人教版高中英语第三册Unit 1 FESTIVALS AND CELEBRATIONS教学设计.docx

1、人教版高中英语第三册Unit 1 FESTIVALS AND CELEBRATIONS教学设计人教版高中英语第三册Unit 1 FESTIVALS AND CELEBRATIONS教学设计文本简析本单元阅读材料的话题是庆祝节日的原因和意义，旨在引起学生对节日文化差异、融通、变迁的思考，探究其历史文化原因，分析、鉴别节日文化所反映的价值取向，并结合实际情况进行分析和比较。本文是一篇说明文。全文共有五个段落，篇章结构为“总分总”。第一段提出主题：世界各地节日虽有差异，但表达感恩、追求幸福、希望和平和享受快乐的精神是相通的；第二段以丰收节日为例，说明在不同文化背景下，虽庆祝方式不同，但有着相同的意义

2、；第三段讲述因社会发展和新观念传播，有些节日传统消失，有些传统却有了新的意义；第四段描述商业化趋势带给节日风俗的改变；第五段回顾主题，综述节日的意义所在。文本标题是“Why Do We Celebrate Festivals?”，教师要指导学生梳理并掌握与主题相关的话题类语言，如：celebration, take place, get together, feature, gather, parade, feast等，和功能类语言，如：Although, no matter how, some and others, one example isanother example is, act

3、ually, after all等。此外，学生通过解读标题、寻找段落主旨句、辨识语篇结构，在阅读过程中更好地理解说明文如何论述主题信息，明确语篇行文逻辑，识别语篇直接表明或隐含的社会文化现象。在整个文本的学习过程中，教师引导学生逐步理解节日文化现象，鉴别文化现象中反映的价值取向，促进他们对文化差异和融通的理解和思考，探究产生异同的历史文化原因，领悟文化多样性和丰富性，形成人类命运共同体的意识。第1课时一、教学内容理解全文，在文中各段落寻找标题Why do we celebrate festivals?的答案，获取每个段落的大意以及篇章结构。二、课时目标1带着标题中的问题，通读全文，寻找关键信息

4、，理解语篇主题及主要内容。2逐段分析语篇，梳理脉络，寻找段落主题句。通过阅读，训练阅读技能，掌握话题语言，了解世界节日的异同及节日习俗变化背后的原因。3通过研读文本，概括全文结构，并深入思考节日文化差异、融通和变化。三、教学过程Activity 1：Activating background information about festivals all over the world本活动为实现课时目标1作铺垫。1. Talk about six pictures:Picture 1: Lantern FestivalPicture 2: HalloweenPicture 3: Rio Car

5、nivalPicture 4: Mid-autumn FestivalPicture 5: Mothers DayPicture 6: Tomato Fight (La Tomatina in Spanish)Q1: How do you recognize these festivals?Q2: What do people usually do during these festivals?【设计意图】利用图片和几个简单问题引出节日话题，激活学生已知信息，自然过渡到以节日为主题的阅读。2. Predict the content of the passage.Q1: Have you th

6、ought about the question: Why do we celebrate festivals?Students are asked to write their ideas on the blackboard.Q2: What pops into your mind when you read the title?Ask students to focus on the question in the title and predict what the reading passage is about according to its title and pictures.

7、T: Festivals are recognized by their different customs or unique ways of celebrations.【设计意图】利用语篇标题的问题来设问，激发学生探究文本的渴望，形成阅读期待。Activity 2：Fast-reading for key information本活动旨在落实目标1。Read the whole text and underline possible answers to the question：Why do we celebrate festivals?Ask students to find the

8、key information in every paragraph.T: The writer is trying to answer the question from the very beginning till the end.【设计意图】学生通过无干扰自主阅读，理解语篇主题及主要内容。Activity 3：Reading for the main idea of each paragraph本活动旨在落实目标2和3。Read the text paragraph by paragraph and identify the main idea of each paragraph.Ge

9、t the students to know：Identifying the main ideas of paragraphs is necessary when analyzing a text. Most paragraphs will have a “topic sentence” that tells the paragraphs main idea. It is often the first sentence, but sometimes it is found elsewhere in the paragraph.1. Read and find the main idea of

10、 paragraph 1.Ask the students to pay attention to the usage of transition words or phrases used in this paragraph-however.T：However is a transition word. Its often used to emphasize a certain point.So the topic sentence of the first paragraph is the last sentence: However, no matter how different th

11、ey may seem, all over the world, the spirit of sharing joy, gratitude, love, or peace is common in all festivals.Q1: The last sentence tells the spirit of festivals is common. But in what ways do festivals seem different?Q2: Do you understand the meaning of origin?Get the students to notice festival

12、s are different in origins, customs and unique charms. Help them to know the meaning of origin with a transition phrase here-such as. Its often used to introduce examples. The seasons of the year, religion, famous figures and important events act as the examples of different origins of festivals.【设计

13、意图】指导学生如何确认语篇的主题段落，通过关注however等连接词，得到主题论述方法，在语境中学习词汇，根据定义线索理解概念性词语或术语（如origin词义的理解）。2. Analyze paragraph 2 and get the main idea.Q1: Which sentence is the topic sentence?Q2: How does the writer support the topic sentence?Get the students to know the writer supports his idea by listing examples and t

14、hen ask them to read the description of each example.Q3: Further thinking: Why does the writer choose ancient Egypt, China and some European countries as the examples?Get the students to know that ancient Egypt, China and some European countries all enjoy long history, and they are ancient civilized

15、 countries. Thats why the writer says “Of all the traditional festivals, the harvest festival can be found in almost every culture.”Help students to comprehend the topic-related vocabulary.Ask the students to pay attention to words and expressions related to the topic festivals, which will go to the

16、ir word bank.Q4: Whats the structure of paragraph 2？TOPIC SENTENCE + EXPLANATION + EXAMPLESGet the students to know the structure is very useful when writing a paragraph.【设计意图】指导学生识别段落中的要点和相应的支撑论据，学会分析一个段落的结构、抓段落的主句、了解作者举例说明的写作技法。引发学生深入思考，比如，作者举例说明丰收节的特点时，为什么选择古埃及、一些欧洲国家和中国。3. Students analyze parag

17、raphs 3-4 by themselves.Ask students to give detailed analysis of paragraphs 3-4, following the way the first two paragraphs are analyzed.Q1: Why are there two examples in paragraph 3?Q2: Further thinking: What might be the writers attitude towards the commercialization of festivals?A. Casual B. Pos

18、itive C. Critical D. ConservativeE. _Get the students to know the writer may remain neutral as he doesnt state his own opinion.【设计意图】放手让学生模仿之前的段落分析方法，自主探究，尝试分析第三、四段，培养积极主动阅读。让学生在语境中更好地理解“Customs play a significant role in festivals, but sometimes they can change over time.”，在阅读过程中准确把握作者态度。4. Read an

19、d find the main idea of paragraph 5.Focus on the sentences which begin with “They reflect/ are/ help ”. These sentences act as the supporting evidence of the topic sentence in this paragraph. These three paralleled sentences help produce cohesion and coherence when giving supportive evidence to the

20、topic.【设计意图】通过分析该段落中句与句之间的逻辑关系，使学生明白说明文的句子一般简明扼要，用排比来说理，可收到条理分明的效果。结尾段落不仅仅是主题的简单重复，而是进一步升华。Activity 4：Deal with the structure of the whole passage.本活动旨在落实目标2和3。Q: How is the passage organized?【设计意图】学生分析段落之间的逻辑关系，并借助思维导图理清文章的篇章结构。形成语篇意识，锻炼逻辑思维，培养概要写作的能力。Activity 5：Further Thinking本活动旨在落实目标3，并为第二课时作铺垫

21、。Q1: What do you think of the commercialization of festivals?Q2: How do you feel about festival customs that have already changed?【设计意图】紧扣语篇的主题，引发学生的思考和探究节日庆祝的变化背后的原因，培养学生口头表达个人观点的能力，为下一课时的输出任务作好铺垫。Assignment：1.Summarize the text within 80 words.2.Share with us your personal festival experience in w

22、hich you feel the spirit of the festival.【设计意图】学生进一步研读课文，在理解段落主旨和框架的基础上，能更宏观地把握全文。积累话题语言，为下一课时的输出做准备。第2课时一、教学内容通过课文框架图对语篇的内容、语言、结构进一步梳理和提炼，分析说明文文体特征和写作技法，以读促写。通过小组讨论，学生深入思考造成节日习俗变化的原因。回顾说明文写作特点，利用积累的话题词块，课后完成仿写。二、课时目标1通过讲评课后作业，带领学生回顾语篇核心内容，积累语言知识，理清文章框架。2通过阅读，进一步明确段落之间的逻辑关系，识别说明文的文体及其写作技法。3通过小组讨论，深入

23、思考节日习俗变化背后的原因，并在课后完成仿写。三、教学过程Activity 1：Reviewing the main idea of the passage and a sample of summary本活动旨在落实课时目标1。1.Review the main idea of the passage of the text.Q1: Why do we celebrate festivals?A s: To share joy, gratitude, love, or peace.To show theyre grateful for the years supply of food.For

24、 the economy and public happiness.To reflect peoples wishes, beliefs, faiths, and attitudes towards life.To relax and enjoy life, and forget about our work for a little while.To understand where we came from, who we are, and what to appreciate.【设计意图】通过再次回答标题的设问，学生复习语篇的主要内容。2.Share an excellent sampl

25、e summary of a student and check Ex 5 on P5.Q1: To get the summary of the text, some of you just copied all the sentences down and form a paragraph. Do you think its a good way?Students should know its necessary to analyze the text carefully and obtain the structure of it and transition words can ma

26、ke writing more fluent and logical.【设计意图】点评概要，指导学生运用语篇衔接手段，恰当使用连接词、指示词等，提高表达的逻辑性和连贯性。Activity 2：Analyzing the writing style and identifying expository writing skills本活动旨在完成课时目标2。Q1. Whats the writing style of the passage?T: In an exposition, the writer often tries to give readers information, teach

27、a topic, or provide facts.Q2. How does the writer convey the idea in the passage?By filling in the table below, students will understand how the passage is organized.At the same time, they will get to knowExpository essays require a clearly stated and defined thesis statement in the first paragraph

28、of the essay.Body paragraphs should include evidential support that can be factual, statistical, logical or anecdotal.Finally, writers should close with a strong conclusion that does not simply restate the thesis statement.Writers also need to use logical transitions between all paragraphs, especial

29、ly between the introduction and conclusion paragraphs.Q3. What expository writing skills are used in the passage?T: The writer covers all the skills except F and H. Actually, its also a good way to use graphs or list some figures as the supporting evidence.【设计意图】感知说明文语篇的写作目的（传递信息、说明事实等）以及这类语篇的结构特征（清

30、晰的结构、有支撑的信息、合理的句子、有逻辑的连接）、写作技法（举例、对比、数据分析等）。明晰语篇成分之间的语义逻辑关系，如：因果关系、概括与例证关系。Activity 3：Further thinking and group discussing本活动旨在完成课时目标3。Customs of festivals can change over time. What could be the causes that have led to the change of customs? Give reasons and list some examples.Students discuss wit

31、h their desk mates and finish the table below in the worksheet.With the suggested outline and word bank for reference, students write their ideas on the blackboard on their own initiative. The teacher makes additions and changes where necessary.【设计意图】将语篇的内容与学生自身的经历联系起来，提升逻辑思维能力。在小组讨论中，通过思维的碰撞和提升，实现对话题的深度学习。学生对所获取的信息进行提炼、重组等，为不断扩展知识和创建新信息奠定基础。Assignment：1.Write a short passage entitled “Customs of festivals change”.2.Finish exercises in the workbook.【设计意图】在篇章结构、文本语言、思想内容等方面充分输入的前提下，学生进行合理且富有创造性地表达。