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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)國家不同節(jié)日?qǐng)鼍跋碌暮喍虒?duì)話，對(duì)話中的人們正在參與或?qū)⒁H歷不同的慶祝活動(dòng)。隨著全球化的進(jìn)程加速，國際交流日益頻繁，無論是國人走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(gè)典型節(jié)日?qǐng)鼍岸际菍儆诳缥幕浑H語境，不僅每組對(duì)話

2、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 activities held to celebrate them and t

3、he 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 different traditional festivals around the worl

4、d;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 attention to the attitude of the speaker in the process of list

5、ening, 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 understanding of the speakers attitude, accurately identify the relations

6、hip between the characters.11. 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 celebrations;3. Preview: understand the new words according to the context.Step 1 Lead-inTe

7、achers talk about the worlds traditional festivals, such as the Lantern Festival in China, adults day in foreign countries, carnival and so on.Step 2 Watching and talkingActivity 11. Teacher let Ss look at some pictures about festival activities. During talking about these activities,teachers can ad

8、d some background knowledge about festivals.Questions:What festivals do the pictures show us?In which country do you think people celebrate each festival?How do people celebrate each festival?2. Ask Ss to choose some words or phrases from the box to celebrate each festival.3. Teachers can show stude

9、nts 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 traditional costumes.One of the most important activities during the Lantern Festival is to guess riddles.During the Rio Carnival, you can watch w

10、onderful samba dances.4. The teacher asked the students to report the results of the group lecture.Ask these questions:What do people do to celebrate the Chinese Lantern festival?Who will celebrate Coming-of -Age Day? What do they do to celebrate it?What do you expect to see if you go to the Rio Car

11、nival?5. Learn some words and phrases in the box.Step 3 ListeningActivity 21. Teacher asks Ss to read “Listen for relationships” ,In pairs, discuss how to identify relationships2between people based on their tone and content.The teacher can provide the following questions to inspire students to disc

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

13、d to communicate and speak in class.3.Teacher play the listening tape for Ss to 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

14、 the answers, the teacher can ask the students withrelatively weak listening ability to answer the questions with less difficulty.If their answers are correct, the other students have little difficulty understanding.)Activity 3-41. Teacher asks Ss to look at the tasks and requirements of activity 3.

15、 Then read the main ideas of thethree dialogues.(Guide the students to guess and fill 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.)2. Teacher plays the tape for the second time.Afte

16、r listening to the tape, students discuss the answers 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 thethird time, the teacher should prepare the students to take notes and remind them

17、to catch key words, especially phrasal verbs.). Lets listen to the tape for the third time.Step 4 SpeakingActivity 51. Lead the dialogue by asking questions.Let Ss understand how to discuss their favourite festivals and give their reasons.E.g.Conversation 1T:Which of the three festivals do you like

18、best?S1:I think the Coming-if-Age Day is the most interesting.3T:Why is it your favourite?S1:Because I like to see women dressed up in their colourful traditional kimonos.Conversation 2T:Which of the three festivals attracts you most?S2:The Chinese Lantern Festival.T:I suppose you like yuanxiao,the

19、sweet dumplings.S2:Not only that. I especially like guessing riddles and Im 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 the dialogue.Step 5 ActingOne s

20、tudent plays the role of a journalist. The other three students play the roles of the characters in thelistening dialogue. They are the Japanese girl attending the coming -of -age ceremony, the girl attendingthe Rio carnival, and the tourist visiting China.The following questions can be used in the

21、interview: What is the purpose of this festival?How do you usually celebrate this festival?What do you like best about this festival?Step 6 Pronunciation1.Help Ss recognize speech assimilation.(1) Teacher plays the recording of activity 1 and asks the students to pay attention to the pronunciation c

22、hanges of bold letters while listening.(2)Teacher organizes students to carry out activities in pairs: the teacher plays the recording, one personin the group reads after the words and phrases in activity 1, the other person compares the pronunciationof the recording with that of his partner careful

23、ly, and points out the pronunciation problem of hispartner 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 students to understand the requirements of activity 2.Listen to the tape before, theteacher ask

24、 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 activity 2.(3)Teacher plays the tape for the second time, the students repeat the sentence again,

25、and then discusswith their partners the differences between the pronunciation of the boldface consonants in words and4the 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

26、 thediscussion on phonetic assimilation.The teacher supplements and corrects the students conclusion,explains it appropriately, and writes the assimilation pronunciation in these sentences on the blackboard or presents it to the students through the courseware.3.If there is time, teachers can focus

27、on the following.The forms of speech assimilation can 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 as

28、similated sound whichbecomes turbid or turbid and becomes consistent with assimilated sound.The forms of assimilation can also be divided into complete assimilation and partial assimilation,such as:Step 7 Listening and talking5Activity 61.Learn the new words about the festivals.2.Look at the picture

29、s and predict what festival Song Lin and Max are going to talk about.3.Listen and answer the questions.What festival is Max talking about?What did Maxs mother cook?What did Max do during the festival?What did Max and his family do during and after the dinner?What was the best part of the festival?4.

30、Listen again and check the answers with class.Answers:Christmas experiences.Roast turkey,mashed potatoes and Christmas pudding,He helped decorate the Christmas tree and put presents under it,then helped his mum prepare for the family dinner.During dinner they shared stories and told jokes,afterwards

31、 they played games,opened their presents.The best part was 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:What is the recent festival you have had?How

32、did you celebrate it?How do you feel about the festival? Why?Step 8 Homework1) 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)國家不同節(jié)日?qǐng)鼍跋碌暮喍虒?duì)話，對(duì)話中的人們 正在參與或?qū)⒁H歷不同的慶祝活動(dòng)；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否辨

33、別對(duì)話中人物之間的關(guān)系；63、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),感悟世界各國人民共同的精神追求和美好愿望。1. Read the essays with

34、the theme of why we celebrate festivals, analyze the discourse structure andtextual 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 quickly and accurately accord

35、ing 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 connotation of festivals, and understand the com

36、mon 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 new vocabulary in the reading text;3. Guide students t

37、o 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.Difficulties:1. To analyze the discourse structure and textual logic

38、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 nationalities, analyze and7refine the spiritual connotation of festivals, and unde

39、rstand 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. Find the topic sentence of each paragraph according to the text content, and understand the con

40、tent 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 Pre-readingActivity 11.In groups,Ss discuss the celebrations of festivals with family , answer the following questions and fill in the table.Q1

41、: 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 festivals2. Ss look at the two pictures in the passage.Students say the English name of the festival and the basis of their judgmen

42、t 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 of the article and the illustrations in the passage, the students can guess what theauthor may be talking about. The teacher can ask indiv

43、idual students to express their opinions and list the points mentioned on the blackboard.Step 2 Reading8Activity 21. Students with Why do we celebrate festivals?The teacher can present the following sentences for the students to fill in after reading:People all over the world celebrate different fes

44、tivals because:*they would like to_.*festivals _.2. After the students have filled in the blanks, the teachers and students check the answers.T: look at thepassage again. Lets find out all the reasons and factors for celebrating the festival.The teacher can guide the students with the following ques

45、tions:Now we have already found the main reasons why people celebrate festivals. However,there arefive paragraphs in this text and each paragraph includes some information that could answer thequestion: Why do we celebrate festivals? Now please read the text again and find out all the influencing fa

46、ctors that encourage people to celebrate festivals. Here are some questions for you to think about:Why do people celebrate the harvest festivals?What role do customs and traditions play in festivals? Do you think they are also the reasons for celebrating festivals? Why?Why did the writer mention the

47、 commercialisation of festivals? How is it influencing peoples way of celebrating festivals?What are some other reasons for celebrating festivals?Answers:People celebrate the harvest festivals to express their gratitude to nature.Customs and traditions are very important and they are also the reason

48、s for celebrating festivals.People follow customs and sometimes even establish new traditions to celebrate the festivals.The commercialisation of festivals can influence peoples decisions to spend more money on festival, which can be considered as an encouragement to celebrate festivals.The other re

49、asons for celebrating festivals can include peoples religious beliefs, personal interests, or hobbies, etc.Activity 31. Look for topic sentences.The reading strategy in the box on the right of student reading activity 3. Theteacher can check whether the students understanding of the strategy is accu

50、rate 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 read the complete topic sentence.Activity 41.

51、 Explore the roots of the festival.Students have a group discussion around the first question in activity4. Teachers can inspire students to think and express their opinions through a series of questions, such as:When we talk about festivals, we may think of many different kinds of festivals around

52、theworld.Their names, origins, celebration activities can be quite different. However, since festivals exist inevery country and culture, there must be some similarities. What are they? Please discuss these questions with your partner and share your ideas.* What do you think most festivals seem to h

53、ave 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 something to do with the human history/social life/peoples spiritual needs?Afte

54、r finishing the discussion,T asks different group to tell their opinions.2. Discuss the changes of festival customs.Teachers question What festival customs have already fadedaway?Let the students brainstorm about the festivals and traditions that are gradually withdrawing from modern life. Then writ

55、e down what the students have said on the blackboard.Customs that haveReasons why they haveFestivalsYour feelingsalready faded awaydisappearedAfter the discussion, the teacher may call in different groups to report.When students report, teachersshould use courseware or blackboard to present some exp

56、ressions for students reference, such as: *People inused toduring，but now*Nowadays people no longer10*I think it is because*People have given up the custom ofin order to*As for the custom of，I*I think I would love toActivity 51. Comment on the commercialization of festivals.Students discuss the thir

57、d question in activity 4 insmall groups.Before the discussion, the teacher should remind the students to find relevant statementsfrom the text and draw a conclusion by analyzing the authors wording.In addition, teachers can also let students express their true feelings and views on the commercializa

58、tion of festivals.2. T share their views on this issue: During Festival, the happiest moment for my parents is when all thechildren and grandchildren come back home, chatting and preparing the big family dinnertogether.These years, we often have our family dinner in restaurants. However, the splendi

59、d dishes in a restaurant do not bring so many joyful and sweet memories to all the family members.On Mothers Day, my childs special gift hand -made with love and care is always my favourite.So you see, sometimes the best gifts dont cost much.Step 4 Analyzing discourse structureActivity 61.Students d

60、iscuss in pairs, analyze the structure of the discourse by drawing a mind map, and demonstrate the textual structure and logical level of the discourse.11Step 5 Understanding difficultiesRead the text again and find some sentences or expressions that you find difficult to understand.Teacherscan also

61、 ask students to find some subtle sentence patterns and expressions in the 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 number of different origins, many kind

62、s of origins)*It featured a parade and a great feast 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 andusage of the black words in the context, so as