Unit 1 Festivals around the world
I．教学内容分析
本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。
Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。
Pre-reading 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。
Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。
Comprehending 由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。
Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。
Using Language 部分中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。
Learning Tip 部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。
II．教学重点和难点 1. 教学重点
(1) 本单元的生词和短语；
(2) 掌握一些情态动词的基本用法；
(3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等 。 2. 教学难点
(1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元建议分七课时：
第一、二课时： Warming up, Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language
第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook)
第六课时：Reading (Using Language) & Reading task (Workbook)
第七课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤：
Period 1&2 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:
1. To arouse Ss’ interest in learning about the festivals around the world.
2. To improve Ss’ listening ability. 3. To train Ss’ speaking ability. Teaching Procedures: Step 1. Leading-in
Purpose: To activate Ss and arouse them to express their opinions about a festival.
Lead Ss to the content of this unit. Teacher may say, “Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.” Step 2. Warming Up
1. Ask Ss to turn to P1 and work in groups to complete the form on P1.
2. Ask Ss to discuss festivals they have filled in the form and their importance to the society. After that, ask Ss to present their opinions to all classmates. Step 3. Pre-listening
Purpose: To help Ss learn about the context of the Listening text.
Ask Ss to talk about the following questions to get them prepared to listen to the reading text. 1. How many ancient festivals do you know?
2. Are foreign festivals different from Chinese festivals? In what part? Step 4. Listening
Purpose: To get the main information in the listening part.
To develop Ss’ listening ability
To learn some information about the festivals around the world.
Ask Ss to listen to the tape, focus on the subjects mentioned in the passage and then answer the following question.
1. How many kinds of festivals were mentioned in the text? Suggested Answer: Five. 2. What are they? Suggested Answer: Ancient Festivals Festivals of the Dead Festivals to Honor People Harvest Festivals Spring Festivals Step 5. Pre- reading
Divide Ss into groups of four and ask them to discuss the following questions. 1. What’s your favorite holiday of the year? Why?
2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food? Step 6. Fast reading
Ask Ss to read the text quickly and answer the following questions.
1. What are festivals of the dead usually for? 2. What make autumn festivals happy events?
3. What do people usually do at spring festivals?
4. What is one important reason to have festivals and celebrations?
5. Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?
Suggested Answers:
1. Festivals of the dead are for honoring or satisfying dead ancestors or others, who
some people believe might return to help or harm living people.
2. Autumn festivals are happy events because people are thankful that food is ready for
winter and the hard farm work is finished.
3. At spring festivals, people usually have dances, carnivals and other activities to
celebrate the end of winter and the coming of spring.
4. It is important to have festivals and celebrations so we can enjoy life / be proud of our
customs / forget our work for a little while.
5. The Chinese, Japanese and Mexican festivals of the dead all have customs to honour
the dead. The Chinese and Japanese go to clean their ancestors’ graves, and the Mexican offer food, flowers and gifts to the dead. However, there are some differences. The Mexicans eat special food that looks like bones, something the Chinese and Japanese do not do.
Step 7. Intensive reading
1. Ask Ss to read the text carefully and sum up the main idea of each part.
2. Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas. Type of festival Example of festival Reasons for your choice
Most important Most fun Suggested Answer:
Various answers are acceptable.
3. Ask Ss the following question and encourage Ss to give some similarities that they think festivals have, and give their reasons. Then invites Ss to tell the similarities and then ask them to present them before the class.
What similarities can you find among these festivals?
Suggested Answer:
They most include food, music or entertainment, like dances, light or fire. They are most together with family and friends. Festivals exist everywhere.
Many of them celebrate similar ideas and important cultural events or remember event of people. Human beings need to have things in life to celebrate and have a break from daily struggles and demands.
Step 8. Homework
Purpose: To get a further understanding of the text.
1. Ask Ss to continue discussing their opinions about festivals with their partners. 2. Ask Ss to read the text once again and try to retell the text. 3. Ask Ss to discover useful words and expressions in the text.
Period 3&4 Learning about Language
Teaching Goals: 1. To check what has been learned yesterday.
2. To enable Ss to master some new words and expressions.
3. To get Ss to have knowledge of the grammar point: the model verb
Teaching Procedures: Step 1. Revision
1. Ask Some Ss to retell the reading text.
2. Ask Ss to answer the following question to see whether they did their homework or not. How many festivals are mentioned in our text? Step 2. Word study
Purpose: To consolidate the words and phrases in the text. Finish Ex1
Purpose: To enable Ss to master some new words and expressions.
Ex2 Many people think that Christmas is a western __________, but in fact it is really a worldwide holiday. Christmas actually as a _______ festival celebrated by _________ around the world. Its ______ is around the 3rd or 4th century AD, when the _______ of remembering Jesus’ birth on December 25th first started. Today, of course, many people celebrate Christmas __________ it were just a holiday to ______________ family, rather than a holiday about a _______. Suggested Answers:
celebration, religious, Christians, origin, custom, as though, have a fun with, belief Step 3. Grammar point
1. Explain for Ss the grammar point: the modal verb
(1) can/could 可以表示能力、许诺、请求或某种可能性，could还可用于： ① 提出委婉的请求，（注意在回答中不可用could）。例如： — Could I have the television on? 我能看电视吗？ — Yes, you can. / No, you can't. 可以/不可以。 ② 在否定句、疑问句中表示推测或怀疑。例如： He couldn't be a bad man. 他不大可能是坏人
(2) may/might 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。 might 表示推测时，不表示时态，只是可能性比may 小。
(3) will/would 克表示请求、许诺、同意、过去的习惯等。但需要注意： ① would like；would like to do = want to 想要，为固定搭配。例如： Would you like to go with me? 想和我一块去吗？
② Will you…? Would you like…? 表示肯定含义的请求劝说时，疑问句中一般用some,
而不是any。例如：
Would you like some cake? 吃点蛋糕吧。
③ 否定结构中用will，一般不用would, won't you是一种委婉语气。 Won't you sit down? 你不坐下吗？
(4) shall/should可以表示推测、判断或建议。shall指现在，should指过去。
(5) must/can’t指推测或猜想 must用在肯定句中表示较有把握的推测，意为“一定”，否定推测用can't。
2. Ask Ss to find at least four sentences which use modal verbs in the reading text and translate them into Chinese. See who can make the best translation. Suggested Answers:
(1) … when they can dress up and go to their neighbors’ homes and ask for sweets. (line 9, part 2)
那时他们可以化装并去邻居家要糖果。
(2) Some people might win awards for their , …(line 4, part 4)
一些人可能会因他们的……而获奖。
(3) … and may give children lucky money in red paper. (line 3, part 5)
也可能给孩子们用红包包起来的压岁钱。
3. Ask Ss to finish Ex3 on P6 and check the answers in pairs.
Step 4. Homework
1. Ask Ss to review what has been learned in this period.
2. Ask Ss to finish the exercises of Using Words And Expressions and Using Structures on
P42～P43.
Period 5 Listening (Using Language) Speaking (Using Language), Listening (Workbook)&
Listening task (Workbook)
Teaching Goals:
1. To develop Ss’ listening ability.
2. To learn more information about festivals. Teaching Procedures:
Step 1. Listening (Using Language)
1. Ask Ss to discuss the questions with their partners in groups of four and try to give the answers. (1) What is a Carnival?
(2) What do they usually do in the Carnival Parade?
2. Ask Ss to listen to the tape and try to get the main idea of the listening text. 3. Ask Ss to listen to the tape again and answer the following questions. (1) What is wrong with Li Mei’s clothing and shoes? (2) What advice does Carla give Li Mei?
(3) Why is it important for them to have water? (4) Why is it difficult for them to hear each other?
(5) Why do they plan to meet at the parking lot at 8 o’clock ?
Suggested Answers:
1) Li Mei’s clothing is too thick and her shoes are not comfortable enough to walk in for a long
time.
2) Carla suggests that Li Mei change her clothes to something comfortable, wear some lighter
and cooler clothing and also take a hat.
3) It is important for them to have water because it is very hot and they will be doing a lot of
walking.
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