2019版高三英语译林版第1部分 选修6 unit 3 understanding each other

Some Chinese traditional festivalsSpring FestivalThe Spring Festival is the most important festival for the Chinese people and is when all family members get together, just like Christmas in the West. All people living away from home go back, becoming the busiest time for transportation systems of about half a month from the Spring F estival. Airports, railway stations and long-distance bus stations are crowded with home returnees.The Spring Festival falls on the 1st day of the 1st lun ar month, oft en one month later than the Gregorian calendar. It originated in the Shang Dynasty (c. 1600 BC-c. 1100 BC) from the people's sacrifice to gods and ancestors at the end of an old year and the beginning of a new one.Mid-Autumn FestivalThe Mid-Autumn Festival falls on the 15th day of the 8th luna r month, usually in October in Gregorian calendar.People in different places follow various customs, but all show their love and longing for a better life. Today people will enjoy the full moon and eat moon cakes on that day. The moon looks extremely round, big and bright on the 15th day of each lunar month. People selected the August 15 to celebrate because it is a season when crops and fruits ar e all ripe and weather pleasant. On the Mid-Autumn Festival, all family members or friends meet outside, putting food on tables and looking up at the sky while talking about life. How spl endid a moment it is!Winter SolsticeAs early as 2,500 years ago, about the Spring and Autumn Period (770-476 BC), China had determined the point of Winter Solstice by observing movements of the sun with a sundial. It is the earliest of the 24 seasonal div ision points. The time will be each December 22 or 23 a ccording to the Gregorian calendar.The Northern hemisphere on this day experiences the shortest daytime and longest nighttime. After the Winter Solstice, days will become longer and longer.In some parts of Northern China, people eat dumpling soup on this day; while resi dents of some other places eat dumplings, saying doing so will keep them f rom frost in the upcoming winter. But in parts of South China, the whole family will get together to have a meal made of red-bean and glutinous rice to drive away ghosts and other evil things. In other places, people also eat tangyuan, a kind of stuffed small dumpling ball made of glutinous rice flour. The Winter Solstice rice dumpli ngs could be used as sacrifices to ancestors, or gifts for friends and relatives. The Taiwan people even keep the custom of offering nine-layer cakes to their ancestors. They make cakes in the shape of chicken, duck, tortoise, pig, cow or sheep with glutinous rice flour and steam them on different layers of a pot. These animals all signify auspiciousness in Chinese tradition. People of the same s urname or family clan g ather at their ancestral temples to worship their ancestors in age order. After the sacrificial ceremony, there is always a grand banquet.。

牛津译林版高中英语选修六Unit 3《Understanding each other》(Task2)教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 3 Understanding each other板块：Task 2Thoughts on the design:本节课是以说和写为主的写作课. 在完成上节课听读任务的基础上这节课的要紧目的要完成Step2: SKILLS BUILDING2 要想猎取信息还能够通过说来猎取，如此就自然导出这一步。

Step3得到信息后，要着手写信就要注意书写细节，如此就能够用上SKILLS BUILDING3，最终达到写一封道歉信的目标。

第一通过用wh-questions来训练口语同时通过复习上节课阅读部分的内容为写作积存更多的素材。

在围绕“说明文化误解”这一主题进行了听、说、读训练，为最后写一封道歉信积存了丰富的语言信息，写的目的确实是让学生在猎取信息的基础上去分析信息，处理信息，从而完成最终写的任务。

Teaching aims:After learning this part, the students will be able to:1.ask questions about cultural differences;2.write a letter of apology to explain misunderstanding;3.improve speaking and writing skills.Teaching procedures:Step 1: lead in (PPT4-5)Today the main task of this cla ss is to write an apology letter to explain misunderstanding according to the contents we’v e learned in listening and reading part of Task. But when we want to find out about something, we need to ask questions. Do you sti ll remember how we can ask questions?(We often use wh-questions)What—when we want to find out about something specific.How—when we want to find out the way something shoul d be done.Which—when we want to specify which one of a choice of possibilities. When—when we want to inquire about time.Why—when we want to find out a reason.Where—when we want to find out about the place in which something happened. [Explanation]这一部分选择用任务型教学法，因此一上课就向学生展现本节课的要紧任务是写，但写之前要弄清专门多问题，那么就务必要搞清晰如何样问题。

Unit3 Understanding each other Reading1教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 3 Understanding each other板块：Reading 1Thoughts on the design:本节课是以阅读为主的课文教学，所有教学设计都是围绕这篇阅读而进行通过阅读，学生将取得不同国家文化的信息，学会跨文化交流。

让学生带着问题进行阅读，用略读和寻读的方式来回答一些针对文章的主旨大意和细节内容。

完成讲义提供的多样的阅读练习，旨在帮忙学生加深对文章的理解，一培育学生获取信息和处置信息的能力。

通过阅读，指导学生运用阅读策略“如何更好地理解文中所举的例子”，并将这种策略运用到实践中去，以便能更好地理解文章，从而培育和提高阅读能力。

Teaching aims:After learning this part, the students will be able to:1.learn how to talk about cultural differences and customs;2.understand the use of examples;3.master useful vocabulary and sentences.Teaching procedures:Step 1: Revision &Lead-in (PPT4-5)Show some pictures about cultural differences.Have a free talk about them with the whole class.People from different countries greet each other in different ways because the different cultures. So i t is necessary to know the differences among different cultures. So we see without knowing the differences we may misunderstand each other. [Explanation]通过对不同国家不同问候方式的温习和它可能会给不了解文化不同的人带来一些误解，从而引出本课话题：在几个不同的国家，节日，婚宴，日常生活适应有哪些不同呢？设计目的重在鼓励学生自由讨论各国间的一些文化不同。