[北师大版必修一教案]Unit 3 Celebration Lesson 1 Festivals

英语：Unit 3《Celebration》Lesson 1 & 2（2）（北师大版必修1）一. 教学内容：Unit 3 of Module I Celebration Period One Lesson 1 & 2二. 本课教学目标与要求：1、掌握重点单词及词组的用法掌握一般现在时、现在进行时、一般过去时和现在完成时的被动语态形式。

3、语言技能重点（1）了解我国的节假日活动，传承民族文化，增强民族自豪感。

了解有关英语国家的个人庆贺活动，如生日、毕业等。

能运用英语简单介绍中国的节庆活动。

（2）表达祝贺（Congratulations）。

Happy Birthday! 生日快乐！Congratulations! 恭喜！（3）运用听力策略，听懂有关举行聚会的相关介绍，并把握主旨大意。

三. 重难点词汇讲解：1、nowadays adv. 现今，现在nowadays 常置于句首或句末。

Nowadays, children often prefer watching TV to reading. 如今，儿童常爱看电视而不爱看书。

根据括号内的汉语提示完成句子_____（今天），mobile phones are more and more popular.2、include vt. 包括，包含The United Kingdom includes Northern Ireland and Wales. 联合王国包括北爱尔兰和威尔士。

（1）派生词：inclusion n. 包含，包括；including prep. 包括（某人/某事物）在内。

（2）include 的现在分词including, 可以看作是介词，including 可以与过去分词included互相转换。

如：We all went, me /myself included. =We all went, including me/myself.I bought six books, including a story-book. =I bought six books, a story-book included.（3）include 表示一个整体有几个内容，侧重“内有”的意思。

Unit3 celebration Lesson1 Grammar目标总结归纳五种基本时态的被动语态，并能正确使用。

教学内容1．利用课文中出现的含被动语态的句子及高中英语语法书中的例句，让学生利用合作学习的模式，自己总结出何时使用被动语态。

2．总结被动语态的公式。

教学重点语被动态的准确使用。

教学难点学生了解并掌握何时使用被动语态。

能力培养学生归纳总结及应用的能力。

教学步骤程序课堂安排教师活动学生活动目的教Step 1 Let the Ss pick up theSentences used thepassiveVoice in the text.Then choose the threeRead the textand pick up theSentences.Identify andrecall thepassive.Sentences with differenttense.Step 2 1.Look at the grammar’sbook and pick up anothertwo se ntences withdifferent tense.2.Ask Ss to think whenthePassiv e is properlyused.3.Summary: When we don’t know or there is noneed to say who the“doer” of an action is.Think andsummarize or Sscan look at thegrammar book P44Or Ss’ book onP98Make Ss havedifferentabilities.Step 3: Lead the Ss summarizethe structures ofPassive with fivedifferent tenses. Follow theAbility ofsummaryteacherStep 4 Let the Ss do so meexercises on the Ss’book onP 37 5, 6, 7 and check theanswers. Do theexercises.Check whetherthe Ss grasp ornot.Step 5 Ask the Ss to try tofinish“sentence-mak ing”exercises on GrammarBookSs will try tofinish theexercises.On P 43。

《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.。

北师大版高一Unit3CelebrationLesson1Festivals教学设计北师大版高一Unit 3 Celebration Lesson 1 Festivals教学设计一. 教材分析1．本课在本单元的地位和作用：本单元的主题为festival“节日”, 主要介绍中外国家的一些主要的节日和节日的庆祝活动.通过本课的学习，学生能够了解一些我们国家和西方的主要节日和活动,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．教学目标分析：本文文章结构非常简洁明了,分别描述了中国的三个传统节日:中秋节, 元宵节和端午节和西方比较重要的两个节日：圣诞节和万圣节。

由于本文是单元导读课, 因此学生通过听、说、读、写等一系列活动掌握并运用所学语言知识是本文的重点.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:创造一个新的节日：学生节。

二. 学生分析由于我们的学生学习水平参差不齐,而且基础较差，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.三．教学目标1）学会用英语简单介绍中西方的节日。

2）进一步了解我国的一些主要的节日及其相关的历史源源，从而尊重传统文化，增强爱国主义精神。

3）发挥团队合作精神，创作学生节海报。

4）通过文化的了解，增强爱国主义精神和民族自豪感，提高对中外文化异同的敏感性和鉴别能力，为跨文化交际能力打下基础。

重点与难点：1）如何让学生在阅读活动中获取信息，理解全文。

Unit 3 Festivals一、教材分析1．本课所在的单元的主题Celebration(庆祝)主要是介绍了中外的一些主要的节日，还介绍了人们在一些特殊日子里的庆祝活动。

2．本课Chinese Seasonal Festivals 是本单元的第一课，是一节阅读课。

3．在Warm-up 部分学生通过听力理解已了解了一些关于庆祝的内容及相关词汇，为本课的话题作了一些词汇和内容的铺垫。

4．本课要通过阅读文章被动语态的用法。

二、学生分析1．学生在Warm-up 部分通过听力理解已了解了一些关于庆祝的内容及相关词汇以。

2．学生对本课话题Chinese Seasonal Festivals 已初步具备了一定的背景知识、经历和经验，但是要用英语表达出来还是有一定的难度。

3．高一的学生已初步具备了一定的从语言材料中获取相关语言信息的能力。

三、教学目标基于《课程标准》：“注重提高学生用英语进行思维和表达的能力；形成跨文化交际意识和基本跨文化交际能力.”这一基本要求，达到下列教学目标：1．知识教学点使学生了解和掌握下列知识目标：1）进一步了解我国的一些主要的节日及相关的历史。

2）掌握从文章中获取和处理主要的信息的方法和技巧。

3）掌握介绍节日的基本的篇章结构。

4）学会用英语简单介绍中国的节假日。

使学生掌握下列单词及短语。

(walk along...，take the...turning on the left，catch a bus，need a number 16 bus，I's about a hundred meters along on the right／left)2.教学目标设计A. 语言知识目标：使学生掌握下列单词及短语。

(walk along...，take the...turning on the left，catch a bus，need a number 16 bus，I's about a hundred meters along on the right／left) B．语言技能目标：使学生掌握问路及应答的方法，介绍从家到学校的路线，并能较熟练地指明长春市各大旅游景点的乘车路线。

Unit3 CelebrationTeaching aims:1.To build vocabulary by sorting and using them.2.To write a description of an event using an appropriate layout and linking words.3.To develop skills of self-correction and peer-help.4.To arouse awareness of different cultures.Teaching material:Communication Workshop, Unit 3, Module 1Teaching aid:A multimedia computerTeaching procedures:Stage 1 Lead-in ( 6minutes )Good morning, everybody. My name is Jenny. I will be your teacher for this lesson. You will learn to describe an event through(?) describing a party. ( I heard that you had a listening lesson about parties just now. Right? Very good. It is helpful to(?) this lesson.)I believe each of you will do a very good job. I hope you can…Show some different parties on the screen. Usually when people are happy or have something worth celebration, they will have a party. For example, a birthday party, a graduation party, a Christmas party, a classmates party, a good friends party and so on.How many of you have ever been to a party? Many or few? Please hands up. If someone has been to a party, ask some questions about the party: What party was it ? Did you organize the party or were you invited to the party? Where was the party held? Who were invited? Were some foods and drinks served in the party? What did you do in the party? Do you think it’s a great party?If many of the students haven’t been to a party, tell them that it doesn’t matter. There is a very good and complete description of a party in our textbook.Stage 2 Matching ( 2 minutes )1. Ask students to read the description of the party in the textbook and match the topics with theparagraphs.2. Check in classStage 3 Linking ( 4 minutes )In the description, especially when we describe an event, we need to use some linking words to tell the order of the event. Now let’s finish Ex.2.1. Ask students to read the text again and fill in the gaps with the words in Exercise 2: in the end, while, first, then, after that.2.Then ask them to read the passage about linking in Writing Help 3 on page 91.3. Show linking (sequence) words on the screen.Stage4 Layout (8minutes )From this passage in the textbook, what really makes a complete description of a party? In other words, how many parts are usually there in the description of an event?Encourage students to summarize the layout and ask them to think about if they want to describe another event, for example, a trip, what they can write about in each part.(1) introduction: reason (why?) place (where?) time (when?) people (who?)(2) the beginning: preparations time food(3) development: something happened during the party(4) conclusion: something happened in the end the finish time the personal feelingStage 5 Writing ( 16minutes )1. Before the writing, in a group of four, work together to brainstorm topics and ideas. What topics will you write about? How do you describe the events?The students’ thoughts can be inspired by each other’s ideas. The group can write about the same topic, but it’s not necessary. They can write about different topics from the others’.2. Each student chooses one topic and writes a composition entitled something like “My Birthday Party”, or “An Interesting Trip”. They should use the learned layout and ideas brought forward by the peers and they can read Writing Help 3 on page 91 for reference. Try to use the newly learned “anniversary, as well as, unfortunately, a bit of, a mess”if possible. Try to make the description interesting as well.3. Self-correction.(1) Can you add any adjectives to make the description more interesting?(2) How about the irregular past tenses in the description?(3) Has your description included some linking words?(4) Any punctuation and spelling mistakes?Stage 6 E xchanging of Writings ( 8minutes )1.In groups of four, students read each other’s composition and give suggestions on how to make improvement.2. The teacher chooses one of the writings and improves it with the students.Stage 7 Assignment ( 1 minute )In groups, choose one of the following party situations and plan an ideal party: your parents’wedding anniversary, a friend’s birthday party, a ‘leaving school’ party, or your grandmother’s 70th birthday party. Then write a description of it in English with more than 100 words. Pay attention to the tenses you use.。

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.。