人教版高中英语必修三Unit1.docx

1、人教版高中英语必修三Unit1人教版必修三第一单元教学设计The Teaching Design for Warmin-up/Pre-reading/Reading in Unit 1 Festivals around the World(Warmin-up/Pre-reading/Reading)I.Teaching Aims：According to the new standard curriculum and the syllabus, after the lesson, students will be able to: A. Knowledge1 gain some basic k

2、nowledge about festivals and celebrations in China and abroad2know how to use model verbs, such as may/might, can/could, will/would, shall,/should, must/cant.3use some words, expressions and structures related to festivalsB. Ability1 talk about festivals and celebrations in Chia and abroad2 express

3、their wishes and thanks, make phone calls, visit friends and relatives and make invitations 3 develop their overall language abilitiesC. Emotions and attitudes1 broaden their horizon 2 be aware of the significance of festivals and know the origins and ways of celebrating3 realize the importance ofCh

4、inese traditional festivals and learn more about Chinese cultureII.Analysis of characteristics of the learners:Having been learning Englishlanguage for at least more than three years, the students acquire some basic language abilities. They can talk about certain topics, expressing their ideals and

5、thoughts to some degree; they have mastered some reading skills and can understand the teaching content.Junior students have already known some knowledge about festivals in China and abroad. Their cognitive competence has approachedcertain level to learn about, understand and have right attitude tow

6、ard western culture and Chinese traditional culture.They are longing for the new things, and have a strong desire to learn the knowledge. Furthermore, their thinking is brisk, and they are eager for the praise, and some students will be glad to take part in the activity energetically.III.Analysis of

7、 the teaching contents:This is the first teaching period of this unit.In this period students will have a better understanding of Chinese traditional festivals and know more about west culture. They can broaden their horizon and develop the right attitudes towards their own festivals and western fes

8、tivals. A.Leading-inAt the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.B.Warming UpThis part is intended to have students start thinking about the variety of events and festivals that ar

9、e celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their countrys cultural events.C.Pre-readingThe Pre-reading is a continuation of the Warming Up and it mov

10、es the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss

11、 the questions and predict what kind of information will be introduced in the D. Reading.The reading passage titled FESTIVALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world

12、. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only u

13、sed for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can

14、 first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. I n order to arouse stud

15、ents interest, the teacher can hold a competition between groups.IV. Important teaching points: Letstudents learn the origins, significance and celebrations of the festivals around the worldCultivate students speaking and reading abilitiesEnable the students to master some useful words, expressions

16、and sentence structures.V. Difficult learning points.Master the words and expressions related to festivalsTalk freely about festivals and improve reading skillsVI.Teaching methodology:A. Communicative Approach (CA) or (Communicative Language Teaching= CLT)B. Task-based Language TeachingC. Cognitive

17、ApproachVII.Learning strategy:1. Cooperative Learning2. Autonomous LearningVIII. Teaching aids IV.Teaching procedures:Step one. Leading in Lead in the lesson by talking about the winter vocation and the Spring Festival The teacher could invite some students to share their experiences during the voca

18、tion, and make students have a short free conversation in pairs.Some possible topics might be:Whats your happiest/most unforgettable experience during the vocation?What did you do to celebrate the Spring Festival?Step two. Warming-upThe teacher turns to the topic for this unit: Festivals around the

19、world.1. Starting from the topic about the Spring Festival, the teacher will encourage the students to think of some more festivals around the world. To help the students the teacher could show some pictures about different festival celebrations. Some pictures could be :2. Then a task will be used t

20、o let students know more detailed information about some festivals.Through filling the following chart, students can work in groups of four and discuss about Chinese festivals.FestivalsTime of Year/dateWhat does it celebrateWhat do people doMid-autumn Festivalautumn / fallThe beauty of the full moon

21、, harvest, time with family and friends.Give/Eat moon cakes and watch the full moon with family and friends.Spring FestivalJanuary / FebruaryThe end of winter, arrival of spring, Lunar New Year, reunion with family and relatives.Give money in red paper to children; see dragon dances; eat fish. prawn

22、s and dumplings; visit family members.National DayOctober 1The founding of the Peoples Republic of China in 1949.Take time off work; travel to visit family or to see other parts of China or the world; go shopping.Dragon Boat Festival/Duanwu FestivalThe fifth day of the fifth month in lunar calendarT

23、he memory of the beloved poet Qu Yuan who died in 278 BC.Eat Zongzi; watch dragon boat races; throw rice wrapped in reed leaves into water in memory of Qu Yuan; put herbs on doorways for good healthStep three. Pre-readingIn this part, the teacher can design a new task for students with the questions

24、 in the textbook.Students will work in pairs to finish thetask.Task:The local TV station is going to make a program about festivals and celebrations. The reporters are going to interview some students about their favorite holidays and the ways theyd like to celebrate the festivals and spend their ho

25、lidays. Now, one of you plays the role of a reporter and the other is going to be interviewed. And then change your roles and do it again. After the interview, several of you will have a chance to report what you got to the class.And here are some questions that may be used during the interview:1.Wh

26、ats your favorite holiday/festival of the year? And why?2.Do you like spending the holiday with your family or friends?3.Which part of the celebrations do you like best, the food, the activities, or the visits? Step four. ReadingThe teacher can move on to the reading part this way:“You seem to know

27、many festivals of China. But do you other festivals in different countries and how these festivals began? What do people do to celebrate? Luckily, the passage provides you much information. “1 SkimmingThe teacher can show the chart in Comprehending part to the students before reading the passage. “R

28、ead the passage quickly and find out the festivals mentioned here:Festivals of the Dead; Festivals to Honour People; Harvest Festivals; Spring FestivalsAnd fill in the chart, please!”Kinds of FestivalsNames of FestivalsCountriesFestivals of the deadFestivals to Honour PeopleHarvest FestivalsAfter sk

29、imming, the students should have a clear clue of the text and fill in the chart.Kinds of FestivalsNames of FestivalsCountriesFestivals of the deadObonDay of the deadHalloweenJapanMexicosome Western countriesFestivals to Honour PeopleDragon Boat FestivalColumbus DayFestival to honour GandhiChinaUSA I

30、ndiaHarvest Festivalsharvest/Thanksgiving festivalsmid-autumn festivalsEuropean and other countriesChina and Japan2. Intensive reading“Now, lets get to learn the passage paragraph by paragraph to know more about these festivals, and find out the information accordingly to fill in the form and answer

31、 the questions.”Paragraph 1:Q: When did ancient people celebrate?A:1 at the end of winter2 When good weather returned3 when they had a good harvest4 when animals were caught5 When they wanted a year of plentyQ:What about festivals now?A:There are many origins, some religious, some seasonal, and some

32、 for special people or eventsParagraph 2: Festivals of the deadThe teacher can analyze this paragraph by filling the following chart: FestivalsWhereWhenWhat to doWhat to eatObonJapanIn July or AugustClean the gravesLight incenseLight lampsPlay music /The Day of the DeadMexicoIn early NovemberPeople offer food, flowers an