（2019版）新人教版高中英语必修第三册Unit 1 Reading and Thinking 教学设计(001).doc

1、高中英语人教版 M3U1-Reading 教学设计文本特征文本的标题（Festivals and Celebrations）提示了全文主题，可以帮助读者聚焦文本的主题内容和意义；4 个小标题为读者罗列了 4 个重要信息点，呈现了文本结构，可以帮助读者迅速聚焦关键信息；4 副插图展示了节日欢庆的场面，呼应标题，可以帮助读者直观地感受五彩斑斓和富有特色的庆祝仪式。从文本的结构和内容看， 文章共六段， 包含节日的由来， 类型和意义。第一段是 the origin 第二至五段是 four kinds of festivals andcelebrations，第六段是 benefits。从文本的语言看，

2、话题语言非常丰富，包括 celebrate, plant inspring, harvest in autumn, origin, honor the dead, satisfy theancestors, in memory of, old beliefs, dress up, play a trick on,gather, win awards for, admire the moon, decorate, look forwardto,等。功能语言有 be held 等。教学过程Pre-task 任务前Step I: Lead-in1. By showing some pictures

3、to introduce the topic of this unit“ festivals ”and ask Ss to think of some festivals that they arefamiliar with and try to introduce them.设计意图：因为本课的话题“festival”是学生非常熟悉的一个话题，所以教师在导入环节直接引入单元话题，让学生通过填表来完成相关词汇的激活，并让学生参与进来，让课堂达到热身的目的，为下一阶段的阅读铺垫。While-task 任务中Step II: Pre-reading ActivitiesGet Ss to pred

4、ict what will be talked about in the reading passageaccording to the title.设计意图：通过基于标题来预测课文内容，得出标题的用意，festival即 what festivals are introduced; celebrations 即 讨 论 when tocelebrate, what to celebrate and how to celebrate, 鼓励学生积极预测文本大意，把握文本主题和具体内容，激发学生猜测能力。Step III: Read for structure and styleTask 1:

5、skimming1. Ask students to read the text quickly and find out the structureof the text and also the writing style. Before skimming, ask Ss topay attention to the subtitles and also the illustrations in the text.(1) How many parts can we get in the passage? What are they?(2) What is the writing style

6、 of this passage?设计意图：通过让学生关注副标题和插图，告诉学生快速阅读技巧。通常文本标题揭示文章主要内容，副标题揭示某一个的中心思想，插图也有助于学生猜测文章大意。Step IV: Read for DetailsTask 1. read for details: para. 1Ask Ss to read para. 1 aloud together and then ask them somequestions:(1)Accordingtoparagraph1,whatarethemainfestivalsmentioned here?(2) What would anc

7、ient festivals celebrate for?(3) What are the origins of todays festivals?(4) What is the meaning of the word “starve”?(5) According to the last sentence of para. 1 and also according tothe subtitles of the passage, we know they are related with eachother, so can you match the type with the origin?设

8、计意图：通过齐读第一段，让学生找到第一段的关键词即 ancientfestivals and todays festivals。再通过提问的方式把古代和现代的节日意图做个对比。然后又让学生重读第一段最后一句，以及四个副标题，让学生明白，最后一句是为了引出下文，所以最后一句中所提到的 4 种节日起源应该是与下文的四个标题相对应，再让学生进行连线比对。Task 2. Festivals of the Dead: Para. 2T raises some questions:(1) What is the topic sentence in paragraph 2?(2) What are the

9、festivals introduced here? There is also a similarChinese festival, what is it?(3) What are the common things and differences among thefestivals of the dead in Mexico, western countries, Japan andChina?By answering the question, Ss are require to fill in the form.Fill in the formFestivalsCommon thin

10、gsHow to celebrateObon(Japan)The Day of the Dead (Mexico)Halloween(Western countries)(4) According to para. 2, how to introduce a festival?设计意图：通过表格的方式比较中外亡灵节的“异同”，驱使学生思考节日承载的意义。通过对第二段结构的分析，得出介绍节日的一般写作手法，即主题句+例子+细节。从而激发学生概括归纳的能力，并掌握段落扩展的写法。Task 3. Festivals to Honour People: para. 3Ask students to f

11、ind out the topic sentence of para 3 and theexamples listed here.(1) What kinds of people are honored?(2) Is Qu Yuan honored only because he was a famous poet?(3) What kind of people to honor? Shall they be famous? Howfamous设计意图：先让学生试图比较第三段结构是否遵循第二段，找出在第三段中主要介绍的几个节日。然后通过提出几个开放式问题，培养学生概括总结能力并进一步激发学生的

12、批判性思维和爱国主义情怀。Task 4. Harvest Festivals: para. 4(1) What do these festivals celebrate？(2) Ask Ss to talk about how to celebrate by filling in the form.(3) Pay attention to the meaning of “produce”which is usuallyused as a verb but here it is a noun.设计意图：同样用填表的方式让学生快速梳理信息，并挑出“produce”这个一词多义的词进行讲解。告诉学生

13、有时候可以根据上下文来理解词义。Task 5. Spring Festivals: para.5Ask Ss to find out why Spring Festivals are the most energetic andimportant by filling the form.设计意图： 通过寻找中外春天节日的庆祝方式来展现该节日对各国来说都是最重要且最有活力的。Task 6. Read for Details: para.6(1) Till now we know there are so many festivals in differentcountries in the an

14、cient times and also in the modern time, sowhat are the benefits of festivals?(2) Lets conclude the benefits of all kinds of festivals.设计意图： 通过寻找中外春天节日的庆祝方式来展现该节日对各国来说都是最重要且最有活力的。通过细读第六段，分析中外节日的共同之处（形式与价值），探讨节日对人们共同的 benefits.Post-task 任务后Step : Further Thinking:Task 1: ThinkingWhats your attitude t

15、owards the phenomenon that some foreignfestivals become increasingly popular in China?设计意图：通过开放式问题，让学生在这篇文章的基础之上，对节日的内涵对文化的意义进行深入思考，让学生明白节日是文化的一部分，文化是一个民族的根。 人类对于庆祝节日虽有着共同的价值取向，但是文化和风俗是一个国家民族的不可割舍的象征。此环节旨在激发学生的文化品质，鼓励学生基于社会现实，批判性表达自己的观点。这一基于话题。结构和语言的输出，很好做到检测学生内容、结构、思维和语言的学习效果。Assignment:Suppose one day, you are asked to give an introduction about theTomb-sweeping Festival in China by your professor. (100 words)(falls on; be held to; have its origin in; gather; in memory of )设计意图：创设真实的语境，让学生去结合文中所学词汇将其运用到实际输出中。