高一英语师大版必修一Unit 3 Celebrations 4教学设计

北师大版（2019）必修第一册Unit 3 CelebrationsReading Club教材分析：北师大版（2019）必修第一册Unit 3 Celebrations Reading Club 这一课程是高一英语教材中的一节课。

通过阅读俱乐部的活动，引导学生了解不同国家和地区的庆祝活动，并培养学生的阅读理解和跨文化交际能力。

教学目标：1. 语言目标：学生能够通过阅读理解的方式获取相关信息，了解不同国家和地区的庆祝活动，增加词汇量和阅读理解能力。

2. 能力目标：培养学生的阅读理解能力，培养跨文化交际能力，提高学生的自学能力和信息获取能力。

3. 情感目标：增强学生对跨文化交际的兴趣和愿望，培养学生的全球视野和跨文化交际能力。

教学重点：1. 学生对不同国家和地区的庆祝活动有一定了解。

2. 学生能够通过阅读理解的方式获取相关信息，提高阅读理解能力。

教学难点：1. 学生对不同文化的理解和跨文化交际能力的培养。

2. 阅读理解中的细节理解和推理能力的提高。

学情分析：学生是高一年级的学生，已经基本掌握了英语的基础知识和语言表达能力。

他们对外国庆祝活动和其他国家文化有一定的好奇心。

然而，由于他们对文化的了解有限，他们可能在阅读理解和跨文化交际方面存在困难。

因此，教师需要在教学中引导学生感兴趣，并帮助他们提高阅读理解能力和跨文化交际能力。

教学策略：1. 引导学生积极参与课堂讨论，激发学生的兴趣，让学生自己去发现和探索文化差异。

2. 使用多媒体技术，如图片、视频等，激发学生的学习兴趣和好奇心。

3. 引导学生运用所学的知识进行阅读理解和文化交际的实践，培养学生的应用能力和学习策略。

教学方法：1. 合作学习法：组织学生进行小组合作，共同阅读、讨论和解答问题，促进互动和合作。

2. 手段多样化的教学法：通过阅读、听说、写作等多种形式的活动，提高学生的英语听说读写能力和综合运用能力。

3. 情景教学法：通过模拟真实生活中的庆祝活动、角色扮演等活动，激发学生的兴趣，加深对文化差异的理解。

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。

北师大版英语高一上Unit 3 CelebrationLesson1 Festivals课堂设计及教案汤阴一中分校高三（3）组：崔文魁2010-10-19北师大版英语高一上Unit 3 CelebrationLesson1 Festivals课堂设计与构思一、教学课型本节课为阅读课即讲授课二、教材分析1．教材内容分析及教材处理本节课为reading，教学内容是北师大教育出版社出版的必修1Unit3 Festivals .reading部分意在激活学生节日文化方面的图式知识和重构节日文化，并对传统节日文化有深入的认识和了解。

2．教学目标（1）通过音像、图片让学生了解有关中国传统节日文化方面的知识（2）培养学生通过快速阅读查找相关信息的技巧与能力（3）使学生能够运用本单元词汇口头描述一些节日3．教学重点及难点（1）从三个方面：时间，庆祝的内容，人们的活动深入了解中国传统节日。

（2）培养学生口头表达节日文化的能力。

三、学情分析本节课的授课对象为高三年级学生。

他们从高一开始学习新教材,在以前的学习过程中,已经积累了大量的词汇，并且具备了一定的组织语言的能力，这些都为本课的教学打下了基础。

四、教学设计1．总体思路教学过程采用任务型教学的理念。

任务前阶段，利用学生比较喜欢的音乐和歌曲以及生动形象的节日图片激活学生有关中国传统节日的知识，然后学生从三个方面，即：时间；庆祝的内容和人们的活动来系统认识中国传统节日，最后，要求学生通过做游戏的方式了解中国传统节日和培养学生口头表达英语的能力，从而巩固了对中国传统节日的系统掌握。

2．教学过程Step 1: Lead-in设计说明：利用音乐和歌曲激活学生已有的有关节日的背景知识和知识结构，从而导入本单元的话题：节日Step 2: Picture presentation设计说明：通过多媒体展示图片信息让学生形象感知节日事件和节日气氛，并联系生活经验，说出该节日的名称。

Unit 3 CelebrationLesson 4 Christmas一、重点难点Knowledge Aims:a:To understand the main idea of each paragraphb:Help students build up an area of vocabulary associated with ChristmasAbility Aims:a:talking something about Christmas and the Spring Festival to improve their speaking ability b: listening and reading activities to improve students’ listening and reading abilityc:writing a passage to introduce the Spring Festival to improve their writing ability Emotional Aims:a: get students to know more about foreign cultures and customs.b: help students to deeply understand Chinese Spring festivalc:to learn to respect cultures of different countries.二、教学过程Lead-inTeachers’ activities1.Play an English song for students2.Ask students to say something about Christmas and show some picturese brainstorm to list as many words related to Christmas as possibleStudents’ activities1.Identify the English song and ask them when it is sung.2.Study and review some words related to ChristmasPurposes1.To lead in the topic2.To learn and review some wordsTime:3 minPre-reading.Ask students to predict what will be talked about in the textPredict the passageTo enable students to predict the passageTime:1 minSkimmingT:1.Ask the students to read the passage quickly and get the main idea of each paragraph2. Ask the students to divide the passage into several parts3.To get the order of the passageS:1.Read the passage quickly and match the main idea of each paragraph2.Discuss with deskmates to divide the passage into partsTo enable them to summarize the main idea of the structure.Time:4 minScanningT:Ask the students to read it again and finish the multiple-choiceS:Read it again and find the answers.To further understand the passageTime:3 minCareful readingT:Ask students to listen to it and read it carefully and find what they did during each period.Then ask students to order the things happening during that time. In this part ,students will have a competition.S:1.Listen to the passage and underline some verbs2.Read it again and find some activities3.Hold a competition and give scores for each groupTo enable them to get some detailed informationTime:12 minDiscussionT:1.Ask students to discuss why children hang their stockings2.Ask the students to describe the feeling of the boy at that timeS:Discuss the two questions in groups.To improve their speaking abilityTime:3 minExerciseT: Ask students to fill in some blanks with some new wordsS:Fill in the blanks with proper forms of wordsTo learn some new words in sentencesTime:4 minPost-readingT:1.Ask students to talk about the Spring Festival2. Ask students to compare the Spring Festival and ChristmasS:1.Enjoy some pictures about the Spring Festival2.Study some words about the Spring Festival1To improve the students’ analyzing ability2. To help them further understand the traditions of ChinaTime:15 minSing a songWrite down the lyrics on the blackboard and ask students to sing the songLearn how to sing :We wish you a Merry ChristmasTo enjoy Christmas and to relax3 minHomeworkAsk the students to write a letter to a foreign friend to introduce the Spring Festival Write a composition about the Spring Festival according to the structure to this text To improve the students’ writing ability。

北师大版（2019）必修第一册Unit 3 CelebrationsTopic Talk本节课的教材分析：本节课是北师大版（2019）必修第一册Unit 3 Celebrations Topic Talk这一课程。

教材主要通过一个英语角的活动引出话题，并围绕着庆祝活动展开。

教材包括听力、口语、阅读和写作等多个环节，通过多种教学活动来培养学生的英语综合运用能力。

教学目标：1. 知识目标：学习掌握与庆祝活动相关的词汇和短语；了解不同文化背景下的庆祝活动；能够描述庆祝活动的方式和内容。

2. 能力目标：通过听说读写等多种方式，培养学生的语言交际能力和阅读能力，并能够运用所学知识进行英语演讲。

3. 情感目标：培养学生对庆祝活动的兴趣和热爱，增加对不同文化背景的尊重和理解。

教学重点：1. 学习掌握与庆祝活动相关的词汇和短语；2. 学习了解不同文化背景下的庆祝活动；3. 能够描述庆祝活动的方式和内容。

教学难点：1. 运用所学词汇和短语来描述庆祝活动；2. 理解不同文化背景下的庆祝活动，并能进行比较和对比；3. 运用所学知识进行英语演讲并表达个人观点。

学情分析：学生是高一年级的学生，他们基础相对较好，具备一定的英语听说读写能力。

他们对庆祝活动可能已有一定的了解，但对于不同文化背景下的庆祝活动可能了解不多。

由于是必修课程，学生对于英语课程会有一定的学习动力。

教学策略：1. 激发学生学习兴趣，引导他们积极参与课堂活动。

2. 通过展示图片、视频等多媒体手段进行导入，激发学生对庆祝活动的思考和讨论。

3. 运用任务型教学方法，组织学生进行听说读写的综合训练，加强学生在真实交际情境中的语言运用能力。

4. 运用小组合作学习和角色扮演等方式激发学生的参与积极性，加强合作与互动。

教学方法：1. 情景导入法：通过展示真实图片和视频等资源，引导学生对庆祝活动的话题展开讨论，激发学生兴趣。

2. 合作学习法：将学生分成小组，让他们合作完成一些任务或活动，促进学生的交流和合作能力。

Unit 3 CelebrationsTopic Talk教材分析本课是本单元的起始课，起到了激活主题“节日庆祝”和“特别庆典”相关背景知识的作用，并为本单元后面的教学内容做了话题、词汇以及思维的铺垫。

教学目标在本课学习结束时，学生能够：1. 获取并梳理听力文本中的主要关于节日和惊喜生日聚会信息；2. 基于所学，清晰、有条理地介绍自己喜欢的节日或重新创建一个自己喜欢的新节日。

教学重难点【教学重点】1. 通过对听力文本的梳理内化，学生能够运用所学表达自己喜欢的节庆日，同时巩固所学知识；2. 用较为地道的语言介绍自己新创立的节日。

3. 引导学生获取信息，谈论自己对关于节庆日名言的理解。

【教学难点】正确使用所学表达，理解有关主题的名言，介绍自己新创立的节日。

教学过程Step 1 Warmingup1. How many festivals / special occasions can you name?2. How do you express the time of celebrations?3. What activities do people usually engage in at a festival or on a special occasion?设计意图：通过头脑风暴引入“节日庆祝”和“特别庆典”话题，激活学生已有知识；同时引导学生积极回顾、拓展与话题相关的表达。

Step 2 ListeningListen to the dialogue and plete the information.设计意图：引导学生理解听力信息，完成表格中关于中秋节的基本信息。

Step 3 SpeakingUse the Text Builder to talk about your favorite festival or occasion.设计意图：帮助学生巩固所学，运用所学表达谈论自己最喜欢的节日；给学生发挥想象和创造力空间，让他们创建一个自己喜欢的节日，给出基本信息，并说明理由。

英语：unit3《Celebration》Lesson 4 Christmas教案（1）（北师大版必修1）ObjectivesTo read a narrative text and understand the story.To build up an area of vocabulary associated with Christmas.To develop reading strategies to answer multiple-choice questions.To practise collocations with have, do and play.To talk about childhood memories.Pre-ReadingFind the Key Words in the pictures.Which of the things do you think western people have at Christmas?Key Wordsballoons, Christmas carols, Christmas pudding, Christmas tree, snow, snowmen, Christmas stockings, presentsReadingRead the text. Which Key Words are mentioned? Circle them out. Which other Christmas things are mentioned? Make a list.Answers:Father Christmas calendar Christmas cards Christmas lightscarol service Christmas tree decorations balloons stockingspresents sweets turkey Christmas pudding paper hatsQueen ’s speechChristmas cakeWhat ’s the main idea of each paragraph?Christmas tree Father Christmas carol service candlesnowman decorations presents turkeyChristmas stockingssweets Christmas cakePara. 1 the beginning of ChristmasPara. 2 decorations outsidePara. 3 activities on Christmas EvePara. 4 activities on Christmas morning Para.5 activities after lunchPost- ReadingIn what order did the children do these things? Example 1 da)open the new year calendarb)put their stockings at the end of the bedc)sing Christmas carolsd)write a letter to Father Christmase)put up the Christmas treef)go to churchg)have Christmas cakeAnswers: 2 a 3c 4e 5b 6f 7gAnswer the multiple-choice questions.1 Who do you think reads the children’s letters?a) Father Christmas b) their parents c) nobody2 What do you think people do in a carol service?a) sing songs b) give presents c) watch a play3 What happened on Christmas Eve?a) The writer stayed awake all night.b) Someone put presents in his stocking.c) The writer saw Father Christmas.4 Why did they laugh?a) The Christmas carols were happy songs.b) The songs and hats were funny.c) The jokes and hats were funny.5 After lunch:a) the adults watched the Queen’s speech.b).the children made a snowman.c) everybody had more to eat.Answers: 1b 2a 3b 4c 5cVocabularyIn English, some verbs and nouns often go together. Complete the table with these words: tea, the piano, your homework, a shower, cards, a (snowball) fight, a party, the washing-up, lunch, the shoppingComplete the sentences with these verbs in the correct form.blow up, sing, go to, put up, have(x2), make, put onOn Christmas Eve, my grandparents arrived. We(1) a snowman in the garden and later we (2) the decoration. I (3) lots of balloons. On Christmas morning, I (4) some warm clothes and (5) a snowball fight with my cousins and then we(6) church. After that, we(7) lunch and(8) Christmas carols.Answers1 made2 put up3 blew up4 put on5 had6 went to7 had8 sangWriting and SpeakingMake notes about your childhood memories of an important festival.People: family? Good friends?Preparations: decorations? Invitations?Presents: what? Who for? Make/buy?Food: meals? Special food/drink?Activities: music? Dancing? A long walk?Your feelings: happy? Sad?。

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。

高中英语北师大版必修1Unit3 Celebration《Lesson4 Christmas》优质课公开课教案教师资格证面试试讲教案1学情分析The Ss are from Grade 1 in Senior High School. They have achieved certain ability i n English comprehension. Besides, they like to express their opinions, so discussion in gro ups is supposed to be carried out effectively.However, Ss may not be so familiar with the history of Christmas and what people c an do during the day, so T should well present the background information to lessen Ss’co mprehending difficulty.2教学目标Based on the analysis of the teaching ideology, the teaching material and the learning condi tion, the following objectives are set:1. Knowledge objectivesBy the end of the class, the Ss will be able to(1)Have a better understanding of Christmas.(2)Use the proper expressions to describe a festival they like and compare two different fe stivals.2. Ability objectivesBy the end of the class, my Ss will be able to(1)Improve their reading ability through reading activities.(2)Get the main idea of each paragraph by scanning.(3)Grasp the outline of the passage.3. Emotion objectives(1)After learning the passage, the students are expected to know more about western festival s and its traditional customs.(2)Make Ss more interested in English and dare to communicate with each other actively.3重点难点Teaching important points。

U3 CelebrationLesson 4 ChristmasObjectivesTo read a narrative text and understand the story.To build up an area of vocabulary associated with Christmas.To develop reading strategies to answer multiple-choice questions.To practise collocations with have, do and play.To talk about childhood memories.Pre-ReadingFind the Key Words in the pictures.Which of the things do you think western people have at Christmas?Key Wordsballoons, Christmas carols, Christmas pudding, Christmas tree, snow, snowmen, Christmas stockings, presentsReadingRead the text. Which Key Words are mentioned? Circle them out. Which other Christmas things are mentioned? Make a list.Answers:Father Christmas calendar Christmas cards Christmas lightscarol service Christmas tree decorations balloons stockingspresents sweets turkey Christmas pudding paper hatsQueen’s speechChristmas cakeWhat’s the main idea of each paragraph?Christmas tree Father Christmas carol service candle snowman decorationspresents turkeyChristmas stockingssweetsChristmas cakePara. 1 the beginning of ChristmasPara. 2 decorations outsidePara. 3 activities on Christmas EvePara. 4 activities on Christmas morning Para.5 activities after lunchPost- ReadingIn what order did the children do these things? Example 1 da)open the new year calendarb)put their stockings at the end of the bedc)sing Christmas carolsd)write a letter to Father Christmase)put up the Christmas treef)go to churchg)have Christmas cakeAnswers: 2 a 3c 4e 5b 6f 7gAnswer the multiple-choice questions.1 Who do you think reads the children’s letters?a) Father Christmas b) their parents c) nobody2 What do you think people do in a carol service?a) sing songs b) give presents c) watch a play3 What happened on Christmas Eve?a) The writer stayed awake all night.b) Someone put presents in his stocking.c) The writer saw Father Christmas.4 Why did they laugh?a) The Christmas carols were happy songs.b) The songs and hats were funny.c) The jokes and hats were funny.5 After lunch:a) the adults watched the Queen’s speech.b).the children made a snowman.c) everybody had more to eat.Answers: 1b 2a 3b 4c 5cVocabularyIn English, some verbs and nouns often go together. Complete the table with these words:tea, the piano, your homework, a shower, cards, a (snowball) fight, a party, the washing-up, lunch, the shoppingComplete the sentences with these verbs in the correct form.blow up, sing, go to, put up, have(x2), make, put onOn Christmas Eve, my grandparents arrived. We(1) a snowman in the garden and later we (2) the decoration. I (3) lots of balloons. On Christmas morning, I (4) some warm clothes and (5) a snowball fight with my cousins and then we(6) church. After that, we(7) lunch and(8) Christmas carols.Answers1 made2 put up3 blew up4 put on5 had6 went to7 had8 sangWriting and SpeakingMake notes about your childhood memories of an important festival.People: family? Good friends?Preparations: decorations? Invitations?Presents: what? Who for? Make/buy?Food: meals? Special food/drink?Activities: music? Dancing? A long walk?Your feelings: happy? Sad?。

A Teaching plan for Unit3 CelebrationLesson 3 WeddingsTeaching goals1.target languagea. Key words and phrasesbride; bridegroom; best man; entrance; invitation; even if; ceremony; attend; Indonesian; ought; contribute; Greek; crown; ribbon; linkb. Key sentences①. If you are a man, you ought to wear a tie.②. You don’t have to contribute a lot of money.③. You ought not to go to the ceremony because it is only for close family.④. There is a lot of eating, drinking and dancing, including the famous Greek circle dance, where everyone joins in.⑤. On the day of Greek wedding ceremony, the bridegroom has to ask the bride’s father for his daughter’s hand in marriage.⑥. A long silk ribbon that links the crowns is a symbol of a long and happy life for the couple.2. Ability goalsEnable the students to know two typical weddings.Develop students’ ability of basic reading strategies of bottom-up and top-down.3. Learning ability goalsTo read a text for specific information.To read a text for new information.By using the strategies of bottom-up and top-down, students will learn to generalize and collect information.Teaching important pointsTo practice reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.Important words and phrases.Teaching difficult pointsGuide the students to pick out the main clue of the passage and the development method of the text.Students may mistakes with the use of the infinitive with or without to.Teaching methods1. Team work learning.2. Task-based learning.Teaching aidsA projector and some slides.Teaching proceduresStep Ⅰ RevisionTask one: check words and expressionsT: Let’s check the homework.Step Ⅱ Lead-inTask one: T: In this unit, we’re learning a lot ab out celebration. And this lesson, we’re going to read two passages about weddings. The first has been adapted from a website giving advice to English-speaking people working in Indonesia. And the second is about weddings in Greece.Step Ⅲ Pre-readingTask one: Background information input.T: Now please turn to Page40 and look at Before you start and Exercise1.Encourage students to talk about weddings they have been to. Use the opportunity to elicit or present useful vocabulary for the topic, e.g. reception, bride, bridegroom, ceremony.Task two: Exercise2. Students look at the words and see if they can guess the meanings of some of the words from their knowledge of other words in English.Step Ⅳ While-readingTask one: Read to learnExercise3. Ask students if they have tried to find information about customs (not necessarily) in other countries on the Internet-If so, what did they find out?Students read the statements first and predict what the answers will be. Then they read the texts and find out if their predictions were correct. Step Ⅴ Post-readingTask one: Questions and AnswersT: Now let’s check the answers.When checking students’ answers, ask them to read out the section of text that gives the information and to correct the false statements.Task two: Pair workIn pairs, students study the text again and write down three“true/false” statements of their own. All the students then closetheir books and, in turn, say one of their statements and the rest of the class says whether it is true or false. (1.F 2.F 3.T 4.T 5.F 6.T)Step Ⅵ DiscussionTask one: Read and discussGet students to read the text and discuss in pairs.Task two: Discuss and exploreAsk students to discuss the main idea and what they’ve learnt from the text.Step Ⅶ Homework1. Go over the words and phrases.2. Finish off the exercises in Language Power.Writing on the blackboard1. the entrance key answer invitation to…..;2. attend a meeting a wedding school church;3. contribute ideas food; contribute to a better understanding; make a contribution to4. even if though--5. marry sb mary sb to sb; be married to sb; got married to sb;6. ought to do ; ought not to do;7. books for children; a good for camp。

Section Ⅳ Communication Workshop & Culture CornerⅠ.重点单词必记根据词性及汉语提示写出单词1．mess n．混乱，脏乱2．worship vt.敬神，拜神3．invade vt.侵略4．fry vt. 用油煎，用油炸→fried adj. 油煎的5．unfortunately adv.不幸地→fortunately adv. 幸运地6．production n. 生产，制造→produce v. 生产7．adopt v. 收养，领养；采用→adoption n. 收养8．honour n．光荣；敬重v．表扬；尊重→honourable adj. 可敬的9．immigrant n．移民→immigrate v. 移居Ⅱ.高频短语必背1．as well也2．put out 熄灭；关掉；生产3．go on (情况、形势)继续下去，持续4．complain about 抱怨5．a bit of 一点儿……；有一些……6．dress up 盛装；打扮7．frighten sb./sth. away 把……吓走8．in particular 特别地9．a variety of 各式各样的；种种10．be supposed to do sth. 理应/应该做某事Ⅲ.经典句式必会1．I met a Mongolian window cleaner called Samantha.我遇到了一位叫Samantha的蒙古籍窗户清洁工。

[句式分析]called Samantha 为过去分词短语作定语，修饰cleaner。

[尝试仿写]中国发射了一艘叫神舟八号的飞船。

China launched a spaceship called_Shenzhou_Ⅷ.2．It was believed that any village that did not give food would have bad luck. 人们认为哪一个村子不献出食物就会有坏运气。

教学准备1. 教学目标学习与节日有关的词组、表达法，快速浏览文章，获取信息，掌握相关词汇句型a.To share statistics and information about Chinese festivals together.b.To encourage students to take part in celebrating and promoting the Chinese festivals.c.To practise writing a report about a festival or an activity using paragraph planning strategies.2. 教学重点/难点从文章中获取、处理主要信息，正确理解课文细节，从而生成影片配音、写作文段。

a.How to organize the activities in class scientifically and effectively.b.How to improve students’ and residents’ celebrating and promoting awareness through volunteers’ work after class.3. 教学用具Computer, projector, blackboard, learning sheet, etc.4. 标签Module 1 Unit 3 Celebration Lesson 1 Festivals 1st period Reading 教学过程Teaching procedures:Step ⅠGreetingsPursue an “easy”life. Festivals are connected to family u niting.A piece of traditional music create a festive and lively at mosphere that helps to attract students.Step ⅡPre-readingBrainstormingStudents exchange statistics and information collected from le ssons in this unit, notes, libraries, the Internet, encyclopa edias, magazine articles, television and radio documentaries, friends, etc.Keys:China’s major traditional festivals include the Spring Festival, th e Lantern Festival, Pure Brightness Day, the Dragon Boat Fes tival, and the Mid-Autumn Festival.Ethnic minorities have retained their own traditional festival s, including the Water Sprinkling Festival of the Dai people , the Nadam Fair of the Mongolian people, the Torch Festiva l of the Yi people, etc.Step ⅢReadingPassage C: Summer, the Dragon Boat FestivalA. QuizStudents work individually. Make sure every student take part in the quiz.Question: What does the Dragon Boat Festival mark?B. DiscussionRead Passage C for the second time and discuss in groups. Each group writes three or four questions about it. Then gr oups ask and answer questions in turn.Tips: when, what, how, special food, activities, etc.What does “fall”mean in the text?Fill-in blanks.C. ReportingReport what activities people take part in to celebrate the Dragon Boat Festival.Tips: the dragon boat race, the dragon boat dancing, walking on the land boat, scramble for ducks, etc.Passage B: Winter, the Lantern FestivalD. DiscussionRead Passage B and discuss in groups. Each group writes thr ee or four questions about it. Then groups ask and answer questions in turn.E. Fill-in blanks.The Lantern Festival marks the end of the Chinese New Year . One story about its origin said a god wanted to the town, but he was fooled by the.Passage A: Autumn, the Mid-Autumn FestivalF. SkimmingRead Passage A in groups. Try to keep as much as informati on in mind.G. Fill-in blanks.There are many festivals in China. The Mid-Autumn Festival is one of them. It is by all the Chinese in the world. Why is it so important? Because it is a special for family uniting. There are ma ny kinds of moon now, but the _______ones are ma de with bean paste.Step ⅣPost-readingWatch a short ad about Chinese festivals. Take notes and di scuss in groups. Then dub it one by one. Check the Englishdubbing in groups. Make sure the dubbing is structurally c ompleted with logical and accuracy words.Step ⅤSummaryEveryone should enhance the awareness of the importance of C hinese traditional festivals. In addition, students need to c ollect and write more to improve their skills.If time permits, students can share more about traditional f estivals.课堂小结The globalization of cultures is possible for the advanced m edia technology. The central government of China has done a lot to spreading Chinese cultures and ideas through promot ing Chinese festivals all over the world. Movies, books, Chi nese dishes together with other commercial elements are all direct driving powers. Everyone should enhance the awareness of the importance of Chinese traditional festivals. In additi on, students need to collect and write more to improve thei r skills in and after the class.课后习题AssignmentsA. Write a short essay about your favourite festival individ ually and display them on the class micro-blog.B. Design a plan for an Chinese festivals promotion activity , a poster included.C. Read texts in this unit and make notes of festivals.板书FestivalsIntroduction:Origins:Activities:Special food:Conclusion and recommendations:。

北师大版（2019）必修第一册Unit 3 CelebrationsViewing Workshop本节课的教材分析：教材来源于北师大版（2019）必修第一册Unit 3 Celebrations 课本中的Viewing Workshop 部分。

该教材主要介绍了不同文化背景下的庆祝活动，包括中国春节、印度胜利日、美国感恩节等。

通过一系列有关庆祝活动的图片和文字，引发学生对不同文化的兴趣和好奇。

教学目标：1. 语言目标：学生能够读懂、理解和运用有关庆祝活动的词汇和短语。

2. 听力目标：学生能够听懂和理解关于庆祝活动的有关信息，并能够回答相关问题。

3. 文化目标：通过学习不同文化的庆祝活动，学生能够增加对不同文化的认识和理解。

教学重点：1. 庆祝活动的词汇和短语。

2. 听懂和理解关于庆祝活动的有关信息。

教学难点：1. 听力能力的培养和提升。

2. 文化差异的理解和接受。

学情分析：学生是高一的英语学习者，已经具备一定的英语听说读写能力，但对于听力方面的训练还有待提高。

他们对于外国文化的了解相对较少，对于不同国家的庆祝活动了解有限，可能缺乏对其他文化的兴趣。

教学策略：1. 激发学生学习兴趣：通过引入有关庆祝活动的图片和视频等多媒体资源，激发学生对不同文化的兴趣。

2. 创设情境：通过组织小组讨论和展示等方式，让学生能够在实际交际中使用所学的词汇和短语，增加学习的实效性。

3. 引导学生思考：通过提问和分析等方式，引导学生思考庆祝活动的背后意义和文化差异，培养学生的跨文化意识。

教学方法：1. 视听法：通过听力材料，让学生熟悉庆祝活动的相关信息，提高他们的听力能力。

2. 任务型教学法：通过分组讨论、展示等任务，让学生在实际交际中运用所学知识，提高他们的语言应用能力。

3. 互动式教学法：通过师生互动、学生之间互动，营造积极的课堂氛围，增强学生对学习内容的理解和掌握。

导入环节：导入环节主要是要引起学生对本节课主题的兴趣，激发他们的学习动力。

北师大必修一英语celebrations教学设计全文共3篇示例，供读者参考篇1Celebrations are an essential part of human culture, allowing us to come together to commemorate special events and milestones in our lives. In the context of English language learning, celebrations can also serve as a wonderful opportunity to engage students in meaningful language practice and cultural exchange. In this teaching design, we will explore ways to incorporate celebrations into the English language classroom at Beijing Normal University.Objective:The objective of this teaching design is to introduce students to a variety of celebrations from different cultures around the world and to provide opportunities for language practice through listening, speaking, reading, and writing activities.Target Audience:This teaching design is intended for students in the first-year English course at Beijing Normal University, who have a basic understanding of English grammar and vocabulary.Materials Needed:- PowerPoint presentation with images and information about different celebrations- Handouts with reading passages and comprehension questions- Writing prompts related to celebrations- Flashcards with vocabulary related to celebrationsLesson Plan:1. Introduction (10 minutes)- Begin the lesson by asking students to brainstorm different celebrations they are familiar with.- Show a PowerPoint presentation with images and information about celebrations from different cultures around the world.2. Reading Comprehension (20 minutes)- Distribute handouts with reading passages about specific celebrations such as Chinese New Year, Diwali, Christmas, and Thanksgiving.- Ask students to read the passages and answer comprehension questions.3. Vocabulary Practice (15 minutes)- Use flashcards to introduce vocabulary related to celebrations, such as "festive," "tradition," "customs," and "ceremony."- Have students practice using the vocabulary in sentences or short dialogues.4. Speaking Activity (20 minutes)- Divide students into pairs or small groups and ask them to discuss their favorite celebrations and why they enjoy them.- Encourage students to use the vocabulary they have learned in the previous activity.5. Writing Task (20 minutes)- Provide writing prompts related to celebrations, such as "Describe a memorable celebration you have attended" or "Explain the significance of a traditional celebration in your culture."- Ask students to write a short paragraph or essay in response to the prompt.6. Conclusion (10 minutes)- Wrap up the lesson by asking students to share their writing with the class or in their groups.- Encourage students to reflect on what they have learned about celebrations and how they can incorporate cultural diversity into their language learning.Overall, this teaching design aims to engage students in meaningful language practice while also fostering an appreciation for diverse celebrations and traditions around the world. By incorporating celebrations into the English language classroom at Beijing Normal University, students can deepen their understanding of language and culture in a fun and interactive way.篇2Title: Teaching Plan for Celebrations – North Normal University Essential English OneIntroduction:In the Essential English One textbook for North Normal University, the topic of celebrations is introduced to help students expand their vocabulary and improve their languageskills. Celebrations are an important part of culture and society, and it is essential for students to learn about different types of celebrations and their significance. This teaching plan will cover various aspects of celebrations such as traditions, customs, and the importance of celebrating different occasions.Objectives:- To introduce students to different types of celebrations from around the world.- To help students expand their vocabulary related to celebrations.- To teach students about the cultural significance of celebrations.- To improve students' language skills through speaking, reading, and writing activities related to celebrations.Materials:- Essential English One textbook- Pictures and videos of different celebrations- Worksheets with vocabulary exercises related to celebrations- Reading passages about different celebrationsLesson 1: Introduction to Celebrations- Begin the lesson by discussing with students what celebrations are and why they are important.- Show pictures and videos of different celebrations from around the world and ask students to identify them.- Introduce vocabulary related to celebrations such as festivals, holidays, traditions, customs, etc.- Have students practice using the new vocabulary in sentences and conversations.Lesson 2: Types of Celebrations- Discuss with students different types of celebrations such as religious, cultural, and national celebrations.- Show pictures and videos of specific celebrations and explain their significance.- Have students work in pairs or groups to research and present on a specific celebration of their choice.- Conduct a class discussion on the similarities and differences between various celebrations.Lesson 3: Cultural Significance of Celebrations- Introduce the concept of cultural significance and how celebrations reflect the values and beliefs of a society.- Have students read passages about different celebrations and discuss their cultural significance.- Conduct a debate or discussion on whether it is important to preserve traditional celebrations in a changing world.- Assign a writing task where students reflect on the importance of celebrations in their own culture.Lesson 4: Celebrating Together- Discuss the importance of celebrating together as a community.- Have students role-play different scenarios of celebrating with friends and family.- Conduct a group activity where students plan a celebration for a specific occasion.- Assign a project where students create a presentation on a celebration they would like to experience in the future.Conclusion:By the end of this teaching plan, students will have a better understanding of the importance of celebrations and how they contribute to cultural diversity. They will also have improved their vocabulary, language skills, and critical thinking abilities through engaging activities related to celebrations. Celebrations are a universal concept that can bring people together and foster mutual understanding and respect. Through this teaching plan, students will develop a greater appreciation for the value of celebrations in society.篇3Title: Teaching Design for Celebrations in BNU Required English CourseI. IntroductionIn the BNU Required English Course, the topic of celebrations is essential for students to learn. Celebrations such as festivals, birthdays, and holidays are not only a part of cultural traditions but also an important way to connect with others and build relationships. Therefore, it is crucial for students to understand the significance of celebrations and how they are celebrated in different cultures. In this teaching design, we willfocus on different aspects of celebrations including vocabulary, grammar, listening, speaking, reading, and writing skills.II. Objectives1. To introduce vocabulary related to celebrations such as festivals, birthdays, and holidays.2. To teach grammar points related to celebrations, such as present simple tense for describing routines and past simple tense for narrating past events.3. To develop listening skills by listening to conversations and stories about celebrations.4. To enhance speaking skills by discussing favorite celebrations and traditions.5. To improve reading skills by reading articles and texts about various celebrations.6. To strengthen writing skills by writing essays or stories about personal experiences with celebrations.III. Teaching Activities1. Vocabulary Building: Introduce key vocabulary related to celebrations such as "festivals," "traditions," "decorations," "food," "music," "gifts," etc. Provide examples and practiceexercises to help students remember and use the new words in context.2. Grammar Lessons: Teach grammar points related to celebrations, such as present simple tense for describing routines ("I celebrate Christmas every year") and past simple tense for narrating past events ("Last year, I attended a music festival"). Provide explanations, examples, and exercises to reinforce learning.3. Listening Practice: Play audio recordings of conversations and stories about celebrations. Have students listen and answer comprehension questions to check their understanding.4. Speaking Activities: Divide students into pairs or small groups and have them discuss their favorite celebrations and traditions. Encourage them to share personal experiences and ask questions to each other.5. Reading Comprehension: Provide articles and texts about different celebrations such as Chinese New Year, Thanksgiving, Diwali, etc. Have students read and answer questions to test their comprehension.6. Writing Assignments: Assign writing tasks such as essays or stories about a memorable celebration the students haveexperienced. Provide guidelines and feedback to help students improve their writing skills.IV. Assessment1. Vocabulary Quiz: Test students' knowledge of celebrations vocabulary through a quiz or matching exercise.2. Grammar Test: Evaluate students' understanding of grammar points related to celebrations through a written test or fill-in-the-blank exercises.3. Listening Comprehension: Assess students' listening skills by playing a recording and asking comprehension questions.4. Speaking Assessment: Evaluate students' speaking skills by observing their discussions and interactions during group activities.5. Reading Comprehension: Test students' reading comprehension by providing a text and asking questions to check their understanding.6. Writing Evaluation: Assess students' writing skills by reviewing their essays or stories about celebrations and providing feedback for improvement.V. ConclusionIn conclusion, teaching the topic of celebrations in the BNU Required English Course is a valuable opportunity for students to learn about different cultures and traditions. By focusing on vocabulary, grammar, listening, speaking, reading, and writing skills related to celebrations, students can improve their English language proficiency and develop a greater appreciation for global celebrations. This teaching design provides a comprehensive plan to engage students in learning about celebrations in a meaningful and interactive way. By implementing these activities and assessments, students will be able to master the topic of celebrations and apply their language skills in real-life situations.。

Unit 3 Celebration Section Ⅵ Lesson 4[原文呈现]Memories of ChristmasFor me, Christmas always began in the middle of the cold, windy month of November. My sister, Alison, and I sat down in front of①the fire and wrote a letter to②Father Christmas telling him about all the presents③we wanted④. We seriously wrote “Father Christmas, the North Pole⑤” on the envelope, before giving them to our mother to post.With⑥ December our excitement grew each day —⑦as we opened the new year calendar⑧， Christmas cards arrived in the post, Christmas lights appeared⑨in the streets, and we attended⑩ the town carol⑪ service. And of course, there was snow everywhere. Enough snow to make snowmen, and to have exciting snowball fights in the school playground⑫.[读文清障]①in front of在……(外部)的前面in the front of在……(内部)的前面②write a letter to sb.给某人写信③present n．[C]礼物；adj.当前的；出席present作前置定语表示“当前的”，作后置定语表示“出席”。