高中英语 Unit3《Celebration》Lesson1 Festivals教案4 北师大版必修1

Teaching Plan单位：xxx姓名：xxxUnit 3 Celebrations 课题：Lesson 1 Spring Festival 地点：xxx二〇二一年十月高中英语必修一 Unit 3 CelebrationsLesson 3 Spring Festival教学设计一．教学背景1.教材分析（1）本课在本单元的地位和作用：本单元为新北师大版高中《英语》必修一第三单元，单元主题为Celebrations,属于人与社会主题语境下“历史、社会与文化”主题群，主要介绍了中外国家一些重要的节日与习俗。

本单元以了解不同民族文化习俗与传统节日为主线，培养学生多元文化观，最终传递给学生了解中外文化，培养爱国精神，提高文化自觉与文化自信这一单元大观念。

本课是单元导入Topic Talk后的第一课，对本单元后续节日习俗学习做好语用铺垫，因此本课学习承上启下。

通过本课学习，学生将掌握描述介绍节日的基本表达，并加深对春节的精神力量与文化内涵的领会，形成尊崇与热爱本国文化、传承家庭精神这一小观念，为形成多元文化观奠定基础，为落实单元大观念服务。

（2）课文内容分析：Lesson 1 Spring Festival是一篇新闻体，文章分为十个段落三个部分，采用总-分-总结构，文章内容难度不大，主要介绍了留学生Tom Jenkins、电脑工程师徐刚以及一位七十岁的祖母李嫣三个主人公对春节经历的口述，包括节日准备、节日活动与节日感受。

文章从不同视角展现春节的历史文化与民族风情，最后揭示春节的精神力量永存，从而引发学生对中华传统节日所承载的精神与文化进行思考。

2.教学目标在本节课结束后，学生将能够：（1）获取并梳理三个主人公Tom Jenkins、徐刚与李嫣的春节经历的事实性信息以及他们的节日感受；（2）分析、提炼和概括有关春节的信息，整合众多信息之间的关联点并建立联系，构建文本结构思维导图；（3）联系个人生活，学会分享与介绍自己的春节或其他节日经历；（4）加深对春节的精神力量与文化内涵的理解与思考，树立多元文化观，提高文化自觉与文化自信，激发爱国之情。

北师大版高一Unit 3 Celebration Lesson 1 Festivals教案一. 教材分析1．本课在本单元的地位和作用：本单元的主题为Celebration “庆祝”，一共包括4课, 主要介绍中外国家的一些主要的节日和节日的庆祝活动.本课是在warm-up “热身”后的第一课.通过本课的学习，学生能够了解一些我们国家的主要节日和活动,熟悉并掌握在谈论这些节日时需要的话题和重要词汇及短语,最后通过自主学习和合作学习实现用英语简单的介绍一个主要节日.这样就为后几课在语言知识和语言技能上做好了铺垫.2．课文内容和教学目标分析：本文文章结构非常简洁明了,共分三个部分,分别描述了三个季节的中国的三个传统节日:中秋节, 元宵节和端午节. 因为文化背景的关系, 学生对这三个节日的内容和形式还是比较了解的, 由于本文是language focus(语言聚焦)的阅读课, 因此学生通过阅读等一系列活动掌握并运用所学语言知识是本文的重点. 因此,根据<<新课标>>中强调“要注重提高学生用英语进行思维和表达的能力”这一要求,结合教学内容和学生特点及实际情况, 我就把最终的语言输出设置为:介绍另外一个中国的传统节日.二. 学生分析1.学生的特点：由于我们的学生学习水平参差不齐,因此在设计学生活动时要考虑到不同层次学生的具体情况和不同需求.因此,我在阅读教学中设置了不同层次的问题，设定了不同层次的目标,如: A层同学介绍节日时选三个话题讨论,B 层同学选四个话题讨论,C层即最高级选五个以上话题进行介绍.这样就满足不同学生的发展要求,这也是<<新课标>>所倡导的.2.学生语言知识和技能：由于文化方面的原因,学生对本课话题 Festivals 已具备一定的背景知识、经历和经验；而且在前一课Warm-up部分，学生通过浏览图片和听力练习,了解了一些国内外的节日,以及通过头脑风暴“brainstorm”了解一些关于“庆祝”的内容及相关词汇，这些都有助于语言活动的开展.但是要用英语进行思维和表达，还是有一定的难度。

《unit 3 lesson 1 Chinese Seasonal Festivals》教学指导Objectives■To use pictures to help understand new words and to use the dictionary to check meanings.■To read a text quickly to find specific information.■To practise the Present Simple Passive, PresentContinuous Passive, Past Simple Passive, Present Perfect Passive and Past Continous Passive.Resource usedGrammar Summary 5.Possible problemsStudents should be encouraged to use the Passive. It is used more in English than in many other languages.Background Communal celebrations mark events such as changing seasons, religious days or political events; music, dance or costume are usually involved. Routes through the material■If you are short of time, set some of the exercises for homework.■If you have time, use one of the Options ideas.■If you have two periods for this lesson, a suitable natural break is after Exercise 4. Language Power: pages 76?C77. Mini-Grammar 9ReadingBefore you startExercise 1■Students look at the pictures and guess what is happening and what is being celebrated. Ask them to describe what they can see.■Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learnExercise 2■Students look at the three titles (Summer, Autumn, Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring.■Students read the texts quickly and do the matching.AnswersPicture 1?CC the Dragon Boat FestivalPicture 2?CA the Mid-Autumn FestivalPicture 3?CB the Lantern FestivalExercise 3■Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three orfour minutes to read the whole text again. Students close their books, and in turn eachgroup asks its questions for the rest of the class to answer.■Students read the text again and fill in the table with the text information they get. ■Have students check their answers in pairs.■Encourage students to add another festival they know well.■Students read the questions and find the answers in the texts by reading the texts again.■Have students talk about their festival in pairs.AnswersPassage A:the Mid-Autumn Festival, September or October, moon cakesPassage B:the Lantern Festival, the fifteenth of the first month of the lunar calendar, sweet dumplingsPassage C:the Dragon Boat Festival, the fifth day of the fifth month of the lunar calendar, Zongzi Exercise 4■Students discuss in pairs and tell the class their opinions.Language Power: the Word Corner on page 79 givesfurther practice in vocabulary (clothes).GrammarTHE PASSIVE (I)Exercise 5■Students identify that the passive is used when we don’t know or there is no need to say who the “doer” of an action is.■Students then do the exercise, finding the sentences in the text and completing the verbs.■Refer students to Grammar Summary 5 to make sure they understand how to use the Passive correctly.■For further practice, ask students to answer questions about their school (or town), e.g. “When are school examinations held?When are school reports written? Where is football played?When are bells rung? When was this classroom cleaned? When was this school built?”Answers1. are made2. were, organizedExercise 6■ Have students look at the given sentences and ask them what tenses are used in them.■ Encourage students to draw rules for the formation of the passive forms. Ask them to refer Grammar Summary 1,3,4 and 5 on pages 92?C93.Answers1. has been arranged2. is being collected3. was being paintedExercise 7■ Ask students if they have heard of the Water Festival.■ Students re ad the text to find out about the festival. Then read the text again and complete the verbs.Answers1. is celebrated2. is splashed3. are carried4. are told5. is related6. are washed7. are raced 8. are launched■ Have st udents close their books and ask them to say what they can remember about the festival.Exercise 8■ Students work in pairs, changing the sentences into the passive. Answers1. My health is being affected by stress.2. People are being moved out of the houses.3. The mini-helicopter has already been invented by him.4. The forest fire has been put out by them.5. The car was being repaired when I got there.6. The house was being decorated when the accident happenedVocabularyExercise 9■ Student s may need to go back to the text to review the words before they start filling in the blanks.Answers1. is lit2. has decorated3. mark4. celebrate5. was included6. was burnt down7 take part in 8. be boiledLanguage in UseExercise 10■ Students work in groups, writing out the questions andadding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish, they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10?C15 questions.Answers1. Where is the Mid-Autumn Festival celebrated? (In China)2. Where is “zongzi” eaten? (In China)3. When is the Lantern Festival celebrated? (In China)4. Who was the telephone invented by? (By Alexander Graham Bell)5. Who was Romeo and Juliet written by? (By William Shakespeare)6. Where are BMW cars made? (In Germany)OptionsPracticeIn groups, students prepare a written description of SpringFestival in China. Tell students they are writing for English speaking readers who have not visited China. Students can follow the structure of the texts in the coursebook and, if possible, illustrate their text with a suitable drawing or photograph. When the groups have finished, they can exchange papers for others to read. ExtensionStudents, working individually or in pairs, carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.。

Unit 3 Celebrations
Lesson 1 Spring Festival教学设计
教材分析
本节课是北师大版（2019）高中英语必修一Unit 3 Celebrations 的第一课Spring Festival, 课型是阅读课，介绍了三个人Tom、徐刚和李艳庆祝中国春节的故事和不同感受，通过课文阅读了解春节的相关英语表达及探寻春节的意义。

教学目标及核心素养
1.语言技能目标
(1)学生能够根据上下文推断生词意思，找出段落中心句，完成读前问题。

(2)学生能够用所学单词和词组进行节日相关的造句和写作。

2.语言知识目标
能够应用相关单词及短语：preparation, character, attach, expectant, accent, decoration, occasion, scare...away..., get ready for, let off,
3.文化意识目标
(1)通过跨文化交际，了解春节相关的话题。

(2)了解我国春节的不同风俗及活动。

4.情感态度目标
热爱中国传统文化，并对相关习俗进行传承和传播；激发学生的学习英语兴趣。

教学重难点
1.重点如何用英语表达中国传统节日及春节相关话题。

2.难点
(1)根据阅读内容获取和梳理Tom、徐刚和李艳过年的经历及感受；
(2)通过赏析和谈论文中细节描写，推断人物情感，并探寻文中人物对春节意义不同理解的原因；
教学过程
附录：表格。

英语：unit3《Celebration》lesson 1 Festivals教案（1）（北师大版必修1）Objectives■To use pictures to help understand new words and to use the dictionary to check meanings.■ To read a text quickly to find specific information.■ To practise the Present Simple Passive, PresentContinuous Passive, Past Simple Passive, Present Perfect Passive and Past Continous Passive.Resource usedGrammar Summary 5.Possible problemsStudents should be encouraged to use the Passive. It is used more in English than in many other languages.Background Communal celebrations mark events such as changing seasons, religious days or political events; music, dance or costume are usually involved. Routes through the material■ If you are short of time, set some of the exercises for homework. ■ If you have time, use one of the Options ideas.■ If you have two periods for this lesson, a suitable natural break is after Exercise 4.Language Power: pages 76?C77. Mini-Grammar 9ReadingBefore you startExercise 1■ Students look at the pictures and guess what is happening and what is being celebrated. Ask them to describe what they can see.■ Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learn Exercise 2■ Students look at the three titles (Summer, Autumn, Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring.■ Students read the texts quickly and do the matching.AnswersPicture 1?CC the Dragon Boat FestivalPicture 2?CA the Mid-Autumn FestivalPicture 3?CB the Lantern FestivalExercise 3■ Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three orfour minutes to read the whole text again. Students close their books, and in turn each group asks its questions for the rest of the class to answer.■ Students read the text again and fill in the table with the textinformation they get.■ Have students check their answers in pairs.■ Encourage students to add another festival they know well.■ Students read the questions and find the answers in the texts by reading the texts again.■ Have students talk about their festival in pairs.AnswersPassage A:the Mid-Autumn Festival, September or October, moon cakes Passage B:the Lantern Festival, the fifteenth of the first month of the lunar calendar, sweet dumplingsPassage C:the Dragon Boat Festival, the fifth day of the fifth month of the lunar calendar, ZongziExercise 4■ Students discuss in pairs and tell the class their opinions. Language Power: the Word Corner on page 79 givesfurther practice in vocabulary (clothes).GrammarTHE PASSIVE (I)Exercise 5■ Students identify that the passive is used when we don’t know orthere is no need to say who the “doer” of an action is.■ Students then do the exercise, finding the sentences in the text and completing the verbs.■ Refer students to Grammar Summary 5 to make sure they understand how to use the Passive correctly.■ For further practice, ask students to answer questions about their school (or town), e.g. “When are school examinations held?When are school reports written? Where is football played?When are bells rung? When was this classroom cleaned? When was this school built?”Answers1. are made2. were, organizedExercise 6■ Have students look at the given sentences and ask them what tenses are used in them.■ Encourage students to draw rules for the formation of the passive forms. Ask them to refer Grammar Summary 1,3,4 and 5 on pages 92?C93. Answers1. has been arranged2. is being collected3. was being paintedExercise 7■ Ask students if they have heard of the Water Festival.■ Students read the text to find out about the festival. Then read the text again and complete the verbs.Answers1. is celebrated2. is splashed3. are carried4. are told5. is related6. are washed7. are raced 8. are launched■ Have students close their books and ask them to say what they can remember about the festival.Exercise 8■ Students work in pairs, changing the sentences into the passive. Answers1. My health is being affected by stress.2. People are being moved out of the houses.3. The mini-helicopter has already been invented by him.4. The forest fire has been put out by them.5. The car was being repaired when I got there.6. The house was being decorated when the accident happened VocabularyExercise 9■ Students may need to go back to the text to review the words before they start filling in the blanks.Answers1. is lit2. has decorated3. mark4. celebrate5. was included6. was burnt down7 take part in 8. be boiledLanguage in UseExercise 10■ Students work in groups, writing out the questions andadding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish, they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10?C15 questions. Answers1. Where is the Mid-Autumn Festival celebrated? (In China)2. Where is “zongzi” eaten? (In China)3. When is the Lantern Festival celebrated? (In China)4. Who was the telephone invented by? (By Alexander Graham Bell)5. Who was Romeo and Juliet written by? (By William Shakespeare)6. Where are BMW cars made? (In Germany)OptionsPracticeIn groups, students prepare a written description of Spring Festival in China. Tell students they are writing for English speakingreaders who have not visited China. Students can follow the structure of the texts in the coursebook and, if possible, illustrate their text with a suitable drawing or photograph. When the groups have finished, they can exchange papers for others to read.ExtensionStudents, working individually or in pairs, carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.。

高中英语北师大版必修1Unit3 Celebration《Lesson1 Festivals》优质课公开课教案教师资格证面试试讲教案1教学目标Teaching aims:1. Knowledge aim;Understand the main idea of the text.Learn new words, expressions and sentence patterns.2. Ability aim:Improve the students’ integrating ability by practice.Develop the students’ communicative ability by asking to introduce a kind of festival in En glish.3. Emotional aim:Enable the students to have a deep understanding of Chinese culture.Enable the students to introduce Chinese festivals in English.Make the students aware of culture differences.2学情分析The Ss are from Grade 1 in key Senior High School. They have achieved certain ability in English comprehension. Besides, they like to air their opinions, so discussion in groups is supposed to be carried out effectively.However, Ss may not be so familiar Chinese traditional festivals and they may know little about how to introduce then in English, so Teachershould well present the background information to lessen Ss’ comprehending difficulty.3重点难点Language focuses1. Understand the real meaning of a kind of a festival.2. Talk about different festivals to improve the Ss’ speaking ability3. Improve the Ss’ reading ability, for instance, understanding the text by picking out the same points of the three introductions.。