【英语】2019届一轮复习人教版必修三Unit1Festivalaroundtheworld单元教案（22页word版）

【英语】2019届一轮复习人教版必修三Unit1Festivalaroundtheworld单元教案（22页word版）

‎2019届一轮复习人教版必修三Unit 1 Festival around the world单元教案 第一部分 教学设计说明 About the topic and the structures 单元话题和结构 本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又可以引导学生理解、尊重不同的文化和习俗。‎ 本单元语言功能项目是：打电话、邀请和致谢。‎ 本单元语言结构项目是“情态动词”。‎ 本单元还要求学生学习写作“记叙文：故事”。‎ ‎《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。‎ Period 1‎ Reading ‎ 阅读课 Warming Up 教师选择使用提供的“讨论”、“看听”或者“词汇学习”，进行热身，激发学生的阅读兴趣，导入本课，为Reading部分的阅读做好铺垫。‎ Pre-reading既可以让学生“想象和分享”，也可以让他们“交谈和分享”。‎ Reading通过Listening to the recording，Reading and underlining。 Reading and transferring information，Retelling the text，Reading and filling，Answering comprehension questions，Reading and understanding difficult sentences和Closing down by doing exercises活动，引导学生从形式到内容掌握课文，了解亡灵节、名人节、丰收节和春节，弄清楚 节日的由来及其存在的意义。亡灵节是为祭奠亡灵，取悦祖先而举行的节日，例如日本的盂兰盆节（Obon），墨西哥的亡灵节，万圣节（Halloween）等。名人节有中国的端午节，美国的哥伦布日，印度的甘地纪念日。春天的节日包括中国的春节，西方的狂欢节、复活节，日本的樱花节等。‎ Period 2‎ Learning about language ‎ 知识课 Learning about language 主要突出本单元的重点词汇和主要语法项目。通过Warming up，Learning about grammar （Reading and finding和Doing exercises No. 1, 2 and 3 on page 5），Closing down by doing a quiz 等活动，帮助学生熟练掌握情态动词may/ might，can/could，will/would，shall/should，must/can的各种语用功能。‎ Period 3‎ Using language 运用课 Using language涵盖了听、说、读、写四个部分。首先是 Warming up by talking about “carnival” ，然后是 Listening， Speaking。阅读活动要求学生Reading and underlining。读后还要求学生进行Speaking 和Acting活动。写作为Guided writing。之后Further applying（Finding information，Writing letters）。最后以filling a form或者describing the stars of Vega and Altair结课。‎ 实际教学过程课时划分建议 Period 1‎ 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。‎ Period 2‎ 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。‎ Period 3‎ 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。‎ Period 4‎ 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。‎ Period 5‎ 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。‎ 第二部分 教学资源说明 Section 1‎ Background ‎ 背景 围绕单元话题“Festival around the world”‎ ‎，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。‎ Section 2‎ Explanation 解析 重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。‎ Section 3‎ Vocabulary 词汇 按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。‎ 第三部分 教学测评说明 围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。‎ Unit 1 Festival around the world Part 1 Teaching Design 第一部分 教学设计 Period 1 A sample lesson plan for reading ‎(FESTIVALS AND CELEBRATIONS)‎ Introduction In this period, after the warming up, students will first be guided to imagine, talk and share what they know about festivals. Then they will be helped to read an exposition（说明文）entitled FESTIVALS AROUND THE WORLD. Examples of “Warming Up” designs are presented in this book for teachers’ reference. ‎ Objectives To help students understand the text’s forms and contents and learn about festival around the world ‎ To help students communicate on the topic in focus with the words, expressions and structures learned in this unit Focus Words harvest, starve, trick, gain, gather, award, admire, blossom, fool, apologize, drown, wipe, weave, weep, remind, forgive Expressions take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fin with, turn up, keep one’s word, hold one’s breath, set off, remind … of…‎ Patterns ‎1. Discuss when they take place. ‎ ‎2. Festivals and celebrations of all kinds are held everywhere. ‎ ‎3. The most energetic and important festivals are the ones that look forward to the end of winter and the coming of spring. ‎ ‎4. The country is covered with cherry trees flowers so that it looks as though it might be covered with pink snow.‎ ‎5. In European countries it is the custom to decorate churches and town halls with flowers and fruit. ‎ ‎6. If they are not given anything, the children might play a trick. ‎ ‎7. Because they thought these festivals would bring a year of plenty. ‎ Aids ‎ Multimedia facilities, tape-recorder, photos, diagrams Procedures ‎1. Warming up ‎ Warming up by discussing Good morning, class. Today we are going to read about FESTIVALS AND CELEBRATIONS. But first, I’d like to have you work in groups and list five Chinese festivals that you know. When do they take place? What do they celebrate? And what people do at that time?‎ Warming up by watching and listening Hi, every one. Look at the photos and listen to me telling you about some Western Festivals. ‎ Some Western Festivals ‎ Valentine’s Day , February 14 情人节 ‎ Candy, flowers and other tokens of affection are exchanged on this day, in honor of two martyrs, both named St. Valentine. ‎ April Fool’s Day, April 1 愚人节 ‎ Franksters feel that it is permissible to play ‎ all sorts of tricks on this day. ‎ Mother’s Day 母亲节 ‎ The second Sunday in May, set aside to honor mothers. ‎ Father’s Day 父亲节 ‎ The third Sunday in June, set aside to honor fathers. ‎ Halloween , October 31 万圣节 ‎ A special day for making merry, wearing costumes and playing old-fashioned games. A favorite with children. ‎ Easter 复活节 ‎ A Christian holy day in March or April when Christians remember the death of Christ and his return to life.‎ Thanksgiving Day 感恩节 ‎ Generally the fourth Thursday in November, set aside for national thanksgiving, especially for our democratic form of government. It is a legal holiday in all states. ‎ Labor’s Day 劳动节 ‎ The first Monday in September. Set aside to honor labor, it is a legal holiday in all states.‎ Christmas Day, December 25 圣诞节 ‎ This is both a legal and religious holiday, it observes the anniversary of the birth of Jesus. All states and all those of the Christian faith celebrate this holiday.‎ Warming up by learning vocabulary Turn to page 96, and go over the vocabulary list for Unit 1. Find out the relationship between the spelling and the pronunciation.‎ ‎2. Pre-reading by imagining and sharing Hello! Now you can celebrate everyday! Everyday is a holiday. Imagine somewhere someone is celebrating right now. Our world is filled with mystical celebrations and powerful memories. Come and tell the class what holiday it is today. ‎ ‎3. Talking and sharing Work in groups of four. Tell your group mates what festivals or celebrations do you enjoy in your city or town? ‎ ‎4. Listening to the recording Now please listen to the recording of the text FESTIVALS AND CELEBRATIONS. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice.‎ ‎5. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.‎ Collocations from FESTIVALS AND CELEBRATIONS ‎ hold festivals and celebrations, catch animals, have food吃饭, light fires, make music, bring a year of plenty带来富足的一年, honour the dead纪念死去了的人, satisfy and please sb.讨好取悦某人, do harm to对……有害, clean the graves扫墓, light incense, in memory of 纪念；追念, light lamps, play music, lead sb. back to earth, on an important feast day, in the shake of sth., offer sth. to sb., have the origin as an event, ask for sth., dress up乔装打扮；穿上盛装, play a trick诈骗；开玩笑, hold festivals as an honour to sb., a national holiday, gain …’s independence, gather… for…, a season of agricultural work, decorate churches with 用……装饰教堂, get together聚会, have meals吃饭, win awards for sth., admire the moon, give gifts of moon cakes, an energetic and important festival, look forward to期望；期待；盼望, eat dumplings吃饺子, give sb. lucky money给某人压岁钱, in red paper, dragon dances, celebrate the lunar New Year庆祝阴历的新年, take place发生, day and night日日夜夜, loud music, colourful clothing of all kinds, an important religious and social festival, be covered with 由……覆盖., have fun with each other彼此玩得开心, enjoy life享受生活, be proud of为……自豪, forget sth. for a little while暂时忘记某事 ‎6. Reading and transferring information Read the text again to complete the table listing festivals and their celebrations.‎ FESTIVALS AND CELEBRATIONS Ancient Festivals Festival of the Dead Festival to Honour People Harvest Festival Spring Festival celebrate the end of the cold weather, planting and harvest; capture of animals.‎ ‎…‎ ‎…‎ ‎…‎ ‎…‎ For reference:‎ FESTIVALS AND CELEBRATIONS Ancient Festivals Festival of the Dead Festival to Honor People Harvest Festival Spring Festival celebrate the end of the cold weather, planting and harvest; capture of animals.‎ honor the dead, satisfy and please the ancestors an honor to famous people or the gods, ‎ happy events for food gathering and end of agricultural work.‎ look forward to the end of winter and to the coming of spring ‎7. Reading to decide on the type of writing and summary of the text Type of writing This is a piece of descriptive writing.‎ Main idea of the passage Festivals and celebrations of all kinds, such as festivals of the dead, festivals to honour people, harvest festivals and spring festivals, have been held ever since the ancient times.‎ Topic sentence of 1st paragraph Today’s festivals have many origins.‎ Topic sentence of 2nd paragraph Festivals are held to honour the dead, or satisfy and please the ancestors.‎ Topic sentence of 3rd paragraph Festivals can be held to honour famous people.‎ Topic sentence of 4th paragraph Harvest and Thanksgiving festivals can be very happy events.‎ Topic sentence of 5th paragraph The most energetic and important festivals are the ones that look forward to the end of the winter and the coming of spring.‎ Topic sentence of 6th paragraph Festivals let us enjoy life.‎ ‎8. Closing down by making a diagram and retell the text We shall end the class by going over the text once again to make a diagram and retell the story with its help.‎ Ancient festivals ‎ Spring festivals Harvest festivals ‎→‎Festivals to honour people Festivals of the Dead Period 2 A sample lesson plan for Learning about Language ‎(Modal verbs: may/ might, can/ could, will/ would, shall/ should, must/ can’t)‎ Introduction In this period students will be first helped by the teacher to discover and learn to use some useful words and expressions, and then to discover and learn to use the following useful structures: may/ might, can/ could, will/ would, shall/ should, must/ can’t. The following steps of teaching may be taken: Warming up，Learning about grammar and Closing down by doing a quiz.‎ Objectives To help students learn about Modal verbs To help students discover and learn to use some useful words and expressions To help students discover and learn to use some useful structures Procedures ‎1. Warming up by discovering useful words and expressions Turn to page 4 and do exercises No. 1, 2 and 3. Check your answers against your classmates’. ‎ ‎2. Reading and finding Turn to page 1 and read the text of FESTIVALS AND CELEBRATIONS. As you read, find out examples of may/ might, can/ could, will/ would, shall/ should, must/ can used in the sentences. ‎ ‎3. Doing exercises No. 1, 2 and 3 on page 5‎ Turn to page 5 and do the exercises No. 1, 2 and 3 in groups of four. ‎ ‎4. Study the uses of Modal verbs Next we go on to make a careful study of all the modal verbs. ‎ Modals Words like can, will, may, must, and a few others are called modals. Modal auxiliary verbs help other verbs express a meaning or an idea. Some common uses of the modals are these:‎ Ability: He can speak English now.‎ He couldn’t speak English a year ago.‎ I’m not able to come to the game on Friday.‎ Permission: All passengers may now board.‎ We can board now.‎ Obligation: You must fasten your seat belts. (strong)‎ You should pay attention.‎ ‎ (weak)‎ You out to pay attention.‎ Possibility: It may rain.‎ How could I forget an import thing like that?‎ He can’t /must have known the result.‎ Meanings similar to those of the modals can often be conveyed by real verb forms:‎ He has to =…must…‎ is able to speak English. =…can…‎ is allowed to =…may…‎ is supposed to =…should…‎ ‎(be) able to ability, less used than can e.g. I’m not able to come to the game on Friday.‎ can ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ability e.g. Can you play the piano?‎ asking for and giving permission ‎ e.g. “Mom, can I go the cinema tonight?”‎ ‎“No, you can’t. You have homework to do”‎ offer e.g. Can I help you?‎ request, instruction e.g. Can you switch on the light for me?‎ capability e.g. The summers in England can be really unpredictable.‎ with be to make criticisms e.g. Susan can be a real pain in the neck at times.‎ can’t ‎ ‎ ability ‎ e.g. I can’t come to the game on Friday.‎ when you feel sure something is not possible (opposite of must)‎ e.g. The tennis match can’t be over yet. (I’m sure it isn’t).‎ could ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ possibility or uncertainty (can also use might)‎ e.g. He could be the one for you!‎ request (more polite than can)‎ e.g. Could you switch on the light for me?‎ suggestion ‎  e.g. We could go on a picnic this afternoon. ‎ asking for and giving permission ‎  e.g. “Could I use your phone?” ‎ ‎“Yes, of course you can”‎ unwillingness ‎  e.g. I couldn’t possibly leave Tom alone while he’s in this state. ‎ with comparative adjectives to express possibility or impossibility  ‎ e.g. I could be fitter.‎ e.g. He couldn’t study harder.‎ had better strong advice (less used than should)‎ ‎  e.g. You’d better do the washing up now. ‎ e.g. I’d better not go out tonight, because I have to get up early tomorrow.‎ may ‎ ‎ ‎ ‎ to express although in clauses ‎  e.g. I may be married to you, but that doesn’t give you the right to treat me like dirt. ‎ possibility or uncertainty (formal)‎ ‎  e.g. There may be a cure for AIDS within the next ten years. ‎ asking for and giving permission (less usual, more formal)  ‎ e.g. “May I use your phone?”‎ ‎“Yes, of course you may”‎ may as well/might as well describes the only thing left to do, something which the speaker is not enthusiastic about ‎  e.g. I’m so bored, I may as well do some housework. ‎ might ‎ ‎ possibility or uncertainty ‎  e.g. There might be a cure for AIDS within the next ten years. ‎ unreal situation e.g. If I knew her better, I might invite her to the ball. ‎ must ‎ ‎ ‎ ‎ when you feel sure something is true (opposite of can’t)‎ e.g. The tennis match must be over by now. (I’m sure it is).‎ necessity, personal feelings ‎  e.g. I haven’t spoken to Liz for ages. I must give her a call. ‎ order, strong suggestion ‎  e.g. You must stop smoking or you’ll get lung cancer. ‎ shall ‎ ‎ ‎ ‎ certainty or desire (mainly British English)‎ ‎  e.g. I shall give up chocolate for Lent. ‎ in formal rules and regulations (mainly British English)‎ ‎  e.g. Racism or sexism shall not be tolerated in this building. ‎ in questions to ask for instructions and decisions, and to make offers and suggestions (mainly British English)‎ ‎  e.g. What shall I do? ‎ When shall we come and see you?‎ Shall we go to the cinema this evening?‎ ‎ shan’t certainty (less usual, mostly British English)‎ e.g. I shan’t be late for the meeting.‎ should ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ expectation (can use ought to)‎ ‎  e.g. If you like Picasso, you should enjoy the exhibition. ‎ suggestion, advice, opinion (can use ought to)‎ ‎  e.g. You should have more driving lessons before you take the test. ‎ when something is not right or as you expect it e.g. The price on this can of beans is wrong. It should say $1.20, not $2.20.‎ criticism (can use ought to)‎ ‎  e.g. You shouldn’t shout at your mother like that. ‎ uncertainty ‎  e.g. Should I ask her out on a date? ‎ should + words of thinking, to make an opinion less direct ‎  e.g. I should think he could find a more compatible match. ‎ with be and adjectives describing chance, including odd, strange, typical, natural, interesting, surprised, surprising, funny (=odd) and What a coincidence.‎ e.g. It’s odd that he should ask you so many personal questions.‎ after in case to emphasise unlikelihood ‎  e.g. I’m not going out tonight in case she should call me. ‎ If…..should e.g. If Jane should drop by when I am out, tell her to come back later.‎ polite order or instruction ‎  e.g. Applications should be sent by 3rd January. ‎ ‎ ‎ will ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ assumption ‎  e.g. Oh, that’ll be John on the phone. ‎ request (can and could are more common)‎ e.g. Will you go to the shop for me?‎ intention or willingness ‎  e.g. “I’ll take gran’s pearls then”. ‎ ‎“You won’t!”‎ ‎“I will!”‎ order ‎  e.g. Will you please shut up? ‎ insistence ‎  e.g. “I won’t clean my room!” ‎ ‎“Yes you will!”‎ habits and typical behaviour ‎  e.g. Sarah will sit and gaze at the stars all night. ‎ criticism ‎  e.g. She will drink too much when she goes out. ‎ ‎ won’t ‎ ‎ emphatically forbid an action, in response to a will expression ‎  e.g. “I’ll take gran’s pearls then”. ‎ ‎“You won’t!”‎ ‎“I will!”‎ refusal ‎  e.g. “I won’t clean my room!” ‎ ‎“Yes you will!”‎ ‎ ‎ would ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ request (can and could are more common)‎ ‎  e.g. Would you go to the shop for me? ‎ would like - offer/invitation ‎  e.g. Would you like a cup of tea? ‎ after be, followed by adjectives doubtful, unlikely, to emphasise a tentative action ‎  e.g. It’s doubtful that he would be there in time of need. ‎ annoying habit, typical of a person ‎  e.g. She would ask me for money, wouldn’t she? ‎ certainty in a suppressed conditional sentence ‎  e.g. I would never agree to that. (even if he asked me) ‎ ‎ wouldn’t certainty in a suppressed conditional sentence ‎  e.g. I wouldn’t agree to that. (even if he asked me.) ‎ ‎5. Closing down by doing a quiz To end the period you are going to take a quiz on modal verbs: can, could, may and might Use one of the modal verbs in brackets to fill each gap:‎ ‎1 They (can/might)________________ be away for the weekend but I'm not sure.‎ ‎2 You (may/might)________________ leave now if you wish.‎ ‎3 (Could/May)________________ you open the window a bit, please?‎ ‎4 He (can/could)________________ be from Sheffield, judging by his accent.‎ ‎5 (May/Can)________________ you swim?‎ ‎6 Listen, please. You (may not/might not)________________ speak during this exam.‎ ‎7 They (can't/may not)________________ still be out!‎ ‎8 You (couldn't/might not)________________ smoke on the bus.‎ ‎9 With luck, tomorrow (can/could)________________ be a cooler day.‎ ‎10 You (can/might)________________ be right but I'm going back to check the times.‎ Keys: 1~5 might, may, Could, could, Can;6~10:may, can’t, couldn’t, could, might Period 3 A sample lesson plan for Using Language ‎(A SAD LOVE STORY)‎ Introduction Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by ‎ talking about “carnival” is to be followed by listening and speaking. Reading is done by having students reading and underlining. Then speaking and acting are carried out based on the reading. A guided writing is then offered. Further applying（Finding information，Writing letters）is presented here for the teacher’s choice. To end the period students may be asked to read the poem on page 8.‎ Objectives To help students read the passage A SAD LOVE STORY To help students to use the language by reading, listening, speaking and writing Procedures ‎1. Warming up by talking about “carnival.”‎ What is a carnival?‎ ‎1. The period of merrymaking and feasting celebrated just before Lent. ‎ ‎2. A traveling amusement show usually including rides, games, and sideshows. ‎ 3. A festival or revel: winter carnival. carnival, communal celebration, especially the religious celebration in Catholic countries that takes place just before Lent. Since early times carnivals have been accompanied by parades, masquerades, pageants, and other forms of revelry that had their origins in pre-Christian pagan rites, particularly fertility rites that were connected with the coming of spring and the rebirth of vegetation. ‎ In recent times, the term carnival has also been loosely applied to include local festivals, traveling circuses, bazaars, and other celebrations of a joyous nature, regardless of their purpose or their season.‎ ‎2. Listening There is a big and famous carnival in Trinidad every February. Li Mei and Wu Ping are there. Listen to the tape and answer the questions on page 6.‎ ‎3. Speaking You have visited America and you have returned home to China. You are phoning your friend in America to thank him for the visit. These expressions might help you. ‎ Could/ Would you please…?‎ I’d love to…‎ It’s very kind of you…‎ I look forward to…‎ Thank you very much/ Thanks a lot.‎ It was a pleasure…‎ You’re most welcome.‎ Don’t mention it.‎ ‎4. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage A SAD LOVE STORY. Copy them to your notebook after class as homework.‎ Collocations from A SAD LOVE STORY meet sb. at the coffee shop在咖啡店遇到某人, after work下班后, turn up突然出现；到场；调低（收音机等）, right now, laugh at 嘲笑, keep one’s word守信用；履行诺言, look forward to ~ing期待做某事, all day整天, be alone with sb.与某人在一起, be like a fool像个傻瓜, hold one’s breath屏息；屏气, drown one’s sadness in coffee, it is obvious that…显然……, wait for…to leave等待……离开, wipe the table擦桌子, sit down坐下, turn on the TV打开电视, a weaving girl织女, a herd boy牛郎, fall in love with与……相爱, get married secretly秘密结婚, be married to sb.嫁给/娶了某人, become angry变得生气, return to Heaven, cross the river过河, once a year一年一次, make… of…, on the seventh day of the seventh lunar month每年七月初七, hear about听说, set off for home动身回家, throw… away, remind sb. of…提醒某人想起……, pass… on the corner on one’s way home在回家路上, hear…~do/ ~ing, wave at sb. 向某人挥手, have a gift for sb.给某人一个礼物 a happy Valentine’s Day一个快乐情人节 ‎5. Speaking Turn to page 8 and with a partner, find the answers to the questions:‎ ① Why did Li Fang feel like a fool? →Because he was alone and heart-broken.‎ ② What was Li Fang afraid that Hu Jin was doing? →She could be with her friends laughing at him.‎ ③ How did Li Fang know the manager wanted to shut the coffee shop? →He saw the manager wipe the tables, sit down and turn on the TV.‎ ④ Why do people want the weather to be fine on Qiqiaojie? →Because if it rains Zhinu would weep and the couple wouldn’t be able to meet.‎ ⑤ What is the reason why Li Fang and Hu Jin did not meet on time? →For Li Fang had gone to the wrong place to meet Hu Jin. They should meet at the tea shop.‎ ⑥ Why was Li Fang so worried at the end of the story? →Because he had no gifts for Hu Jin.‎ ‎6. Acting a text play Next we are going to put the text A Sad Love Story on stage, that is, to play the story. ‎ A text play of A SAD LOVE STORY ‎(Time: Valentine’s Day; Place: the coffee shop and the tea shop; People: Li Fang, the coffee shop manager and Hu Jin )‎ Li: (heart-broken) (to the manager) What time is it now, Sir? ‎ Manager: It is ten to ten. Are you waiting for someone here?‎ Li Fang: Yes, I am meeting my girl friend here. She said she would be here by seven o’clock. It is almost ten now. We agreed to meet here, at this coffee shop after work. But she has not turned up yet. ‎ Manager: You look heart-broken. Don’t worry. I am sure she will be here very soon. Maybe she is with someone right now, doing something. But she will keep her word.‎ Li Fang: I don’t think she will come to meet me. I look forward to being alone all my life. She is laughing at me. Oh, my God. I look like a fool, being alone on this Valentine’s Day, with nobody loving me in this world.‎ Manager: So hold your breath for me to calm you down. Don’t drown your sadness in coffee.‎ Li Fang: It is obvious that you want me to leave, don’t you? What are you doing? Are you wiping the table? Why did you sit down and turn on the TV?‎ Manager: No, I won’t ask you to go. Look! It’s a sad Chinese story about love, on TV. ‎ Li Fang: I do not watch TV plays very much. ‎ Manager: But this one you must watch! It tells about a weaving girl and a herd boy. They have fallen in love with each other.‎ Li Fang: Are they married?‎ Manager: Yes, they got married secretly. But the mother of the girl, the Goddess, doesn’t like her daughter to be married to a human. See she becomes angry and orders her to return to the Heaven. ‎ Li Fang: How about Niulang? Will he follow the girl back to the Heaven?‎ Manager: Yes, he tries to follow her. But…‎ Li Fang: But what?‎ Manager: See the river? The Milky Way? It is impossible for this boy to cross the river.‎ Li Fang: I see. The mother has decided to let the couple meet once a year. But how do they cross the river, the Milky Way?‎ Manager: The heavenly magpies make a bridge of their wings so the couple can cross the river to meet. ‎ Li Fang: When do they meet?‎ Manager: They meet once every year on the seventh day of the seventh lunar month.‎ Li Fang: The TV play is over and I have to be off now, to meet my girl. But where is my girl?‎ Hu Jin: Why? It’s you, Li Fang? Why didn’t you come to meet me? I have been waiting for you ever since 7 this evening.‎ Li Fang: I am heart-broken. You leave me alone in the coffee shop, waiting for you the whole evening. Are you in love with someone else?‎ Hu Jin: I was waiting for you at the tea shop. Did you forget that we agreed to meet there?‎ Li Fang: Is it the tea shop, not the coffee shop?‎ Hu Jin: Absolutely!‎ Li Fang: Sorry! I apologise to you. My memory failed me. ‎ Hu Jin: So you set off for home? Anyway you are here. Now here you are, the gift from me. You know it’s the Valentine’s Day? ‎ Li Fang: But, but I have thrown mine away?‎ Hu Jin: Why? ‎ Li Fang: Because I don’t want them to remind me of you. I thought you would never turn up in front of me, to see me, to love me. ‎ Hu Jin: I passed a man on the corner on my way here looking for you. I heard him singing the song of Qiqiaojie. I thought it was you. So I waved at him. But it turned out to be a stranger. ‎ Li Fang: Could you forgive me? I have no gifts for you on this happy and sad Valentine’s Day. ‎ ‎7. Writing an imagined and different ending to the story of Li Fang, beginning with:‎ As he sadly passed the tea shop on the corner on his way…‎ ‎8. Writing a description To inform the foreigners of the Chinese culture, you are to write a description of Qiqiaojie in English. You may begin like this:‎ Love story for this day is about the 7th daughter of Emperor of Heaven and an orphaned cowherd. They were separated by the Emperor. The 7th daughter was forced to move to the star Vega and the cowherd moved to the star Altair. They were allowed to meet only once a year on the day of 7th day of 7th lunar month.‎ ‎9. Finding information Go to the library to read or get online to search in order to find more information on festivals and celebrations. Take notes of your finding and report to your group mates next period. ‎ ‎10. Writing letters Write a letter either to Zhinu or Niulang, telling about the modern life and the modern love. ‎ ‎11. Closing down ‎ Closing down by filling a form Make use of the text and others to fill in the form. ‎ TWO SAD LOVE STORIES OF Li Fang and Hu Jin Of Niulang and Zhinu Closing down by describing the stars of Vega and Altair To end this period, I am going to ask you to write a short passage to describe to the class the two stars of Vega and Altair which are related to Qiqiaojie, the Chinese Valentine’s Day.‎ For reference:‎ The Stars The star Vega (Weaving Maid) is the 5th brightest star in the sky. Therefore, it's very easy to find in the summer night. The size of Vega is 16 times bigger than the Sun. The temperature on its surface is more than 10,000 degrees. The brightness of Vega is 25 times brighter than the Sun. It's 25 light years away from the Earth.‎ The star Altair (Cowherd) is the 11th brightest star in the sky. Therefore, it's not difficult to find in the summer night. The size of Altair is 4 times bigger than the Sun. The temperature on its surface is about 8,000 degrees. The brightness of Altair is 11 times brighter than the Sun. It's 17 light years away from the Earth.‎