高中英语必修三教案：第一单元Reading
人教版高中英语必修三 unit1reading
food in the shape of skulls, and cakes with “bones” on them. 在这个重要的节庆日子里，人们会吃到制成颅骨 形状的食物，和装点有“骨头”的蛋糕。 _____________________________________
dead? A. The Japanese festival Obon. B. The Day of the Dead in Mexico. C. The western holiday Halloween. D. Japan’s Cherry Blossom Festival.
4. Which of the following festivals is not
Step VI. Reading and discussion
Discuss in pairs which festivals you think are the most important and which are the most fun?
Para2-5:Scan(扫读) the passage and fill in the chart.
Kinds of Festivals
Festivals f the Dead
Festivals to Honor People
Harvest Festivals Spring Festivals
Eat food in the shape of skulls and cakes with “bones” on them.
2020年人教版高中英语必修三unit1reading 说课稿
2020学年人教版高中英语必修三Unit1 Festivals around the worldGood morning, ladies and gentlemen, it’s my great pleasure to be here sharing my teaching plan with you. The topic of the lesson is from Senior English for China Student’s Book 3 Unit 1: Festivals around world. I’ll talk about the lesson from six main parts: the teaching material, teaching objectives, teaching key and difficult points, teaching methods, studying methods and teaching procedures. Firstly，I’ll introduce the teaching material.This unit is mainly about festivals and celebrations around the whole globe. The first reading passage“festivals and celebrations” is the center of this unit, which is also what my teaching plan based on. In this passage, it introduces the four different kinds of traditional festivals, their origins and celebrations. From this passage, students will know more about festivals around the world. Secondly, I’d like to talk about my teaching objectives.Knowledge objectives:Enable students to master the words, phrases and understand what this passage is about.Ability objectives:1: Improve students’ reading ability, especially skimming and scanning.2: Improve students’ spoken English and cooperative ability by group work. Emotional objectives:Help students know more about festivals and celebrations, enhance their culture awareness and their respect to tradition.Thirdly, teaching key points, difficult points.Teaching key points1:Enable students get a main idea of the passage, make students understand the different customs of different festivals.Teaching difficult points1: Make sure students can describe some major festivals with their own words, Fourthly, Teaching methods.1: Task-based TeachingBy using TBT method, students can be given opportunities to practice and use a language in daily life activities, which help them to master the language naturally and better.3: Computer Assisted TeachingBy using CAT method, teachers can provide more attractive teaching material, and create an interesting and vivid learning environment.Fifthly, studying methods.1: Task-based learning.2: Cooperative learningSixthly, Teaching procedures.1: Lead-inShow students a short video some traditional festivals’ celebrations. After watching that, ask students questions like “have you ever had these festivals?” “what do you do at these festivals?” “how do you know about these festivals?”Justification: in the beginning of the class, I want to use online video to create a lively environment in which students can get involved in more quickly, and also activate students interest and background knowledge of the topic.2: While-reading.Task 1 SkimmingDivide students into 8 groups, give them 3 minutes to glance over the title and each paragraph, then try to discuss and sum up the main idea of each and the theme of the whole passage.Justification: practice students’ ability of reading for the general idea, moreover, by group disc ussion, turn passive study to active study, and enhance students’ spoken English and the consciousness of cooperative learning.Task 2 ScanningGive students 8 minutes to read the passage carefully, then ask them questions like:1, what festivals are held to honour the dead and ancestors?2, who is honoured in India in October 2?3, what do European people do to celebrate harvest?4, what festivals are celebrated in Spring?Justification: practice students’ ability of reading for specific information. And also, by answering those questions students can have a better understanding of festivals around the world.3: Post-reading.Divide students into 8 groups, ask students to find out and discuss all the festivals and celebrations mentioned in the passage. After that, each group sends a representative to describe two festivals in front of the whole class. Justification: deepen students’ knowledge of today’s class. Make sure students can talk about festivals and celebrations by using their own words. Encourage students to express themselves in the face of people and to cooperate with others.4: Consolidation.Ask students to review the passage very quickly then complete the exercise below.Justification: review and consolidate the knowledge we’ve just learnt.5: Homework.Write an essay to introduce a festival and how it is celebrated.Justification: this activity does not only strengthen students’ understanding of different kinds of festivals and celebrations, but also improve students’ interculture awareness.。
2019新人教高中英语必修三Unit 1--Reading for writing公开课教案
2019新人教高中英语必修三Unit1 Festivals and CelebrationsReading for writing 公开课教案Teaching aims:1.Enable students to figure out the structure and language features of a festival experience.2.Guide students to appreciate and treasure the colourful national cultures and cultivate the cultural awareness.3.Help students to write their own festival experience using the structure of this passage.Teaching key points:1.Analyse the structure and language features of a festival experience.2.Learn the words and expressions to describe the festival activities.Teaching difficult points:1.Enable students to judge the structure of the passage and the language features.2.Enable students to write their own festival experience.StepⅠ Warming upLook at the pictures and answer the following questions.1.What are they doing in the pictures?2.What are they wearing?3.Can you guess where we can see the scenes in the pictures?Suggested answers:1.They are riding horses,wrestling and shooting arrows.2.They are wearing fancy Mongolian festival costumes which are quite different from those we wear in common days.3.We can see them where there are grasslands,for example,in Mongolia.StepⅡReading the diaryActivity 1 Make a predictionFrom the title,we can find that the text is mainly about and the writer feels at it.Activity 2 Reading for main ideasRead the diary and try to find out the topic sentences of each paragraph.Para.1:______________________________________________Para.2:______________________________________________Para.3:______________________________________________Para.4:______________________________________________Para.5:______________________________________________Suggested answersActivity 1the writer’s experience of taking part in Naadam;amazedActivity 2Para. 1:I experienced the Naadam Festival in China’s Inner Mongolia Autonomous Region for the first time this year.Para. 2:On the first day,I set off to the games early with my friend Burin.Para. 3:After the opening ceremony and some amazing performances, the wrestling competition began.Para. 4:I absolutely enjoyed the archery,too,but the horse races were my favourite part.Para. 5:I’m finally back home now,feeling really tired,but celebrating Naadam with my friend was totally worth it.Activity 3 Reading for details1.Read paragraph 1,and try to find out the answers to the following questions.(1)How does the writer express the date of the festival?(2)What would be included in the following paragraphs?(3)What did the writer think of the things?Suggested answers:(1)The festival falls on the fourth day of the sixth month of the lunar calendar,usually lasting for three days.(2)Horse racing,wrestling and archery may be included in the following passage.(3)Amazing.2.Read paragraph 2,and try to find out the answers to the following questions.(1)What were people doing when I arrived at the games?(2)Was the writer describing a person,a place or a scene to us in this paragraph?Suggested answers:(1)People were preparing for the games.(2)Yes. By using“some were feeding...some were practising...and others were chatting...”,the writer described a scene where there were so many people.3.Read paragraph 3,and try to find out the answers to the following questions.(1)How did the competitors appear onto the green field?(2)How did I feel?Suggested answers:(1)The competitors danced onto the green field,waving their arms in the air as if they were eagles.(2)I was moved by their show of strength and grace.4.Read paragraph 4,and try to find out the answer to the following question.What did the writer think of the horse races?Suggested answers:The writer thought they were surprising,worrying and important,and he enjoyed them absolutely.5.Read paragraph 5,and try to fill in the blank.In this paragraph,the writer makes a brief of his experience,which works as a closing paragraph.Suggested answer:SummaryActivity 4 Reading for language features1.Rewrite the opening paragraph of the article using the following patterns.·This was my first time spending... and it was an enjoyable and exciting experience for me.·I’ll never forget...because...·I’ll always...because...2.The passage is a diary,and it is written mainly in person and tense.3.Please find out the sentences in the present tense and think them over to find out why.Suggested answers:1.This was my first time spending three days in China’s Inner Mongolia Autonomous Region experiencing the Naadam Festival represented by three events:horse racing,wrestling,and archery and it was an enjoyable and exciting experience for me.·I’ll never forget my experience at the Naadam Festival because it was my first time to watch the exciting Mongolian games of horse racing,wrestling,and archery so closely.·I’ll always remember my first experience at the Naadam Festival in China’s Inner Mongolia Autonomous Region because it was so amazing to spend three days witnessing a grand Mongolian ceremony.2.the first;simple past3.(1)The festival falls on the fourth day of the sixth month of the lunar calendar,usually lasting for three days.Naadam means “games” in Mongolian,and it is represented by three events:horse racing,wrestling,and archery,which are all so exciting to watch!(2)Mongolian wrestling is different from the wrestling in the Olympic Games.There are no rounds,and wrestlers are not separated by weight.The wrestler loses if any part of his body above his knee touches the ground.(3)Don’t worry.They’ve been riding horses all their lives.They’ll be just fine.(4)I’m finally back home now,feeling....I can’t wait!Activity 5 Reading for the structureSuggested answers:StepⅢWritingUse what you have learnt to write about a festival or a celebration you have experienced recently.Activity 1 Writing your draftMake notes of your ideas in the table and then write your draft.OutlineThe name of the festival/celebration:Main idea of each paragraphTopic sentenceof each paragraphDetails Feelings1The topic and my feeling2How I prepared for the festival/cel ebration3 Thefestival/cel ebration activities4A summary of my festival/cel ebration experienceSuggested answers:OutlineThe name of the festival/celebration:The Lantern FestivalMain idea of each paragraphTopicsentence ofeachparagraphDetails Feelings1 Thetopicand myfeelingThis wasmy first timespending theLanternFestival withmyclassmate,which was anunforgettableexperience forme.TheLanternFestival fallson...joyfully;has a great infl-uenceon Chinese people today2 How IpreparDuringtheLanternshows;guessiextremely exciteded for the festival /celebr ation festival,therewere lanternsof variousshapes andsizes hanging throughout thestreets,attracting countlessvisitors.ngriddles;received a littlegift3 Thefestival/celebrationactivitiesWe alsoatetangyuan,which tasted sweetand delicious.has asimilarpronunciation with;theround shaperepresents;set offfire-worksand watchedthe dragondancehappy and joyful4Asummary ofmyfestival/celebrationexperienceWith myclassmate, Ispent anexciting andmeaningfulLanternFestival.exciting andmeaningful;looking forward toActivity 2 Evaluating and polishing the draft1.Exchange drafts with your e the checklists to give feedback on each other’s draft.ing form correctly in the writing?2.Get your draft back and revise it.3.Polish your draft and share it with your partner.Suggested answers:The Lantern FestivalThis was my first time spending the Lantern Festival with my classmate,which was an unforgettable experience for me.The Lantern Festival falls on the fifteenth day of the first month of the lunar year.The custom of joyfully celebrating the Lantern Festival began as early as the Western Han Dynasty,and still has a great influence on Chinese people today.During the festival,there were lanterns of various shapes and sizes hanging throughout the streets,attracting countless ntern shows were also organised,which created a festive atmosphere.What impressed me most was guessing riddles,as riddle guessing was interesting and full of wisdom.Many of the lanterns had riddles written on them and we couldn’t wait to go to the owners to check our answers.At last we received a little gift,extremely excited.We also ate tangyuan,which tasted sweet and delicious.Tangyuan in Chinese has a similar pronunciation with tuanyuan and the round shape represents reunion,harmony,and happiness.Besides,we set off fireworks and watched the dragon dance.With my classmate,I spent an exciting and meaningful Lantern Festival.Looking forward to the next festival.Part ⅣHomework书面表达(一)假如你是来自美国的留学生Mike,去年你和寄宿家庭一起过了春节,请你根据以下内容,描述一下你的过节经历和感受。
高一英语必修3教案：Unit 1 Reading 含解析 精品
教学设计Reading教学设计思想《普通高中英语课程标准（实验）》中指出：“教师要善于结合教学实际的需要，灵活地和有创造性地使用教材，对教材的内容、编排顺序和教学方法等方面进行适当的取舍或调整。
”本单元以节日为话题，内容比较贴近生活，比较容易被学生接受。
根据这个特点，笔者把阅读和写作整合在一起，采用任务型教学方法，引导学生通过观察、归纳、对比和总结等方法了解文章内容，并结合实际为学生提供运用语言知识的机会。
活动从整体入手，由易到难，步步推进，为学生的语言输入作了充分准备，从而使语言的输出水到渠成。
教材内容分析根据《学科教学指导意见》的要求，教师在教学中应以单元话题为核心，以结构和功能项目为主线，组织和安排听、说、读、写的活动，通过“任务型”活动来实现教学目标，使学生能够通过亲身参与和实践，感悟和体验英语，发展语言技能，进而逐步获得综合语言运用能力。
本单元话题围绕世界不同节日以及节日所传递的意义展开，第一篇阅读材料是几个典型节日的介绍，第二篇阅读材料是一个发生在情人节的爱情故事，单元的写作任务为续写爱情故事的结局。
笔者认为，本单元的写作任务离学生的生活比较远，因而决定重新设计写作任务，从阅读课的第一课时延伸出去要求学生给一位外国笔友回信介绍中外两大重要节日，目的是让学生能结合实践更好地运用阅读获取的信息。
教学目标Ⅰ．知识技能a）培养学生把握文章脉络和进行整体阅读的能力；b）学习掌握一些常用的描绘节日的词句和表达法；如：honour the dead，on the feast day，in memory of，dress up，play a trick，national festival，decorate，religious and social festival，lucky money in red paper，etc.Some festivals are held to...It is the custom to...c）培养和提高英语表达能力，形成用英语获得信息、处理信息以及用英语思维和表达相关话题，运用所学知识解决实际问题。
人教版英语必修三Unit 1(阅读课)教案
阅读材料Festivals and celebrations1.整体设计思路、指导依据说明教学设计理论依据：英语教学是一种动态教学或者活动教学，教学过程是交际活动的过程。
只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生的英语交际能力。
《高中英语课程标准》要求我们要改变以往过分强调英语单词和语法知识的简单传授的倾向，加强对学生实际语言能力的培养。
因此，本节课各个环节的教学设计都要突出体现以下几种新理念：1、任务型教学模式（task-based teaching method）2、以学生为主体，重视体验参与3、突出交际性，注重读写的实用性4、正视个体差异，多用积极的正面评价2.教学背景分析一、教材分析：本课是高中英语必修三第1单元，课题是Festivals and celebrations。
这是一节阅读课。
在本单元中处于中心地位。
内容介绍了世界各地不同主题的节日和庆祝活动。
我在本课的教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，扩大课堂语料输入量和学生的语料输出量，主要锻炼学生的听说与阅读能力。
二、学生情况分析：高中生具有以下两个特点：1、他们已经初步具备了略读、跳读等阅读技巧以及确定主题句，预测材料内容等阅读微技能，形成了基本的阅读策略。
但是很多学生英语基础相对较弱，语言交际能力相对较差。
2、很多学生求知欲旺盛，思维活跃，好胜心强，但学习缺乏主动性，有畏难心理。
因此，教师要通过精心设计使他们感兴趣的活动，用活动教学的方法来调动学生的学习积极性，在师生互动，生生互动的过程中完成教学任务并达到目标。
3.教学目标分析1、认知目标（知识目标）：⑴词汇和语言点⑵理解课文大意，用所学词汇复述课文，并用所学词汇与学生交流沟通2、智力目标（能力目标）在运用语言的过程中培养学生观察、分析、思维与自学能力，加强记忆力，提高英语综合运用能力，激发创造能力3、情感目标：利用多媒体手段营造情境，使学生在情境中调动思维活动与情感体验。
人教版英语必修三Unit 1(阅读课)说课稿.doc
Festivals around the world(世界各地的节日)阅读课教学设计（说课稿）孔子中学李秀娟今天我说课的内容是模块三第一单元Festivals around the world(世界各地的节日)阅读课的教学设想。
本单元我打算用七个课时来完成，分别是词汇教学(Words study)，阅读教学(Reading)、阅读课文语言点的教学（Language points）、语言学习（Learning about language）、语言运用（Using language）、语法（Grammar）、单元测试练习，共七个课时。
今天我要说的是本单元的第二课时，阅读课。
我准备从教材分析、学情分析、教法、学法、教学过程和教学效果六个方面来谈谈本单元阅读课的教学。
一、教材分析Festivals around the world(世界各地的节日)是新人教版高中英语必修三第一单元的一篇主要阅读语篇，它是一篇说明文。
本单元围绕Festivals around the world（世界各地的节日）这一主题展开进行听、说、读、写等多种教育活动。
学习这个单元，要注意以下几个方面：一、抓住节日这根主线来了解各种节日的由来及其存在的意义。
二、注意英语语言关于节日及其活动的表达。
三、拓展学生的社会文化背景知识、增加跨国文化知识。
本篇阅读文章由五篇小短文组成，其中四篇带有小标题，它们分别介绍古代节日的起源、亡灵节、纪念名人的节日、丰收节、春天的节日等。
所使用的地道的英语语言是我们学生在写有关节日方面的作文以及说有关节日时的范本。
根据本单元的教学要点和本课的主要内容并联系学生的实际，我将本课时的教学目标定为：知识与能力1、让学生阅读理解世界各国各种节日的基本知识。
2、引导学生认识节日的分类、节日对人们生活的影响，从更深入的层面理解各国节日的意义。
3、进一步训练学生略读、细读、猜测词义等阅读技巧，把握篇章中心内容，获取关键信息，并且能针对阅读内容表达自己的观点。
Unit1ArtUsingLanguageReadingandWriting教学设计-高中英语人教版
教学设计主要内容，掌握主题展览推介文的文体结构。
Activity 3: Read for details1. Part 1 & Part 3:theme: From Shang to Qing: Chinese Art Through the Ages.purpose: To display the Chinese artistic genius from ancient times.significance: It will transport you to another time with its amazing collection of works.Part 2: plete the form.Item Dynasty Artist Reason for showingthe painting Ming Dynasty Tang Yin(14701524) made with extraordinary skills; look fresh and full of lifea collection of bronze objectsShang Dynasty(1600BCE1046BCE)Not knownshow great skill;some e from the collectionof Emperor Qianlongthe sculptures Tang Dynasty(618907)of Buddhist origin;of exceptional beauty and quality;bring history to lifePart 4: What kind of information does part 4 include?It gives some useful information in details, including the date, the opening hours, the ticket prices and the rules or requirements.2. Answer the questions.(1) Who is this article written for?The article is written for the people who are interested in ancient Chinese Art.(2) What’s the author’s purpose of writing it?The author writes it to attract people to attend the exhibition.(3) What type of writing does it belong to?A. NarrationB. ExpositionC. ArgumentationD. Announcement3. plete the advertising leaflet according to the text.备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。
2020学年人教版高中英语必修三Unit1reading教案设计
To get the students know about the significance of some foreign festivals and learn to respect the culture and customs in foreign countries.
Step 2. Lead-in and preparation for reading
Show them some pictures of many kinds of festivals and let them talk with each other, and then use the pictures about festivals to learn new words, for example, Obon Halloween, Valentine’s Day and so on.
(1). To develop the students’ reading ability
(2). To help the students grasp the main idea of each paragraph and the whole passage
teaching methods
1.Question-and–answer method (to some degree, it can arouse Ss’ interest and develop their listening and speaking. )
2.Cooperatemethod (can cultivate the Ss’s communicate skills and influenceefficiency of the class.)
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高效课堂教学设计：
（授课日期： 年 月 日 星期 班级 ）
授课题目 Unit1 Reading—Festivals and Celebrations
拟 课时
第 课时
明确目标 1、知识与技能：
1). Enable the students to know four different kinds of festivals that
occur in most parts of the world.
2). Enable the students to master some English expressions and phrases
about festivals.
2、过程与方法: Fast reading, task-based method & discussion
3、情感态度与价值观：Help the students to learn some origins of today’s
festivals.
重点难点 重点：Teach the basic reading skills: skimming and scanning.
难点：Try to compare and make conclusions of different festivals.
课型 □讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计 教师自备内容
Step I: Revision 1. Read the new words of this part. 2. Check the students’ homework. Step II: Pre-reading 1. 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. Look at the pictures and title of the passage below. What kind of information you think will be introduced in the passage. Step III: Scanning
1. Ask students to scan the passage, then find out how many types of festivals are mentioned in the passage? 2. Find out the topic sentence of each paragraph. Step IV: Skimming Ask Ss to skim the reading passage and then fill in the chart on Page2. Kinds of Festivals Names of Festivals Countries Festivals of the Dead Festivals to Honour People Harvest Festivals Spring festival Step V: Comprehending Ask Ss to read the passage again, then use the information from the reading passage to answer the following question. 1. What are festivals of the dead usually for? 2. What make 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? Step VI: Retelling the text End the class by going over the text once again and retell the
story by the following information:
Ancient festivals; Festivals of the Dead; Festivals to honour
people; Harvest festivals; Spring festivals
Step VII: Homework
Ask Ss to discover useful words and expressions in the text.
教学后记：
精美句子
1、善思则能“从无字句处读书”。读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出
了它普照万物的无私；读春雨，读出了它润物无声的柔情。读大海，读出了它气势磅礴
的豪情。读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂； 幸福是“春种一粒粟，秋收
千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，
疑义相与析”的愉悦。幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨
声，花落知多少”的恬淡。幸福是“零落成泥碾作尘，只有香如故”的圣洁。幸福是“壮
志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。幸福是“先天下之忧而忧，后天下之乐而乐”
的胸怀。幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列
中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，
我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。鲜花，如果害怕凋谢，那
它永远不能开放。矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。蜡
烛，如果害怕熄灭（燃烧），那它永远不能发光。航船，如果害怕风浪，那它永远不能
到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。 井底的蛙，当你自我欢唱时，视野便
窄了。笼中的鸟，当你安于供养时，自由便没了。山中的石！当你背靠群峰时，意志就
坚了。水中的萍！当你随波逐流后，根基就没了。空中的鸟！当你展翅蓝天中，宇宙就
大了。空中的雁！当你离开队伍时，危险就大了。地下的煤！你燃烧自己后，贡献就大
了
6、朋友是什么？
朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股
春风，轻轻地为你拂去心中的愁云。朋友是成功道路上的一位良师，热情的将你引向阳
光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
7、一粒种子，可以无声无息地在泥土里腐烂掉，也可以长成参天的大树。 一块铀块，
可以平庸无奇地在石头里沉睡下去，也可以产生惊天动地的力量。一个人，可以碌碌无
为地在世上厮混日子，也可以让生命发出耀眼的光芒。
8、青春是一首歌，她拨动着我们年轻的心弦；青春是一团火，她点燃了我们沸腾的
热血； 青春是一面旗帜，她召唤着我们勇敢前行；青春是一本教科书，她启迪着我们
的智慧和心灵。