk about festivals and celebrations.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with2. Let students learn about history and basic knowledge of festivals both in and out of China.能力目标1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about festivals and celebrations.情感目标1. Stimulate students’ love for their own national culture and customs.2. Develop students’ sense of cooperative learning.教学过程设计方案(一)→Step 1 Leading-inHave a free talk with students. Ask them the following questions:Did you have a good time in your winter holidays?When did you feel most happy and excited? Why?(At the Spring Festival. Because it’s the most important festival in our country. . . )→Step 2 Warming up1. Let students brainstorm the other Chinese festivals.(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )2. Let students read the information about Chinese festivals below and discuss another three Chinese festivals:When does the festival come?What do people celebrate?What do people do?Festivals Date Festivals DateNew Year January 1st Teachers’ Day September 10thInternational Women’sDayMarch 8th National Day October 1stArbor Day March 12th The Spring Festival Lunar New YearInternational Labor Day May 1st Dragon Boat Festival the fifth day of the fifth lunar month International Children’sDayJune 1st Mid-Autumn Festival the 15th day of the 8th lunar month Army Day August 1st Lantern Festival the 15th day of the 1st lunar month Chinese Youth Day May 4th Pure Brightness Day April the fifth3. Ask students to fill in the following form and ask some to share their opinions with the whole class. The first one is given as an example.Festivals Time of year/date What it celebrates What people doMid-Autumn Festival autumn/fall the beauty of the fullmoon, harvest, time withfamily and friends give/eat moon cakes and watch the full moon with family and friends4. Talk about some foreign festivals with students.(Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, . . . )→Step 3 Pre-reading1. Let students discuss the following questions:What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?2. Ask students to look at the pictures and title of the passage in Reading. Discuss in pairs what kind of information will be introduced in the passage.→Step 4 Reading1. Fast readingAsk students to skim the reading passage and then fill in the following chart.Kinds of Festivals Names of Festivals Countries FestivalsFestivalsHarvestSpring(Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen. )2. Intensive readingAllow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following:1)Choose the best answer to each question or to finish each sentence according to the text.(1)Why do Japanese people light lamps during the Festival of the Dead?A. Because they want to make the festival colorful.B. Because they want to light up their rooms.C. Because they want to light up their way.D. Because they want to lead their ancestors to return to earth.(2)Which of the following was not mentioned as a famous person in the text?A. Mohandas Gandi.B. Christopher Columbus.C. Abraham Lincoln.D. Qu Yuan.(3)The place where people will usually decorate churches and town halls with flowers andfruits is ______________.A. IndiaB. AmericaC. EuropeD. China(4)Easter is held in memory of the return of Jesus for Christians and also celebrates ______________.A. the coming of springB. the autumn harvestC. the Lunar New YearD. the end of a yearSuggested answers: (1)D(2)C(3)C(4)A2)Use the information from the reading passage to answer the following 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?(5)Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?3. Reading and discussionRead the text a third time and then work in pairs to do the following.1)Based on the reading passage, what do most festivals seem to have in common? Why do you think these things might be important to people everywhere? Talk with your partner and fill in the chart below.Three common things Reasons why they are important to people everywhere1.2.3.2)Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas.Type of festival Example of festival Reasons for your choice Most importantMost fun(Let students have enough time to read the passage carefully and discuss the questions and charts with their partners. Encourage them to expand their answers according to their own experiences. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss the following important sentences and phrases in the passage.1)Some festivals are held to honour the dead, or to satisfy the ancestors, who might return either to help or to do harm.2)in memory of3)India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain.4)People are grateful because their food is gathered for the winter and the agricultural work is over.5)The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.6)The country, covered with cherry tree flowers, looks as though it is covered with pink snow.Suggested explanations:1)The sentence contains a non-restrictive attributive clause who might return either to help or to do harm. It means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.2)in memory of: serving to recall sb. , to keep him fresh in people’s mindsHe wrote a poem in memory of his dearest wife, who died in an accident.in honor of: showing great respect or high public regard3)the leader who helped gain India’s independence from Britain: a noun phrase followed by an attributive clause as the appositive4)two clauses for reason5)energy n. → energetic adj. : full of or done with energylook forward to: “to” is a preposition here.I’m looking forward to hearing from you.be devoted to; be/get used to; get down to; stick to. . .6)covered with cherry tree flowers: a past participle phrase equal to “which is covered with cherry tree flowers”as though: as ifHe talks as though he knew all about it.He looks as if he had seen a ghost.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.→Step 5 ConsolidationAsk students to talk about festivals in their own words according to the text. Then let them complete the following passage with proper words or phrases.There are all kinds of festivals and ______________ around the world, which are held for different ______________. The ancient festivals were mainly held at three times a year—the end of the cold ______________, planting in spring and ______________ in autumn. Some festivals are held to ______________ the dead or ______________ the ancestors, who might return either to help or ______________, while other festivals are held to honor famous people or to the ______________, such as Dragon Boat Festival, Columbus Day, and so on. Harvest and ______________ festivals are happy events because their food is ______________ for the winter and the ______________ work is over, to which Mid Autumn Festival belongs. And the most ______________ and important festivals are the ones that ______________ the end of winter and to the coming of ______________ such as the Lunar New Year, at which people have a very ______________.Suggested answers: celebrations; reasons; weather; harvest; honor; to satisfy; to do harm; gods; Thanksgiving; gathered; agricultural; energetic; look forward to; spring; good time→Step 6 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and again and try to talk about festivals both in and out of China.设计方案(二)→Step 1 Leading in the topic by learning vocabulary about festivals1. Make a circle on the blackboard and write the word “FESTIV AL” in it.2. Ask students, “We have learned ‘festival’. Can you name some festivals? ”3. Students list as many fest ivals as possible. Then the teacher adds some students can’t think of, such as Halloween, Easter, Thanksgiving, Valentine’s Day.4. Let students read them aloud and try to learn them by heart.→Step 2 Warming up by talking about festivalsWork in groups and list three more Chinese festivals that you know. Discuss when they take place, what they celebrate and what people do at that time. Then tell the group which festival is their favorite and why.Festivals Time of year/date What it celebrates What people doMid-Autumn Festival autumn/fall the beauty of the fullmoon, harvest, time withfamily and friends give/eat moon cakes and watch the full moon with family and friends→Step 3 Predicting by looking and discussing1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.2. Two or three students are to give their opinions.→Step 4 Reading1. Give students 2 minutes, and ask them to skim the passage for information to tell if the following sentences are True or False.1)The ancient people needn’t worry about their food. (F)2)Halloween used to be a festival intended to honor the dead. (T)3)Qu Yuan was a great poet who people honor a lot in China. (T)4)The Mid-autumn Festival is held to celebrate the end of autumn. (F)5)Easter celebrates the birth of Jesus. (F)2. Give students 5 minutes to read the passage carefully, and complete the chart according to the passage.Festivals of the Dead Obon in Japan___________________HalloweenFestivals to Honor People ________________________________A national festival in____________Harvest Festivals _________ in European countries_________ in China and JapanSpring Festivals ________________Carnivals in some Western countries________________________________ in Japan3. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.→Step 5 Closing down by spoken practice1. Have students get prepared in 3 minutes or so and then ask them to talk about festivals and celebrations.2. Ask as many students as possible to have a try in front of the class.→Step 6 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page3.板书设计Unit 1Festivals around the worldFestivals and celebrationsKinds of Festivals Names of Festivals Countries FestivalsFestivalsHarvestSpring活动与探究Group discussion & speechAs is known from the reading passage, festivals of all kinds are celebrated around the world. Most festivals have celebrations that include food, music, clothing and dances. These events originated from some similar ideas, but they take different forms in different regions and societies. What festivals and celebrations do you know all over the world? Have you ever taken part in them and enjoyed yourself? Discuss festivals in groups and then make speeches.Step 1: The teacher divides the class into four groups and gives the tasks to students in each group. Group 1 will list the festivals around the world as many as possible, and then categorize them according to the origins of these festivals. And they should prepare for a short speech. Group 2 will discuss two traditional Chinese festivals and prepare for their presentation. Group 3 will discuss two Western festivals and prepare for their presentation. Group 4 will discuss the differences between Chinese festivals and Western festivals, then contrast and compare their styles, celebrations, dates and so on. And they should prepare for a short speech.Step 2: Groups 1, 2 and 3 give their speeches on the festivals they have discussed. Group 4 gives their speech on the differences between Chinese festivals and Western festivals.Step 3: The teacher makes proper remarks about students’ speeches and sums up the different cultural practices between China and other countries according to them.。