Unit 14 Festivals
Ｉ． 单元教学目标
技能目标Goals
Talk about festivals and customs
Practise expressing and supporting an opinion
Use the modal verbs must, have to and have got to
Write an invitation for a festival
ＩＩ． 目标语言





功
能
句
式
Expressing and supporting an opinion
In my opinion, we should ...
I don’t think it is necessary to ...
I hope we can make a decision.
I believe we should ...
We must decide ...
If we do this, we can ...
I think that the new holidays should be a Peace Day.
I think this is the best idea because ...
Decide which are necessary and which are not.
We must do as much as we can to make our community better and more beautiful.
We should believe in our family, our people, our teachers and our leaders.
We have to build our own lives, think for ourselves, and speak for ourselves.



词


汇
1. 四会词汇
theme, dress up, holy, Easter, symbol, fighting, conflict, argument, opinion, major, probably, honor, ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light, certain, similar, salute, kiss, cheek, nod, celebration, respect, gift, cycle, fool, play tricks on, take in, invitation, unity
2. 认读词汇
Mardi Gras, Ramadan, Arabic, bunny, destruction, Kwanzaa, Swahili, community, reminder, Day of the Dead, Mexico, occasion, Halloween, Obon
3. 词组（略）
4． 重点词汇（略）
结
构
Modal Verbs(2) — must, have to, have got to 用来表示“必须”和“不得不”





重
点
句
子
I don’t think it is necessary to ...
The African first fruit festivals had many ... people would/used to ... P10
The people who ... liked ... so much that ... P11
The Spring Festival, ... help us understand ... remember ... and share ... P11
When you want to say that it is necessary for ... to do ...,
you use must ... P12
You use have to when ...or there seems to be ...
You don’t know when you should go to school tomorrow, so ... P13
Earth Day is a celebration of life ...
It is a reminder that we ... P13
It is likely that people have ... ever since they ... P80
From Thanksgiving in the West to ..., the yearly festivals ... P81
III． 教材分析
1. 教材分析
本单元以festivals为话题，旨在通过单元教学，使学生了解世界各地不同的节日的来历、意义和风俗，学会表达和支持个人观点，能用所学的有关festivals的词汇描述一个熟悉的节日，能创设一个新节日并能向他人介绍其意义，能写节日的邀请函，能回复关于中国节日情况介绍的信件。
1.1 WARMING UP 提供了三幅有关Halloween（万圣节），Obon（盂兰盆节）， Day of the Dead（鬼节）图片，让学生用已有的知识和经验讨论所给节日的来历和习俗等问题，并根据提示对比一个中国的节日和一个外国的节日。
1.2 LISTENING是关于几个著名节日（油腻的礼拜二；斋月；复活节）的听力材料，难度中等。听后与同伴合作描述一个你熟悉的节日。
1.3 SPEAKING 根据材料，四人小组合作，要求decide what a new holiday should be about，然后准备一个角色卡并向其他组的同学讲述why your holiday is the best one，锻炼语段表达能力。
1.4 PRE-READING是READING的热身活动。它要求采用与同学讨论交流的方式谈论春节等节日的习俗和意义。
1.5 READING是一篇介绍非裔美国人的Kwanzaa节的说明文。Have a full understanding of the birth of a new festival.
1.6 POST-READING第一个训练题所给的几个问题，都不是用一句话就能回答清楚的，而是要通过挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力，概括成一段话来回答。要求是：在理解的基础上，重点训练学生的概括能力。第二题仍然是概括能力训练题。
1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 是根据语境在运用中掌握词汇。Grammar 是关于情态动词（must， have to， have got to）表示必须的三种方式，通过语法练习加以巩固。
1.8 INTEGRATING SKILLS中的Reading and writing要求学生先读, 然后完成四个任务型的作业。即：1. 讨论五个问题。回答这些问题，需要学生具有描述节日、比较节日、概括节日的意义、评价名人和理解名言深层含义的综合语言运用能力。2. 创设一个新节日。这是一个任务型训练题，旨在培养学生的创新意识和实践能力。3. 和4.属于写作训练题。
2. 教材重组
2.1 从话题内容上分析，WARMING UP 与SPEAKING相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将WARMING UP，SPEAKING和Workbook中的TALKING整合在一起，设计成一节任务型“口语课”。
2.2 将LISTENING 和Workbook中的LISTENING整合在一起，设计成一节 "听力课"。
2.3 可将PRE-READING, READING和POST-READING三个活动整合在一起上一节“阅读课（一）”。
2.4 可将LANGUAGE STUDY 与Workbook中的PRACTISING语法练习题整合在一起上一节“语法课”。
2.5 可将INTEGRATING SKILLS 中Reading in Part 1, 和Workbook中INTEGRATING SKILLS 的Reading整合起来上一节“阅读课（二）（泛读课）”。

生词表: