2023學(xué)年Book3 unit 1 全單元教案

Unit1FestivalsaroundtheworldTheMiddleSchoolattachedtoHubei主寫人:熊儷娟主審人：吳瑛aimsanddemands課題：Unit1Festivalsaroundtheworld課程目標(biāo)知識與能力HelpSslearnaboutfestivalsofmanykindsindifferentpartsoftheworld..GetSstousethewordsandexpressionsaboutfestivals.HelpSslearnabouttheusageofsomemodalverbs.過程與方法TrainSsspeakingabilityviatheindividualperformances.TrainSsknowtheusageofsomemodalverbsbyreadingpassage.情感態(tài)度與價值觀Shismodule.重點(diǎn)Improvingthestudents’oralabilitybytakingaboutfestivalsingroups.難點(diǎn)HowtohelpSsimprovetheirspeakingandreadingability.HowtohelpSstodescribecustomsfordifferentfestivals.LeadSstotalkinclassactively.Theusageofsomemodalverbs.教法Task-basedApproach學(xué)法Cooperation手段Ataperecorder,CAI,Ablackboardteachingnotes1).Analysesoftheteachingcontents1.教材分析本單元以節(jié)日為話題，介紹古今中外節(jié)日的種類、由來、意義以及人們的活動和習(xí)俗，旨在通過本單元的學(xué)習(xí)使學(xué)生不但了解我國的節(jié)日，而且對外國的節(jié)日也有所了解，進(jìn)而拓展社會文化背景、增加跨國文化知識；使學(xué)生復(fù)習(xí)和鞏固運(yùn)用請求和感謝的表達(dá)法，掌握情態(tài)動詞的用法；并嘗試根據(jù)閱讀的文章寫一個不同的結(jié)局，能表達(dá)自己的觀點(diǎn)和想法。WarmingUp旨在通過表格引導(dǎo)學(xué)生討論并列舉出五個我國節(jié)日的日期、慶祝內(nèi)容和民俗。可以剛剛過去的春節(jié)為話題導(dǎo)入對節(jié)日的討論；使他們由自己的經(jīng)歷談起，擴(kuò)展到別的節(jié)日以及外國的重要節(jié)日，激發(fā)學(xué)生的興趣，激活他們關(guān)于節(jié)日的背景知識，為本單元的學(xué)習(xí)做準(zhǔn)備。Pre-reading是Reading的熱身活動。主要通過兩個問題引導(dǎo)學(xué)生思考并討論自己最喜歡的節(jié)日及歡度方式，進(jìn)而了解學(xué)生對節(jié)日的認(rèn)識，以便為閱讀作好鋪墊。Reading的五篇小短文分別介紹古代節(jié)日、亡靈節(jié)、紀(jì)念名人的節(jié)日、豐收節(jié)、春天的節(jié)日等，使學(xué)生了解各種節(jié)日的由來及其存在的意義。此部分載有Festivals的重要信息，還呈現(xiàn)了大量的詞匯和主要的語法情態(tài)動詞的用法。處理時應(yīng)作為重點(diǎn)、整體處理，通過上下文來教詞匯、語法，并引導(dǎo)學(xué)生分析長句、難句和復(fù)雜句。Comprehending是考察對閱讀內(nèi)容的進(jìn)一步理解。練習(xí)一：六個問題讓學(xué)生對文章內(nèi)容有淺層理解并考察課文細(xì)節(jié)，但又不能僅僅拘泥于課文，要引導(dǎo)學(xué)生理解課文內(nèi)容的基礎(chǔ)上聯(lián)系現(xiàn)實生活。練習(xí)二：要求學(xué)生討論哪些節(jié)日是最重要的，哪些是最有趣的，以表格的形式檢查學(xué)生對所讀節(jié)日的理解，并訓(xùn)練他們舉一反三的歸納和推理能力。練習(xí)三：要求學(xué)生找出各種節(jié)日共有的三件事，然后討論為什么這些事對各地的人們都很重要。這就要求學(xué)生不僅要溫習(xí)文章內(nèi)容而且要結(jié)合實際，闡述自己的想法，挖掘?qū)W生的思維能力和語言表達(dá)能力。LearningaboutLanguage分詞匯和語法兩部分。其中Discoveringusefulwordsandexpressions是本單元單詞的英文釋義練習(xí)和用文章中的詞匯的適當(dāng)形式填空；Discoveringusefulstructures是以文章內(nèi)容為載體在語境中練習(xí)語法，掌握情態(tài)動詞。由此可以看出本教材已明顯地由結(jié)構(gòu)為特征的傳統(tǒng)語法訓(xùn)練轉(zhuǎn)變到以交際功能為特征的功能語法訓(xùn)練，充分體現(xiàn)了新教材話題、功能、結(jié)構(gòu)相結(jié)合的特點(diǎn)。UsingLanguage是英語聽說讀寫的全面運(yùn)用的練習(xí)。①Listening是課文的延伸，通過聽幾位學(xué)生參加TrinidadCarnival節(jié)日游行的兩段對話，使學(xué)生體會參加節(jié)日游行的真實情景，既訓(xùn)練聽力一通過問題訓(xùn)練了他們的分析能力。②Speaking分為兩部分。第一部分通過電話突出交際用語功能的訓(xùn)練；第一部分讓學(xué)生編對話，可以按自己的想象、經(jīng)歷為內(nèi)容，訓(xùn)練思維和表達(dá)能力。③Reading是發(fā)生在情人節(jié)的一個令人傷心的愛情故事，其中又插入了一個“七巧節(jié)”的故事。閱讀后的討論不僅幫助學(xué)生理解文章主旨大意，更重要的是讓學(xué)生學(xué)會尋求解決問題的方法。④Writing的任務(wù)是寫一個與文章結(jié)尾不同的結(jié)局。旨在讓學(xué)生通過思考寫出自己的想法，嘗試自己解決問題?？傊ㄟ^本單元的系統(tǒng)學(xué)習(xí)，讓學(xué)生了解世界各國的節(jié)日及民俗，學(xué)習(xí)有關(guān)節(jié)日的詞匯，并能夠豐富語言知識，提升用英語表達(dá)觀點(diǎn)的能力。3.Teachingsteps:Period1Warming-up,listeningandSpeaking1.Teachingobjectives:Teachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語takeplace,lunar,festivals,ArmyDay,Christmas,dressupb.交際用語Expressone’sopinion:Inmyopinion,...Ibelieve...Ithinkthat...Expressionsusedintheshops:Wouldyoulike...? CouldIhave...?MightIofferhelp...? MayIsee...?Youshouldtry...? Couldwelookat...?Canyousuggest...? Wemighttake...?2.能力目標(biāo)EnablethestudentstotalkaboutChinesefestivalsandcustomsinEnglishandgettoknowsomeinformationaboutforeignfestivals.3.學(xué)能目標(biāo)EnablethestudentstolearnhowtotalkaboutChinesefestivalsandcustoms.Teachingimportantpoints教學(xué)重點(diǎn)及難點(diǎn)HowtotalkabouttheChinesefestivalsandsocialcustomsatfestivalsandhowtoofferandrequesttheitemsyouneedinshops.Teachingmethods教學(xué)方法Elicitation,discussion,listening,pairwork.Teachingaid教具準(zhǔn)備Acomputer,aprojectorandataperecorder2.Teachingproceduresandways:Step=1\*ROMANILead-inStepIIWarmingupT:LookatthescreenandI’llshowyouatableandsomepictures:FestivalsDateFestivalsDateNewYearJanuary1stTeachers’DaySeptember10thInternationalWomen’sDayMarch8NationalDayOctober1stArborDayMarch12ththeSpringFestivalLunarNewYearInternationalLaborDayMay1stPureBrightnessDayAprilthefifthChineseYouthDayMay4th.DragonBoatFestivalthefifthdayofthefifthlunarmonthInternationalChildren’sDayJune1stMid-AutumnFestivalthe5thdayofthe8thlunarmonthArmyDayAugust1stLanternFestivalthe15dayofthe1stlunarmonthTalking(P41)Usethefollowingsentences:WhendoestheSpringFestivalusuallytakeplace?Whatdoyoudotocelebrateit?Whatspecialfooddoyoueat?WhatistheoriginoftheSpringFestival?WhyistheSpringFestivalsuchabigholidayinChina?LiMeiandCarlaaretalkingonthephone.CarlaisaskingsomemorequestionsaboutSpringFestival.A:LiMei,whendoestheSpringFestivalusuallytakeplace?B:Well,thedateisalittledifferenteveryyear,butitusuallyhappensattheendofJanuaryorthebeginningofFebruary.A:Whatdoyouusuallydotocelebrateit?B:Mywholefamilygetstogether-mygrandparents,allmyauntsanduncles,andallmycousins.Weusuallytalkaboutwhatwe’vedoneinthepastyear.Thenwecookalotoffood.A:Whatspecialfooddoyoueat?B:Wealmostalwaysmakeandeatdumplings.That’sthemosttraditionalSpringFestivalfood.A:WhatistheoriginofSpringFestival?B:Well,thereareseveraloldstoriesaboutSpringFestival.InoldChinesestories,therewasamonsternamedNianwhowouldcomeintotownsattheendoftheyearandfrightenpeople.Sometimeshewouldeatthem.Atsomepoint,peoplediscoveredthatthemonsterNianwasfrightenedofloudnoisesandthecolourred.Theybegantoputredpaperontheirdoorsandsetofffirecrackers.Itbecamethetraditiontodothiseveryyeartofrightenthemonsterawayfromthetown.A:Wow!That’sanamazingstory!WhyisSpringFestivalsuchanimportantholidayinChina?B:Iguessit’slikeChristmasinWesterncountries.It’sthemostimportantfamilyholidayallyear.HomeworkCollectasmuchinformationaboutfestivalsaspossible.ThinkaboutthequestionsinPart2“pre-reading”andthenpreviewthenextpartaboutreadingtogetthemainidea.StepIIIListening(WBP41)T:Now,wewillcometothelisteningpart.First,turntoPage41.Andthenlistentothetape.Lookatthefirstpictureinthispage.Whatcanyousee?S5:Arabbitandachicken.T:Yes.ButtherabbitiscalledtheEasterBunny.Readafterme"theEasterBunny".ItisanimaginaryrabbitthatchildrenbelievecomestothehometohidetheEastereggs(復(fù)活節(jié)彩蛋).AndthesecondpictureisabouttheEastereggs.What’sinthethirdpicture?S6:Somebread.T:Yes.ThebreadwithanXiscalledhotcrossbuns.OnEasterDaypeopleeatit.Nowlistentothetapeandtrytogetthemainidea.Playthetapeforthestudents.Whilelistening,thestudentsshouldgraspthekeywordsandgetthemainidea.Thenplaythetapeoncemore.Afterlistening,letthestudentsanswerthequestions.Andchecktheanswerswiththewholeclass.Thensumuptheusefulexpressionsinthematerial(aboutEasterDay).Thenplaythetapeathirdtimeforthemtowritedownthemainideaofthepassage.Thenchecktheanswerswiththewholeclass.ThesuggestedanswersareintheTeachers’BookPage18.Period2ReadingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語BeautyharvestcelebrationstarveoriginreligiousancestorMexicofeastbonebelieftrickpoetarrivalgainindependencegatheragricultureawardroosteradmireenergeticEasterclothingChristiancustomworldwideb.重點(diǎn)句子Theylitfiresandmademusicbecausetheythoughtthesefestivalswouldbringayearofplenty.P1Theymightincludeparades,dancinginthestreetsdayandnight,loudmusicandcolorfulclothingofallkinds.P2Somefestivalsareheldtohonorthedead,orsatisfyandpleasetheancestor,whocouldreturneithertohelportodoharm.P2Onthisimportantfeastday,peoplemighteatfoodintheshapeofskulls,andcakeswith"bones"onthem.P2AnotherisColumbusDayintheUSA,inmemoryofthearrivalofChristopherColumbusinAmerica.P22.Abilitygoals能力目標(biāo)Toenablethestudentstoknowtheearliestfestivalswithreasonsforthemandfourdifferentkindsoffestivalsthatoccurinmostpartsoftheworld.EnablethestudentstomastersomeEnglishexpressionsandphrasesaboutfestivals.3.Learningabilitygoals學(xué)能目標(biāo)Teachthebasicreadingskills:skimmingandscanning.Trytocompareandmakeconclusionsofdifferentfestivals.Teachingimportantpoints教學(xué)重點(diǎn)Talkaboutallkindsoffestivals.Teachingmethods教學(xué)方法Fastreading,task-basedmethod&discussionTeachingaids教具準(zhǔn)備Acomputer,aprojector,andataperecorderTeachingprocedures教學(xué)過程StepIRevision1.Greetings.2.Reviewthenewwordsofthispart.3.Checkthestudents’homeworkfestivals.Step=2\*ROMANIIPre-reading1.Whatfestivalsorcelebrationsdoyouhaveinyourcityortown?Whatpartofafestivaldoyoulikebest-theactivities,themusic,thesights,thefoodorthepeoplewhovisit?2.PredictionLookatthepicturesandtitleofthepassagebelow.Whatkindofinformationyouthinkwillbeintroducedinthepassage.Step=3\*ROMANIIIScanningHowmanytypesoffestivalsarementionedinthepassage?1.Ancientfestivals2.FestivalsoftheDead3.FestivalstoHonorthePeople4.HarvestFestivals5.SpringFestivalsStep=4\*ROMANIVSkimmingWhatfestivalsarementionedineachparagraph?Period3LanguagepointsTeachingGoals:1.GetSstomastersomeusefulwordsandexpressions.2.GetSstobeabletousesomeofthem.TeachingProcedures:Step1.RevisionAsksomestudentstoreadthetextonebyone.ListthedifficultwordsandexpressionsStep2.Languagepoints1.takeplace發(fā)生；舉行=1\*GB3①Discusswhentheytakeplace,whattheycelebrateandwhatpeopledoatthattime.討論一下它們是在什么時候舉行，慶祝什么，那個時候人們在做什么。②TheeveningpartywilltakeplaceonSunday.晚會定于星期日舉行。思維拓展：takeplaceof takeplaceof 代替某人，接替某人的位置takeone’splace 就位；就席；就座inplaceof=inone’splace 替代，頂替小試牛刀：③Hewasunabletocometotheceremony,buthesenthissontoaccepttheaward____.他不能來參加儀式，但是派了兒子前來替他領(lǐng)獎。思維拓展：（更多講解參考學(xué)案）Period4Grammar1．TeachingobjectivesLearntousetheusageofsomemodalverbs.2.TeachingimportantpointSummarizetheusageofsomemodalverbs.methodsDiscussing,summarizingandpracticing.4.Teachingprocedures情態(tài)動詞的語法特征1）

情態(tài)動詞

不能單獨(dú)做謂語，除ought

和have

外，后面只能接不帶to

的不定式。2）

情態(tài)動詞沒有人稱，數(shù)的變化，但有些情態(tài)動詞，如can、will也有一般式和過去式的變化。3）

情態(tài)動詞的“時態(tài)”形式并不是時間區(qū)別的主要標(biāo)志，不少情況下，情態(tài)動詞的現(xiàn)在式形式和過去式形式都可用來表示現(xiàn)在時間、過去時間和將來時間。1)can和could：1)can的主要用法是：

A.

表示體力或腦力的能力：eg.Thegirlcandanceverywell.B.

表示說話的推測﹑事物的可能性等:eg.Canthenewsbetrue?C.在口語中,can可以表示請求或允許:eg.CanIsithere?2)could的主要用法是：A.could是can的過去式,表示與過去有關(guān)的能力和推測:eg.Weallknewthattheyoungmancouldn’tbeadoctor.B.could可以代替can表示請求,但語氣較can客氣、委婉:eg.Couldyoulendmeyourdictionary?CouldIuseyourbike?3)can和could接動詞的完成形式，表示可能已經(jīng)做某事。can用在否定和疑問句中,表示不相信、懷疑等態(tài)度。eg.Theycan'thavegoneoutbecausethelightisstillon.may和might：may常用來表示：

A.表示請求、允許;比can較為正式:

eg.MayIcomein?Youmaygonow.B.表示說話人的猜測:“也許”“可能”:通常只用于肯定句和否定句中。eg.--IbelievethemanisfromEngland.--ButImaybewrong.Theguestmayarrivethisafternoon.在肯定句中，may的可能性比can高，may表示現(xiàn)實的可能性，can表示理論上的可能性。如：Theroadmaybeblocked.這條路可能不通了。Theroadcanbeblocked.這條路可能會是不通的。在疑問句中，表示可能性用can。如：Wherecanhebe?他會在哪呢？C.表示祝愿;但語氣較正式:eg.Mayyousucceed!Mayyouhaveagoodjourney!might的用法有:多在間接引語中表示過去的可能和允許。如:Shesaidthathemighttakeherbike.她說他可以拿她的自行車去用。除了在間接引語中以外，might一般不表示過去的可能或者許可。如要表示過去的可能可以用could,表示過去的許可可以用was(were)allowedto或者h(yuǎn)adpermissionto。表示現(xiàn)在的可能，其可能性要比may小。如：Shemightgohometomorrow.說不定他明天會回家。表示現(xiàn)在的許可,語氣比may較委婉,一般用于疑問句(包括間接疑問句),不可用于肯定句或者否定句。如:MightIhaveawordwithyou?我可以和你說句話嗎？will和would：1.will是助動詞或是情態(tài)動詞？will用于構(gòu)成將來時是助動詞。用于表示“意志”“決心”“請求”是情態(tài)動詞。would亦同理。eg.Iwilltellyousomethingimportant.我要告訴你一些重要的事。（助動詞）

WillyoutellherthatI'mhere?請您告訴她說我在這兒，好嗎？（情態(tài)動詞）

2.在疑問句中用于第二人稱，提出請求或詢問。eg:Ifyouwanthelp-letmeknow,willyou?如果你需要幫助,讓我知道,好嗎?Willyoutypethis,please?請打印這個，好嗎？

Won'tyousitdown?請坐下，好嗎？3.would比will客氣委婉。eg:Wouldyouhelpus,please?請您幫助我們，好嗎？I’dgotherewithyou.我要和你一塊到那兒去。

Teacherwouldn’tallowit.老師不會允許這件事。shall和should：1.shall用于構(gòu)成將來時是助動詞。shall用于征求對方的意見，表示“決心”是情態(tài)動詞。eg:PerhapsIshallpayavisittoEnglandthiswinter.可能今年冬天我會去英國觀光。（構(gòu)成一般將來時,助動詞）Shallwegobytrain,Mom?媽媽，我們乘火車去好嗎？（用于征求對方的意見，情態(tài)動詞）Ishallgoatonce.我必須立即去。（表“決心”，情態(tài)動詞）2.should表示義務(wù)、建議、勸告，意為“應(yīng)該”?！皊hould+have+過去分詞”表示本應(yīng)該在過去做但沒有做。eg:Youshouldkeepyourpromise.你應(yīng)該遵守諾言。Sheshouldhavepassedtheexam.她應(yīng)該通過考試的。must和have

to用于一般問句中,肯定回答用must否定式用

needn’t或don’thaveto，做

“不必”,mustn’t表示“禁止，不允許”

—Must

I

finish

all

assignments

at

a

time?

—Yes,youmust.No,

you

needn't.2.表示“必須”這個意思時，must

和have

to

稍有區(qū)別。must著重說明主觀看法，have

to

強(qiáng)調(diào)客觀需要。另外，have

to

能用于更多時態(tài)。Idon’tlikethisTVset.Wemustbuyanewone.Therewasnomorebus.Theyhadtowalkhome.表示對某人某事的猜測，

作“準(zhǔn)是”，“一定”，一般用于肯定句中。對過去發(fā)生的事情作肯定判斷用musthavedone

You

must

be

the

new

teacher.

He

must

be

joking.There

is

nobody

here.

They

must

have

allgone

home.4.must表示“偏要，硬要”，指做令人不快的事情Hemustcomeandworryherwithquestion,justwhenshewasbusycookingthedinner.Ofcourse，afterIgavehermyadvice，shemustgoanddotheopposite.Step6HomeworkDoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.Period5UsinglanguageListeningTeachingaims:

1.Vocabulary:gowith,thebigbands,musicians,overandoveragain,forsale,getusedto,thewinnersofthisyear’sawardsforthebestcostumes

2.Enablethestudentstoknowhowtogetthekeywordstounderstandtheconversationaboutthecarnivalparade,totalkaboutsthhappenedandexpressrequestandthanks.StepⅠRevision

AftercheckingtheWBEx.1,2,3theteacheraskthestudentstogiveexamplesaboutmodalverbsandtrytoexplainthem.StepⅡWarmingup

StepⅢListeningT:Iwillplaythetapeforyoutwice.Pleaselistencarefullyandpaymuchattentiontotheimportantpoints.Forthefirsttimeyouaretomakenotesbesidethequestions.Forthesecondtime,youshouldwritedowntheanswersandthencheckthemwithyourpartners.

(It’simportanttoencouragethestudentstoadapttheirpresentknowledgeanyskilltoavarietyofsituationswherevertheycan.Makesuretoallowvariousexpressionsoftheanswers.Donotdemandthesamewordsformallstudents.)StepⅣSpeaking

Thispartisintendedtogivethestudentstheopportunitytopracticeatelephoneconversationusingthefunctionalitemsforrequestsandthanks.ThepoliteformofEnglishareimportantandshouldbepracticedinavarietyofsituations.

ExtensivereadingTeachingaims:

1.Vocabulary:heart-broken,turnup,keepone’sword,holdone’sbreath,drownone’ssadnessincoffee,setofffor,remindsomebodyofsomething,

2.LearntocomparethefestivalsinChinaandinwesterncountries.StepⅠRevisionCheckhomeworkStepⅡReading(1)

T:Asweknow,thereareallkindsoffesti