2020年新人教版高中英语必修三教案全套

2020年人教版高中英语必修三教案全套Unit1FestivalsandCelebrationsListeningandspeaking&Listeningandtalking【教材 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 】本板块的活动主题是“谈论节日活动”（Talkaboutfestivalactivities），主要是从贴近学生日常生活的角度来切入“节日”主题。学生会听到发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动。随着全球化的进程加速，国际交流日益频繁，无论是国人走出国门还是外国友人访问中国，都已成为司空见惯的事情。因此，该板块所选取的三个典型节日场景都是属于跨文化交际语境，不仅每组对话中的人物来自不同的文化背景，对话者的身份和关系也不尽相同。【教学目标】1.Masterthenewwordsrelatedtoholiday:lantern,carnival,costume,dress(sb)up,march,congratulation,congratulate,riddle,ceremony,samba,make-up,afterall.2.Tounderstandtheoriginofmajorworldfestivalsandtheactivitiesheldtocelebratethemandthesignificanceoftheseactivities;3.Improvelisteningcomprehensionandoralexpressionofthetopicbylisteningandtalkingabouttraditionalfestivalsaroundtheworld;4.Improvestudents’understandingofthetopicbywatchingpicturesandvideosaboutdifferenttraditionalfestivalsaroundtheworld;5.ReviewthecommonassimilationphenomenoninEnglishphonetics,distinguishtheassimilatedphonemesinthenaturallanguageflow,andconsciouslyusetheassimilationskillinoralexpression.【教学重难点】Importance:1.Guidestudentstopayattentiontotheattitudeofthespeakerintheprocessoflistening,andidentifytherelationshipbetweenthecharacters;2.Inspirestudentstousetopicwordstodescribethefestivalactivitiesbasedontheirbackgroundknowledge.Difficulties:Intheprocessoflisteningtothecorrectunderstandingofthespeaker’sattitude,accuratelyidentifytherelationshipbetweenthecharacters.【课前准备】1.Tounderstandtheoriginoftraditionalfestivalsintheworld,thecelebrationactivities(customs)ofthesefestivalsandthemeaningoftheseactivities;2.Talkaboutholidaycelebrations;3.Preview:understandthenewwordsaccordingtothecontext.【教学过程】Step1Lead-inTeacherstalkabouttheworld’straditionalfestivals,suchastheLanternFestivalinChina,adults’dayinforeigncountries,carnivalsandsoon.Step2WatchingandtalkingActivity11.TeacherletsSslookatsomepicturesaboutfestivalactivities.Duringtalkingabouttheseactivities,teachercanaddsomebackgroundknowledgeaboutfestivals.Questions:①Whatfestivalsdothepicturesshowus?②Inwhichcountrydoyouthinkpeoplecelebrateeachfestival?③Howdopeoplecelebrateeachfestival?2.Asksbtochoosesomewordsorphrasesfromtheboxtocelebrateeachfestival.3.Teachercanshowstudentshowtousethesewordblocksandlearntodescribeholidayactivitiesingroups.Forexample：OntheComing-of-AgeDay,younggirlsinJapanwouldweartraditionalcostumes.OneofthemostimportantactivitiesduringtheLanternFestivalistoguessriddles.DuringtheRioCarnival,youcanwatchwonderfulsambadances.4.Theteacherasksstudentstoreporttheresultsofthegrouplecture.Askthesequestions:①WhatdopeopledotocelebratetheChineseLanternfestival?②WhowillcelebrateComing-of-AgeDay?Whatdotheydotocelebrateit?③WhatdoyouexpecttoseeifyougototheRioCarnival?5.Learnsomewordsandphrasesinthebox.Step3ListeningActivity21.Teacheraskssbtoread“Listenforrelationships”,Inpairs,discusshowtoidentifyrelationshipsbetweenpeoplebasedontheirtoneandcontent.Theteachercanprovidethefollowingquestionstoinspirestudentstodiscuss.①Whatdoesatourguideusuallysaytoatourgroup?Whatexpressionsarefrequentlyused?②Whatquestionsdoesaninterviewerusuallyaskduringaninterview?③Whatwouldareportersayordoifhe/shewantstointerviewatourist?④Howdofriendsusuallytalk?2.Somegrouprepresentativesareinvitedtocommunicateandspeakinclass.3.Teacherplaysthelisteningtapeforstudentstolistentoandwritetheorderoftheconversationsnexttothenamesofthefestivals.4.Playthetapeagain,studentsmatcheachconversationwiththerelationshipbetweenthespeakers.5.Checktheanswerswithclass.Activities3-41.Teacherasksstudentstolookatthetasksandrequirementsofactivity3.Thenreadthemainideasofthethreedialogues.(Guidethestudentstoguessandfillinthewordsaccordingtothecontext.LetthestudentsanalyzetheEnglishsyntacticstructurebasedonthemeaningofthesentenceandmakereasonableinferences.)2.Teacherplaysthetapeforthesecondtime.Afterlisteningtothetape,studentsdiscusstheanswersinpairs.Thentheclasscommunicatesandcheckstheanswers.3.Teacherletsstudentslistentothetapeforthethirdtime(Beforetheteacherplaystherecordingforthethirdtime,theteachershouldpreparethestudentstotakenotesandremindthemtocatchkeywords,especiallyphrasalverbs.).Step4SpeakingActivity51.Leadthedialoguebyaskingquestions.Letstudentsunderstandhowtodiscusstheirfavoritefestivalsandgivetheirreasons.E.g.,Conversation1T:Whichofthethreefestivalsdoyoulikebest?S1:IthinktheComing-of-AgeDayisthemostinteresting.T:Whyisityourfavourite?S1:BecauseIliketoseewomendressedupintheircolorfultraditionalkimonos.Conversation2T:Whichofthethreefestivalsattractsyoumost?S2:TheChineseLanternFestival.T:Isupposeyoulikeyuanxiao,thesweetdumplings.S2:Notonlythat.IespeciallylikeguessingriddlesandI’mgoodatit.2.Followtheexampleoftheconversationinactivity5andworkinpairstodiscussyourfavoriteholidayandexplainwhy.Afterthediscussion,theteacheraskssomegroupstoshowthedialogue.Step5ActingOnestudentplaystheroleofajournalist.Theotherthreestudentsplaytherolesofthecharactersinthelisteningdialogue.TheyaretheJapanesegirlattendingthecoming-of-ageceremony,thegirlattendingtheRiocarnival,andthetouristvisitingChina.Thefollowingquestionscanbeusedintheinterview:①Whatisthepurposeofthisfestival?②Howdoyouusuallycelebratethisfestival?③Whatdoyoulikebestaboutthisfestival?Step6Pronunciation1.Helpstudentsrecognizespeechassimilation.（1）Teacherplaystherecordingofactivity1andasksthestudentstopayattentiontothepronunciationchangesofboldletterswhilelistening.（2）Teacherorganizesstudentstocarryoutactivitiesinpairs:theteacherplaystherecording,onepersoninthegroupreadsafterthewordsandphrasesinactivity1,theotherpersoncomparesthepronunciationoftherecordingwiththatofhispartnercarefully,andpointsoutthepronunciationproblemofhis/herpartnerifthereisanydifference.Thenswitchroles,listentothetapeagainandcompletethesametask.2.Letstudentsimitateandread.（1）Teacherguidesstudentstounderstandtherequirementsofactivity2.Beforelisteningtothetape,theteacherasksthequestionforstudentstothink:“Howdoesyourpronunciationchangewhilereadingthesentences?”（2）Teacherplaysthetapeforthefirsttime.Thestudentsreadafterthesentencesinactivity2.（3）Teacherplaysthetapeforthesecondtime,thestudentsrepeatthesentencesagain,andthendiscusswiththeirpartnersthedifferencesbetweenthepronunciationoftheboldconsonantsinwordsandthepronunciationinsentences,anddescribethephoneticassimilationintheflow.（4）Teacherasksdifferentstudentstoreadthesixsentencesofactivity2andreporttheresultofthediscussiononphoneticassimilation.Theteachersupplementsandcorrectsthestudents’conclusion,explainsitappropriately,andwritestheassimilationpronunciationinthesesentencesontheblackboardorpresentsittothestudentsthroughthecourseware.Step7ListeningandTalkingActivity61.Learnthenewwordsaboutthefestivals.2.LookatthepicturesandpredictwhatfestivalSongLinandMaxaregoingtotalkabout.3.Listenandanswerthequestions.①WhatfestivalisMaxtalkingabout?②WhatdidMax’smothercook?③WhatdidMaxdoduringthefestival?④WhatdidMaxandhisfamilydoduringandafterthedinner?⑤Whatwasthebestpartofthefestival?4.Listenagainandchecktheanswerswithclass.Answers:①Christmasexperiences.②Roastturkey,mashedpotatoesandChristmaspudding,…③HehelpeddecoratetheChristmastreeandputpresentsunderit,thenhelpedhismumprepareforthefamilydinner.④Duringdinnertheysharedstoriesandtoldjokes,afterwardstheyplayedgames,openedtheirpresents.⑤ThebestpartwasopeningtheirpresentsonChristmasmorning.5.ListenagainandtickthephrasesthatMaxorSongLinuses.Thenchecktheanswerswithclass.6.Haveaconversationwiththehelpofthesequestions:①Whatistherecentfestivalyouhavehad?②Howdidyoucelebrateit?③Howdoyoufeelaboutthefestival?Why?Step8Homework1）Readthepassageagainandunderstandthefoodculturefromacross-culturalperspective.2）Rememberthenewwordsandlearntheusagesofthem.【教学反思】1、通过本节内容学习，学生能否理解发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动；2、通过本节内容学习，学生能否辨别对话中人物之间的关系；3、通过本节内容学习，学生能否掌握听力训练中的听力策略。Unit1FestivalsandCelebrationsReadingandThinking【教材分析】该板块的活动主题——探究节日与庆典的缘由（Discoverthereasonsforfestivalsandcelebrations），是前面听说板块主题内容的延续，从展示几个不同节日的场景过渡到探讨人们为何欢庆节日、对世界各地的人们庆祝节日的现象追根溯源，进而谈论节日的传承与发展变化，目的在于启发学生的深层思考，体会节日文化的内在实质，感悟世界各国人民共同的精神追求和美好愿望。【教学目标】1.Readtheessayswiththethemeof“whywecelebratefestivals”,analyzethediscoursestructureandtextuallogicoftheessays,understandthedevelopmentandchangesoffestivalcustoms,andunderstandtheconnotationandsignificanceoffestivals;2.Guidestudentstofindthetopicsentencequicklyandaccurately;3.Guidestudentstosummarizeandaccumulaterelatedvocabularyusedtoexpressemotions;4.Guidestudentstounderstandthefestivalcultureofdifferentcountriesandnationalities,sortout,analyzeandrefinethespiritualconnotationoffestivals,andunderstandthecommonemotionalandspiritualpursuitofpeopleallovertheworld.【教学重难点】Importance:1.Guidestudentstofindthetopicsentencequicklyandaccurately;2.Guidestudentstocorrectlyunderstandandmasterthenewvocabularyinthereadingtext;3.Guidestudentstounderstandthefestivalcultureofdifferentcountriesandnationalities,analyzeandrefinethespiritualconnotationoffestivals,andunderstandthecommonemotionalandspiritualpursuitofpeopleallovertheworld.Difficulties:1.Toanalyzethediscoursestructureandtextuallogicofargumentation,understandthedevelopmentandchangeoffestivalcustoms,andunderstandtheconnotationandsignificanceoffestivals;2.Guidestudentstounderstandthefestivalcultureofdifferentcountriesandnationalities,analyzeandrefinethespiritualconnotationoffestivals,andunderstandthecommonemotionalandspiritualpursuitofpeopleallovertheworld.【课前准备】1.Readthetextinadvanceandunderstandthemeaningofnewwordsinthetextaccordingtothecontextorthedictionary;2.Findthetopicsentenceofeachparagraphaccordingtothetextcontent,andunderstandthecontentofthearticle;3.Findoutthelonganddifficultsentences,analyzethesentencestructure,andmakenotesofthesentencesyoudon'tunderstand.【教学过程】Step1Pre-readingActivity11.Ingroups,Ssdiscusshowtocelebratethefestivalswithfamilyeachyear,answerthefollowingquestionsandfillinthetable.Q1:Whatfestivalsdoyoucelebratewithyourfamilyeachyear?Q2:Whydoyouthinkpeoplecelebratedifferentfestivals? Namesofthefestivals Reasonsforcelebratingthefestivals 2.HavetheSslookatthetwopicturesinthepassage.StudentssaytheEnglishnameofthefestivalandthebasisoftheirjudgmentaccordingtothesituation,objectsandwordspresentedinthetwopictures.Q:Whatfestivalsarethetwopicturesabout?Howdoyouknow?3.Basedonthetitleofthearticleandtheillustrationsinthepassage,thestudentscanguesswhattheauthormaybetalkingabout.Theteachercanaskindividualstudentstoexpresstheiropinionsandlistthepointsmentionedontheblackboard.Step2ReadingActivity21.Studentsreadthetext“Whydowecelebratefestivals?”carefully.Theteachercanpresentthefollowingsentencesforthestudentstofillinafterreading:Peopleallovertheworldcelebratedifferentfestivalsbecause:*theywouldliketo______________________________.*festivals_____________________________________.2.Afterthestudentshavefilledintheblanks,theteachersandstudentschecktheanswers.T:Readthepassageagain.Let'sfindoutallthereasonsandfactorsforcelebratingthefestival.Theteachercanguidethestudentswiththefollowingquestions:①Whydopeoplecelebratetheharvestfestivals?②Whatroledocustomsandtraditionsplayinfestivals?Doyouthinktheyarealsothereasonsforcelebratingfestivals?Why?③Whydidthewritermentionthecommercializationoffestivals?Howisitinfluencingpeople'swayofcelebratingfestivals?④Whataresomeotherreasonsforcelebratingfestivals?Activity31.Lookfortopicsentences.ThereadingstrategyintheboxontherightofstudentreadingActivity3.Theteachercancheckwhetherthestudents'understandingofthestrategyisaccurateornotbythefollowingquestions.*Doyouknowhowtoidentifythemainideaofeachparagraph?*Wherecanweusuallyfindthe“topicsentence”?2.Studentsreadthetextagainandcompletetheactivityindependently.Whencheckingtheanswers,studentsshouldreadthecompletetopicsentence.Activity41.Exploretherootsofthefestival.Studentshaveagroupdiscussionaroundthefirstquestioninactivity4.Teacherscaninspirestudentstothinkandexpresstheiropinionsthroughaseriesofquestions,suchas:*Whenwetalkaboutfestivals,wemaythinkofmanydifferentkindsoffestivalsaroundtheworld.Theirnames,origins,celebrationactivitiescanbequitedifferent.However,sincefestivalsexistineverycountryandculture,theremustbesomesimilarities.Whatarethey?Pleasediscussthesequestionswithyourpartnerandshareyourideas.*Whatdoyouthinkmostfestivalsseemtohaveincommon?Canyougivesomeexamplestoillustrateyouropinion?*Whatdoyouthinkarethemostimportantthingsinmostfestivals?*Whydoyouthinkpeoplearoundtheworldfindthesethingsimportant?Dotheyhavesomethingtodowiththehumanhistory/sociallife/people’sspiritualneeds?Afterfinishingthediscussion,Teacherasksdifferentgroupstotelltheiropinions.2.Discussthechangesoffestivalcustoms.Teacher'squestion“Whatfestivalcustomshavealreadyfadedaway?”Letthestudentsbrainstormaboutthefestivalsandtraditionsthataregraduallywithdrawingfrommodernlife.Thenwritedownwhatthestudentshavesaidontheblackboard. Festivals Customsthathavealreadyfadedaway Reasonswhytheyhavedisappeared Yourfeelings Afterthediscussion,theteachermaycallindifferentgroupstoreport.Whenstudentsreport,teachersshouldusecoursewareorblackboardtopresentsomeexpressionsforstudents’reference,suchas:*Peoplein…usedto…during…,butnow…*Nowadayspeoplenolonger…*Ithinkitisbecause…*Peoplehavegivenupthecustomof…inorderto…*Asforthecustomof…,I…*IthinkIwouldloveto…3.Commentonthecommercializationoffestivals.StudentsdiscussthethirdquestioninActivity4insmallgroups.Beforethediscussion,theteachershouldremindthestudentstofindrelevantstatementsfromthetextanddrawaconclusionbyanalyzingtheauthor'swording.Inaddition,teacherscanalsoletstudentsexpresstheirtruefeelingsandviewsonthecommercializationoffestivals.4.Teachershareshis/herviewsonthisissue:DuringFestival,thehappiestmomentformyparentsiswhenallthechildrenandgrandchildrencomebackhome,chattingandpreparingthebigfamilydinnertogether.Theseyears,weoftenhaveourfamilydinnerinrestaurants.However,thesplendiddishesinarestaurantdonotbringsomanyjoyfulandsweetmemoriestoallthefamilymembers.OnMother'sDay,mychild’sspecialgifthand-madewithloveandcareisalwaysmyfavorite.Soyousee,sometimesthebestgiftsdon'tcostmuch.Step3AnalyzingdiscoursestructureActivity51.Studentsdiscussinpairs,analyzethestructureofthediscoursebydrawingamindmap,anddemonstratethetextualstructureandlogicallevelofthediscourse.Step4UnderstandingdifficultiesReadthetextagainandfindsomesentencesorexpressionsthatyoufinddifficulttounderstand.Teachercanalsoaskstudentstofindsomesubtlesentencepatternsandexpressionsinthetextandencouragethemtousetheminwriting.Accordingtothestudents'feedback,theteacherwillwritesometypicalsentencesontheblackboard.Suchas:*widerangeoforigins(=agreatnumberofdifferentorigins,manykindsoforigins)*Itfeaturedaparadeandagreatfeastwithmusic,dancing,andsports.(=Aparadeandagreatfeastwithmusic,dancing,andsportswereincludedasimportantpartsoftheEgyptianharvestfestival.)*sometraditionsmayfadeawayandothersmaybeestablished.(=Sometraditionsmaydisappeargradually,whileothernewtraditionsmaycomeintobeing.)Step5Practice(1)Listenandfollowthetape.Theteachermayremindthestudentstopayattentiontothemeaningandusageoftheblackwordsinthecontext,soastoprepareforthecompletionoftheblanksinActivity5andvocabularyexercisesintheexercisebook.(2)StudentscompletethetextofActivity5bythemselves.Theteacherneedstoremindthestudentstofillintheblankswiththecorrectformofthevocabularytheyhavelearnedinthetext.Studentsexchangetheiranswerswiththeirpartners,andthenteacherandstudentschecktheiranswers.(3)FinishtheExinActivity5ofstudents’book.Step6Homework1.Readthetextagain,in-depthunderstandingofthetext.2.Discusstheoriginoffestivals,thehistoricalchangesofrelatedcustoms,theinfluenceofcommercialsocietyonfestivalsandtheconnotationandessentialmeaningoffestivals.3.Completerelevantexercisesintheguideplan.【教学反思】1.通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；2.通过本节内容学习，学生能否结合文本特点快速而准确地找到主题句；3.通过本节内容学习，学生能否理清论说文的语篇结构和文本逻辑，了解节日风俗发展与变迁，感悟节日的内涵与意义。Unit1FestivalsandCelebrationsDiscoveringUsefulStructures【教材分析】该板块的活动主题为“描述节日活动”（Describefestivalactivities）。丰富的节日活动往往会带给人们深刻的印象和不同的感受，无论是在口头 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达还是书面表达中，人们对节日活动的描述都与亲历者的情绪交融在一起，而常用来表达人物情绪和感受的典型结构之一便是用作定语或表语的动词-ing形式，这也是本单元要学习的核心结构。单元主题语境与语言结构的契合能够确保语言使用的真实性和合理性，使学生充分感受和理解目标结构，并能自如地使用所学结构进行表达。【教学目标】1.Abletounderstandthefunctionandmeaningofthe-ingformasanattributeandapredicate;2.Cansummarizeandaccumulaterelatedvocabularyusedtoexpressemotions,including-ingformandpastparticiple;3.ReadaboutLaTomatina,afestivalheldinthetownofbunol,Spain.【教学重难点】Importance:1.Guidestudentstounderstandthefunctionandmeaningoftheattributiveandpredicateofthe-ingforminrealcontext;2.Instructstudentstocorrectlyusethe-ingformtodescribedifferentfestivalactivitiesandpersonalfeelings.Difficulties:Theuseofthe-ingformasattributiveandpredicativeincontext.【课前准备】1.Reviewthebasicstructureofthe-ingform,findoutthesentencescontainingthe-ingformfromthelisteningandreadingparts,andanalyzethefunctionandmeaningofthestructure;2.Readthecontentofthissectioninadvance,understandthenewwordsinthetextaccordingtothecontext,andsummarizethewordsthatexpressemotions;3.Completetherelevantexercisesintheguideplan.【教学过程】Step1Revision1.SsreadthethreesentencesfromReadingtextanddiscussthemeaningsandgrammaticalfunctionsoftheitalicised-ingform,andsummarizestheusagesofthe-ingformasattributeandpredicate.*Theselanternsareamazing.*DuringtheMid-AutumnFestivalinChina,familiesgathertoadmiretheshiningmoonandenjoydeliciousmooncakes.*FamiliescelebratingtheLunarNewYearcanenjoyexcitingdragondancesandcarnivalstogether.2.Tsharesthemeaningsandfunctionsofthe-ingformineachsentences.No.1:The-ingformisusedasapredicate,usuallyafteratieverb,toindicatewhatorhowthesubjectis.No.2:The-ingformisanattribute,usuallyusedtomodify,qualify,orindicatethequalitiesandcharacteristicsofanounorpronoun.No.3:The-ingformisanattributewhichmodifiestheprecedingnoun.Step2LearningnewgrammarActivity11.Workinpairstoidentifysentencesfromtheunitthatcontainthe-ingformasanattributeandapredicate.Explainthecompositionandmeaningofthe-ingformineachsentenceasbelow.*IthinktheRioCarnivalwouldbethemostexciting.（表语）*It’llbetootiringtowalkordanceforalongtimeinthoseshoes.（表语）*AnotherexampleisHalloween,whichslowlybecameanexcitingfestivalforchildren,inspiteofitsreligiousorigins.（定语）*Thefirstweekwasalittleconfusing.（表语）2.Instudentactivities,theteachermaymakenecessarysupplement.Step3PracticeActivity21.Taskssb.toreadthemessages(onpage6,Students’book)postedbysomeexchangestudentsonanInternetforum.2.TasksthefollowingquestionstoguideSstofocusonthetheme,textfeaturesandthecorecontentofeachcomment.*Whataretheydiscussingintheforum?(Whichfestivalisthebest?)*Howarethemessagesarranged?(Bytimeanddate.)*Whatfestivalsarementionedinthediscussion?(RioCarnival,theSpringFestival,ThanksgivingDay,andChristmas.)Step4Summarizing1.Studentsreadtheonlinecommentscarefully,findthe-ingformoftheverbthatisusedasanattributeorpredicateandunderlineit.Thencheckwithyourpartner.2.Theteacherasksdifferentstudentstoreadthecontentofeachpostandsaywhetherthe-ingformisusedasanattributeorapredicate.Step5ReadingActivity31.SslookatthepictureandscanthepassagetounderstandthemainideawhileteacherisgivingthefollowingquestionstoinspireSstothink.*Wherearethosepeople?*Whataretheydoing?*Whyaretheysoexcited?2.Sscompletethepassagewiththeappropriate-ingform.Thendiscussandchecktheanswerswithclass.Answers:boring,interesting,taking,exciting,amazing3.Theteacherraisesquestionsforthestudentstodiscussandencouragesthemtoexpresstheiropinions.*DoyoulikeLaTomatina?Whyorwhynot?4.Eachgrouprepresentativereportsthediscussionresult,theteachergivesfeedbackandtheevaluation.Step6PracticeActivity41.SscompletetheEx2inUsingStructures.2.Checktheanswersafterfinishingtheexercises.Step6HomeworkUnderstandandmasterthefunctionsandusageofthe-ingform;【教学反思】1.通过本节内容学习，学生是否理解和掌握动词-ing形式作定语和表语的功能和意义；2.通过本节内容学习，学生能否在理解文段内容的基础上，根据上下文语境和表达逻辑，能正确运用动词-ing形式描述节日庆典。3.通过本节内容学习，学生是否归纳和积累用于表达情绪的相关词汇。Unit1FestivalsandCelebrationsReadingforWriting【教材分析】1.Readquicklytogetmainidea;readcarefullytogetthedetailedinformationaboutNaadam