2019新人教版 高中英语 必修第三册unit1 Reading and thinking 教案.docx

1、课题：课题：Book 3 Unit 1 Festivals and Celebrations (Reading and Thinking) 一、教学文本分析一、教学文本分析 本单元以节日和庆典为主题，本板块的活动主题是“探究节日与庆典的缘由”( Discover the reasons for festivals and celebrations),是前面听说板块主题内容的延续,从展示几个不同节日的场景过渡到探讨 人们为何欢庆节日、对世界各地的人们庆祝节日的现象追根溯源,进而谈论节日的传承与发展变化,目的在于 启发学生的深层思考,体会节日文化的内在实质,感悟世界各国人民共同的精神追求和美好愿望

2、。 该阅读文本属于典型的论说文以“我们为何庆祝节日”作为文章标题。该语篇的文本结构清晰，共有五 个段落，每一个句首都有中心句。五个段落的大意分别是：（1）节日是全世界普遍存在的文化现象。（2） 丰收节几乎存在于每一种文化中。（3）节日传统习俗会随着时间的变化而变化。（4）节日正变得越来越商 业化。（5）节日是全世界人们社会生活中重要的组成部分。文本中每一段的字里行间都隐含了对“我们为何 庆祝节日”这一问题的阐释，需要学生仔细揣摩、提炼和推理。该板块有五个活动，分为阅读前、阅读中和 阅读后三个部分。活动 1 提出两个问题供学生读前思考和讨论，要求学生交流与家人共度节日的情况，同时 针对人们为何要

3、庆祝节日发表自己的看法；活动 2 要求学生阅读课文，回答文章标题所提出的问题-我们为什 么要庆祝节日？因此，学生需要仔细地研读文本内容，从节日产生的历史根源，节日习俗的发展变化以及人 们的心理需求等多维度来思考和分析问题，才能给出较为全面而准确的回答。活动 3 要求学生找到各段落的 主题句，寻找段落主题句是该板块重点训练的阅读策略。活动 4 的三个讨论问题都具有一定的开放性，旨在 培养学生的批判性思维。活动 5 是读后的词汇练习，主要帮助学生巩固阅读文本中的新词汇，总结文章大意。 二、教学目标二、教学目标 By the end of this class, students will be a

4、ble to talk about what festivals they know, the reasons and the ways of celebrating them, to learn the reading skills such as the headline and get the topic sentences, the structures of articles, to understand the past and the present situation of some festival around the world and why there are som

5、e changes about them and to have the international awareness about the festivals. 三、教学策略选择三、教学策略选择 情景教学法、任务型教学 四、教学重点及难点四、教学重点及难点 教学重点：引导学生学会阅读技巧，如通过标题和插图猜测文章大意、快速准确定位主题句和梳理文章的结 构。 教学难点：引导学生分析论说文的文本结构和文本逻辑;引导学生了解世界各地的一些节日的过去和现状，激 发学生思考为什么节日会有一些变化以及如何看待节日商业化。 五、教学资源五、教学资源 教材、多媒体课件、白板、白板笔。 六、教学过程六、教学过

6、程 步骤步骤教师活动教师活动学生活动学生活动设计意图设计意图核心素养提升点核心素养提升点 Step 1 Warming-up 5 minutes Aim: to activate students own knowledge about festivals in China and European countries, and serve as a warm-up activity for the reading passage. 1.Asks students what festivals they know in China and in European countries. 2.Sh

7、ows some pictures of festivals in China and European Countries to students. 3.Randomly asks individual student what festivals they like and why they like among the festivals which have been introduced. 4.In groups, asks students to discuss the reasons for celebrating festivals and fill in the table.

8、 5.Randomly invite 3-4 groups to 1.Answer teachers questions. 2. Look at the pictures about festivals of China and European countries and take notes. 3. Answer teachers questions. 4. Discuss with group members and fill in the table. 5. Present their table. 利用图片和问题，激 活学生关于中西方节 日的背景知识，为阅 读文本做好热身。 pres

9、ent their table and writes their answers on the blackboard. Step 2 Pre-reading 20 minutes Aim: to practice students ability to predict main idea of a reading passage according to titles and illustrations. 1.Asks students to open the book and turn to page 3. Asks them to read the title together for t

10、wice. 2.Asks students to look at the two pictures in the passage. 3.Asks students What festivals the two pictures are about? How do you know? (the basis of their judgment: according to the situation, objects and words presented in the two pictures.) 4.Asks students to guess and predict what the auth

11、or may be talking about according to the title and the two illustrations. (T can randomly 1. Open the book and read the title for twice. 2. Look at the pictures in the passage. 3. Answer what the festivals the two pictures are about. 4 Guess and predict what the author may be talking about according

12、 to the title and the two illustrations. 锻炼学生的观察能力 和推测能力，主要是 观察文本标题和插图 来推测文章主要内容 的能力。 ask individual students to express their opinions and list the points mentioned on the blackboard) Step 3 While-reading (fast reading) 15 minutes Aim: to enable students to identify the main ideas of paragraphs qui

13、ckly and accurately. To asks students to reflect on passage and gain understanding about students own lives. To lead students to have a clear understanding of the structure of this passage. 1.Asks students to skim the text quickly and find and underline the topic sentences in each paragraph. (T can

14、check whether the students understanding of the strategy to identify main idea is accurate or not by the following questions: *Do you know how to identify the main idea of each paragraph? *Where can we usually find the “topic sentence”?) 1.Skim the text quickly and find and underline the topic sente

15、nce in each paragraph. 让学生又快又准确的 定位并划线每一段的 主题句。让学生寻找 每段细节信息，厘清 行文逻辑。 学习能力：通过阅读策 略和技巧快速定位主题 句。通过比较段落之间 的结构相似性，概括出 论说文的行文逻辑。 Step 3 While-reading (careful reading) 2.Randomly asks students to read the topic sentence they have found and underlined. 3.Asks students to carefully read paragraph 1 to explo

16、re the roots and common spirits of festivals. 4.Asks students to carefully read paragraph 2 to answer the following two questions: when and why we celebrate harvest festivals? How does the author support his topic sentence? Then, randomly asks 2-4 students to answer the two questions. 5.Asks student

17、s to discuss the changes of festival customs. Asks students to carefully read paragraph 3 and answer the two questions: Why changes can take place over time? How does the 2. Read the topic sentence they have found and underlined. 3. Carefully read paragraph 1 to explore the roots and common spirits

18、of festivals. 4. Carefully read paragraph 2 to answer the following two questions: when and why we celebrate harvest festivals? How does the author support his topic sentence? Then, answer teachers questions. 5. Carefully read paragraph 3 and answer the two questions: Why changes can take place over

19、 time? How does the author support his topic sentence? Then, answer the two questions. author support his topic sentence? Then, randomly asks some students to answer to two questions. 6.Asks students to compare the structure of paragraph2 and paragraph3 and find the similarities between the two para

20、graphs structure. 7.Asks students to comment on the commercializatio n of festivals firstly and asks students to find relevant statements from the text and draw a conclusion of authors attitude by analyzing the authors wording. Then, T can share own views on this issue. 8. Asks students to find the

21、three reasons given by author to demonstrate that festivals are important. 6. Compare the structure of paragraph2 and paragraph3 and find the similarities between the two paragraphs structure. 7. Comment on the commercialization of festivals firstly and then find relevant statements from the text an

22、d draw a conclusion of authors attitude by analyzing the authors wording. Listen to Ts sharing. 8.Find the three reasons given by author to demonstrate that festivals are important. Step 4 Post-reading Asks students to discuss in pairs, analyze the structure of the discourse by drawing a mind map, a

23、nd demonstrate the textual structure and logical level of the discourse. Asks students to individually finish the exercise 5 of filling blanks. Firstly, check in pairs and then check answers the whole class. 七、板书设计七、板书设计 Unit 1 Festivals and Celebrations Reading and Thinking Introduction: Topic: Body: Harvest festival Custom change Commercialization Common spirits Why do we celebrate festivals? 1.Eat reunion dinner 2. Receive lucky money in red envelopes 3. Set off/light firecrackers 4. Decorate houses Importance Conclusion: