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1、普通高中英語（2019 版）必修第三冊(cè)
Unit 1 Festivals and Celebrations Period 1 Listening and speaking 教學(xué)設(shè)計(jì)
本板塊的活動(dòng)主題是“談?wù)摴?jié)日活動(dòng)”（Talk about festival activities），主要是從貼近學(xué)生日常生活
的角度來切入“節(jié)日”主題。學(xué)生會(huì)聽到發(fā)生在三個(gè)國(guó)家不同節(jié)日?qǐng)鼍跋碌暮?jiǎn)短對(duì)話，對(duì)話中的人們正
在參與或?qū)⒁H歷不同的慶祝活動(dòng)。隨著全球化的進(jìn)程加速，國(guó)際交流日益頻繁，無論是國(guó)人走出國(guó)
門還是外國(guó)友人訪問中國(guó)，都已成為司空見慣的事情。因此，該板塊所選取的三個(gè)典型
2、節(jié)日?qǐng)鼍岸际?
屬于跨文化交際語境，不僅每組對(duì)話中的人物來自不同的文化背景，對(duì)話者的身份和關(guān)系也不盡相同。
1. Master the new words related to holiday: the 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 act
3、ivities 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 my understanding of the topic by watching pictures and videos about dif
4、ferent traditional festivals around the world;
5.Review the common assimilation phenomenon in English phonetics, can distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression.
Importance:
1. Guide students to pay atten
5、tion 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 und
6、erstanding of the speaker's attitude, accurately identify the relationship between the characters.
1
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 cele
7、brations;
3. Preview: understand the new words according to the context.
Step 1 Lead-in
Teachers talk about the world's traditional festivals, such as the Lantern Festival in China, adults' day in foreign countries, carnival and so on.
Step 2 Watching and talking
Activity 1
1. Teac
8、her let Ss look at some pictures about festival activities. During talking about these activities,teachers 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
9、celebrate each festival?
2. Ask Ss to choose some words or phrases from the box to celebrate each festival.
3. Teachers can show students how to use these word blocks and learn to describe holiday activities in groups. For example：
On the Coming-of-Age Day,young girls in Japan would wear tr
10、aditional 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 asked the students to report the results of the group lecture.Ask these questions:
①What do people do to
11、 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 Listening
Activity 2
1. Teacher asks Ss to read “Listen for
12、 relationships” ,In pairs, discuss how to identify relationships
2
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 are frequently used? ②What
13、 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 a friends usually talk?
2.Some group representatives are invited to communicate and speak in class.
3.Teacher play the listening tape for Ss to
14、 listen and write the order of the conversations next to the names of the festivals.
4.Play the tape again,Ss match each conversation with the relationship between the speakers.
5.Check the answers with class.(When checking the answers, the teacher can ask the students with
relatively weak
15、listening ability to answer the questions with less difficulty.If their answers are correct, the other students have little difficulty understanding.)
Activity 3-4
1. Teacher asks Ss to look at the tasks and requirements of activity 3. Then read the main ideas of the
three dialogues.(Guide
16、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 a
17、nswers in pairs. Then the class communicates and checks the answers.
3. Teacher lets Ss 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 take notes and remind them to catch key words, especially phrasal
18、verbs.). Let's listen to the tape for the third time.
Step 4 Speaking
Activity 5
1. Lead the dialogue by asking questions.Let Ss understand how to discuss their favourite festivals and give their reasons.
E.g.
Conversation 1
T:Which of the three festivals do you like best?
S1:I
19、think the Coming-if-Age Day is the most interesting.
3
T:Why is it your favourite?
S1:Because I like to see women dressed up in their colourful traditional kimonos.
Conversation 2
T:Which of the three festivals attracts you most?
S2:The Chinese Lantern Festival.
T:I suppose yo
20、u 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 th
21、e dialogue.
Step 5 Acting
One 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 Chin
22、a.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 Pronunciation
1.Help Ss recognize speech assimilation.
(1) Teacher plays the recording of acti
23、vity 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
24、 compares the pronunciation
of the recording with that of his partner carefully, and points out the pronunciation problem of his
partner if there is any difference.Then switch roles, listen to the tape again and complete the same task. 2.Let Ss imitation and read.
(1) Teachers guide student
25、s to understand the requirements of activity 2.Listen to the tape before, the
teacher ask questions for students to think: "motorcycle the consonants in bold pronounced the same as a word in a sentence in?
(2)Teacher plays the tape for the first time. The students read after the sentences in a
26、ctivity 2.
(3)Teacher plays the tape for the second time, the students repeat the sentence again, and then discuss
with their partners the differences between the pronunciation of the boldface consonants in words and
4
the pronunciation in sentences, and describe the phonetic assimilat
27、ion 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
28、 these sentences on the blackboard or presents it to the students through the courseware.
3.If there is time, teachers can focus on the following.
The forms of speech assimilation can be divided into several kinds. According to the direction in which
the two sounds are affected, they can be
29、 divided into "forward assimilation", "reverse assimilation" and
"interactive assimilation".Turbid assimilation refers to the turbid property of assimilated sound which
becomes turbid or turbid and becomes consistent with assimilated sound.The forms of assimilation can also be divided into com
30、plete assimilation and partial assimilation,such as:
Step 7 Listening and talking
5
Activity 6
1.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 fes
31、tival 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.
32、
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 w
33、as 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
34、about the festival? Why?
Step 8 Homework
1) 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.
1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否理解發(fā)生在三個(gè)國(guó)家不同節(jié)日?qǐng)鼍跋碌暮?jiǎn)短對(duì)話，對(duì)話中的人們 正在參與或?qū)⒁H歷不同的慶?；顒?dòng)；
2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否辨別對(duì)話中人物之間的關(guān)系；
35、
6
3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否掌握聽力理訓(xùn)練中的聽力策略。
Period 2 Reading and thinking 教學(xué)設(shè)計(jì)
該板塊的活動(dòng)主題是“探究節(jié)日與慶典的緣由”( Discover the reasons for festivals and celebrations),
是前面聽說板塊主題內(nèi)容的延續(xù),從展示幾個(gè)不同節(jié)日的場(chǎng)景過渡到探討人們?yōu)楹螝g慶節(jié)日、對(duì)世界各
地的人們慶祝節(jié)日的現(xiàn)象追根溯源,進(jìn)而談?wù)摴?jié)日的傳承與發(fā)展變化,日的在于啟發(fā)學(xué)生的深層思考,體 會(huì)節(jié)日文化的內(nèi)在實(shí)質(zhì),感悟世界各國(guó)人民共同的精神追求和美好愿望。
1. Re
36、ad the essays with the theme of "why we celebrate festivals", analyze the discourse structure and
textual logic of the essays, understand the development and changes of festival customs, and understand the connotation and significance of festivals;
2. Guide students to find the topic sentence
37、quickly and accurately according to the characteristics of the text;
3. Can summarize and accumulate related vocabulary used to express emotions;
4. Guide students to understand the festival culture of different countries and nationalities, sort out,
analyze and refine the spiritual connota
38、tion of festivals, and understand the common emotional and spiritual pursuit of people all over the world.
Importance:
1. Guide students to find the topic sentence quickly and accurately according to the characteristics of the text;
2. Guide students to correctly understand and master the
39、 new vocabulary in the reading text;
3. Guide students to understand the festival culture of different countries and nationalities, sort out,
analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world.
Di
40、fficulties:
1. To analyze the discourse structure and textual logic of argumentation, understand the development and change of festival customs, and understand the connotation and significance of festivals;
2. Guide students to understand the festival culture of different countries and nationa
41、lities, analyze and
7
refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world.
1. Read the text in advance and understand the meaning of new words in the text according to the context or the dictionary;
2.
42、Find the topic sentence of each paragraph according to the text content, and understand the content of the article;
3. Find out the long and difficult sentences, analyze the sentence structure, and make notes of the sentences you don't understand.
Step 1 Pre-reading
Activity 1
1.In group
43、s,Ss discuss the celebrations of festivals with family , answer the following questions and fill in the table.
Q1: What festivals do you celebrate with your family each year?
Q2:Why do you think people celebrate different festivals?
Names of the festivals Reasons for celebrating the festiva
44、ls
2. Ss look at the two pictures in the passage.Students say the English name of the festival and the basis of their judgment according to the situation, objects and words presented in the two pictures.
Q: What festivals are the two pictures about? How do you know?
3. Based on the title
45、of the article and the illustrations in the passage, the students can guess what the
author may be talking about. The teacher can ask individual students to express their opinions and list the points mentioned on the blackboard.
Step 2 Reading
8
Activity 2
1. Students with "Why do w
46、e celebrate festivals?"The teacher can present the following sentences for the students to fill in after reading:
People all over the world celebrate different festivals because:
*they would like to______________________________.
*festivals _____________________________________.
2. After
47、 the students have filled in the blanks, the teachers and students check the answers.T: look at the
passage again. Let's find out all the reasons and factors for celebrating the festival.The teacher can guide the students with the following questions:
Now we have already found the main reasons
48、 why people celebrate festivals. However,there are
five paragraphs in this text and each paragraph includes some information that could answer the
question: Why do we celebrate festivals? Now please read the text again and find out all the influencing factors that encourage people to celebrate
49、 festivals. Here are some questions for you to think about:
①Why do people celebrate the harvest festivals?
②What role do customs and traditions play in festivals? Do you think they are also the reasons for celebrating festivals? Why?
③Why did the writer mention the commercialisation of fes
50、tivals? How is it influencing people's way of celebrating festivals?
④What are some other reasons for celebrating festivals?
Answers:
①People celebrate the harvest festivals to express their gratitude to nature.
②Customs and traditions are very important and they are also the reasons for
51、 celebrating festivals.
③People follow customs and sometimes even establish new traditions to celebrate the festivals.
④The commercialisation of festivals can influence people's decisions to spend more money on festival, which can be considered as an encouragement to celebrate festivals.
Th
52、e other reasons for celebrating festivals can include people's religious beliefs, personal interests, or hobbies, etc.
Activity 3
1. Look for topic sentences.The reading strategy in the box on the right of student reading activity 3. The
teacher can check whether the students' understanding
53、 of the strategy is accurate or not by the following questions.
9
*Do you know how to identify the main idea of each paragraph?
*Where can we usually find the “topic sentence”?
Ss read the text again and complete the activity independently.When checking the answers, students should rea
54、d the complete topic sentence.
Activity 4
1. Explore the roots of the festival.Students have a group discussion around the first question in activity
4. Teachers can inspire students to think and express their opinions through a series of questions, such as:
When we talk about festivals,
55、 we may think of many different kinds of festivals around the
world.Their names, origins, celebration activities can be quite different. However, since festivals exist in
every country and culture, there must be some similarities. What are they? Please discuss these questions with your partner
56、 and share your ideas.
* What do you think most festivals seem to have in common? Can you give some examples to illustrate your opinion?
* What do you think are the most important things in most festivals?
*Why do you think people around the world find these things important? Do they have s
57、omething to do with the human history/social life/people’s spiritual needs?
After finishing the discussion,T asks different group to tell their opinions.
2. Discuss the changes of festival customs.Teacher's question "What festival customs have already faded
away?"Let the students brainstorm
58、 about the festivals and traditions that are gradually withdrawing from modern life. Then write down what the students have said on the blackboard.
Customs that have
Reasons why they have
Festivals
Your feelings
already faded away
disappeared
After the discussion, the teacher
59、 may call in different groups to report.When students report, teachers
should use courseware or blackboard to present some expressions for students' reference, such as: *People in…used to…during…，but now…
*Nowadays people no longer…
10
*I think it is because…
*People have given up t
60、he custom of…in order to…
*As for the custom of…，I…
*I think I would love to…
Activity 5
1. Comment on the commercialization of festivals.Students discuss the third question in activity 4 in
small groups.Before the discussion, the teacher should remind the students to find relevant st
61、atements
from the text and draw a conclusion by analyzing the author's wording.In addition, teachers can also let students express their true feelings and views on the commercialization of festivals.
2. T share their views on this issue: During Festival, the happiest moment for my parents is w
62、hen all the
children and grandchildren come back home, chatting and preparing the big family dinner
together.These years, we often have our family dinner in restaurants. However, the splendid dishes in a restaurant do not bring so many joyful and sweet memories to all the family members.
On
63、 Mother's Day, my child’s special gift hand -made with love and care is always my favourite.So you see, sometimes the best gifts don't cost much.
Step 4 Analyzing discourse structure
Activity 6
1.Students discuss in pairs, analyze the structure of the discourse by drawing a mind map, and de
64、monstrate the textual structure and logical level of the discourse.
11
Step 5 Understanding difficulties
Read the text again and find some sentences or expressions that you find difficult to understand.Teachers
can also ask students to find some subtle sentence patterns and express
65、ions in the text and encourage
them to use them in writing.According to the students' feedback, the teacher will write some typical sentences on the blackboard.Such as:
*wide range of origins(= a great number of different origins, many kinds of origins)
*It featured a parade and a great fea
66、st with music, dancing, and sports. (=A parade and a great feast with music, dancing, and sports were included as important parts of the Egyptian harvest festival.)
*.. some traditions may fade away and others may be established.(= Some traditions may disappear gradually, while other new traditions may come into being.）
Step 6 Practice
(1) Listen and follow the tape.The teacher may remind the students to pay attention to the meaning and
usage of the black words in the context, so as
高中英語必修三Unit 1 Festivals and Celebrations 全單元教學(xué)設(shè)計(jì)
