牛津译林版必修unit Festivals and customs Extended reading

牛津译林版（2020）必修第二册Unit 3 Festivals and CustomsExtended reading本节课的教材分析：本节课使用的是牛津译林版（2020）必修第二册Unit 3 Festivals and Customs Extended reading这一课程。

教材主要包括一篇课文和相关的讨论和阅读活动。

教学目标：1.了解不同国家的节日和习俗，扩大学生的文化视野。

2.培养学生的阅读理解能力，提高他们的阅读技巧。

3.通过讨论和交流，鼓励学生表达自己的观点和想法。

教学重点：1.阅读课文，理解文中的文化信息。

2.掌握课文中的关键词汇和短语。

3.通过讨论和交流，分享自己对节日和习俗的理解和体验。

教学难点：1.理解并运用课文中的复杂句子和表达方式。

2.帮助学生理解和欣赏其他国家的节日和习俗，培养他们的跨文化交流能力。

学情分析：学生是高一年级的学生，具有一定的英语基础。

他们对节日和习俗可能有一定的了解，但对于其他国家的节日和习俗可能不太熟悉。

教学策略：1.创设情境，激发学生的学习兴趣。

可以通过介绍有趣的节日和习俗，引起学生的兴趣和好奇心。

2.多媒体辅助教学。

通过图片、视频等多媒体材料，帮助学生更直观地了解和体验其他国家的节日和习俗。

教学方法：1.任务型教学法。

设置具体的任务，让学生在阅读和讨论中逐步理解和掌握课文中的内容。

2.合作学习法。

组织学生进行小组讨论和合作，分享自己的观点和体验，互相学习和帮助。

教学过程：导入环节（约5分钟）：1. 导入教师会向学生介绍并展示一些国内外的传统节日和习俗的图片和视频，并提出问题："你们知道这些节日和习俗吗？它们有什么特点？它们是怎样庆祝的？"2. 引导学生发表自己的观点和经验，并与同桌分享。

课堂互动（约35分钟）：3. 教师通过展示和讨论介绍Unit 3 Festivals and Customs Extended reading的主题内容。

译林版（2023）必修第二册Unit 3 Festivals and customs. Grammar and usage 课件(共28张PPT)(共28张PPT)牛津译林版高中英语必修二课件Unit 3 Festivals and customsGrammar and usageFuture in the past◆ 内容分析本板块以“圣诞礼物”为话题，让学生阅读改编自欧· 亨利著名短篇小说《麦琪的礼物》的片段，观察、探究过去将来时在文中的使用，归纳出过去将来时的核心规则。

通过句子、语篇两个层面的巩固练习，学生可以内化新知。

最后需要学生准确、恰当、得体地使用目标语法，完成故事续写任务。

◆ 教学目标By the end of this section, we will be able to:1. understand the usage of future in the past;2. distinguish the different forms of future in the past;3. write an ending for the story using future in the past.A. Exploring the rulesBelow is a story about how Della prepared a gift for her husband Jim during the Christmas season. Find the sentences that use future in the past and fill in the box below. The first one has been done for you.ONE DOLLAR AND EIGHTY-SEVEN CENTS. That was all she had. Della counted it three times. One dollar and eighty-seven cents. And the next day would be Christmas. If she was to buy a nice gift for her husband Jim, she would need more money. But how could she earn some Della stood in front of the mirror in her apartment.She looked at her reflection [(镜子里的)映像;(水中的)倒影], brushed her long, brown hair, and made up her mind: she was going to sell her hair. With the money she received for it, she would buy Jim a perfect gift. Della had her hair cut off and sold it for twenty dollars. She spent the next two hours hunting for Jim’s gift.She found it at last: a simple but beautiful watch chain for his gold watch, which had been passed down(使世代相传；流传) to him from his grandfather. Della paid twenty-one dollars for the watch chain, and hurried home with the remaining eighty-seven cents.She looked at her reflection in the mirror carefully again. She felt nervous. Did she look like a little schoolboy without her beautiful long hair Would Jim still think she was pretty She was about to find out. A. Exploring the rulesRead the story again on page 34 and answer the following questions.(1) When did this story happen(2) What gift did Della prepare for her husbandThe day before Christmas.A simple but beautiful watch chain for his gold watch.Read the story again and fill in the box of part A on page 34.And the next day would be Christmas.If she was to buy a nice gift for her husband Jim, she would need more money.... she was going to sell her hair.... she would buy Jim a perfect gift.Would Jim still think she was prettyShe was about to find out.Finish “Working out the rules” on page 34.We use future in the past to describe an action (1) _____________ (in thefuture / in the past) from the perspective of some point (2) ___________(in the future /in the past).We form future in the past in statements by using (3) ______, was/ were to, (4) ___________________ or was/were about to with the base form of a verb.in the futurein the pastwouldwas/were going toUnderstand the usage of different forms of future in the past.Form Usagewould dowas/were to doused to volunteer or promise or make predictions about the futureused to express official arrangements, official orders, or things that should be doneUnderstand the usage of different forms of future in the past.Form Usagewas/were going to dowas/were about to doused to plan or make predictions about the futureused to refer to arranged actions that happen in the immediate future, often used with “just”Go through “Grammar notes” on page 99. Give explanations if necessary.过去将来时1 .过去将来时常用于以下几种情况：(1) 就过去某一时间而言，以后将要发生的事情。

SectionⅢExtended reading,Project,Assessment&Further studyⅠ.核心词汇1．______n.前夜，前夕2．______n.瓷，瓷器3．______n.盘子，碟子；板块；车牌4．______n.种类，类别v t.整理；分类；妥善处理5．______n.猪肉6．______n.(咬下的)一口；咬；咬伤v.咬，叮7．______n.对联，对句8．______n.午夜，子夜9．______n.点心，小吃10．______n.鞭炮，爆竹11．______n.烟火，烟花12．______n.灯笼，提灯13．______n.谜，谜语14．______n.柳，柳树15．______v i.渐渐出现16．______n.眼泪，泪珠v t.&v i.撕裂，撕碎17．______n.袖子Ⅱ.拓展词汇1．____adj.宝贵的，珍贵的；珍奇的；珍稀的→____ad v.昂贵地；仔细地；珍贵地2．____v t.选择，挑选→____n．选择，挑选；选集3．____v i.&v t.定居；结束；解决；决定→____n．解决，处理4．____adj.方便的，省事的，便利的，实用的→____n．方便，便利；厕所；便利的事物5．____adj.整洁的，整齐的；有条理的→____n．干净；整洁→____ad v.整洁地；熟练地；灵巧地6．____v t.代表；为……代言；体现→____n．代表，表现→____adj.典型的，有代表性的；n.代表；典型7．____n．机会，运气；巨款；命运→____adj.幸运的；侥幸的；吉祥的→____ad v.幸运地Ⅲ.重点短语1．______覆盖着，铺满了2．______吸入3．______某人一到达4．______熬夜5．______毕竟6．______使爆炸7．______点亮……8．______把……挂起来/晾起来9．______大小合适的Ⅳ.重点句型1．的确，全家人聚在一起是再幸福不过的了。

牛津译林版（2020）必修第二册Unit 3 Festivals and CustomsAssessment教材分析：本节课程选自牛津译林版（2020）必修第二册Unit 3 Festivals and Customs Assessment。

课本介绍了世界各地的不同节日和风俗习惯，帮助学生了解和拓宽他们对跨文化交流的认识。

教学目标：1. 知识目标：学生能够掌握和理解不同国家的节日和风俗习惯。

2. 技能目标：学生能够进行对比和对话，表达自己对节日和风俗的观点。

3. 情感目标：培养学生的跨文化意识和尊重他人文化的态度。

教学重点：1. 学习和了解不同国家的节日和风俗习惯。

2. 学习使用适当的表达方式进行对比和讨论。

教学难点：1. 需要把握和运用相关的文化知识。

2. 学生在表达自己观点时可能会遇到词汇和语法的挑战。

学情分析：学生是高一年级的学生，具备一定的英语基础。

他们对世界各地的节日和风俗习惯可能有一些基本了解，但对于具体的内容和细节可能还不够熟悉。

由于是教师优质课的参赛经历，可以预期学生对于课堂教学会有较高的期待和参与度。

教学策略：1. 激发学生兴趣：通过引入有趣的节日和风俗示例，调动学生的积极性。

2. 合作学习：通过小组合作、角色扮演等方式，鼓励学生互相交流和合作，提高学习效果。

3. 情景教学：通过真实场景和情境，让学生更好地理解和运用所学的知识。

教学方法：1. 组织质疑式教学：通过向学生提问，激发他们思考的能力，加深对于节日和风俗的理解。

2. 合作学习：组织小组活动，让学生互相交流和合作，促进彼此之间的学习和提高。

3. 情景教学：设计情景对话或角色扮演活动，让学生能够在真实场景中运用所学的知识和表达能力。

导入环节（约5分钟）：教学内容：介绍节日与习俗教学活动：1. 利用幻灯片或图片展示不同国家的节日图像，引导学生观察并猜测是哪个国家的节日。

2. 提问学生是否了解这些节日，为什么不同国家有不同的节日及习俗，激发学生的兴趣与参与。

牛津译林版（2020）必修第二册Unit 3 Festivals and CustomsIntegrated skills教材分析：牛津译林版（2020）必修第二册Unit 3 Festivals and Customs Integrated skills是一节关于节日与习俗的综合技能课。

教材包含了一篇阅读文本和相关的听力、口语、写作等练习内容，涵盖了节日及习俗相关的主题，并且结合了文化背景和语言技能的学习。

教学目标：通过学习本节课的内容，学生应该能够：1. 理解并运用课文中的词汇和句型；2. 通过听力训练，提高听力技能和听懂对话的能力；3. 运用所学知识，进行口语表达，谈论节日和习俗；4. 通过写作任务，发展自己的写作能力，描述一个节日或习俗。

教学重点：词汇和句型的运用、听力技能的提高、口语表达能力的发展、写作能力的提升。

教学难点：理解并运用课文中的词汇和句型、听懂对话的能力。

学情分析：学生是高一学生，正在学习英语基础知识和语言技能。

他们对一些节日和习俗可能已经有一定的了解，但对于习语、文化差异等可能会有一些困惑。

部分学生对听力较为困难，需要加强听力训练和口语表达。

教学策略：针对学生的学情和教学目标，采用多元化的教学策略，包括师生互动、合作学习、多媒体辅助等，以激发学生的学习兴趣和提高学习效果。

教学方法：综合运用听说读写的教学方法，具体包括：1. 听力训练：通过听对话、短文等，提高学生的听力技能和听懂对话的能力；2. 朗读和口语练习：让学生进行朗读和模仿，培养口语表达能力；3. 组织讨论和互动：在课堂上组织学生进行小组讨论，激发他们的思维，培养合作能力；4. 写作训练：通过写作任务，让学生运用所学知识，提高写作能力。

教学过程如下：导入环节（约5分钟）教学内容：介绍主题，引发学生兴趣教学活动：通过展示一段有关节日和习俗的短视频，让学生了解一些全球知名的节日和独特的习俗。

教学内容：学习与节日和习俗有关的语言知识1. 教学活动：介绍本节课要学习的相关词汇和短语，如celebration, custom, traditional, reunion, etc. 并引导学生用英文描述自己最喜欢的节日和习俗。

Unit3Festivals and customs话题阅读背景导入：端午节是中国最古老、最受欢迎的传统节日之一。

关于端午节你了解多少？端午节为什么有吃粽子和赛龙舟的习俗？The Origin of the Dragon Boat FestivalThe Dragon Boat Festival,celebrated on the fifth day of the fifth month of the Chinese lunar calendar,is one of the oldest and most popular traditional Chinese festivals.This festival is in honour of Qu Yuan who is one of China's best poets.Tian Wen or Hea v enly Questions is a piece contained in the classical Chinese poetry collection of Chu Ci,which is an anthology of Chinese poetry from the Warring States period.Tian Wen was the most beloved poem and was written by Qu Yuan.The poem posts over170questions to Heaven about Chinese mythology and religious beliefs,but the poet does not include the answers.While Qu Yuan was in exile in278BC,the state of Chu was conquered by the state of Qin. Seeing his beloved country ruined,he was left heartbroken and soon died.After news of Qu Yuan's death spread,the people of Chu,who admired Qu Yuan greatly, paddled their boats out and raced to save his body.They raced from Miluo River all the way to Dongting Lake.The people wished to stop the fish from eating Qu Yuan's body by disturbing the waters with their passage.This is said to be the origin of the yearly dragon boat race.It is said that the people of Chu started throwing zongzi,(glutinous rice stuffed with different fillings and wrapped in bamboo)into the water in order to attract the fish so that they would not eat the poet's body.They also poured a big jar of strong liquor into the water in order to calm the water dragon so that it would not eat his body.The tradition of making zongzi lasts up to today and has developed into many varieties. Along with rice and eggs,ingredients may include red bean paste,meat,and red dates.Nowadays, people in South Korea,Japan,and throughout southeastern Asia also enjoy making zongzi.Traditional Chinese culture puts much emphasis on maintaining the integrity of the body when a person dies.This is vividly depicted in this legend that surrounds the Dragon Boat Festival.【译文】端午节的起源端午节在中国农历五月初五这一天庆祝，它是中国最古老、最受欢迎的传统节日之一。