高中英语教案（人教版必修3）

UNIT1FESTIVALSAROUNDTHEWORLD单元教学目标技能目标GOALSTALKABOUTFESTIVALSANDCELEBRATIONSTALKABOUTTHEWAYSTOEXPRESSREQUESTANDTHANKSLEARNTOUSEMODALVERBSWRITEASIMILARSTORYWITHADIFFERENTENDINGII目标语言功能句式TALKABOUTFESTIVALSFESTIVALSAREMEANTTOCELEBRATEIMPORTANTEVENTSWHATSYOURFAVORITEHOLIDAYOFTHEYEARWHATFESTIVALSORCELEBRATIONSDOYOUENJOYINYOURCITYORTOWNDOYOULIKESPENDINGFESTIVALSWITHYOURFAMILYORWITHYOURFRIENDSWHATPARTOFAFESTIVALDOYOULIKEBESTTHEMUSIC,THETHINGSTOSEE,THEVISITORTHEFOODFESTIVALSANDCELEBRATIONSOFALLKINDSAREHELDEVERYWHERETHEYLITFIRESANDMADEMUSICBECAUSETHEYTHOUGHTTHESEFESTIVALSWOULDBRINGAYEAROFPLENTYSOMEFESTIVALSAREHELDTOHONORTHEDEADORSATISFYANDPLEASETHEANCESTORSFESTIVALSCANBEHELDASANHONORTOFAMOUSPEOPLEORTHEGODSTHEMOSTENERGETICANDIMPORTANTFESTIVALSARETHEONESTHATLOOKFORWARDTOTHEENDOFWINTERANDTOTHECOMINGOFSPRINGFESTIVALSLETUSENJOYLIFE,BEPROUDOFOURCUSTOMSANDFORGETOURDAILYLIFEFORALITTLEWHILEREQUESTCOULD/WOULDYOUPLEASECOULDIHAVECOULDWELOOKATILOOKFORWARDTOMAYISEETHANKSITSVERYKINDOFYOUTHANKYOUVERYMUCH/THANKSALOTIDLOVETOITWASAPLEASUREDONTMENTIONITYOUAREMOSTWELCOME词汇1四会词汇STARVE,PLENTY,SATISFY,ANCESTOR,LAMP,LEAD,FEAST,BONE,ORIGIN,TRICK,POET,ARRIVAL,NATIONAL,GAIN,INDEPENDENCE,GATHER,AGRICULTURAL,EUROPEAN,CUSTOM,AWARD,AWARD,WATERMELON,HANDSOME,ROOSTER,ADMIRE,ENERGETIC,FORWARD,EASTER,CLOTHING,RELIGIOUS,SOCIAL,CHRISTIAN,DAILY,PERMISSION,POSSIBILITY,FOOL,APOLOGIZE,DROWN,SADNESS,OBVIOUS,WIPE,LOVELY,COUPLE,WEEP,ANNOUNCER,FORGIVE2认读词汇OBON,INCENSE,SKULL,HALLOWEEN,CARNIVAL,LUNAR,PARADE,JESUS,CHERRY,BLOSSOM,TRINIDAD,VALENTINE,WEAVE,HERD,THEMILKYWAY,MAGPIE3固定词组TAKEPLACE,INMEMORYOF,DRESSUP,PLAYATRICK,LOOKFORWARDTO,DAYANDNIGHT,ASTHOUGH,HAVEFUNWITH,TURNUP,KEEPONESWORD,HOLDONESBREATH4重点词汇STARVE,SATISFY,LEAD,GATHER,ADMIRE,APOLOGIZE,DROWN,WIPE,WEEP,FORGIVE语法MODALVERBSMAY/MIGHT,CAN/COULD,WILL/WOULD,SHALL/SHOULD,MUST/CANTHEYLITFIRESANDMADEMUSICBECAUSETHEYTHOUGHTTHESEFESTIVALSWOULDBRINGAYEAROFPLENTYP1SOMEFESTIVALSAREHELDTOHONORTHEDEAD,ORSATISFYANDPLEASETHEANCESTORS,WHOCOULDRETURNEITHERTOHELPORTODOHARMP2FESTIVALSCANBEHELDASANHONORTOFAMOUSPEOPLEORTHEGODS重点句子1DISCUSSWHENTHEYTAKEPLACE,WHATTHEYCELEBRATEANDONETHATPEOPLEDOATTHATTIMEP12THEYLITFIRESANDMADEMUSICBECAUSETHEYTHOUGHTTHESEFESTIVALSWOULDBRINGAYEAROFPLENTYP13SOMEFESTIVALSAREHELDTOHONORTHEDEAD,ORSATISFYANDPLEASETHEANCESTORS,WHOCOULDRETURNEITHERTOHELPORTODOHARMP24THEYLIGHTLAMPSANDPLAYMUSICBECAUSETHEYTHINKTHATTHISWILLLEADTHEANCESTORSTOEARTHP25THEFESTIVALOFHALLOWEENHADITSORIGINASANEVENTINMEMORYOFTHEDEADP26THEMOSTENERGETICANDIMPORTANTFESTIVALSARETHEONESTHATLOOKFORWARDTOTHEENDOFWINTERANDTOTHECOMINGOFSPRINGP27THEYMIGHTINCLUDEPARADES,DANCINGINTHESTREETSDAYANDNIGHT,LOUDMUSICANDCOLORFULCLOTHINGOFALLKINDSP28THETEACHERSAIDTHATWECOULDNOTLEAVEEARLYPERMISSIONP59THEHUNTERSARELOSTTHEYCOULDSTARVEPOSSIBILITYP510ITWASVALENTINESDAYANDHUJINHADSAIDSHEWOULDMEETHIMATTHECOFFEESHOPAFTERWORKP711SHESAIDSHEWOULDBETHEREATSEVENOCLOCK,ANDHETHOUGHTSHEWOULDKEEPHERWORDP712“IDONTWANTTHEMTOREMINDMEOFHER“SOHEDIDP7III教材分析与教材重组1教材分析本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。11WARMINGUP旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。12PREREADING是READING的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。13READING的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有FESTIVALS的重要信息，还呈现了大量的词汇和主要的语法情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。14COMPREHENDING是考察对阅读内容的进一步理解。练习一六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。练习二要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。练习三要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。15LEARNINGABOUTLANGUAGE分词汇和语法两部分。其中DISCOVERINGUSEFULWORDSANDEXPRESSIONS是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；DISCOVERINGUSEFULSTRUCTURES是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。16USINGLANGUAGE是英语听说读写的全面运用的练习。16LISTENING是课文的延伸，通过听几位学生参加TRINIDADCARNIVAL节日游行的两段对话，使学生体会参加节日游行的真实情景，既训练听力一通过问题训练了他们的分析能力。16SPEAKING分为两部分。第一部分通过电话突出交际用语功能的训练；第一部分让学生编对话，可以按自己的想象、经历为内容，训练思维和表达能力。16READING是发生在情人节的一个令人伤心的爱情故事，其中又插入了一个“七巧节”的故事。阅读后的讨论不仅帮助学生理解文章主旨大意，更重要的是让学生学会寻求解决问题的方法。16WRITING的任务是写一个与文章结尾不同的结局。旨在让学生通过思考写出自己的想法，尝试自己解决问题。总之，通过本单元的系统学习，让学生了解世界各国的节日及民俗，学习有关节日的词汇，并能够丰富语言知识，提升用英语表达观点的能力。2教材重组21口语从话题内容和功能上分析WARMINGUP与WORKBOOK中的LISTENING和TALKING相一致，旨在启发学生讨论、思考并引出本单元关于节日的话题，可以整和成一节任务型“口语课”。22精读可将PREREADING、READING、COMPREHENDING三个活动整和成一节“阅读课”。23语言学习将LEARNINGABOUTLANGUAGE与WORKBOOK中的USINGWORDSHAVEABIGMEALDISPLAYSPRINGFESTIVALCOUPLETSANDPICTURESINTERNATIONALLABORDAYMAY1STTHEHARDWORKINGPEOPLEALLOVERTHEWORLDTAKINGAWEEKOFFWORKVISITSCENICSPOTSGOSHOPPINGLANTERNFESTIVALTHEFIFTEENTHDAYOFTHEFIRSTLUNARMONTHTHEFIRSTFULLMOONAFTERLUNARNEWYEAREATSPECIALSWEETDUMPLINGSYUANXIAOENJOYLANTERNSPUTHERBSONDOORWAYSFORGOODHEALTHDONOTEXPECTALLSTUDENTSHAVETHESAMEANSWERS,ANDACCEPTANYCORRECTINFORMATIONTOKWEHAVEGOTLOTSOFINFORMATIONABOUTCHINESEFESTIVALSWOULDYOULIKETOKNOWSOMETHINGA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EARTHFORMILLIONSOFYEARSTOCOMEWILLDEPENDONWHETHERTHISPROBLEMCANBESOLVED在未来的数百万年中，生命能否在地球上延续取决于这个问题能否得到解决。STHDEPENDONSTHELSESOMETHINGMIGHTONLYHAPPENORBETRUEIFTHECIRCUMSTANCESARERIGHTFORIT取决于；决定于。如“WILLYOUGOFISHINGTHISAFTERNOON”“WELL,ITALLDEPENDSONTHEWEATHER”“你今天下午去钓鱼吗”“得看天气。”FORMILLIONSOFYEARSTOCOME中不定式TOCOME作定语，与前面的名词之间有逻辑上的主谓关系，例如SHEISTHELASTPERSONTODOSUCHATHING她是最不像做这种事的人。【高考链接】主语从句一、由WHAT（WHATEVER，WHOEVER）等代词引导的主语从句。WHATTHEYAREAFTERISMONEY他们追求的是金钱。WHATEVERWASSAIDHEREMUSTBEKEPTSECRET这里说的话都应当保密。二、由连词THAT引导的主语从句。其中THAT一般不可省略，但若用IT作形式主语，THAT从句后置时，则可省略。为避免头重脚轻，我们倾向用IT开头，后接BE，SEEM等。如果句子是疑问形式，就只能用带IT的结构。THATMONEYDOESNTGROWONTREESSHOULDBEOBVIOUS金钱不能从树上长出来是显而易见的。ITISOBVIOUS（THAT）MONEYDOESNTGROWONTREES显而易见，金钱是不能从树上长出来的。HASITBEENANNOUNCEDWHENTHEPLANESARETOTAKEOFF飞机什么时候起飞宣布了没有注意1）选用WHAT还是用THAT引导主语从句要根据关联词在从句中是否担任成分而定。且WHAT（以及WHATEVER，WHOEVER等）引导的主语从句一般不用IT作形式主语。WHATHESAIDISTRUE他说的是真的。（WHAT在其引导的主语从句中作宾语。）THATCHINAISAGREATSOCIALISTCOUNTRYISWELLKNOWN（ITSWELLKNOWNTHAT）众所周知，中国是一个伟大的社会主义国家。（THAT在其引导的主语从句中不作任何成分，也无词义，只起连接作用。）2）IT引导的强调句与IT作形式主语的复合句不可混淆。IT引导的强调句是用来对句中某一成分加以强调，其结构为“ITIS（或WAS）强调部分THAT（或WHO）”强调句去掉ITIS（或WAS）THAT（或WHO）框架后，剩余部分为一个完整的句子。ITWASITHATWHOMETMARYINTHESTREETYESTERDAY是我昨天在街上遇见了玛丽。强调主语3）常见的用IT作形式主语的复合句结构ITIS形容词（NECESSARY，STRANGE，IMPORTANT，WONDERFUL，POSSIBLE，LIKELY，等）THAT从句，从句中常用虚拟语气。ITSNECESSARYTHATHEWRITESOMETHINGINENGLISH他用英语写点东西是必要的。ITSSTRANGETHATSHEDIDNOTGOTOSCHOOLYESTERDAY奇怪的是她昨天没去上学。ITIS名词（AFACT，APITY，NOWONDER，GOODNEWS，等）THAT从句ITSAPITYTHATSHESHOULDHAVESAIDSO真遗憾她竟然会这么说。ITIS过去分词（SAID，REPORTED，DECIDED，UNKNOWN等）THAT从句ITSSAIDTHATOURENGLISHTEACHERWILLGOABROADNEXTWEEK据说我们英语老师下周要去出国。IT不及物动词（SEEMS，APPEARS，HAPPENS，MATTERS等）THAT从句ITSEEMSTHATSHEISINGREATNEEDOFHELP看来她急帮忙。4）主语为从句时，一般要用单数谓语动词形式；但如果引导的从句作主语、代表复数概念（常可从表语上看出）时，谓语动词则常用复数形式WHATWENEEDISWATER我们需要的是水。WHATWENEEDAREUSEFULBOOKS我们需要的是有用的书。三、由连接代词或连接副词（或IF,WHETHER）引导的主语从句。WHENTHEYWILLCOMEHASNTBEENMADEPUBLIC他们什么时候回来还没有宣布。WHETHERILLATTENDTHEMEETINGHASNTBEENDECIDEDITHASNTBEENDECIDEDWHETHERIFILLATTENDTHEMEETING我是否参加会议还未决定。【高考链接】1_WELLGOCAMPINGTOMORROWDEPENDSONTHEWEATHERAIFBWHETHERCTHATDWHERE2_SHECOULDNTUNDERSTANDWAS_FEWERANDFEWERSTUDENTSSHOWEDINTERESTINHERLESSONSAWHAT；WHYBTHAT；WHATCWHAT；BECAUSEDWHY；THAT3_LEAVESTHEROOMLASTOUGHTTOTURNOFFTHELIGHTAANYONEBTHEPERSONCWHOEVERDWHO4THESEWILDFLOWERSARESOSPECIALIWOULDDO_ICANTOSAVETHEMAWHATEVERBTHATCWHICHDWHICHEVER5ITISPRETTYWELLUNDERSTOOD_CONTROLSTHEFLOWOFCARBONDIOXIDEINANDOUTTHEATMOSPHERETODAYATHATBWHENCWHATDHOW6_WECANTGETSEEMSBETTERTHAN_WEHAVEAWHATWHATBWHATTHATCTHATTHATDTHATWHAT7_TEAMWINSONSATURDAYWILLGOTHROUGHTOTHENATIONALCHAMPIONSHIPSANOMATTERWHATBNOMATTERWHICHCWHATEVERDWHICHEVER8_MAKESTHISSHOPDIFFERENTISTHATITOFFERSMOREPERSONALSERVICESAWHATBWHOCWHATEVERDWHOEVER9AFTERYANGLIWEISUCCEEDEDINCIRCLINGTHEEARTH,_OURASTRONAUTSDESIRETODOISTOWALKINSPACEAWHEREBWHATCTHATDHOW10_INTHEREGULATIONSTHATYOUSHOULDNOTTE