一、教学目标：

 1. Master the new words and expressions:   (1).Words: beauty, harvest, starve, origin, religious, ancestor, feast, bone, belief, poet, arrival, gain, gather, independence, agricultural, award, admire, rooster, energetic, clothing, Easter, Christian custom. (2).Expressions: take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with.

2. Learn to describe festivals Ss know using the words and expressions learned in the lesson. 

3. Develop their reading skills: skipping, skimming, scanning, word-guessing, close reading, summarizing, comparing. 

4. 学生认识世界各地节日的分类、不同庆祝方式，对生活的影响，从而学生能更深理解节日的内涵。

5. Understand the useful sentences and the structure of the passage, and then be able to do some writing accordingly.

 

Step 1: Lead in (4 minutes) (1):Brainstorming. First students find more words to describe festivals they know.(Individual work) (2):Students work in group of 4 and make a list of four Chinese festivals they know. Discuss when they take place and what people do at that time. Then fill in the table.(Group work)

 

Step 2: Pre-reading (3 minutes) Task 1: Predicting   (1):Students try to predict the general idea of the passage according to the title and the pictures in it. (Individual work) (2):Skipping (Individual work) Students read the passage quickly and the teacher help them check their work. 【评析】跳读、预测文章中心是高中学生必须掌握的一项基本技能，主要培养学生整体把握文章和理解语篇的能力。这更有利于更好地理解文章、把握作者的写作意图，为学生进一步理解和分析这篇文章的结构做好前期准备工作。两个活动都是以学生为主体，第二个活动也体现了教师的组织者和引导者的作用。 

 

Step 3: While reading (25 minutes) Task 2: Skimming or Fast reading (Individual work) Students read the text fast and identify the topic of each paragraph. Then fill in form. Finally help students to understand the organizing of the passage: Introduction

【评析】学生个人查读、快速找到并理解具体信息，然后小组成员之间交流各自的答案，比较难的地方可讨论确定。此活动充分考虑到学生的个体差异和不同的需求，具有层次性；适合绝大部分学生，体现人文性。有利于引导学生主动探究和解决问题，帮助学生形成和提高自主学习的能力。 

Task 4: Conclusion   (1):Although people have different festivals, most festivals have something in common, for these things might be important to people everywhere. Talk with partners and fill in the chart below. (Group work)

 (2): Students conclude the main idea of the passage within 30 words. (Individual work) The passage brief introduces the earliest kinds of festivals with the reasons for them, and then four varieties of festivals in most parts of the world. 

【评析】这一任务的设计本着有序变化和有机变化、动态和静态相结合的原则，交替安排学生参与的活动和学生接受知识并思考的活动，更能提高学生学习的效率。 

Task 5: Guessing words. (Pair work) Students read the passage again and then guess the meanings of the words in bold according to the context. starve, ancestor, in memory of, belief, dress up, arrival, gain, gather, award, admire, look forward to, custom. 

【评析】学生通过双人互动活动，依据课文的语境来识别、理解、联想和应用新词汇。词汇的教学以真实或近乎真实的语言情景为背景，使学生通过情景掌握这些词汇，切实提高学生实际运用语言的能力。这一任务还有助于学生消除生词障碍，为下面的精读作铺垫。 

Task 6: Intensive reading.(Pair work) (1):Help students to understand some difficult words ,phrases and sentences in the passage.   (2): Students read the passage again, and answer the questions in Exercise 2 on Page 3.

【评析】帮助学生分析文章中出现的难句、语法结构、短语等进一步扫除阅读障碍。接着学生默读文章，进行互问，有助于他们深层次地理解课文。教师在课堂教学中可根据实际情况鼓励成绩好的学生提出比较有深度的问题。 

Step 4: Post reading(7 minutes) Task 7: Discussion   Discuss in group which festivals are the most important and which are the most fun.(Group work)

Task 8: Talk show.(Team and Individual work) Each group sends a representative to report their opinions on “which festivals are the most important and which are the most fun?” 

【评析】此两项任务连贯性很强，要求学生先小组讨论得出结果，然后以大组为单位派出一个代表在班上作汇报。激发学生对新知识、新内容探求的欲望，促使其运用所学语言进行交际，体现语言的生成性。 

Step 5:Homework (1 minute) Write an article about the most important festivals you like best. The passage should include date, origin, meaning, food and clothing, people, and activities.

【评析】学生通过自主性阅读、讨论等活动，对文章有了更深的理解，在此基础上进行书面表达，学生言之有材；节日是学生都熟悉的话题，学生言之有物。这种安排使语言输出和输入有机结合起来，读写能力协调发展，有利于提高学生综合语言运用能力。日常教学中教师要始终贯穿阅读与写作两条主线，认真探索，强势推进。