2019-2020年北師大版高中英語必修1 Unit 3《Celebration》（lesson 1 ）英文教案.doc

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2019-2020年北師大版高中英語必修1 Unit 3《Celebration》（lesson 1 ）英文教案 Objectives ■ To use pictures to help understand new words and to use the dictionary to check meanings. ■ To read a text quickly to find specific information. ■ To practise the Present Simple Passive, Present Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continous Passive. Resource used Grammar Summary 5. Possible problems Students should be encouraged to use the Passive. It is used more in English than in many other languages. Background munal celebrations mark events such as changing seasons, religious days or political events; music, dance or costume are usually involved. Routes through the material ■ If you are short of time, set some of the exercises for homework. ■ If you have time, use one of the Options ideas. ■ If you have two periods for this lesson, a suitable natural break is after Exercise 4. Language Power: pages 76?C77. Mini-Grammar 9 Reading Before you start Exercise 1 ■ Students look at the pictures and guess what is happening and what is being celebrated. Ask them to describe what they can see. ■ Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learn Exercise 2 ■ Students look at the three titles (Summer, Autumn, Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring. ■ Students read the texts quickly and do the matching. Answers Picture 1?CC the Dragon Boat Festival Picture 2?CA the Mid-Autumn Festival Picture 3?CB the Lantern Festival Exercise 3 ■ Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three orfour minutes to read the whole text again. Students close their books, and in turn each group asks its questions for the rest of the class to answer. ■ Students read the text again and fill in the table with the text information they get. ■ Have students check their answers in pairs. ■ Encourage students to add another festival they know well. ■ Students read the questions and find the answers in the texts by reading the texts again. ■ Have students talk about their festival in pairs. Answers Passage A: the Mid-Autumn Festival, September or October, moon cakes Passage B: the Lantern Festival, the fifteenth of the first month of the lunar calendar, sweet dumplings Passage C: the Dragon Boat Festival, the fifth day of the fifth month of the lunar calendar, Zongzi Exercise 4 ■ Students discuss in pairs and tell the class their opinions. Language Power: the Word Corner on page 79 gives further practice in vocabulary (clothes). Grammar THE PASSIVE (I) Exercise 5 ■ Students identify that the passive is used when we don’t know or there is no need to say who the “doer” of an action is. ■ Students then do the exercise, finding the sentences in the text and pleting the verbs. ■ Refer students to Grammar Summary 5 to make sure they understand how to use the Passive correctly. ■ For further practice, ask students to answer questions about their school (or town), e.g. “When are school examinations held? When are school reports written? Where is football played? When are bells rung? When was this classroom cleaned? When was this school built?” Answers 1. are made 2. were, organized Exercise 6 ■ Have students look at the given sentences and ask them what tenses are used in them. ■ Encourage students to draw rules for the formation of the passive forms. Ask them to refer Grammar Summary 1,3,4 and 5 on pages 92?C93. Answers 1. has been arranged 2. is being collected 3. was being painted Exercise 7 ■ Ask students if they have heard of the Water Festival. ■ Students read the text to find out about the festival. Then read the text again and plete the verbs. Answers 1. is celebrated 2. is splashed 3. are carried 4. are told 5. is related 6. are washed 7. are raced 8. are launched ■ Have students close their books and ask them to say what they can remember about the festival. Exercise 8 ■ Students work in pairs, changing the sentences into the passive. Answers 1. My health is being affected by stress. 2. People are being moved out of the houses. 3. The mini-helicopter has already been invented by him. 4. The forest fire has been put out by them. 5. The car was being repaired when I got there. 6. The house was being decorated when the accident happened Vocabulary Exercise 9 ■ Students may need to go back to the text to review the words before they start filling in the blanks. Answers 1. is lit 2. has decorated 3. mark 4. celebrate 5. was included 6. was burnt down 7 take part in 8. be boiled Language in Use Exercise 10 ■ Students work in groups, writing out the questions and adding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish, they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10?C15 questions. Answers 1. Where is the Mid-Autumn Festival celebrated? (In China) 2. Where is “zongzi” eaten? (In China) 3. When is the Lantern Festival celebrated? (In China) 4. Who was the telephone invented by? (By Alexander Graham Bell) 5. Who was Romeo and Juliet written by? (By William Shakespeare) 6. Where are BMW cars made? (In Germany) Options Practice In groups, students prepare a written description of Spring Festival in China. Tell students they are writing for English speaking readers who have not visited China. Students can follow the structure of the texts in the coursebook and, if possible, illustrate their text with a suitable drawing or photograph. When the groups have finished, they can exchange papers for others to read. Extension Students, working individually or in pairs, carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.