高中英语北师大版必修1教案-Uint 3 Celebration-Festivals

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 Celebrations Lesson 1 Spring FestivalLevel: High schoolObjective:Students will be able to understand the customs and traditions of Spring Festival in China. Students will learn new vocabulary related to Spring Festival.Students will be able to write a short paragraph about the importance of Spring Festival in Chinese culture.Materials:Textbook:《北师大版(2019)高中英语必修第一册》Unit 3 Celebrations Lesson 1 Spring Festival Audio materials for listening practicePaper and pens/pencils for writingWarm-up:Begin by asking the students if they celebrate any holidays or festivals and how they celebrate. Ask if any of them have heard of Spring Festival and what they know about it.Presentation:Introduce the topic of Spring Festival by showing pictures or videos of people celebrating.Ask the students what they think Spring Festival is and why it is important in China.Read the text from the textbook aloud and have the students follow along.Have the students listen to the audio materials and answer the questions provided in the textbook.Practice:Have the students work in pairs to discuss the customs and traditions of Spring Festival.Ask a few pairs to share their thoughts with the class.Production:Have the students write a short paragraph (50-100 words) about the importance of Spring Festival in Chinese culture.Encourage them to use the vocabulary they learned during the lesson.Ask a few students to read their paragraphs aloud to the class.Wrap-up:Summarize the key points of the lesson.Ask the students if they have any questions or if there was anything they found particularly interesting or helpful.Creative Writing:Have students write a short story or poem inspired by Spring Festival.Vocabulary Matching:Match the following vocabulary words to their definitions: reunion dinner, red envelopes, fireworks, dragon dance, dumplings, Spring Festival couplets, year of the pig, lantern festival. Have students create their own vocabulary matching game using Spring Festival-related words and definitions.Fill in the Blank:Complete the following sentences with the appropriate word: During Spring Festival, families gather together for a _____ dinner. Children receive _____ from their elders as a symbol of good luck. The streets are filled with the sound of _____ during Spring Festival. The _____ is a populardance performed during Spring Festival.Create a fill in the blank exercise using sentences from the text or related to Spring Festival. Multiple Choice:What animal was celebrated during the Year of the Pig? a) Ox b) Rat c) Pig d) DogWhat is the significance of the color red during Spring Festival? a) It represents good luck b) It represents wealth c) It represents love d) It represents happinessWhich of the following is not a traditional food eaten during Spring Festival? a) Dumplings b) Noodles c) Rice d) PizzaCreate multiple choice questions based on the text or related to Spring Festival.Writing:Write a short paragraph about your favorite Spring Festival tradition and why it is important to you.Describe a Spring Festival celebration you have attended and what you enjoyed about it. Compare and contrast Spring Festival with a holiday or festival celebrated in your culture.Write a fictional story about a family's Spring Festival reunion.Homework:Research: Have students research and write about the history and origins of Spring Festival.。

Teaching Plan单位：xxx姓名：xxxUnit 3 Celebrations 课题：Lesson 1 Spring Festival 地点：xxx二〇二一年十月高中英语必修一 Unit 3 CelebrationsLesson 3 Spring Festival教学设计一．教学背景1.教材分析（1）本课在本单元的地位和作用：本单元为新北师大版高中《英语》必修一第三单元，单元主题为Celebrations,属于人与社会主题语境下“历史、社会与文化”主题群，主要介绍了中外国家一些重要的节日与习俗。

本单元以了解不同民族文化习俗与传统节日为主线，培养学生多元文化观，最终传递给学生了解中外文化，培养爱国精神，提高文化自觉与文化自信这一单元大观念。

本课是单元导入Topic Talk后的第一课，对本单元后续节日习俗学习做好语用铺垫，因此本课学习承上启下。

通过本课学习，学生将掌握描述介绍节日的基本表达，并加深对春节的精神力量与文化内涵的领会，形成尊崇与热爱本国文化、传承家庭精神这一小观念，为形成多元文化观奠定基础，为落实单元大观念服务。

（2）课文内容分析：Lesson 1 Spring Festival是一篇新闻体，文章分为十个段落三个部分，采用总-分-总结构，文章内容难度不大，主要介绍了留学生Tom Jenkins、电脑工程师徐刚以及一位七十岁的祖母李嫣三个主人公对春节经历的口述，包括节日准备、节日活动与节日感受。

文章从不同视角展现春节的历史文化与民族风情，最后揭示春节的精神力量永存，从而引发学生对中华传统节日所承载的精神与文化进行思考。

2.教学目标在本节课结束后，学生将能够：（1）获取并梳理三个主人公Tom Jenkins、徐刚与李嫣的春节经历的事实性信息以及他们的节日感受；（2）分析、提炼和概括有关春节的信息，整合众多信息之间的关联点并建立联系，构建文本结构思维导图；（3）联系个人生活，学会分享与介绍自己的春节或其他节日经历；（4）加深对春节的精神力量与文化内涵的理解与思考，树立多元文化观，提高文化自觉与文化自信，激发爱国之情。

U3 CelebrationLesson 1 Chinese Seasonal FestivalTeaching aims:To use pictures to help understand new wordsTo read a text quickly to find specific informationTo practise the Present Simple Passive, Present Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continuous Passive.To practise spoken EnglishTeaching difficulties:To read a text quickly to find specific informationTo practise the Present Simple Passive, Present Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continuous Passive.Teaching Aids: computer and cassetteTeaching procedures:Ⅰ. Warming upT:What’s your favorite season?S:T:(show some slides about “spring”“summer”“autumn” and “winter” )What festivals happen during your favorite season?S: students will say out different festivals in different seasons.T: Today we will read three articles about Chinese Seasonal Festival, now guess what festivals they are?S:T: They are the Mid-Autumn Festival, the Lantern Festival and the Dragon Boat Festival. Before reading the text can you introduce these festivals in your own words?S:T: Ok, I’m glad that your spoken English has improved. You can describe these festivals’ character. Now let’s read the text you will learn more from them.Ⅱ ReadingRead the text and do the exercise (according to these pictures say out the names of festivals)T: Are you interested in these festivals?S:T: Read the text quickly and the following sentences tell me which festival it belongs to?1.On that day, ma ny people try their best to go home to share the feeling of ‘beingtogether’ with families.2. This festival marks the end of the Chinese New Year celebration.3. This festival marks the beginning of the hottest season of the year.4. The special food for this festival is sweet dumplings.5. The festival falls on fifth day of the fifth month of the lunar calendar.6. On that day, the moon is said to be biggest and brightest.Answers: 1.the Mid-Autumn Festival 2.the Lantern Festival 3. the Dragon Boat Festival 4. the Lantern Festival 5. the Dragon Boat Festival 6.the Mid-Autumn FestivalⅢ Talking and speakingDivide 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 or four minutes to read the whole text again. Students close their books，in turn each group asks its questions for the rest of the class to answer.Do the exercise 3Encourage students to describe other festivals they know well but they can’t tell the name of the festival so that other students will be interested to guess what they are.Ⅳ Voice your opinion1. Do you think too much money is spent at festival times? Why or why not?2. Which festival in China is most important for children? Young people? Old people?Women and men?ⅤgrammarShow students the basic passive structure: be +past participate; be +being + participateCompare a sentence of the active voice with one of the passive voice.Do the exercise 5, 6, 7 and 8Ⅵ VocabularyDo the exercise 9Ⅶ HomeworkDo the exercise 10。

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。

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。

高中英语北师大版必修1教案-Uint3Celebration-FestivalsInstructional DesignModule 1 Unit 3 CelebrationLesson 1 Festivals1st period ReadingChen XiaoqingNo. 14 Junior& Senior School of Luoyang136********北师大版高中英语必修一第三单元第一课《节日》教学设计表年级高一学时45分钟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。

学习者分析学生对于该话题核心词汇接触少，记忆单词效率低，小组学习处于磨合期。

教学环节教学内容活动设计活动目标媒体使用及分析（白板使用功能）导入传统民族音乐播放；季节、节日名称回顾与强化。

民乐欣赏，图片与季节、节日名称匹配营造传统节日氛围，唤醒学生对于季节、节日名称的记忆与使用刺激学生眼睛、耳朵，鼓励大家开口说英语，学生学习层级直接展示阅读竞赛阅读能力训练，整合课文材料，按照C-B-A顺序展开训练。

小组间互相设问、教师追问，新闻播报，文段理解填空等掌握预测、跳读、细读技巧，提高阅读策略掌握能力播放题库、检测小组活动成果、讲评反馈巩固文章总结，盘活学生当堂收获和背景知识。

视频配音中国传统节日推广竞赛回顾文章要点，从词到句、段落、文章，巩固课节知识要点，把阅读训练落实到语言掌握上。

小组成员比赛情况记录，辅助成果展示。

总结如何介绍一个节日，中国节日的重要性。

讨论发散思维，激发民族自豪感。

总结小组表现，激励合作。

作业撰写一篇节日短文。

主题：我最喜爱的中国传统节日。

写作课外消化所学，检测话题词汇，提高词汇学习兴趣。

提纲挈领明确要求，鼓舞士气。

教学反思容量安排适合学生水平。

多途径摸排、提高学生阅读层级提升阅读理解能力，掌握节日表达法。

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。