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Book 1 Unit 3 Celebration教学设计
单元主题 本单元主题语境是“不同民族文化习俗与传统节日”，通过多种文本形式与听说读写看等活动介绍了不同民族文化习俗与传统节日，引导高中生学习国内外的一些主要的节日及相关的历史，学会用英语表达一些中国的节假日和习俗，加深学生对本国文化的了解，对比西方的文化，增强爱国主义精神和民族自豪感，提高学生的文化自觉和文化自信。
单元目标 语言能力目标 能够了解不同民族文化习俗与传统节日等知识；能够理解与节日习俗相关的文章内容，听懂并谈论与节日习俗相关的话题，恰当使用所学词汇、句型表达一些重要的节假日和习俗。 文化意识目标 能够通过多个角度来了解一些传统文化和习俗，加深学生对传统文化习俗的理解，并通过对比西方的文化，增强爱国主义精神和民族自豪感，提高文化自觉和文化自信。 思维品质目标 能够通过比较、分析，准确获取语篇中有关不同节日及习俗的相关信息，通过阅读人们对节日的不同体会和感受等引导学生对比西方文化，进一步深入理解中华优秀传统文化，传承家庭精神。 学习能力目标 能够通过了解同民族文化习俗与传统节日等知识，激发英语学习的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Topic Talk板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与社会——文化习俗与传统节日
内容分析 本部分包含两段听力材料。第一段听力材料通过对话形式用英文介绍了中秋节的相关背景知识与习俗，并通过相应的text builder作辅助，帮助学生们讨论自己喜爱的节日与庆祝方式。第二段听力材料介绍了如何举办一场惊喜生日派对。该部分作为本单元的起始课，起到了激活与节日和庆祝主题相关的背景知识的作用，并为本单元后面的教学内容做了话题、词汇及思维层面的铺垫。
教学目标 1. 通过听力材料，能够对中秋节的相关背景知识与习俗有一定的了解，加深对传统节日的理解。 2. 能够谈论自己喜爱的节假日与其庆祝方式。
教学重点 引导学生通过听力材料与相应辅助文本，获取关于不同传统节日与庆祝方式的相关信息； 使用所学词汇及短语谈论自己喜爱的节假日与其庆祝方式。
教学难点 引导学生了解并表达不同的节假日与其庆祝方式； 加深对传统节日及传统文化的理解。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss to work in pairs and choose a festival or a special occasion that you like. Tell your partner when and how it is celebrated. 1. Ss look at the pictures and learn the related words and expressions about sports and fitness. 2. Ss work in pairs and talk about how to celebrate a festival or a special occasion that they like. Students learn the new vocabulary through pictures and contexts. Recall and activate students’ past knowledge about sports and fitness to prepare them for the following activities.
Activity 2 T asks Ss to read the Text Builder carefully and then listen to the dialogue and complete it by underlining the words or expressions they hear. Ss read the Text Builder carefully and then listen to the dialogue and complete it. Develop Ss’ listening strategies like listening for specific information.
Activity 3 T asks Ss to use the Text Builder to talk about their favorite festival or occasion. Ss use the Text Builder to talk about their favorite festival or occasion. Train and integrate Ss’ listening and speaking abilities and in the meantime deepen their understanding about different festival and ways to celebrate them.
Activity 4 1. T asks Ss to listen to a dialogue and then answer some questions: (1) What are Jenny's friends going to do for her Why (2) What are they going to make and give Jenny at the party (3) What will Jenny do at the party 2. T asks Ss to share their answers afterwards. 1. Listen to the dialogue and answer the questions. 2. Share their answers afterwards. Develop Ss’ listening strategies like listening for specific information and listening for deeper understanding. Familiarize Ss with different custom on how to celebrate a birthday.
Activity 5 T asks the Ss to work in groups and share stories they know about the traditional Chinese festivals. Work in groups and talk about stories they know about the traditional Chinese festivals. Expand Ss’ knowledge on the target topic.
Summary & Homework T briefly summarizes what have been learned today and assigns the homework. Homework: 1. Use the language you have learnt to write a short paragraph about a traditional Chinese festival. Then share it in groups. 2. Look up the quotes on Page 51 and try to figure out their meanings and pare your notes with others in the next class.
Lesson 1 Spring Festival教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——节日与情感，节日内涵
内容分析 本部分话题是“节日”。要求学生掌握描述节日的表达方式，同时加强学生对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动。 使学生加深能够谈论或写出对春节的介绍，并了解一些重要的节假日及其主要庆祝方式。有助于学生树立多元的文化观，提高学习效率，形成自主学习的能力，为学生的终身学习奠定基础。教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。
教学目标 1. 掌握描述节假日的基本词汇。 2. 流利的说出含有本模块生词的短语。 3. 说能就正在做或正在发生的事情进行简单的问答练习。 4. 能向人们介绍春节或其他中外节日。 5. 加深对不同节日习俗的理解，提高对本国文化的认识。
教学重点 1. 读懂含有现在进行时的句子，掌握现在进行时的结构和用法。 2. 掌握描述节假日的基本词汇，能向人们介绍春节或其他中外节日。
教学难点 加深春节与春节精神的理解，提高对中国传统文化的认识，传承家庭精神。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss the following questions: (1). What does Spring Festival mean to you (2). How do you and your family celebrate Spring Festival Ss learn the related vocabulary through contexts and pictures. Ss think about and answer the questions. Introduce the topic and activate Ss’ previous knowledge.
Activity 2 T guides the Ss to predict what kind of perspective does each writer might have. Ss guess what kind of perspective does each writer might have under teacher’s instructions. Train Ss’ ability to predict and making inference using pictures as clues.
Activity 3 Read and summarize. What does Spring Festival mean to each of them three Ss read the passage, answer the question and share their answers with the class. To make Ss get the essential information of the passage.
Activity 4 Read again and take notes. Find out each person's experience of Spring Festival in the three accounts. Ss answer the question based on the factual information gained before. To make Ss get the specific information and train Ss’ ability to take notes and read tables.
Activity 5 Read and connect. Find at least three descriptive sentences in the accounts that provide a vivid picture of Spring Festival and talk about your feelings and recall how you celebrated your last Spring Festival using the table above. Ss talk about their feelings and recall how they celebrated last Spring Festival. To make Ss share their previous experience and expand their knowledge on Spring Festival and provide opportunity for Ss to express out their ideas.
Activity 5 T asks Ss to retell the three accounts. Ss retell the story to their partners. Develop Ss’ ability to summarize the main idea of the text and internalize the language items in this text.
Activity 6 T explains and analyzes complex sentences: (1) It is believed that when Fu is attached upside down, happiness arrives. (2) Every year, the moment I get on the train, I am surrounded by Shanxi accent. (3) Great fun is also enjoyed in the kitchen as Jiaozi are being made. Ss learn the complex structure of the sentences. To make Ss have a deep understanding of the sentence structure.
Activity 7 T asks Ss to have a discussion about the following questions: 1. Do you agree with what the author says in the last paragraph 2. What Spring Festival traditions and customs does your family keep and practice every year 3. What can you infer from Xu Gang and Li Yan's accounts What does it mean in Chinese culture Ss work in groups and have a discussion about the questions. And share their answers afterwards. Facilitate Ss to form their own family value independently and understand the importance of family reunion in Chinese culture.
Summary & Homework 1. T briefly summarizes the class by reviewing the key phrases and sentence structure and finishing the summary and quiz of this lesson. 2. T assigns the homework: write a short passage to introduce your celebration of the last Spring Festival, including where and with whom you spent your last Spring Festival, what preparations you made for it, what activities you did, and how you feel about it.
Lesson2板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与社会——庆祝节日 表达感谢和祝福
内容分析 本课的主题是人与社会，课型是听力课。本课第一段材料是一篇访谈，主要内容是介绍了在英国参加朋友聚会等非正式场合，以及参加毕业典礼，婚礼等正式场合的穿着，所带礼品，和其他一些注意事项。第二段材料分为三部分，第一部分是一篇在聚会上的关于表达感谢邀请和祝贺的对话。第二部分是一篇毕业典礼上表达感谢老师，家长和同学的发言稿。第三部分是一篇对话，内容是第二部分发言人演讲结束后跟老师的交谈，包括老师对学生的祝贺，学生对老师的感谢，以及学生如何给老师介绍自己的父母。
教学目标 1. 通过听力材料，知道如何正确用英语在婚礼，毕业典礼等场合正确表达庆祝和感谢 2. 能够总结出中西方表达方式的不同
教学重点 引导学生通过听力材料与相应辅助文本，获取关于表达感谢和庆祝的相关信息； 使用所学词汇及短语正确地道表达某个节日或特殊场合的适当话语。
教学难点 引导学生了解并会在不同场合内表达感谢和庆祝； 引导学生初步理解中西方表达的差异。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss the following questions: What special occasions have you been to 1. Ss look at the pictures and learn the related words and expressions about special occasions. 2. Ss communicate with T and answer the questions. Students learn the new vocabulary through pictures and contexts. Recall and activate students’ past knowledge about special occasions to prepare them for the following activities.
Activity 2 T asks Ss to work in pairs to talk about this situation: You are invited to a wedding or a close friend's birthday party in the UK. What do you need to prepare and what do you need to take into account Ss work in pairs to talk about the preparations by using the cues presented. T have an understanding about the Ss’ knowledge on the target topic and guide them to classify the previous knowledge.
Activity 3 1. T guides the Ss to listen to an interview about parties and complete the information about party advice in Activity1. Listen to an interview about parties and fill in the blanks in activity 1. Train and integrate Ss’ listening and speaking abilities and in the meantime deepen their understanding about the preparations for different occasions.
Activity 4 T asks Ss to listen again and answer questions. 1)What do people do at formal and informal parties What are the differences 2)What are the rules for attending parties in general 3) Which piece of advice do you find the most useful Why 1. Listen to the interview again and answer the questions. 2. Check the answers afterwards. Develop Ss’ listening strategies like listening for specific information and expand their knowledge on the preparations for special occasions.
Activity 5 T asks the Ss to use the information they get in Activity 2 to draw a mind map about the differences and similarities between attending formal parties and attending informal ones. Work in groups to draw the map. Facilitate Ss to understand and talk about the preparations for different occasions. Provide opportunities for Ss to internalize the target language items and to learn more cooperatively and independently.
Activity 6 Ask students to discuss these questions： 1. What English culture can you infer from party rules in the UK 2. Do you think the rules for attending parties in the UK also applies to our daily life 3. What are the rules for attending parties in China Four students in a group to share their opinions with each other, then share their opinions with their classmates Develop Ss’ critical thinking and learn to appreciate the differences between different cultures
Summary & Homework T briefly summarize what have been learned today and assign the homework. Homework: 1. Write a short paragraph to introduce your favorite sport with the help of the language you have learnt. Try to focus on one aspect such rules, frequency and reasons. 2. Look up the quotes on Page 29 and try to figure out their meanings and pare your notes with others in the next class.
Notes: T: Teacher Ss: Students
Lesson 3 Memories of Christmas 教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——圣诞节的记忆
内容分析 圣诞节是西方文化中非常重要的一个节日, 了解圣诞节是学生体会西方文化的重要部分。本文通过作者回顾自己和奶奶度过的最后一个圣诞节的记忆，体现了圣诞节的习俗。奶奶在圣诞节前夕到来，我并不知道奶奶已经生病。圣诞节的氛围越来越浓，作者怀着激动和愉快的心情，期待圣诞节的到来，和奶奶一起给圣诞老人写信，布置圣诞树，拆圣诞礼物，享用圣诞大餐，度过了非常快乐和难忘的时光。虽然奶奶在圣诞节后几周就去世了，但是作者时常回忆起和奶奶共同度过的快乐时光。
教学目标 1. 能够运用话题相关词汇、句型，例如:living in the South Pole, giving gifts, stockings hanging at the end of the bed, put up a Christmas tree, stuffed turkey. 2. 通过预测、略读、细读读懂文章，概括文章主旨大意，获取并梳理圣诞节准备东西的顺序 3. 找出文章所隐含的体现奶奶健康状况堪忧的细节 4. 通过阅读，小组合作，同伴讨论等，思考表达自己节日的记忆，体会亲情的可贵。
教学重点 1. 能够梳理文章的脉络，掌握文章的结构。 2. 能够一些词语搭配。
教学难点 在深入理解文章的基础上，发现文章所隐含的细节，体会作者的心情。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss the following question: What else do you know about Christmas What do people in the west do to celebrate Christmas Ss learn the related vocabulary through contexts and pictures. Ss think about and answer the questions. Introduce the topic of Christmas and recall Ss’ existing knowledge on it.
Activity 2 T guides the Ss to read the text by skimming and answer this question: Why was last Christmas such a memorable Christmas to the writer Ss read the text as quickly as they can and answer it Train Ss’ ability to read and find specific information.
Activity 3 T guides Ss to underline the writer's memories of her grandma and share with their partner. Ss read the text and list the memories. Train Ss’ ability to read and find specific information.
Activity 4 T asks Ss to read the story again and answer 1. When these activities happened and complete the timeline. 2.Use the subjects, verbs, or verb phrases to and adverbial phrases in the circles to make sentences about the writer's memories of the Christmas. Ss read the text and complete the activities. Train Ss’ ability to read and find specific information Deepen Ss’ understanding of this text.
Activity 5 T asks Ss to work in groups:1. find out the time linkers in the passage that suggest the time order of the story. And try to use the structure to talk about your festival memories 2. Share their opinions on: Can you find any hints in the story that suggest Grandma was in poor health condition Did the writer notice it at that time How did she feel after Grandma passed away Why does the writer think of her grandma every Christmas What can you infer after reading the story Ss work in groups and discuss the questions. Enable Ss to interpret the writer’s meaning and develop their views on their festival memories.
Activity 6 T ask Ss to complete the sentences using the correct form of the collocations and look at the Word Builder. Match the words “1-8” with the endings “a-h” to form collocations Ss fill in the blanks. Grasp the usage of the collocations.
Activity 7 Present the usage of the key words, phrases and sentences to the students. Ss try to memorize them as many as they can. Grasp the usage of the words, phrases and sentences.
Summary & Homework 1. T briefly summarizes the class by reviewing the key phrases and sentence structure and then finishes the summary and quiz of this lesson. 2. T assigns the homework: Finish the quiz on Page 88.
Grammar板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与社会——节日与情感，节日内涵
内容分析 本板块为本单元的重点语法passive voice。本部分旨在引导学生感知发现、总结规律、在真实语境中学会并运用本单元的重点语法结构。
教学目标 1. 能够在教师的引导下，发现关被动语态的用法。 2. 能够归纳总结被动语态的功能及用法。 3. 能够在真实语境中学会并正确运用被动语态。
教学重点 1. 能够在教师的引导下，发现被动语态的一些表现。 2. 能够归纳总结被动语态的功能及用法。
教学难点 能够在真实语境中学会并正确运用被动语态。
教学策略 PPP模式；归纳演绎法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T presents and explain the basic usage of passive voice to Ss using example sentences. Ss learn the basic usage of passive voice by using example sentences. Familiarize Ss with the usage and functions of passive voice
Activity 2 T asks Ss to look at some sentences which contain passive voice and asks them to identify and summarize it. Ss look at the example sentences which contain passive voice and identify and summarize it. Use inductive method to facilitate Ss to find and conclude passive voice.
Activity 3 T presents and explains the basic structure and usage of passive voice. Ss learn the basic structure and usage of passive voice. Familiarize Ss with the basic structure and usage of passive voice.
Activity 4 T asks Ss to finish some exercise taken from the college entrance examination and the textbook. Ss finish some exercise taken from the college entrance examination and the textbook. Use different types of questions to enhance Ss’ understanding about passive voice.
Activity 6 T has a quick review with the Ss and then finishes the quiz. Ss review what has been learned in this lesson and finish a quiz about it. Consolidate the grammar structure learned and facilitate Ss to use passive voice correctly.
Homework T assigns the homework: finish exercise 4 a on page 87.
Writing Workshop教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——文化习俗与传统节日
内容分析 本单元的主题为节日及庆祝活动。作为本单元的最后一课，通过本课的学习，学生能更好地巩固之前所学，恰当使用时间和方式状语等连接词描述生活中的重要事件。本课的语篇内容为全家为爷爷庆祝70岁生日的活动。文章首先简要介绍我们全家为了给爷爷庆祝70岁生日做了很长时间的准备。然后按照时间顺序描写爷爷生日这一天的庆祝活动流程，具体包括：一大早，妈妈就开始准备生日午餐，爸爸却不知所踪，我则最后一次检查自己亲手制作的爷爷人生大事记录的光盘。临近中午，爸爸带着一些客人回来了，他们居然都是爷爷中学时代的挚友，这让爷爷和他的朋友们激动得久久不能平静，生日宴会的高潮也随之来临。我的特别礼物登场，光盘里面不仅播放着爷爷最喜欢的乐曲，还记载着爷爷从翩翩少年成长为一位慈祥的老人的所有珍贵记忆。尤其是在看到爷爷和朋友们穿着校服出现在老照片里的样子，更是让这群70多岁的老人感到激动与幸福。午宴结束也是故事的尾声，通过直接引语 “这次的生日过的太棒了，这是我收到过得最好的礼物。我都开始期待过80, 90甚至100岁的生日了!” 描写爷爷无比幸福的感受。
教学目标 1. 读懂语篇大意，获取文章的主要信息，概括这个真实故事的主要内容。 2. 了解记叙文的文体特征。 3. 进一步加深对节日传达情感的理解。 4. 总结并掌握记叙文中的语言特点及常见的连接词和副词。 5. 能够模仿所学课文中的语言，将相应词汇及句型等恰当地应用到自己的写作中。
教学重点 1. 引导学生读懂文章，获取并梳理文中的关键信息和结构； 2. 引导学生总结并掌握记叙文中的语言特点及常见的连接词和副词。
教学难点 能够模仿所学课文中的语言，将相应词汇及句型等恰当地应用到自己的写作中。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss to name the festivals and events that they have attended recently. 1. Ss learn the related words and expressions. 2. Ss talk about the events they attended recently. Provide opportunity for Ss and activate the Ss’ background knowledge and previous experience.
Activity 2 T asks Ss to look at the title and picture and answer these questions: 1)Whose birthday was it 2)How did he/she feel Ss make some predictions according to the title and the picture. Predict the topic of this story through title and pictures. Stimulate Ss’ interest in the story.
Activity 3 T asks Ss to read the story to check their prediction and answer the following questions. 1)What did the family do to prepare for it 2)What gift did the writer make 3) What did Grandpa say Ss read the story and find the answers. Guide Ss to understand the content of this story and prepare for the following writing activities.
Activity 4 T asks Ss to read the story again. Place the phrases in the correct order. Then add details. Ss read the story again and place the phrases in the correct order. Guide Ss to sort out the story and prepare for the following writing activities.
Activity 5 T asks Ss to appreciate the language use by answering these questions: 1）What tense is used 2) How does the author describe the event？Can you list some examples Ss answer these questions. Enhance Ss’ understanding on the structure of the story.
Activity 6 T asks Ss to read the text again. Underline the words used to link sentences and paragraphs. Then, write 2-3 similar sentences for their writing Ss read the text again and find other example sentences similar to the sentences in the Sentence Builder. Then write 2-3 sentences for their story. Focus on the language characteristics of a narrative story and train Ss’ ability to imitate.
Activity 7 T asks Ss to complete the outline of their event description based on Activity 3. Ss finish the outline of their event description based on Activity 3. Train Ss’ ability to make an outline and provide a preliminary structure for their writing.
Activity 8 T asks Ss to write a first draft of an event according to the outline from the last activity. Ss write a first draft of an event and pay attention to the language characteristics and structure. Provide opportunity for Ss to experience the real process of writing using relevant structure specific language of an event.
Activity 9 T asks Ss to edit their story in pairs. Then share what they have written in class. Ss edit their story in pairs and then share what they have written in class. Guide S to objectively evaluate the works of their peers and at the same time reflect on and improve their own works.
Summary & Homework 1. T has a quick review with Ss on the structure of an event. 2.T assigns the homework: Read the passage A Teen Case Study on P85 and write about a similar experience that you went through or some other people’s experiences you know.

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