必修三Unit 1 Festivals around the world Period 1 Warming up and Reading

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1、 Unit 1　Festivals around the world 單元要覽 類別 課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目 話題 Festivals; how festivals begin; how to celebrate festivals 詞匯 beauty n. 美; 美人 award n. 獎(jiǎng); 獎(jiǎng)品　vt. 授予 harvest n. & vt. & vi. 收獲; 收割 rooster n. 雄雞; 公雞 celebration n. 慶祝; 祝賀 admire vt. 贊美; 欽佩; 羨慕 starve vt. & vi. (使)餓死;

2、餓得要死 energetic adj. 充滿活力的; 積極的 origin n. 起源; 由來; 起因 custom n. 習(xí)慣; 風(fēng)俗 religious adj. 虔誠的; 宗教上的 clothing n. 衣服 ancestor n. 祖先; 祖宗 worldwide adj. 遍及全世界的 feast n. 節(jié)日; 盛宴 permission n. 許可; 允許 belief n. 信任; 信心; 信仰 fool n. 愚人　vt. 愚弄　vi. 干傻事 trick n. 詭計(jì); 惡作劇; 竅門 apologize vi. 道歉; 辯

3、白 arrival n. 到來; 到達(dá); 到達(dá)者 drown vt. & vi. 溺死; 淹死 gain vt. 得到; 獲得 obvious adj. 明顯的; 顯而易見的 independence n. 獨(dú)立; 自主 remind vt. 提醒; 使想起 gather vt. , vi. & n. 集合; 聚集 weep n. 哭　vi. 哭泣; 流淚 agriculture n. 農(nóng)業(yè); 農(nóng)藝; 農(nóng)學(xué) forgive vt. 原諒; 饒恕 短語 take place發(fā)生 turn up出現(xiàn); 到場 in memory of紀(jì)念; 追念 k

4、eep one’s word守信用; 履行諾言 dress up盛裝; 打扮; 裝飾 hold one’s breath屏息; 屏氣 play a trick on搞惡作劇; 詐騙; 開玩笑 set off出發(fā); 動(dòng)身; 使爆炸 look forward to期待; 期望; 盼望 remind. . . of. . . 使……想起…… day and night日夜; 晝夜; 整天 be proud of以……而自豪 as though好像 in the shape of以/呈現(xiàn)……的形式/形狀 have fun with玩得開心 be covered with被……所

5、覆蓋 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 a

6、s 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 calls May I sp

7、eak 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. Invitations I wonder if you are interested in. . . . I’d like to invite you to. . . . Would you like. . . ? Could/Would you please. . .

8、? I’m looking forward to. . . . I’d love to, but. . . . 3. Thanks Thank you so much. Thanks a lot. That’s very kind of you. You’re most welcome. Don’t mention it. It’s a pleasure. 語法 The use of can, could, may, might, will, would, shall, should, must, can’t 1. can and could Jin can spea

9、k English well. (ability) Could you please show me the way to Beihai Park? (request) 2. may and might May we see the awards for the teams? (permission; request) She might give you some new clothing. (possibility) 3. will and would The Spring Festival is the most fun. The whole family will co

10、me for dinner. (promise; agreement) Often he would dress up like a rich man. (past habit; custom) 4. shall and should The 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 c

11、an’t Wang Feng wins an award every year. He must be very strong. (speculation) You must be joking. That can’t be true. (guessing) 教學(xué)重點(diǎn) 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

12、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, read

13、ing and writing abilities. 教學(xué)難點(diǎn) 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. 課時(shí)安排 Periods needed: 7 Period 1 Warming up and r

14、eading Period 2 Learning about language: Important language points Period 3 Learning about language: Grammar Period 4 Using language: Listening and speaking Period 5 Using language: Extensive reading Period 6 Using language: Speaking and writing Period 7 Revision: Summing up and learning tip

15、 Period 1　Warming up and reading 整體設(shè)計(jì) 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 stu

16、dents 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. Th

17、e 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 thos

18、e 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 FESTIVALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four differe

19、nt 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

20、 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 mu

21、ch they have understood the 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 the

22、ir own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups. 教學(xué)重點(diǎn) 1. Let students learn more about history and basic knowledge of festivals. 2. Get students to learn different reading skills. 教學(xué)難點(diǎn) 1. Develop students’ reading

23、ability. 2. Enable students to talk about festivals and celebrations. 三維目標(biāo) 知識目標(biāo) 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, a

24、ward, 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 with 2. Let students learn about history and basic knowledge of festivals both in and out of China. 能力目標(biāo) 1. Develop stude

25、nts’ reading ability and let them learn different reading skills. 2. Enable students to talk about festivals and celebrations. 情感目標(biāo) 1. Stimulate students’ love for their own national culture and customs. 2. Develop students’ sense of cooperative learning. 教學(xué)過程 設(shè)計(jì)方案(一) →Step 1 Leading-in Ha

26、ve 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 up 1. Let students brainstorm

27、 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

28、come? What do people celebrate? What do people do? Festivals Date Festivals Date New Year January 1st Teachers’ Day September 10th International Women’s Day March 8th National Day October 1st Arbor Day March 12th The Spring Festival Lunar New Year International Labor Day May 1st

29、 Dragon Boat Festival the fifth day of the fifth lunar month International Children’s Day June 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 fif

30、th 3. 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 do Mid-Autumn Festival autumn/fall the beauty of the full moon, harvest, time with fa

31、mily and friends give/eat moon cakes and watch the full moon with family and friends 4. Talk about some foreign festivals with students. (Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, . . . ) →Step 3 Pre-reading 1. Let students discus

32、s 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 pai

33、rs what kind of information will be introduced in the passage. →Step 4 Reading 1. Fast reading Ask students to skim the reading passage and then fill in the following chart. Kinds of Festivals Names of Festivals Countries Festivals Festivals Harvest Spring (Let students lo

34、ok 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 reading Allow students to read carefully this time to understand the main ideas of each paragraph and the important details, a

35、nd 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. B

36、ecause 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 usual

37、ly decorate churches and town halls with flowers and fruits is ______________. A. India B. America C. Europe D. China (4)Easter is held in memory of the return of Jesus for Christians and also celebrates ______________. A. the coming of spring B. the autumn harvest C. the Lunar New Year D.

38、the end of a year Suggested answers: (1)D　(2)C　(3)C　(4)A 2)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 on

39、e 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 discussion Read the text a third time and then work in pairs to do the following. 1)Based on the reading pas

40、sage, 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 everywhere 1. 2. 3. 2)Discuss in pairs which festi

41、vals 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 important Most fun (Let students have enough time to read the passage carefully and discuss the questions an

42、d charts with their partners. Encourage them to expand their answers according to their own experiences. ) 4. Explanation Help 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

43、. 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 of 3)India has a national festival on October 2 to honour Mohandas Gandhi, the leader who

44、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, covere

45、d 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 ance

46、stors 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 minds He wrote a poem in memory of his dearest wife, who died in an accident. in honor of: showing great respect or high public regard 3)the leader who helped gain India’s i

47、ndependence from Britain: a noun phrase followed by an attributive clause as the appositive 4)two clauses for reason 5)energy n. → energetic adj. : full of or done with energy look forward to: “to” is a preposition here. I’m looking forward to hearing from you. be devoted to; be/get used to; ge

48、t 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 if He talks as though he knew all about it. He looks as if he had seen a ghost. 5. Reading aloud and underlining Ask students to read the pas

49、sage 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 Consolidation

50、Ask 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 mai

51、nly 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 pe

52、ople 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 i

53、mportant 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;

54、agricultural; energetic; look forward to; spring; good time →Step 6 Homework 1. 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. 設(shè)計(jì)方案(二) →Step 1 Leading in the topic by learnin

55、g vocabulary about festivals 1. Make a circle on the blackboard and write the word “FESTIVAL” in it. 2. Ask students, “We have learned ‘festival’. Can you name some festivals? ” 3. Students list as many festivals as possible. Then the teacher adds some students can’t think of, such as Halloween,

56、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 festivals Work 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 tim

57、e. Then tell the group which festival is their favorite and why.  Festivals Time of year/date What it celebrates What people do Mid-Autumn Festival autumn/fall the beauty of the full moon, harvest, time with family and friends give/eat moon cakes and watch the full moon with family and frie

58、nds →Step 3 Predicting by looking and discussing 1. 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 Reading 1. Give students 2 minutes, and ask them t

59、o 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

60、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 ___________________ Halloween Festivals to Honor Pe

61、ople ________________ ________________ A national festival in____________ Harvest Festivals _________ in European countries _________ in China and Japan Spring Festivals ________________ Carnivals in some Western countries ________________ ________________ in Japan 3. Listening and readi

62、ng aloud Play 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 practice 1. Have students get prepared in 3 minutes or so and then

63、 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 Homework 1. 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 Page 3.

64、板書設(shè)計(jì) Unit 1　Festivals around the world Festivals and celebrations Kinds of Festivals Names of Festivals Countries Festivals Festivals Harvest Spring 活動(dòng)與探究 Group discussion & speech As is known from the reading passage, festivals of all kinds are celebrated around the wo

65、rld. 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 an

66、d 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 pr