人教版 必修三 Unit1 Festivals and celebrations
人教版必修第三册 Unit1 Words and expressions讲解课件
5. figure n.人物;数字;身材 vt. 认为; 认定
k__e_e_p__o_n__e_’s__f_ig__u_r_e_ 保持身材 _fi_g_u__r_e_o__u_t__ 弄清楚 1) The present situation is very complex, so I think it will take me some time to figure _o_u_t its reality. 2) He got a job, earning close to six _f_ig_u_r_e_s_ (figure). 3) -- I wonder how Mary has kept her f_i_g_u_r_e (figure) after all these years. -- By working out every day.
15. belief: n. 信仰;信心; 信任 (复数: beliefs) _b_el_ie_v_e_v.相信;认为 u_n_b_e_li_e_v_ab_l_e adj. 难以置信的 have belief in=believe in 相信…;信任… have/hold the belief that… 相信…[that同位语]
1) Usually a child's behavior is a
r_e_fl_e_c_ti_o_n of his family environment.
2) I reflect _o_n_ how my day’s gone
and think about the rest of the week.
take advantage of the opportunity to do sth 利用做某事的机会
人教版高中英语必修三Unit1FestivalsandCelebrations重点知识归纳(带答案)
人教版高中英语必修三Unit1FestivalsandCelebrations重点知识归纳单选题1、The flowers _________ sweet attract the visitors to the beauty of nature, which _________ in the botanic garden last year.A．to smell; grewB．smell; were grownC．smelling; were grownD．smelt; were growing答案：C考查非谓语动词和动词时态语态。
句意：这些花闻起来很香，吸引了游客去欣赏大自然的美景，这些花是去年在植物园里种植的。
第一空，分析可知，此处为非谓语动词作后置定语，排除B项；smell“闻起来”是系动词，没有被动语态，不用过去分词smelt表达被动含义，排除D项；动词不定式 to smell 表将来，不符合句意，排除A项；所以应用现在分词短语 smelling sweet 作为 flowers 的定语；第二空，动词grow“种植”和主语之间是被动关系，根据时间状语last year,应使用一般过去时的被动语态 were grown。
故选C项。
2、________ the fog, we should have reached our school.A．Because ofB．In spite ofC．In case ofD．But for答案：D考查介词短语辨析。
句意：要不是大雾，我们本应该到了学校。
A.Because of由于，因为；B.In spite of 尽管；C.In case of以防，万一；D.But for 要不是，but for通常用于含蓄条件句中，相当于if条件句的用法，主句中使用虚拟语气。
根据后句“we should have reached our school（我们本应该到了学校）”可知，要不是大雾，我们本应该到了学校。
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)
2020年新人教版必修三《Unit 1 Festivals and Celebrations》单元教案(附导学案)1
Unit 1 Festivals and CelebrationsListening and speaking & Listening and talking【教材分析】本板块的活动主题是“谈论节日活动”（Talk about festival activities），主要是从贴近学生日常生活的角度来切入“节日”主题。
学生会听到发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动。
随着全球化的进程加速，国际交流日益频繁，无论是国人走出国门还是外国友人访问中国，都已成为司空见惯的事情。
因此，该板块所选取的三个典型节日场景都是属于跨文化交际语境，不仅每组对话中的人物来自不同的文化背景，对话者的身份和关系也不尽相同。
【教学目标】1. Master the new words related to holiday: lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, samba, make-up, after all.2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve students’ understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression.【教学重难点】Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge.Difficulties:In the process of listening to the correct understanding of the speaker’s attitude, accurately identify the relationship between the characters.【课前准备】1. To understand the origin of traditional festivals in the world, the celebration activities (customs) of these festivals and the meaning of these activities;2. Talk about holiday celebrations;3. Preview: understand the new words according to the context.【教学过程】Step 1 Lead-inTeachers talk about the world’s traditional festivals, such as the Lantern Festival in China, adults’ day in foreign countries, carnivals and so on.Step 2 Watching and talkingActivity 11. Teacher lets Ss look at some pictures about festival activities. During talking about these activities, teacher can add some background knowledge about festivals.Questions:①What festivals do the pictures show us?②In which country do you think people celebrate each festival?③How do people celebrate each festival?2. Ask sb to choose some words or phrases from the box to celebrate eachfestival.3. Teacher can show students how to use these word blocks and learn to describeholiday activities in groups. For example：On the Coming-of-Age Day, young girls in Japan would wear traditional costumes.One of the most important activities during the Lantern Festival is to guess riddles.During the Rio Carnival, you can watch wonderful samba dances.4. The teacher asks students to report the results of the group lecture. Ask thesequestions:①What do people do to celebrate the Chinese Lantern festival?②Who will celebrate Coming-of-Age Day? What do they do to celebrate it?③What do you expect to see if you go to the Rio Carnival?5. Learn some words and phrases in the box.Step 3 ListeningActivity 21. Teacher asks sb to read “Listen for relationships”, In pairs, discuss how to identify relationships between people based on their tone and content. The teacher can provide the following questions to inspire students to discuss.①What does a tour guide usually say to a tour group? What expressions arefrequently used?②What questions does an interviewer usually ask during an interview?③What would a reporter say or do if he/she wants to interview a tourist?④How do friends usually talk?2. Some group representatives are invited to communicate and speak in class.3. Teacher plays the listening tape for students to listen to and write the order of the conversations next to the names of the festivals.4. Play the tape again, students match each conversation with the relationship between the speakers.5. Check the answers with class.Activities 3-41. Teacher asks students to look at the tasks and requirements of activity 3. Then read the main ideas of the three dialogues. (Guide the students to guess and fill in the words according to the context. Let the students analyze the English syntactic structure based on the meaning of the sentence and make reasonable inferences.)2. Teacher plays the tape for the second time. After listening to the tape, students discuss the answers in pairs. Then the class communicates and checks the answers.3. Teacher lets students listen to the tape for the third time (Before the teacher plays the recording for the third time, the teacher should prepare the students to takenotes and remind them to catch key words, especially phrasal verbs.).Step 4 SpeakingActivity 51. Lead the dialogue by asking questions. Let students understand how to discuss their favorite festivals and give their reasons.E.g.,Conversation 1T: Which of the three festivals do you like best?S1: I think the Coming-of-Age Day is the most interesting.T: Why is it your favourite?S1: Because I like to see women dressed up in their colorful traditional kimonos.Conversation 2T: Which of the three festivals attracts you most?S2: The Chinese Lantern Festival.T: I suppose you like yuanxiao, the sweet dumplings.S2: Not only that. I especially like guessing riddles and I’m good at it.2. Follow the example of the conversation in activity 5 and work in pairs to discuss your favorite holiday and explain why. After the discussion, the teacher asks some groups to show the dialogue.Step 5 ActingOne student plays the role of a journalist. The other three students play the roles of the characters in the listening dialogue. They are the Japanese girl attending the coming-of-age ceremony, the girl attending the Rio carnival, and the tourist visiting China. The following questions can be used in the interview:①What is the purpose of this festival?②How do you usually celebrate this festival?③What do you like best about this festival?Step 6 Pronunciation1. Help students recognize speech assimilation.（1）Teacher plays the recording of activity 1 and asks the students to pay attention to the pronunciation changes of bold letters while listening.（2）Teacher organizes students to carry out activities in pairs: the teacher plays the recording, one person in the group reads after the words and phrases in activity 1, the other person compares the pronunciation of the recording with that of his partner carefully, and points out the pronunciation problem of his/her partner if there is any difference. Then switch roles, listen to the tape again and complete the same task.2. Let students imitate and read.（1）Teacher guides students to understand the requirements of activity 2. Before listening to the tape, the teacher asks the question for students to think: “How does your pronunciation change while reading the sentences?”（2）Teacher plays the tape for the first time. The students read after the sentences in activity 2.（3）Teacher plays the tape for the second time, the students repeat the sentences again, and then discuss with their partners the differences between the pronunciation of the bold consonants in words and the pronunciation in sentences, and describe the phonetic assimilation in the flow.（4）Teacher asks different students to read the six sentences of activity 2 and report the result of the discussion on phonetic assimilation. The teacher supplements and corrects the students’conclusion, explains it appropriately, and writes the assimilation pronunciation in these sentences on the blackboard or presents it to the students through the courseware.Step 7 Listening and TalkingActivity 61. Learn the new words about the festivals.2. Look at the pictures and predict what festival Song Lin and Max are going to talk about.3. Listen and answer the questions.①What festival is Max talking about?②What did Max’s mother cook?③What did Max do during the festival?④What did Max and his family do during and after the dinner?⑤What was the best part of the festival?4. Listen again and check the answers with class.Answers:①Christmas experiences.②Roast turkey, mashed potatoes and Christmas pudding, …③He helped decorate the Christmas tree and put presents under it, then helped his mum prepare for the family dinner.④During dinner they shared stories and told jokes, afterwards they played games, opened their presents.⑤The best part was opening their presents on Christmas morning.5. Listen again and tick the phrases that Max or Song Lin uses. Then check the answers with class.6. Have a conversation with the help of these questions:①What is the recent festival you have had?②How did you celebrate it?③How do you feel about the festival? Why?Step 8 Homework1）Read the passage again and understand the food culture from a cross-cultural perspective.2）Remember the new words and learn the usages of them.【教学反思】1、通过本节内容学习，学生能否理解发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动；2、通过本节内容学习，学生能否辨别对话中人物之间的关系；3、通过本节内容学习，学生能否掌握听力训练中的听力策略。
人教版高中英语必修第三册UNIT 1课件
译文：为了祝福家人在新的一年里能够健康以及财源滚 滚，这里是华人社区分享的一些有数百年历史的传统。
②People believe the more dumplings you eat, the more wealth you will get during the new year.
分析：该句为复合句，“People believe”后是省略了that的 宾语从句，从句为“the more… the more…”结构。
·Lucky money. Seniors give kids lucky money in red envelopes, in the hope of making their future much brighter.
·Eating dumplings. The shape of a dumpling looks somewhat like a kind of money that was used in ancient times. ②People believe the more dumplings you eat, the more wealth you will get during the new year.
○句型精析
①Here are some centuries-old traditions shared by the Chinese community in order to promote blessings of health and wealth in the New Year.
人教版(2023)必修 第三册 UNIT 1 FESTIVALS AND CELEBRATIONS
人教版（2023）必修第三册UNIT 1 FESTIVALS AND CELEBRATIONS 单元整体设计（表格式）教学基本信息教材书名：普通高中教科书·英语必修第三册出版社：人民教育出版社单元名称Book 3 Unit 1 Festivals And Celebrations学科英语学段高中年级高一第二学期单元主题与单元内容分析◆主题语境:人与社会◆主题群:历史、社会与文化◆子话题:不同民族文化习俗与传统节日本单元的主题是“节日与庆典”。
该单元从呈现不同节日和庆祝活动入手，引导学生思考人们为何要庆祝节日，通过回顾节日的产生、发展和变化，展示不同国家和民族各具特色的节日风俗、庆典仪式、欢聚活动以及特色食品等，启发学生思考和探究节日的丰富内涵。
不同民族有不同的节日，但是不同的节日却反映了人们共同的美好愿望和追求。
节日是一个国家或民族在漫长的历史过程中形成和发展的文化现象，大多富有趣味性和人文性,有着深刻的精神内涵。
学习不同国家和民族的节日，不仅能开阔学生的视野，增加文化积累，促进语言表达, 同时还能增强学生的文化认同感，充分认识文化差异，培养学生的跨文化交际意识和能力，增进国际理解。
本单元由诗歌、对话、视频、记叙文、说明文、网贴、海报、演示、卡片等多模态语篇(见表1)构成。
表1 单元语篇梳理教学板块语篇类型(技能) 语篇内容语篇主题页码Listening and Speaking 对话、采访(听说) 元宵节、倭国成人节、里约狂欢节Talk about festival activities 2,3Reading and Thinking 说明文(阅读) 世界各地多样的节日、起源、意义Discover the reasons for festivals and celebrations 4,5 Discovering Useful Structures 网贴(语法)、填空讨论哪个节日最好、西班牙西红柿节Describe festival activities 6Listening and Talking 对话(听说) 节日感受Talk about festival experiences 7Reading for Writing 记叙文(读写) 内蒙古那达慕节的经历Write about festival experience 8,9Assessing Your Progress Project 壮族山歌节、腊八粥Introduce festival and celebrations 11Video Time 视频(视听) 元宵节Introduce festival and celebrations 12 Using Structures 填空，翻译(语法) 各种节日活动Describe festival activities 62,63Reading and Writing 说明文(读写) 中国春节Introduce festival and celebrations 64,65单元整体教学框架及课时分配(What) ACTIVITIESListening and Speaking (P 2) 今Chinese Lantern Festival 今Rio Carnival 今Coming- of-Age Day(Videotime(P12)今ChineseLanternFestival) (Readingandwriting(P今The Chinese Spring Festival) ( Listeningand Talking(P7)*Talkaboutfestival experiences ) (I) (REASONS围绕个人节日经历展开交流，并在交谈中合理运用表达情感的句式。
【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。
2020年新人教版必修三《Unit 1 Festivals and Celebrations》单元课件全套
在那么多不同的地方嬉戏 就像河流总是知道自己该流向何方 现在冬天来了我感觉回家了一样 这就是我心里的圣诞节 当和你在一起的时候 无论我们在哪里或做了什么 明天可能是灰色的
我们可能要分离 但是如果你今晚留在这里 这就是我心里的圣诞节 我不知道该怎样活下去 没有你的抚摸, 没有你在我身边 就像沙漠一直在等着雨水的滋润
B. Go on a trip.
C. Work for her father.
3. How did the man find his way home?
A. He got help from a friend.
B. He found the way himself.
C. He asked a policeman for help.
Every time we say goodbye There’s something ①_b_r_e_a_k_i_n_g_d_e_e_p__in_s_i_d_e_ I tried to hide my feelings to keep myself controlled But somehow I can’t deny what’s deep inside my soul I’ve been always ②_o_n_t_h_e_r_u_n_
We may be torn apart But if you stay tonight It’s Christmas in my heart I don’t know how to stay alive Without your touch without you by my side Just like the desert’s always ④_w_a_i_ti_n_g__fo_r__th_e__r_a_in_
Unit+1+Festivals+and+Celebrations+Li人教版(2019)必修第三册
n. 桑巴舞；桑巴舞曲
n. 集市；展销会
⑦ visit a lantern fair ⑧ guess riddles ⑨ give performances
Chinese Lantern Festival
n. 谜语； 神秘事件
congratulate
riddle ceremony
samba make-up after all
n. 灯笼；提灯 n. 狂欢节；嘉年华 n. (某地或某历史时期的) 服装;戏装 穿上盛装；装扮 vi＆n. 行进; 前进; 示威游行 n. 祝贺；恭喜 vt. 向(某人)道贺; (因某事)为自己感 到自豪 n. 谜语；神秘事件 n. 典礼；仪式 n. 桑巴舞；桑巴舞曲 n. 化妆品；性格；构成方式 毕竟；终究
Activity 2 Read the phrases and write down the
Chinese meaning.
1) wear traditional costumes _穿___着___传__统___服___饰 2) march along the streets _游___街__/__街__头___游___行_ 3) attend the ceremony _参___加__仪___式___/_出___席_ 典礼 4) dress up in carnival costumes____穿__着___狂___欢__服___ 5) receive congratulations from _收___到___（___来___自__.__._._）__ 祝福 6) watch samba dance _观___赏___桑__巴___舞__ 7) visit a lantern fair__参___观___灯__会____ 8) guess riddles _____猜___谜___语______ 9) give performances ___进___行___表___演_____
2025人教版高考英语讲义必修三 Unit 1 Festivals and Celebrations
Ⅰ.阅读单词——会意1．lantern n．灯笼；提灯2．carnival n．狂欢节；嘉年华3．costume n．(某地或某历史时期的)服装；戏装4．riddle n．谜语；神秘事件5．samba n．桑巴舞；桑巴舞曲6．make-up n．化妆品；性格；构成方式7．evil adj.邪恶的；有害的；罪恶的n．邪恶；罪恶；恶行8．commercial adj.商业(化)的；以获利为目的的9．commercialise(NAmE also-ize)vt.使商业化；利用……牟利10．commercialisation(NAmE also-ization)n.商业化11．Christmas carol圣诞颂歌12．Merry Christmas！圣诞快乐！13．pudding n．布丁；(餐末的)甜食14．mashed potatoes土豆泥15．turkey n．火鸡；火鸡肉16．roast turkey烤火鸡肉17．autonomous adj.自治的；有自治权的18．region n．地区；区域；地带19．wrestling n．摔跤运动20．wrestle vi.&vt.摔跤；奋力对付21．wrestler n．摔跤运动员22．archery n．射箭术；射箭运动23．robe n．袍服；礼袍24．eagle n．雕25．grace n．优美；优雅；高雅26．pot n．罐；壶；锅Ⅱ.重点单词——记形1．march vi.&n．行进；前进；示威游行2．ceremony n．典礼；仪式3．range n．一系列；范围，界限vi.包括；(在一定范围内)变化4．figure n．人物；数字；身材vt.认为；认定5．harvest n．收获季节；收获；收成vi.&vt.收割(庄稼)；捕猎(动物、鱼) 6．crop n．庄稼；作物；一季的收成7．gather vi.聚集；集合vt.聚集；搜集；收割8．feature vt.以……为特色n．特色；特征；特点9．church n．(基督教的)教堂；礼拜堂10．fade vi.&vt.逐渐消失；(使)褪色；(身体)变得虚弱11．typical adj.典型的；有代表性的；平常的12．firecracker n．鞭炮；爆竹13．medium n．(pl.media)媒介；手段；方法adj.中等的；中号的14．the media大众传播媒介15．atmosphere n．气氛；氛围；(地球的)大气(层)16．lunar adj.阴历的；月球的；月亮的17．eve n．前夕；前一天18．envelope n．信封；塑料封套19．pumpkin n．南瓜20．roast adj.烤的；焙的vi.&vt.烘烤；焙21．firework n．烟火；烟花；[pl.]烟花表演22．inner adj.内部的；里面的；内心的23．fancy adj.花哨的；精致的；昂贵的vt.想要；倾慕；自认为是24．absolutely adv.绝对地；完全地25．moment n．片刻；瞬间26．tent n．帐篷27．brief adj.简洁的；简单的；短暂的28．branch n．树枝；分支；支流29．wedding n．婚礼；结婚庆典30．clap vt.鼓掌；拍手；击掌n．鼓掌；拍手；掌声Ⅲ.拓展单词——悉变1．congratulation n．祝贺；恭喜→congratulate vt.向(某人)道贺；(因某事)为自己感到自豪2．origin n．起源；起因；出身→original adj.最初的；原创的→originally adv.本来；原来3．religion n．宗教；宗教信仰→religious adj.宗教的；笃信宗教的4．charm n．魅力；迷人的特征；咒语v．吸引，迷住；向……施魔法→charmed adj.着迷的→charming adj.有魅力的；迷人的5．joy n．高兴；喜悦→joyful adj.高兴的；快乐的→joyfully adv.开心地6．gratitude n．感激之情；感谢→grateful adj.感激的；表示感谢的7．agricultural adj.农业(劳动/生产)的→agriculture n．农业；农艺8．decorate vt.装饰；装潢→decoration n．装饰；装潢9．significant adj.有重大意义的；显著的→significance n．重要性，意义；意思，含义10．reflect vt.显示；反映；反射→reflection n．倒影；反映；思考11．belief n．信仰；信心；信任→believe vt.相信→believable adj.可以相信的→unbelievable adj.难以置信的12．faith n．宗教信仰；信任；相信→faithful adj.忠诚的；虔诚的→faithfully adv.虔诚地13．occasion n．特别的事情(或仪式、庆典)；(适当的)机会→occasional adj.偶然的，偶尔的→occasionally adv.偶尔；间或14．merry adj.愉快的；高兴的→merrily adv.高兴地；愉快地15．pleased adj.高兴的；满意的→pleasant adj.令人愉快的→please vt.使满意；使愉快→pleasure n．愉快；令人高兴的事16．frank adj.坦率的；直率的→frankly adv.坦率地；直率地17．represent vt.象征；代表；相当于→representative n．代表adj.有代表性的18．respect n．&vt.尊敬；尊重→respectful adj.恭敬的；表示敬意的→respectable adj.值得尊敬的；体面的；相当好的19．horrible adj.令人震惊的；恐怖的；极坏的→horror n．畏惧；憎恶；震惊1．derive/d I'ra I v/vt.从……衍生出；来自2．wrecked/rekt/adj.失事的；遇难的；喝得烂醉→wreck/rek/n．沉船；受到严重损伤的人、物或建筑v．破坏；毁坏；毁灭3．obscure/əb'skjʊə(r)/vt.使模糊；使隐晦；使费解adj.费解的；无名的4．mutually/'mjuːtʃuəli/adv.相互地；彼此；共同地→mutual/'mjuːtʃuəl/adj.相互的；彼此的；共同的5．vitality/va I'tæləti/n．生命力；活力；热情6．stimulus/'st I mjələs/n．(pl.stimuli/'st I mjəla I/)刺激物；激励物7．defect/'diːfekt/n．缺点；缺陷；毛病/d I'fekt/vi.背叛；叛变；投敌8．diagnose/'da Iəɡnəʊz；ˌdaIəɡ'nəʊz/vt.&vi.诊断(疾病)；判断(问题的原因) 9．essence/'esns/n．本质；实质；香精10．solely/'səʊlli/adv.仅；只；唯；单独地Ⅳ.背核心短语1．dress(sb)up穿上盛装；装扮2．after all毕竟；别忘了3．range from...to...包括从……到……之间4．fade away逐渐消失；(身体)变得虚弱5．in spite of不管；尽管6．take advantage of利用；欺骗；占……的便宜7．have sth in common(兴趣、想法等方面)相同；有相同的特征8．to be frank坦白说；坦率地说9．go off爆炸；走火；离开10．except for除……之外11．set off出发；动身；启程Ⅴ.悟经典句式1．However，no matter how different they may seem，all over the world，the spirit of sharing joy，gratitude，love，or peace is common in all festivals.(no matter how引导让步状语从句)然而，无论节日多么迥异，在世界各地，分享快乐、感恩、友爱或和平的精神在所有节日中是共同的。