Festival around the world（精選3篇）
Festival around the world 篇1
unit 1 festival around the world第一部分《金色教案》教學設計說明about the topic and the structures單元話題和結構本單元以節日為話題，介紹了世界各地的一些節日的含義、由來和民俗。通過本單元的學習，可以幫助學生更多地了解節日、體味文化；同時又可以引導學生理解、尊重不同的文化和習俗。本單元語言功能項目是：打電話、邀請和致謝。本單元語言結構項目是“情態動詞”。本單元還要求學生學習寫作“記敘文：故事”。《金色教案》教學設計在單元課時劃分上與課本保持一致，即“閱讀課、知識課、運用課三課時/三課型劃分”。但在實際教學過程中，建議教師依據學生基礎、教學條件、學校安排的因素，對課本、對《金色教案》教學設計重新劃分課時，裁剪、拼接使用提供的材料，以便“物盡所用”，達到最佳教學效果。教師也可以參照《金色教案》提供的“實際教學過程課時劃分建議”進行教學。period 1reading 閱讀課warming up 教師選擇使用提供的“討論”、“看聽”或者“詞匯學習”，進行熱身，激發學生的閱讀興趣，導入本課，為reading部分的閱讀做好鋪墊。pre-reading既可以讓學生“想象和分享”，也可以讓他們“交談和分享”。reading通過listening to the recording，reading and underlining。 reading and transferring information，retelling the text，reading and filling，answering comprehension questions，reading and understand ing difficult sentences和closing down by doing exercises活動，引導學生從形式到內容掌握課文，了解亡靈節、名人節、豐收節和春節，弄清楚節日的由來及其存在的意義。亡靈節是為祭奠亡靈，取悅祖先而舉行的節日，例如日本的盂蘭盆節（obon），墨西哥的亡靈節，萬圣節（halloween）等。名人節有中國的端午節，美國的哥倫布日，印度的甘地紀念日。春天的節日包括中國的春節，西方的狂歡節、復活節，日本的櫻花節 等。period 2learning about language 知識課learning about language 主要突出本單元的重點詞匯和主要語法項目。通過warming up，learning about grammar （reading and finding和doing exercises no. 1, 2 and 3 on page 5），closing down by doing a quiz等活動，幫助學生熟練掌握情態動詞may/ might，can/could，will/would，shall/should，must/can的各種語用功能。period 3using language運用課using language涵蓋了聽、說、讀、寫四個部分。首先是 warming up by talking about “carnival” ，然后是 listening， speaking。閱讀活動要求學生reading and underlining。讀后還要求學生進行speaking 和acting活動。寫作為guided writing。之后further applying（finding information，writing letters）。最后以filling a form或者describing the stars of vega and altair結課。實際教學過程課時劃分建議period 1將warming up、 pre-reading、reading和comprehending整合在一起上一節“閱讀課”。period 2將learning about language 和workbook中的 using words and expressions、using structures 整合在一起上一節“語言知識課”。period 3將using language 設計為一節包括聽說讀寫單項技能或組合技能訓練的“綜合技能課（一）”。period 4將workbook 的reading and listening和talking整合在一起上一節“聽說課”。period 5將workbook 的listening task、reading and writing task和 speaking task整合為一節“綜合技能課（二）”。第二部分教學資源說明section 1background 背景圍繞單元話題“festival around the world”，《金色教案》提供了幾則語言規范、短小精干的趣味性材料。這些材料既可以作為教師教學參考材料為教師所用，也可以直接或改寫、重組后作為課堂內外的拓展性閱讀材料呈現給學生。section 2explanation解析重點針對“閱讀課型”中的課文難句，《金色教案》不僅提供了詳盡的，就句論句的解析和翻譯，而且還以解析的焦點話題為線索，進行了一定的歸納、辨析和總結，以幫助教師更好地實施“語言形式”的教學。section 3vocabulary詞匯按照課本單元詞匯表順序，《金色教案》重點提供動詞、短語搭配的講解。所提供的例句，經典、地道、實用、易懂，完全可以直接用于教學。第三部分教學測評說明圍繞單元詞法、句法項目，《金色教案》提供了長短不一的“單元教學測評”，并備有參考答案供教師使用。有些測評題目直接源于歷年高考試卷，更具有說服力和實用性。
Festival around the world 篇2
unit 1 festival around the world
part 1 teaching design
第一部分 教學設計
period 2 a sample lesson plan for learning about language
(modal verbs: may/ might, can/ could, will/ would, shall/ should, must/ can’t)
introduction
in this period students will be first helped by the teacher to discover and learn to use some useful words and expressions, and then to discover and learn to use the following useful structures: may/ might, can/ could, will/ would, shall/ should, must/ can’t. the following steps of teaching may be taken: warming up，learning about grammar and closing down by doing a quiz.
objectives
to help students learn about modal verbs
to help students discover and learn to use some useful words and expressions
to help students di scover and learn to use some useful structures
procedures
1. warming up by discovering useful words and expressions
turn to page 4 and do exercises no. 1, 2 and 3. check your answers against your classmates’.
2. reading and finding
turn to page 1 and read the text of festivals and celebrations. as you read, find o ut examples of may/ might, can/ could, will/ would, shall/ should, must/ can used in the sentences.
3. doing exercises no. 1, 2 and 3 on page 5
turn to page 5 and do the exercises no. 1, 2 and 3 in groups of four.
4. study the uses of modal verbs
next we go on to make a careful study of all the modal verbs.
（用原版）
modals
words like can, will, may, must, and a few others are called modals. modal auxiliary verbs help other verbs express a meaning or an idea. some common uses of the mod als are these:
ability: he can speak english now.
he couldn’t speak english a year ago.
i’m not able to come to the game on friday.
permission: all passengers may now board.
we can board now.
obligation: you must fasten your seat belts. (strong)
you should pay attention.
(weak)
you out to pay attention.
possibility: it may rain.
how could i forget an import thing like that?
he can’t /must have known the result.
meanings similar to those of the modals can often be conveyed by real verb form s:
he has to =…must…
is able to speak english. =…can…
is allowed to =…may…
is supposed to =…should…
(be) able to ability, less used than can
e.g. i’m not able to come to the game on friday.
can
ability
e.g. can you play the piano?
asking for and giving permission
e.g. “mom, can i go the cinema tonight?”
“no, you can’t. you have homework to do”
offer
e.g. can i help you?
request, instruction
e.g. can you switch on the light for me?
capability
e.g. the summers in england can be really unpredictable.
with be to make criticisms
e.g. susan can be a real pa in in the neck at times.
can’t
ability
e.g. i can’t come to the game on friday.
when you feel sure something is not possible (opposite of must)
e.g. the tennis match ca n’t be over yet. (i’m sure it isn’t).
could
possibility or uncertainty (can also use might)
e.g. he could be the one for you!
request (more polite than can)
e.g. could you switch on the light for me?
suggestion
e.g. we could go on a picnic this afternoon.
asking for and giving permission
e.g. “could i use yo ur phone?”
“yes, of course you can”
unwillingness
e.g. i couldn’t possibly leave tom alone while he ’s in this state.
with comparative adjectives to express possibility or impossibility
e.g. i could be fitter.
e.g. he couldn’t study harder.
had better strong advice (less used than should)
e.g. you’d better do the washing up now.
e.g. i’d better not go out tonight, because i have to get up early tomorrow.
may
to express although in clauses
e.g. i may be married to you, but that doesn’t give you the right to treat me like dirt.
possibility or uncertainty (formal)
e.g. there may be a cure for aids within the next ten years.
asking for and giving permission (less usual, more formal)
e.g. “may i use your phone?”
“yes, of course you may”
may as well/might as well describes the only thing left to do, something which the speaker is no t enthusiastic about
e.g. i’m so bored, i may as well do some housework.
might
possibility or uncertainty
e.g. there might be a cure for aids within the next ten years.
unreal situation
e.g. if i knew her better, i might invite her to the ball.
must
when you feel sure something is true (opposite of can’t)
e.g. the tennis match must be over by now. (i’m sure it is).
necessity, personal feelings
e.g. i haven’t spoken to liz for ages. i must give her a call.
order, strong suggestion
e.g. you must stop smoking or you’ll get lung cancer.
shall
certainty or desire (mainly british english)
e.g. i shall give up chocolate for lent.
in formal rules and regulations (mainly british engli sh)
e.g. racism or sexism shall not be tolerated in this building.
in questions to ask for instructions and decisions, and to make offers and suggestions (mainly british english)
e.g. what shall i do?
when shall we come and see you?
shall we go to the cinema this evening?
shan’t certainty (less usual, mostly british english)
e.g. i shan’t be late for the meeting.
should
expectation (can use ought to)
e.g. if you like picasso, you should enjoy the exhibition.
suggestion, advice, opinion (can use ought to)
e.g. you should have more driving lessons before you take the test.
when something is not right or as you expect it
e.g. the price on this can of beans is wrong. it should say $1.20, not $2.20.
criticism (can use ought to)
e.g. you shouldn’t shout at your mother like that.
uncertainty
e.g. should i ask her out on a date?
should + words of thinking, to make an opinion less direct
e.g. i should think he could find a more compatible match.
with be and adjectives describing chance, including odd, strange, typical, natural, interesting, surprised, surprising, funny (=odd) and what a coincidence.
e.g. it’s odd that he should ask you so many personal questions.
after in case to emphasise unlikelihood
e.g. i’m not going out tonight in case she should call me.
if…..should
e.g. if jane should drop by when i am out, tell her to come back later.
polite order or instruction
e.g. applications should be sent by 3rd january.
will
assumption
e.g. oh, that’ll be john on the phone.
request (can and could are more common)
e.g. will you go to the shop for me?
intention or willingness
e.g. “i’ll take gran’s pearls then”.
“you won’t!”
“i will!”
order
e.g. will you please shut up?
insistence
e.g. “i won’t clean my room!”
“yes you will!”
habits and typical behaviour
e.g. sarah will sit and gaze at the stars all night.
criticism
e.g. she will drink too much when she goes out.
won’t
emphatically forbid an action, in response to a will expression
e.g. “i’ll take gran’s pearls then”.
“you won’t!”
“i will!”
refusal
e.g. “i won’t clean my room!”
“yes you will!”
would
request (can and could are more common)
e.g. would you go to the shop for me?
would like - offer/invitation
e.g. would you like a cup of tea?
after be, followed by adjectives doubtful, unlikely, to emphasise a tentative action
e.g. it’s doubtful that he would be there in time of need.
annoying habit, typical of a person
e.g. she would ask me for money, wouldn’t she?
certainty in a suppressed conditional sentence
e.g. i would never agree to that. (even if he asked me)
wouldn’t certainty in a suppressed conditional sentence
e.g. i wouldn’t agree to that. (even if he asked me.)
5. closing down by doing a quiz
to end the period you are going to take a quiz on modal verbs: can, could, may and might
use one of the modal verbs in brackets to fill each gap:
1 they (can/might)________________ be away for the weekend but i'm not sure.
2 you (may/might)________________ leave now if you wish.
3 (could/may)________________ you open the window a bit, please?
4 he (can/could)________________ be from sheffield, judging by his accent.
5 (may/can)________________ you swim?
6 listen, please. you (may not/might not)________________ speak during this exam.
7 they (can't/may not)_______ _________ still be out!
8 you (couldn't/might not)________________ smoke on the bus.
9 with luck, tomorrow (can/could)________________ be a cooler day.
10 you (can/might)________________ be right but i'm going back to check the times.
keys: 1~5 might, may, could, could, can;6~10:may, can’t, couldn’t, could, might
Festival around the world 篇3
unit 1 festival around the world
part 1 teaching design
第一部分 教學設計
period 1 a sample lesson plan for reading
(festivals and celebrations)
introduction
in this period, after the warming up, students will first be guided to imagine, talk and share what they know about festivals. then they will be helped to read an exposition（說明文）entitled festivals around the world. examples of “warming up” designs are presented in this book for teachers’ reference.
objectives
to help students understand the text’s forms and contents and learn about festival around the world
to help students communicate on the topic in focus with the words, expressions and structures learned in this unit
focus
words harvest, starve, trick, gain, gather, award, admire, blossom, fool, apologize, drown, wipe, weave, weep, remind, forgive
expressions take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fin with, turn up, keep one’s word, hold one’s breath, set off, remind … of…
patterns 1. discuss when they take place.
2. festivals and celebrations of all kinds are held everywhere.
3. the most energetic and important festivals are the ones that look forward to the end of winter and the coming of spring.
4. the country is covered with cherry trees flowers so that it looks as though it might be covered with pink snow.
5. in european countries it is the custom to decorate churches and town halls with flowers and fruit.
6. if they are not given anything, the children might play a trick.
7. because they thought these festivals would bring a year of plenty.
aids
multimedia facilities, tape-recorder, photos, diagrams
procedures
1. warming up
warming up by discussing
good morning, class. today we are going to read about festivals and celebrations. but first, i’d like to have you work in groups and list five chinese festivals that you know. when do they take place? what do they celebrate? and what people do at that time?
warming up by watching and listening
hi, every one. look at the photos and listen to me telling you about some western festivals. (用原版)
some western festivals
valentine’s day , february 14 情人節
candy, flowers and other tokens of affection are exchanged on this day, in honor of two martyrs, both named st. valentine.
april fool’s day, april 1 愚人節
franksters feel that it is permissible to play
all sorts of tricks on this day.
mother’s day 母親節
the second sunday in may, set aside to honor mothers.
father’s day 父親節
the third sunday in june, set aside to honor fathers.
halloween , october 31 萬圣節
a special day for making merry, wearing costumes and playing old-fashioned games. a favorite with children.
easter 復活節
a christian holy day in march or april when christians remember the death of christ and his return to life.
thanksgiving day 感恩節
generally the fourth thursday in november, set aside for national thanksgiving, especially for our democratic form of government. it is a legal holiday in all states.
labor’s day 勞動節
the first monday in september. set aside to honor labor, it is a legal holiday in all states.
christmas day, december 25 圣誕節
this is both a legal and religious holiday, it observes the anniversary of the birth of jesus. all states and all those of the christian faith celebrate this holiday.
warming up by learning vocabulary
turn to page 96, and go over the vocabulary list for unit 1. find out the relationship between the spelling and the pronunciation.
2. pre-reading by imagining and sharing
hello! now you can celebrate everyday! everyday is a holiday. imagine somewhere someone is celebrating right now. our world is filled with mystical celebrations and powerful memories. come and tell the class what holiday it is today.
3. talking and sharing
work in groups of four. tell your group mates what festivals or celebrations do you enjoy in your city or town?
4. listening to the recording
now please listen to the recording of the text festivals and celebrations. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice.
5. reading and underlining
next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.
collocations from festivals and celebrations
hold festivals and celebrations, catch animals, have food吃飯, light fires, make music, bring a year of plenty帶來富足的一年, honour the dead紀念死去了的人, satisfy and please sb.討好取悅某人, do harm to對……有害, clean the graves掃墓, light incense, in memory of 紀念；追念, light lamps, play music, lead sb. back to earth, on an important feast day, in the shake of sth., offer sth. to sb., have the origin as an event, ask for sth., dress up喬裝打扮；穿上盛裝, play a trick詐騙；開玩笑, hold festivals as an honour to sb., a national holiday, gain …’s independence, gather… for…, a season of agricultural work, decorate churches with 用……裝飾教堂, get together聚會, have meals吃飯, win awards for sth., admire the moon, give gifts of moon cakes, an energetic and important festival, look forward to期望；期待；盼望, eat dumplings吃餃子, give sb. lucky money給某人壓歲錢, in red paper, dragon dances, celebrate the lunar new year慶祝陰歷的新年, take place發生, day and night日日夜夜, loud music, colourful clothing of all kinds, an important religious and social festival, be covered with 由……覆蓋., have fun with each other彼此玩得開心, enjoy life享受生活, be proud of為……自豪, forget sth. for a little while暫時忘記某事
6. reading and transferring information
read the text again to complete the table listing festivals and their celebrations.
festivals and celebrations
ancient festivals festival of the dead festival to honour people harvest festival spring festival
celebrate the end of the cold weather, planting and harvest; capture of animals. … … … …
for reference:
festivals and celebrations
ancient festivals festival of the dead festival to honor people harvest festival spring festival
celebrate the end of the cold weather, planting and harvest; capture of animals. honor the dead, satisfy and please the ancestors an honor to famous people or the gods, happy events for food gathering and end of agricultural work. look forward to the end of winter and to the coming of spring
7. reading to decide on the type of writing and summary of the text
type of writing this is a piece of descriptive writing.
main idea of the passage
festivals and celebrations of all kinds, such as festivals of the dead, festivals to honour people, harvest festivals and spring festivals, have been held ever since the ancient times.
topic sentence of 1st paragraph today’s festivals have many origins.
topic sentence of 2nd paragraph
festivals are held to honour the dead, or satisfy and please the ancestors.
topic sentence of 3rd paragraph festivals can be held to honour famous people.
topic sentence of 4th paragraph harvest and thanksgiving festivals can be very happy events.
topic sentence of 5th paragraph the most energetic and important festivals are the ones that look forward to the end of the winter and the coming of spring.
topic sentence of 6th paragraph festivals let us enjoy life.
8. closing down by making a diagram and retell the text
we shall end the class by going over the text once again to make a diagram and retell the story with its help.
→