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1、2020年精編人教版英語(yǔ)資料 Unit 1 Festivals around the world I．教學(xué)內(nèi)容分析 本單元的中心話題是“節(jié)日”，主要講述了不同地區(qū)不同種類的節(jié)日。 Warming Up部分設(shè)計(jì)了小組活動(dòng)，通過圖表填寫讓學(xué)生區(qū)分中國(guó)的傳統(tǒng)節(jié)日與別國(guó)節(jié)日的異同，目的在于激活學(xué)生已有的節(jié)日背景知識(shí)，引出主題，為以后幾堂課學(xué)習(xí)熱身。 Pre-reading 通過幾個(gè)問題,調(diào)動(dòng)學(xué)生已有的知識(shí)和經(jīng)驗(yàn)，激發(fā)學(xué)生想了解更多節(jié)日的好奇心，讓他們主動(dòng)參與到主題教學(xué)活動(dòng)中，為下面學(xué)習(xí)閱讀文章作鋪墊。 Reading 部分先簡(jiǎn)要介紹了一下早期各種節(jié)日的起源以及存在的原因，然后

2、又分別介紹了幾種世界各地的節(jié)日，依次的順序是亡靈節(jié)、紀(jì)念名人的節(jié)日、豐收節(jié)、春天的節(jié)日等。 Comprehending 由四個(gè)部分組成。第一、三、四部分通過表格形式，第二部分通過讓學(xué)生回答問題的方式，鼓勵(lì)學(xué)生積極思考，加深對(duì)課文的理解。 Learning about Language 部分主要突出了本單元的語(yǔ)法項(xiàng)目——情態(tài)動(dòng)詞的用法。這些情態(tài)動(dòng)詞主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 部分中包括了聽、說(shuō)、讀、寫幾個(gè)部分的內(nèi)容。學(xué)生可通過對(duì)Trinidad Carniva

3、l、情人節(jié)等一些節(jié)日的學(xué)習(xí)，分析問題，鍛煉自己的思維能力。閱讀后的習(xí)題及討論不僅幫助學(xué)生理解文章的主旨大意，更重要的是讓學(xué)生尋找解決問題的方法。 Learning Tip 部分主要建議學(xué)生搜集各種資料，查詢與世界各地節(jié)日有關(guān)的信息，了解各種節(jié)日的來(lái)源與內(nèi)涵。 II．教學(xué)重點(diǎn)和難點(diǎn) 1. 教學(xué)重點(diǎn) (1) 本單元的生詞和短語(yǔ)； (2) 掌握一些情態(tài)動(dòng)詞的基本用法； (3) 了解有關(guān)節(jié)日和民俗，掌握有關(guān)詞匯，如custom,religious等 。 2. 教學(xué)難點(diǎn) (1) 增進(jìn)學(xué)生對(duì)中國(guó)節(jié)日的理解，了解和感悟外國(guó)的節(jié)日； (2) 提高學(xué)生的社會(huì)文化素質(zhì)，加強(qiáng)跨國(guó)文化素

4、質(zhì)； (3) 培養(yǎng)學(xué)生運(yùn)用資源策略。 本單元建議分七課時(shí)： 第一、二課時(shí)： Warming up, Pre-reading, Reading & Comprehending 第三、四課時(shí)：Learning about Language 第五課時(shí)：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第六課時(shí)：Reading (Using Language) & Reading task (Workbook) 第七課時(shí)：Speakin

5、g task (Workbook), Writing (Using Language) & Summing Up IV．教學(xué)步驟： Period 1&2 Warming up, Pre-reading, Reading & Comprehending Teaching Goals: 1. To arouse Ss’ interest in learning about the festivals around the world. 2. To improve Ss’ listening ability. 3. To train Ss’ speaking ability. T

6、eaching Procedures: Step 1. Leading-in Purpose: To activate Ss and arouse them to express their opinions about a festival. Lead Ss to the content of this unit. Teacher may say, “Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in

7、China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.” Step 2. Warming Up 1. Ask Ss to turn to P1 and work in groups to complete the form on P1. 2. Ask Ss to discuss festivals they have filled in the

8、 form and their importance to the society. After that, ask Ss to present their opinions to all classmates. Step 3. Pre-listening Purpose: To help Ss learn about the context of the Listening text. Ask Ss to talk about the following questions to get them prepared to listen to the reading text. 1

9、. How many ancient festivals do you know? 2. Are foreign festivals different from Chinese festivals? In what part? Step 4. Listening Purpose: To get the main information in the listening part. To develop Ss’ listening ability To learn some information about the festivals around the world.

10、Ask Ss to listen to the tape, focus on the subjects mentioned in the passage and then answer the following question. 1. How many kinds of festivals were mentioned in the text? Suggested Answer: Five. 2. What are they? Suggested Answer: Ancient Festivals Festivals of the Dead Festivals to H

11、onor People Harvest Festivals Spring Festivals Step 5. Pre- reading Divide Ss into groups of four and ask them to discuss the following questions. 1. What’s your favorite holiday of the year? Why? 2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festi

12、vals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food? Step 6. Fast reading Ask Ss to read the text quickly and answer the following questions. 1. What are festivals of the dead usually for? 2. What make autumn fe

13、stivals happy events? 3. What do people usually do at spring festivals? 4. What is one important reason to have festivals and celebrations? 5. Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different? Suggested Answers: 1. Festiv

14、als of the dead are for honoring or satisfying dead ancestors or others, who some people believe might return to help or harm living people. 2. Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished. 3.

15、At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring. 4. It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while. 5. The

16、 Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ graves, and the Mexican offer food, flowers and gifts to the dead. However, there are some differences. The Mexicans eat special food that looks like bones,

17、 something the Chinese and Japanese do not do. Step 7. Intensive reading 1. Ask Ss to read the text carefully and sum up the main idea of each part. 2. Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas. Type of

18、 festival Example of festival Reasons for your choice Most important Most fun Suggested Answer: Various answers are acceptable. 3. Ask Ss the following question and encourage Ss to give some similarities that they think festivals have, and give their reasons. Then invites Ss

19、to tell the similarities and then ask them to present them before the class. What similarities can you find among these festivals? Suggested Answer: They most include food, music or entertainment, like dances, light or fire. They are most together with family and friends. Festivals exist everyw

20、here. Many of them celebrate similar ideas and important cultural events or remember event of people. Human beings need to have things in life to celebrate and have a break from daily struggles and demands. Step 8. Homework Purpose: To get a further understanding of the text. 1. Ask Ss to cont

21、inue discussing their opinions about festivals with their partners. 2. Ask Ss to read the text once again and try to retell the text. 3. Ask Ss to discover useful words and expressions in the text. Period 3&4 Learning about Language Teaching Goals: 1. To check what has been learned yesterda

22、y. 2. To enable Ss to master some new words and expressions. 3. To get Ss to have knowledge of the grammar point: the model verb Teaching Procedures: Step 1. Revision 1. Ask Some Ss to retell the reading text. 2. Ask Ss to answer the following question to see whether they did their homework

23、or not. How many festivals are mentioned in our text? Step 2. Word study Purpose: To consolidate the words and phrases in the text. Finish Ex1 Purpose: To enable Ss to master some new words and expressions. Ex2 Many people think that Christmas is a western __________, but in fact it is really

24、 a worldwide holiday. Christmas actually as a _______ festival celebrated by _________ around the world. Its ______ is around the 3rd or 4th century AD, when the _______ of remembering Jesus’ birth on December 25th first started. Today, of course, many people celebrate Christmas __________ it were j

25、ust a holiday to ______________ family, rather than a holiday about a _______. Suggested Answers: celebration, religious, Christians, origin, custom, as though, have a fun with, belief Step 3. Grammar point 1. Explain for Ss the grammar point: the modal verb (1) can/could 可以表示能力、許諾、請(qǐng)求或某種可能性

26、，could還可用于： ① 提出委婉的請(qǐng)求，（注意在回答中不可用could）。例如： 　— Could I have the television on? 我能看電視嗎？ 　— Yes, you can. / No, you can't. 可以/不可以。 ② 在否定句、疑問句中表示推測(cè)或懷疑。例如： He couldn't be a bad man. 他不大可能是壞人 (2) may/might 表示允許或請(qǐng)求；表示沒有把握的推測(cè)；may 放在句首，表示祝愿。 might 表示推測(cè)時(shí)，不表示時(shí)態(tài)，只是可能性比may 小。 (3) will/would 克表示請(qǐng)求、許諾、同意、過

27、去的習(xí)慣等。但需要注意： ?、?would like；would like to do = want to 想要，為固定搭配。例如： 　　Would you like to go with me? 想和我一塊去嗎？ 　② Will you…?　Would you like…? 表示肯定含義的請(qǐng)求勸說(shuō)時(shí)，疑問句中一般用some, 而不是any。例如： 　　 Would you like some cake? 吃點(diǎn)蛋糕吧。 　 ③ 否定結(jié)構(gòu)中用will，一般不用would, won't you是一種委婉語(yǔ)氣。 　　 Won't you sit down? 你不

28、坐下嗎？ (4) shall/should可以表示推測(cè)、判斷或建議。shall指現(xiàn)在，should指過去。 (5) must/can’t指推測(cè)或猜想 must用在肯定句中表示較有把握的推測(cè)，意為“一定”，否定推測(cè)用can't。 2. Ask Ss to find at least four sentences which use modal verbs in the reading text and translate them into Chinese. See who can make the best translation. Suggested Answers: (1) …

29、when they can dress up and go to their neighbors’ homes and ask for sweets. (line 9, part 2) 那時(shí)他們可以化裝并去鄰居家要糖果。 (2) Some people might win awards for their , …(line 4, part 4) 一些人可能會(huì)因他們的……而獲獎(jiǎng)。 (3) … and may give children lucky money in red paper. (line 3, part 5) 也可能給孩子們用紅包包起來(lái)的壓歲錢。 3. Ask Ss to

30、 finish Ex3 on P6 and check the answers in pairs. Step 4. Homework 1. Ask Ss to review what has been learned in this period. 2. Ask Ss to finish the exercises of Using Words And Expressions and Using Structures on P42～P43. Period 5 Listening (Using Language) Speaking (Using Language), List

31、ening (Workbook)& Listening task (Workbook) Teaching Goals: 1. To develop Ss’ listening ability. 2. To learn more information about festivals. Teaching Procedures: Step 1. Listening (Using Language) 1. Ask Ss to discuss the questions with their partners in groups of four and try to give t

32、he answers. (1) What is a Carnival? (2) What do they usually do in the Carnival Parade? 2. Ask Ss to listen to the tape and try to get the main idea of the listening text. 3. Ask Ss to listen to the tape again and answer the following questions. (1) What is wrong with Li Mei’s clothing and shoe

33、s? (2) What advice does Carla give Li Mei? (3) Why is it important for them to have water? (4) Why is it difficult for them to hear each other? (5) Why do they plan to meet at the parking lot at 8 o’clock ? Suggested Answers: 1) Li Mei’s clothing is too thick and her shoes are not comfortabl

34、e enough to walk in for a long time. 2) Carla suggests that Li Mei change her clothes to something comfortable, wear some lighter and cooler clothing and also take a hat. 3) It is important for them to have water because it is very hot and they will be doing a lot of walking. 4) It is difficult f

35、or them to hear each other because the music is very loud. 5) They plan to meet at the parking lot at 8 o’clock because they might get separated in crowed. 4. Play the tape again for Ss to check their answers. Step 2. Speaking (Using Language) Imagine you have just visited your friends in Trinid

36、ad and seen the Carnival. Make a phone call to invite your friends to a Chinese festival. In pairs make a conversation of at least five turns each. Be ready to present your conversation to the class. Step 3. Listening (Workbook) 1. Ask Ss to talk about the following questions. (1) Do you know wha

37、t Easter mean? (2) Do you know how people celebrate Easter? 2. Ask Ss to listen to the tape and try to get the main idea of the listening text. 3. Ask Ss to listen to the tape again and finish Ex2，3 of Listening on P41. Step 4. Listening task (Workbook) 1. Ask Ss to look at the pictures on

38、 P45, and then write the name for each picture below. 2. Ask Ss to listen to the tape again and finish Ex2 of Listening task on P46. Step 5. Homework 1. Ask Ss to write down the differences between Chinese festivals and western festivals. 2. Ask Ss to preview Reading (Using Language) and Reading

39、 task (Workbook). Period 6 Reading (Using Language) & Reading task (Workbook) Teaching Goals: 1. To get Ss to learn more about festivals. 2. To improve Ss’ reading ability. Teaching Procedures: Step 1. Reading (Using Language) 1. Warming Up Purpose: To lead Ss to the topic and arouse the

40、 Ss’ interest in the reading text. (1) Ask Ss to make a list of Chinese and Foreign Festivals. Chinese Festivals Foreign Festivals Lantern Festival Christmas Day The Dragon Boat Festival Thanksgiving Day Tomb Sweeping Day Mother's

41、 Day Mid-Autumn Day April Fools' Day New Year's Day Valentine's Day Double-ninth Mardi Gras National Day Ramadan May 1st Easter (2) Lead Ss to the topic. Teacher may say, “As we know,

42、 there are so many kinds of festivals around the world that we can’t list out all of them. We have talked about two Chinese festivals for the dead. Today we are going to read a sad story, which is to introduce a cross-cultural view of lovers’ festival — Qiqiaojie and Valentine’s Day.” 2. Fast rea

43、ding Purpose: To get a brief understanding of the text. Ask Ss to read the text in five minutes and find out the sentence below are true or false. (1) The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart. (2) Because her most lovely daughter got married to a huma

44、n secretly, the Goddess got very angry. (3) Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month. (4) Hu Jin had been waiting for Li Fang for a long time with a gift for him. Suggested Answers: (1) F (2) T (3)

45、 F (4) T 3. Intensive reading Purpose: To get Ss to have some details in the text. 1. Ask Ss to read the text carefully and answer five questions under the reading text. And then ask some Ss to explain their answers to the class. 2. Ask Ss to go through the text, and find out the following sen

46、tences and analyze them. (1) It was Valentine’s Day and Hu Jin had said she would meet him at the coffee shop after work. But she didn’t turn up. (2) She said she would be there at seven o’clock, and he thought she would keep her word. (3) Well, he was not going to hold

47、 his breath for her to apologize. (4) He would drown his sadness in coffee. (5) It was obvious that the manager of the coffee shop was waiting for Li Fang to leave. (6) Finding that Zhinv was heart-broken, her mother finally decided to let the couple cross the Milky Way to meet once a year.

48、 4. Writing Purpose: to practice Ss’ retelling and writing ability. (1) Ask Ss to retell the story between Hu Jin and Li Fang, according to the text. (2) Ask Ss to read the text again and discuss the following question. ① What will Hu Jin say when she finds out later that the flowers and choco

49、late are gone? ② If Li Fang’s problem is solved, will he be happy or sad? (3) Ask Ss to write a different ending to the story of Li Fang. They may begin with: As he sadly passed the tea shop on the corner on his way… Step 2. Reading task (Workbook) Purpose: To introduce to Ss the Winter Car

50、nival in Quebec。 To further Ss’ understanding of the reasons that people need to have festivals. 1. Warming Up Ask Ss to look at the following pictures and discuss the following questions. (1) Do you know what they are? (2) How do the people celebrate in the pictures? (3) When do

51、 they celebrate? 2. Fast reading (1) Ask Ss to listen to the tape and try to get the main idea of the text. (2) Ask Ss to read the text quickly and answer the following questions ① In which person is the text written? Suggested Answer: In the first person. ② In what order is the text written?

52、 Suggested Answer: In order of time. 3. Intensive reading (1) Ask Ss to red the text carefully and finish Ex2 on P45. (2) Ask Ss to find out what they cannot understand in the text and then discuss them in groups. Offer some help if necessary. Step 3. Homework 1. Ask Ss to rewrite in th

53、e third person the passage: Winter Carnival in Quebec. 2. Ask Ss to finish Ex1, Ex2 and Ex3 on P42. Period 7 Speaking task (Workbook), Writing task (Workbook) & Summing Up Step 1. Homework checking 1. Ask Ss to check each other’s homework and see who makes the least mistakes. 2. Read t

54、he following words and phrases and ask Ss to write them down. forgive, take place, obvious, award, satisfy, look forward to, keep one’s word, in memory of Step 2. Speaking task (Workbook) 1. Warming Up Ask Ss to choose a Chinese or foreign festival they are most familiar with. Then let

55、them list out the points concerned with that festival, including at least the following things. ● when the festival takes place; ● what the festival is for; ● what people do at the festival; ● what people eat at the festival. 2. Talking Ask Ss to imagine that they are visiting a country as

56、a journalist. They go to their famous festival. Give the festival a name. They do an interview with someone there. Let them make an interview with their desk mates and make notes for a role play of the interview to the class. Step 3. Writing task (Workbook) 1. Write a brochure for the new f

57、estival that you have created, introducing it and giving advice to those who want to come. Be sure to include: Where will it take place How people can get there What kind of weather people should expect What things people should bring Three things that visitors should see How much it will cost

58、 Use the following expressions to help you: You must… You could… You might…You would have to… You should… You can… You would… You need … 3. Ask some Ss to read their planning lists and other Ss to listen carefully to correct the errors. Step 4. Summing Up 1. Ask Ss to write down what the

59、y have learned about festivals both in China and in other countries. 2. Ask Ss to list useful verbs, nouns, expressions and grammar items they have learned in this unit. Step 5. Homework 1. Ask Ss to finish the rest of the exercises in the Workbook. 2. Ask Ss to review this unit and preview the next unit.