Unit3 Lesson 1 Spring Festival说课稿 2024-2025学年高中英语北师大版必修第一册

说课稿

Good morning, esteemed judges and colleagues. 

Today, I’d like to walk you through my instructional design for the reading lesson "Spring Festival" from Unit 3 of the Beijing Normal University Press Compulsory English 1 textbook. My design centers on fostering students’ core competencies through an engaging exploration of cultural identity and tradition. Let me begin by sharing the philosophy that underpins this lesson. 

 

Teaching Philosophy 

In crafting this lesson, I prioritized three guiding principles. First, integrating core competencies—language skills, cultural awareness, critical thinking, and autonomous learning—into every activity. For instance, students won’t just read about Spring Festival customs; they’ll analyze how traditions evolve across generations, connecting language to cultural symbolism. Second, I embraced activity-based learning, structuring tasks to spiral from comprehension to creation. Finally, continuous assessment ensures students reflect on their progress through peer feedback and self-evaluation tools. 

 

Transition to Text Analysis 

Now, let’s turn to the text itself. "Spring Festival" is a first-person narrative featuring three distinct voices: a foreign student, a migrant worker, and an elderly “empty nester.” Through their stories, the text chronologically traces preparations and celebrations, blending sensory details like "“tasty hotpot”" and "“fireworks lighting up the sky”" with deeper themes of family bonds and cultural shifts. What makes this text compelling is its ability to humanize tradition—students don’t just learn "what" people do during Spring Festival, but "why" these rituals matter in a rapidly changing society. 

 

Transition to Student Profile 

To ensure this text resonates with learners, we must consider their unique needs. My students are familiar with Spring Festival traditions at a surface level, but they often struggle to articulate cultural nuances or use descriptive language effectively. For example, while they know terms like "“reunion dinner,”" they might describe feelings as simply "“happy”" rather than evoking imagery. Additionally, their perspectives on tradition are often limited to personal experiences, so this lesson will challenge them to compare generational and cross-cultural viewpoints. 

 

Transition to Learning Objectives 

With these insights in mind, I’ve designed three key objectives. By the end of the lesson, students will be able to organize textual information using timelines, interpret the symbolic meanings behind traditions, and engage in role-play to compare cultural celebrations. These goals bridge language development with cultural reflection, empowering students to move from passive readers to active cultural ambassadors. 

 

Transition to Instructional Procedures 

Let me now outline how these objectives come to life in the classroom. 

 

Step 1: Activate and Share (4 mins)