人教版高中英语必修三 Unit1 单元总览全面版

Unit1 名师单元总览

第一部分单元总览

1. 教材解读

本单元以节日为中心话题，通过大量的听读练习，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识，同时可启迪学生继承和保护传统文化的意识；

同时，结合情态动词的学习和节日的庆祝及介绍涵盖了课程标准24个话题项目中的节假日活动Festivals, holiday and celebrations、人际关系Interpersonal relationships、计划与愿望Plans and intentions、语言学习Language learning、兴趣与爱好中的socializing和家庭朋友与周围的人中friends等话题，以及68个功能意念项目中的打电话Making phone calls、邀请Invitation、感谢Thanks、介绍Introduction、请求允许Asking for permission、接受与拒绝acceptance and refusal、劝告Advice与建议Suggestions等项目，让学生在话题情景中复习、巩固和运用打电话、邀请和感谢的表达法，并在语境中理解和掌握情态动词的用法；

本单元的输出任务中，除要求学生能够根据听读内容独立或合作完成有关理解任务外，还要求学生根据情景编练多段对话，并根据阅读文章写一个不同的结局，以表达自己的观点和想法，同时要求学生创编并介绍节日，以及编写节日指导小册子等，既涵盖了丰富的口笔头运用练习，又传递和启发了学生的学习策略和创造性思维。

1.1 Warming Up 旨在通过表格引导学生进行小组讨论并列举出四个我国节日的名称、日期、庆祝内容和民俗。这是新年后开学的第一课，可用刚刚过去的某一节日为话题，如春节、元宵节等，导入学生对节日的讨论。这样从学生自己的经历谈起，再扩展到别的节日以及外国的重要节日，可激活学生关于节日的背景知识，同时激发学生的兴趣，为本单元的学习做好准备。

1.2 Pre-reading是Reading 的热身活动。通过问题1引导学生思考并讨论自己最喜欢的节日及欢度方式（活动、音乐、场景、实物以及拜访亲友等），进而增强学生对节日的认识，以便为阅读中如何捕捉文章信息作好铺垫。问题2则引导学生通过标题和图片预测短文内容，激活学生的思维，调动学生的学习兴趣，同时

对学生进行阅读策略的指导。

1.3 Reading 的五段小短文分别介绍节日的起源、亡灵节、纪念名人的节日、丰收节、春天的节日等，让学生了解各种节日的由来及其存在的意义。阅读文章中负载有Festivals的重要信息，包含了本单元学习目标中绝大多数的词汇、句型和主要的语法---情态动词的用法，理应作为重点材料来处理。教学时，可首先引导学生进行整体阅读和理解，并引导学生分析理解长句、难句和复杂句，再通过上下文来引导学生理解、掌握和运用词汇、句型及语法。

1.4 Comprehending部分的四项练习对理解和思维训练层层递进，既是用来帮助学生更好地理解阅读内容的，又是对学生阅读策略的引导和训练，更是对学生语言表达能力和思维能力的训练。教学中，可根据学生实际，对四项练习进行一定的调整组合，也可添加设计和安排其他一些阅读理解练习。

练习1：通过表格的形式引导学生对文中所介绍节日的梳理和分类，帮助学生对课文内容进行全面的理解。教学时，可根据学生实际将表格更加细化，或引导学生自己制作表格，对每一类节日和庆祝活动进行对比分析。

练习2：要求学生根据课文内容回答五个问题，既有细节理解的问题（1-3），又有整体把握的问题（4），还有对比分析的问题（5）。教学时，可根据学生的实际，分阶段分层次完成相关问题，并引导学生运用阅读策略，快速查找所需信息。

练习3：要求学生通过小组讨论的形式找出不同节日的共同点，以及节日对世界各地人民的重要意义，一方面训练学生的阅读与表达能力，以及阅读理解策略，另一方面训练学生的合作学习能力和分析与综合能力。寻找不同节日的共同点与练习2中的问题4一样涉及到对文章中心大意的理解与把握，教学时可与之结合进行。

练习4：要求学生讨论哪些节日是最重要的，哪些是最有趣的，这就要求学生不仅要温习文章内容而且要结合实际阐述自己的想法，这不仅训练学生对文章内容的深层理解能力，而且训练他们举一反三的归纳和推理能力，同时发掘学生的思维能力和语言表达能力。本练习涉及对比分析不同的节日，可与练习2中的问题5结合进行，并放在其之后。

1.5 Learning about Language 分词汇学习和语法学习两部分。

其中，Discovering useful words and expressions是本单元的词汇学习，练习1

通过词的后缀训练不同词类之间的相互转换，并提倡使用词典，体现了很强的学习策略意识（归类识记、工具利用）；练习2的选词填空则利用语篇集中训练学生对本单元一些重点词汇的理解与运用，目的是让学生熟悉这些词汇；练习3则通过十个句子训练学生对重点单词短语的理解与运用，所给句子或是引文或是谚语，要求使用所给词汇的适当形式，且建议对比相关汉语成语或谚语，既培养学生对句子结构整体把握的意识，提升学生文化修养，又启迪学生的跨文化意识。

Discovering useful structures 引导学生以文章内容为载体，在语境中去领悟、分析和熟悉情态动词的含义和用法。练习1要求学生从课文中去发现和分析情态动词的含义和用法，并向同伴解释；练习2则引导学生利用提示，通过小组讨论的形式，分类分析和领悟情态动词的更多用法和含义；练习3要求学生运用情态动词进行对话练习，引导他们在语境中熟悉和运用情态动词。三个练习层层推进，引导学生在语境中逐步理解、掌握和运用情态动词，充分体现了以交际功能为特征的功能语法训练理念，充分体现了新教材话题、功能、结构相结合的特点。为便于学生更好地理解和运用情态动词，教学中，可设计和运用相关练习，引导学生进一步把握情态动词的使用特点和规律。

1.6 Using Language 部分让学生运用本单元所学的语言知识和课文内容进行听说读写的全面运用和综合训练。

1.6.1 Listening & speaking 通过听几位学生参加Trinidad Carnival 节日游行的两段对话，让学生了解国外狂欢节的情况，并体会参加节日游行的真实情景。其中，练习1是听前准备活动，要求学生看图讨论有关狂欢节的知识，并预测参加狂欢节可能遇到的问题，既引导听力训练策略，又激活学生思维；练习2要求学生听完对话后回答两组问题，问题的内容则集中于中外学生一起参加狂欢节的一些具体情景及所遇到的困难和问题，如着装、饮水、噪音及见面的时间地点等，引导学生在听力训练中如何把握相关信息。练习3是综合创造性活动，要求学生编写一段电话对话，邀请外国朋友来参加一个中国节日，突出交际用语功能和语境中恰当使用情态动词的训练。这样，既训练了学生的听力，又在语境中训练了学生的语言运用能力，还通过问题解决的方式训练了学生的分析能力、语言表达能力和创造思维能力。

1.6.2 Reading and Writing中的Reading是发生在西方情人节的一个令人伤心的

爱情故事，其中又穿插了一个中国“七巧节”的故事，这样的中西结合再次体现跨文化意识，同时引发学生对中西文化的对比和思考。阅读后的问题讨论不仅帮助学生理解文章主旨大意，更重要的是激发学生的创造性思维。当然，也可根据学生的实际情况，在教学时设计添加部分细节理解（结合重点词汇短语的理解和运用）和进一步启发思维的练习和讨论，既完成单元学习目标中的重点词汇与短语的学习任务，又为后面的写作练习做好铺垫、打好基础。

1.6.3 Reading and Writing中的Writing任务则是要求学生根据上面阅读文章的内容续写一个文章结尾，让学生通过思考写出自己的思想和自己的做法，并引导学生寻求解决问题的不同途径和方法，同时又通过写作时一些值得思考的问题的提示，为学生搭建脚手架，帮助学生完成写作构思。

1.7单元后面的Summing up引导学生根据提示完成单元自我总结和评估与反思，进一步培养学生的责任意识和学习策略；Learning Tip对学生的进一步学习提出建议，旨在培养其运用语言资源的意识和能力，形成和运用学习策略；Reading for fun的一首有关圣诞老人的小诗则为学生提供了扩展语言阅读及跨文化意识的载体，同时也可引导和培养学生正确的价值观念和道德情感。总之，通过本单元的系统学习，让学生了解世界各国的节日及民俗，学习有关节日的词汇，并能够丰富语言知识，提升用英语表达观点的能力，同时提升学生的阅读素养和传承优秀文化的意识。

2. 教学目标（单元总述）

2.1 Knowledge aim-知识目标（含学习策略及思维品质培养）

2.1.1 Guide Ss to learn to use the key words & expressions, sentence patterns and grammar item Modal verbs in the proper context or language environments

2.1.2 Guide Ss to learn about different cultures in the world and experience the culture shock

2.2 Ability aim-能力目标（语言能力、学习能力）

2.2.1 Enable Ss to get to know some information about festivals & celebrations and talk about Chinese festivals and customs in English

2.2.2 Enable Ss to get familiar with the ways to express request, invitation and

thanks with the use of Modal verbs

2.2.3 Guide Ss to write different endings to the story and write an introduction to a Chinese festival

2.2.4 Enable Ss to use the proper learning strategies and promote their reading literacy

2.3 Emotional aim-情感目标（思维品质、文化品格）

2.3.1 Cultivate Ss’ cross-cultural awareness and the awareness to keep and pass on the Chinese tradition

2.3.2 Activate S s’ critical & creative thinking while learning

3. 教学内容（单元总述，贴标签）

3.1.Chunk (Words ＆Expressions-重点单词及短语）

3.1.1 Important words and expressions:

religious, belief, trick, gain, gather, award, admire, permission, apologize, obvious, remind, starve, drown, wipe, weep, forgive, observe, satisfy, lead;

take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with, turn up, keep one’s word, hold one’s breath, set off, remind … of …

3.1.1.1 For applying: beauty, harvest, celebration, hunter, starve, origin, religious, feast, belief, trick, poet, arrival, gain, gather, award, admire, lunar, clothing, custom, fool, worldwide, permission, parking, apologize, drown, sadness, obvious, wipe, weave, weep, remind, forgive, satisfy, lead

3.1.1.2 For comprehending：seasonal, ancestor, grave, bone, independence, independent, agriculture, agricultural, produce, energetic, necessity, prediction, fashion, herd, announcer

3.1.1.3 For recognizing: Obon, incense, Mexico, skull, Halloween, Columbus, rooster, Easter, Christian, carnival, Easter, parade, Christian, Jesus, cherry, blossom, rosebud, Trinidad, the Milky Way, magpie, Valentine

3.1.2 Useful expressions:

3.1.2.1 For applying: take place, in memory of, dress up, play a trick on, look forward to, as though, have fun with, turn up, keep one’s word, hold one’s breath, set off, remind…of…, be meant to do sth.

3.1.2.2 For comprehending：day and night, as though, parking lot

3.1.3 Useful suffixes: -ous/-al/-ic(al)/-able/-ent; (a)tion/-sion/-ness/-ence/-al; -fy/-ize

3.1.4 Sentence structures:

3.1.

4.1 For applying:

①Festivals and celebrations of all kinds have been held everywhere since ancient times.P1

②At that time people would starve if food was difficult to find, especially during the cold winter months.P1

③It was obvious that the manager of the coffee shop was waiting for Li Fang to leave…P7

④The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. P2

⑤It is now a children’s festival, when they can dress up and go to their neighbours’ homes to ask for sweets.P2

⑥Some western countries have very exciting carnivals, which take place forty days before Easter, usually in February. P2

3.1.

4.2 For comprehending：

①Discuss when they take place, what they celebrate and what people do at that time. P1

②Today’s festivals have many origins, some religious, some seasonal, and some for special people or events. P1

③They also light lamps and play music because they think that this will lead the ancestors to earth. P2

④The festival of Halloween also had its origin in old beliefs about the return of the spirits of dead people. P2

⑤Based on the reading passage, what do most festivals seem to have in common? P3

⑥However big the fool, there is always a bigger fool to admire him. P4

⑦“I’ll just throw these flowers and chocolates away. I don’t want them to remind me of her." So he did. P7

⑧Everyone who comes must be prepared tokeep moving, as it is too cold to stand and watch for long. P44

⑨…and if you were to fall in, you would freeze in less than two minutes.P44

⑩If you could go to the Quebec Carnival, what things would you put on the poster?

3.2 Grammar-语法（语法及运用）

Modal verbs: can/could may/might will/would shall/should must/can’t

①Most ancient festivals would celebrate the end of cold weather, …

②Sometimes celebrations would be held after hunters had caught animals.

③At that time people would starve if food was difficult to find, …

④… or to satisfy the ancestors, who might return either to help or to do harm.

⑤For the Japanese festival Obon, people should go to clean graves and …

⑥… this will lead the ancestors back to earth.

⑦It is now a children’s festival, when they can dress up and go …

⑧… the children might play a trick on them.

⑨Festival can also be held to honour famous people.

⑩Harvest and Thanksgiving festivals can be vey happy events.

⑾In European countries, people will usually decorate churches …, and will get together…

⑿Some people might win awards for their farm produce, …

⒀At the spring festival in China, people … and may give children luck money in red paper.

⒁These festivals might include parades, dancing in the streets …

⒂The teacher said that we could not leave early. P5

⒃The hunters are lost. They could starve. P5

⒄It was Valentine’s Day and Hu Jin had said she would meet him at the coffee shop after work. P7

⒅She could be with her friends right now laughing at him. P7

⒆She said she would be there at seven o’clock, and he thoug ht she would keep her word. P7

⒇He would drown his sadness in coffee. P7

(21)“We could be like that,” thought Li Fang. P7

(22) Magpies make a bridge of their wings so the couple can cross the river to meet on the seventh day of the seventh lunar month. P7

(23)It’s a fine day today, so I hope you can all meet the one you love. P7

(24) What would he do? … She would never forgive him. This would not be a happy Valentine’s Day! P7

3.3 language-using -语用（文体、话题及功能）

3.3.1 Type of writing文体

3.3.1.1 Narrative: A sad love story & An ending to the story

3.3.1.2 Descriptive writing: Festivals and celebrations

Winter carnival in Quebec

Introducing a festival

Creating a new festival

3.3.1.3 Practical writing: A phone call conversation

A brochure for the new festival

3.3.2 Topics话题：Festivals and celebrations

How festival began

How festivals are celebrated

A sad love story

Winter Carnival in Quebec

3.3.3 Functions功能：

3.3.3.1 Making phone calls打电话

①May I speak to …?

②Can I ring/call back later?

③Hold/Hang on, please.

④I’ll ring him/her up again.

⑤Just a moment, please.

⑥Sorry, he/she isn’t here right now.

3.3.3.2 Invitations 邀请

①I wonder if you are interested in …

②I’d like to invite you to …

③Would you like …?

④Could/Would you please …?

⑤I’m looking forward to …

⑥I’d love/like to, but …

3.3.3.3 Thanks 感谢

①Thank you so much.

②Thanks (a lot).

③That’s very kind of you.

④You’re (most) welcome.

⑤Don’t mention it.

⑥It’s a pleas ure./My pleasure.

3.3.3.4 Talk about festivals 谈论节日

①Festivals are meant to celebrate important events.

②What’s your favorite holiday of the year?

③What festivals or celebrations do you enjoy in your city or town?

④Do you like spending festivals with your family or with your friends?

⑤What part of a festival do you like best——the music, the things to see, the visit or the food?

⑥Festivals and celebrations of all kinds are held everywhere.

⑦Some festivals are held to honor the dead or to satisfy the ancestors.

⑧Festivals can be held as an honor to famous people or the gods.

⑨The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.

⑩Festivals let us enjoy life, be proud of our customs and forget our work for a little while.

4. 教材整合及课时划分建议

4.1 教材整合建议

根据本单元的特点和学生的知识与能力实际，建议将本单元教材做如下整合及安排（当然，也可结合学生的具体实际再做一定的调整与整合）：

4.1.1 口语与听力从话题内容和功能上分析：Warming Up，Workbook中的Listening和Talking，以及Using language中的listening相一致，可以整合成一节任务型“听说课”，旨在激活学生关于节日的认识，引出本单元关于节日的话题，同时启发学生的讨论、思考与表达。（注：也可根据学生情况将Using language 中的listening移至本单元的复习课中作为检测环节用。）

4.1.2阅读训练可将Pre-reading、Reading、Comprehending三个活动整合成一节“阅读理解课”，旨在训练学生的略读(skimming)、查读(scanning)、细读(close reading)、归纳(summarizing)、对比(comparing)、猜测词义(word-guessing)等阅读技巧，培养其把握篇章中心内容、获取关键信息等的阅读理解能力，并且培养学生针对阅读内容表达自己的观点的能力。

4.1.3语言学习结合课文中重点词汇与短语的分析、理解与运用，将Learning about Language与Workbook中的Using words & expressions结合在一起，整合成一节“语言学习课”，旨在培养学生在语境中理解和运用词句的能力。

4.1.4语法学习结合对课文中情态动词的理解，将Discovering useful structures与Workbook中的Using structures和Using language中的Speaking（编

电话对话，邀请朋友参加节日庆祝活动）放在同一节课中处理，整合成一节“语法学习课”，旨在引导学生结合语境理解和运用情态动词。（注：Workbook中的Reading Task则可留做本堂课的作业，供学生课外阅读）

4.1.5 写作课可将Using Language中的Reading & Writing和Workbook中的Listening Task和Speaking task 整合成一节“写作课”，旨在训练学生续写故事结尾和描述节日内容（中国传统节日或学生创造的节日）的能力。（注：也可以重点训练学生续写故事结尾，而将Workbook中的Speaking task中的描述节日内容留做学生的课外作业）

4.1.6 复习课可将Summing up与Workbook中的checking yourself以及Using language中的listening和Workbook中的Reading Task整合成一节“复习课”，旨在引导学生复习总结并检测学生的听力理解和阅读理解能力。（Using language 中的listening和Workbook中的Reading Task可以安排在前面的课时中完成或留做课外作业。同样，Workbook中的Writing Task & Project，可视学生水平安排在本堂课进行或留做作业。）

4.2 课时分配及课型设计建议

1st period Listening & Speaking

2nd period Reading practice

3rd period Reading for using (Learning about Language)

4th period Reading for structure (Learning about grammar)

5th period Reading & Listening for Writing

6th period Consolidation & Revision

人教版高一 英语必修三 unit1 (句型讲解+单词讲解)

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人教版(2019)选择性必修第三册Unit 1 Art 单元基础知识总结及小测-学案(含答案)

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12．outer adj.外表的；外边的；外围的 13．fond adj.喜爱 14．precise adj.准确的；精确的→precisely adv.准确地；精确地；的确如此①15．realistic adj.现实的；逼真的→realism n．逼真；现实主义；务实作风→realist n．现实主义画家(或作家等)；现实主义者 16．humanistic adj.人文主义的→humanity n．人性；人道；(统称)人类17．influential adj.有很大影响力的；有支配力的→influence n．& vt.影响②18．subsequent adj.随后的；后来的；之后的→subsequently adv.随后 Ⅱ.核心短语

高中英语新人教版选择性必修三 Unit 1 Art知识点汇总

高中英语新人教版选择性必修三Unit 1 Art知识点汇 总 【词汇短语】 1. It is hard to give a precise definition. (P2) 很难给出一个明确的定义。 precise /prɪˈsaɪs/ adj. 准确的；精确的 【搭配】 to be precise 确切地说 be precise in 在……方面精确、准确 at that precise moment 就在那一刻 【拓展】 precisely /prɪˈsaɪsli/ adv.准确地；精确地；的确如此 【例句】 我可以相当准确地说出这件事发生的时间。 2. Thus, artists were not interested in painting realistic scenes. (P2) 因此，艺术家们对描绘真实场景并无兴趣。 realistic /ˌriːə'lɪstɪk/ adj. 现实的；逼真的 【搭配】 be realistic about 对……实事求是 【拓展】 realism /'riːəlɪzəm/ n. 逼真；现实主义；务实作风 realist /'riːəlɪst/ n. 现实主义画家（或作家等）；现实主义者 【例句】 我们必须实事求是地估计我们获胜的可能性。 他说话的架势像个现实主义者，但他明显对现实一无所知。

3.In particular, his paintings are set apart from other paintings by their realistic human faces and deep emotional impact. (P2) 他的绘画尤其以逼真人脸和强烈的情感冲击而与众不同。 in particular 尤其；特别（=particularly） 【拓展】 be particular about 对……讲究/挑剔 【例句】 fiction. 他喜欢阅读，尤其是科幻小说。 这位设计师在用色上非常讲究。 4.In particular, his paintings are set apart from other paintings by their realistic human faces and deep emotional impact. (P2) 他的绘画尤其以逼真人脸和强烈的情感冲击而与众不同。 set apart from 使与众不同；使突出；使优于…… 【拓展】 set ... apart ... 分开放，隔离开 set apart for 把（某物）留给…… 【例句】 她的高雅风格使她与其他记者截然不同。 留出两个房间作为图书室。 5.An important breakthrough during this period was the use of perspective by Masaccio (1401–1428). (P2) 这一时期的一项重大突破是马萨乔（1401年—1428年）对透视法的运用。breakthrough /ˈbreɪkθruː/ n. 重大进展；突破 【搭配】

2022_2023学年新教材高中英语Unit1FestivalsandCe学生用书新人教版必修第三册

Section ⅣReading for Writing 每/日/金/句：During the Spring Festival, the children are looking forward to receiving lucky money and playing happily with each other. 春节期间，孩子们盼望着收到压岁钱和一起高兴地玩耍。 精读课文疏通理解障碍 [原文呈现] MY AMAZING NAADAM EXPERIENCE I experienced the Naadam Festival in China's Inner Mongolia Autonomous Region① for the first time② this year. The festival falls on the fourth day of the sixth month of the lunar calendar, usually lasting for three days[1]. Naadam means “games” in Mongolian, and it is represented③by three events④： horse racing⑤， wrestling⑥，and archery, which are all so exciting to watch[2]! [1]动词－ing短语作定语 [2]which引导的非限制性定语从句，先行词为three events。 On the first day, I set off⑦ to the games early with my friend Burin. I saw a lot of people wearing fancy⑧Mongolian robes[3]. Some were feeding their horses, some were practising archery, and others were chatting or taking photographs. Burin told me that Mongolians travel every year from near and far⑨to attend the festival, just as their ancestors had done for centuries[4]. [3]“感官动词＋宾语＋宾补”结构。wear与其逻辑主语people之间为逻辑主谓关系， 故用动词－ing形式作宾补。 [4]just as引导的方式状语从句。just as在句中意为“正如，正像”。 After the opening ceremony⑩and some amazing performances, the wrestling competition began. Mongolian wrestling is different from the wrestling in the Olympic Games. There are no rounds⑪， and wrestlers are not separated by weight. The wrestler loses if any part of his body above his knee touches the ground. After singing some songs, the competitors danced onto the green field, waving their arms in the air[5] as if they were eagles⑫. I was quite moved by their show of strength⑬and grace⑭.