【正文】 t look forward to the end of winter and the ing of spring. (Reading) look forward to期待 , to 在這里是介詞。 比較 happen與 take place: happen偶然性的沒(méi)有預(yù)料到的事情的發(fā)生 take place必然性的發(fā)生 Great changes have taken place in my hometown. We don’t know what has happened to the poor mother. 2. Festivals and celebrations of all kinds are held everywhere. (Reading) 這里 festivals and celebrations of all kinds = all kinds of festivals and celebrations。 Workbook的 LISTENING TASK， READING AND WRITING TASK和 SPEAKING TASK設(shè)計(jì)為一節(jié) “綜合技能課（二） ”。 Using Language設(shè)計(jì)為一節(jié)包括聽(tīng)說(shuō)讀寫(xiě)在內(nèi)的 “綜合技能課（一） ”。 教材重組 Warming Up， Prereading， Reading與 Comprehending整合在一起上一節(jié) “閱讀課 ”。閱讀后的討論不但幫助學(xué)生理解文章的主旨大意，更重要的是讓學(xué)生學(xué)會(huì)尋求解決問(wèn)題的方法。 Reading部分主要講述發(fā)生在情人節(jié)的一個(gè)傷心的愛(ài)情故事。第一部分主要通過(guò)電話對(duì)話突出本單元交際功能用語(yǔ)的訓(xùn)練。 Listening 通過(guò)幾位學(xué)生參加 Trinidad Carnival節(jié)日游行的兩段對(duì)話，使學(xué)生體會(huì)參 加節(jié)日游行的真實(shí)情景，既訓(xùn)練他們的聽(tīng)力又通過(guò)回答問(wèn)題訓(xùn)練他們的分析能力。通過(guò)本單元的學(xué)習(xí)，要求學(xué)生熟練掌握情態(tài)動(dòng)詞 may/ might， can/could， will/would， shall/should， must/can的各種語(yǔ)用功能。這 3個(gè)練習(xí)的設(shè)置由表及里，由淺入深，非?？茖W(xué)。第三部分要求找出各個(gè)節(jié)日中共有的三件事，然后與同伴討論為什么這些事情對(duì)各地的人們都是重要的。 4. Comprehending 第一部分提出的 6個(gè)問(wèn)題讓學(xué)生對(duì)所讀文章有一個(gè)淺層理解。紀(jì)念名人的節(jié)日有中國(guó)的端午節(jié)，美國(guó)的哥倫布日，印度的甘地紀(jì)念日。最古老的節(jié)日主要慶祝冬天的結(jié)束，春天的播種，秋天的收獲等。激發(fā)學(xué)生的閱 讀興趣，為本單元 Reading部分的世界節(jié)日做好鋪墊。通過(guò)本單元的語(yǔ)言技能訓(xùn)練，要求學(xué)生學(xué)會(huì)使用請(qǐng)求以及感謝的表達(dá)法。 Festival around the world 單元教案 人教 版 新課標(biāo) 必修 3 unit 1 教材分析和教材重組 教材分析 本單元以節(jié)日為話題，介紹了世界各地的一些節(jié)日、含義、由來(lái)和民俗。通過(guò)本單元的學(xué)習(xí)，可以幫助學(xué)生更多地了解節(jié)日、體味文化；同時(shí)又能教育學(xué)生理解、尊重不同的文化和習(xí)俗。 1. Warming Up 要求學(xué)生以小組形式完成一個(gè)表格填充，列出中國(guó)的五個(gè)節(jié)日和這些節(jié)日的時(shí)間、慶祝的內(nèi)容以及節(jié)日里人們的所作所為。 2. Prereading 通過(guò)若干個(gè)問(wèn)題了解學(xué)生對(duì)節(jié)日的認(rèn)識(shí)，比如：你最喜歡的節(jié)日是什么？你喜歡與家人還是與朋友共度佳節(jié)？你喜歡節(jié)日的哪部分 ——音樂(lè)、拜訪朋友，可看的還是可吃的？ 3. Reading 由五篇小短文組成，分別介紹古代節(jié)日、亡靈節(jié)、紀(jì)念名人的節(jié)日、豐收節(jié)和春天的節(jié)日等，使學(xué)生了解節(jié)日的由來(lái)及其存在的意義。鬼節(jié)是為祭奠亡靈，取悅祖先而舉行的節(jié)日，例如日本的盂蘭盆節(jié)（ Obon）， 墨西哥的亡靈節(jié)，萬(wàn)圣節(jié)（ Halloween）等。春天的節(jié)日包括中國(guó)的春節(jié)，西方的狂歡節(jié)、復(fù)活節(jié)，日本的櫻花節(jié)。第二部分要求學(xué)生討論哪些節(jié)日是最重要的，哪些是最有趣的，結(jié)合所讀文章和自己的想法填表。這一任務(wù)不僅使學(xué)生重溫所讀文章的內(nèi)容，而且結(jié)合他們的實(shí)際，給學(xué)生機(jī)會(huì)闡 述自己的想法和觀點(diǎn)，挖掘?qū)W生的思維潛力。 5. Learning about Language 主要突出本單元的重點(diǎn)詞匯和主要語(yǔ)法項(xiàng)目。 6. Using Language 涵蓋了聽(tīng)、說(shuō)、讀、寫(xiě)四個(gè)部分。 Speaking分為兩部分。第二部分讓學(xué)生根據(jù)上段的 “你 ”剛從 Trinidad回來(lái)編對(duì)話，學(xué)生可以按自己的想象和經(jīng)歷編寫(xiě)談話內(nèi)容，這樣做有助于訓(xùn)練學(xué)生的思維。故事中有穿插一個(gè) “乞巧節(jié) ”的傳說(shuō)。Writing 主要是要求學(xué)生根據(jù)上面閱讀文章的內(nèi)容 寫(xiě)一個(gè)與文章結(jié)尾不同的結(jié)局，讓學(xué)生通過(guò)思考寫(xiě)出自己的思想、自己的做法，嘗試自己解決問(wèn)題。 Learning about Language和 Workbook中的 using words and expressions及 using structures整合在一起上一節(jié) “語(yǔ)言學(xué)習(xí)課 ”。 Workbook的 READING AND LISTENING和 TALKING結(jié)合在一起上一節(jié) “聽(tīng)說(shuō)課 ”。 課時(shí)分配 1st Period Reading 2nd Period Language study 3rd Period Integrating skills(Ⅰ ) 4th Period Listening and Speaking 5th Period Integrating skills(Ⅱ ) Part 1: Teaching Design (第一部分：教學(xué)設(shè)計(jì) ) Period 1: A sample lesson plan for reading (FESTIVALS AND CELEBRATIONS) Aims To help students develop their reading ability To help students learn about festivals Procedures I. Warming up Warming up by discussing Good morning, class. Today we are going to read about FESTIVALS AND CELEBRATIONS. But first, I’d like to have you work in groups and list five Chinese festivals that you know. When do they take place? What do they celebrate? And what do people do at that time? Warming up by watching and listening Hi, every one. Look at the photos and listen to me telling you about some Western Festivals. Some Western Festivals Valentine’s Day , February 14 情人節(jié) Candy, flowers and other tokens of affection are exchanged on this day, in honor of two martyrs, both named St. Valentine. April Fool’s Day, April 1 愚人節(jié) Franksters feel that it is permissible to play all sorts of tricks on this day. Mother’s Day 母親節(jié) The second Sunday in May, set aside to honor mothers. Father’s Day 父親節(jié) The third Sunday in June, set aside to honor fathers. Halloween , October 31 萬(wàn)圣節(jié) A special day for making merry, wearing costumes and playing oldfashioned games. A favorite with children. Easter 復(fù)活節(jié) A Christian holy day in March or April when Christians remember the death of Christ and his return to life. Thanksgiving Day 感恩節(jié) Generally the fourth Thursday in November, set aside for national thanksgiving, especially for our democratic form of government. It is a legal holiday in all states. Labor’s Day 勞動(dòng)節(jié) The first Monday in September. Set aside to honor labor, it is a legal holiday in all states. Christmas Day, December 25 圣誕節(jié) This is both a legal and religious holiday, it observes the anniversary of the birth of Jesus. All states and all those of the Christian faith celebrate this holiday. Warming up by learning vocabulary Turn to page 96, and go over the vocabulary list for Unit 1. Find out the relationship between the spelling and the pronunciation. II. Prereading 1. Imagining and sharing Hello! Now you can celebrate everyday! Everyday is a holiday. Imagine somewhere someone is celebrating right now. Our world is filled with mystical celebrations and powerful memories. Come and tell the class what holiday it is today. 2. Talking and sharing Work in groups of four. Tell your group mates what festivals or celebrations you enjoy in your city or town. III. Reading 1. Listening to the recording Now please listen to the recording of the text FESTIVALS AND CELEBRATIONS. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice. 2. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. Collocations from FESTIVALS AND CELEBRATIONS hold festivals and celebrations, catch animals, have food吃飯 , light fires, make music, bring a year of plenty帶來(lái)富足的一年 , honour the dead紀(jì)念死去了的人 , satisfy and please 悅某人 , do harm to對(duì) …… 有害 , clean the graves掃墓 , light incense, in memory of 紀(jì)念；追念 , light lamps, play music, lead sb. back to earth, on an important feast day, in the shake of sth., offer sth. to sb., have the origin as an event, ask for sth., dress up喬裝打扮；穿上盛裝 , play a trick詐騙；開(kāi)玩笑 , hold festivals as an honour to sb., a national holiday, gain …’s independence, gather… for…, a s