高中英語必修三Unit 1 Festivals and Celebrations 全單元教學設(shè)計

1、普通高中語（2019 版）必修第三Unit 1 Festivals and Celebrations Period 1 Listening and speaking 教學設(shè)計本板塊的活動主題是談節(jié)日活（ about festival ）主要是貼近學生日常生活的角度來切入節(jié)日”主題。學會聽到發(fā)生在三個國家不同節(jié)日場景下的簡短對話，對話中的人們正在參與或?qū)⒁H歷不同的慶?；顒印ｋS著全球化的進程加速，國際交流日益頻繁，無論是國人出國門還是外國友人訪問中國，都已成為司空見慣的事情。因此，該板塊所選取的三個典型節(jié)日場都是屬于跨文化交際語境僅組話中的人物來自不同的文化背景話者的身份和關(guān)系也不盡同。1. M

2、aster the 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 activities held to celebrate them and the significance of these activities;3

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 different traditional festivals around the world;5.Review the common assimilation ph

4、enomenon in English phonetics, distinguish the assimilated phonemes the natural language flow, and consciously use the assimilation skill in oral expression.Importance:1. Guide students to pay attention to attitude of speaker the process of listening, and identify the relationship the characters;2.

5、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 speakers attitude, accurately identify the relationship between the characters.1. To understand the origin of tradi

6、tional festivals in world, the celebration activities (customs) of these festivals and the meaning these activities;2. Talk about holiday celebrations;3. Preview: understand the new according to context.Step 1 Lead-Teachers talk about worlds traditional festivals, such as the Lantern Festival China,

7、 adults day in foreign countries, carnival and so on.Step 2 Watching and talkingActivity 1 Teacher let Ss look at some pictures about festival activities. During talking about these activities,teachers background knowledge about festivals.Questions:What festivals the pictures show us? which country

8、you think people celebrate each festival?How do people celebrate festival? Ask Ss to choose words or phrases the to celebrate festival. Teachers students to use these blocks learn to describe holiday activities in groups. For ：On the -ofAge Day,young girls Japan would wear traditional costumes.One o

9、f the most important activities during the Lantern Festival is to guess riddles.During the Rio Carnival, wonderful dances. The teacher asked students report the results of group lecture.Ask questions:What people to celebrate Chinese Lantern festival?Who celebrate - Age What do they to celebrate What

10、 you expect to see to the Rio Carnival? Learn some words phrases the Step 3 ListeningActivity 2 Teacher to read “Listen for relationships ,In pairs, discuss how to identify relationshipsbetween people based on their tone and content.The teacher can provide the following questions to inspire students

11、 to discuss.What a tour guide usually to a tour group?What expressions are frequently used? What questions does an interviewer usually ask during interview?What reporter or do if he/she wants to interview tourist?How do a friends usually talk?2.Some group representatives are invited to communicate a

12、nd speak class.3.Teacher play the listening tape for Ss to listen and write the order of the conversations next to the names the festivals.4.Play the tape again,Ss match each conversation the relationship the speakers.5.Check the answers with class.(When checking the answers, the teacher can ask the

13、 students withrelatively weak listening ability to answer the questions with less difficulty.If their answers are correct, the other students have difficulty understanding.)Activity 34 Teacher to look the tasks requirements of activity 3. Then read the main ideas thethree dialogues.(Guide the studen

14、ts to guess and in the words according to the context. Let thestudents analyze the English syntactic structure based on the meaning of the sentence and make reasonable inferences.) Teacher plays the tape for the second time.After listening to the tape, students discuss the answers in pairs. Then cla

15、ss communicates and checks the answers. Teacher Ss listen to tape for the third time(Before the teacher plays the recording for third time, the teacher should prepare the students to take notes and them to key words, especially phrasal verbs.). listen to the for third time.Step 4 SpeakingActivity 5

16、Lead the dialogue by asking questions.Let Ss understand to discuss their favourite festivals and give their reasons.E.g.Conversation 1T:Which the three festivals do you like best?S1:I think -Age Day the interesting. is it favourite?S1:Because I like to see dressed up in their colourful traditional k

17、imonos.Conversation 2T:Which the three festivals attracts most?S2:The Chinese Lantern Festival.T:I suppose you like yuanxiao,the sweet dumplings.S2:Not only that. I especially like guessing riddles m good at it. Follow the of conversation in activity work pairs to discuss your favorite holiday expla

18、in why.After the discussion, the teacher asks some groups the dialogue.Step 5 ActingOne student plays the role of a journalist. The other three students play the roles of the characters thelistening dialogue. They are Japanese girl attending the coming - age ceremony, girl attendingthe Rio carnival,

19、 and tourist visiting China.The following questions be in the interview: What is purpose of this festival?How do you usually celebrate this festival?What you like best about this festival?Step 6 Pronunciation1.Help Ss recognize speech assimilation.(1) Teacher plays the recording of activity 1 and as

20、ks the students to pay attention to the pronunciation changes of bold letters while listening.(2)Teacher organizes students carry activities in pairs: the teacher plays recording, one personin the group reads after the words phrases activity 1, the other person compares the pronunciationof the recor

21、ding with that of his partner carefully, and points out the pronunciation problem hispartner there is any difference.Then switch roles, listen to tape again and complete the task. 2.Let imitation and read.(1) Teachers guide students to understand the requirements of activity 2.Listen the before, the

22、teacher ask questions for students to think: motorcycle the consonants in bold pronounced the same as word in a sentence (2)Teacher plays the tape for first time. students after sentences in activity (3)Teacher plays the tape for second time, the students repeat the sentence again, and then discussw

23、ith their partners the differences the pronunciation of the boldface consonants in andthe 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 thediscussion on phonetic assim

24、ilation.The teacher supplements and corrects the students conclusion,explains it appropriately, writes assimilation pronunciation in sentences on the blackboard or presents it to the students through the courseware.3.If there is time, teachers can focus the following.The forms of speech assimilation

25、 be divided into several kinds. According to the direction in whichthe two sounds are affected, they can be divided into forward assimilation, reverse assimilation andinteractive assimilation.Turbid assimilation refers to the turbid property of assimilated sound whichbecomes turbid or turbid becomes

26、 consistent with assimilated sound.The forms of assimilation can also be divided into complete assimilation and partial assimilation,such as: 7 Listening and talkingActivity 61.Learn the new words about the festivals.2.Look at the pictures predict what festival Song and Max are going to talk about.3

27、.Listen answer the questions.What festival talking about?What did Maxs mother cook?What did Max do during the festival?What did Max and his family do during after the dinner?What was the best part of festival?4.Listen again and check the answers with class.Answers: experiences.Roast turkey,mashed po

28、tatoes and Christmas pudding, helped decorate the Christmas tree and put presents under it,then helped his prepare for the family dinner.During dinner they shared stories and told jokes,afterwards they played games,opened their presents. best part opening their presents on Christmas morning.5.Listen

29、 again and tick phrases that Max or Song Lin uses.Then check the answers with class. 6.Have a conversation with the of these questions:What is recent festival you have had?How did you celebrate How do you feel about festival? Why?Step 8 Homework Read the passage again and understand the culture a -c

30、ultural perspective. the new words and learn the usages of 、通過本節(jié)內(nèi)容學習生否理解發(fā)生在三個國家不同節(jié)日場景下的簡短對話中的人們 正在參與或?qū)⒁H歷不同的慶?；顒?；、通過本節(jié)內(nèi)容學習，學生能否辨別對話中人物之間的關(guān)系；、通過本節(jié)內(nèi)容學習，學生能否掌握聽力理訓練中的聽力策略。Period 2 Reading and thinking 教設(shè)計該板塊的活動主題是探節(jié)日與慶典的緣( Discover the reasons for festivals and celebrations),是前面聽說板塊主題內(nèi)容的延,展示幾個不同節(jié)日的場景過渡

31、到探討人們?yōu)楹螝g慶節(jié)日世界各地的人們慶祝節(jié)日的現(xiàn)象追根溯源進而談?wù)摴?jié)日的傳承與發(fā)展變化日在于啟發(fā)學生的深層思考體 會節(jié)日文化的內(nèi)在實感悟世各國人民共同的精神追求和美好愿望。1. the essays with the theme of why we celebrate festivals, analyze the discourse structure andtextual logic of essays, understand the development and changes of festival customs, and understand the connotation sig

32、nificance of festivals;2. Guide students to find the sentence quickly and accurately according the characteristics of 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, out,an

33、alyze refine the spiritual connotation of festivals, and understand the common emotional spiritual pursuit people all over the world.Importance:1. Guide students to find the sentence quickly and accurately according the characteristics of text;2. Guide students to correctly understand master the new

34、 vocabulary in the reading text;3. Guide students to understand the festival culture of different countries and nationalities, out,analyze refine the spiritual connotation of festivals, and understand the common emotional spiritual pursuit people all over the world.Difficulties:1. To analyze the dis

35、course structure and textual logic of argumentation, understand the development and change of festival customs, understand the connotation significance of festivals;2. Guide students to understand the festival culture of different countries and nationalities, analyze andrefine spiritual connotation

36、of festivals, and understand the common emotional and spiritual pursuit of people over the world.1. the text in advance and understand the meaning of words in the text according to the context or the dictionary;2. Find the topic sentence of each paragraph according the text content, and understand t

37、he content of the article;3. Find out the long and difficult sentences, analyze the sentence structure, and make notes of the sentences you dont understand.Step 1 -Activity 11.In groups,Ss discuss celebrations festivals family answer the following questions and fill in the table.Q1: What festivals d

38、o you celebrate your family each year? do you think people celebrate different festivals? of festivals Reasons for celebrating the festivals Ss look at the two pictures in the passage.Students say the English name of the festival and the basis their judgment according to the situation, objects words

39、 presented in two pictures.Q: What festivals the two pictures about? How do you know? Based on title of article and the illustrations the passage, the students guess what theauthor may talking The teacher can individual students express their opinions the points mentioned on the blackboard.Step 2 Re

40、adingActivity 2 Students with we celebrate festivals?The teacher present the following sentences for the students in after reading:People over the celebrate different festivals because:*they like to_.*festivals _. After the students have filled in the blanks, the teachers students check the answers.

41、T: at thepassage again. Lets find out the reasons and factors for celebrating the festival.The teacher guide the students the following questions:Now we have already found the main reasons people celebrate festivals. However,there arefive paragraphs in this text and each paragraph includes some info

42、rmation that could answer thequestion: Why do we celebrate festivals? Now please read text again and find out the influencing factors that encourage people celebrate festivals. Here are some questions for you think about:Why do people celebrate the harvest festivals?What role do customs and traditio

43、ns in festivals? Do think are the reasons for celebrating festivals? Why?Why the writer mention the commercialisation of festivals? How is influencing peoples way of celebrating festivals?What some other reasons for celebrating festivals?Answers: celebrate harvest festivals to express their gratitud

44、e nature. and traditions very important and they also the reasons for celebrating festivals. follow customs and sometimes even establish new traditions celebrate the festivals. commercialisation of festivals can influence peoples decisions to spend more money on festival, which considered as an enco

45、uragement to celebrate festivals.The other reasons for celebrating festivals can include peoples religious beliefs, personal interests, or hobbies, Activity 3 Look for topic sentences.The reading strategy in the the of student reading activity 3. Theteacher check whether the students understanding o

46、f the strategy accurate or the following questions.*Do you know to identify main idea of each paragraph?*Where we usually find the “topic sentence”?Ss read the text again and complete the activity independently.When checking the answers, students should read the complete sentence. 4 Explore the root

47、s of the festival.Students group discussion around the first question in activity4. Teachers can inspire students think and express their opinions through a of questions, such as: we talk about festivals, may think of different kinds of festivals around theworld.Their names, celebration activities b

48、e quite different. However, since festivals every country and culture, similarities. What are they? Please discuss these questions with your partner and share your ideas.* do you think festivals seem have in common? Can you to illustrate your opinion?* do you think are important things in most festi

49、vals? you think people around the world find these things important? Do have something to do with the human history/social life/peoples spiritual needs?After finishing the discussion,T asks different group to tell their opinions. Discuss the changes of festival customs.Teachers question What festiva

50、l customs have already fadedaway?Let the students brainstorm about festivals traditions that are gradually withdrawing from modern life. Then write down the students have said the blackboard.Customs that Reasons they FestivalsYour feelingsalready faded awaydisappearedAfter the discussion, the teache

51、r may in different groups report.When students report, teachersshould use courseware or blackboard to present expressions for students reference, such as: *People toduring， now*Nowadays people no *I think because*People have given up of order *As for of，I*I think would love toActivity 5 Comment on t

52、he commercialization festivals.Students discuss the third question in activity 4 insmall groups.Before the discussion, the teacher should the students find relevant statementsfrom the and draw a conclusion by analyzing authors wording.In addition, teachers can let students express their true feeling

53、s views on commercialization of festivals. T share their views on this issue: During Festival, the happiest moment parents is when thechildren and grandchildren come back home, chatting and preparing the big family dinnertogether.These years, we often have our family dinner restaurants. However, the

54、 splendid dishes restaurant do not bring so many joyful and sweet memories to the family members.On Mothers Day, my childs special hand made love and care is always favourite.So you see, the best dont cost much.Step 4 Analyzing discourse structureActivity 61.Students discuss in pairs, analyze the st

55、ructure of the discourse by drawing a mind map, and demonstrate the textual structure logical the discourse.Step 5 Understanding difficultiesRead the text again find some sentences or expressions that find difficult to understand.Teacherscan also students to find subtle sentence patterns and express

56、ions in text and encouragethem 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 of different origins, kinds of *It featured parade and a feast with music, dancing, and sports. (=A parad

57、e and a feast with music, dancing, and sports were included as important parts of the Egyptian harvest festival.)*. some traditions fade away and others be established.(= traditions disappear gradually, while other new traditions may come into Step 6 Practice(1) Listen and follow the tape.The teache

58、r may the students attention to andusage the black words in the context, as to prepare for completion of the blanks in activity and vocabulary exercises in the exercise book.(2) Students complete the of activity 5 themselves.The teacher needs to remind the students to the blanks with the correct for

59、m of vocabulary they learned the text.Students their answers with their partners, and then teachers students check their answers.(3)Finish the Ex in Activity 5 of students book.Step 7 Homework1. the again, depth understanding of the text;2. Discuss the origin of festivals, the historical changes of

60、related customs, the influence of commercial society festivals and the connotation essential meaning of festivals.3. relevant exercises the plan.、通過本節(jié)內(nèi)容學習，學生是否理解和掌握閱讀文本中的新詞匯的意義與用法；、通過本節(jié)內(nèi)容學習，學生能否結(jié)合文本特點快速而準確地找到主題句；、通過本節(jié)內(nèi)容學習生能否理清論說文的語篇結(jié)構(gòu)和文本邏輯了解節(jié)日風俗展與變遷悟 節(jié)日的內(nèi)涵與意義。Period 3 Useful Structure教學設(shè)計The theme o