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Book 2 Unit 3 Festivals and customsReading: Alex around the world (the 2nd period)课时教学设计第二课时译林版英语必修二第三单元Reading: Alex around the world1.教材分析What（本课/本文主要内容）：The reading text in this section is a travel journal written by a travel writer Alex, sharing his experiences of attending an Indian wedding and the Rio Carnival. The title is “Alex around the world”and this topic belongs to the thematic context “man and society”. The travel journal is made up of two parts. The first part is about the author’s experience of joining in an Indian wedding, i ncluding the wedding’s location, dressing, traditional customs and celebration activities. The second part is the author’s description of the Rio Carnival by introducing the scenes before and during the street party in details.How（文体结构和语言特征）：Based on the fact that this is a travel journal, the author employs a typical structure by telling the readers the place he traveled to, the date he wrote the journal and the custom or festival he experienced in the first line of each journal, so that the readers know the main idea at first sight. Besides, the wise choice of words and expressions makes the readers picture the Indian wedding and Carnival vividly in their mind. In addition, contrast is also used in organizing the journal, highlighting the differences between two people, places, things before and after, to draw the readers’attention and make the description more vivid and interesting to read.Why（作者意图）：Festivals and customs play a basic role in a country’s culture. Therefore, by sharing his own experiences in India and Brazil, the author intends to help students have a deeper prehension of different countries’customs. Furthermore, this travel journal could help students understand that even each country has its own specific custom and festival, the spirit and purpose for celebration is mon. The author hopes after reading this journal, students can appreciate different festival and customs, build up the confidence of our own culture and develop a tolerant and respectful attitude towards different festivals and cultures.2.学情分析The target students are from Senior One, after a few months’English learning in senior high school, mastering a certain knowledge of English. They can briefly express their ideas. “Festivals and customs”is a very familiar and interesting topic to them, so6.作业布置Polish the travel journal and try to use as many techniques we have learned as possible. Homework can be finished within 15 minutes.设计意图：The homework assigned to consolidate the writing techniquesthey learned, and to help students improve their writing based onthe ments and suggestions given by classmates. Thereforethe learning atmosphere could be formed.7.教学反思1. Achieving the lesson objectives: at the end of the class, students can have a basic understanding of the structure and features of a travel journal; write one travel journey telling the customs of Chinese festivals; cooperate with each other through team work and form a mutual understanding of different customs and festivals and build up the capacity of crossculture munication.2. Shining points of this class: this period focuses on analyzing the text features and writing a travel journal, so from the class performance, it is apparent that students have understood and successfully adopted different techniques to make their writing more vivid and attractive. The activities are well organized and tasks are designed coherently.3. What to improve: because of the limited class time, the time for all students making reports and teachers’ help to improve their writing is not that much. Besides, students can have a better application of the writing techniques if time permits.4. How to improve: assign the homework as polishing the writing, taking advantage of the time after class to help students.Book 2 Unit 3 Festivals and customsReading Alex around the world (2)Worksheet1. What elements should be included in a travel journal?(2) A lot of crazy fans ran quickly to the hall suddenly.(3) All the applicants waited for the result of the interview with looks.(4) He looked down at a lot of smiling faces before him.(5) It is harmful to look at your puter or phone screen for a long time.(6) My mom is hardworking and brave, while my dad is.4. Writing task:If you are traveling in China during one of the following festivals, what would you write in your travel journal?✧ The Spring Festival✧ Dragon Boat Festival✧ MidAutumn FestivalYou can work in groups of four and include the three aspects:choose the festival and makes a brief introduction; (S1)tell how people prepare for the festival before it; (S2)tell how people celebrate the festival; (S3)the reporter needs to help the whole group and delivers a speech.（S4☆)Tips: Don’t forget to use the writing techniques to make your journal more attractive!(date), (event), (place)_____________________________________________________________________________ _____________________________________________________________________________(brief introduction)_____________________________________________________________________________(preparation)_____________________________________________________________________________ _____________________________________________________________________________(celebration)(feeling)(Reference)(1) Useful expressions:The festival I experienced is..., which falls on...(date)It features...There are some customs...People celebrate...decorate...gather...send gifts...It plays a significant role in...It reflects...allows...helps...(2) Evaluation form:Items Criteria EvaluationContentThree aspects(introduction / preparation / celebration) *****Structure Date / Place / Event *****LanguageTechniques(wise choice of words / contrast) *****Voice loud and clear *****。
《Join In》 Book 3 Unit 3 Festivals ( Part 2 Thanksgiving)知识与技能目标： 1. 学生能较好的理解和掌握：native, build, hunt, wild turkey, plant corn, invite等重点内容。
2. 学生能熟练运用句型：help…to …,show … how to …3. 学生能较好理解和表演故事。
过程与方法目标： 1. 学生能在自主探究和合作学习中掌握本课知识点。
2. 学生能养成良好的阅读习惯。
3．学生能提高理解能力、表达能力、语言交际能力和创新能力。
情感、态度和价值观：1. 学生应通过故事的学习学会感恩。
2. 学生能感受英语故事的魅力，树立自信心，体验成功感，乐于合作，乐于交流，具备团结协作的精神。
教学重点1．学生能较好的理解和掌握：native, build, hunt, wild turkey, plant corn, invite 等重点内容。
2．学生能较熟练的运用句型：help…to …, show … how to …3. 学生能较好理解故事。
教学难点学生能较好表演故事。
教学过程Step 1: Warming up1.GreetingsT: Do you know “festivals”?Ss: Yes.T: Which festival do you know?Ss: Spring Festival / Mid-Autumn Festival / …2.Listen and sing the song.Which festival is in the song?Learn to say: Thanksgiving3. Talk about Thanksgiving.Step2: Presentation1.Listen to the story and answer the question: Who are in the story?2.Learn to say: Native AmericansCompare modern Americans with Native Americans.3.T: Where are they from?Ss: America. / England.Learn to say the words: America / England4.Listen to Part 1 and answer the questions: What do they need? How do you know?5.Listen to Part 2 and answer the question: Who can help them?Work in groups: What do Native Americans do? How do you know?(1)They help them to build houses.Learn to say the word: buildShow them some pictures and talk about: … help to …(2)They show them how to hunt for wild turkey.Learn to say the word: wild turkeyExercise the phrase: hunt for(3)They show them how to catch fish.Do the actions and exercise the sentence: … show … how to …A game: Show and guess.(4)They show them how to plant corn.Learn to say the word: plantExercise the sentence: They show them how to plant…6. Imagine: What else can they do?Step 3: Practice1.Listen and read Part2.2.Work in groups: Act out Part 2.3.Talk about: If you were Native Americans, what would you do?4.Listen to Part 3 and answer the question: What do English people do?Learn to say: invite5.Read the text.6.Exercise: T or F.Step 4: Consolidation1. A task: Search on the internet / in books…2. Appreciate “Thanksgiving”3. Learn from the story: Thank the people who help us.武汉市汉阳区弘桥小学赵莎丽。
北师大版英语高一上Unit 3 CelebrationLesson1 Festivals课堂设计及教案2013.09.14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一年级学生。
他们从平时的节日活动当中体验并积累了一些常识，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直观教学(direct-viewing method )和任务型教学（task-basic method）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：中国传统节日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。
Unit3 Festivals教学设计一、教学目标1.能在老师指导下，听懂、理解、朗读小短文并完成相关练习。
2.能在图片的提示下听懂、理解故事。
3.能理解并学唱歌曲Happy New Year.4.能通过阅读知晓中秋节、元宵节、圣诞节等节日的相关习俗，并了解中西方文化差异。
二、教学建议1.Read the texts about festivals. Then listen and repeat.读一读，听一听，说一说。
Step l 老师呈现不同节日图片，并提问：What festival is it? When is it? What dowe often do on this day?引导学生说出对不同节日的了解。
Step 2 学生打开课本到第20页，自主阅读两段短文，通过回答问题What festivals are they?初步了解文章大意。
Step 3老师提问What do you know about Mid-Autumn Festival and Thanksgiving from the passage? 学生再次阅读短文，找出相关信息回答问题，进一步理解短文内容。
Step 4老师播放录音，学生逐句跟读，借助图片，学习get together, moon cake,turkey等生词和短语。
Step 5学生采用不同形式朗读短文，如全班读、分组读、分段读等。
Step 6老师分别呈现中秋节和感恩节的图片，引导学生描述，并选出几人进行展示，老师给予指导和评价。
Step 7老师示范描述其他节日，其余节日的名称，全班开展游戏。
录音稿：Mid-Autumn FestivalThe 15th day of the Chinese lunar August is a very important festival in China. It’s Mid-Autumn Festival. On this day, the moon is full and bright. Families get together and eat moon cakes. People far from home look up at the moon and think about their families.ThanksgivingThe fourth Thursday in November is a holiday in the USA. It’s Thanksgiving. On this day, families get together and have a big dinner. People usually eat turkey, sweet potatoes and other vegetables. Many people will meet in the streets and enjoy their holiday together. Everybody has fun!2.Read the story and find out more about the Lantern Festival.读一读，找一找。
外研社版Join in六年级英语上册Unit 3 Festivals阅读课Halloween教学设计一、教学内容分析：本单元以Festivals节日为话题，介绍万圣节、感恩节这些国外节日的由来、意义以及相关习俗。
旨在通过不同节日的对比，让学生对中西方文化的差异有所了解，进而拓展学生的社会文化背景、增加跨国文化知识，让课本知识真正回归到生活中去。
这节课主题Halloween, “万圣节”作为美国重要的节日之一，以其神秘与恐怖的气氛吸引着学生。
这是一节基于语篇理解带动文化体验的英语课。
本课从万圣节的时间、由来、主要的庆祝活动等方面进行了图文并茂的具体介绍，使学生对该节日有更多的了解和认识。
通过本课Halloween的学习，学生能够带着问题完成小篇章的阅读。
本课围绕学生表达需求设计：让学生带着Part 3b的问题阅读Part 3a的文章，抓住一个“When”一个“How”和三个“What”的问题阅读，为小练笔埋下伏笔，Part 3c当做练习巩固。
二、学情分析：六年级的学生好奇、爱表演、善于模仿，敢于开口，对" Festivals"节日已经有一些知识的储备，乐于学习有关西方的文化，有非常强的学习欲望，且具备了一定的逻辑思维能力，乐于用学到的英语与人交往。
六年级学生处于思维发展加速期，字词概念逐步丰富化、系统化，通过分析、综合、比较、抽象和概括，逐步具备了一定的掌握字词、句子的能力。
为了进一步提高学生的阅读能力，巩固基础知识和基础技能，为进入初中学习打下牢固的基础，所以设计的教学活动应尽可能的借助多媒体的优点，让学生跟读录音材料，学会按意群朗读长句，同时，采用看图片、作比较、举例子、表演等方法，帮助学生理解文章的重难点内容，另外通过完成任务来达成重难点的把握。
本节课将在课堂活动中把学生分成两人或四人的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
Book 2 Unit 3 Festivals and customs Integrated skills (Ⅰ) Promoting traditional Chinese festivals目标1 和3Step 4 Writing1. Writing for promotion:(1) Write a paragraph to state theimportance of traditional Chinesefestivals.(2) Write a paragraph to make a callfor action and describe a positiveresult you would like to see.(3) Selfreview.Spelling• Can I find any spelling errors?How can I correct them?•Have I used capital letters wherethey are needed?Grammar• Are there any sentence fragments?• Are the verbs in t he correct tense?• Have I chosen the rightcoordinating or subordinatingconjunctions to join clauses?Punctuation•Does every sentence end with thecorrect end punctuation?• Have I used apostrophes correctlyto write all singular and pluralpossessive forms?Variety• Are all my sentences simplesentences, or do I vary my sentencestructures?• Do I repeat words a lot or is thereenough variety in vocabulary?Style• Are my choice of words proper forthe context?• Have I used the proper formalstyle in the writing?(4) Peer review.2.Speaking for participation:Show your writing by readingaloud. Assess your classmate’swriting and give your suggestions tohelp.After discussion,SS need writetwo paragraphsonto theworksheet, whichare to state theimportance oftraditionalChinese festivalsand to make acall for action.Then SS reviewtheir own writingand theirpartner’s writing.At last, SS showtheir writing byreading aloud.IW15 minutes设计意图：To write para.1 to state the importance of traditional Chinese festivals as well as para.3 to make a call for action.Book 2 Unit 3 Festivals and customs Integrated skills (Ⅱ) Promoting traditional Chinese festivals安徽省当涂第一中学高捷。
JoinIn六年级上册Unit3Festivals第4课时教课方案目录【内容根源】 1【主题】1【课时】1一、教课目的(Teachingaims) 1二、教课重难点(Teachingpointsanddifficulties) 2三、教课准备(Teachingpreparation) 1四、教课过程 2Step1:Review 2Step2:Presentation 2Step3:Practice 2Step4:Summary&.Homework 3【内容根源】JoinIn三起点六上unit3【主题】part4【课时】第4课时一、教课目的(Teachingaims)能理解并学唱歌曲Halloweensong掌握词汇playatrickonyou，knockonthedoor,lockusout,giveusatreat.二、教课重难点(Teachingpointsanddifficulties)能理解并学唱歌曲Halloweensong掌握词汇playatrickonyou，knockonthedoor,lockusout,giveusatreat.三、教课准备(Teachingpreparation)课件第1 页3.四、教课过程4.5.Step1:Warm-up6.7.老师点开课件，播放歌曲Halloween，而后学生自由表达对万圣节的认识。
8.9.Step2:Presentation10.11. 1. 老师点开课件part4,，全班一同认真察看图片，发问：Whatfestivalisit?Whatdoyouknowaboutit?而后要修业生打开书到第23页，先带着问题自主阅读12.歌词，经过回答下列问题为学习歌曲做好铺垫。
13.老师点开课件part4,，播放课件音频，学生初步感觉歌曲旋律及内容。
14.使用课件，解说part4,1、2段。
15.giveusatreat款待我们16.playatrickonyou愚弄你17. 4. 老师点开课件part4, 播放1、2段录音，学生跟唱1、2段。
外研社版Join in六年级英语上册Unit 3 Festivals阅读课Halloween教学设计一、教学内容分析：本单元以Festivals节日为话题，介绍万圣节、感恩节这些国外节日的由来、意义以及相关习俗。
旨在通过不同节日的对比，让学生对中西方文化的差异有所了解，进而拓展学生的社会文化背景、增加跨国文化知识，让课本知识真正回归到生活中去。
这节课主题Halloween, “万圣节”作为美国重要的节日之一，以其神秘与恐怖的气氛吸引着学生。
这是一节基于语篇理解带动文化体验的英语课。
本课从万圣节的时间、由来、主要的庆祝活动等方面进行了图文并茂的具体介绍，使学生对该节日有更多的了解和认识。
通过本课Halloween的学习，学生能够带着问题完成小篇章的阅读。
本课围绕学生表达需求设计：让学生带着Part 3b的问题阅读Part 3a的文章，抓住一个“When”一个“How”和三个“What”的问题阅读，为小练笔埋下伏笔，Part 3c当做练习巩固。
二、学情分析：六年级的学生好奇、爱表演、善于模仿，敢于开口，对" Festivals"节日已经有一些知识的储备，乐于学习有关西方的文化，有非常强的学习欲望，且具备了一定的逻辑思维能力，乐于用学到的英语与人交往。
六年级学生处于思维发展加速期，字词概念逐步丰富化、系统化，通过分析、综合、比较、抽象和概括，逐步具备了一定的掌握字词、句子的能力。
为了进一步提高学生的阅读能力，巩固基础知识和基础技能，为进入初中学习打下牢固的基础，所以设计的教学活动应尽可能的借助多媒体的优点，让学生跟读录音材料，学会按意群朗读长句，同时，采用看图片、作比较、举例子、表演等方法，帮助学生理解文章的重难点内容，另外通过完成任务来达成重难点的把握。
本节课将在课堂活动中把学生分成两人或四人的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
高中新课程新教材英语学科教学设计本单元教学将在学生现有语言水平基础上，整合课程内容，优化学习方式，依托本单元多模态语篇，在单元主题语境下，设计结构化、情境化、过程化的活动，促进学生在一系列具有关联性、综合性和实践性的“听、说、读、看、写”学习活动中学习语言知识、发展语言技能、理解文化内涵，发展多元思维并学会运用学习不同的学习策略，进而形成正确的价值取向。
本单元教学设计整体思路如下：习内容、学习效果对自己的表现进行评价：1.我对印度婚礼和里约狂欢节的风俗是否了解？2.我是否了解作者对于节日习俗的看法观点？3.我是否了解旅行日记的写作结构和文体特征？4.我是否能够使用一些动词、名词、形容词及对比的修辞手法来使日记能加具体生动？5.我是否可以找到中西方不同节日风俗的共同点和不同点？6.我能否写出一篇旅行日记？二、Assessment 课时评价活动：I Assessment of Reading1. Answer the following four questions:*What are the customs of Indian wedding and the Rio Carnival?*What are the mon spirits of all customs and festivals?*What is your attitude towards different festivals and cultures?*What are the benefits and challenges of cultural diversity?2. Jigsaw Reading (Group Work )Work in groups of six. Each reads one paragraph of the articleDiverse Culture.After reading it, students use a timetable to sort out the text and figure out the structure of the text.3. Self assessment.II Assessment of Extended Reading1. Think about the question: How do you underst and the word “precious” used in the article?2. Watch the videoFestival China.3. Why do the Chinese people attach great importance to the reunion during the Spring festival?4. Selfassessment.III Assessment of Integrated Skills1. Add more information to the mind map.2. Express their own ideas on how to promote traditional Chinese Culture.3. Selfassessment.IV Assessment of Language1. A quiz.2. Check the answers first with a partner and then check together.（Ask students if they have any questions. ）3. Self assessment.8.单元作业设计Reading 1:1. Think about the following question: Besides weddings and f estivals, what other elements are an important part of a country’s customs and traditions? Make a list and describe them.2. List some sentences you like from the travel journal and give the reasons.The homework assigned is to help students consolidate the content of the travel journal, as well as to。
外研剑桥版英语六年级上册Unit3第二课时教学设计（二）选出正确答案。
( ) 1. 下列哪个词语是感恩节_____.A. moonB. thanksgivingC. mid-autumn ( ) 2. The ship comes _____ England.A. fromB. forC. at( ) 3. The girl is_ ___ for a new dress.A. lookB. looksC. looking四、Make a summary1、学习了P21的内容。
2、学习了一些新的单词：land,cold,hungry,build,wild,catch,plant,invite等。
3、学习了短语：come from , be looking for,help sb.to do.等4、学习了节日Thanksgiving感恩节的由来七、Homework1、全英熟读该课课文；2、理解课文；3、预习P 22。
积极配合老师回忆课文内容完成练习。
能够了解感恩节的由来。
课堂小结这节课的教学任务目标是学习单词和短语land,cold,hungry,build,wild,catch,plant,invitecome from , be looking for,help sb. to do. 。
本课为新授课，词汇的学习主要通过听，跟读为主要形式。
通过灵活多样，丰富多彩的课堂形式的进行，激发学生学习英语的兴趣，增强他们的自信心，通过教学评价的开展，让学生体验到成就感，促进学生学习和发展。
Unit 3 Festivals教学设计一、Teaching aim1. Learn about festivals.2. Read the text quickly to find specific information.3. Introduce a festival orally with the new words in this lesson.二、Important and difficult pointHow to introduce a festival orally with the new words in this lesson.三、Teaching aidsRadio、cards、VCD、tapes四、Teaching processStep1 Lead-inT: Listen to some listening materials that contain several songs and two poems. After listening, please tell me what you hear or guess which festivals they are.S: Students will give all kinds of answers.T: From the listening materials we can draw a conclusion: these songs and poems we just heard are all Chinese festivals. How much have you known about them? Today we will read a article about Festivals, Now let’s look at the objectives of this lesson.T: As we all know, there are four seasons a year. What’s your favorite season? What festivals happen during your favorite season?S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day.S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.S3: ……T：Well done. Thank you. Now, let’s enjoy some interesting pictures and guess what is happening and what is being celebrated.Step 2 While-reading1.Fast-reading. Read the texts quickly. You will see some sentences about the three festivals.Try to tell what festival each sentence describes. “What festival is it about?”2.Listening Listen to the tape, then do some T or FThe Mid-autumn Festival is celebrated by Chinese people only in China. FTraditional moon cakes are usually made with fruit . FIn the past, dragon boat races were organized only by Chinese people. TThe Dragon Boat Festival has a history of over 1000 years ago. FAt present, lanterns are usually made with light bulbs and batteries. TThe Lantern Festival marks the beginning of the Chinese New Year celebrations. F3.Careful-reading4.Game timeStudents work in groups and guess the festivals .Two students of each group are needed. One student can try his best to explain or act . The other will guess which festival it is.Step3 Discussion:1. Do you think whether too much money should be spent at festival times? Why or why not?2. Which festival in China is most important for you? Why?You can talk about: special customs, decorations or foodyour/ your family’s activitiesyour personally feeling五、Homework1. Read the dialogue and the sentence.2. Preview Unit 4.3. Read the article again. Write an article about one of the Chinese seasonal festival.。
教学设计章节课题Unit 3 Festivals (Part 2)备课教师姚更庭三维教学目标知识技能1. 能理解、认读生词：native,build,hunt,wild turkey,plant corn,invite。
2. 能理解和认读句子：They show them how to…过程方法1. 能阅读、理解、朗读课文；2. 能用口头运用”We always have a special meal. We say‘thank-you’ for our food, family and friends.”这些句子介绍相关节日的活动。
情感态度价值观1. 能谈论和描述感恩节的来历，并产生对西方节日的兴趣。
2．能在积极参与活动、和他人合作完成任务的过程中获得学习的乐趣和学习成就感。
.教学重点1．基本能听懂、会读native,build,hunt,wild turkey,plant corn,invite。
2. 能理解和认读句子They show them how to…教学难点运用本课所学句子描述感恩节的来历。
Step1. Warming up 1.Greetings2. Sing a song 《I eat turkey》Step2. Presentation. 1.They invite the Native Americans.(学习单词invite)They call their party Thanksgiving.Why ? (在黑板上面写下Thanks,问学生是什么意思，然后写give,是什么意思，再写giving. 最后合起来写Thanksgiving . )2.T oday, we’re going to learn the more about Thanksgiving3.Open your books and read the story loudly.Answer the following questions.(大声朗读故事，然后回答问题）4.温馨提示：All pupils look at the screen and sing thesong.Read the story quickly and find theanswer.(快速朗读故事，找出答案）（1）When is Thanksgiving from?（感恩节来源于什么时候？）（2）What can you see in the firstpicture?（3）Where is the Mayflower come from?（4）What are the people on theMayflower doing?（5）It is winter, how are they feeling?Who help them?（6）What do the Native Americans helpto do?（印第安人帮助他们干什么了呢？）When you read the story,you can underline the words or营造欢快的学习气氛,为后面的学习做准备整体感知故事。
