1、Unit 1 Festivals and Celebrations Reading and Thinking【教材分析】该板块的活动主题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。【教学目标】1. Read the essays with the theme of “w
2、hy we celebrate festivals”, analyze the discourse structure and textual logic of the essays, understand the development and changes of festival customs, and understand the connotation and significance of festivals;2. Guide students to find the topic sentence quickly and accurately;3. Guide students
3、to summarize and accumulate related vocabulary used to express emotions;4. Guide students to understand the festival culture of different countries and nationalities, sort out, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of peo
4、ple all over the world.【教学重难点】Importance:1. Guide students to find the topic sentence quickly and accurately;2. Guide students to correctly understand and master the new vocabulary in the reading text;3. Guide students to understand the festival culture of different countries and nationalities, anal
5、yze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world.Difficulties:1. To analyze the discourse structure and textual logic of argumentation, understand the development and change of festival customs, and understa
6、nd the connotation and significance of festivals;2. Guide students to understand the festival culture of different countries and nationalities, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world.【课前准备】1. R
7、ead the text in advance and understand the meaning of new words in the text according to the context or the dictionary;2. Find the topic sentence of each paragraph according to the text content, and understand the content of the article;3. Find out the long and difficult sentences, analyze the sente
8、nce structure, and make notes of the sentences you dont understand.【教学过程】Step 1 Pre-readingActivity 11. In groups, Ss discuss how to celebrate the festivals with family each year, answer the following questions and fill in the table.Q1: What festivals do you celebrate with your family each year?Q2:
9、Why do you think people celebrate different festivals?Names of the festivalsReasons for celebrating the festivals2. Have the Ss look at the two pictures in the passage. Students say the English name of the festival and the basis of their judgment according to the situation, objects and words present
10、ed in the two pictures.Q: What festivals are the two pictures about? How do you know?3. Based on the title of the article and the illustrations in the passage, the students can guess what the author may be talking about. The teacher can ask individual students to express their opinions and list the
11、points mentioned on the blackboard.Step 2 ReadingActivity 21. Students read the text “Why do we celebrate festivals?” carefully. The teacher can present the following sentences for the students to fill in after reading:People all over the world celebrate different festivals because:*they would like
12、to_.*festivals _.2. After the students have filled in the blanks, the teachers and students check the answers.T: Read the passage again. Lets find out all the reasons and factors for celebrating the festival.The teacher can guide the students with the following questions:Why do people celebrate the
13、harvest festivals?What role do customs and traditions play in festivals? Do you think they are also the reasons for celebrating festivals? Why?Why did the writer mention the commercialization of festivals? How is it influencing peoples way of celebrating festivals?What are some other reasons for cel
14、ebrating festivals?Activity 31. Look for topic sentences. The reading strategy in the box on the right of student reading Activity 3. The teacher can check whether the students understanding of the strategy is accurate or not by the following questions.*Do you know how to identify the main idea of e
15、ach paragraph?*Where can we usually find the “topic sentence”?2. Students read the text again and complete the activity independently. When checking the answers, students should read the complete topic sentence.Activity 41. Explore the roots of the festival. Students have a group discussion around t
16、he first question in activity 4. Teachers can inspire students to think and express their opinions through a series of questions, such as:*When we talk about festivals, we may think of many different kinds of festivals around the world. Their names, origins, celebration activities can be quite diffe
17、rent. However, since festivals exist in every country and culture, there must be some similarities. What are they? Please discuss these questions with your partner and share your ideas.*What do you think most festivals seem to have in common? Can you give some examples to illustrate your opinion?*Wh
18、at do you think are the most important things in most festivals?*Why do you think people around the world find these things important? Do they have something to do with the human history/social life/peoples spiritual needs?After finishing the discussion, Teacher asks different groups to tell their o
19、pinions.2. Discuss the changes of festival customs. Teachers question “What festival customs have already faded away?” Let the students brainstorm about the festivals and traditions that are gradually withdrawing from modern life. Then write down what the students have said on the blackboard.Festiva
20、lsCustoms that have already faded awayReasons why they have disappearedYour feelingsAfter the discussion, the teacher may call in different groups to report. When students report, teachers should use courseware or blackboard to present some expressions for students reference, such as:*People inused
21、toduring, but now*Nowadays people no longer*I think it is because*People have given up the custom ofin order to*As for the custom of, I*I think I would love to3. Comment on the commercialization of festivals. Students discuss the third question in Activity 4 in small groups. Before the discussion, t
22、he teacher should remind the students to find relevant statements from the text and draw a conclusion by analyzing the authors wording. In addition, teachers can also let students express their true feelings and views on the commercialization of festivals.4. Teacher shares his/her views on this issu
23、e:During Festival, the happiest moment for my parents is when all the children and grandchildren come back home, chatting and preparing the big family dinner together. These years, we often have our family dinner in restaurants. However, the splendid dishes in a restaurant do not bring so many joyfu
24、l and sweet memories to all the family members.On Mothers Day, my childs special gift hand-made with love and care is always my favorite. So you see, sometimes the best gifts dont cost much.Step 3 Analyzing discourse structureActivity 51. Students discuss in pairs, analyze the structure of the disco
25、urse by drawing a mind map, and demonstrate the textual structure and logical level of the discourse.Step 4 Understanding difficultiesRead the text again and find some sentences or expressions that you find difficult to understand. Teacher can also ask students to find some subtle sentence patterns
26、and expressions in the text and encourage them to use them in writing. According to the students feedback, the teacher will write some typical sentences on the blackboard. Such as:*wide range of origins (= a great number of different origins, many kinds of origins)*It featured a parade and a great f
27、east with music, dancing, and sports. (= A parade and a great feast with music, dancing, and sports were included as important parts of the Egyptian harvest festival.)*some traditions may fade away and others may be established. (= Some traditions may disappear gradually, while other new traditions
28、may come into being.)Step 5 Practice(1) Listen and follow the tape. The teacher may remind the students to pay attention to the meaning and usage of the black words in the context, so as to prepare for the completion of the blanks in Activity 5 and vocabulary exercises in the exercise book.(2) Stude
29、nts complete the text of Activity 5 by themselves. The teacher needs to remind the students to fill in the blanks with the correct form of the vocabulary they have learned in the text. Students exchange their answers with their partners, and then teacher and students check their answers.(3) Finish t
30、he Ex in Activity 5 of students book.Step 6 Homework1. Read the text again, in-depth understanding of the text.2. Discuss the origin of festivals, the historical changes of related customs, the influence of commercial society on festivals and the connotation and essential meaning of festivals.3. Com
31、plete relevant exercises in the guide plan.【教学反思】1.通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；2.通过本节内容学习，学生能否结合文本特点快速而准确地找到主题句；3.通过本节内容学习，学生能否理清论说文的语篇结构和文本逻辑，了解节日风俗发展与变迁，感悟节日的内涵与意义。Unit 1 Festivals and celebrationsReading and Thinking 导学案【学习目标】1.阅读以“我们为何庆祝节日”为主题的论说文，梳理论说文的语篇结构和文本逻辑，了解节日风俗发展与变迁，感悟节日的内涵与意义；2.能
32、够结合文本特点快速而准确地找到主题句；3.能够归纳和积累用于表达情绪的相关词汇；4.了解不同国家、不同民族的节日文化，梳理、分析和提炼节日的精神内涵，理解世界各国人民共同的情感和精神追求。【学习重点】1.结合文本特点快速而准确地找到主题句；2.正确理解和掌握阅读文本中的新词汇；3.了解不同国家、不同民族的节日文化，梳理、分析和提炼节日的精神内涵，理解世界各国人民共同的情感和精神追求。【学习难点】1.梳理论说文的语篇结构和文本逻辑，了解节日风俗发展与变迁，感悟节日的内涵与意义；2.引导学生了解不同国家、不同民族的节日文化，分析和提炼节日的精神内涵，理解世界各国人民共同的情感和精神追求。【学习过程
33、】一、课前预习1.词汇积累（核心单词+重点短语）A）核心单词1. range n. _2. joy n._3. origin n. _4. harvest n. _5. figure n. _6. agriculture n._7. crop n./v. _8. gather v. _9. grateful adj. _10. feature n./v. _11. decorate v. _12. church n. _13. significant n. _14. fate v. _15. typical adj. _16. commercial adj. _17. medium n. _1
34、8. reflect v. _19.belief n. _20.faith n. _21.occasion n._B）重点短语1. range fromto _2. a range of _3. the medium _4. have sth. in common _5. fade away _6. in spite of _7. no matter how _8. all around/over the world _9. take place _10.be grateful for_11. play a role in _12.get together_词语释义（首字母已给出）o_ the
35、 point from which sth. starts; the cause of sth.a_ the science or practice of farmingt_ having the usual qualities or features of a particular type of person, thing or groupc_ connected with the buying and selling of goods and servicesm_ in the middle between two sizes, amounts, lengths, temperature
36、s, etc.b_ a strong feeling that sth./ sb. exists or is true; confidence that sth./ sb. is good or righto_ a particular time when sth. happens; or a special event, ceremony or celebrationg_ feeling or showing thanks because sb. has done sth. kind for you or has done as you askedd_ to make sth. look m
37、ore attractive by putting things on its_ large or important enough to have an effect or to be noticed二、 课文理解1. Look at the picture and the title on Page 4 and predict what the text is probably about?The text is probably about _.2. Choose the best answer according to the passage.（1）Which festival can
38、 be found in almost every culture?AThe festival about religions.BThe festival about famous figures.CThe festival about important events.DThe festival about the harvest season.（2）Which country celebrated the harvest festival during the springtime?AAncient Egypt.BAncient China.CAncient India.DAncient
39、Japan.（3）Why is lighting firecrackers stopped in Chinese Spring Festival?ATo drive away the evil spirits.BTo stop air pollution from happening.CTo become an exciting festival for children.DTo save money and spend more on gifts.（4）What will you find if you study festivals carefully?AFestivals are an
40、important part of society.BFestivals are becoming more and more commercial.CCustoms play a significant role in festivals.DDifferent cultures have much in common.三、 Language points1range n一系列；范围；界限 vi包括；（在一定范围内）变化【例句】They have a wide range of origins, such as the seasons of the year, religions, famou
41、s figures and important events.节日的由来五花八门，比如时节、宗教、著名人物及重大事件。【归纳拓展】a range of. 一系列的；各种各样的Out of/beyond ones rangeout of/beyond the range of sb. 超过某人承受的范围；某人能力达不到的within the range of 在的范围之内range fromto.range between.and. 处于某范围内；在到的范围内变化【小试牛刀】用适当的介词填空/完成句子The supermarket keeps a wide range _ goods. Thei
42、r prices range _ just only a few yuan to several hundred yuan.Maybe the question is _ the range_ human understanding.或许这个问题超越了人类理解的范围。But few see everything that is _ their vision.但很少有人能看清视力范围内的每一件东西。2figure n人物；数字；身材；画像；人影 v认为；认定；估计；计算；理解【例句】They have figured in the cost of our food for the trip.他们
43、已把我们旅游的食物费用计算进去了。【归纳拓展】figure sth. in将某事物包括在内；计算在内figure out 弄清楚；计算出【小试牛刀】写出句中figure的词性和含义She is dieting to keep her figure although she is slim. _Can you read this figure? Is it a three or an eight？ _He was one of the great figures of his age. _I cant figure out why she said so. _3gather vi聚集；集合 vt
44、聚集；搜集；收割【例句】This important agricultural festival takes place after all the crops have been gathered in.这一重大的农业节日在庄稼全部收割后来临。【归纳拓展】gather together/up 聚集；收拢gather round/around 围拢gather in 收割；收获【小试牛刀】单句语法填空/完成句子All the children gathered _ the old man to listen to his stories.People are grateful because
45、their food _(gather) for the winter and the agricultural work is over.The farmers are busy_ the crops in the field.农民们在田野里正忙于收割庄稼。The people_, curious to know what was happening.人们聚集在一起，好奇地想知道发生了什么事儿。4grateful adj感激的；表示谢意的【例句】People celebrate to show that they are grateful for the years supply of fo
46、od.人们举行庆祝活动，对这一年收获的食物表达感恩。【归纳拓展】be grateful to sb. for sth. 因某事而感激某人be grateful to do sth. 因做某事而感激I would be grateful if you could do. 如果你能，我将感激不尽【小试牛刀】完成句子I _ give me some advice.如果你能给我一些建议，我将不胜感激。I _ and determined to repay him one day.我非常感激，决意改天一定要回报他。She would _ give her an early reply.如果你能早点给他答复，她将非常感激。5decorate vt装饰；装潢；授
