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超级资源（共36套220页）新人教版高中英语必修3（全册）
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Unit 1 Festivals around the world
单元要览
类别 话题
课程标准要求掌握的项目
Festivals; how festivals begin; how to celebrate festivals
词汇
n. 奖; 奖品 vt. 授予
n. 雄鸡; 公鸡 vt. 赞美; 钦佩; 羡慕 adj. 充满活力的; 积极的
n. 习惯; 风俗 n. 衣服
adj. 遍及全世界的 n. 许可; 允许
n. 愚人 vt. 愚弄 vi. 干
傻事
trick apologize n. 诡计; 恶作剧; 窍门 vi. 道歉; 辩白 arrival drown n. 到来; 到达; 到达者 vt. & vi. 溺死; 淹死 gain obvious vt. 得到; 获得 adj. 明显的; 显而易见的 independence remind n. 独立; 自主 vt. 提醒; 使想起
gather weep vt. , vi. & n. 集合; 聚集 n. 哭 vi. 哭泣; 流泪 agriculture forgive n. 农业; 农艺; 农学 vt. 原谅; 饶恕
take place发生 turn up出现; 到场 in memory of纪念; 追念 keep one’s word守信用; 履行诺言 dress up盛装; 打扮;装饰 hold one’s breath屏息; 屏气
play a trick on搞恶作剧; 诈骗; 开玩笑 set off出发; 动身; 使爆炸
look forward to期待; 期望; 盼望 remind. . . of. . . 使……想起…… day and night日夜; 昼夜; 整天 be proud of以……而自豪
as though好像 in the shape of以/呈现……的形式/形状 have fun with玩得开心 be covered with被……所覆盖 1. . . . people would starve if food was difficult to find. (the subjunctive mood) 2. The country, covered with cherry tree flowers, looks as though it is covered with pink snow. (as though. . . )
3. Finding that. . . , her grandmother finally decided. . . (the present participle used as adverbial. ) 4. It was obvious that the manager of the coffee shop was waiting. . . (It is+adj. +that. . . ) 5. “. . . I don’t want them to remind me of her. ” So he did. (So+S. +do/does/did. ) 6. There was Hu Jin waving at him and calling, . . . (Inversion) 1. Making phone calls May I speak to. . . ? Can I ring/call back later? Hold/Hang on, please. I’ll ring him/her up again. Just a moment, please.
Sorry, he/she isn’t here right now.
2. Invitations
I wonder if you are interested in. . . .
I’d like to invite you to. . . . Would you like. . . ? Could/Would you please. . . ? I’m looking forward to. . . .
I’d love to, but. . . .
3. Thanks
Thank you so much. Thanks a lot.
That’s very kind of you. You’re most welcome. Don’t mention it. It’s a pleasure.
The use of can, could, may, might, will, would, shall, should, must, can’t
1. can and could
Jin can speak English well. (ability)
Could you please show me the way to Beihai Park? (request)
2. may and might
May we see the awards for the teams? (permission; request)
She might give you some new clothing. (possibility)
beauty harvest celebration
starve origin religious ancestor
feast belief n. 美; 美人
n. & vt. & vi. 收获; 收割
n. 庆祝; 祝贺
vt. & vi. (使)饿死; 饿得要死
n. 起源; 由来; 起因 adj. 虔诚的; 宗教上的
n. 祖先; 祖宗 n. 节日; 盛宴 n. 信任; 信心; 信仰 award rooster admire energetic custom clothing worldwide permission fool
短语
重要句型
功能
语法
3. will and would
The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)
Often he would dress up like a rich man. (past habit; custom)
4. shall and should
The harvest festival begins on Sunday. We shall be there with our friends. (promise; agreement)
You should arrive at the airport two hours before he goes. (advice)
5. must and can’t
Wang Feng wins an award every year. He must be very strong. (speculation)
You must be joking. That can’t be true. (guessing) 1. Get students to know about festivals around the world.
2. Have students learn some useful new words and expressions about festivals and customs and let
them learn effective ways to remember English vocabulary.
3. Enable students to grasp and use the expressions of request and thanks.
4. Let students learn the new grammar item: the use of can, could, may, might, will, would, shall,
should, must and can’t.
5. Develop students’ listening, speaking, reading and writing abilities.
1. Enable students to master the use of can, could, may, might, will, would, shall, should, must and
can’t.
2. Let students learn to write a different ending of a story.
3. Develop students’ integrative skills.
Periods needed: 7
Period 1 Warming up and reading
Period 2 Learning about language: Important language points
Period 3 Learning about language: Grammar Period 4 Using language: Listening and speaking Period 5 Using language: Extensive reading Period 6 Using language: Speaking and writing Period 7 Revision: Summing up and learning tip
教学重点
教学难点 课时安排
Period 1 Warming up and reading
整体设计
教材分析
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.
The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events.
The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading.
The reading passage titled FESTIVALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers
cooperatively, and then check their answers with the whole class.
To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups.
教学重点
1. Let students learn more about history and basic knowledge of festivals. 2. Get students to learn different reading skills. 教学难点
1. Develop students’ reading ability.
2. Enable students to talk about festivals and celebrations. 三维目标 知识目标
1. Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with
2. Let students learn about history and basic knowledge of festivals both in and out of China. 能力目标
1. Develop students’ reading ability and let them learn different reading skills. 2. Enable students to talk about festivals and celebrations. 情感目标
1. Stimulate students’ love for their own national culture and customs. 2. Develop students’ sense of cooperative learning.
教学过程
设计方案(一)
→Step 1 Leading-in
Have a free talk with students. Ask them the following questions: Did you have a good time in your winter holidays? When did you feel most happy and excited? Why?
(At the Spring Festival. Because it’s the most important festival in our country. . . ) →Step 2 Warming up
1. Let students brainstorm the other Chinese festivals.
(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )
2. Let students read the information about Chinese festivals below and discuss another three Chinese festivals:
When does the festival come? What do people celebrate? What do people do?
Festivals New Year
International Women’s
Date January 1st March 8th
Festivals Teachers’ Day National Day
Date
September 10th October 1st