新教材 牛津译林版高中英语必修第二册UNIT3 Festivals and customs 教学课件
The Chinese New Year，also called the Spring Festival，has more than 4 ， 000 years of history.Being one of the traditional Chinese festivals，it is the most important festival for Chinese people.Starting in the Shang Dynasty (about 17th－11th century BC)，it celebrates family reunion and hopes for the arrival of spring.People from different regions celebrate it in their unique ways.
It is said that the custom of the Chinese New Year started in the last month of the Chinese lunar calendar when people offered sacrifice to their ancestors.At that time，people prepared the sacrifice by doing thorough cleaning，having baths and so ter，people began to worship different deities (神) as well on that day.The sacrificing time changed according to the farming schedule and was not fixed until the Han Dynasty (202 BC—220 AD)．The custom of worshipping deities and ancestors remains even though the ceremonies are not as grand as before.It is also the time when spring is coming，so people hold all kinds of ceremonies to welcome it.
4．Custom is the second nature，and no less powerful.
—Montaigne
习俗是我们的第二天性，力量不小。
——蒙田
5．Habit makes the custom.
习惯成自然。
—Ovid
——奥维德
It is universally acknowledged that Chinese culture has a history of about five thousand years, which once had great influence on the world.As one of the four ancient civilizations, China creates many splendid cultures, such as the four ancient Chinese inventions, which benefited human society in history.Nowadays, Chinese traditional culture accompanies our growth all the time, which has already deeply rooted in our daily lives.As a Chinese, what we ought to do is to transmit Chinese traditional culture from generation to generation.Only with these efforts can we ensure Chinese traditional culture will be led to a brilliant future.
UNIT 3 Festivals and customs
导读 P2 预习 P12 泛读 P43 精读 P90 教学知识 P108 突破语法 P167 作文 P180
1．Customs and ceremonies must change with the varying needs of
different generations.
习俗和礼节必须适应不同时代的菲利普森
2 ． Qingming inserted willow while the Dragon Boat Festival plugged Ai.
清明插柳，端午插艾。 3．If you don't eat zongzi, winter clothing should not be sent；if you have eaten zongzi，you will have cold weather for some days. 未吃端午粽，寒衣不可送；吃了端午粽，还要冻三冻。
There are many legends about the Spring Festival in Chinese culture.In folk culture，it is also called “guonian” in Chinese.It is said that the “nian” was a strong monster which was fierce and cruel and ate one kind of animal including human beings a day.Human beings were scared about it and had to hide in the evening when the “nian” came ter，people found that “nian” was very scared about the red color and fireworks.So after that，people used red color and fireworks or firecrackers to drive away the “nian”．As a result，the custom of using red color and setting off fireworks remains.
Unit3FestivalsandCustomsExtendedreading教学设计高中英语牛津译
牛津译林版（2020）必修第二册Unit 3 Festivals and CustomsExtended reading本节课的教材分析：本节课使用的是牛津译林版（2020）必修第二册Unit 3 Festivals and Customs Extended reading这一课程。
教材主要包括一篇课文和相关的讨论和阅读活动。
教学目标：1.了解不同国家的节日和习俗，扩大学生的文化视野。
2.培养学生的阅读理解能力，提高他们的阅读技巧。
3.通过讨论和交流，鼓励学生表达自己的观点和想法。
教学重点：1.阅读课文，理解文中的文化信息。
2.掌握课文中的关键词汇和短语。
3.通过讨论和交流，分享自己对节日和习俗的理解和体验。
教学难点：1.理解并运用课文中的复杂句子和表达方式。
2.帮助学生理解和欣赏其他国家的节日和习俗，培养他们的跨文化交流能力。
学情分析：学生是高一年级的学生，具有一定的英语基础。
他们对节日和习俗可能有一定的了解，但对于其他国家的节日和习俗可能不太熟悉。
教学策略：1.创设情境，激发学生的学习兴趣。
可以通过介绍有趣的节日和习俗，引起学生的兴趣和好奇心。
2.多媒体辅助教学。
通过图片、视频等多媒体材料，帮助学生更直观地了解和体验其他国家的节日和习俗。
教学方法：1.任务型教学法。
设置具体的任务，让学生在阅读和讨论中逐步理解和掌握课文中的内容。
2.合作学习法。
组织学生进行小组讨论和合作，分享自己的观点和体验，互相学习和帮助。
教学过程：导入环节（约5分钟）：1. 导入教师会向学生介绍并展示一些国内外的传统节日和习俗的图片和视频，并提出问题："你们知道这些节日和习俗吗？它们有什么特点？它们是怎样庆祝的？"2. 引导学生发表自己的观点和经验，并与同桌分享。
课堂互动（约35分钟）：3. 教师通过展示和讨论介绍Unit 3 Festivals and Customs Extended reading的主题内容。
高中英语译林版《必修第二册》教案讲义：Unit 3 Festivals and customs
Section ⅢExtended reading, Project, Assessment &Further studyⅠ.核心词汇1．______ n. 前夜，前夕2．______ n. 瓷，瓷器3．______ n. 盘子，碟子；板块；车牌4．______ n. 种类，类别v t. 整理；分类；妥善处理5．______ n. 猪肉6．______ n. (咬下的)一口；咬；咬伤v. 咬，叮7．______ n. 对联，对句8．______ n. 午夜，子夜9．______ n. 点心，小吃10．______ n. 鞭炮，爆竹11．______ n. 烟火，烟花12．______ n. 灯笼，提灯13．______ n. 谜，谜语14．______ n. 柳，柳树15．______ v i. 渐渐出现16．______ n. 眼泪，泪珠v t. & v i. 撕裂，撕碎17．______ n. 袖子Ⅱ.拓展词汇1．____ adj.宝贵的，珍贵的；珍奇的；珍稀的→____ ad v.昂贵地；仔细地；珍贵地2．____ v t.选择，挑选→____ n．选择，挑选；选集3．____ v i. & v t.定居；结束；解决；决定→____ n．解决，处理4．____ adj.方便的，省事的，便利的，实用的→____ n．方便，便利；厕所；便利的事物5．____ adj.整洁的，整齐的；有条理的→____ n．干净；整洁→____ ad v.整洁地；熟练地；灵巧地6．____ v t.代表；为……代言；体现→____ n．代表，表现→____ adj.典型的，有代表性的；n.代表；典型7．____ n．机会，运气；巨款；命运→____ adj.幸运的；侥幸的；吉祥的→____ ad v.幸运地Ⅲ.重点短语1．______ 覆盖着，铺满了2．______ 吸入3．______ 某人一到达4．______ 熬夜5．______ 毕竟6．______ 使爆炸7．______ 点亮……8．______ 把……挂起来/晾起来9．______ 大小合适的Ⅳ.重点句型1．的确，全家人聚在一起是再幸福不过的了。
译林版(2023)必修第二册Unit 3 Festivals and customs. Gramma
译林版（2023）必修第二册Unit 3 Festivals and customs. Grammar and usage 课件(共28张PPT)(共28张PPT)牛津译林版高中英语必修二课件Unit 3 Festivals and customsGrammar and usageFuture in the past◆ 内容分析本板块以“圣诞礼物”为话题，让学生阅读改编自欧· 亨利著名短篇小说《麦琪的礼物》的片段，观察、探究过去将来时在文中的使用，归纳出过去将来时的核心规则。
通过句子、语篇两个层面的巩固练习，学生可以内化新知。
最后需要学生准确、恰当、得体地使用目标语法，完成故事续写任务。
◆ 教学目标By the end of this section, we will be able to:1. understand the usage of future in the past;2. distinguish the different forms of future in the past;3. write an ending for the story using future in the past.A. Exploring the rulesBelow is a story about how Della prepared a gift for her husband Jim during the Christmas season. Find the sentences that use future in the past and fill in the box below. The first one has been done for you.ONE DOLLAR AND EIGHTY-SEVEN CENTS. That was all she had. Della counted it three times. One dollar and eighty-seven cents. And the next day would be Christmas. If she was to buy a nice gift for her husband Jim, she would need more money. But how could she earn some Della stood in front of the mirror in her apartment.She looked at her reflection [(镜子里的)映像;(水中的)倒影], brushed her long, brown hair, and made up her mind: she was going to sell her hair. With the money she received for it, she would buy Jim a perfect gift. Della had her hair cut off and sold it for twenty dollars. She spent the next two hours hunting for Jim’s gift.She found it at last: a simple but beautiful watch chain for his gold watch, which had been passed down(使世代相传；流传) to him from his grandfather. Della paid twenty-one dollars for the watch chain, and hurried home with the remaining eighty-seven cents.She looked at her reflection in the mirror carefully again. She felt nervous. Did she look like a little schoolboy without her beautiful long hair Would Jim still think she was pretty She was about to find out. A. Exploring the rulesRead the story again on page 34 and answer the following questions.(1) When did this story happen(2) What gift did Della prepare for her husbandThe day before Christmas.A simple but beautiful watch chain for his gold watch.Read the story again and fill in the box of part A on page 34.And the next day would be Christmas.If she was to buy a nice gift for her husband Jim, she would need more money.... she was going to sell her hair.... she would buy Jim a perfect gift.Would Jim still think she was prettyShe was about to find out.Finish “Working out the rules” on page 34.We use future in the past to describe an action (1) _____________ (in thefuture / in the past) from the perspective of some point (2) ___________(in the future /in the past).We form future in the past in statements by using (3) ______, was/ were to, (4) ___________________ or was/were about to with the base form of a verb.in the futurein the pastwouldwas/were going toUnderstand the usage of different forms of future in the past.Form Usagewould dowas/were to doused to volunteer or promise or make predictions about the futureused to express official arrangements, official orders, or things that should be doneUnderstand the usage of different forms of future in the past.Form Usagewas/were going to dowas/were about to doused to plan or make predictions about the futureused to refer to arranged actions that happen in the immediate future, often used with “just”Go through “Grammar notes” on page 99. Give explanations if necessary.过去将来时1 .过去将来时常用于以下几种情况：(1) 就过去某一时间而言，以后将要发生的事情。
Unit3FestivalsandcustomsIntegratedskills教学设计-高中英语译
Book 2 Unit 3 Festivals and customs Integrated skills (Ⅰ) Promoting traditional Chinese festivals目标1 和3Step 4 Writing1. Writing for promotion:(1) Write a paragraph to state theimportance of traditional Chinesefestivals.(2) Write a paragraph to make a callfor action and describe a positiveresult you would like to see.(3) Selfreview.Spelling• Can I find any spelling errors?How can I correct them?•Have I used capital letters wherethey are needed?Grammar• Are there any sentence fragments?• Are the verbs in t he correct tense?• Have I chosen the rightcoordinating or subordinatingconjunctions to join clauses?Punctuation•Does every sentence end with thecorrect end punctuation?• Have I used apostrophes correctlyto write all singular and pluralpossessive forms?Variety• Are all my sentences simplesentences, or do I vary my sentencestructures?• Do I repeat words a lot or is thereenough variety in vocabulary?Style• Are my choice of words proper forthe context?• Have I used the proper formalstyle in the writing?(4) Peer review.2.Speaking for participation:Show your writing by readingaloud. Assess your classmate’swriting and give your suggestions tohelp.After discussion,SS need writetwo paragraphsonto theworksheet, whichare to state theimportance oftraditionalChinese festivalsand to make acall for action.Then SS reviewtheir own writingand theirpartner’s writing.At last, SS showtheir writing byreading aloud.IW15 minutes设计意图：To write para.1 to state the importance of traditional Chinese festivals as well as para.3 to make a call for action.Book 2 Unit 3 Festivals and customs Integrated skills (Ⅱ) Promoting traditional Chinese festivals安徽省当涂第一中学高捷。
Unit3FestivalsandCustomsWeletotheunit教学设计高中英语牛津译林版
牛津译林版（2020）必修第二册Unit 3 Festivals and CustomsWele to the unit本节课的教材分析：本节课的教材来源于牛津译林版（2020）必修第二册Unit 3 Festivals and Customs Wele to the unit。
该教材主要介绍了不同国家的节日和习俗，包括中国的春节、美国的感恩节、西班牙的圣诞节等。
教材内容丰富多样，涵盖了文化、历史、地理等方面的知识。
教学目标：1. 了解不同国家的节日及其习俗；2. 学习相关的词汇和表达方式；3. 掌握描述节日和习俗的能力；4. 培养学生对不同文化的兴趣和理解能力。
教学重点：1. 掌握节日和习俗相关的词汇和表达方式；2. 培养学生对不同文化的兴趣。
教学难点：1. 运用适当的语言表达方式描述节日和习俗；2. 培养学生对不同文化的理解能力。
学情分析：学生为高一年级的学生，已经掌握了一定的英语基础知识，但还需要进一步提高语言运用能力和跨文化交流能力。
学生对于不同国家的节日和习俗可能有一些了解，但还需要进一步学习和了解。
教学策略：1. 激发学生学习的兴趣，可以通过引入有趣的故事或情境来激发学生的学习兴趣。
2. 创设合作学习环境，鼓励学生进行小组合作，让他们一起讨论和分享自己对节日和习俗的了解。
教学方法：1. 情境教学法：通过创设情境，让学生在具体的情境中学习和使用相关的词汇和表达方式。
2. 合作学习法：通过小组合作学习和讨论，促进学生之间的互动和交流，提高学生的语言运用能力和跨文化交流能力。
3. 演示法：教师可以通过一些图片、视频等媒体材料，向学生介绍不同国家的节日和习俗，激发学生的兴趣，增加他们对文化差异的深入理解。
教学过程如下：导入环节（约5分钟）：教学内容：引入节日和习俗的主题，激发学生对节日和习俗的兴趣。
教学活动：出示一些节日的图片，如圣诞节、春节、感恩节等，让学生观察图片并描述节日的特点。
然后引导学生提出与节日相关的习俗，学生可以说出他们熟悉的习俗并解释其含义。
Unit 3 Festivals and Customs 单元复习课件-高中英语牛津译林版必修第二册
3.Integrated skills 改编完形填空 The Double Ninth Festival (the
Chongyang Festival), which has a 1.______of over 2000 years, fall on the ninth day of the ninth month in the Chinese 2.______calendar. According to tradition,n we should3.________the festival by going mountain climbing, but how many people today still 4.________ this tradition? In modern society, many traditional Chinese festivals are becoming less and less popular. However, they are an important part of Chinese culture and we must protect and 5._______ them.
1.A. history C. tradition
2. A.month’s
B.culture D.modern B.lunar
一、单句语法填空
1）They are going to buy some Christmas __d_e_c_o_r_a_t_io_n_s__(decorate). 2）Turkry is _t_r_a_d_it_i_o_n_a_ll_y___(tradition) served on Thanksgiving Day in America. 3）I did not understand all of the _tr_a_d_i_t_io_n_a_l__(tradition) customs.
高一英语牛津译林版(2020)必修第二册 Module2 Unit3 Festivals and
Module2 Unit3 Festivals and customsExtended Reading:A precious family dinnerDesigned by Chanjuan Ren主题语境：人与社会——节日与风俗语篇类型：专题文章授课时长：一课时（45分钟）教材分析：What:本版块围绕单元话题，以“珍贵的年夜饭”创设情境。
语篇描述了主人公携妻儿回老家与父母欢度春节的一幕幕欢乐场景———现代化的交通工具让年轻人回家看望父母的距离似乎不再那么遥远；剪窗花、贴春联、挂年画，传统的民俗活动把过年喜气洋洋的氛围渲染；看春晚、吃饺子、送祝福，全家三代同堂、团团圆圆，凸显了节日背后“家”的观念；放鞭炮、燃烟花、遂心愿，举国同庆中国年。
从个人到小家庭再到祖国这个大家庭，语篇很好地诠释了“家是最小国，国是千万家”的理念。
Why:语篇通过对主人公一家欢度春节的情景描述，形象地展现了新时代中国人的生活、观念、思想、情怀，以及传统与现代的交融。
How:该语篇是一篇专题文章，通过对一个普通家庭回家过年的情景描述，以叙事的方式介绍了中国家庭辞旧迎新的一系列传统活动，表达了作者对春节团圆所承载的文化意义与家国观念的推崇之情，以及对传承中华民族精神根脉的期待。
学情分析：授课对象为高一（7）班学生。
该班学生英语基础中等，学习态度较认真，学习热情高。
学生已经基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。
但是多数学生在理解和整合知识、逻辑推理和分析论证观点以及批判评价方面的能力都比较弱。
虽然对春节庆祝活动有一定的了解，但是相关知识结构并不系统，对春节团圆饭背后的内涵缺乏深层理解。
整体设计思路：本版块的教学活动主要通过两条线来呈现：明线（时间线）和暗线（罗言一家重视这餐饭的原因）。
首先通过时间线（即饭前-饭中-饭后）引导学生梳理、概括文章信息，提升学生的理解性技能；接下来鼓励学生通过时间线来挖掘文章细节：体会罗言一家为什么重视这餐团圆饭，并发现笔者倒叙的写作手法及目的即强调文章主题“family reunion dinner”。
高中英语译林版《必修第二册》教案讲义：Unit 3 Festivals and customs
Unit3Festivals and customs话题阅读背景导入：端午节是中国最古老、最受欢迎的传统节日之一。
关于端午节你了解多少？端午节为什么有吃粽子和赛龙舟的习俗？The Origin of the Dragon Boat FestivalThe Dragon Boat Festival,celebrated on the fifth day of the fifth month of the Chinese lunar calendar,is one of the oldest and most popular traditional Chinese festivals.This festival is in honour of Qu Yuan who is one of China's best poets.Tian Wen or Hea v enly Questions is a piece contained in the classical Chinese poetry collection of Chu Ci,which is an anthology of Chinese poetry from the Warring States period.Tian Wen was the most beloved poem and was written by Qu Yuan.The poem posts over170questions to Heaven about Chinese mythology and religious beliefs,but the poet does not include the answers.While Qu Yuan was in exile in278BC,the state of Chu was conquered by the state of Qin. Seeing his beloved country ruined,he was left heartbroken and soon died.After news of Qu Yuan's death spread,the people of Chu,who admired Qu Yuan greatly, paddled their boats out and raced to save his body.They raced from Miluo River all the way to Dongting Lake.The people wished to stop the fish from eating Qu Yuan's body by disturbing the waters with their passage.This is said to be the origin of the yearly dragon boat race.It is said that the people of Chu started throwing zongzi,(glutinous rice stuffed with different fillings and wrapped in bamboo)into the water in order to attract the fish so that they would not eat the poet's body.They also poured a big jar of strong liquor into the water in order to calm the water dragon so that it would not eat his body.The tradition of making zongzi lasts up to today and has developed into many varieties. Along with rice and eggs,ingredients may include red bean paste,meat,and red dates.Nowadays, people in South Korea,Japan,and throughout southeastern Asia also enjoy making zongzi.Traditional Chinese culture puts much emphasis on maintaining the integrity of the body when a person dies.This is vividly depicted in this legend that surrounds the Dragon Boat Festival.【译文】端午节的起源端午节在中国农历五月初五这一天庆祝，它是中国最古老、最受欢迎的传统节日之一。
新教材 牛津译林版英语必修第二册Unit3 Festivals and customs 优秀教学课件
趁热打铁 Words explanation
1. He spent five years in Paris, with occasional (occasion) visits to some other cities in Europe. 2. He visits his parentsoccasionally(occasional), because he works far away from his hometown.
3. 英国格洛斯特郡库 珀山的滚奶酪节
数十名参赛者，无论男女老 少，争先恐后地奋力追逐奶 酪，最先追到者获胜。当然 至今为止没有一个人能追到 奶酪，大家只是疯狂的从山 上滚下去而已。
P30
Words explanation
He shares his experiences of attending an Indian
• The couple joined hands and walked around a fire.
• The couple took seven steps.
• The celebrations began.
• Alex took his place in the crowd. • Alex saw dancers and musicians
西班牙西红柿节被称为是世界 上最大的西红柿大战。每年的 8月下旬，上千Bunyol市民都会 涌入街头，相互抛掷西红柿， 在1个小时内数以吨计的西红
柿被消耗。
Leading in
2. 澳大利亚昆士兰州— —金吉拉西瓜节
在全世界众多的美食节 中，金吉拉甜瓜节似乎 是最有创意的。它们不 只是互相扔西瓜，还包 括众多与瓜类有关的事 情，比如滑西瓜比赛。
Unit3FestivalsandCustoms单元教学设计-高中英语牛津译林版(2020)
高中新课程新教材英语学科教学设计本单元教学将在学生现有语言水平基础上，整合课程内容，优化学习方式，依托本单元多模态语篇，在单元主题语境下，设计结构化、情境化、过程化的活动，促进学生在一系列具有关联性、综合性和实践性的“听、说、读、看、写”学习活动中学习语言知识、发展语言技能、理解文化内涵，发展多元思维并学会运用学习不同的学习策略，进而形成正确的价值取向。
本单元教学设计整体思路如下：习内容、学习效果对自己的表现进行评价：1.我对印度婚礼和里约狂欢节的风俗是否了解？2.我是否了解作者对于节日习俗的看法观点？3.我是否了解旅行日记的写作结构和文体特征？4.我是否能够使用一些动词、名词、形容词及对比的修辞手法来使日记能加具体生动？5.我是否可以找到中西方不同节日风俗的共同点和不同点？6.我能否写出一篇旅行日记？二、Assessment 课时评价活动：I Assessment of Reading1. Answer the following four questions:*What are the customs of Indian wedding and the Rio Carnival?*What are the mon spirits of all customs and festivals?*What is your attitude towards different festivals and cultures?*What are the benefits and challenges of cultural diversity?2. Jigsaw Reading (Group Work )Work in groups of six. Each reads one paragraph of the articleDiverse Culture.After reading it, students use a timetable to sort out the text and figure out the structure of the text.3. Self assessment.II Assessment of Extended Reading1. Think about the question: How do you underst and the word “precious” used in the article?2. Watch the videoFestival China.3. Why do the Chinese people attach great importance to the reunion during the Spring festival?4. Selfassessment.III Assessment of Integrated Skills1. Add more information to the mind map.2. Express their own ideas on how to promote traditional Chinese Culture.3. Selfassessment.IV Assessment of Language1. A quiz.2. Check the answers first with a partner and then check together.（Ask students if they have any questions. ）3. Self assessment.8.单元作业设计Reading 1:1. Think about the following question: Besides weddings and f estivals, what other elements are an important part of a country’s customs and traditions? Make a list and describe them.2. List some sentences you like from the travel journal and give the reasons.The homework assigned is to help students consolidate the content of the travel journal, as well as to。