高级中学高中英语(人教版)必修三学案：Unit 1 Unit1 第四课时 泛读课 练案

【——人教版高一英语】必修三unit1教案一、教学内容本节课为人教版高一英语必修三的第一单元《Festivals around the world》。

教学内容主要包括教材第二章至第四章，详细内容为世界各地不同节日的起源、习俗以及相关的文化背景。

二、教学目标1. 让学生掌握并运用与节日相关的词汇和表达方式。

2. 提高学生的阅读理解能力，通过阅读文章了解世界各地的节日文化。

3. 培养学生的跨文化交际意识，学会尊重并欣赏不同国家的文化差异。

三、教学难点与重点教学难点：如何让学生在实际语境中运用所学节日相关词汇和表达方式。

教学重点：世界各地节日的起源、习俗及文化背景。

四、教具与学具准备教具：多媒体教学设备、黑板、粉笔学具：教材、笔记本、文具五、教学过程1. 导入：通过展示世界各国节日的图片，引发学生对节日的兴趣，进而导入本节课的主题。

2. 阅读理解：让学生阅读教材第二章至第四章，了解世界各地节日的起源、习俗和文化背景。

3. 词汇讲解：针对阅读文章中出现的关键词汇和表达方式，进行详细讲解。

4. 实践情景引入：设置不同的场景，让学生运用所学词汇和表达方式进行角色扮演。

5. 例题讲解：针对本节课的重点内容，设计相关习题，并进行讲解。

6. 随堂练习：让学生进行小组讨论，完成教材中的练习题。

六、板书设计1. Festivals around the world2. 主要节日及文化背景3. 重点词汇和表达方式七、作业设计1. 作业题目：Write a short essay about your favorite festival and introduce its origin, customs and cultural background.2. 答案要求：不少于100词，要求条理清晰，表达准确。

八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，了解他们在学习过程中的困惑，及时调整教学方法。

2. 拓展延伸：鼓励学生课下搜集更多关于世界各地的节日信息，了解不同文化，提高跨文化交际能力。

【——人教版高一英语】必修三unit1教案一、教学内容本节课选自人教版高一英语必修三的Unit 1，主题为“Festivals around the world”。

具体内容包括：Reading and Writing部分，介绍世界各地不同节日及其庆祝方式；Grammar部分，讲解一般过去时的用法；Listening and Speaking部分，练习谈论节日的相关表达；以及Additional Exercises部分，巩固所学知识。

二、教学目标1. 了解世界各地的主要节日及其庆祝方式，培养学生的跨文化交际意识。

2. 掌握一般过去时的用法，能正确运用该时态描述过去的动作或事件。

3. 提高学生的听说能力，使他们能够熟练运用所学表达谈论节日。

三、教学难点与重点重点：世界各地节日的介绍、一般过去时的用法、节日相关表达的听说练习。

难点：一般过去时的正确运用，以及如何用英语描述节日习俗。

四、教具与学具准备1. 教师准备：多媒体设备、PPT、黑板、教材。

2. 学生准备：教材、笔记本、彩色笔。

五、教学过程1. 导入：通过播放一段关于世界各地的节日视频，激发学生的兴趣，引入本节课的主题。

2. 阅读与写作：a. 让学生快速浏览课文，了解世界各地的主要节日。

c. 指导学生进行写作练习，用一般过去时描述自己最喜欢的节日。

3. 语法讲解：通过例句和练习，让学生掌握一般过去时的用法。

4. 听力与口语：a. 播放听力材料，让学生回答关于节日的问题。

b. 学生两人一组，进行节日话题的口语练习。

5. 巩固练习：完成Additional Exercises部分，检查学生对本节课知识的掌握。

六、板书设计1. Festivals around the world2. 内容：a. 世界各地节日及庆祝方式b. 一般过去时的用法c. 节日相关表达七、作业设计1. 作业题目：a. 根据课文内容，用一般过去时描述一个你了解的节日。

b. 收集更多关于节日的资料，与同学分享。

【——人教版高一英语】必修三unit1教案【教案】一、教学内容人教版高一英语必修三Unit 1《Festivals around the world》。

该单元主要介绍世界各地的节日，包括西方的圣诞节、复活节等，以及东方的春节、中秋节等。

通过学习，学生能够掌握相关的词汇和表达方式，了解不同文化的节日习俗，提高跨文化交际的能力。

二、教学目标1. 学生能够熟练掌握本单元的生词和短语，正确使用动词过去式描述过去发生的事情。

2. 学生能够听懂、会说、会读、会写关于节日的故事，能够用英语介绍自己喜欢的节日。

3. 学生能够通过阅读和听力材料，了解不同国家的节日习俗，提高文化意识。

三、教学难点与重点重点：1. 掌握动词过去式的正确用法。

2. 能够用英语介绍自己喜欢的节日。

难点：1. 理解和运用本单元的生词和短语。

2. 正确使用动词过去式描述过去发生的事情。

3. 了解不同国家的节日习俗，提高文化意识。

四、教具与学具准备教具：多媒体课件、录音机、磁带或光盘、黑板、粉笔。

学具：课本、练习册、录音机、磁带或光盘、笔记本。

五、教学过程1. 情景引入（5分钟）教师通过向学生提问：“你们最喜欢的节日是什么？为什么？”来引出本课的主题。

学生可以自由发言，分享自己喜欢的节日和原因。

教师引导学生用英语进行表达，同时板书关键词“festival”和“celebrate”。

2. 课堂讲解（15分钟）教师带领学生学习本课的生词和短语，如“Christmas”、“Easter”、“Spring Festival”等，并通过例句解释其用法。

接着，教师讲解动词过去式的正确用法，并通过练习题让学生进行随堂练习。

3. 听力训练（10分钟）教师播放课文中的听力材料，学生边听边做练习。

听力材料内容包括不同国家的节日习俗。

听后，教师提问学生关于听力材料的问题，检查学生对听力内容的理解。

4. 阅读理解（10分钟）教师分发课文阅读材料，学生独立阅读，并回答相关问题。

【——人教版高一英语】必修三unit1教案一、教学内容1. Reading and Writing: “Festivals and Celebrations”2. Listening and Speaking: “A Visit to the Spring Festival”3. Grammar: Relative clauses and adverbial clauses of time and place4. Vocabulary: Words and expressions related to festivals and celebrations二、教学目标1. 能够理解和运用关于节日的词汇和表达方式，提高阅读和写作能力。

2. 能够听懂并参与关于节日的讨论，提高听说能力。

3. 掌握相对句和时间和地点状语从句的用法，提高语法水平。

三、教学难点与重点1. 教学难点：相对句和时间和地点状语从句的用法。

2. 教学重点：关于节日的词汇和表达方式，以及听说读写技能的培养。

四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔、教学课件。

2. 学具：课本、练习本、笔。

五、教学过程1. 实践情景引入（5分钟）利用多媒体展示世界各地节日的图片，引导学生谈论他们所了解的节日，激发兴趣。

2. 阅读与写作（20分钟）1）学生阅读“Festivals and Celebrations”部分，理解文章大意。

2）教师讲解关于节日的词汇和表达方式，并指导学生进行写作练习。

3. 听力与口语（20分钟）1）学生听“Spring Festival”的对话，回答相关问题。

2）教师组织学生进行小组讨论，分享他们最喜欢的节日。

4. 语法讲解（15分钟）1）教师讲解相对句和时间和地点状语从句的用法。

2）学生进行语法练习，巩固所学知识。

5. 随堂练习（10分钟）学生完成课堂练习，检测对本节课知识点的掌握情况。

六、板书设计1. 关于节日的词汇和表达方式2. 相对句和时间和地点状语从句的用法3. 课堂练习答案七、作业设计1. 作业题目：1）根据课堂所学，写一篇关于你最喜欢的节日的短文。

2018 年月日第周星期(1) F (2) T (3) F (4) T3. Intensive readingPurpose: To get Ss to have some details in the text.1.Ask Ss to read the text carefully and answer five questions under the readingtext. And then ask some Ss to explain their answers to the class.2.Ask Ss to go through the text, and find out the following sentences and analyzethem.(1)It was Valentine’s Day and Hu Jin had said she would meet him at the coffeeshop 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) Well, he was not going to hold his breath for her to apologize.(4) He would drown his sadness in coffee.(5) It was obvious that the manager of the coffee shop was waiting for Li Fang to leave.(6) Finding that Zhinv was heart-broken, her mother finally decided to let the couple cross the Milky Way to meet once a year.4. WritingPurpose: to practice Ss’ retelling and writing ability.(1) Ask Ss to retell the story between Hu Jin and Li Fang, according to the text.(2) Ask Ss to read the text again and discuss the following question.①What will Hu Jin say when she finds out later that the flowers andchocolate are gone?②If Li Fang’s problem is solved, will he be happy or sad?(3) Ask Ss to write a different ending to the story of Li Fang. They may begin with: As he sadly passed the tea shop on the corner on his way…Step 2. Reading task (Workbook)Purpose: To introduce to Ss the Winter Carnival in Quebec。

必修三第一单元Why do we celebrate festivals?一、文本分析这是一篇说明文，从不同的侧面对节日进行说明。

第一段首先介绍节日的起源有季节、宗教、著名人物、重要事件，接着介绍节日的共性特点:分享快乐、感激、爱、和平等。

第二段举例说明全世界共同庆祝的节日丰收节的庆祝时间、原因和主要活动，同时举例说明古代埃及、现代欧洲和中国庆祝丰收节的情况。

第三段介绍习俗在节日形成中扮演着重要角色，但随着社会的发展，一些习俗逐渐消失，同时也产生些新的习俗，以中国春节为环保而禁止燃放鞭炮和万圣节变成了孩子的娱乐节日为例说明。

第四段介绍节日商业化现象。

最后一段说明节日的重要性和意义。

从节日的起源、共性特点、发展、重要性和意义等方面介绍节日,理解节日的文化内涵,比较节日的异同，让学生了解不同民族文化习俗与传统节日，拓宽国际视野,增强祖国意识和跨文化交际能力。

二、设计理念“问题链·导学”模式是以“为什么要庆祝庆祝节日？”这一问题为中心开展教学。

通过节日情境创设，把学生引导到提出问题、分析问题、感悟问题的活动中来。

让学生基于节日主题语境，通过学习理解、迁移创新等体现综合性、关联性等特点的英语学习活动，围绕标题为什么要庆祝节日展开，提炼庆祝原因，在分析问题和解决问题过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展。

三、本堂课特色1.创设节日情境，激发阅读动机；2.围绕教学目标，借力思维导图，理清语篇思路，使文本信息结构化；3.以问题链为支架，深度阅读，融入语言，优化思维发展，探讨庆祝节日的原因；4.回归标题，针对“festival”首字母，回归课文，再次提炼庆祝节日的意义，升华主题。

四、教学目标1.获取段落大意，梳理节日的起源、共性特点、发展等信息；2.描述中外节日异同，理解不同节日的重要性；3.分析和总结庆祝节日的原因；4.写一篇介绍清明节的应用文。

五、教学步骤Step1:学习理解类活动1. 围绕主题创设情境，铺垫语言以临近的清明节为导入，Why do we celebrate Tomb Sweeping Day? How do we celebrate it?Step2：概括、梳理、整合信息1. 寻找段落大意总结阅读技巧。

Unit 1 Festivals and CelebrationsPeriod 2 Reading and Thinking学案Why Do We Celebrate Festivals?内容说明：This text introduces some useful new words and expressions which are mainly used for talking about festival activities, in order not to let students feel much difficult, the teacher is supposed to deal with any language problems while they are reading flexibly and appropriately. After reading, students are required to do some exercises in comprehending to see how much they have acquired from the reading text. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check the answers with the whole class.学习目标1. Enable students to have a good understanding of different festival customs and its origin；2. Develop students’ sense of cooperative learning and individual thinking capability；3. Develop students’ different learning skills to solve different reading comprehensive problems.重难点1.To learn to use different reading strategies such as skimming, scanning and summarizing.2.To talk about different festival customs and know more information about different festival customs.学习过程I、Before readingBefore you read, discuss these questions in groups.What festivals do you celebrate with your family each year?Why do you think people celebrate different festivals?II. Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:People all over the world celebrate different festivals because:They would like toFestivals2、In pairs, discuss the following questions.（1）What do most festivals seem to have in common? Why do you think people around the world find these things important?（2）How do you feel about festival customs that have already faded away?（3）W hat is the writer’s attitude towards the commercialization of festivals?III、Read the text again and underline the topic sentence of each paragraph that gives the main idea.Discuss the change about the festival custom. Student discuss related questions on some festivals and traditional customs’ gradual exit from modern life by groups of four, and complete the following table.VI、Analyze the structure of the text and some difficult sentences, and review some important words and sentences. Students complete the gap filling of the text independently. Be sure to use the correct formsVI、HomeworkWrite an article about the festival or celebration based on your notes above.。

Unit1Festivals around the Worldvocabulary1,starve vi.&vt. (使)饿死；饿得要死starvation n.[u] 饿死[典例]1). The enemy is trying to starve us to death. 敌人正在企图饿死我们。

2). I’ m starving; let’ s have a big dinner.我饿得要死了，让我们吃一顿丰盛的晚餐吧。

3). He said he would starve rather than beg for food. 他说他宁愿挨饿也不要饭吃。

[重点用法]starve to death = die of starvation/hunger饿死starve sb to death 把某人饿死starve for sth. = be starved of sth. = hope/long for sth. 希望/渴望得到某物[练习] 用starve的短语的适当形式填空。

1). Thousands of people ________ ________ ________ in Africa.2). These children are ________ ________ love.3). The people on the island _______ _______ _______ fresh water since it hadn’trained for nearly half a year.3. belief n. [c,u] 信任；信仰；信心believe vt.&vi. 相信[典例]1). He has great belief in his doctor. 他对那位医生无比信赖。

2). She has lost her belief in God. 她已不相信上帝（不相信真有上帝）。

第三册第一单元第四课时Using Language阅读导学案编号4BOOK3 Unit 1 Festivals around the worldUsing language*Learning goals:( 1 ) Enable students to talk about Valentine’s Day.( 2 ) Develop students’ reading ability and let them learn different reading skills.* Important points:( 1 ) Let students learn more about Valentine’s Day.( 2 ) Get students to learn different reading skills.* Difficult points:( 1 ) Develop students’ reading ability.( 2 ) Develop students’ sense of cooperative learning.Step 1 Leading-inHave a free talk with students. Answer the following questions:（1）When is Valentine’s Day? Do you know its origin?（2）What do people do on Valentine’s Day?（3）Do we have our own Valentine’s Day in China?Step 2 Reading & Listening &Thinking（1）Listen to the tape and then judge “T”or “F”.1. The girl Li Fang loved and waited for didn’t turn up, b ut he didn’t lose heart. ( )2. Because her most lovely daughter got married to a human secretly, the Goddess got very angry. ( )3. Hu Jin had been waiting for Li Fang for a long time with a gift for him. ( )4. Zhinü was made to return to He aven without her husband. They were allowed to meet o nce a year on the seventh day of the tenth lunar month. ( )( 2 ) Intensive readingRead the passage carefully, and then answer the following questions.a.What was Li Fang doing? Why did Li Fang feel like a fool?_______________________________________________________________________________ ________________________b.How did Li Fang know the manager wanted to shut the coffee shop?_______________________________________________________________________________ ___________________________c. Why was the TV story what Li Fang needed?______________________________________________________________________________ ___________________________d.Why did Li Fang throw away flowers and chocolates for Hu Jin?_______________________________________________________________________________ __________________________e. What is the reason why Li Fang did not meet Hu Jin on time?______________________________________________________________________________ __________________________Step 3 TestingAfter you get some information from the passage, fill in the following blanks.Story 1Introdu ction Zhinv, the w 1 girl, the most l 2 of t he daughters, visited the earth and met Niulang, t he h 3 boy.Develop ment They f 4 , married secretly and were very happy.Climax (高潮)The Goddess of Heaven got so angry that she forced Zhinv back to H 5 . Niulang tried to f 6 her but was stopped by the Milky Way. Thus, the c 7 were separated.Ending The Goddess of Heaven allowed the couple to meet oncea year on the s 8 day of the s 9 l 10 monthwhen magpies made ab 11__ of their wings.Story 2Intro ducti on Li Fang was waiting alone at the c 1 shop with his roses and chocolates, but Hu Jin didn’t 2 . He thought she would keep her w 3 . Feeling like a f 4 , he would d 5 his sadness in coffee.Devel opmen t Li Fang watched a TV program about “Qiqiaojie”. Thinking Hu Jin played a t 6 on him, he t 7 away the gifts and s 8 off for home.Clima x (高潮) / Endin g As Li Fang passed the 9 shop on the corner, he heard Hu Jin ca lling and waving at him, “I’ve been waiting long. I have ag 10 for you! Why are you so late?” What would he do? Would she f 11 him?。