高一英语 必修3优秀教案 Unit 1 Festivals around the world （新课标人教版必修3）

Unit1 Festivals around the world
Period 1 Warming up and Reading
优秀教案（人教版必修3）
单元要览
类别
课程标准要求掌握的项目
话题
Festivals; how festivals begin; how to celebrate festivals
词汇
beauty
n. 美; 美人
award
n. 奖; 奖品　vt. 授予
harvest
n. & vt. & vi. 收获; 收割
rooster
n. 雄鸡; 公鸡
celebration
n. 庆祝; 祝贺
admire
vt. 赞美; 钦佩; 羡慕
starve
vt. & vi. (使)饿死; 饿得要死
energetic
adj. 充满活力的; 积极的
origin
n. 起源; 由来; 起因
custom
n. 习惯; 风俗
religious
adj. 虔诚的; 宗教上的
clothing
n. 衣服
ancestor
n. 祖先; 祖宗
worldwide
adj. 遍及全世界的
feast
n. 节日; 盛宴
permission
n. 许可; 允许
belief
n. 信任; 信心; 信仰
fool
n. 愚人　vt. 愚弄　vi. 干傻事
trick
n. 诡计; 恶作剧; 窍门
apologize
vi. 道歉; 辩白
arrival
n. 到来; 到达; 到达者
drown
vt. & vi. 溺死; 淹死
gain
vt. 得到; 获得
obvious
adj. 明显的; 显而易见的
independence
n. 独立; 自主
remind
vt. 提醒; 使想起
gather
vt. , vi. & n. 集合; 聚集
weep
n. 哭　vi. 哭泣; 流泪
agriculture
n. 农业; 农艺; 农学
forgive
vt. 原谅; 饶恕
短语
take place发生
turn up出现; 到场
in memory of纪念; 追念
keep one’s word守信用; 履行诺言
dress up盛装; 打扮; 装饰
hold one’s breath屏息; 屏气
play a trick on搞恶作剧; 诈骗; 开玩笑
set off出发; 动身; 使爆炸
look forward to期待; 期望; 盼望
remind. . . of. . . 使……想起……
day and night日夜; 昼夜; 整天
be proud of以……而自豪
as though好像
in the shape of以/呈现…的形式/形状
have fun with玩得开心
be covered with被……所覆盖
重要句型
1. . . . people would starve if food was difficult to find. (the subjunctive mood)
2. The country, covered with cherry tree flowers, looks as though it is covered with pink snow. (as though. . . )
3. Finding that. . . , her grandmother finally decided. . . (the present participle used as adverbial. )
4. It was obvious that the manager of the coffee shop was waiting. . . (It is+adj. +that. . . )
5. “. . . I don’t want them to remind me of her. ” So he did. (So+S. +do/does/did. )
6. There was Hu Jin waving at him and calling, . . . (Inversion)
功能
1. Making phone calls
May I speak to. . . ?
Can I ring/call back later?
Hold/Hang on, please.
I’ll ring him/her up again.
Just a moment, please.
Sorry, he/she isn’t here right now.
2. Invitations
I wonder if you are interested in. . . .
I’d like to invite you to. . . .
Would you like. . . ?
Could/Would you please. . . ?
I’m looking forward to. . . .
I’d love to, but. . . .
3. Thanks
Thank you so much.
Thanks a lot.
That’s very kind of you.
You’re most welcome.
Don’t mention it.
It’s a pleasure.
语法
The use of can, could, may, might, will, would, shall, should, must, can’t
1. can and could
Jin can speak English well. (ability)
Could you please show me the way to Beihai Park? (request)
2. may and might
May we see the awards for the teams? (permission; request)
She might give you some new clothing. (possibility)
3. will and would
The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)
Often he would dress up like a rich man. (past habit; custom)
4. shall and should
The harvest festival begins on Sunday. We shall be there with our friends. (promise; agreement)
You should arrive at the airport two hours before he goes. (advice)
5. must and can’t
Wang Feng wins an award every year. He must be very strong. (speculation)
You must be joking. That can’t be true. (guessing)
教学重点
1. Get students to know about festivals around the world.
2. Have students learn some useful new words and expressions about festivals and customs and let them learn effective ways to remember English vocabulary.
3. Enable students to grasp and use the expressions of request and thanks.
4. Let students learn the new grammar item: the use of can, could, may, might, will, would, shall, should, must and can’t.
5. Develop students’ listening, speaking, reading and writing abilities.
教学难点
1. Enable students to master the use of can, could, may, might, will, would, shall, should, must and can’t.
2. Let students learn to write a different ending of a story.
3. Develop students’ integrative skills.
课时安排
Periods needed: 7
Period 1 Warming up and reading
Period 2 Learning about language: Important language points
Period 3 Learning about language: Grammar
Period 4 Using language: Listening and speaking
Period 5 Using language: Extensive reading
Period 6 Using language: Speaking and writing
Period 7 Revision: Summing up and learning tip
Period 1　Warming up and reading
整体设计
教材分析
This is the first teaching period of this unit. At 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.
The Warming Up is intended to have students start thinking about the variety of events and festivals that are 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 country’s cultural events.
The Pre-reading is a continuation of the Warming Up and it moves 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 the questions and predict what kind of information will be introduced in the 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. 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 used 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 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. In order to arouse students’ interest, the teacher can hold a competition between groups.
教学重点
1. Let students learn more about history and basic knowledge of festivals.
2. Get students to learn different reading skills.
教学难点
1. Develop students’ reading ability.
2. Enable students to talk about festivals and celebrations.
三维目标
知识目标
1. Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with
2. Let students learn about history and basic knowledge of festivals both in and out of China.
能力目标
1. Develop students’ reading ability and let them learn different reading skills.
2. Enable students to talk about festivals and celebrations.
情感目标
1. Stimulate students’ love for their own national culture and customs.
2. Develop students’ sense of cooperative learning.
教学过程
设计方案(一)
→Step 1 Leading-in
Have a free talk with students. Ask them the following questions:
Did you have a good time in your winter holidays?
When did you feel most happy and excited? Why?
(At the Spring Festival. Because it’s the most important festival in our country. . . )
→Step 2 Warming up
1. Let students brainstorm the other Chinese festivals.
(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )
2. Let students read the information about Chinese festivals below and discuss another three Chinese festivals:
When does the festival come?
What do people celebrate?
What do people do?
Festivals
Date
Festivals
Date
New Year
January 1st
Teachers’ Day
September 10th
International Women’s Day
March 8th
National Day
October 1st
Arbor Day
March 12th
The Spring Festival
Lunar New Year
International Labor Day
May 1st
Dragon Boat Festival
the fifth day of the fifth lunar month
International Children’s Day
June 1st
Mid-Autumn Festival
the 15th day of the 8th lunar month
Army Day
August 1st
Lantern Festival
the 15th day of the 1st lunar month
Chinese Youth Day
May 4th
Pure Brightness Day
April the fifth
3. Ask students to fill in the following form and ask some to share their opinions with the whole class. The first one is given as an example.
Festivals
Time of year/date
What it celebrates
What people do
Mid-Autumn Festival
autumn/fall
the beauty of the full moon, harvest, time with family and friends
give/eat moon cakes and watch the full moon with family and friends
4. Talk about some foreign festivals with students.
(Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, . . . )
→Step 3 Pre-reading
1. Let students discuss the following questions:
What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?
2. Ask students to look at the pictures and title of the passage in Reading. Discuss in pairs what kind of information will be introduced in the passage.
→Step 4 Reading
1. Fast reading
Ask students to skim the reading passage and then fill in the following chart.
Kinds of Festivals
Names of Festivals
Countries
Festivals
Festivals
Harvest
Spring
(Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen. )
2. Intensive reading
Allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following:
1)Choose the best answer to each question or to finish each sentence according to the text.
(1)Why do Japanese people light lamps during the Festival of the Dead?
A. Because they want to make the festival colorful.
B. Because they want to light up their rooms.
C. Because they want to light up their way.
D. Because they want to lead their ancestors to return to earth.
(2)Which of the following was not mentioned as a famous person in the text?
A. Mohandas Gandi.
B. Christopher Columbus.
C. Abraham Lincoln.
D. Qu Yuan.
(3)The place where people will usually decorate churches and town halls with flowers and fruits is ______________.
A. India
B. America
C. Europe
D. China
(4)Easter is held in memory of the return of Jesus for Christians and also celebrates ______________.
A. the coming of spring
B. the autumn harvest
C. the Lunar New Year
D. the end of a year
Suggested answers: (1)D　(2)C　(3)C　(4)A
2)Use the information from the reading passage to answer the following questions.
(1)What are festivals of the dead usually for?
(2)What makes 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 in Mexico, Japan and China. What things are similar? What things are different?
3. Reading and discussion
Read the text a third time and then work in pairs to do the following.
1)Based on the reading passage, what do most festivals seem to have in common? Why do you think these things might be important to people everywhere? Talk with your partner and fill in the chart below.
Three common things
Reasons why they are important to people everywhere
1.
2.
3.
2)Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas.
Type of festival
Example of festival
Reasons for your choice
Most important
Most fun
(Let students have enough time to read the passage carefully and discuss the questions and charts with their partners. Encourage them to expand their answers according to their own experiences. )
4. Explanation
Help students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.
Discuss the following important sentences and phrases in the passage.
1)Some festivals are held to honour the dead, or to satisfy the ancestors, who might return either to help or to do harm.
2)in memory of
3)India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain.
4)People are grateful because their food is gathered for the winter and the agricultural work is over.
5)The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.
6)The country, covered with cherry tree flowers, looks as though it is covered with pink snow.
Suggested explanations:
1)The sentence contains a non-restrictive attributive clause who might return either to help or to do harm. It means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.
2)in memory of: serving to recall sb. , to keep him fresh in people’s minds
He wrote a poem in memory of his dearest wife, who died in an accident.
in honor of: showing great respect or high public regard
3)the leader who helped gain India’s independence from Britain: a noun phrase followed by an attributive clause as the appositive
4)two clauses for reason
5)energy n. → energetic adj. : full of or done with energy
look forward to: “to” is a preposition here.
I’m looking forward to hearing from you.
be devoted to; be/get used to; get down to; stick to. . .
6)covered with cherry tree flowers: a past participle phrase equal to “which is covered with cherry tree flowers”
as though: as if
He talks as though he knew all about it.
He looks as if he had seen a ghost.
5. Reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.
→Step 5 Consolidation
Ask students to talk about festivals in their own words according to the text. Then let them complete the following passage with proper words or phrases.
There are all kinds of festivals and ______________ around the world, which are held for different ______________. The ancient festivals were mainly held at three times a year—the end of the cold ______________, planting in spring and ______________ in autumn. Some festivals are held to ______________ the dead or ______________ the ancestors, who might return either to help or ______________, while other festivals are held to honor famous people or to the ______________, such as Dragon Boat Festival, Columbus Day, and so on. Harvest and ______________ festivals are happy events because their food is ______________ for the winter and the ______________ work is over, to which Mid Autumn Festival belongs. And the most ______________ and important festivals are the ones that ______________ the end of winter and to the coming of ______________ such as the Lunar New Year, at which people have a very ______________.
Suggested answers: celebrations; reasons; weather; harvest; honor; to satisfy; to do harm; gods; Thanksgiving; gathered; agricultural; energetic; look forward to; spring; good time
→Step 6 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Read the reading passage again and again and try to talk about festivals both in and out of China.
设计方案(二)
→Step 1 Leading in the topic by learning vocabulary about festivals
1. Make a circle on the blackboard and write the word “FESTIVAL” in it.
2. Ask students, “We have learned ‘festival’. Can you name some festivals? ”
3. Students list as many festivals as possible. Then the teacher adds some students can’t think of, such as Halloween, Easter, Thanksgiving, Valentine’s Day.
4. Let students read them aloud and try to learn them by heart.
→Step 2 Warming up by talking about festivals
Work in groups and list three more Chinese festivals that you know. Discuss when they take place, what they celebrate and what people do at that time. Then tell the group which festival is their favorite and why. ?
Festivals
Time of year/date
What it celebrates
What people do
Mid-Autumn Festival
autumn/fall
the beauty of the full moon, harvest, time with family and friends
give/eat moon cakes and watch the full moon with family and friends
→Step 3 Predicting by looking and discussing
1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.
2. Two or three students are to give their opinions.
→Step 4 Reading
1. Give students 2 minutes, and ask them to skim the passage for information to tell if the following sentences are True or False.
1)The ancient people needn’t worry about their food. 　(F)
2)Halloween used to be a festival intended to honor the dead. 　(T)
3)Qu Yuan was a great poet who people honor a lot in China. 　(T)
4)The Mid-autumn Festival is held to celebrate the end of autumn. 　(F)
5)Easter celebrates the birth of Jesus. 　(F)
2. Give students 5 minutes to read the passage carefully, and complete the chart according to the passage.
Festivals of the Dead
Obon in Japan
___________________
Halloween
Festivals to Honor People
________________
________________
A national festival in____________
Harvest Festivals
_________ in European countries
_________ in China and Japan
Spring Festivals
________________
Carnivals in some Western countries
________________
________________ in Japan
3. Listening and reading aloud
Play the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.
→Step 5 Closing down by spoken practice
1. Have students get prepared in 3 minutes or so and then ask them to talk about festivals and celebrations.
2. Ask as many students as possible to have a try in front of the class.
→Step 6 Homework
1. Go over the text and try to learn all the useful words and expressions in this part by heart.
2. Finish the exercises in Comprehending on Page 3.
板书设计
Unit 1　Festivals around the world
Festivals and celebrations
Kinds of Festivals
Names of Festivals
Countries
Festivals
Festivals
Harvest
Spring
活动与探究
Group discussion & speech
As is known from the reading passage, festivals of all kinds are celebrated around the world. Most festivals have celebrations that include food, music, clothing and dances. These events originated from some similar ideas, but they take different forms in different regions and societies. What festivals and celebrations do you know all over the world? Have you ever taken part in them and enjoyed yourself? Discuss festivals in groups and then make speeches.
Step 1: The teacher divides the class into four groups and gives the tasks to students in each group. Group 1 will list the festivals around the world as many as possible, and then categorize them according to the origins of these festivals. And they should prepare for a short speech. Group 2 will discuss two traditional Chinese festivals and prepare for their presentation. Group 3 will discuss two Western festivals and prepare for their presentation. Group 4 will discuss the differences between Chinese festivals and Western festivals, then contrast and compare their styles, celebrations, dates and so on. And they should prepare for a short speech.
Step 2: Groups 1, 2 and 3 give their speeches on the festivals they have discussed. Group 4 gives their speech on the differences between Chinese festivals and Western festivals.
Step 3: The teacher makes proper remarks about students’ speeches and sums up the different cultural practices between China and other countries according to them.
Unit1 Festivals around the world
优秀教案（人教版必修3）
Period 3　Learning about language: Grammar
整体设计
教材分析
This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.
This teaching period mainly deals with the grammar: modal verbs—the use of can, could, may, might, will, would, shall, should, must, can’t. Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to make it easy to accept and understand. Firstly, the teacher can ask students to read the reading passage FESTIVALS AND CELEBRATIONS again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese. Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 5 and more exercises for students to master the related modal verbs. Finally, summarize the use of can, could, may, might, will, would, shall, should, must, can’t.
At the end of the class, ask students to do the exercises in Using structures on Page 43 and additional exercises for consolidation.
教学重点
Get students to learn and master the use of can, could, may, might, will, would, shall, should, must, can’t.
教学难点
Enable students to learn how to use some modal verbs correctly.
三维目标
知识目标
1. Get students to know the characters of modal verbs.21世纪教育网
2. Let students learn the use of can, could, may, might, will, would, shall, should, must, can’t.
能力目标
Enable students to use modal verbs correctly and properly according to the context.
情感目标
1. Get students to become interested in grammar learning.
2. Develop students’ sense of group cooperation.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
→Step 2 Leading-in by a guessing game
The teacher prepares some little gifts wrapped in paper and let students guess what the gifts are, who will be given the gifts and answer why they guess so. Tell students they can use such modal verbs as may, must, can’t, and so on.
The teacher may write some sentences on the blackboard according to what students say and explain how to use modal verbs to express speculation, possibility, etc.
Suggested sentences:
1. It must be a toy. (speculation)
2. It may be a book about how to learn English. (possibility)
3. Can it be a pen? (guessing)
4. You will give it to student who can speak English well. (promise; ability)
5. What you guessed can’t be true. (guessing)
→Step 3 Grammar learning
1. Reading and discovering
Ask students to turn back to Page 1 to read through the passage FESTIVALS AND CELEBRATIONS, let them pick out the sentences using modal verbs and translate them into Chinese.
Suggested answers:
1. The most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn.
最古老的节日总是庆祝严寒的结束、春季的种植和秋天的收获。
2. Some festivals are held to honor the dead or to satisfy the ancestors, who might return either to help or to do harm.
有些节日, 是为了纪念死者, 或者使祖先得到满足, 因为祖先们有可能回到世上（给人们）提供帮助, 也有可能带来危害。
3. For the Japanese festival Obon, people should go to clean graves and light incense in memory of their ancestors.
在日本的盂兰盆节, 人们要扫墓、烧香, 以缅怀祖先。
4. They also light lamps and play music because they think that this will lead the ancestors back to earth.
他们也点起灯笼, 奏响乐曲, 因为他们认为这样可以把祖先引回到世上。
5. It is now a children’s festival, when they can dress up and go to their neighbors’ homes to ask for sweets.
它（万圣节前夕）现在是儿童们的节日, 他们可以乔装打扮, 到邻居家要糖吃。
6. If the neighbors do not give any sweets, the children might play a trick on them.
如果邻居们不给糖果, 孩子们可能会捉弄他们。
7. Festivals can also be held to honor famous people.
有些节日也可以是纪念名人的。
8. Harvest and Thanksgiving festivals can be very happy events.
收获节和感恩节是非常喜庆的节日。
9. Some people might win awards for their farm produce, like the biggest watermelon or the most handsome rooster.
有些人可能因为他们的农产品（参加评选）而获奖, 比如最大的西瓜或最帅的公鸡。
10. These carnivals might include parades, dancing in the streets day and night, loud music and colorful clothing of all kinds.
狂欢节也许包括街头游行、昼夜跳舞、鼓噪的音乐和各种艳丽的盛装。
2. Thinking and discussing
Let students read the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations. If students have some difficulty, give them a hand.
3. Summing up: the use of can, could, may, might, will, would, shall, should, must and can’t.
情态动词 (Modal Verbs)
情态动词主要用来表示说话人的看法、意愿、态度等。从用法上来说, 它有如下几个特点:
1)情态动词本身都有一定的词义;
2)情态动词单独不能在句子中充当谓语;
3)情态动词没有人称和数的变化;
4)情态动词后接都不带to的不定式（除ought外）, 即接动词原形。
常用情态动词的基本用法
1. can/could
1)表示脑力或体力上的能力
Nobody can stop the development of science.
谁也无法阻止科学的发展。
She can sing that song in English. 她能用英文唱那首歌。
He could hardly support his family before he found the new job.
他在找到那份新工作前几乎无法养家糊口。
I could not understand the lecture on the computer given by Mr. Smith.
我听不懂史密斯先生作的那个关于计算机的讲座。
2)表示客观上的可能性
You can borrow this useful book from the library.
你可以从图书馆借到这种有用的书。
A more suitable person than him for the job can not be found.
不可能找到比他更适合这份工作的人了。
When the storm stopped, the plane could take off.
当风暴停下来时, 飞机可以起飞了。
3)表示主观上的允许
Can I ask you some questions about it?
我可以问你有关这件事的几个问题吗？
You can not leave here till I come back.
直到我回来你才能离开。
Such kind of thing can’t happen any more later.
这类事以后不准再发生了。
Can/Could you tell me how to get to the airport?
你能告诉我怎么去机场吗？
4)（用于否定句、疑问句或感叹句中）表示猜测、怀疑或惊诧
How can/could you be here? 你怎么会在这儿？
She couldn’t/can’t be so stupid to do that.
她不可能蠢得去做那种事吧。
Where could/can the boy be now?
那孩子现在能在哪儿呢？
另外, could还常用于表示客气委婉的看法、提问以及用于虚拟语气的结构中。这时could就不可以看作是can的过去式了, 而是could自己独特的用法。例如:
Could you speak a little slowly?
您能说慢一点儿吗？
I’m afraid that we couldn’t give you any definite answer at this moment.
恐怕我们这时候还无法给予您确切的答复。
I could come earlier if asked.
如果要让我早一点来, 我可以来早一点。
2. may/might
1)表示可能性
I may be busy from tomorrow on.
从明天起我可能会忙起来。
You may catch sight of the sunrise from here when you get up before 5 in the morning.
你在早晨五点钟以前起来, 或许能从这儿看到日出。
I wondered if they might agree with the idea.
我想知道他们是否会同意这种想法。
She thought it might be wise to try her luck here.
她认为在这儿碰碰运气也不错。
2)表示允许
May I come in? 我可以进来吗？
I’d like to have a smoke here if I may.
如果可以的话我想在这儿抽一支烟。
The librarian told her that she might return the book to the library in three days.
图书管理员告诉她说, 她可以在三天后还那本书。
3)may用来表示祝愿
May that day come soon. 但愿这天早日到来。
May you succeed in winning the first prize in the game.
祝愿你比赛夺冠成功。
4)might也常用于一些状语从句中或虚拟语气的结构中
I could not convince him, try as I might.
我无论用什么样的办法也不能说服他。
They left off earlier on that day so that they might catch the first train.
那天, 他们为了赶上头班车动身早一些。
He died so that the others might live.
为了其他的人能活下去, 他自己牺牲了。
If you had made better use of your time, you might have learned more.
假若你将自己的时间利用得更好一些, 你本可以学到更多东西的。
注意: 在回答以may引导的问句时, 一般避免使用may, 以免显得太严厉、或不太客气, 而改用其他方式。例如:
—May I come in? 我可以进来吗？
—Yes, please. /Sure. /Certainly. 请进。
—Please don’t. 请不要进来。/—No, you mustn’t. 不能进来。
3. must
1)表示出于职责、义务该做某事
We must protect the people’s rights.
我们应该保护人民的利益。
Everyone must be loyal to his motherland.
每个人都应该忠于自己的祖国。
Students must work hard at their study.
学生应该努力学习。
2)表示出于主观意识而必须要做某事
We must speed up the pace of our economic reform.
我们必须加速经济改革的步伐。
We must keep steps to the scientific development.
我们一定要与科学的发展保持步调一致。
You must hurry up or you’ll be late.
你必须得快点儿, 不然会迟到的。
注意: (1)must和have to的区别: must表示出于主观意识而必须要做某事; have to却表示由于某种客观原因而不得不做某事, 另外have to还有时态的变化。例如:
I have to go now for I’ve got a meeting 15 minutes later.
我现在必须要走了, 因为我15分钟后有个会要开。
He has to be back home by five to fetch his son from kindergarten.
他必须在五点钟前回家去幼儿园接他的儿子。
(2)在回答以must引导的问句时, 若是否定答复, 不用mustn’t, 而用needn’t 或don’t have to, 因为mustn’t表示禁止, 意思是“绝不能”“一定不要”, 而没有“不必”的意思。例如:
—Must we hand in our exercises today?
我们今天必须交作业吗？
—Yes, you must. 是的, 必须交。
—No, you needn’t/don’t have to. 不, 没必要。
3)用于否定句, 表示禁止
Smoking must not be allowed in the office.
严禁在办公室吸烟。
You mustn’t talk to girls like that.
你绝不能那样对女孩子说话。
4)表示推测（用于肯定句）
You must be tired after working so long.
你工作这么久了, 肯定累了吧。
It must have rained last night for it is so wet outside.
外面这么湿, 昨晚肯定下雨了。
4. shall
用作情态动词时, 适用于第二人称和第三人称。
1)表示允诺
The Fairy said, “Whatever you want, you shall have. ”
仙女说: “你想得到什么, 你就可以有什么。”
I don’t want to be hard on your daughter; she shan’t be pressed.
我不想对你女儿太严厉, 她不会太受压的。
2)表示命令
You shall come to my office immediately.
你必须马上来我的办公室。
She shall not stay in my garden.
她不许呆在我的花园里。
3)表示必然
That day shall come. 那一天一定会到来。
This law shall come into effect on January 1st 2007.
这项法律于2007年元月1日生效。
4)表示约定
The renter shall keep the house in a neat and orderly state.
租赁者要保持房屋整洁有序。
The supplier shall make shipment before October and the purchaser shall make payment within 15 days after receipt of the goods.
卖方十月以前装运, 买方在收到货物后十五天内付款。
5. should
1)表示出于职责、义务该做某事
You shouldn’t come to such a decision hastily.
你不应该匆匆忙忙地作出这么一个决定。
We should read English aloud every morning.
我们应该每天早晨朗读英文。
2)表示对某种情况的估计
She shouldn’t be out in such an early morning.
她不会这么一大早就出去了吧。
This book should be published in two months at most.
这本书最多两个月后就会出版的。
3)用于某些从句中表示虚拟语气
The doctor insisted that the girl should be hospitalized.
大夫坚持认为那个女孩要住院治疗。
If it had not been for the doctor’s care, the girl should not be speaking to you now.
要不是由于大夫的精心照料, 这个女孩现在就不能与你说话了。
6. will/would
1)用于第二人称的疑问句, 表示请求（would更客气、委婉）
Will you tell her that I’ll be back in twenty minutes?
请告诉她我二十分钟后回来, 好吗？[来源:21世纪教育网]
Would you tell me how to get to the shopping center?
您能告诉我怎么去购物中心吗？[来源:21世纪教育网]
2)表示愿望
Go where you will. 去你想去的地方吧。
He wouldn’t let the doctor take his blood pressure.
他不愿意让大夫给他量血压。
3)表示习惯、倾向
Sometimes the cat will lie there all afternoon.
有时候, 那只猫总是整个下午都躺在那儿。
He would sit there for hours, doing nothing at all.
他总是在那儿一坐就是几个小时, 什么都不干。
4）表示决心
We will never talk about that subject again.
我们决不会再谈论这个话题了。
He said he would make this computer work even if he had to stay up all night.
他说他即使整晚不睡觉也一定要让这台计算机工作起来。
→Step 4 Grammar practice
1. Turn to Page 5. Ask students to do Exercise 2 in Discovering useful structures. First let them discuss in pairs how each of these modal verbs is being used in the situations. Then check the answers with the whole class. Give some explanations if necessary.
2. Turn to Page 43. Ask students to do Exercise 1 and Exercise 2. Check the answers after most of them finish.
→Step 5 Dialogues
Show the following on the screen.
Working in pairs, complete the dialogues using modal verbs and then be ready to present your dialogues to the class.
1. A: ______________ you like to go to a special event with us on Sunday?
B: Yes, I __________________________.
2. A: ______________ Xiao Feng find the origin of Easter from that book?
B: No, he __________________________.
3. A: _______________ I go with my friends to the harvest festival?
B: Yes, you __________________________.
4. A: If I want to be a doctor _____________ I study science?
B: Yes, you .
5. A: He is very handsome. ______________ he play the role of the prince?
B: No, he __________________________.
6. A: The neighbors’ children are older this year. ______________ they stop playing tricks at Halloween?
B: Perhaps, they __________________________.
The following procedures may be followed:
1. Let students complete the dialogues using modal verbs individually.
2. Check the answers with the whole class.
3. Ask students to practice their dialogues in pairs.
4. Let some pairs perform their dialogues in the front.
Suggested answers:
1. A: Would21世纪教育网
B: ‘d like to go with you on Sunday
2. A: Could
B: couldn’t find it
3. A: May
B: may go (with your friends)
4. A: should
B: should study science
5. A: Can
B: can’t play the role of the prince
6. A: Might/Should
B: might/should stop playing tricks at Halloween
→Step 6 Closing down by a quiz
Show the following exercises on the screen. Let students finish them within five minutes to see if they have mastered the use of modal verbs. Five minutes later, check the answers with the whole class.
1. Peter ______________ come with us tonight, but he isn’t very sure yet.
A. must B. may C. can D. will
2. Michael ______________ be a policeman, for he’s much too short.
A. needn’t B. can’t C. should D. may
3. It’s nearly seven o’clock. Jack ______________ be here at any moment.
A. must B. need C. should D. can
4. John, you ______________ play with the knife; you ______________ hurt yourself.
A. won’t; can’t B. mustn’t; may C. shouldn’t; must D. can’t; shouldn’t
5. —When can I come for the photos? I need them tomorrow afternoon.
—They ______________ be ready by 12: 00.21世纪教育网
A. can B. should C. might D. need
6. —Are you coming to Jeff’s party?
—I’m not sure. I ______________ go to the concert instead.
A. must B. would C. should D. might
7. I didn’t see her in the meeting this morning. She ______________ have spoken at the meeting.
A. mustn’t B. shouldn’t C. needn’t D. couldn’t
8. Susan ______________ written a report like this.
A. can have B. mustn’t have C. can’t have D. ought to not have
9. Sorry, I’m late. I ______________ have turned off the alarm clock and gone back to sleep again.
A. might B. should C. can D. will
10. Jenny ______________ have kept her word. I wonder why she changed her mind.
A. must B. should C. need D. would
11. We ______________ last night, but we went to the concert instead.
A. must have studied
B. might study
C. should have studied
D. would study
12. —Will you stay for lunch?
—Sorry, ______________. My brother is coming to see me.
A. I mustn’t B. I can’t C. I needn’t D. I won’t
13. Mary ______________ be in Paris. I saw her in town only a few minutes ago.
A. mustn’t B. shouldn’t C. can’t D. may not
14. A computer ______________ think for itself; it must be told what to do.
A. can’t B. couldn’t C. may not D. might not
15. —Could I borrow your dictionary?
—Yes, of course, you ______________.
A. might B. will C. can D. should
Suggested answers:
1～5 BBCBB　6～10 DDCAB　11～15 CBCAC
→Step 7 Homework
1. Finish off the workbook exercises.
2. Preview the passage A SAD LOVE STORY on Page 7, find the sentences in which modal verbs are used, and see if you can understand the situations.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following into English.
1)纪念; 追念
2)盛装; 打扮
3)搞恶作剧; 诈骗; 开玩笑
4)期望; 期待; 盼望
5)日夜; 昼夜; 整天
6)人们喜欢聚在一起, 吃吃喝喝, 互相玩得开心。(have fun with)
7)她的婚礼下周举行。(take place)
8)她看上去好像生病了。(as though/as if)
→Step 2 Warming up
Tell students that modal verbs such as may, might, will, would, can, could, shall, should and must are used for many purposes. Ask them to read through the reading passage and find out at least ten sentences that contain modal verbs. Then let them explain the meaning and discuss in pairs how each of the modal verbs is being used in the situations.
→Step 3 Learning the use of modal verbs
1. Ask students to turn to Page 89 and learn the grammar Modal Verbs by themselves.
2. Encourage them to ask as many questions as possible. Give them explanations if necessary.
3. Solve the problems students meet during their study.
4. Sum up.
→Step 4 Practice
1. Ask students to do Exercise 2 and Exercise 3 in Discovering useful structures on Page 5.
2. Let students do the following additional exercise.
Working in pairs, complete the dialogues using modal verbs and then be ready to present your dialogues to the class.
1. A: ______________ you like to go to a special event with us on Sunday?
B: Yes, I __________________________.
2. A: ______________ Xiao Feng find the origin of Easter from that book?
B: No, he __________________________.
3. A: _____________ I go with my friends to the harvest festival?
B: Yes, you __________________________.
4. A: If I want to be a doctor ________________ I study science?
B: Yes, you __________________________.
5. A: He is very handsome. ______________ he play the role of the prince?
B: No, he __________________________.
6. A: The neighbors’ children are older this year. ______________ they stop playing tricks at Halloween?
B: Perhaps, they __________________________ .
→Step 5 Consolidation
Ask students to finish the following exercises within 8 minutes. Then check the answers with the whole class.
1. 单句改错
1)Mr. Smith looks pale. He can be ill.
2)You must be joking. That mustn’t be true.
3)Come to take the photos tomorrow morning. It may be ready by then.
4)The fire spread so fast that only one-third of the people could escape the fire.
2. Exercise 1 and Exercise 2 in Using structures on Page 43.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Read through the part Modal Verbs on Pages 89-91 again and take notes in your exercise book.
板书设计
Unit 1　Festivals around the world
Modal verbs
Modal verbs
Examples
can/could
—Can/Could I borrow your dictionary?
—Yes, you can.
may/might
—May/Might I come in?
—Yes, please. /Sure. /Certainly.
—Please don’t. /—No, you mustn’t.
must/mustn’t
—Must we hand in our exercises today?
—Yes, you must.
—No, you needn’t/don’t have to.
You mustn’t talk to girls like that.
must/can’t
You must be tired after working so long.
She can’t be so stupid to do that.
will/would
Will/Would you tell me how to get to the shopping center?
He will/would sit there for hours, doing nothing at all.
shall/should
You shall come to my office immediately.
We should read English aloud every morning.
活动与探究
Suppose Xiao Gang is absent today. Your teacher wants to know why he is absent, but no one knows the reason exactly. Make up a dialogue between the teacher, you and some of your classmates. Try to use as many modal verbs as possible. Be ready to present your dialogue to the class.
This activity is designed not only to help students know how to use modal verbs they have learned but also to make for the development of students’ writing and speaking ability. The teacher should make proper remarks after each group present the dialogue.
Unit 1 Festivals around the world
优秀教案（人教版必修3）
Period 4　Using language: Listening and speaking
整体设计
教材分析
This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.
We will mainly deal with listening and speaking in this period. At the beginning, students listen to a conversation among young people. Carla and Hari are students in Trinidad. Their Chinese friends Li Mei and Wu Ping, are visiting for the Carnival holiday in February. They are joining in a parade for Carnival in Trinidad. This listening activity is not only to offer students knowledge about how to celebrate Carnival in Trinidad but to encourage students to listen and then use what they have heard to help them answer questions. It is an important exercise because it links skills together and uses them to produce a useful phone call. Make sure students read the questions before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the directions, pictures and the questions and guess the listening text may be about. Play the tape for students to listen to and decide whether their guessing is right. Second, ask them to listen again for them to answer the questions. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.
The speaking exercise is intended to give students the opportunity to practice a phone conversation using the functional items. So they should learn some expressions on how to make phone calls and invitations and express and thanks first. Then they are required to create such a phone conversation. During the course, let them know the polite forms of English are important and should be practiced in a variety of situations. Also encourage them to use vocabulary from the reading and listening passages.
This period places emphasis on developing students’ listening and speaking ability. We should try our best to encourage students to say something. Don’t always correct the mistakes they have made while they are speaking. Otherwise, they would feel reluctant and not say anything more.
教学重点
1. Develop students’ listening and speaking abilities.
2. Enable students to master different listening skills.
3. Let students learn how to make phone calls and invitations and express thanks.
教学难点
1. Get students to listen to and understand listening materials with various English accents.
2. Let students make a phone conversation using the functional items requests and thanks.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in the listening passage.
2. Let students learn the following expressions:
1)Making phone calls
May I speak to. . . ?
Can I ring/call back later?
Hold/Hang on, please.
I’ll ring him/her up again.
Just a moment, please.
Sorry, he/she isn’t here right now.
2)Invitations
I wonder if you are interested in. . .
I’d like to invite you to. . .
Would you like. . . ?
Could/Would you please. . . ?
I’m looking forward to. . .
I’d love to, but. . .
3)Thanks
Thank you so much.
Thanks a lot.
That’s very kind of you.
You’re most welcome.
Don’t mention it.
It’s a pleasure.
能力目标
1. Enable students to catch and understand the listening materials.
2. Develop students’ ability to get special information and take notes while listening.
3. Get students to learn and use the expressions of making phone calls, invitations and thanks.
情感目标
1. Enable students to know more about festivals and love their life.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to translate some sentences using modal verbs.
1)我们中有些人现在会用电脑, 但我们10年前不会用。
2)我能借用你的自行车吗？
3)他可能是加拿大人。
4)机器一定出了故障。
5)你应该信守诺言。
Suggested answers:
1)Some of us can use the computer now, but we couldn’t ten years ago.
2)Can/Could/May/Might I borrow your bike?
3)He may/might be from Canada.
4)There must be something wrong with the machine.
5)You should keep your promise.
→Step 2 Warming up
1. Tell students to turn to Page 6 and we are going to the part Listening and speaking.
2. Ask them to look at the pictures of the Trinidad Carnival and discuss in pairs what kind of activities the Carnival might have.
3. Let them find Trinidad on the map and describe it.
4. Have them to predict what kind of problems someone might have when going to such a carnival.
→Step 3 Listening
1. Go through the directions and questions to make sure students know what to do. Let them guess what the listening material they will hear may be about.
Show the questions on the screen.
Part 1:
1)What is wrong with Li Mei’s clothing and shoes?
2)What advice does Carla give Li Mei?
Part 2:
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 o’clock?
2. Play the tape for them to listen to it and decide whether their guessing is right or not.
3. Play the tape again. When listening, they work in pairs: one student writes down the answers to Part 1; the other writes down the answers to Part 2.
4. They exchange the information and listen to the tape again for checking. Let them have the correct answers.
5. Give 2 or 3 minutes to students to ask questions if they have any.
6. Show students the listening text and let them read it aloud.
Listening text: (Omitted)
→Step 4 Speaking
1. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.
MAKING PHONE CALLS
May I speak to. . . ?
Can I ring/call back later?
Hold/Hang on, please.
I’ll ring him/her up again.
Just a moment, please.
Sorry, he/she isn’t here right now.
INVITATIONS
I wonder if you are interested in. . . .
I’d like to invite you to. . . .
Would you like. . . ?
Could/Would you please. . . ?
I’m looking forward to. . . .
I’d love to, but. . .
THANKS
Thank you so much.
Thanks a lot.
That’s very kind of you.
You’re most welcome.
Don’t mention it.
It’s a pleasure.
2. Suppose the situation: Imagine you have just visited your friends in Trinidad and seen the Carnival. Make a phone call to invite your friends to a Chinese festival.
3. Give several minutes for students to prepare for their phone conversations in pairs.
4. Ask as many pairs as possible to present their conversations to the class.
→Step 5 Listening on Page 41
Turn to Page 41.
1. Ask students to look at the 4 pictures, and in pairs tell as many things as they can from each picture. Then ask them to say what festivals they think these pictures are about.
2. Tell students they will listen to a conversation between Chen Bin and his American friend, Joey. What is the main topic of their conversation?
3. Play the tape for students to listen to and find out the main topic of their conversation.
4. Ask students to look at the chart before they listen to the tape again.
Show the chart on the screen.
EASTER
In which season?
Who celebrates?
The reason for the festival?
On which day of the week?
What things represent Easter?
5. Play the tape again, and let students listen to it and then fill in the chart.
6. Let students share their information in pairs.
7. Play the tape a third time for students to check and have the correct answers.
8. Give 2 or 3 minutes for students to ask questions if they have any.
9. Show students the listening text and let them read it.
Listening text: (Omitted)
→Step 6 Listening task on Pages 45-46
1. Talk with students about festivals such as Mother’s Day, Valentine’s Day, Easter, the Cherry Blossom Festival, and so on.
2. Turn to Page 45. Ask them to look at the pictures and then discuss what festival for each picture is.
3. Have them listen to the tape. Then write the festival name for each picture.
4. Turn to Page 46. Ask them to go through the questions and make sure they know what to do.
5. Play the tape again for them to listen to and get their answers.
6. Two or three minutes for them to discuss and share their answers.
7. Play the tape a third time for them to check and have the correct answers.
8. Show them the listening text and let them read it.
Listening text: (Omitted)
→Step 7 Summary
In this period, we mainly focus on the listening and speaking abilities. They are very important. If your listening or speaking is poor, you’d better practice more. The more you listen to or speak English, the better your listening or speaking is. Remember: Practice makes perfect.
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Preview the passages A Sad Love Story and Winter Carnival in Quebec.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs of students to make up short dialogues to review modal verbs.
Situations:
1)You want to invite your friend to come to a party on Sunday.
2)You want to ask your mum for permission to go fishing with your friends.
→Step 2 Listening
1. Talk about Carnival and Trinidad with students.
2. Ask some of students to describe the pictures of the Trinidad Carnival.
3. Discuss with students what kind of activities the Trinidad Carnival might have.
4. Turn to Page 6. Ask students to read through the directions and questions in Exercise 2, predict the main idea of the listening text and then listen to the tape and give their answers.
→Step 3 Speaking
1. Turn to Page 6. Ask students to read the expressions of making phone calls, invitations and thanks in the box. Try to learn them by heart.
2. Suppose the situation and make a phone conversation in pairs using the expressions.
3. Ask as many pairs of students as possible to present their conversations to the class.
→Step 4 Workbook exercises
1. Listening
1)Ask students to discuss what festival these 4 pictures are about.
2)Have them listen to this conversation and find out the main topic.
3)Let them listen again and take notes to fill in the chart.
2. Talking
Ask students to read the directions and questions. Then let them make their role-play dialogues.
3. Listening task
1)Ask students to dictate some festival names to see if they are familiar with them.
2)Let them listen to the tape and write the festival for each picture on Page 45.
3)Have them go through the questions and then listen again to find the answers.
→Step 5 Homework
1. Finish off the related Workbook exercises.
2. Make up a phone conversation using the expressions of invitations and thanks.
板书设计
Unit 1　Festivals around the world
Listening and speaking
MAKING PHONE CALLS
May I speak to. . . ?
Can I ring/call back later?
Hold/Hang on, please.
I’ll ring him/her up again.
Just a moment, please.
Sorry, he/she isn’t here right now.
INVITATIONS
I wonder if you are interested in. . . .
I’d like to invite you to. . . .
Would you like. . . ?
Could/Would you please. . . ?
I’m looking forward to. . . .
I’d love to, but. . .
THANKS
Thank you so much.
Thanks a lot.
That’s very kind of you.
You’re most welcome.
Don’t mention it.
It’s a pleasure.
活动与探究
Imagine you want to invite a foreign friend to join your family’s celebration of the Chinese Spring Festival. In pairs, one as the Chinese student and the other as the foreign friend, make up a phone conversation to give your invitation, ask and answer questions about the holiday. The foreign friend should express his or her thanks for your invitation. Be ready to act out your conversation to the class.
Unit 1 Festivals around the world Extensive reading
优秀教案（人教版必修3）
Period 5　Using language: Extensive reading
整体设计
教材分析
This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.
In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two articles: A Sad Love Story in Using language on Page 7 and Winter Carnival in Quebec in Reading task on Page 44. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The purpose of A Sad Love Story is to introduce a cross-cultural view of lovers’ festivals—Qiqiao Festival and Valentine’s Day. It is set in a present-day context that students can relate to, and respond to. The teacher can first talk about the famous Chinese sad love story of Zhinu and Niulang to lead in the topic and then ask students to read the passage and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the part Reading task, its purpose is to introduce students to the Winter Carnival in Quebec, and to further their understanding of the reasons that people need to have festivals and what is done at them. Ask students to read through the passage and learn more about the foreign festival and its customs.
At the end of the class, ask students to retell the two passages. In order to arouse students’ interest, the teacher can hold a competition between them.
教学重点
1. Develop students’ reading skills by extensive reading.
2. Let students read and understand the two passages.
教学难点
1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.
2. Get students to understand foreign culture and customs.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in this part: apologize, drown, sadness, wipe, weep, remind, forgive, turn up, keep one’s word, hold one’s breath, set off, remind. . . of. . .
2. Get students to read the story A Sad Love Story.
3. Let students know more about the Quebec Carnival.
能力目标
1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.
2. Enable students to tell about Qiqiao Festival and Valentine’s Day.
3. Let students tell about the Quebec carnival with their own words.
情感目标
1. Stimulate students’ love of Chinese festivals and culture by learning foreign culture and custom.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs of students to come to the front and act out their dialogues to review and practice the expressions for requests and thanks.
→Step 2 Warming up by brainstorming
Can you tell something about Chinese Qiqiao Festival?
Can you tell something about Valentine’s Day?
Have you read any love stories? What are they?
→Step 3 Reading
1. Reading and judging
Ask students to read the passage fast and then decide whether each of the following statements is true or false.
1)The girl Li Fang loved and waited for didn’t turn up, but he didn’t lose heart.
2)Because her granddaughter got married to a human, the Goddess of Heaven got very angry.
3)Zhinu was made to return to Heaven without her husband. They were not allowed to meet forever.
4)Hu Jin had been waiting for Li Fang for a long time with a gift for him.
Keys for reference: 1)F　2)T　3)F　4)T
2. Reading and answering
Ask students to read the passage carefully, and answer the following questions.
1)Why did Li Fang feel like a fool?
2)What was Li Fang afraid that Hu Jin was doing?
3)How did Li Fang know the manager wanted to shut the coffee shop?
4)What is the reason why Li Fang and Hu Jin did not meet on time?
5)Why was Li Fang so worried at the end of the story?
3. Check the answers with the whole class and deal with any language problems.
Keys for reference:
1)Li Fang felt like a fool because he thought that he was waiting without any hope. /Hu Jin wouldn’t come to meet him.
2)He was afraid that she was with her friends laughing at him.
3)The manager wiped the tables, then sat down and turned on the TV.
4)They didn’t meet on time because Li Fang waited in the coffee shop while Hu Jin in the tea shop.
5)He was worried because he had thrown away the roses and chocolates/presents/gifts for Hu Jin and he had nothing to give her and he thought she would not forgive him.
4. Reading and finding
Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise book after class as homework.
Collocations: be heart-broken, Valentine’s Day, a coffee shop, after work, turn up, laugh at, keep one’s word, look forward to, hold one’s breath, drown one’s sadness in coffee, the Goddess of Heaven, the weaving girl, on earth, the herd boy, fall in love, get married, be married to, the Milk Way, once a year, be able to, set off, throw. . . away, remind. . . of, . . .
→Step 4 Discussion
1. After students’ reading the passage, ask them to work in groups and discuss the following questions:
1)Why was the TV story what Li Fang needed?
2)Why do people want the weather to be fine on Qiqiao Festival?
3)What more do you know about Qiqiao Festival?
4)Are you satisfied with the ending of the story? If not, how are you going to rewrite it?
2. Ask students to start their discussion. Make sure that every student has a chance to express his/her ideas.
3. Ask each group to choose one student as their representative. Let as many group representatives as possible come to the front and give a report of what their group has discussed.
→Step 5 Reading task
Tell students: We have learned some knowledge of festivals around the world from the reading passage Festivals and Celebrations. We have also learned about the Trinidad Carnival. Do you want to know about the Quebec Carnival? Please Turn to Page 44 and read the passage Winter Carnival in Quebec.
1. Ask students to read the passage fast to get the general idea.
2. Let students read the passage carefully and then answer the following questions.
1)Why do you think that dogs are used to pull sleds in cold climates?
2)Which activity at the Carnival do you think would be the most fun? Why?
3)Which activity at the Carnival do you think would be the most dangerous? Why?
4)If you could go to the Quebec Carnival, what would you do or see? Why?
5)If you had to draw a poster for the Carnival, what things would you put on the poster?
6)What would you wear if you went to the Carnival? Name at least three things.
3. Check the answers with the whole class after most of them finish.
Keys for reference:
1)Dogs are used in cold climates because they can run on top of the snow, which horses cannot/because they have very thick fur which keeps them warm. They are also very strong/do not eat grass and grain as horses and cattle do/can be fed on meat/do not eat too much.
2)Students give their own answers.
3)Probably the canoe race through the ice would be the most dangerous.
4)Students give their own answers.
5)Students give their own answers.
6)I would wear a warm coat/jacket/hat/gloves/mittens/boots/underwear/scarf/socks.
4. Have students compare Harbin with Quebec.
1)Talk about Harbin with students.
What do you know about Harbin?
2)Let students fill in the chart.
City
Similarity
Difference
Harbin
Quebec
→Step 6 Important language points
1. But she didn’t turn up.
可她却不见人影。
turn up: make one’s appearance; arrive露面; 来到
We invited her to dinner but she didn’t even bother to turn up.
我们请她吃饭她都不露面。
We arranged to meet at the gate at 7, but he failed to turn up.
我们约定7点在大门口见面, 但他没来。
2. She said she would be there at seven o’clock, and he thought she would keep her word.
她说她会在7点到达, 他（李方）认为她会守信用的。
keep one’s word/promise: do what one has promised守信
break one’s word/promise: fail to do what one has promised失信
You promised you would buy me a new bike, so you must keep your word.
你答应过给我买一辆新自行车的, 所以你必须信守诺言。
He is always breaking his word. 他总是食言。
3. . . . he was not going to hold his breath for her to apologize.
他不想屏住呼吸等她来道歉。
hold his breath: stop breathing for a short time暂时屏住呼吸
The audience held their breath as the acrobat walked along the tightrope.
杂技演员走钢丝时, 观众都屏住了呼吸。
4. He would drown his sadness in coffee.
他要用咖啡来消愁。
drown one’s sadness/sorrows in coffee: drink coffee in order to forget one’s troubles用咖啡来消愁
drown one’s sadness/sorrows (in drink): get drunk in order to forget one’s troubles借酒浇愁
5. It was obvious that the manager of the coffee shop was waiting for Li Fang to leave—he wiped the table, then sat down and turned on the TV—just what Li Fang needed.
很明显, 咖啡馆的经理在等李方离开——他擦好桌子, 然后坐下来, 打开电视机。这正合了李方的意！
这是一个较为复杂的句子。it为形式主语, that the manager of the coffee shop was waiting for Li Fang to leave是主语从句。前面的破折号表示进一步的说明, 后面的破折号表示转折。
6. “. . . I don’t want them to remind me of her. ” So he did.
“……我不想因它们想起她来。”于是他把花和巧克力都扔了。
remind. . . of. . . : cause to remember or be aware of. . . 使……想起或意识到……
He reminds me of his brother.
他使我想起了他的哥哥。
This song reminds me of my motherland.
这首歌使我想起了我的祖国。
7. There was Hu Jin waving at him. . .
那是胡谨在向他招手……
这是一个倒装句, 正常语序为Hu Jin was waving at him there. . . 。
当there, here位于句首并且句子的主语是名词时, 句子通常需要部分倒装。例如:
There goes the bell. 铃响了。
Here comes the bus. 车来了。
当句子的主语是人称代词时, 句子不需倒装。例如:
Here you are. 给你。
→Step 7 Consolidation
Go back to the passage A Sad Love Story. Ask students to tell the story in their own words.
Sample:
The story took place in an coffee shop where the hero, Li Fang, was waiting for his girlfriend. To his appointment, she didn’t turn up. Then there was a show on TV, which talked about the sad love story of Zhinu and Niulang. Being heart-broken, Li Fang threw away his Valentine’s gifts to Hu Jin. Then he met Hu Jin on his way back home, who had been waiting for him at a tea shop. What should he do?
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Learn the useful new words and expressions in this part by heart.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask students to dictate the expressions for making phone calls and invitations and thanks and then read them aloud.
3. Let them make some sentences to express making phone calls and invitations and thanks.
→Step 2 Leading-in
1. Introduce Qiqiao Festival by playing a piece of video.
1)Why is it called Qiqiao Festival?
2)What customs are there on the very day?
3)Can you tell the sad love story of Zhinu and Niulang?
2. Tell students: Turn to Page 7. We are going to read a modern sad love story.
→Step 3 Skimming
Ask students to read the passage and answer the following questions as soon as possible.
1. How many characters are mentioned in the story? What are they?
2. What are the relationships between them?
3. When and where did the story happen?
4. How many parts do you think the passage can be divided? Try to find out the main idea of each part.
→Step 4 Scanning
Ask students to read the passage carefully to locate particular information.
1. Why did Li Fang feel like a fool?
2. What was Li Fang afraid that Hu Jin was doing?
3. How did Li Fang know the manager wanted to shut the coffee shop?
4. What is the reason why Li Fang and Hu Jin did not meet on time?
5. Why was Li Fang so worried at the end of the story?
→Step 5 Learning important language points
While checking students’ answers, deal with any language problems to see if they can know the meanings of the new words and expressions, such as turn up, keep one’s word, hold one’s breath, apologize, drown one’s sadness, set off, remind. . . of. . . , forgive, and so on.
→Step 6 Discussing and further understanding
Ask students to read the passage again and discuss the following questions.
1. Why was the TV story what Li Fang needed?
2. Why do people want the weather to be fine on Qiqiao Festival?
3. Why did the writer fix the time of the story on Feb. 14?
→Step 7 Workbook
Deal with Reading task (on Page 44).
1. Ask students to read the passage Winter Carnival in Quebec. Deal with any language problems that students can’t solve by themselves while checking their understanding.
2. Let students talk about Harbin in groups and then compare it with Quebec. Try to fill in the form in Exercise 3 on Page 45.
3. Have them discuss the following questions.
1)Which activity at the Carnival do you think would be the most fun? Why?
2)Which activity at the Carnival do you think would be the most dangerous? Why?
3)If you could go to the Quebec Carnival, what would you do or see? Why?
→Step 8 Consolidation
1. Ask students to retell A Sad Love Story.
2. Have students talk about the Quebec Carnival.
→Step 9 Homework
1. Finish off the Workbook exercises.
2. Be ready to present another love story, like Romeo And Juliet or Liang Shanbo And Zhu Yingtai.
板书设计
Unit 1　Festivals around the world
A Sad Love Story
Useful new words and expressions
Questions
apologize, drown, sadness, wipe, weep, remind, forgive, turn up, keep one’s word, hold one’s breath, set off, remind. . . of. . .
1. Why was the TV story what Li Fang needed?
2. Why do people want the weather to be fine on Qiqiao Festival?
3. What more do you know about Qiqiao Festival?
活动与探究
There are many foreign and Chinese love stories. Go to the library, surf the Internet or ask old people to look up information. Choose the most moving you think and take notes. Be ready to present your story to the class.
Unit 1 Festivals around the world
优秀教案（人教版必修3）
Period 6　Using language: Speaking and writing
整体设计
教材分析
This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.
In this period, teaching activities will focus on speaking and writing, which belongs to knowledge extension of this unit. Especially, the writing offers students the opportunity to imagine the story A Sad Love Story and to use their own ideas to change the ending. The practice of creative or imaginative writing is important for students to use the vocabulary and structures they have learned. This is also a best way to test if students have mastered what they have learned. Encourage them to think of how they would feel in a similar situation or how they might imagine alternatives. They can reflect on stories that they know or have seen in films if they wish.
Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way, can students use what they have learned more freely.
教学重点
1. Develop students’ speaking and writing abilities.
2. Get students to use their own ideas to change the ending of a story.
教学难点
1. Let students create a new festival and make a short report about it.
2. How to develop students’ writing ability.
三维目标
知识目标
1. Get students to learn more about festivals.
2. Let students know how to change the ending of a story.
能力目标
1. Train students speaking ability, especially talking about festivals.
2. Develop students’ writing ability to change the ending of a story.
情感目标
1. Stimulate students’ love of national culture and customs.
2. Train students’ ability to cooperate with others.
教学过程
设计方案(一)
→Step 1 Revision21世纪教育网
1. Check the homework exercises.
2. Ask students to translate the following sentences.
1)胡谨说她下班后会在咖啡馆和他见面的, 可现在她却不见人影。
2)她说她会在七点到达, 李方认为她会守信用的。
3)他一整天都在盼着见到她。
4)他不想沉住气等她来道歉, 他要用咖啡来解愁。
5)李方动身往家走, 心里想: “我想胡谨是不爱我了, 把这些鲜花和巧克力都扔了吧, 我可不想因它们想起她来。”于是他就这样做了。
6)在回家的路上, 他神情失落地走过拐角处的一家茶馆, 忽然听到有人喊他, 那是胡谨在向他招手。
Three students are asked to the front. They have two sentences each and write their answers on the blackboard. The others translate the sentences with the textbook closed. Check the answers after most of them finish.
Keys for reference:
1)Hu Jin had said she would meet him at the coffee shop after work, but she didn’t turn up.
2)She said she would be there at seven o’clock, and he thought she would keep her word.
3)He had looked forward to meeting her all day.
4)He was not going to hold his breath for her to apologize. He would drown his sadness in coffee.
5)As Li Fang set off for home, he thought, “I guess Hu Jin doesn’t love me. I’ll just throw these flowers and chocolates away. I don’t want them to remind me of her. ” So he did.
6)As he sadly passed the tea shop on the corner on his way home, he heard a voice calling him. There was Hu Jin waving at him.
→Step 2 Warming up
1. Ask students to read the story about Li Fang again and discuss in groups the question: What do you think is going to happen to Li Fang and Hu Jin?
2. Have some students to report their ideas and share with the whole class.
→Step 3 Writing
1. Give students the following hints to help them prepare for writing.
1)Think of how Li Fang will explain that the flowers and chocolates are gone.
2)Think of what Hu Jin will say when she hears that news.
3)Think of an ending to the story that will solve the problem. Will Li Fang be happy or sad?
2. Ask students to write their own ending to the story.
3. Ask some students to read their writing to the class. The others should give comments.
→Step 4 Speaking
1. Tell students: There are many festivals around the world, but sometimes we need to create new festivals for particular reasons. Now we have the chance to create a new festival.
2. Ask them to talk with their partner and make a name for their festival they will create.
3. Let them discuss the following points.
1)when the festival takes place.
2)what the festival is for.
3)what people do at the festival.
4)what people eat at the festival.
4. Have them to prepare a short report about their new festival.
5. Ask as many students as possible to present their report to the class.
→Step 5 Writing task
1. Let students to review the following expressions they will use.
You must. . . .
You should. . . .
You could. . . .
You can. . . .
You might. . . .
You would. . . .
You would have to. . . .
You need. . . .
2. Ask students to turn to Page 46 to read the directions and make sure they know what to do.
3. Students write a brochure for the new festival they have created, introduce it and give advice to those who want to come. Remind them to be sure to include the following points.
1)where it will take place
2)how people can get there
3)what kind of weather people should expect
4)what things people should bring
5)three things that visitors should see
6)how much it will cost
4. Ask some students to read their brochure to the class. The others should give comments.
5. Ask some students to read their letters to the class.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Review the contents of the unit and complete Summing Up on Page 8.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask students to dictate some new words, expressions and important sentences.
3. Let students to review the following expressions they will use.
You must. . . .
You should. . . .
You could. . . .
You can. . . .
You might. . . .
You would. . . .
You would have to. . . .
You need. . . .
→Step 2 Speaking and writing
1. Ask students to create a new festival.
2. Let them prepare a short report and present it to the class.
3. Have them write a brochure for the new festival they have created, introduce it and give advice to those who want to come.
→Step 3 Reading and writing
1. Ask students to read the story A Sad Love Story again and retell it.
2. Let them discuss the question in groups:
What do you think is going to happen to Li Fang and Hu Jin?
3. Have them write their own ending to the story.
4. Ask as many students as possible to read their ending to the class and give some remarks.
→Step 4 Closing down by telling love stories
1. Ask students the question:
What more do you know about Qiqiao Festival? Can you tell us the story of Zhinu and Niulang?
2. Let some of them tell the story of Zhinu and Niulang.
3. Have them to tell other more love stories such as Liang Shanbo and Zhu Yingtai, Romeo and Juliet, and so on.
→Step 5 Homework
1. Finish off the Workbook exercises.
2. Do some writing in your exercise book.
板书设计
Unit 1　Festivals around the world
Speaking and writing
Speaking
Writing
Points to discuss:
1)when the festival takes place.
2)what the festival is for.
3)what people do at the festival.
4)what people eat at the festival.
Points to include:
1)where it will take place.
2)how people can get there.
3)what kind of weather people should expect.
4)what things people should bring.
5)three things that visitors should see.
6)how much it will cost.
活动与探究
Discuss in small groups what maybe happen at the end of the story A Sad Love Story. Rewrite the story into a stage play. Then rehearse their play and act it out in front of the class. The teacher is advised to hold an English party to offer chances to perform.
Unit 1 Festivals around the world
优秀教案（人教版必修3）
Period 7　Revision: Summing up and learning tip
整体设计
教材分析
This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It includes the following parts: Summing up, Learning tip, and assessment and consolidation exercises.
Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let students sum up what they have learned and then explain what students couldn’t understand very well in this unit. An experienced teacher should design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Learning Tip encourages students to form a good habit of keeping a diary. This will help them not only remember past events and express their feelings and thoughts in it but also practice and improve their English if they write diaries in English. So make sure that students have a try.
In this period, the teacher can also provide more practices to consolidate what students have learned in this unit.
Finally, ask students to finish Checking yourself on Page 47 in the Workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning. Of course, a testing assessment is also needed.
教学重点
1. Get students to review and consolidate what they have learned in this unit.
2. Develop students’ ability to solve problems.
教学难点
Get students to turn what they have learned into their ability.
三维目标
知识目标
1. Get students to go over the useful new words and expressions in this unit.
2. Have students review the new grammar item: modal verbs.
能力目标
1. Develop students’ ability to use the important language points in this unit.
2. Enable students to learn to use modal verbs correctly.
情感目标
1. Encourage students to learn more about festivals.
2. Stimulate students’ love of their own culture and customs.
3. Strengthen students’ sense of group cooperation.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some useful new words and expressions in this unit.
→Step 2 Lead-in
Tell students: Up to now, we have finished Unit 1 Festivals around the world. Have you learned and grasped all in this unit? Turn to Page 8. You can check yourself by filling in the blanks in the part Summing up.
→Step 3 Summing up
Five minutes for students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about festivals around the world.
(Students’ answer may vary. ) We have learned about festivals, how festivals begin and how to celebrate festivals.
From this unit you have also learned
useful verbs: harvest, starve, trick, gain, gather, award, admire, fool, drown, apologize, wipe, weep, forgive
phrasal verbs: take place, play a trick on, look forward to, have fun with, turn up, keep one’s word, hold one’s breath, set off, remind. . . of. . .
useful nouns: beauty, harvest, celebration, origin, ancestor, Mexico, feast, bone, belief, trick, poet, arrival, independence, gather, agriculture, award, rooster, Easter, clothing, Christian, custom, fool, permission, parking, sadness, weep
useful adjectives: religious, independent, agricultural, energetic, Christian, worldwide, fool, obvious
other useful expressions: in memory of, day and night, as though
new grammar item: modal verbs
→Step 4 Practice
Show the exercises on the screen or give out exercise papers. First let students do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Ⅰ. Word spelling
1. The villagers had a c　　　 with a new film to finish up with.
2. Hans was a very r　　　 man. He behaved in a C　　　 way to all people including his enemies.
3. That man has a strong b　　　 in God.
4. The teacher g　　　 the pupils round her.
5. Everybody a　　　 him for his fine sense of humor.
6. ______________ (农业) is industry related to farming, growing things, plants, fruit, vegetables.
7. You must ask ______________ (允许; 许可) if you want to leave early.
8. It is ______________ (显而易见的) that even if we can save much energy, we can only delay the energy crisis.
9. She ______________ (哭泣; 流泪) when she heard the bad news.
10. I’ll never ______________ (原谅) you for what you have done wrong to your parents.
Ⅱ. Fill in the blanks with the expressions given below. Use each expression only once and make changes where necessary.
take place　 in memory of　 do harm　 dress up 　play a trick on 　look forward to 　day and night　 as though 　have fun with　 turn up 　keep one’s word　 hold one’s breath　 admire. . . for. . . 　 remind. . . of. . . 　drown one’s sadness
1. A few late nights never ________________.
2. In 1919, the May 4th Movement ______________ in China.
3. The museum was built _______________ the famous scientist.
4. Children love _______________ in Halloween.
5. I ______________ him ______________ his success in business.
6. I’m _____________ his coming.
7. He behaved _____________ nothing had happened.
8. The children _____________ their teacher.
9. Every time he meets trouble, he is always _____________ in drink.
10. You promised you would buy me a new bike, so you must _____________.
11. The audience ______________ as the acrobat walked along the tightrope.
12. This song ______________ me ______________ my motherland.
13. In order to complete the task on time, the workers are working _____________.
14. I hope you will _____________ each other during your stay in China.
15. We invited her to dinner but she didn’t even bother to ____________.
Ⅲ. Fill in the blanks with proper modal verbs.
1. I don’t know when the guests ______________ be here. They ____________ arrive at time.
2. —Who was that man talking with your teacher?
—I’m not sure. It ______________ be her brother.
3. Why don’t you try on this dress? It ______________ look nice on you.
4. My father’s birthday is coming. What ______________ I get him?
5. I haven’t decided where I am going for my holidays. I ______________ go to Australia.
6. It’s a long time since we met last time. You ______________ come and see us more often.
7. (The doorbell rings. ) I wonder who that is. It ______________ be Mary. She is still in the library at this time.
8. You’ve been working all day. You ______________ be very tired.
Keys for reference:
Ⅰ. 1. celebration　 2. religious; Christian 　3. belief 　4. gathered　 5. admires　
6. Agriculture 　7. permission 　8. obvious　 9. wept　 10. forgive
Ⅱ. 1. did anyone harm　 2. took place　 3. in memory of　
4. dressing up 5. admire, for 6. looking forward to 　
7. as though　 8. played a trick on　 9. drowning his sadness　
10. keep your word　 11. held their breath　 12. reminds, of　
13. day and night　 14. have fun with　 15. turn up
Ⅲ. 1. will, could　2. might　3. will　4. shall　5. may　6. should　7. can’t　8. must
→Step 5 Learning tip
Ask students to turn to Page 8. Read through the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing so they will be teaching themselves a useful way of learning and form a good habit.
→Step 6 Assessment
1. Checking yourself (on Page 47 in the Workbook)
First get students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.
2. How well do you think you learned about Unit 1? Rank your achievements with the following skills and put a tick in the box. Then work out your percentage.
very well
quite well
OK
a little
little
Making a summary of different kinds of festivals and celebrations
Listing the things that most festivals have in common
Understanding and using the new vocabulary in the unit
Using modal verbs like:
Can and could
May and might
Will and would
Shall and should
Must and can’t
Identifying various English accents in some authentic dialogues
Using expressions of requests and thanks in your conversation
Presenting your dialogue to the class
Writing an end to a story
Percentage
%
%
%
%
%
3. Testing assessment
1)Choose the best answer.
(1)(2007上海春季高考, 27)The boss has given everyone a special holiday, so we __________ go to work tomorrow.
A. can’t B. mustn’t C. needn’t D. shouldn’t
(2)(2006全国高考Ⅰ, 24)There’s no light on—they ______________ be at home.
A. can’t B. mustn’t C. needn’t D. shouldn’t
(3)(2006全国高考Ⅱ, 10)We hope that as many people as possible ______________ join us for the picnic tomorrow.
A. need B. must C. should D. can
(4)(2006重庆高考, 32) —Mr. Gorden asked me to remind you of the meeting this afternoon. Don’t you forget it!
—OK, I ______________.
A. won’t B. don’t C. will D. do
(5)(2006北京高考, 25)—What’s the name?
—Khulaifi. ______________ I spell that for you?
A. Shall B. Would C. Can D. Might
2)Complete the sentences.
(1)I’m sure she will come here in time, for she _______________________ (总是遵守诺言).
(2)It was obvious that he ________________________ (借酒浇愁).
(3)The old pictures ______________________ (使他想起他的童年).
(4)—He is always ready to help others.
—____________________________(他的确如此).
(5)He talks ______________________________________ (好像他什么都知道).
3)Complete the dialogues according to the situations.
(1)Billy has come to see you in your flat. You offer him something to drink.
You: ________________________________
Billy: No, thank you. I’m not thirsty.
(2)You need help to change the film in your camera. You ask Kate.
You: Kate, I don’t know how to change the film. ________________________________
Kate: Sure. It’s easy. All you have to do is this.
(3)You’re on a bus. You have a seat but an elderly woman is standing. You offer her your seat.
You: ________________________________
Woman: Oh, That’s very kind of you. Thank you very much.
(4)You’ve finished your supper in a restaurant and now you want the bill. You ask the waiter:
You: ________________________________
Waiter: OK, I’ll get it for you now.
(5)You’re the passenger in a taxi. The driver is driving very fast. You ask him to slow down.
You: You’re making me very nervous. ________________________________
Driver: Oh, I’m sorry. I didn’t realize I was going so fast.
4)Writing
(2005浙江高考)
你的英国朋友正在作一个课题: 世界各地的生日庆祝方式。他请你介绍中国学生过生日的方式。请你根据以下要点写一篇短文:
一、通常方式: 1. 生日聚会　2. 生日礼物　3. 生日祝福
二、我认为更有意义的庆祝方式和理由。词数100～120。
Keys for reference:
1)CADAA
2)(1)always keeps her word　(2)was drowning his sadness (in drink)　(3)reminded him of his childhood　(4)So he is. 　(5)as though he knew everything
3)(1)Would you like something to drink? /Can I offer you something to drink?
(2)Can/Could/Would you show me? /Do you think you could do it for me?
(3)Would you like to sit down? /Would you like to have my seat?
(4)Can/Could/May I/we have the bill, please? /Can/Could you bring me/us the bill, please?
(5)Can/Could/Would you slow down? /Do you think you could slow down?
4)One Possible Version:
Chinese students celebrate their birthdays in different ways, but the most common way is to hold a birthday party, at which friends get together to have fun drinking, singing and dancing. On the birthday, one usually receives nice gifts and good wishes from friends and parents. Sometimes, parents will prepare a special dinner or a cake to show their love for their children.
Since birthday celebration is one of the important activities in one’s life, it can be done in more meaningful ways. For example, we can buy some flowers or cook a delicious meal for our mothers on that day. In this way, we express thanks to our parents in return for their love.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Review and summarize what you have learned in Unit 1.
板书设计
Unit 1　Festivals around the world
Revision:
Summing up and learning tip
Write down what you have learned about festivals around the world.
(Students’ answer may vary. ) We have learned about festivals, how festivals begin and how to celebrate festivals.
From this unit you have also learned
useful verbs: harvest, starve, trick, gain, gather, award, admire, fool, drown, apologize, wipe, weep, forgive
phrasal verbs: take place, play a trick on, look forward to, have fun with, turn up, keep one’s word, hold one’s breath, set off, remind. . . of. . .
useful nouns: beauty, harvest, celebration, origin, ancestor, Mexico, feast, bone, belief, trick, poet, arrival, independence, gather, agriculture, award, rooster, Easter, clothing, Christian, custom, fool, permission, parking, sadness, weep
useful adjectives: religious, independent, agricultural, energetic, Christian, worldwide, fool, obvious
other useful expressions: in memory of, day and night, as though
new grammar item: modal verbs
活动与探究
Look up some information about different minority festivals, such as Aobao Festivals (Mongolian), Tiaohua Festival (Miao), Water-Splashing Festival (Dai), San Yue San Festival (Zhuang), and so on. Choose one, research it, and then write a short report about it for the class.