高中英语必修三教案 (1) 10页

Unit1FestivalsaroundtheworldI．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。WarmingUp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-reading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。LearningaboutLanguage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。UsingLanguage部分中包括了听、说、读、写几个部分的内容。学生可通过对TrinidadCarnival、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。LearningTip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：Warmingup,Pre-reading,Reading&Comprehending第三、四课时：LearningaboutLanguage第五课时：Listening(UsingLanguage)Speaking(UsingLanguage),Listening(Workbook)&Listeningtask(Workbook)第六课时：Reading(UsingLanguage)&Readingtask(Workbook)第七课时：Speakingtask(Workbook),Writing(UsingLanguage)&SummingUpIV．教学步骤：Period1&2Warmingup,Pre-reading,Reading&ComprehendingTeachingGoals:10\n1.ToarouseSs’interestinlearningaboutthefestivalsaroundtheworld.2.ToimproveSs’listeningability.3.TotrainSs’speakingability.TeachingProcedures:Step1.Leading-inPurpose:ToactivateSsandarousethemtoexpresstheiropinionsaboutafestival.LeadSstothecontentofthisunit.Teachermaysay,“DoyouknowwhatiscalledtheChristmasofChina?TheSpringFestival.Yes.TheoldestandmostimportantfestivalinChinaistheSpringFestival.Eachcountryandeachnationhasitsownfestivals.Todaywearegoingtolearnsomethingaboutthedifferentfestivals.”Step2.WarmingUp1.AskSstoturntoP1andworkingroupstocompletetheformonP1.2.AskSstodiscussfestivalstheyhavefilledintheformandtheirimportancetothesociety.Afterthat,askSstopresenttheiropinionstoallclassmates.Step3.Pre-listeningPurpose:TohelpSslearnaboutthecontextoftheListeningtext.AskSstotalkaboutthefollowingquestionstogetthempreparedtolistentothereadingtext.1.Howmanyancientfestivalsdoyouknow?2.AreforeignfestivalsdifferentfromChinesefestivals?Inwhatpart?Step4.ListeningPurpose:Togetthemaininformationinthelisteningpart.TodevelopSs’listeningabilityTolearnsomeinformationaboutthefestivalsaroundtheworld.AskSstolistentothetape,focusonthesubjectsmentionedinthepassageandthenanswerthefollowingquestion.1.Howmanykindsoffestivalswerementionedinthetext?SuggestedAnswer:Five.2.Whatarethey?SuggestedAnswer:AncientFestivalsFestivalsoftheDeadFestivalstoHonorPeopleHarvestFestivalsSpringFestivalsStep5.Pre-readingDivideSsintogroupsoffourandaskthemtodiscussthefollowingquestions.1.What’syourfavoriteholidayoftheyear?Why?2.Whatfestivalsorcelebrationsdoyouenjoyinyourcityortown?Doyoulikespendingfestivalswithyourfamilyorwithfriends?Whatpartofafestivaldoyoulikebest---themusic,thethingstosee,thevisitsorthefood?Step6.FastreadingAskSstoreadthetextquicklyandanswerthefollowingquestions.1.Whatarefestivalsofthedeadusuallyfor?2.Whatmakeautumnfestivalshappyevents?10\n3.Whatdopeopleusuallydoatspringfestivals?4.Whatisoneimportantreasontohavefestivalsandcelebrations?5.ComparethefestivalsofthedeadinMexico,JapanandChina.Whatthingsaresimilar?Whatthingsaredifferent?SuggestedAnswers:1.Festivalsofthedeadareforhonoringorsatisfyingdeadancestorsorothers,whosomepeoplebelievemightreturntohelporharmlivingpeople.2.Autumnfestivalsarehappyeventsbecausepeoplearethankfulthatfoodisreadyforwinterandthehardfarmworkisfinished.3.Atspringfestivals,peopleusuallyhavedances,carnivalsandotheractivitiestocelebratetheendofwinterandthecomingofspring.4.Itisimportanttohavefestivalsandcelebrationssowecanenjoylife/beproudofourcustoms/forgetourworkforalittlewhile.5.TheChinese,JapaneseandMexicanfestivalsofthedeadallhavecustomstohonourthedead.TheChineseandJapanesegotocleantheirancestors’graves,andtheMexicanofferfood,flowersandgiftstothedead.However,therearesomedifferences.TheMexicanseatspecialfoodthatlookslikebones,somethingtheChineseandJapanesedonotdo.Step7.Intensivereading1.AskSstoreadthetextcarefullyandsumupthemainideaofeachpart.2.Discussinpairswhichfestivalsyouthinkarethemostimportantandwhicharethemostfun.Thenfillinthechartwithyourideas.TypeoffestivalExampleoffestivalReasonsforyourchoiceMostimportantMostfunSuggestedAnswer:Variousanswersareacceptable.3.AskSsthefollowingquestionandencourageSstogivesomesimilaritiesthattheythinkfestivalshave,andgivetheirreasons.TheninvitesSstotellthesimilaritiesandthenaskthemtopresentthembeforetheclass.Whatsimilaritiescanyoufindamongthesefestivals?SuggestedAnswer:Theymostincludefood,musicorentertainment,likedances,lightorfire.Theyaremosttogetherwithfamilyandfriends.Festivalsexisteverywhere.Manyofthemcelebratesimilarideasandimportantculturaleventsorremembereventofpeople.Humanbeingsneedtohavethingsinlifetocelebrateandhaveabreakfromdailystrugglesanddemands.Step8.HomeworkPurpose:Togetafurtherunderstandingofthetext.10\n1.AskSstocontinuediscussingtheiropinionsaboutfestivalswiththeirpartners.2.AskSstoreadthetextonceagainandtrytoretellthetext.3.AskSstodiscoverusefulwordsandexpressionsinthetext.Period3&4LearningaboutLanguageTeachingGoals:1.Tocheckwhathasbeenlearnedyesterday.2.ToenableSstomastersomenewwordsandexpressions.3.TogetSstohaveknowledgeofthegrammarpoint:themodelverbTeachingProcedures:Step1.Revision1.AskSomeSstoretellthereadingtext.2.AskSstoanswerthefollowingquestiontoseewhethertheydidtheirhomeworkornot.Howmanyfestivalsarementionedinourtext?Step2.WordstudyPurpose:Toconsolidatethewordsandphrasesinthetext.FinishEx1Purpose:ToenableSstomastersomenewwordsandexpressions.Ex2ManypeoplethinkthatChristmasisawestern__________,butinfactitisreallyaworldwideholiday.Christmasactuallyasa_______festivalcelebratedby_________aroundtheworld.Its______isaroundthe3rdor4thcenturyAD,whenthe_______ofrememberingJesus’birthonDecember25thfirststarted.Today,ofcourse,manypeoplecelebrateChristmas__________itwerejustaholidayto______________family,ratherthanaholidayabouta_______.SuggestedAnswers:celebration,religious,Christians,origin,custom,asthough,haveafunwith,beliefStep3.Grammarpoint1.ExplainforSsthegrammarpoint:themodalverb(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：　—CouldIhavethetelevisionon?我能看电视吗？　—Yes,youcan./No,youcan't.可以/不可以。②在否定句、疑问句中表示推测或怀疑。例如：Hecouldn'tbeabadman.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：　①wouldlike；wouldliketodo=wantto想要，为固定搭配。例如：　　Wouldyouliketogowithme?想和我一块去吗？　②Willyou…?　Wouldyoulike…?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：　　Wouldyoulikesomecake?吃点蛋糕吧。　③否定结构中用will，一般不用would,won'tyou是一种委婉语气。　　Won'tyousitdown?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。10\n2.AskSstofindatleastfoursentenceswhichusemodalverbsinthereadingtextandtranslatethemintoChinese.Seewhocanmakethebesttranslation.SuggestedAnswers:(1)…whentheycandressupandgototheirneighbors’homesandaskforsweets.(line9,part2)那时他们可以化装并去邻居家要糖果。(2)Somepeoplemightwinawardsfortheir,…(line4,part4)一些人可能会因他们的……而获奖。(3)…andmaygivechildrenluckymoneyinredpaper.(line3,part5)也可能给孩子们用红包包起来的压岁钱。3.AskSstofinishEx3onP6andchecktheanswersinpairs.Step4.Homework1.AskSstoreviewwhathasbeenlearnedinthisperiod.2.AskSstofinishtheexercisesofUsingWordsAndExpressionsandUsingStructuresonP42～P43.Period5Listening(UsingLanguage)Speaking(UsingLanguage),Listening(Workbook)&Listeningtask(Workbook)TeachingGoals:1.TodevelopSs’listeningability.2.Tolearnmoreinformationaboutfestivals.TeachingProcedures:Step1.Listening(UsingLanguage)1.AskSstodiscussthequestionswiththeirpartnersingroupsoffourandtrytogivetheanswers.(1)WhatisaCarnival?(2)WhatdotheyusuallydointheCarnivalParade?2.AskSstolistentothetapeandtrytogetthemainideaofthelisteningtext.3.AskSstolistentothetapeagainandanswerthefollowingquestions.(1)WhatiswrongwithLiMei’sclothingandshoes?(2)WhatadvicedoesCarlagiveLiMei?(3)Whyisitimportantforthemtohavewater?(4)Whyisitdifficultforthemtoheareachother?(5)Whydotheyplantomeetattheparkinglotat8o’clock?SuggestedAnswers:1)LiMei’sclothingistoothickandhershoesarenotcomfortableenoughtowalkinforalongtime.2)CarlasuggeststhatLiMeichangeherclothestosomethingcomfortable,wearsomelighterandcoolerclothingandalsotakeahat.3)Itisimportantforthemtohavewaterbecauseitisveryhotandtheywillbedoingalotof10\nwalking.1)Itisdifficultforthemtoheareachotherbecausethemusicisveryloud.2)Theyplantomeetattheparkinglotat8o’clockbecausetheymightgetseparatedincrowed.4.PlaythetapeagainforSstochecktheiranswers.Step2.Speaking(UsingLanguage)ImagineyouhavejustvisitedyourfriendsinTrinidadandseentheCarnival.MakeaphonecalltoinviteyourfriendstoaChinesefestival.Inpairsmakeaconversationofatleastfiveturnseach.Bereadytopresentyourconversationtotheclass.Step3.Listening(Workbook)1.AskSstotalkaboutthefollowingquestions.(1)DoyouknowwhatEastermean?(2)DoyouknowhowpeoplecelebrateEaster?2.AskSstolistentothetapeandtrytogetthemainideaofthelisteningtext.3.AskSstolistentothetapeagainandfinishEx2，3ofListeningonP41.Step4.Listeningtask(Workbook)1.AskSstolookatthepicturesonP45,andthenwritethenameforeachpicturebelow.2.AskSstolistentothetapeagainandfinishEx2ofListeningtaskonP46.Step5.Homework1.AskSstowritedownthedifferencesbetweenChinesefestivalsandwesternfestivals.2.AskSstopreviewReading(UsingLanguage)andReadingtask(Workbook).Period6Reading(UsingLanguage)&Readingtask(Workbook)TeachingGoals:1.TogetSstolearnmoreaboutfestivals.2.ToimproveSs’readingability.TeachingProcedures:Step1.Reading(UsingLanguage)1.WarmingUpPurpose:ToleadSstothetopicandarousetheSs’interestinthereadingtext.(1)AskSstomakealistofChineseandForeignFestivals.ChineseFestivalsForeignFestivalsLanternFestivalChristmasDayTheDragonBoatFestivalThanksgivingDayTombSweepingDayMother'sDayMid-AutumnDayAprilFools'DayNewYear'sDayValentine'sDayDouble-ninthMardiGrasNationalDayRamadanMay1stEaster10\n(2)LeadSstothetopic.Teachermaysay,“Asweknow,therearesomanykindsoffestivalsaroundtheworldthatwecan’tlistoutallofthem.WehavetalkedabouttwoChinesefestivalsforthedead.Todaywearegoingtoreadasadstory,whichistointroduceacross-culturalviewoflovers’festival—QiqiaojieandValentine’sDay.”2.FastreadingPurpose:Togetabriefunderstandingofthetext.AskSstoreadthetextinfiveminutesandfindoutthesentencebelowaretrueorfalse.(1)ThegirlLiFanglovedandwaitedbutshedidn’tturnup.Buthedidn’tloseheart.(2)Becausehermostlovelydaughtergotmarriedtoahumansecretly,theGoddessgotveryangry.(3)ZhinvwasmadetoreturntoHeavenwithoutherhusband.Theywereallowedtomeetonceayearontheseventhdayofthetenthlunarmonth.(4)HuJinhadbeenwaitingforLiFangforalongtimewithagiftforhim.SuggestedAnswers:(1)F(2)T(3)F(4)T3.IntensivereadingPurpose:TogetSstohavesomedetailsinthetext.1.AskSstoreadthetextcarefullyandanswerfivequestionsunderthereadingtext.AndthenasksomeSstoexplaintheiranswerstotheclass.2.AskSstogothroughthetext,andfindoutthefollowingsentencesandanalyzethem.(1)ItwasValentine’sDayandHuJinhadsaidshewouldmeethimatthecoffeeshopafterwork.Butshedidn’tturnup.(2)Shesaidshewouldbethereatseveno’clock,andhethoughtshewouldkeepherword.(3)Well,hewasnotgoingtoholdhisbreathforhertoapologize.(4)Hewoulddrownhissadnessincoffee.(5)ItwasobviousthatthemanagerofthecoffeeshopwaswaitingforLiFangtoleave.(6)FindingthatZhinvwasheart-broken,hermotherfinallydecidedtoletthecouplecrosstheMilkyWaytomeetonceayear.4.WritingPurpose:topracticeSs’retellingandwritingability.(1)AskSstoretellthestorybetweenHuJinandLiFang,accordingtothetext.(2)AskSstoreadthetextagainanddiscussthefollowingquestion.①WhatwillHuJinsaywhenshefindsoutlaterthattheflowersandchocolatearegone?②IfLiFang’sproblemissolved,willhebehappyorsad?(3)AskSstowriteadifferentendingtothestoryofLiFang.Theymaybeginwith:Ashesadlypassedtheteashoponthecorneronhisway…Step2.Readingtask(Workbook)Purpose:TointroducetoSstheWinterCarnivalinQuebec。10\nTofurtherSs’understandingofthereasonsthatpeopleneedtohavefestivals.1.WarmingUpAskSstolookatthefollowingpicturesanddiscussthefollowingquestions.(1)Doyouknowwhattheyare?(1)Howdothepeoplecelebrateinthepictures?(2)Whendotheycelebrate?2.Fastreading(1)AskSstolistentothetapeandtrytogetthemainideaofthetext.(2)AskSstoreadthetextquicklyandanswerthefollowingquestions①Inwhichpersonisthetextwritten?SuggestedAnswer:Inthefirstperson.②Inwhatorderisthetextwritten?SuggestedAnswer:Inorderoftime.3.Intensivereading(1)AskSstoredthetextcarefullyandfinishEx2onP45.(2)AskSstofindoutwhattheycannotunderstandinthetextandthendiscussthemingroups.Offersomehelpifnecessary.Step3.Homework1.AskSstorewriteinthethirdpersonthepassage:WinterCarnivalinQuebec.10\n2.AskSstofinishEx1,Ex2andEx3onP42.Period7Speakingtask(Workbook),Writingtask(Workbook)&SummingUpStep1.Homeworkchecking1.AskSstocheckeachother’shomeworkandseewhomakestheleastmistakes.2.ReadthefollowingwordsandphrasesandaskSstowritethemdown.forgive,takeplace,obvious,award,satisfy,lookforwardto,keepone’sword,inmemoryofStep2.Speakingtask(Workbook)1.WarmingUpAskSstochooseaChineseorforeignfestivaltheyaremostfamiliarwith.Thenletthemlistoutthepointsconcernedwiththatfestival,includingatleastthefollowingthings.●whenthefestivaltakesplace;●whatthefestivalisfor;●whatpeopledoatthefestival;●whatpeopleeatatthefestival.2.TalkingAskSstoimaginethattheyarevisitingacountryasajournalist.Theygototheirfamousfestival.Givethefestivalaname.Theydoaninterviewwithsomeonethere.Letthemmakeaninterviewwiththeirdeskmatesandmakenotesforaroleplayoftheinterviewtotheclass.Step3.Writingtask(Workbook)1.Writeabrochureforthenewfestivalthatyouhavecreated,introducingitandgivingadvicetothosewhowanttocome.Besuretoinclude:WherewillittakeplaceHowpeoplecangetthereWhatkindofweatherpeopleshouldexpectWhatthingspeopleshouldbringThreethingsthatvisitorsshouldseeHowmuchitwillcostUsethefollowingexpressionstohelpyou:Youmust…Youcould…Youmight…Youwouldhaveto…Youshould…Youcan…Youwould…Youneed…3.AsksomeSstoreadtheirplanninglistsandotherSstolistencarefullytocorrecttheerrors.10\nStep4.SummingUp1.AskSstowritedownwhattheyhavelearnedaboutfestivalsbothinChinaandinothercountries.2.AskSstolistusefulverbs,nouns,expressionsandgrammaritemstheyhavelearnedinthisunit.Step5.Homework1.AskSstofinishtherestoftheexercisesintheWorkbook.2.AskSstoreviewthisunitandpreviewthenextunit.10