2020年新人教版必修三《Unit 1 Festivals and Celebrations》單元教案（附導(dǎo)學(xué)案）

Unit1FestivalsandCelebrations

Listeningandspeaking&Listeningandtalking

【教材分析】

本板塊的活動主題是“談?wù)摴?jié)日活動“(Talkaboutfestivalactivities),主要

是從貼近學(xué)生日常生活的角度來切入“節(jié)日”主題。學(xué)生會聽到發(fā)生在三個國家不

同節(jié)日場景下的簡短對話，對話中的人們正在參與或?qū)⒁H歷不同的慶?；顒印?/p>

隨著全球化的進(jìn)程加速，國際交流日益頻繁，無論是國人走出國門還是外國友人

訪問中國，都已成為司空見慣的事情。因此，該板塊所選取的三個典型節(jié)日場景

都是屬于跨文化交際語境，不僅每組對話中的人物來自不同的文化背景，對話者

的身份和關(guān)系也不盡相同。

【教學(xué)目標(biāo)】

1.Masterthenewwordsrelatedtoholiday:lantern,carnival,costume,dress(sb)

up,march,congratulation,congratulate,riddle,ceremony,samba,make-up,afterall.

2.Tounderstandtheoriginofmajorworldfestivalsandtheactivitiesheldto

celebratethemandthesignificanceoftheseactivities;

3.Improvelisteningcomprehensionandoralexpressionofthetopicbylistening

andtalkingabouttraditionalfestivalsaroundtheworld;

4.Improvestudents'understandingofthetopicbywatchingpicturesandvideos

aboutdifferenttraditionalfestivalsaroundtheworld;

5.ReviewthecommonassimilationphenomenoninEnglishphonetics,

distinguishtheassimilatedphonemesinthenaturallanguageflow,andconsciously

usetheassimilationskillinoralexpression.

【教學(xué)重難點】

Importance:

1.Guidestudentstopayattentiontotheattitudeofthespeakerintheprocessof

listening,andidentifytherelationshipbetweenthecharacters;

2.Inspirestudentstousetopicwordstodescribethefestivalactivitiesbasedon

theirbackgroundknowledge.

Difficulties:

Intheprocessoflisteningtothecorrectunderstandingofthespeaker9sattitude,

accuratelyidentifytherelationshipbetweenthecharacters.

【課前準(zhǔn)備】

1.Tounderstandtheoriginoftraditionalfestivalsintheworld,thecelebration

activities(customs)ofthesefestivalsandthemeaningoftheseactivities;

2.Talkaboutholidaycelebrations;

3.Preview:understandthenewwordsaccordingtothecontext.

【教學(xué)過程】

Step1Lead-in

Teacherstalkabouttheworld'straditionalfestivals,suchastheLanternFestival

inChina,adults'dayinforeigncountries,carnivalsandsoon.

Step2Watchingandtalking

Activity1

1.TeacherletsSslookatsomepicturesaboutfestivalactivities.Duringtalking

abouttheseactivities,teachercanaddsomebackgroundknowledgeaboutfestivals.

Questions:

(DWhatfestivalsdothepicturesshowus?

②Inwhichcountrydoyouthinkpeoplecelebrateeachfestival?

(3)Howdopeoplecelebrateeachfestival?

2.Asksbtochoosesomewordsorphrasesfromtheboxtocelebrateeach

festival.

3.Teachercanshowstudentshowtousethesewordblocksandlearntodescribe

holidayactivitiesingroups.Forexample：

OntheComing-of-AgeDay,younggirlsinJapanwouldweartraditional

costumes.

OneofthemostimportantactivitiesduringtheLanternFestivalistoguess

riddles.

DuringtheRioCarnival,youcanwatchwonderfulsambadances.

4.Theteacherasksstudentstoreporttheresultsofthegrouplecture.Askthese

questions:

①WhatdopeopledotocelebratetheChineseLanternfestival?

②WhowillcelebrateComing-of-AgeDay?Whatdotheydotocelebrateit?

③WhatdoyouexpecttoseeifyougototheRioCarnival?

5.Learnsomewordsandphrasesinthebox.

Step3Listening

Activity2

1.Teacheraskssbtoread“Listenforrelationships”,Inpairs,discusshowto

identifyrelationshipsbetweenpeoplebasedontheirtoneandcontent.Theteachercan

providethefollowingquestionstoinspirestudentstodiscuss.

?Whatdoesatourguideusuallysaytoatourgroup?Whatexpressionsare

frequentlyused?

②Whatquestionsdoesaninterviewerusuallyaskduringaninterview?

(3)Whatwouldareportersayordoifhe/shewantstointerviewatourist?

④Howdofriendsusuallytalk?

2.Somegrouprepresentativesareinvitedtocommunicateandspeakinclass.

3.Teacherplaysthelisteningtapeforstudentstolistentoandwritetheorderof

theconversationsnexttothenamesofthefestivals.

4.Playthetapeagain,studentsmatcheachconversationwiththerelationship

betweenthespeakers.

5.Checktheanswerswithclass.

Activities3-4

1.Teacherasksstudentstolookatthetasksandrequirementsofactivity3.Then

readthemainideasofthethreedialogues.(Guidethestudentstoguessandfillinthe

wordsaccordingtothecontext.LetthestudentsanalyzetheEnglishsyntactic

structurebasedonthemeaningofthesentenceandmakereasonableinferences.)

2.Teacherplaysthetapeforthesecondtime.Afterlisteningtothetape,students

discusstheanswersinpairs.Thentheclasscommunicatesandcheckstheanswers.

3.Teacherletsstudentslistentothetapefbrthethirdtime(Beforetheteacher

playstherecordingfbrthethirdtime,theteachershouldpreparethestudentstotake

notesandremindthemtocatchkeywords,especiallyphrasalverbs.).

Step4Speaking

Activity5

1.Leadthedialoguebyaskingquestions.Letstudentsunderstandhowtodiscuss

theirfavoritefestivalsandgivetheirreasons.

Eg,

Conversation1

T:Whichofthethreefestivalsdoyoulikebest?

SI:IthinktheComing-of-AgeDayisthemostinteresting.

T:Whyisityourfavourite?

SI:BecauseIliketoseewomendressedupintheircolorfultraditionalkimonos.

Conversation2

T:Whichofthethreefestivalsattractsyoumost?

S2:TheChineseLanternFestival.

T:Isupposeyoulikeyuanxiao,thesweetdumplings.

S2:Notonlythat.IespeciallylikeguessingriddlesandI'mgoodatit.

2.Followtheexampleoftheconversationinactivity5andworkinpairsto

discussyourfavoriteholidayandexplainwhy.Afterthediscussion,theteacherasks

somegroupstoshowthedialogue.

Step5Acting

Onestudentplaystheroleofajournalist.Theotherthreestudentsplaytheroles

ofthecharactersinthelisteningdialogue.TheyaretheJapanesegirlattendingthe

coming-of-ageceremony,thegirlattendingtheRiocarnival,andthetouristvisiting

China.Thefollowingquestionscanbeusedintheinterview:

(DWhatisthepurposeofthisfestival?

②Howdoyouusuallycelebratethisfestival?

(3)Whatdoyoulikebestaboutthisfestival?

Step6Pronunciation

1.Helpstudentsrecognizespeechassimilation.

(1)Teacherplaystherecordingofactivity1andasksthestudentstopay

attentiontothepronunciationchangesofboldletterswhilelistening.

(2)Teacherorganizesstudentstocarryoutactivitiesinpairs:theteacherplays

therecording,onepersoninthegroupreadsafterthewordsandphrasesinactivity1,

theotherpersoncomparesthepronunciationoftherecordingwiththatofhispartner

carefully,andpointsoutthepronunciationproblemofhis/herpartnerifthereisany

difference.Thenswitchroles,listentothetapeagainandcompletethesametask.

2.Letstudentsimitateandread.

(1)Teacherguidesstudentstounderstandtherequirementsofactivity2.Before

listeningtothetape,theteacherasksthequestionforstudentstothink:"Howdoes

yourpronunciationchangewhilereadingthesentences?^^

(2)Teacherplaysthetapeforthefirsttime.Thestudentsreadafterthe

sentencesinactivity2.

(3)Teacherplaysthetapeforthesecondtime,thestudentsrepeatthesentences

again,andthendiscusswiththeirpartnersthedifferencesbetweenthepronunciation

oftheboldconsonantsinwordsandthepronunciationinsentences,anddescribethe

phoneticassimilationintheflow.

(4)Teacherasksdifferentstudentstoreadthesixsentencesofactivity2and

reporttheresultofthediscussiononphoneticassimilation.Theteachersupplements

andcorrectsthestudents9conclusion,explainsitappropriately,andwritesthe

assimilationpronunciationinthesesentencesontheblackboardorpresentsittothe

studentsthroughthecourseware.

Step7ListeningandTalking

Activity6

1.Learnthenewwordsaboutthefestivals.

2.LookatthepicturesandpredictwhatfestivalSongLinandMaxaregoingto

talkabout.

3.Listenandanswerthequestions.

①WhatfestivalisMaxtalkingabout?

(2)WhatdidMax'smothercook?

③WhatdidMaxdoduringthefestival?

④WhatdidMaxandhisfamilydoduringandafterthedinner?

(5)Whatwasthebestpartofthefestival?

4.Listenagainandchecktheanswerswithclass.

Answers:

(T)Christmasexperiences.

②Roastturkey,mashedpotatoesandChristmaspudding,...

(3)HehelpeddecoratetheChristmastreeandputpresentsunderit,thenhelped

hismumprepareforthefamilydinner.

?Duringdinnertheysharedstoriesandtoldjokes,afterwardstheyplayedgames,

openedtheirpresents.

⑤ThebestpartwasopeningtheirpresentsonChristmasmorning.

5.ListenagainandtickthephrasesthatMaxorSongLinuses.Thencheckthe

answerswithclass.

6.Haveaconversationwiththehelpofthesequestions:

?Whatistherecentfestivalyouhavehad?

②Howdidyoucelebrateit?

(3)Howdoyoufeelaboutthefestival?Why?

Step8Homework

1)Readthepassageagainandunderstandthefoodculturefromacross-cultural

perspective.

2)Rememberthenewwordsandlearntheusagesofthem.

【教學(xué)反思】

1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否理解發(fā)生在三個國家不同節(jié)日場景下的簡

短對話，對話中的人們正在參與或?qū)⒁H歷不同的慶?；顒?；

2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否辨別對話中人物之間的關(guān)系；

3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否掌握聽力訓(xùn)練中的聽力策略。

Unit1FestivalsandCelebrations

ReadingandThinking

【教材分析】

該板塊的活動主題探究節(jié)日與慶典的緣由(Discoverthereasonsfor

festivalsandcelebrations),是前面聽說板塊主題內(nèi)容的延續(xù)，從展示幾個不同節(jié)

日的場景過渡到探討人們?yōu)楹螝g慶節(jié)日、對世界各地的人們慶祝節(jié)日的現(xiàn)象追根

溯源，進(jìn)而談?wù)摴?jié)日的傳承與發(fā)展變化，目的在于啟發(fā)學(xué)生的深層思考，體會節(jié)

日文化的內(nèi)在實質(zhì)，感悟世界各國人民共同的精神追求和美好愿望。

【教學(xué)目標(biāo)】

1.Readtheessayswiththethemeof“whywecelebratefestivals”,analyzethe

discoursestructureandtextuallogicoftheessays,understandthedevelopmentand

changesoffestivalcustoms,andunderstandtheconnotationandsignificanceof

festivals;

2.Guidestudentstofindthetopicsentencequicklyandaccurately;

3.Guidestudentstosummarizeandaccumulaterelatedvocabularyusedto

expressemotions;

4.Guidestudentstounderstandthefestivalcultureofdifferentcountriesand

nationalities,sortout,analyzeandrefinethespiritualconnotationoffestivals,and

understandthecommonemotionalandspiritualpursuitofpeopleallovertheworld.

【教學(xué)重難點】

Importance:

1.Guidestudentstofindthetopicsentencequicklyandaccurately;

2.Guidestudentstocorrectlyunderstandandmasterthenewvocabularyinthe

readingtext;

3.Guidestudentstounderstandthefestivalcultureofdifferentcountriesand

nationalities,analyzeandrefinethespiritualconnotationoffestivals,andunderstand

thecommonemotionalandspiritualpursuitofpeopleallovertheworld.

Difficulties:

1.Toanalyzethediscoursestructureandtextuallogicofargumentation,

understandthedevelopmentandchangeoffestivalcustoms,andunderstandthe

connotationandsignificanceoffestivals;

2.Guidestudentstounderstandthefestivalcultureofdifferentcountriesand

nationalities,analyzeandrefinethespiritualconnotationoffestivals,andunderstand

thecommonemotionalandspiritualpursuitofpeopleallovertheworld.

【課前準(zhǔn)備】

1.Readthetextinadvanceandunderstandthemeaningofnewwordsinthetext

accordingtothecontextorthedictionary;

2.Findthetopicsentenceofeachparagraphaccordingtothetextcontent,and

understandthecontentofthearticle;

3.Findoutthelonganddifficultsentences,analyzethesentencestructure,and

makenotesofthesentencesyoudon'tunderstand.

【教學(xué)過程】

Step1Pre-reading

Activity1

1.Ingroups,Ssdiscusshowtocelebratethefestivalswithfamilyeachyear,

answerthefollowingquestionsandfillinthetable.

QI:Whatfestivalsdoyoucelebratewithyourfamilyeachyear?

Q2:Whydoyouthinkpeoplecelebratedifferentfestivals?

NamesofthefestivalsReasonsforcelebratingthefestivals

2.HavetheSslookatthetwopicturesinthepassage.StudentssaytheEnglish

nameofthefestivalandthebasisoftheirjudgmentaccordingtothesituation,objects

andwordspresentedinthetwopictures.

Q:Whatfestivalsarethetwopicturesabout?Howdoyouknow?

3.Basedonthetitleofthearticleandtheillustrationsinthepassage,thestudents

canguesswhattheauthormaybetalkingabout.Theteachercanaskindividual

studentstoexpresstheiropinionsandlistthepointsmentionedontheblackboard.

Step2Reading

Activity2

1.Studentsreadthetext“Whydowecelebratefestivals?”carefully.Theteacher

canpresentthefollowingsentencesforthestudentstofillinafterreading:

Peopleallovertheworldcelebratedifferentfestivalsbecause:

*theywouldliketo.

*festivals.

2.Afterthestudentshavefilledintheblanks,theteachersandstudentscheckthe

answers.

T:Readthepassageagain.Let'sfindoutallthereasonsandfactorsfor

celebratingthefestival.

Theteachercanguidethestudentswiththefollowingquestions:

①Whydopeoplecelebratetheharvestfestivals?

(2)Whatroledocustomsandtraditionsplayinfestivals?Doyouthinktheyare

alsothereasonsforcelebratingfestivals?Why?

(3)Whydidthewritermentionthecommercializationoffestivals?Howisit

influencingpeople'swayofcelebratingfestivals?

(4)Whataresomeotherreasonsfbrcelebratingfestivals?

Activity3

1.Lookfortopicsentences.Thereadingstrategyintheboxontherightof

studentreadingActivity3.Theteachercancheckwhetherthestudents*understanding

ofthestrategyisaccurateornotbythefollowingquestions.

*Doyouknowhowtoidentifythemainideaofeachparagraph?

*Wherecanweusuallyfindthe“topicsentence”？

2.Studentsreadthetextagainandcompletetheactivityindependently.When

checkingtheanswers,studentsshouldreadthecompletetopicsentence.

Activity4

1.Exploretherootsofthefestival.Studentshaveagroupdiscussionaroundthe

firstquestioninactivity4.Teacherscaninspirestudentstothinkandexpresstheir

opinionsthroughaseriesofquestions,suchas:

*Whenwetalkaboutfestivals,wemaythinkofmanydifferentkindsoffestivals

aroundtheworld.Theirnames,origins,celebrationactivitiescanbequitedifferent.

However,sincefestivalsexistineverycountryandculture,theremustbesome

similarities.Whatarethey?Pleasediscussthesequestionswithyourpartnerandshare

yourideas.

*Whatdoyouthinkmostfestivalsseemtohaveincommon?Canyougivesome

examplestoillustrateyouropinion?

*Whatdoyouthinkarethemostimportantthingsinmostfestivals?

*Whydoyouthinkpeoplearoundtheworldfindthesethingsimportant?Dothey

havesomethingtodowiththehumanhistory/sociallife/people,sspiritualneeds?

Afterfinishingthediscussion,Teacherasksdifferentgroupstotelltheir

opinions.

2.Discussthechangesoffestivalcustoms.Teachefsquestion“Whatfestival

customshavealreadyfadedaway?”Letthestudentsbrainstormaboutthefestivals

andtraditionsthataregraduallywithdrawingfrommodemlife.Thenwritedownwhat

thestudentshavesaidontheblackboard.

CustomsthathaveReasonswhythey

FestivalsYourfeelings

alreadyfadedawayhavedisappeared

Afterthediscussion,theteachermaycallindifferentgroupstoreport.When

studentsreport,teachersshouldusecoursewareorblackboardtopresentsome

expressionsforstudents9reference,suchas:

*Peoplein...usedto...during...,butnow...

*Nowadayspeoplenolonger...

*1thinkitisbecause...

"Peoplehavegivenupthecustomof...inorderto...

*Asforthecustomof...,I...

*1thinkIwouldloveto...

3.Commentonthecommercializationoffestivals.Studentsdiscussthethird

questioninActivity4insmallgroups.Beforethediscussion,theteachershould

remindthestudentstofindrelevantstatementsfromthetextanddrawaconclusionby

analyzingtheauthor'swording.Inaddition,teacherscanalsoletstudentsexpresstheir

truefeelingsandviewsonthecommercializationoffestivals.

4.Teachershareshis/herviewsonthisissue:

DuringFestival,thehappiestmomentfbrmyparentsiswhenallthechildrenand

grandchildrencomebackhome,chattingandpreparingthebigfamilydinnertogether.

Theseyears,weoftenhaveourfamilydinnerinrestaurants.However,thesplendid

dishesinarestaurantdonotbringsomanyjoyfulandsweetmemoriestoallthe

familymembers.

OnMother'sDay,mychild'sspecialgifthand-madewithloveandcareisalways

myfavorite.Soyousee,sometimesthebestgiftsdon'tcostmuch.

Step3Analyzingdiscoursestructure

Activity5

1.Studentsdiscussinpairs,analyzethestructureofthediscoursebydrawinga

mindmap,anddemonstratethetextualstructureandlogicallevelofthediscourse.

Step4Understandingdifficulties

Readthetextagainandfindsomesentencesorexpressionsthatyoufinddifficult

tounderstand.Teachercanalsoaskstudentstofindsomesubtlesentencepatternsand

expressionsinthetextandencouragethemtousetheminwriting.Accordingtothe

students1feedback,theteacherwillwritesometypicalsentencesontheblackboard.

Suchas:

*widerangeoforigins(二agreatnumberofdifferentorigins,manykindsof

origins)

*Itfeaturedaparadeandagreatfeastwithmusic,dancing,andsports.(二A

paradeandagreatfeastwithmusic,dancing,andsportswereincludedasimportant

partsoftheEgyptianharvestfestival.)

*sometraditionsmayfadeawayandothersmaybeestablished.(二Some

traditionsmaydisappeargradually,whileothernewtraditionsmaycomeintobeing.)

Step5Practice

(1)Listenandfollowthetape.Theteachermayremindthestudentstopay

attentiontothemeaningandusageoftheblackwordsinthecontext,soastoprepare

forthecompletionoftheblanksinActivity5andvocabularyexercisesintheexercise

book.

(2)StudentscompletethetextofActivity5bythemselves.Theteacherneedsto

remindthestudentstofillintheblankswiththecorrectformofthevocabularythey

havelearnedinthetext.Studentsexchangetheiranswerswiththeirpartners,andthen

teacherandstudentschecktheiranswers.

(3)FinishtheExinActivity5ofstudents9book.

Step6Homework

1.Readthetextagain,in-depthunderstandingofthetext.

2.Discusstheoriginoffestivals,thehistoricalchangesofrelatedcustoms,the

influenceofcommercialsocietyonfestivalsandtheconnotationandessential

meaningoffestivals.

3.Completerelevantexercisesintheguideplan.

【教學(xué)反思】

1.通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用

法；

2.通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點快速而準(zhǔn)確地找到主題句；

3.通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否理清論說文的語篇結(jié)構(gòu)和文本邏輯，了解節(jié)

日風(fēng)俗發(fā)展與變遷，感悟節(jié)日的內(nèi)涵與意義。

Unit1FestivalsandCelebrations

DiscoveringUsefulStructures

【教材分析】

該板塊的活動主題為“描述節(jié)日活動”(Describefestivalactivities)。豐富的

節(jié)日活動往往會帶給人們深刻的印象和不同的感受，無論是在口頭表達(dá)還是書面

表達(dá)中，人們對節(jié)日活動的描述都與親歷者的情緒交融在一起，而常用來表達(dá)人

物情緒和感受的典型結(jié)構(gòu)之一便是用作定語或表語的動詞-ing形式，這也是本單

元要學(xué)習(xí)的核心結(jié)構(gòu)。單元主題語境與語言結(jié)構(gòu)的契合能夠確保語言使用的真實

性和合理性，使學(xué)生充分感受和理解目標(biāo)結(jié)構(gòu)，并能自如地使用所學(xué)結(jié)構(gòu)進(jìn)行表

達(dá)。

【教學(xué)目標(biāo)】

1.Abletounderstandthefunctionandmeaningofthe-ingformasanattribute

andapredicate;

2.Cansummarizeandaccumulaterelatedvocabularyusedtoexpressemotions,

including-ingformandpastparticiple;

3.ReadaboutLaTomatina,afestivalheldinthetownofbunol,Spain.

【教學(xué)重難點】

Importance:

1.Guidestudentstounderstandthefunctionandmeaningoftheattributiveand

predicateofthe-ingforminrealcontext;

2.Instructstudentstocorrectlyusethe-ingformtodescribedifferentfestival

activitiesandpersonalfeelings.

Difficulties:

Theuseofthe-ingformasattributiveandpredicativeincontext.

【課前準(zhǔn)備】

1.Reviewthebasicstructureofthe-ingform,findoutthesentencescontaining

the-ingformfromthelisteningandreadingparts,andanalyzethefunctionand

meaningofthestructure;

2.Readthecontentofthissectioninadvance,understandthenewwordsinthe

textaccordingtothecontext,andsummarizethewordsthatexpressemotions;

3.Completetherelevantexercisesintheguideplan.

【教學(xué)過程】

Step1Revision

1.SsreadthethreesentencesfromReadingtextanddiscussthemeaningsand

grammaticalfunctionsoftheitalicised-ingform,andsummarizestheusagesofthe

-ingformasattributeandpredicate.

*Theselanternsareamazing.

"DuringtheMid-AutumnFestivalinChina,familiesgathertoadmirethe

shiningmoonandenjoydeliciousmooncakes.

"FamiliescelebratingtheLunarNewYearcanenjoyexcitingdragondances

andcarnivalstogether.

2.Tsharesthemeaningsandfunctionsofthe-ingformineachsentences.

No.l:The-ingfoimisusedasapredicate,usuallyafteratieverb,toindicate

whatorhowthesubjectis.

No.2:The-ingformisanattribute,usuallyusedtomodify,qualify,orindicate

thequalitiesandcharacteristicsofanounorpronoun.

No.3:The-ingformisanattributewhichmodifiestheprecedingnoun.

Step2Learningnewgrammar

Activity1

1.Workinpairstoidentifysentencesfromtheunitthatcontainthe-ingformas

anattributeandapredicate.Explainthecompositionandmeaningofthe-ingformin

eachsentenceasbelow.

*1thinktheRioCarnivalwouldbethemostexciting.(表語)

*Ifllbetootiringtowalkordanceforalongtimeinthoseshoes.(表語)

"AnotherexampleisHalloween,whichslowlybecameanexcitingfestivalfor

children,inspiteofitsreligiousorigins.(定語)

*Thefirstweekwasalittleconfusing.(表語)

2.Instudentactivities,theteachermaymakenecessarysupplement.

Step3Practice

Activity2

1.Taskssb.toreadthemessages(onpage6,Students9book)postedbysome

exchangestudentsonanInternetfbrum.

2.TasksthefollowingquestionstoguideSstofocusonthetheme,textfeatures

andthecorecontentofeachcomment.

*Whataretheydiscussingintheforum?(Whichfestivalisthebest?)

*Howarethemessagesarranged?(Bytimeanddate.)

*Whatfestivalsarementionedinthediscussion?(RioCarnival,theSpring

Festival,ThanksgivingDay,andChristmas.)

Step4Summarizing

1.Studentsreadtheonlinecommentscarefully,findthe-ingformoftheverb

thatisusedasanattributeorpredicateandunderlineit.Thencheckwithyourpartner.

2.Theteacherasksdifferentstudentstoreadthecontentofeachpostandsay

whetherthe-ingformisusedasanattributeorapredicate.

Step5Reading

Activity3

1.Sslookatthepictureandscanthepassagetounderstandthemainideawhile

teacherisgivingthefollowingquestionstoinspireSstothink.

*Wherearethosepeople?

*Whataretheydoing?

*Whyaretheysoexcited?

2.Sscompletethepassagewiththeappropriate-ingform.Thendiscussand

checktheanswerswithclass.

Answers:boring,interesting,taking,exciting,amazing

3.Theteacherraisesquestionsforthestudentstodiscussandencouragesthemto

expresstheiropinions.

*DoyoulikeLaTomatina?Whyorwhynot?

4.Eachgrouprepresentativereportsthediscussionresult,theteachergives

feedbackandtheevaluation.

Step6Practice

Activity4

1.SscompletetheEx2inUsingStructures.

2.Checktheanswersafterfinishingtheexercises.

Step6Homework

Understandandmasterthefunctionsandusageofthe-ingform;

【教學(xué)反思】

1.通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握動詞-ing形式作定語和表語的功

能和意義；

2.通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否在理解文段內(nèi)容的基礎(chǔ)上，根據(jù)上下文語境

和表達(dá)邏輯，能正確運(yùn)用動詞-ing形式描述節(jié)日慶典。

3,通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否歸納和積累用于表達(dá)情緒的相關(guān)詞匯。

Unit1FestivalsandCelebrations

ReadingforWriting

【教材分析】

1.Readquicklytogetmainidea;readcarefullytogetthedetailedinformation

aboutNaadamFestival.

2.Learnthestructureofthereadingarticleandlanguage.

3.Writeanarticleaboutafestivalexperience.

4.Learntousethepsychology,emotionsandfeelinginthewriting.

【教學(xué)目標(biāo)】

1.Writeanarticleaboutafestivalexperience.

2.Usethestructureofthereadingarticleandlanguage.

【教學(xué)過程】

Step1LeadinSmalltalk

ForChinese,therearemanyimportanttraditionalfestivalssuchastheSpring

FestivalandMid-autumnDay,atthattimepeoplealwaysgathertogethertohaveabig

mealanddosomethingtogether.Butwhatdotheethnicpeopledointheirlocal

festivalsliketheDaipeople?

Step2Beforereading:AnalyzethetitleMyamazingNaadamExperience

Fromthetitle,wecanknowthearticleisaboutthattheauthorwenttoInner

MongoliaAutonomousRegionandexperiencetheMongoliantraditional

festival—NaadamFestival,whichtheauthorthinksitisamazing.

Step3WhilereadingTask1

1.Findoutthemainideaofeachparagraph.

Para1A.thewrestlingcompetitionattheNaadam

Festival.

Para2B.somethingabouttheNaadamFestival

Para3C.thehorseracesandtheridersattheNaadam

Festival

Para4D.manypeopleattendedtheNaadamFestival

Para5E.theauthor'sfeeling

2.Thearticleisabouttheauthor'sfirstexperienceattheNaadamFestival.

Step4WhilereadingTask2

Readthetextagainandanswerthefollowingquestions:

QI:Whatdoes“Naadam"mean?Whicheventdoesitinclude?

Itmeans"games"inMongolian.Itincludeshorseracing,wrestlingandarchery.

Q2:WhatNaadamFestivalcustomsdidyoulearnabout?

Wrestlingandhorseracing.

Q3:Whatdoyouthinkisthemostimpressivethingaboutthefestival?

Thehorseracingisthemostimpressive.

Q4:Whatelsewouldyouliketoknowaboutthefestivalandthewriter's

experience?

Thewriterdidn'ttalkaboutfoodormusic,butsurelytheyshouldhavebeen

interestingparts