高一英语(人教版)-必修三Unit 1 Festivals And Celebrations-教案
高中-英语-人教版-必修第三册-1.1 Listening and Speaking 教学设计
Unit 1 Festivals and CelebrationsPeriod 1 Listening &Speaking＆Talking教学设计The theme of this section is “Talk about festival activities and festival experiences”.Festival and holiday is a relaxing and interesting topic for students. This part talks about the topic from the daily life of students’. In the part A ---Listening and Speaking, there are three conversations among different speakers from three countries(Japan, Rio and China), where the speakers are participating in or going to participate in the festivals and celebrations. So listening for the relationship among them is a fundamental task. Actually, with the globalization and more international communication, it is normal for Chinese or foreigners to witness different festivals and celebrations in or out of China. In the Conversation 1, a foreign reporter is interviewing a Japanese young girl who just had participated in the ceremony of the Coming-of-Age Day on the street and asking her feeling about the ceremony and the afterwards activities. Conversation 2, Chinese girl Li Mei is witnessing the Rio Carnival for the first time, and her friend Carla gives her some advice on the costumes which enables her to match with the carnival to have a good time. Conversation 3, a Chinese guide is showing a group of foreign visitors around the Lantern Festival and introducing the customs of the festival to them. The three conversations have a strong vitality and insert the festival and cultural elements from different countries. So perceiving the festivals and cultures from different countries is the second task. At the same time, the scripts also insert the targeted grammar ---v-ing as attributive and predicative, which students can perceive and experience in a real context and make a road for the further study. That is the third task. In the Part B--- Listening and Talking, the theme is “Talk about festival experience”, which is the common topic in our daily conversations. During the conversation, Song Lin, a Chinese student, asked Canadian friend Max about how to spend Christmas. In the conversation, Song Lin talked about experience and the feelings during the Chinese Spring Festival, during which there are not only some enjoyable things but some unpleasant things. After the listening, perhaps students find there are some similarities between Christmas and the Chinese Spring Festival as there are some differences in the origins and celebrations. For example, people always visit friends and relatives, decorate their houses, have a big dinner together, chat and give presents to each other.1. Students learn to listen for relationship among the speakers according their attitudes.2. Students learn to predict the content of listening and try to get the detailed information.3. Students can use background knowledge and relative words and expressions to describe the festivals and festival activities.4. Students can talk about their own festival experiences and express their emotions with proper sentences.1. Students learn to listen for relationship among the speakers according their attitudes.2. Students learn to predict the content of listening and try to get the detailed information.3. Students can use background knowledge and relative words and expressions to describe the festivals and festival activities.4. Students can talk about their own festival experiences and express their emotions with proper sentences.Part A Listening and Speaking--- Talk about festival activitiesStep 1 Lead in--Small talkThere are many traditional festivals in our country. Can you list them and the activities in the festivals ?festivalsAnswers:1. Spring Festival: eat dumplings; have a big dinner with family together; pay a new year’svisit to friends and relatives2. the Lantern Festival: admire all kinds of lanterns; guess riddles; eat Yuanxiao3. Tomb Sweeping Festival: clean tombs; light incense; honour our ancestors4. the Dragon Boat Festival: eat zongzi; enjoy the dragon boat races;5. Mid－Autumn Festival: admire the moon; eat mooncakes; have a big meal with family6. Double －Ninth Day: visit the old, especially the alone; help them as much as possible .... Step 2 Before -listening1. Read the phrases and write down the Chinese meaning.1)wear traditional costumes _______________ 2)march along the streets _______________ 3)attend the ceremony _________________ 4)watch samba dance _________________5) dress up in carnival costumes ______________ 6)guess riddles _________________ 7)receive congratulations from _______________ 8)give performances _________________ Answers: 1)着传统服饰2)游街 3)参加仪式 4)观赏桑巴舞5)着狂欢服6)猜谜语7)收到祝福8)进行表演2. Look at the the pictures and choose the phrases above to describe each festival.Chinese Lantern FestivalRio CarnivalJapanese Coming -of -Age Day2. 6. 2. 4. 5. 8 1.3. 7☐ ☐ ☐Step 3 While -listening1. Listen and write the order of the conversations next to the names of the festivals above. Then match__________ a tour guide and members of a tour group __________ an interview and an interviewee__________a reporter and a tourist__________ two friendsAnswers: order: Chinese Lantern Festival: 3;Japanese Coming-of-Age Day: 1Rio Carnival: 2 Chinese Lantern Festival: a tour guide and members of a tour group(Conversation 3)Coming-of-Age: an interviewer and an interviewee(Conversation 1)Rio Carnival: two friends(Conversation 2)2.Listen again and complete the sentences with the correct words.1) In Conversation 1, the woman is wearing ___________ colours. It took her a long time to do her hair and make-up, and to get ____________. She is going to meet her ___________soon.2) In Conversation 2, Carla advises Li Mei to change her ___________. This is because the weather is ___________ and they will be outside for a long time.3) In Conversation 3, the people are enjoying the ___________show.Answers: 1) bright; dressed; family2) dress and shoes; hot3) lantern3.Listen again and make a list of each festival’s activities.Chinese Lantern Festival: ___________________________________________________________ Coming-of-Age Day:________________________________________________________________ Rio Carnival:______________________________________________________________________ Answers: Chinese Lantern Festival: guess riddles; see the colorful lanterns; watch the dragon or lion dances; eat yuanxiaoComing-of-Age Day:girls do their hair and make-up; wear traditional costumes; attend the Coming-of-Age ceremony; say congratulations; have a party.Rio Carnival: wear carnival costumes; march along the streets; danceStep 4 Post-Listening---SpeakingIn pairs, discuss which of these festivals attracts you the most and why.A: I think the Rio Carnival would be the most exciting.After all, as you know, I love to dance!B: I love dancing, too, but I’m not sure I’d enjoy it in such hot weather.A: So which festivals do you like best ?B: I like the Coming-of-Age Day best.A: Why ?B: Well, I think it would be neat to dress up in traditional costumes and attend a ceremony to mark becoming an adult. It is a special time, and so it would be nice to celebrate it with my friends and family.A: That’s true, but the Lantern Festival also has its good points.B: What do you like best about it ?A: Well, the lanterns are pretty cool to look at, and the dragon dances can be quite fun. But I like eating yuanxiao with my family most of all.Step 5 Pronunciation---Assimilation(同化)音的同化是英语发音中的一个重要现象, 语流中两个邻近的不同的音, 其中一个受到另一个的影响而变得跟它相同或相近, 叫同化。
人教版英语必修3unit1-festivals-and-celebrations说课稿
Teaching methods
1
lecture
2
Group
discussion
3 task-based
Teaching aids
1
2
3
Multi-media blackboard cards
Teaching evaluations
1
Selfevaluation
2
Groupevaluation
Post-reading
Work in groups and help each other to have a deeper understanding of festival’s categories and each one’s celebration
Write down each category on these cards. Students will draw lots to decide what kind of festival. Then they choose one festival in the category to talk about in front of the whole class .
Teaching procedures
Summary & homework
5min
20min
7min
3min
10min
Warm-up The latest film---CoCo
Warm-up
Mexico---The Day of the dead
Warm-up
Work in groups and list below three more Chinese festivals. Discuss when they take place, what they celebrate and what people do that time.
高中英语人教版必修3第一单元Unit1-Festivals-and-celebrations说课稿+文档.doc
Book3(高中英语人教版必修3第一单元) Unit1 Festivals and celebrations《节日与庆典》我说课的内容是高一英语必修3Unit1阅读 Festivals and celebrations ，这是一节综合技能课，我说课内容包括以下几个部分：教材分析、学情分析、说教法、学法以及教学程序和教学反思。
一．教材与学情分析1．教材内容、地位和作用本单元以”节日”为话题。
本文的题目是Festivals and Celebrations.这一部分是本单元主题的重要体现形式。
本篇阅读主要介绍古今中外节日的种类、由来、以及人们的活动和习俗。
使学生不仅增进了对我国传统节日的理解，而且对外国的节日也有所了解和感悟，提高学生的文化素质，进而拓展社会文化背景、增加跨国文化知识。
2．学情分析由于本单元是安排在春节过后，寒假开学时的第一个单元，学生并对所学相关内容作了很好的铺垫，并有一定的生活积累，而且对“节日”这个话题既熟悉又比较感兴趣，因此可以激发学生的求知欲，更深层次的理解本课内容。
但由于学生基础薄弱，课文也涉及到西方文化，学生学习和理解有一定难度。
二．课程标准与教学目标新课程标准对这一课的要求是：通过介绍古今中外节日的种类、由来、以及人们的活动和习俗，使学生掌握阅读技巧，提高阅读能力。
根据《新课程标准》的要求和学生实际情况，确定了以下三维教学目标：知识与技能目标：熟悉中外节日，培养学生猜词能力，通过略读，找读、细读等方法，提高阅读能力和技巧。
过程与方法目标：通过对课文的阅读，教师引导，学生自主探究与合作学习，熟悉中外节日、掌握词汇，提高阅读能力。
情感、态度与价值观目标：在熟悉中外节日的基础上，提高学生的文化素质，进而拓展社会文化背景、增加跨国文化知识。
三. 教学重点和难点重点：1.熟悉中国和其他国家的节日。
（阅读）2.分析整理课文中的细节内容。
（详细阅读）难点：用所学知识谈论中国和其他国家的节日和庆祝方式。
高中英语人教版必修3教案-高中英语必修三：Unit_1_Festivals_and_Celebrations课件
Four kinds
Festivals of
the Dead
Festivals of Honour
People
Hang Festival
1.What are Festivals of the Dead? 2.What are Festivals to Honour
Festivals of the Dead
Festivals Obon
The Day of the Dead
Halloween
Celebrations
clean graves, light incense_lig_h_t_la_m__p_s_a_n_d _______p_la_y_m__u_s_ic___ ______
4.agricultural Line 30
5.Christian
Line 42
Keep in mind
Make full use of the context
( Please underline the sentences that help you.)
Match the words with their meanings
stave ancestor poet agricultural
Christian
A.connected with farming
B.a person who believes in the ideas taught by Jesus Christ
C.suffer or die because of not having enough to eat
In today’s lesson, we will
1.Read a passage 2.Guess the meanings of some new
新人教版高中英语必修三Unit1Festivals and Celebrations单元分析讲义
Unit 1 Festivals and celebrations单元分析本单元主题：人与社会——社会与文化单元内容分析本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习俗、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。
学习不同国家和民族的节日，不仅能拓宽学生的视野，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能力，增进国际理解。
以下为教材各部分教学内容简要分析及教学活动实施建议：1．Opening Page 单元主题图展现的是广东梅州丰顺县埔寨镇元宵节特有的舞火龙表演。
舞火龙的场景与本页引言辛弃疾的著名词作《青玉案·元夕》中的词句相呼应，参与表演的人和观赏的人都沉浸在欢乐的节日气氛中。
这一画面不仅体现了节日文化习俗的传承，还隐含着中华民族精神的延续。
2．Listening and Speaking：Talk about festival activities 该板块共有三段对话，分别展示了街头采访、日常交际、导游讲解三种不同语境下的对话文本。
三段对话都带有强烈的生活气息，真实自然，且巧妙地融入了各具特色的节日文化元素。
通过听前活动、听力理解活动和听后口语表达活动，引导学生在听的过程中关注说话人的态度，辨别人物之间的关系，启发学生结合已有的背景知识，运用话题词汇来描述节日活动。
3．Reading and Thinking：Discover the reasons for festivals and celebrations 该板块是前面听说板块主题内容的延续，从展示几个不同节日的场景过渡到探讨人们为何欢庆节日，对世界各地的人们庆祝节日的现象追根溯源，进而谈论节日的传承与发展变化，目的在于启发学生的深层思考，体会节日文化的内在实质，感悟世界各国人民共同的精神追求和美好愿望。
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。
高中英语《人教版必修三Unit1Festivals and celebrations》优质教学课件设计
Step 5 Discussion
Should Chinese students celebrate western festivals like Christmas or Valentine’s Day ?
1…a way to open to the outside world
2…the result of cultural exchange 3… at the same time, more foreigners celebrate eastern festivals, too
2.To improve students’ reading abilities by skimming, scanning and careful reading.
Step 1 skimming:
Para1 and sub-heading
Festivals of all kinds have many origins : Somerel_igio_us , Some se_asonal_’ Some for special people or events , The passage lists four kinds of modern festival
•Japan
Step 3 Detailed reading
Task 1 Read para.2 Compare the festivals of the dead in Mexico , Japan and china. What things are similar and what things are different?
• It celebrates the return of Jesus from the dead and the coming of _spring_ and_new life_. 3. How to celebrate Easter?
Unit 1 Festivals and Celebrations第1课时示范教案
Unit 1 Festivals and CelebrationsPeriod 1 Listening and Speaking教材分析开篇页主题图展现的是广东梅州丰顺县浦寨镇元宵节特有的舞火龙表演。
舞火龙的场景，与图中《元夕》的词句相呼应，旨在引出本单元节日庆典的主题，同时也为本单元Listening and Speaking有关元宵节的内容作铺垫。
听说板块围绕“谈论节日活动”(Talk about festival activities)展开，学生通过听发生在三个国家不同节日场景下的简短对话，了解对话中的人们正在参与或将要亲历的庆祝活动，并和同伴讨论自己最喜欢的节日。
语音板块主要让学生了解英语中音的同化现象。
教学目标1. 能正确理解使用下列词汇：lantern, costume, march, congratulation, riddle。
2. 了解英语中的音的同化现象。
3. 通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。
4. 能听懂有关介绍节日的语篇，能够根据说话人的表达方式和表达内容判断对话双方的任务关系。
5. 能通过运用听力材料中所提取的语言及语言学习的信息，谈论自己最喜欢的节日及理由。
6. 能了解在全球化进程加速的背景下，学习和掌握不同文化对跨文化交际的重要性。
教学重难点【教学重点】引导学生在听的过程中关注说话人的态度，辨别人物之间的关系。
【教学难点】启发学生结合已有背景知识，运用话题词汇来描述节日活动。
教学过程Task 1Step 1 Warming-up1.Look at the opening page and discuss the following questions.(1) What can you see in the photo?(2) What is the name of this festival and how do you celebrate it?2. Think of as many festivals as possible.设计意图：引导学生讨论开篇页所呈现的信息，引出本单元话题，并让大家说出自己所知道的节日，对本课将要学习的不同的节日做好铺垫。
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教 案
教学基本信息
课题
高一英语(人教版)-必修三 Unit 1 Festivals and Celebrations (3)
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三册
出版社：人民教育出版社
出版日期：2019年11月
教学目标及教学重点、难点
At this class, you will be able to
1. identify and analyse the uses of –ing forms as attributes and predicatives;
2. use –ing forms to describe festival activities.
教学过程(表格描述)
教学环节 主要教学活动 设置意图
观察与发现 1. 观察、发现目标语言-ing形式的语用功能 These lanterns are amazing. During the Mid-Autumn Festival in China, families gather to admire the shining moon and enjoy delicious mooncakes. Families celebrating the Lunar New Year can enjoy exciting dragon dances and carnivals together. 引导学生关注目标语言及发现其部分
语用功能。
归纳与总结
1. 找出更多含有目标语言的例句并进行归纳总结
目标语言的功能。
（1） 从本单元已学内容中找出-ing形式做定语
或表语的句子：
（2） 课本第6页活动2
（3） 小结（1）
引导学生关注、比
较、理解并自主总结
出目标语言的语用
功能。
2. 对比-ing形式与过去分词用法异同，归纳总结
更多-ing形式的语用功能。
（1） 课本第62页练习1
小结（2）
课本第62页练习2
（2） 课本第63页练习3
小结（3）
巩固练习
1. 完成以下习题： 课本第63页练习4 课本第63页练习5 课本第6页活动3 学生在以节日为主
题意义的不同语境
中应用目标语言进
行表达，进一步强化
内化目标语言的形
式和意义。
课后作业
Write a short passage to introduce your favourite
Chinese traditional festival, trying to use the –ing form
to describe the festival activities and people’s feelings
学生以书面写作的
形式以节日为话题，
运用目标语言。