Unit 1 Festivals and Celebrations Assessing Your Progress 教案-2024-2025学年高中英语人教版（2019）必修第三册

Unit 1 Festivals and Celebrations-Assessing Your Progress 教学设计 教学目标 Knowledge: Master key vocab (e.g., "celebration", "custom") and sentence patterns about festivals; understand cultural differences in global festivals. Skills: Use target language to describe festivals, discuss their significance, and write a short passage about a familiar festival. Affect: Appreciate cultural diversity, foster respect for different traditions, and enhance cross-cultural awareness. Learning Strategies: Practice summarizing festival features via reading/listening; collaborate in group discussions to exchange ideas. 重难点 Key: Vocab and expressions for describing festivals; understanding festival-related texts. Difficult: Distinguishing cultural nuances in festival celebrations; using complex sentences to express personal views on festival significance. 教学环节 学习活动 新课教学 Teacher: Good morning, class! Today, we are going to have a review and assessment of what we've learned in Unit 1 - Festivals and Celebrations. I believe you all had a great time exploring various festivals around the world in this unit. So, let's start by refreshing our memories. Can anyone name some of the festivals we talked about? Student 1: We learned about the Spring Festival, which is the most important traditional festival in China. Teacher: Very good! What else? Student 2: Christmas, it's widely celebrated in many Western countries. Teacher: Excellent. And there are many more, like the Mid - Autumn Festival, Thanksgiving, and the Carnival. Now, let's move on to the vocabulary part. When we describe festivals, we use a lot of specific words. I'll give you some sentences, and you need to fill in the blanks with the correct words from our unit. Look at the first sentence on the screen: "The beautiful flowers on cherry branches are the most _______ sign of the arrival of spring." What word should we use here, class? Student 3: Fancy? Teacher: Well, let's think about it. Fancy usually means elaborate or decorative, but in this context, we are looking for a word that can describe the flowers as a characteristic sign. Any other ideas? Student 4: Significant? Teacher: Exactly! The word "significant" fits perfectly here. It means important or meaningful, indicating that the cherry blossoms are an important sign of spring. Now, let's look at the second sentence: "In December, many companies have _______ dress parties to celebrate the end of the year." What word should we put in this blank? Student 5: Brief? Teacher: Not really. Brief means short or concise, which doesn't make sense for a dress party. Think about a word related to the type of clothing people might wear at such a party. Student 6: Fancy! Teacher: Correct! "Fancy dress parties" are parties where people wear elaborate or special clothes. Great job. Now, let's move on to the next one: "The female soldiers forming the biggest ____________ group in the National Day parade attracted a lot of interest from the _______." Who wants to give it a try? Student 7: The first blank could be "marching", and the second one could be "audience". Teacher: Absolutely right! "Marching" describes the action of the soldiers moving in an orderly way during the parade, and "audience" refers to the people who are watching. Now, let's check another sentence: "The most common color you see during the Spring Festival is red because red __________ life, wealth, and good luck in Chinese culture." What word should we use here? Student 8: Represents? Teacher: Perfect! In Chinese culture, red indeed represents these positive things. Okay, let's move on to the next part - grammar. In this unit, we learned about the uses of -ing forms and past participles as attributes and predicatives. Let's take a look at some examples. For instance, "a newly discovered planet", here "discovered" is a past participle used as an attribute to modify "planet". And in the sentence "she was seriously injured in that car accident", "injured" is a past participle used as a predicative. Can you see the difference? Now, I'll give you some sentences, and you need to tell me whether the -ing form or the past participle should be used correctly. Look at this sentence: "Taking part in the celebration is a _______ (satisfying / satisfied) experience for us." Which one should we choose, class? Student 9: Satisfying? Teacher: Right! "Satisfying" is used to describe something that causes a feeling of satisfaction. When we say "a satisfying experience", we mean the experience itself is fulfilling. Now, let's look at another one: "The man dressed in a ghost costume looks quite _______ (frightening / frightened)." Student 10: Frightening? Teacher: Exactly! "Frightening" is used to describe something that causes fear. Here, the man in the ghost costume looks scary. Now, let's think about the reasons why people celebrate festivals. Can you summarize them based on what we've learned in this unit? Student 11: People celebrate festivals to show gratitude, like on Thanksgiving. Teacher: Very good. What else? Student 12: To remember important events or people, such as Christmas commemorating the birth of Jesus. Teacher: Excellent. And also to enjoy with family and friends, and to keep traditions alive. Now, let's move on to the writing part. We learned how to write a passage about a festival. First, let's recall the structure. We should start with an opening paragraph stating the topic, like where, when, and with whom you celebrated the festival, and also your main feeling. Then, in the body paragraphs, we describe the start of the festival, the surroundings, and the festival activities in detail. Finally, we have a closing paragraph giving a brief summary of the experience. Now, I want you to work in pairs and write a short passage about a festival you are familiar with, following this structure. You can choose any festival you like, either from the unit or one you celebrate in your own family. (Students work in pairs and start writing) Teacher: Time's up. Let's stop here. Now, each pair, please choose one person to read your passage aloud, and the rest of the class, listen carefully and give some comments. Who wants to start first? Student 13: We wrote about the Lantern Festival. The Lantern Festival falls on the fifteenth day of the first month of the lunar year. On that day, we went to the park with our family. There were lanterns everywhere, and they were so beautiful. We also tried to solve the riddles on the lanterns. It was a really fun experience. Teacher: Great job! You followed the structure well. Now, class, what do you think of their passage? Any suggestions for improvement? Student 14: Maybe they could add more details about the lanterns, like what shapes or colors they were. Teacher: That's a good suggestion. Adding more details can make the description more vivid. Now, let's hear from another pair. Student 15: We wrote about the Dragon Boat Festival. The Dragon Boat Festival is on the fifth day of the fifth lunar month. We watched the dragon boat races by the river. The boats were moving very fast, and the people were cheering loudly. We also ate zongzi, which was delicious. Teacher: Wonderful! Again, you did a good job following the structure. Class, do you have any comments? Student 16: They could mention why people celebrate the Dragon Boat Festival, like to remember Qu Yuan. Teacher: Excellent point. Adding the cultural significance can enrich the passage. Now, let's summarize what we've learned today. We reviewed the vocabulary related to festivals, practiced the use of -ing forms and past participles as attributes and predicatives, and improved our writing skills about festivals. For homework, I want you to rewrite your passage based on the comments you received in class, and also make a list of all the new words and grammar points we reviewed today. Make sure you understand them well. That's all for today's class. Thank you, class! Students: Thank you, teacher! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$