人教版Book3unit1全单元教案.doc

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1、优质文本教案 Book3 Unit 1 Festivals around the worldI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。Warming Up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 局部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

2、节、纪念名人的节日、丰收节、春天的节日等。Comprehending 由四个局部组成。第一、三、四局部通过表格形式，第二局部通过让学生答复以下问题的方式，鼓励学生积极思考，加深对课文的理解。Learning about Language 局部主要突出了本单元的语法工程情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，cant 等的用法。Using Language 中包括了听、说、读、写几个局部的内容。学生可通过对Trinidad Carnival、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

3、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。 Learning Tip 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根本用法；(3) 了解有关节日和民俗，掌握有关词汇。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。本单元分五课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第

4、二课时：Learning about Language第三课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook)第四课时：Reading (Using Language) & Reading task (Workbook)第五课时：Speaking task (Workbook), Writing (Using Language) & Summing UpIV教学步骤：Book 3 Unit 1 第一课时Warming up, Pre-rea

5、ding, Reading & ComprehendingTeaching Goals: 1. To arouse Ss interest in learning about the festivals around the world.2. To improve Ss listening ability.3. To train Ss speaking ability.Teaching Procedures:Step 1. Leading-inPurpose: To activate Ss and arouse them to express their opinions about a fe

6、stival.Lead Ss to the content of this unit. Step 2. Warming Up 1. Ask Ss to turn to P1 and work in groups to complete the form on P1.2. Ask Ss to discuss festivals they have filled in the form and their importance to the society. After that, ask Ss to present their opinions to all classmates.Step 3.

7、 Pre-listeningPurpose: To help Ss learn about the context of the Listening text.Ask Ss to talk about the following questions to get them prepared to listen to the reading text. 1. How many ancient festivals do you know? 2. Are foreign festivals different from Chinese festivals? In what part?Step 4.

8、Listening Purpose: To get the main information in the listening part.To develop Ss listening abilityTo learn some information about the festivals around the world.Ask Ss to listen to the tape, focus on the subjects mentioned in the passage and then answer the following question.1. How many kinds of

9、festivals were mentioned in the text? Suggested Answer: Five.2. What are they?Suggested Answer: Ancient Festivals Festivals of the DeadFestivals to Honor PeopleHarvest Festivals Spring FestivalsStep 5. Pre- readingDivide Ss into groups of four and ask them to discuss the following questions.1. Whats

10、 your favorite holiday of the year? Why? 2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best-the music, the things to see, the visits or the food? Step 6. Fast reading Ask Ss to

11、 read the text quickly and answer the following questions.1. What are festivals of the dead usually for?2. What make autumn festivals happy events?3. What do people usually do at spring festivals?4. What is one important reason to have festivals and celebrations?5. Compare the festivals of the dead

12、in Mexico, Japan and China. What things are similar? What things are different?Answers:1. Festivals of the dead are for honoring or satisfying dead ancestors or others, who some people believe might return tohelp or harm living people.2. Autumn festivals are happy events because people are thankful

13、that food is ready for winter and the hard farm work is finished. 3. At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.4. It is important to have festivals and celebrations so we can enjoy life / be proud of our cu

14、stoms / forget our work for alittle while.5. The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors graves, and the Mexican offer food, flowers and gifts to the dead. However, there are some differences. The M

15、exicans eat special food that looks like bones, something the Chinese and Japanese do not do.Step 7. Intensive reading1. Ask Ss to read the text carefully and sum up the main idea of each part.2. Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill

16、in the chart with your ideas.Type of festivalExample of festivalReasons for your choiceMost importantMost funAnswer:3. Ask Ss the following question and encourage Ss to give some similarities that they think festivals have, and give their reasons. Then invites Ss to tell the similarities and then as

17、k them to present them before the class.What similarities can you find among these festivals?Suggested Answer:They most include food, music or entertainment, like dances, light or fire.They are most together with family and friends.Festivals exist everywhere.Many of them celebrate similar ideas and

18、important cultural events or remember event of people.Human beings need to have things in life to celebrate and have a break from daily struggles and demands.Step 8. HomeworkPurpose: To get a further understanding of the text. 1. Ask Ss to continue discussing their opinions about festivals with thei

19、r partners. 2. Ask Ss to read the text once again and try to retell the text.3. Ask Ss to discover useful words and expressions in the text.Book 3 Unit 1 第二课时Learning about LanguageTeaching Goals: 1. To check what has been learned yesterday.2. To enable Ss to master some new words and expressions.3.

20、 To get Ss to have knowledge of the grammar point: the model verbTeaching Procedures:Step 1. Revision 1. Ask Some Ss to retell the reading text. 2. Ask Ss to answer the following question to see whether they did their homework or not.How many festivals are mentioned in our text?Step 2. Word studyPur

21、pose: To consolidate the words and phrases in the text.Finish Ex1Purpose: To enable Ss to master some new words and expressions. Ex2 Many people think that Christmas is a western _, but in fact it is really a worldwide holiday. Christmas actually as a _ festival celebrated by _ around the world. Its

22、 _ is around the 3rd or 4th century AD, when the _ of remembering Jesus birth on December 25th first started. Today, of course, many people celebrate Christmas _ it were just a holiday to _ family, rather than a holiday about a _. Answers: celebration, religious, Christians, origin, custom, as thoug

23、h, have a fun with, beliefStep 3. Grammar point1. Explain for Ss the grammar point: the modal verb(1) can/could 可以表示能力、许诺、请求或某种可能性，could还可用于： 提出委婉的请求，注意在答复中不可用could。例如： Could I have the television on? 我能看电视吗？ Yes, you can. / No, you cant. 可以/不可以。 在否认句、疑问句中表示推测或疑心。例如：He couldnt be a bad man. 他不大可能是坏人

24、(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： would like；would like to do = want to 想要，为固定搭配。例如：Would you like to go with me? 想和我一块去吗？ Will you?Would you like? 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： Would you like some cake? 吃点蛋糕吧。

25、 否认结构中用will，一般不用would, wont you是一种委婉语气。 Wont you sit down? 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/cant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，否认推测用cant。2. Ask Ss to find at least four sentences which use modal verbs in the reading text and translate them into Chinese. See who can ma

26、ke the best translation.Answers:(1) when they can dress up and go to their neighbors homes and ask for sweets. (line 9, part 2) 那时他们可以化装并去邻居家要糖果。(2) Some people might win awards for their , (line 4, part 4)一些人可能会因他们的而获奖。(3) and may give children lucky money in red paper. (line 3, part 5)也可能给孩子们用红包包起

27、来的压岁钱。3. Ask Ss to finish Ex3 on P6 and check the answers in pairs.Step 4. Homework1. Ask Ss to review what has been learned in this period.2. Ask Ss to finish the exercises of Using Words And Expressions and Using Structures on P42P43.Book 3 Unit 1 第三课时Listening (Using Language) Speaking (Using Lan

28、guage), Listening (Workbook)& Listening task (Workbook)Teaching Goals: 1. To develop Ss listening ability.2. To learn more information about festivals.Teaching Procedures:Step 1. Listening (Using Language)1. Ask Ss to discuss the questions with their partners in groups of four and try to give the an

29、swers.(1) What is a Carnival?(2) What do they usually do in the Carnival Parade?2. Ask Ss to listen to the tape and try to get the main idea of the listening text.3. Ask Ss to listen to the tape again and answer the following questions.(1) What is wrong with Li Meis clothing and shoes?(2) What advic

30、e does Carla give Li Mei?(3) Why is it important for them to have water?(4) Why is it difficult for them to hear each other?(5) Why do they plan to meet at the parking lot at 8 oclock ?Answers:1) Li Meis clothing is too thick and her shoes are not comfortable enough to walk in for a long time.2) Car

31、la suggests that Li Mei change her clothes to something comfortable, wear some lighter and cooler clothing and also take a hat.3) It is important for them to have water because it is very hot and they will be doing a lot of walking.4) It is difficult for them to hear each other because the music is

32、very loud.5) They plan to meet at the parking lot at 8 oclock because they might get separated in crowed.4. Play the tape again for Ss to check their answers.Step 2. Speaking (Using Language)Imagine you have just visited your friends in Trinidad and seen the Carnival. Make a phone call to invite you

33、r friends to a Chinese festival. In pairs make a conversation of at least five turns each. Be ready to present your conversation to the class.Step 3. Listening (Workbook)1. Ask Ss to talk about the following questions.(1) Do you know what Easter mean?(2) Do you know how people celebrate Easter?2. As

34、k Ss to listen to the tape and try to get the main idea of the listening text.3. Ask Ss to listen to the tape again and finish Ex2，3 of Listening on P41. Step 4. Listening task (Workbook)1. Ask Ss to look at the pictures on P45, and then write the name for each picture below.2. Ask Ss to listen to t

35、he tape again and finish Ex2 of Listening task on P46.Step 5. Homework1. Ask Ss to write down the differences between Chinese festivals and western festivals.2. Ask Ss to preview Reading (Using Language) and Reading task (Workbook).Book 3 Unit 1 第四课时Reading (Using Language) & Reading task (Workbook)

36、Teaching Goals: 1. To get Ss to learn more about festivals.2. To improve Ss reading ability.Teaching Procedures:Step 1. Reading (Using Language)1. Warming UpPurpose: To lead Ss to the topic and arouse the Ss interest in the reading text.(1) Ask Ss to make a list of Chinese and Foreign Festivals.Chin

37、ese Festivals Foreign FestivalsLantern Festival Christmas DayThe Dragon Boat Festival Thanksgiving Day Tomb Sweeping Day Mothers DayMid-Autumn Day April Fools DayNew Years Day Valentines DayDouble-ninth Mardi GrasNational Day RamadanMay 1st Easter (2) Lead Ss to the topic. 2. Fast readingPurpose: To

38、 get a brief understanding of the text.Ask Ss to read the text in five minutes and find out the sentence below are true or false.(1) The girl Li Fang loved and waited but she didnt turn up. But he didnt lose heart. (2) Because her most lovely daughter got married to a human secretly, the Goddess got

39、 very angry. (3) Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month. (4) Hu Jin had been waiting for Li Fang for a long time with a gift for him.Suggested Answers:(1) F (2) T (3) F (4) T 3. Intensive reading Purpo

40、se: To get Ss to have some details in the text.1. Ask Ss to read the text carefully and answer five questions under the reading text. And then ask some Ss to explain their answers to the class.2. Ask Ss to go through the text, and find out the following sentences and analyze them.(1) It was Valentin

41、es Day and Hu Jin had said she would meet him at the coffee shop after work. But she didnt turn up. (2) She said she would be there at seven oclock, and he thought she would keep her word. (3) Well, he was not going to hold his breath for her to apologize. (4) He would drown his sadness in coffee. (

42、5) It was obvious that the manager of the coffee shop was waiting for Li Fang to leave. (6) Finding that Zhinv was heart-broken, her mother finally decided to let the couple cross the Milky Way to meet once a year.4. WritingPurpose: to practice Ss retelling and writing ability.(1) Ask Ss to retell t

43、he story between Hu Jin and Li Fang, according to the text.(2) Ask Ss to read the text again and discuss the following question. What will Hu Jin say when she finds out later that the flowers and chocolate are gone? If Li Fangs problem is solved, will he be happy or sad? (3) Ask Ss to write a differ

44、ent ending to the story of Li Fang. They may begin with: As he sadly passed the tea shop on the corner on his wayStep 2. Reading task (Workbook)Purpose: To introduce to Ss the Winter Carnival in Quebec。 To further Ss understanding of the reasons that people need to have festivals.1. Warming Up Ask S

45、s to look at the following pictures and discuss the following questions. (1) Do you know what they are?(2) How do the people celebrate in the pictures?(3) When do they celebrate?2. Fast reading(1) Ask Ss to listen to the tape and try to get the main idea of the text.(2) Ask Ss to read the text quick

46、ly and answer the following questions In which person is the text written?Suggested Answer: In the first person. In what order is the text written? Suggested Answer: In order of time.3. Intensive reading(1) Ask Ss to red the text carefully and finish Ex2 on P45.(2) Ask Ss to find out what they cannot understand in the text and then discuss them in groups. Offer some help if necessary.Step 3. Homework 1. Ask Ss to rewrite in the third person the passage: Winter Carnival in Quebec.2. Ask Ss to finish Ex1, Ex2 and Ex3 on P42.