Teaching aims:

(1) Learn to use functional sentences, key structures, and words.

(2) To know something about the festivals of different countries and try to express their ideas about them by listening, speaking, reading and writing.

Teaching contents:

1. Topic: Festivals.

Talking about festivals and customs.

2. Functional Sentences: Expressing and supporting an opinion.

(1) In my opinion, we should….

(2) I believe we should…

(3) I don’t think it’s necessary to…

(4) We must decide…

(5) I hope we can make a decision…

(6) If we do this, we can…

(7) I think that…should…

3. Vocabulary:

(1) Words: theme parade holy Easter symbol conflict argument opinion major probably honour ancestor principle nation purpose creativity faith commercial joy light similar generation salute kiss cheek nod celebration respect gift cycle fool invitation.

(2) Phrases: dress up in one’s opinion play a trick on sb. take in

4. Grammar: modal words--- must, have to and have got to

Period 1 Warming up and listening

Teaching aims:

1. To get students to know something about festivals, customs and habits.

2. To train students listening ability for catching specific information.

Teaching aids: multimedia, recorder, and tape.

Teaching procedures:

Step1 Pre-task (Warming up)

Look at the pictures of these festivals on page 8 and answer the questions:

(1) Do you know the Chinese names of the festivals?

(2) Do you know which countries the festivals come from?

(3) What are the people in the pictures doing? Why are they doing this?

If students can answer these questions, that’s OK. If not, ask the students to read the following description and match.

On October 31st westerners celebrate Halloween which children like best, because they can enjoy themselves on that day. When night comes, they wear all kinds of strange costumes and masks as bad men, witches, ghosts or goblins, then they ask for candies from door to door, shouting: “Treat or Trick? Happy Halloween…”

The Day of the Dead is an ancient festival celebrated in Mexico. The festival honors both the living and the dead. On this day, people light candles for prayers to the dead and give sugar skeletons to each other as gifts. It is not a sad day, but rather a time to celebrate the cycle of life.

Obon is an ancient festival celebrated in Japan. The Japanese float paper lanterns in memory of the dead.

Step2 While task (Listening comprehension)

(1) Before listening, ask the students to have a competition to match the festivals with the given information.

1. Mardi Gras A. It’s much like Halloween in the US.

2. Ramadan B. People celebrating the festival will not eat or smoke.

3. Easter C. The name of the festival is “Fat Tuesday”.

(2) Martin Gras

1. Go through the three items with the students and make sure what to listen before the teacher plays the tape.

2. Play the tape for 3-4 times and finish the multiple choice.

3. Let students check their answers in pairs and then with the whole class.

(3) The teaching procedure of Ramadan and Easter: the same as Martin Gras

Step3 Post task (Comparative study of Chinese and foreign festivals)

1. Show some pictures about the Chinese festivals to the students and have them try to identify the festival. Whether they can identify the festival or not, ask them to read the short description in English and share it with class.

(1) The Spring Festival

The Spring Festival is celebrated on the 30th day of the 12th lunar month. It’s an ancient Chinese festival and it is the most important one for Chinese. On that day, people will get together to have a reunion dinner on Chinese New Year’s Eve no matter how far he is. And children often get new clothes and money from their parents or relatives

(2) The Dragon Boat Festival

Chinese celebrate the memory of a great poet Qu Yuan on the 5th day of the 5th lunar month. On this day, the people eat some pyramid-shaped dumplings which are made of glutinous rice wrapped in bamboo or reed leaves and they often have a dragon boat race and throw some pyramid-shaped dumplings into the Yangzi River so that the fish or animals in it wouldn’t eat Qu Yuan.

2. Brainstorm: How many foreign and Chinese festivals do you know through today’s study? Can you compare them in details? Please work in pairs and compare a Chinese festival with one from another country.

A Chinese festival A foreign festival

The name of the festival

When is the festival celebrated?

Who celebrates the festival?

How do people celebrate it?

Why do people celebrate it?

What are some important themes, for example “family” and “peace”?

How old is the festival?

Step4 Homework:

Task: Comparative study of Chinese and foreign festivals.

Period 2 Speaking

Teaching aims:

1. To train students’ speaking ability through practicing their expressing and supporting an opinion.

2. To train students’ creative ability.

Teaching procedures:

Step1 Pre-task (Leading in)

1. Instruction: This class we will learn four new holidays, which new holiday do you like best and why? Please read and decide what a new holiday should be about.

2.Ask the students to read the message about the four new holidays on page 10 and decide what a new holiday should be about.

Step2 While task

1. Brainstorm: Ask the students to try to remember festivals as many as possible.

Instruction: What foreign festivals did we learn from last class? How about Chinese festivals? Among the foreign and Chinese festivals and four new festivals, which one do you like best and why?

2. Activity: Before the students tell their partners which one they like best, ask the students to write down their favourite festival and then have a game according to the instructions on page 30 of the teachers’ book.

3. Instruction: Then I’ll show you how Tom thinks. (Show the sample to the class) What sentences can express and support an opinion in English? Let’s see the useful expressions on page 10.

4. Ask the students to read the useful expressions.

5. Instruction: Please discuss in group of four and tell your group members why your holiday is the best one or why you like it best. (Then have students discuss in groups.)

6. Ask some groups to report in class.

Step3 Post task

(1) Ask the class to finish the following task.

Task: Create a new festival or holiday.

When would you celebrate it? Why would you celebrate it? How would you celebrate it? What theme would you use?

1.Name of the festival (holiday):

2.Date:

3.Meaning:

4.Themes:

5.How is the festival celebrated?

6. What is the symbol of the festival?

Ask the students to discuss and then ask some groups to tell the class why their festival or holiday is the best one.

(2) Divide the class into three groups and each group finish one of the following three tasks.

Situation1: Create a class festival

1. Show the key words to the students: honor, purpose, faith, respect, fix, on the day, in honor of, sing high praise for, in memory of…

2. Show the functional sentences to them.

1) Fix the festival on that day in memory of…

2) Celebrate the festival by…

3)Do this to play respect to…

Situation2: Work in groups. Imagine that you and three of your classmates are going to celebrate a festival. Please decide

1.when you will celebrate the celebrate

2. what you will do

3.where you will celebrate

4.what you will buy

5.what guests you will invite ……

Situation3: Work in groups. Imagine that you and three of your classmates are going to spend a holiday together. Please decide where you will go and what you will do.

*Show the functional sentences to them:

1. I think that we should go to the park and have a picnic because…

2. I think that the best way to celebrate is to have dinner at a restaurant and then go

to a karaoke bar because…

3. I think we should go on a trip to …and …because…

4. I think we should…

Step4 Homework

Project work: Work in group of four to create a new festival or holiday.

Period 3 Reading

Teaching aims:

1. Let students know about the history and culture of the festival.

2. Ask students to understand and respect other countries’ costumes.

3. To train students’ reading ability.

Teaching procedures:

Part I--------Pre-reading.

I. Task : Ask students to search the information about the Spring Festival in groups before the class:

II. Show students some pictures of festivals of China and other countries and ask them to guess what festivals they are.

Part II-------.While-reading

Step 1: I. Show students some pictures of Kwanzaa and ask them if they know this festival.

Show the word “ Kwanzaa” on the blackboard.

II.. Ask students what they want to know if they come across a new festival.

Ask students ideas then write their questions on the blackboard.

What…

When…

Who…

Why…

How…

(T: So today we are going to read an article, then you will get the answer)

Step 2. Ask students to read the passage as quickly as possible and then answer the following questions:

1. What is Kwanzaa?

2. When is the festival celebrated?

3. Who celebrate it?

Step 3. . Listen and read for the detailed information and finish True or False statements.

( 可參考目標(biāo)練習(xí)冊(cè))

1. Kwanzaa is a very old festival. ( F)

2. People celebrate Kwanzaa from December 25 to January 1. (F)

3. The word Kwanzaa means first fruit in Swahili. ( T)

4. Kwanzaa is celebrated by all the Americans. (F)

5. Many things of the African first-fruit are the same. (T)

6. People celebrate it by lighting seven candles each day and discussing one of the seven principles of Kwanzaa. (F)

7. The holidays and festivals help us understand who we are, remember where we come from, and share our hopes for a happy future. (T)

Step 4. Dealing with difficulties in understanding the words and sentences.

I Ask students to read the text with the tape on and find out some difficulties in understanding the text.

II . Help students understand the following words and match them.

unity make decisions by oneself

nation strengthen , help (sth. sb.) to continue

self-determination country

support harmony(和睦), arrangement of aims of feelings

purpose that which one means to do.

creativity trust; strong belief; confidence

faith the ability of creating or making things.

III. Help students understand some long sentences:

1. Kwanzaa was born in 1966, when people created a new festival so that African Americans would be able to celebrate their history and culture.

Q: (1) When did African Americans create the new festival?

(2) Why did they create the new festival?

( If students still can’t understand, help them to translate it into Chinese.)

2. The festivals were a way to celebrate history and culture, as well as the new year.

Q: (1) Which festival, only Kwanzaa or all the first-fruit festivals?

(2) What do the festivals celebrate?

( If students still can’t understand, help them to translate it into Chinese.)

3. Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa.

Q: (1) Is Kwanzaa a time for joy? Is it a time for learning?

(2) What does ‘since’ mean here?

(3) What do people do in Kwanzaa?

( If students still can’t understand, help them to translate it into Chinese.)

IV. Ask students to discuss two questions.

1. How did this festival come about ?

2. How to celebrate it?

( Give students some candles and other things. Ask them to act how to celebrate it. During the action, teacher can help students understand the principles.)

Part III. Post-reading

Step 1. Ask students to discuss one question:

What’s the meaning of creating a new festival?

Step 2.

task1: Ask students to fill in the form according to the text and the information they have got about the Spring Festival.

Name of the festival The Spring Festival Kwanzaa

When is the festival

Who celebrate it

Why do people create it

The principles of it.

How to celebrate it?

Step 2. task 2 : Ask students to compare the Spring Festival and Kwanzaa, then show the differences in groups.

Homework:

Task: Ask students to write an article about a festival which they are interested in.

Suggestions:

1. When and where is the festival celebrated.

2. The birth of the festival.

3. How to celebrate it.

Grammar

Teaching aims: Grasp the modal verbs---must, have to, and have got to

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Teaching procedure:

Step 1 Lead in

Fill in the blanks with ought to, should, had better do.

1. You should see a doctor about that.( It’s a good idea.)

2. You had better go to school tomorrow.(If you don’t go, something bad will happen.)

3. Teacher to student: if you want to pass this class, you had better finish all you assignments.

4. Students to teacher: if you come to my country, you should visit Kyoto.

5. You must try to get to work on time. (I want you to.)

When you trying to advise someone something, you can use should ,ought to, had better do. but make sure their degrees of strength are different. In this class, we’ll focus on “must”. It’s more forceful to express ideas.

Weak

(-------- )

(should/ought to )

(had better )

(must )

Strong

Open books

Step2: Ask Ss to look at the examples and find out the differences in meaning. (p12)

I. Summary for affirmative forms

1. You use must when you think it is necessary.

2. You use have to when someone else thinks it is necessary.

3. In informal English, you can use have got to instead of have to.

II. Fill in the blanks.

1.You must be back by 2 o’clock. ( I want you to do some cleaning)

. 2. He had to wait for his wife to come back at the door if he had lost his key.

3. I must phone my parents tonight.(I think they’ll be worrying about me.)

4. His sister is ill, so he had to stay at home to take care of his sister.

5. I’m tired. I must stop working to have a good sleep.

6.His parents have gone to visit his grandfather. He has to make dinner himself.

Step 3. Discuss the forms of must and had to.

1. We must go now.

We must go tomorrow.

2. I have to go to hospital.

Have you ever had to go to hospital?

I might have to go to hospital.

3.What do I have to do to get a driving licence?

Why did you have to go to hospital?

Karen doesn’t have to work on Saturdays.

Step4: Summary for negative forms: must not , do not have to

I. Examples:

You mustn’t tell George.(= Don’t tell George.)

You don’t have to tell George.(= You can if you like but it isn’t necessary).

II. Finish the sentences with mustn’t or don’t/doesn’t have to.

1. I don’t want anyone to know. You mustn’t tell anyone.

2. He doesn’t have to get to wear a suit to work but he usually does.

3. I can stay in bed tomorrow morning because I ___________________go to work.

4. Whatever you do, you _________________touch that switch. It’s very dangerous.

5. There’s a lift in the building, so we __________________ climb the stairs.

6. You_______________ forget what I told you. It’s very important.

7. Sue ________________ get up early. She gets up early because she wants to.

8. Don’t make so much noise. We ________________ wake the baby.

9. I _________________ eat too much. I’m supposed to be on a diet.

10. You _______________ be a good player to enjoy a game of tennis.

Step 5: Finish off the exercises on page 12,13

I. Look at the table and decide which is necessary and which is not. Make sentences using “must, mustn’t, have to, have not to” (p12)

II.Complete the sentences with have got to (p13)

Step6: Homework:

Workbook p79-80

Type of lesson: language study

Teaching aims: help the students to understand and use the following words and phrases.

hear about, believe, light, support, so that, take in gift symbol faith

Teaching aids: work sheet

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Teaching procedures:

Step 1. Review the whole text.

Listen to the sentences and fill in the blanks. All the sentences are from the text.

1. Have you heard about Kwanzaa?

2. they used to honour their ancestors, celebrate their past, and the group or society they lived in.

3. Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa.

4. We should build and support our factories and shops.

5. Whatever the trick, if a person is taken in, he or she is called “April Fool!”

Step 2. Word study.

1. light

1）Understand the following sentences and find out the different property of the word “l(fā)ight”

a. A soft light came into her eyes as she looked at him. ( n.)

b. He was lighting the candle.(verb)

c. He ‘s lost a lot of weight: he’s three kilos lighter than he used to be.(adj)

d. Marriage is not something to be undertaken lightly.(adv)

e. Her eyes lit up with joy.(verb)

2) Summarize

2. support v&n

1). Read the sentences in Column A and find out the different meaning of the word in the sentence situation in Column B.

Column A.

1) Is this bridge strong enough to support heavy lorries? (d)

2) Will you support me in my campaign for election?(a)

3) This evidence supports my argument that she is guilty(e).

4) I was supported by my parents when I was studying.(b)

5) Such a barren (荒脊的) desert can support very few creatures.

Column B

a. to help sb/sth by one’s approval

b. to provide sb with the necessary money

c. to provide enough food and water to keep alive

d. to bear the weight of sth/sb

e. to help to show that a theory is true

2). Ask the Ss to make up sentences according to the given pictures

3.gift

ask the Ss to read the sentences and sum up the meanings of the word “gift”

1) Officials are not allowed to receive gifts from the public.( )

2) I have no gift for foreign languages. So I have to study English very hard to catch up with other students. ( )

Though John is very lazy in his study, he is a gifted boy, isn’t he? He always gets No.1 in the exams in his class. ( )

4. honour

1)ask the Ss to read the sentences and sum up the meanings and structures of the word “honour”.

it is an great honour to be invited.

May I have an honour to dance with you?

Will you honour me with a visit?

2)summarize

5. take in

1)Read the following sentences and get the different meaning of “take in” in each sentence by discussing with their partner.

a. She was homeless, so we took him in.( allow sb to stay in one’s home)

b. She took me in completely with her story.(deceive, delude or fool sb)

c. Fish take in oxygen(氧) through their gills（鰓）.（absorb sth into the body by breathing）

d. This dress need to be taken in at the waist.(make narrower or tighter by altering its seam)

e. The tour took in six European capitals.(include or cover sth)

f. I hope you can take in what I’m saying.(understand or absorb sth that one hears or heads)

2)Ask the Ss to translate the following sentences into Chinese.

Mrs. Brown is a kind old lady. One day when she was walking along the street, she saw a homeless boy begging(乞討). Mrs. Brown tried to speak with him, but the boy seemed not to take in ( ) what Mrs. Brown was saying. He was so poor that Mrs. Brown decided to take him in ( ). Then she took the boy back home. Her neighbors advised her not to take in ( ) a stranger or she might be taken in ( ). But Mrs. Brown believes that virtue is its own reward(好人有好報(bào)).

6. so that

Rewrite the sentences

1) I got up early today . I could catch the first bus.

A.________________________________________.

B _________________________________________.

2) Mary worked very hard . Her classmate could not catch up with her.

A____________________________________________________.

B____________________________________________________ .

7.hear

1) Understand the following sentences and summarize the structures.

Have you heard the news? ( hear sth )

You are not to go – do you hear me! (hear sb.)

I heard that she was ill. (hear that …)

Through the wall ,I heard someone laughing. (hear sb. doing )

He was heard to groan. (be heard to do )

2) Ask the students discuss in groups and then choose correct prep. to fill in the blanks.

from of out about

I have only just heard about his remove.(聽(tīng)到關(guān)于某事的消息)

How often do you hear from your sister?（收到某人的來(lái)信）

I have never hear of the place / her.（聽(tīng)到或知道某事某人）

3) Practice: translate the following sentences into English.

1. 我們留心聽(tīng)，但什么也沒(méi)聽(tīng)見(jiàn)。

We _____but could _____ nothing.

2. 我們還是聽(tīng)聽(tīng)他們要說(shuō)些什么吧。

We’d better hear __________________.

Step 3. Write a passage

Write a short description of your favorite festival. Or you can create your own festival. You ctan use “hear about, gift, support, take in, faith, share, honour…”

Period 6 Integrating skills

Teaching aims: Get the information of festivals by reading.

Get Ss to know how to write an invitation.

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Teaching procedure:

Step 1. Fast reading

Read about these festivals and choose the correct pictures.

Step2. Detailed reading

Ask Ss to fill in the chart.

Festival Earth Day Martin Luther

King, Jr Day Day of the Dead April fool’s Day

When is the festival celebrated?

Where is it celebrated?

Why do people celebrate it?

How do people celebrate it?

Step3 Post-reading

Discuss these questions with partners.

1) Since most Chinese are more concerned about losing face than most westerners, would April Fool’s Day be so easily accepted? Why or why not?

2) What do you think “ the first of April is the day we remember what we are the other 364 days of the year.”

3) Why do so many festivals honor our ancestors?

4) What do you think “ a day on, a day off!” means?

Step 4 Extension

Ask the students to look at the four pictures and describe what they see in the pictures.

Possible answers:

1. Easter : It is the most important holiday in spring, especially for Christians(n.基督徒). It can be any Sunday between March 22 and April 25. Many people celebrate it by buying new clothes. Children celebrate by hunting for colored eggs that their parents have hidden around the house. People also give Easter baskets filled with candy and other good things to one another to celebrate the day.

2. Thanks Giving Day: It is a national day in the U.S.A. which is celebrated on the fourth Thursday in November. It is a time for remembrance and for giving thanks. The family eats many kinds of delicious food, such as turkey and pumpkin pie.

3. Mother’s Day: About 100 countries in 5 continents now have this festival. In the United States it celebrated on second Sunday in May. Many people follow the custom of wearing a carnation on that day and children honor their mothers with cards, gifts, and flowers.

4. Halloween: At the end of October Americans will celebrate this holiday. The stores have been full of pumpkins, costumes, and candy for weeks. On October 31, children dress up, go to their neighbors' homes, say "Trick or treat", and receive a lot of candy.

Step5: Writing

I. Give Ss the sample writing.

1.Formal Letters of Invitation

Mr. and Mrs. Andrew K.K. Wang

request the pleasure of your company

at a dinner

in honor of their parents

Fiftieth Wedding Anniversary

on Sunday, the fifth of July

at eight o'clock

New Asia Hotel

100 Deep Water Bay Road

Hong Kong

R. S. V. P. 謹(jǐn)訂于七月五日星期日晚八時(shí)在香港深水灣道100號(hào)新亞洲大酒店為我們父母的金婚紀(jì)念舉行晚宴，敬請(qǐng)

光臨

王楷康夫婦敬約

敬請(qǐng)回復(fù)

2. Informal Letter of Invitation

Dear Miss Smith,

I would like to invite you to my house this coming Sunday. My brother Peter will be staying with us for a few days during the Christmas holidays and my wife and I have planned for him a family dinner so that he can meet some of our friends. We should be delighted if you could join us. I hope you will let me know that you can come.

Yours

Peter

II. Ask Ss to list things to include in an informal invitation. (見(jiàn)目標(biāo)練習(xí))

1. What?

2. When?

3. Who?

4. Why?

5. Where?

6. Pictures and colors.

III. Get the Ss to write their own invitation.