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1、 精品資料 Unit 1 Festivals around the world I．教學內(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部分設計了小組活動，通過圖表填寫讓學生區(qū)分中國的傳統(tǒng)節(jié)日與別國節(jié)日的異同，目的在于激活學生已有的節(jié)日背景知識，引出主題，為以后幾堂課學習熱身。 Pre-reading 通過幾個問題,調(diào)動學生已有的知識和經(jīng)驗，激發(fā)學生想了解更多節(jié)日的好奇心，讓他們主動參與到主題教學活動中，為下面學習閱讀文章作鋪墊。 Reading 部分先簡要介紹了一下早

2、期各種節(jié)日的起源以及存在的原因，然后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)、紀念名人的節(jié)日、豐收節(jié)、春天的節(jié)日等。 Comprehending 由四個部分組成。第一、三、四部分通過表格形式，第二部分通過讓學生回答問題的方式，鼓勵學生積極思考，加深對課文的理解。 Learning about Language 部分主要突出了本單元的語法項目——情態(tài)動詞的用法。這些情態(tài)動詞主要有：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、讀、寫幾個部分的內(nèi)容。學生可通

3、過對Trinidad Carnival、情人節(jié)等一些節(jié)日的學習，分析問題，鍛煉自己的思維能力。閱讀后的習題及討論不僅幫助學生理解文章的主旨大意，更重要的是讓學生尋找解決問題的方法。 Learning Tip 部分主要建議學生搜集各種資料，查詢與世界各地節(jié)日有關的信息，了解各種節(jié)日的來源與內(nèi)涵。 II．教學重點和難點 1. 教學重點 (1) 本單元的生詞和短語； (2) 掌握一些情態(tài)動詞的基本用法； (3) 了解有關節(jié)日和民俗，掌握有關詞匯，如custom,religious等 。 2. 教學難點 (1) 增進學生對中國節(jié)日的理解，了解和感悟外國的節(jié)日； (2) 提

4、高學生的社會文化素質(zhì)，加強跨國文化素質(zhì)； (3) 培養(yǎng)學生運用資源策略。 本單元建議分七課時： 第一、二課時： Warming up, Pre-reading, Reading & Comprehending 第三、四課時：Learning about Language 第五課時：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第六課時：Reading (Using Language) & Reading task (Workb

5、ook) 第七課時：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教學步驟： 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’ sp

6、eaking ability. Teaching 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 impo

7、rtant festival in 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

8、have filled in the 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

9、reading text. 1. 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 a

10、round the world. 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 De

11、ad Festivals to Honor 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 l

12、ike spending festivals 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. W

13、hat make autumn festivals 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:

14、 1. Festivals 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.

15、 3. 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 whil

16、e. 5. The 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

17、 looks like bones, 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

18、 ideas. Type of 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

19、. Then invites Ss 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. Fest

20、ivals exist everywhere. 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.

21、 1. Ask Ss to continue 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 bee

22、n learned yesterday. 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 d

23、id their homework 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

24、 fact it is really 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 __

25、________ it were just 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

26、可以表示能力、許諾、請求或某種可能性，could還可用于： ① 提出委婉的請求，（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 表示允許或請求；表示沒有把握的推測；may 放在句首，表示祝愿。 might 表示推測時，不表示時態(tài)，只是可能性比may 小。 (3) will/w

27、ould 克表示請求、許諾、同意、過去的習慣等。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…? 表示肯定含義的請求勸說時，疑問句中一般用some, 而不是any。例如： 　　 Would you like some cake? 吃點蛋糕吧。 　 ③ 否定結構中用will，一般不用would, won't you是一種委婉語氣。 　　 Won'

28、t you sit down? 你不坐下嗎？ (4) shall/should可以表示推測、判斷或建議。shall指現(xiàn)在，should指過去。 (5) must/can’t指推測或猜想 must用在肯定句中表示較有把握的推測，意為“一定”，否定推測用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. Suggeste

29、d Answers: (1) … when they can dress up and go to their neighbors’ homes and ask for sweets. (line 9, part 2) 那時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) 一些人可能會因他們的……而獲獎。 (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的

30、壓歲錢。 3. Ask Ss to 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 (Usi

31、ng Language), Listening (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

32、 and try to give the 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

33、 clothing and shoes? (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

34、are not comfortable 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)

35、 It is difficult for 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

36、 friends in Trinidad 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. (

37、1) Do you know what 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

38、at the pictures on 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 Lan

39、guage) and Reading 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 to

40、pic and arouse the 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

41、 Mother's 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

42、 say, “As we know, 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 Da

43、y.” 2. Fast reading 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

44、 married to a human 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

45、: (1) F (2) T (3) 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

46、 the following sentences 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

47、 not going to hold 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

48、meet once a year. 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

49、 flowers and chocolate 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

50、 Ss the Winter Carnival 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 pict

51、ures? (3) When do 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

52、the text written? 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 S

53、s to rewrite in the 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 mi

54、stakes. 2. Read the 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 famili

55、ar with. Then let 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 visi

56、ting a country as 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 broc

57、hure for the new festival 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

58、 much it will cost 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 w

59、rite down what they 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.