人教版（2019）必修第三册Unit 1 Festivals and celebrations Reading教案
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| 名称 | 人教版（2019）必修第三册Unit 1 Festivals and celebrations Reading教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-02-11 10:50:09 | ||
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文档简介
Unit 1 Festivals and celebrations Reading 教学设计
课标要求：
1．能根据上下文和构词法推断理解生词的含义。
2．能理解段落中各句子之间的逻辑关系。
3．能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局。
4．能读懂相应水平的常见体裁的读物。
5．能根据不同的阅读目的运用简单的阅读策略获取信息
教材简析：
该板块的活动主题是“探究节日与庆典的缘由”( Discover the reasons for festivals
and celebrations),是前面听说板块主题内容的延续,从展示几个不同节日的场景过渡到探 讨人们为何欢庆节日、对世界各地的人们庆祝节日的现象追根溯源,进而谈论节日的传承与发 展变化, 日的在于启发学生的深层思考,体会节日文化的内在实质,感悟世界各国人民共同的 精神追求和美好愿望。
教学目标：
基础性目标：
1. Guide students to find the topic sentence quickly and accurately according to the characteristics of the text;
2. Can summarize and accumulate related vocabulary used to express emotions;
拓展性目标：
Read the essays with the theme of "why we celebrate festivals", analyze the discourse structure and textual logic of the essays, understand the development and changes of festival customs, and understand the connotation and significance of festivals;
挑战性目标：
Guide students to understand the festival culture of different countries and nationalities, sort out, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world.
教学重难点：
1. Guide students to find the topic sentence quickly and accurately according to the characteristics of the text;
2. Guide students to understand the festival culture of different countries and nationalities, sort out, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world.
学情分析：draw up different analysis according to different levels of Ss 教学方法与教学手段：discussion, cooperation
教学过程设计：
教学环节 教学内容 学生活动 设计意图
明确目标 情景导入 3mins 1.Ss look at the two pictures in the passage.Students say the English name of the festival and the basis of their judgment according to the situation, objects and words presented in the two pictures. Q : What festivals are the two pictures about How do you know 2.Based on the title of the article and the illustrations in the passage, the students can guess what the author may be talking about. The teacher can ask individual students to express their opinions and list the points mentioned on the blackboard. Ss discuss the celebrations of festivals with family , answer the following questions and fill in the table. Q1 : What festivals do you celebrate with your family each year Q2:Why do you think people celebrate different festivals Arouse Ss interest in the topic of the reading
活动一 5mins 1.The teacher can present the following sentences for the students to fill in after reading : People all over the world celebrate different festivals because : *they would like to________________. *festivals _________________. Students : "Why do we celebrate festivals Fill in the blank using different kinds of opinions Brainstorm In order to encourage students to present themselves
活动二 20mins 1.Look for topic sentences.The reading strategy in the box on the right of student reading activity 3. The teacher can check whether the students' understanding of the strategy is accurate or not by the Ss read the text again and complete the activity independently.When Using different reading skills to improve their
checking answers, the students
following questions. *Do you know how to identify the main idea of each paragraph *Where can we usually find the “topic sentence” should read the complete topic sentence. reading ability
活动三 6mins Teachers can inspire students to think and express their opinions through a series of questions Explore the roots of the estival.Students have a group discussion around the first question in activity Discussion to have different opinions
课堂小结 反馈提升 6mins The teacher needs to remind the students to fill in the blanks with the correct form of the vocabulary they have learned in the text. Students complete the text of activity 5 by themselves. Use practice to check
Homework：
1. Read the text again, in-depth understanding of the text;
2. Discuss the origin of festivals, the historical changes of related customs, the influence of commercial society on festivals and the connotation and essential meaning of festivals.
3. Complete relevant exercises in the guide plan.
板书设计：
Unit1 Festivals and celebrations
Reading
Do you know how to identify the main idea of each paragraph
1、教学反思：
Unit1 Festivals and celebrations Discover useful structures 教学设计
课程标准：
《英语课程标准》对语法的要求：高中阶段英语语法知识的学习是义务教育阶段语 法学习的延续和继续，应在更加丰富的语境中，通过各种英语学习和实践活动，进一步 巩固和恰当运用义务教育阶段所学的语法知识。
教材分析：
该板块的活动主题为“描述节日活动”( Describe festival activities)。丰富的 节日活动往往会带给人们深刻的印象和不同的感受,无论是在口头表达还是书面表达中, 人们对节日活动的描述都与亲历者的情绪交融在一起,而常用来表达人物情绪和感受的 典型结构之一便是用作定语或表语的动词-ing 形式,这也是本单元要学习的核心结构。单 元主题语境与语言结构的契合能够确保语言使用的真实性和合理性,使学生充分感受和 理解目标结构,并能自如地使用所学结构进行表达。
教学目标：
基础性目标：Able to understand the function and meaning of the -ing form as an attribute and a predicate
拓展性目标：Read about La Tomatina, a festival held in bunol, Spain.
挑战性目标 ：Summarize and accumulate related vocabulary used to express emotions, including -ing form and past participle
教学重难点：
Important points:
1. Gu：aside students to understand the function and meaning of the attributive
and predicate of the V-ing form in real context;
2. Instruct students to correctly use the -ing form to describe different festival activities and personal feelings.
Difficulties:
The use of the V-ing form as attributive and predicative in context. 学情分析：arrange study plan according to Ss different levels
教学方法与教学手段 k and answer, independent study
教学过程设计：
教学环节 教学内容 学生活动 设计意图
明确目标 情景导入 3mins Step 1 Revision T shares the meanings and functions of the V-ing form in each sentences. No.1: The V-ing form is used as a predicate, usually after a tie verb, to indicate what or how the subject is. No.2:The V-ing form is an attribute, usually used to modify, qualify, or indicate the qualities and characteristics of a noun or pronoun. No.3: The V-ing form is an attribute which modifies the preceding noun. Ss read the three sentences from Reading text and discuss the meaning and grammatical function of the italic V-ing form in the sentence, and summarizes the usage of the -ing form as attribute and predicate. *These lanterns are amazing. *During the Mid-Autumn Festival in China,families gather to admire the shining moon and enjoy delicious moon cakes. *Families celebrating the Lunar New Year can enjoy excitingdragon dances and carnivals together. 用复习的 方 式 引 入，帮助 学生循序 渐进的理 解语法内 容。
活动一 10mins Activity 1 1.Work in pairs to identify sentences from the unit that contain the V-ing form as an attribute and a predicate.Explain the composition and meaning of the V-ing form in the sentence. *I think the Rio Carnival would be the most exciting. (表语) *It’ll be too tiring to walk or dance for a long time in those shoes. (表语) *Another example is Halloween,which slowly became an exciting festival for children,in spite of its religious origins. (定 语) *The first week was a little confusing. (表语) 2.In student activities, the teacher may make necessary supplement. Work in pairs to find sentences including V-ing form 学生自己 探究活动 1
活动二 10mins 1.T asks the following questions to guide Ss to focus on the theme, text features and the core content of each comment. *What are they discussing in the forum (Which festival is the best ) *How are the messages arranged (By time and date.) *What festivals are mentioned in the discussion (Rio Carnival,the Spring Festival,Thanksgiving Day,and Christmas.) 1.Ss read the messages(on page6, Students ’ book) posted by some exchange students on an Internet forum. 学生活动 2 探究学 习
活动三 10mins 1.The teacher raises questions for the students to discuss and encourages them to express their opinions. 1.Ss complete the passage with the appropriate -ing form. Then discuss and check the answers with class. 小组活动 3 学生展 示
课堂小结 反馈提升 10mins Check the answers after finishing the exercises. ① The dragon boat races are the mos txciting part of the Dragon Boat Festival. ② The children were excited to go Easter egg hunting. ③ What an amazing performance! This is the best music festival I have ever been to. ④ We were amazed by her funny-looki ng hat. ⑤ His inspiring speech at the confe rence won the admiration/ favour of the audience. ⑥ This is a challenging game to tes t your memory and observation capabilities. Ss complete the Ex 2 in Using structures.
Homework：
1. Understand and master the functions and usage of the -ing form;
2. Finish the other exercises in Using structures.
板书设计：
Unit1 Festivals and celebrations
Discover useful structures
V-ing form as attribute and predicate
Eg:
教学反思：
Unit 1.Festivals and celebrations
Reading for writing 教学设计
课程标准：
《英语课程标准》对于写作评价的要求：对学生的作文主要从内容要点、语言使用效果、 结构和连贯性、格式和语言以及目标读者的交流进行评价。
教材分析：
该文本是记叙文，日记。通过阅读该篇日记,了解写日记的几个注意要素：opening, body, closing。了解日记的人称、时态、写作顺序，作者的心理活动、情绪、感受描写等。以及本 单元的目标语言结构－动词-ing 形式，其中不仅包括做定语和表语的用法，还包括作主语、 宾语补足语等的用法。
学情分析：
Students will learn not just how people in different countries celebrate festivals,but the reasons for such celebrations. Special focus is placed on having students do research on traditional festivals held by minorities in China.
教学目标：
基础性目标：Help students learn some information about how to write a diary. 拓展性目标： Learn some skills about describing activities in detail
挑战性目标：Learn some ways to express emotions and learn how to arrange ideas 教学重难点：
Teaching Importance:
1. How to write a diary
2. Make use of what you have learnt in the passage, such as text structures, micro-skills in writing etc.
Teaching Difficulties:
1. Students have a Lack of writing skills
2. Students don’t have a general idea of diversified interpretation
学法指导：
Task-based method, TBL
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Lead-in Q : How did you feel about the hiking 思 考 并 回 答 情境导入为下 文阅读做准备
Activity 1. Pre-reading Q : What is the text’s writing style Q : What do you want to know according to the title Q : What activities did the writer experience Q : Why are these experiences amazing 思 考 并 回 答 考查学生的整 体阅读理解能 力和概括能力
Activity 2. While-reading 1. A general idea about a diary : person, tense, writing order 2. What are amazing 3. How did the writer describe his/ her feelings/ emotions during the event Please find out the sentences. 阅读并分 析 培养学生获取 细节信息和整 理信息的能力
Activity 3. Further reading Q : What does the sentence“Horses are at the heart of Mongolian culture... ” imply Q : What is the most amazing thing to you about the festival 讨 论 并 回 答 培 养 学 生 梳 理、分析信息 的能力
Activity 4. 回顾总结 巩固和总结
Homework：writing a passage
板书设计：
Unit 1 Festivals and celebrations Discover My amazing Naadam experience
1. A general idea about a diary: person, tense, writing order
2. What are amazing
3. How did the writer describe his/ her feelings/ emotions during the event
教学反思：
课标要求：
1．能根据上下文和构词法推断理解生词的含义。
2．能理解段落中各句子之间的逻辑关系。
3．能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局。
4．能读懂相应水平的常见体裁的读物。
5．能根据不同的阅读目的运用简单的阅读策略获取信息
教材简析：
该板块的活动主题是“探究节日与庆典的缘由”( Discover the reasons for festivals
and celebrations),是前面听说板块主题内容的延续,从展示几个不同节日的场景过渡到探 讨人们为何欢庆节日、对世界各地的人们庆祝节日的现象追根溯源,进而谈论节日的传承与发 展变化, 日的在于启发学生的深层思考,体会节日文化的内在实质,感悟世界各国人民共同的 精神追求和美好愿望。
教学目标：
基础性目标：
1. Guide students to find the topic sentence quickly and accurately according to the characteristics of the text;
2. Can summarize and accumulate related vocabulary used to express emotions;
拓展性目标：
Read the essays with the theme of "why we celebrate festivals", analyze the discourse structure and textual logic of the essays, understand the development and changes of festival customs, and understand the connotation and significance of festivals;
挑战性目标：
Guide students to understand the festival culture of different countries and nationalities, sort out, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world.
教学重难点：
1. Guide students to find the topic sentence quickly and accurately according to the characteristics of the text;
2. Guide students to understand the festival culture of different countries and nationalities, sort out, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world.
学情分析：draw up different analysis according to different levels of Ss 教学方法与教学手段：discussion, cooperation
教学过程设计：
教学环节 教学内容 学生活动 设计意图
明确目标 情景导入 3mins 1.Ss look at the two pictures in the passage.Students say the English name of the festival and the basis of their judgment according to the situation, objects and words presented in the two pictures. Q : What festivals are the two pictures about How do you know 2.Based on the title of the article and the illustrations in the passage, the students can guess what the author may be talking about. The teacher can ask individual students to express their opinions and list the points mentioned on the blackboard. Ss discuss the celebrations of festivals with family , answer the following questions and fill in the table. Q1 : What festivals do you celebrate with your family each year Q2:Why do you think people celebrate different festivals Arouse Ss interest in the topic of the reading
活动一 5mins 1.The teacher can present the following sentences for the students to fill in after reading : People all over the world celebrate different festivals because : *they would like to________________. *festivals _________________. Students : "Why do we celebrate festivals Fill in the blank using different kinds of opinions Brainstorm In order to encourage students to present themselves
活动二 20mins 1.Look for topic sentences.The reading strategy in the box on the right of student reading activity 3. The teacher can check whether the students' understanding of the strategy is accurate or not by the Ss read the text again and complete the activity independently.When Using different reading skills to improve their
checking answers, the students
following questions. *Do you know how to identify the main idea of each paragraph *Where can we usually find the “topic sentence” should read the complete topic sentence. reading ability
活动三 6mins Teachers can inspire students to think and express their opinions through a series of questions Explore the roots of the estival.Students have a group discussion around the first question in activity Discussion to have different opinions
课堂小结 反馈提升 6mins The teacher needs to remind the students to fill in the blanks with the correct form of the vocabulary they have learned in the text. Students complete the text of activity 5 by themselves. Use practice to check
Homework：
1. Read the text again, in-depth understanding of the text;
2. Discuss the origin of festivals, the historical changes of related customs, the influence of commercial society on festivals and the connotation and essential meaning of festivals.
3. Complete relevant exercises in the guide plan.
板书设计：
Unit1 Festivals and celebrations
Reading
Do you know how to identify the main idea of each paragraph
1、教学反思：
Unit1 Festivals and celebrations Discover useful structures 教学设计
课程标准：
《英语课程标准》对语法的要求：高中阶段英语语法知识的学习是义务教育阶段语 法学习的延续和继续，应在更加丰富的语境中，通过各种英语学习和实践活动，进一步 巩固和恰当运用义务教育阶段所学的语法知识。
教材分析：
该板块的活动主题为“描述节日活动”( Describe festival activities)。丰富的 节日活动往往会带给人们深刻的印象和不同的感受,无论是在口头表达还是书面表达中, 人们对节日活动的描述都与亲历者的情绪交融在一起,而常用来表达人物情绪和感受的 典型结构之一便是用作定语或表语的动词-ing 形式,这也是本单元要学习的核心结构。单 元主题语境与语言结构的契合能够确保语言使用的真实性和合理性,使学生充分感受和 理解目标结构,并能自如地使用所学结构进行表达。
教学目标：
基础性目标：Able to understand the function and meaning of the -ing form as an attribute and a predicate
拓展性目标：Read about La Tomatina, a festival held in bunol, Spain.
挑战性目标 ：Summarize and accumulate related vocabulary used to express emotions, including -ing form and past participle
教学重难点：
Important points:
1. Gu：aside students to understand the function and meaning of the attributive
and predicate of the V-ing form in real context;
2. Instruct students to correctly use the -ing form to describe different festival activities and personal feelings.
Difficulties:
The use of the V-ing form as attributive and predicative in context. 学情分析：arrange study plan according to Ss different levels
教学方法与教学手段 k and answer, independent study
教学过程设计：
教学环节 教学内容 学生活动 设计意图
明确目标 情景导入 3mins Step 1 Revision T shares the meanings and functions of the V-ing form in each sentences. No.1: The V-ing form is used as a predicate, usually after a tie verb, to indicate what or how the subject is. No.2:The V-ing form is an attribute, usually used to modify, qualify, or indicate the qualities and characteristics of a noun or pronoun. No.3: The V-ing form is an attribute which modifies the preceding noun. Ss read the three sentences from Reading text and discuss the meaning and grammatical function of the italic V-ing form in the sentence, and summarizes the usage of the -ing form as attribute and predicate. *These lanterns are amazing. *During the Mid-Autumn Festival in China,families gather to admire the shining moon and enjoy delicious moon cakes. *Families celebrating the Lunar New Year can enjoy excitingdragon dances and carnivals together. 用复习的 方 式 引 入，帮助 学生循序 渐进的理 解语法内 容。
活动一 10mins Activity 1 1.Work in pairs to identify sentences from the unit that contain the V-ing form as an attribute and a predicate.Explain the composition and meaning of the V-ing form in the sentence. *I think the Rio Carnival would be the most exciting. (表语) *It’ll be too tiring to walk or dance for a long time in those shoes. (表语) *Another example is Halloween,which slowly became an exciting festival for children,in spite of its religious origins. (定 语) *The first week was a little confusing. (表语) 2.In student activities, the teacher may make necessary supplement. Work in pairs to find sentences including V-ing form 学生自己 探究活动 1
活动二 10mins 1.T asks the following questions to guide Ss to focus on the theme, text features and the core content of each comment. *What are they discussing in the forum (Which festival is the best ) *How are the messages arranged (By time and date.) *What festivals are mentioned in the discussion (Rio Carnival,the Spring Festival,Thanksgiving Day,and Christmas.) 1.Ss read the messages(on page6, Students ’ book) posted by some exchange students on an Internet forum. 学生活动 2 探究学 习
活动三 10mins 1.The teacher raises questions for the students to discuss and encourages them to express their opinions. 1.Ss complete the passage with the appropriate -ing form. Then discuss and check the answers with class. 小组活动 3 学生展 示
课堂小结 反馈提升 10mins Check the answers after finishing the exercises. ① The dragon boat races are the mos txciting part of the Dragon Boat Festival. ② The children were excited to go Easter egg hunting. ③ What an amazing performance! This is the best music festival I have ever been to. ④ We were amazed by her funny-looki ng hat. ⑤ His inspiring speech at the confe rence won the admiration/ favour of the audience. ⑥ This is a challenging game to tes t your memory and observation capabilities. Ss complete the Ex 2 in Using structures.
Homework：
1. Understand and master the functions and usage of the -ing form;
2. Finish the other exercises in Using structures.
板书设计：
Unit1 Festivals and celebrations
Discover useful structures
V-ing form as attribute and predicate
Eg:
教学反思：
Unit 1.Festivals and celebrations
Reading for writing 教学设计
课程标准：
《英语课程标准》对于写作评价的要求：对学生的作文主要从内容要点、语言使用效果、 结构和连贯性、格式和语言以及目标读者的交流进行评价。
教材分析：
该文本是记叙文，日记。通过阅读该篇日记,了解写日记的几个注意要素：opening, body, closing。了解日记的人称、时态、写作顺序，作者的心理活动、情绪、感受描写等。以及本 单元的目标语言结构－动词-ing 形式，其中不仅包括做定语和表语的用法，还包括作主语、 宾语补足语等的用法。
学情分析：
Students will learn not just how people in different countries celebrate festivals,but the reasons for such celebrations. Special focus is placed on having students do research on traditional festivals held by minorities in China.
教学目标：
基础性目标：Help students learn some information about how to write a diary. 拓展性目标： Learn some skills about describing activities in detail
挑战性目标：Learn some ways to express emotions and learn how to arrange ideas 教学重难点：
Teaching Importance:
1. How to write a diary
2. Make use of what you have learnt in the passage, such as text structures, micro-skills in writing etc.
Teaching Difficulties:
1. Students have a Lack of writing skills
2. Students don’t have a general idea of diversified interpretation
学法指导：
Task-based method, TBL
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Lead-in Q : How did you feel about the hiking 思 考 并 回 答 情境导入为下 文阅读做准备
Activity 1. Pre-reading Q : What is the text’s writing style Q : What do you want to know according to the title Q : What activities did the writer experience Q : Why are these experiences amazing 思 考 并 回 答 考查学生的整 体阅读理解能 力和概括能力
Activity 2. While-reading 1. A general idea about a diary : person, tense, writing order 2. What are amazing 3. How did the writer describe his/ her feelings/ emotions during the event Please find out the sentences. 阅读并分 析 培养学生获取 细节信息和整 理信息的能力
Activity 3. Further reading Q : What does the sentence“Horses are at the heart of Mongolian culture... ” imply Q : What is the most amazing thing to you about the festival 讨 论 并 回 答 培 养 学 生 梳 理、分析信息 的能力
Activity 4. 回顾总结 巩固和总结
Homework：writing a passage
板书设计：
Unit 1 Festivals and celebrations Discover My amazing Naadam experience
1. A general idea about a diary: person, tense, writing order
2. What are amazing
3. How did the writer describe his/ her feelings/ emotions during the event
教学反思：