Unit 3 celebration教案备课材料

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 beingcelebrated. 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 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 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, 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 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. Askthem 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 happenedVocabularyExercise 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 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 CelebrationsLesson 1Period 1教材分析本课是一节阅读课，三个短语篇从三位不同主人公的角度描述了他们是如何过春节的。

16岁的Tom Jenkins作为一名外籍交换生在南京一家中国接待家庭度过了他的第一个传统春节，大扫除、贴福字、放鞭炮给他留下了深刻印象；28岁的徐刚每年春节都赶回家过春节，跟家人团聚、听长辈谈论旧事（家长里短）成了春节一景；70岁的李燕在家盼着儿女小辈们回家过年，孙子孙女欢快的玩闹声充斥了家里每个角落，家人一起包饺子、吃饺子的欢乐气氛挥之不去。

教学目标在本课学习结束时，学生能够：1. 理解整合文本信息，理清每个人对春节的不同看法；2. 谈论自己是如何过春节的，春节的意义是什么。

教学重难点【教学重点】1. 通过阅读，获取并梳理三人是如何过春节的，同时说出三人对春节的不同看法；2. 用所学知识表达自己对春节/节日的看法，尤其是对春节/节日精神的理解，拓展更多关于春节/节日的深刻意义内容。

【教学难点】学生能够使用正确的语言谈论春节，反思自己在春节/节日中的作为，探究春节/节日的深刻含义。

教学过程Step 1 WarmingupDiscuss the following questions with your partner.1. What does Spring Festival mean to you?2. What words immediately e to your mind when you hear Spring Festival?3. How do you and your family celebrate Spring Festival?设计意图：通过图片和问题，创设春节情境，引入主题，激活学生已有语言和知识，思考春节的含义和春节有关的表达，为阅读做好准备。

Step 2 Reading1. Read the editor’s notes and plete the sentence.From the editor’s notes, we know the passage is mainly about ____________.设计意图：通过阅读编者的注释，使学生很快猜出文章的主旨大意。

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。

Unit3 Celebration-Culture Corner教案backgroundin western societies, halloween, the celebration of death on the night of 31 october, is a special occasion for young people.in keeping with the spooky atmosphere of the holiday, young peopledress up as creatures associated with death and evil.bats, black cats, ghosts, egyptian mummies, werewolves, witches and vampires are popular characters.young people also hold halloween parties where they play tricks on each other andenjoy traditional games like apple bobbing.to play apple bobbing, you put some apples in a large bowl of water.the person who catches an apple with their teeth in the quickest time is the winner.warm-upask students what they know about halloween ―encourage them to say as much as they can.exercisestudents read the passage and choose the best answer to complete the sentences.have them compare and check their answers in pairs.answers1 a2 c3 b4 aoptionsstudents individually decide which creature they want to dress up as for a halloween party.have them draw their costume and make brief notes.then ask studentsto work in small groups and take turns to describe and explain their choice of costume.askstudents to vote for the best costume in their group.ask the winner of each group to describe and explain their choice of costume to the class.finally, ask the class to vote for the best costume.the costume with the most votes is the overall winner.in pairs, have students design a game or a trick suitable for a halloween party.ask them to make a drawing of their game and write a brief description.students should also include instructions on how to play the game.next collect the students’workand make a big book of halloween games and tricks for the class.prepare a long list of words with some halloween related words in it, e.g.baby, fish, ghost, monkey …etc..divide the class into two groups and ask them tolisten carefully to youreading out the list.when they hear a halloween word, the groups must putup their hands and say the word correctly.the group with their hands up first and the correct answer wins a point.the group with the most points is the winner.bulletin boardobjectives■to talk about festival traditions■to make a festival collage■to exchange ideas about festivals■to further explore the theme of the unit■ask students about their favourite festivals and their childhood memories of them.■ask students to look at the bulletin board and name the festivals represented in each picture.■in groups, students brainstorm the chinese festivals theyknow.ask them to choose one and discuss its traditions, related food and other important elements connected with it.■ask students to collect pictures or make illustrations of the elements they have discussed in order to make a collage.■display the collages.encourage students to look at anddiscuss the collages.unit diaryobjectives■to reflect what and how much the students have learned.■to think about in what way they are learning.■to learn and identify the best ways for learning.■to develop students’confidence in taking more control of their studies.■to help teachers get a clearer insight into the students’learning of the language.part 1 (1)this part gets students to think of the topics of the unit anddecide which is their favourite lesson.part 2 (2-6)this part refers back to the unit objectives from the start of the unit, thinking about what they have learned in this unit.they also need to express their personal preference about the festivals and holidays.part 3 (7-8)this part gets students to reflect on the listening and readingtexts, to identify the vocabulary that students still have difficulties with in the unit.part 4 (9)this part focuses on the evaluation of the usefulness of the activities for each of the tasks.part 5 (10)this part is the evaluation of the unit, which includes the evaluation of the material as well as students’own learning.it helps students make proper justification of their study and lay down plans for further progress.。

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。

Unit 3 CelebrationsLesson 3 Memories of Christmas 教学设计科目：英语课题：Lesson 3 Memories of Christmas 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words and expressions and verb phrases.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperatively.教学重难点：教学重点：How to learn the new words and expressions and verb phrases.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、PrereadingGreetingWarmingup (2mins)Play a video clip and ask the following question:(1)What festival are they celebrating in the video?(2)What do people in the West do to celebrate Christmas? Tell them to use the pictures and phrases to help them.to make Christmas pudding to put up a Christmas treeto decorate the house to give/ open giftsto sing Christmas songs to hang a stocking设计意图:利用视频创设情景，引出主题。

英语：unit3《Celebration》Lesson 3 Wedding教案（1）（北师大版必修1）Teaching aims:To read a text for new information about weddingsTo practise using modals: have to/ not have to , can/ can’t , ought to / ought not toTo discuss the customs about wedding in ChinaTeaching difficulties:To practise using modals: have to/ not have to , can/ can’t , ought to / ought not toTeaching Aids: computer and cassetteTeaching procedures:Ⅰ. Warming upT：teacher will ask the following questions about weddings to lead into the topic.Have you ever been to a wedding party?Who was getting married?How many people were there?What time did it start/finish?What did they wear?What did people do?Did you have a wonderful time?Present the vow at the wedding to arouse students’ interest of talking about the weddings and have a deeper understanding about wedding in western countries.Do you know the meaning of the vow?从今天开始，无论顺境、逆境；无论贫穷还是富有；无论健康还是疾病，都不能将我们分开，直到生命的最后一天。

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。