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人教版英语必修三-Unit-1-全单元教案

Unit 1 Festivals around the world

I．教学内容分析

本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。

Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。

Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。

Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。

Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。

Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。

Using Language 部分中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。

Learning Tip部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。

II．教学重点和难点

1. 教学重点

(1) 本单元的生词和短语；

(2) 掌握一些情态动词的基本用法；

(3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等。

2. 教学难点

(1) 增进学生对中国节日的理解，了解和感悟外国的节日；

(2) 提高学生的社会文化素质，加强跨国文化素质；

(3) 培养学生运用资源策略。

本单元建议分七课时：

第一、二课时：Warming up, Pre-reading, Reading & Comprehending

第三、四课时：Learning about Language

第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook)

第六课时：Reading (Using Language) & Reading task (Workbook)

第七课时：Speaking task (Workbook), Writing (Using Language) & Summing Up

IV．教学步骤：

Period 1&2 Warming up, Pre-reading, R eading & Comprehending

Teaching Goals:

1. To arouse Ss’ interest in learning abou t the festivals around the world.

2. To improve S s’ listening ability.

3. To train S s’ speaking ability.

Teaching Procedures:

Step 1. Leading-in

Purpose: To activate Ss and arouse them to express their opinions about a festival.

Lead Ss to the content of this unit. Teacher may say, “Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.”

Step 2. Warming Up

1. Ask Ss to turn to P1 and work in groups to complete the form on P1.

2. Ask Ss to discuss festivals they have filled in the form and their importance to the society. After that, ask Ss to present their opinions to all classmates.

Step 3. Pre-listening

Purpose: To help Ss learn about the context of the Listening text.

Ask Ss to talk about the following questions to get them prepared to listen to the reading text.

1. How many ancient festivals do you know?

2. Are foreign festivals different from Chinese festivals? In what part?

Step 4. Listening

Purpose: To get the main information in the listening part.

To develop Ss’ listening ability

To learn some information about the festivals around the world.

Ask Ss to listen to the tape, focus on the subjects mentioned in the passage and then answer the following question.

1.How many kinds of festivals were mentioned in the text?

Suggested Answers:

1. Festivals of the dead are for honoring or satisfying dead ancestors or others, who

some people believe might return to help or harm living people.

2. Autumn festivals are happy events because people are thankful that food is ready for

winter and the hard farm work is finished.

3. At spring festivals, people usually have dances, carnivals and other activities to

celebrate the end of winter and the coming of spring.

4. It is important to have festivals and celebrations so we can enjoy life / be proud of our

customs / forget our work for a little while.

5. The Chinese, Japanese and Mexican festivals of the dead all have customs to honour

the dead. The Chinese and Japanese go to clean their ancestors’graves, and the

Mexican offer food, flowers and gifts to the dead. However, there are some

differences. The Mexicans eat special food that looks like bones, something the

Chinese and Japanese do not do.

Step 7. Intensive reading

1. Ask Ss to read the text carefully and sum up the main idea of each part.

2. Discuss in pairs which festivals you think are the most important and which are the most fun.

Suggested Answers:

celebration, religious, Christians, origin, custom, as though, have a fun with, belief

Step 3. Grammar point

1. Explain for Ss the grammar point: the modal verb

(1) can/could 可以表示能力、许诺、请求或某种可能性，could还可用于：

①提出委婉的请求，（注意在回答中不可用could）。例如：

—Could I have the television on? 我能看电视吗？

—Yes, you can. / No, you can't. 可以/不可以。

②在否定句、疑问句中表示推测或怀疑。例如：

He couldn't be a bad man. 他不大可能是坏人

(2) may/might 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。

might 表示推测时，不表示时态，只是可能性比may 小。

(3) will/would 克表示请求、许诺、同意、过去的习惯等。但需要注意：

①would like；would like to do = want to 想要，为固定搭配。例如：

Would you like to go with me? 想和我一块去吗？

②Will you…?Would you like…? 表示肯定含义的请求劝说时，疑问句中一般用some,

而不是any。例如：

Would you like some cake? 吃点蛋糕吧。

③否定结构中用will，一般不用would, won't you是一种委婉语气。

Won't you sit down? 你不坐下吗？

(4) shall/should可以表示推测、判断或建议。shall指现在，should指过去。

(5) must/can’t指推测或猜想must用在肯定句中表示较有把握的推测，意为“一定”，否定推测用can't。

2. Ask Ss to find at least four sentences which use modal verbs in the reading text and translate them into Chinese. See who can make the best translation.

Suggested Answers:

(1)… when they can dress up and go to their neighbors’ homes and ask for sweets. (line 9, part 2)

那时他们可以化装并去邻居家要糖果。

(2)Some people might win awards for their , …(line 4, part 4)

一些人可能会因他们的……而获奖。

(3)… and may give children lucky money in red paper. (line 3, part 5)

也可能给孩子们用红包包起来的压岁钱。

3. Ask Ss to finish Ex3 on P6 and check the answers in pairs.

Step 4. Homework

1.Ask Ss to review what has been learned in this period.

2.Ask Ss to finish the exercises of Using Words And Expressions and Using Structures on

P42～P43.

Period 5 Listening (Using Language) Speaking (Using Language), Listening (Workbook)&

Listening task (Workbook)

Teaching Goals:

1.To develop Ss’ listening ability.

2.To learn more information about festivals.

Teaching Procedures:

Step 1. Listening (Using Language)

1. Ask Ss to discuss the questions with their partners in groups of four and try to give the answers.

(1)What is a Carnival?

(2)What do they usually do in the Carnival Parade?

2. Ask Ss to listen to the tape and try to get the main idea of the listening text.

3. Ask Ss to listen to the tape again and answer the following questions.

(1) What is wrong with Li Mei’s clothing and shoes?

(2) What advice does Carla give Li Mei?

(3) Why is it important for them to have water?

(4) Why is it difficult for them to hear each other?

(5) Why do they p lan to meet at the parking lot at 8 o’clock ?

Suggested Answers:

1)Li Mei’s clothing is too thick and her shoes are not comfortable enough to walk in for a long

time.

2)Carla suggests that Li Mei change her clothes to something comfortable, wear some lighter

and cooler clothing and also take a hat.

3)It is important for them to have water because it is very hot and they will be doing a lot of

walking.

4)It is difficult for them to hear each other because the music is very loud.

5)They plan to meet at the parking lot at 8 o’clock because they might get separated in crowed.

4. Play the tape again for Ss to check their answers.

Step 2. Speaking (Using Language)

Imagine you have just visited your friends in Trinidad and seen the Carnival. Make a phone call to invite your friends to a Chinese festival. In pairs make a conversation of at least five turns each. Be ready to present your conversation to the class.

Step 3. Listening (Workbook)

1. Ask Ss to talk about the following questions.

(1)Do you know what Easter mean?

(2)Do you know how people celebrate Easter?

2. Ask Ss to listen to the tape and try to get the main idea of the listening text.

3. Ask Ss to listen to the tape again and finish Ex2，3 of Listening on P41.

Step 4. Listening task (Workbook)

1.Ask Ss to look at the pictures on P45, and then write the name for each picture below.

2.Ask Ss to listen to the tape again and finish Ex2 of Listening task on P46.

Step 5. Homework

1.Ask Ss to write down the differences between Chinese festivals and western festivals.

2.Ask Ss to preview Reading (Using Language) and Reading task (Workbook).

Period 6 Reading (Using Language) & Reading task (Workbook)

Teaching Goals:

1.To get Ss to learn more about festivals.

2.To improve Ss’ reading ability.

Teaching Procedures:

Step 1. Reading (Using Language)

1. Warming Up

Purpose:To lead Ss to the topic and arouse the Ss’ interest in the reading text.

(1)Ask Ss to make a list of Chinese and Foreign Festivals.

(2) Lead Ss to the topic. Teacher may say, “As we know, there are so many kinds of festivals around the world that we can’t list out all of them. We have talked about two Chinese festivals for the dead. Today we are going to read a sad story, which is to introduce a cross-cultural view of lovers’ festival— Qiqiaojie and Valentine’s Day.”

2. Fast reading

Purpose: To get a brief understanding of the text.

Ask Ss to read the text in five minutes and find out the sentence below are true or false.

(1) The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart.

(2) Because her most lovely daughter got married to a human secretly, the Goddess got very angry.

(3) Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month.

(4) Hu Jin had been waiting for Li Fang for a long time with a gift for him.

Suggested Answers:

(1) F (2) T (3) F (4) T

3. Intensive reading

Purpose: To get Ss to have some details in the text.

1.Ask Ss to read the text carefully and answer five questions under the reading text. And then

ask some Ss to explain their answers to the class.

2.Ask Ss to go through the text, and find out the following sentences and analyze them.

(1)It was Valentine’s Day and Hu Jin had said she would meet him at the coffee shop after work.

But she didn’t turn up.

(2) She said she would be there at seven o’clock, and he thought she would keep her word.

(3) Well, he was not going to hold his breath for her to apologize.

(4) He would drown his sadness in coffee.

(5) It was obvious that the manager of the coffee shop was waiting for Li Fang to leave.

(6) Finding that Zhinv was heart-broken, her mother finally decided to let the couple cross the Milky Way to meet once a year.

4. Writing

Purpose: to practice Ss’ retelling and writing ability.

(1) Ask Ss to retell the story between Hu Jin and Li Fang, according to the text.

(2) Ask Ss to read the text again and discuss the following question.

①What will Hu Jin say when she finds out later that the flowers and chocolate are

gone?

②If Li Fang’s problem is solved, will he be happy or sad?

(3) Ask Ss to write a different ending to the story of Li Fang. They may begin with:

As he sadly passed the tea shop on the corner on his way…

Step 2. Reading task (Workbook)

Purpose: To introduce to Ss the Winter Carnival in Quebec。

To further Ss’ understanding of the reasons that people need to have festivals.

1. Warming Up

Ask Ss to look at the following pictures and discuss the following questions.

(1) Do you know what they are?

(2)How do the people celebrate in the pictures?

(3)When do they celebrate?

2. Fast reading

(1)Ask Ss to listen to the tape and try to get the main idea of the text.

(2)Ask Ss to read the text quickly and answer the following questions

①In which person is the text written?

人教版高一英语必修三 unit 2 _教案

教学过程一、课堂导入学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。二、复习预习教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。三、知识讲解考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)

What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.

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龙文教育学科老师个性化教案教师学生姓名上课日期学科英语年级教材版本人教版学案主题必修一unit 1 课时数量（全程或具体时间）第（1）课时授课时段教学目标教学内容必修一unit 1个性化学习问题解决必修一unit 1 教学重点、难点难点：词汇重点：词汇教学过程一．词汇单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）

German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历

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He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

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