Unit1 Festivals and Celebrations Reading and Thinking 教学设计-2025-2026学年高中英语人教版必修第三册

Unit 1 Festivals and Celebrations-Reading and Thinking 内容导航 This part is an expository text titled "Why Do We Celebrate Festivals", introducing the origins, customs and common spirits of festivals around the world, focusing on harvest festivals in different cultures, and mentioning the changes of festival customs with the times. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and expressions related to festivals, understand the structure of expository texts and improve reading ability. Cultural Awareness: Understand the diversity of global festival cultures, respect cultural differences, and enhance recognition of Chinese traditional festivals. Thinking Quality: Cultivate logical thinking through analyzing festival origins and customs, and develop critical thinking when discussing the changes of customs. Learning Ability: Master reading strategies such as skimming and scanning, and improve the ability of independent and cooperative learning. 2. 教学重难点 Key Points: Master core vocabulary (e.g., festival, celebration, origin, harvest, custom) and phrases (e.g., range from...to..., gather in, fade away), understand the main idea and details of the text, and grasp the structure of expository texts. Difficult Points: Understand the deep cultural connotation behind festivals, correctly use the -ing form as subject and object, and express views on festival customs in English fluently. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students' interest in the topic of festivals, activate their existing knowledge reserve about festivals, and lay a foundation for the subsequent reading teaching. First, the teacher will show students a set of pictures and short videos about different festivals around the world, including the Spring Festival in China, the Mid-Autumn Festival, the Harvest Festival in ancient Egypt, Christmas in Western countries, and the Rio Carnival in Brazil. The pictures and videos will highlight the unique customs of each festival, such as setting off firecrackers during the Spring Festival, admiring the moon and eating mooncakes during the Mid-Autumn Festival, parades and feasts during the ancient Egyptian Harvest Festival, and wearing costumes and dancing during the Rio Carnival. After showing the materials, the teacher will ask students some guiding questions to stimulate their thinking and participation. The questions are as follows: "What festivals can you see in the pictures and videos?" "What do people usually do during these festivals?" "Why do you think people celebrate these festivals?" Students will be invited to answer the questions freely. During the answering process, the teacher will positively affirm their answers, guide them to use English as much as possible, and supplement relevant vocabulary and expressions in time, such as "carnival", "costume", "parade", "feast", "admire the moon", "set off firecrackers" and so on. For students who have difficulty expressing in English, the teacher will give appropriate hints and help, so that every student can participate in the interaction. Next, the teacher will summarize the students' answers and lead to the topic of this lesson: "Festivals are celebrated all around the world, and each festival has its own origins and customs. Today, we will read an expository text to explore the reasons why people celebrate festivals and the common spirits behind different festivals." Then, the teacher will briefly introduce the title of the reading text "Why Do We Celebrate Festivals" and ask students to predict the content of the text based on the title: "What do you think the text will talk about? Please make a prediction." This link can cultivate students' predictive ability and lay a foundation for the subsequent skimming and scanning activities. Step 2: Pre-reading (Vocabulary and Background Preview) Pre-reading is an important link to help students remove reading obstacles and improve reading efficiency. In this step, the teacher will focus on teaching the core vocabulary and key phrases in the text, and briefly introduce the relevant cultural background to help students better understand the text content. First, the teacher will present the core vocabulary and phrases in the text on the blackboard or multimedia courseware, including nouns (festival, celebration, origin, harvest, custom, charm, parade, feast, crop), verbs (celebrate, gather, feature, decorate, fade), adjectives (unique, agricultural, ancient), and phrases (range from...to..., gather in, fade away, take place, decorate...with...). For each word and phrase, the teacher will explain its meaning, pronunciation and usage, and give example sentences combined with the festival topic to help students understand and remember. For example, when teaching "harvest", the teacher will explain: "Harvest means the gathering of crops or fruits from the fields. The Harvest Festival is a festival to celebrate the harvest of crops. For example, during the Mid-Autumn Festival in China, we celebrate the harvest of fruits and grains." When teaching the phrase "range from...to...", the teacher will give the example sentence: "Festivals have a wide range of origins, ranging from the seasons of the year to religions and famous figures." In addition to vocabulary teaching, the teacher will briefly introduce the cultural background related to the text. The teacher will tell students that festivals exist in almost every culture in the world, and their origins are diverse, including seasonal changes, religious beliefs, famous figures and important events. The text mainly focuses on the Harvest Festival, which is one of the most common festivals in the world. The teacher will briefly introduce the Harvest Festival in ancient Egypt and some European countries, as well as the Mid-Autumn Festival in China, so that students can have a preliminary understanding of the cultural differences and commonalities of harvest festivals in different regions, which helps them better understand the content of the text and enhance their cross-cultural awareness. After the vocabulary and background preview, the teacher will ask students to do a simple vocabulary exercise to check their mastery. For example, fill in the blanks with the given words and phrases: 1. Festivals ______ (range from...to...) the seasons to religions. 2. People ______ (celebrate) the harvest festival to show their gratitude. 3. Some traditional customs may ______ (fade away) with the development of society. Through this exercise, the teacher can timely find out the problems existing in students' vocabulary mastery and make targeted explanations and consolidations. Step 3: While-reading (Comprehension and Analysis) While-reading is the core link of reading teaching, which aims to help students understand the main idea, details and structure of the text, and master relevant reading strategies. This step is divided into three parts: skimming, scanning and intensive reading. First, skimming. The teacher will ask students to read the text quickly (skimming) and answer two questions: 1. What is the main idea of the text? 2. What is the most common festival in almost every culture? Students will be given enough time to read the text quickly, and then invited to share their answers. The teacher will summarize and correct: The main idea of the text is to introduce the origins, customs and common spirits of festivals around the world, and emphasize that the spirit of sharing joy, gratitude, love or peace is common in all festivals. The most common festival in almost every culture is the harvest festival. In this link, the teacher will guide students to grasp the main idea of the text by reading the title, topic sentences and concluding sentences, and cultivate their skimming ability. Second, scanning. The teacher will ask students to read the text again carefully (scanning) to find specific information and complete the following tasks: 1. What are the origins of festivals? 2. What do people do to celebrate the harvest festival in ancient Egypt? 3. How do people celebrate the harvest festival in some European countries today? 4. What do Chinese families do during the Mid-Autumn Festival? 5. Why do some festival customs change over time? Students will be asked to read the text carefully, find the relevant information and underline it, then complete the tasks independently. After completing the tasks, students will be invited to exchange their answers in groups of 4, and the teacher will walk around the classroom to guide and help students who have difficulties. Finally, the teacher will check the answers with the whole class, emphasize the key information in the text, and explain the difficult sentences in time. For example, the sentence "Of all the traditional festivals, the harvest festival can be found in almost every culture." The teacher will explain the structure "of all..." and guide students to understand the emphasis of the sentence. For the sentence "With the development of modern society and the spread of new ideas, some traditions may fade away and others may be established." The teacher will explain the participle phrase "with the development of..." as an adverbial of reason, and help students understand the meaning of the sentence. Third, intensive reading. On the basis of skimming and scanning, the teacher will guide students to read the text intensively, analyze the structure of the text and the deep meaning of the sentences, and cultivate their logical thinking ability and critical thinking ability. First, the teacher will ask students to analyze the structure of the text. The text is an expository text, which is divided into three paragraphs: the first paragraph introduces the universality of festivals, their diverse origins and common spirits; the second paragraph focuses on the harvest festival, introducing its characteristics and customs in different cultures; the third paragraph talks about the changes of festival customs with the times. The teacher will guide students to find the topic sentence of each paragraph and understand the logical relationship between paragraphs. Then, the teacher will focus on analyzing some key sentences and difficult sentences in the text to help students understand the deep meaning of the text. For example, the sentence "However, no matter how different they may seem, all over the world, the spirit of sharing joy, gratitude, love, or peace is common in all festivals." The teacher will guide students to understand that although festivals in different cultures have different customs, they all carry people's beautiful expectations and common emotions, which is the common spiritual core of festivals. The teacher will ask students to think: "What is the common spirit of festivals in your opinion? Can you give some examples?" Through this question, students can deeply understand the theme of the text and cultivate their thinking ability. In addition, the teacher will guide students to pay attention to the use of the -ing form in the text, such as "celebrating to show that they are grateful", "lighting firecrackers to drive away the evil". The teacher will briefly review the usage of the -ing form as subject and object, and combine the sentences in the text to help students master this grammar point, which lays a foundation for the subsequent grammar teaching and language application. Step 4: Post-reading (Consolidation and Application) Post-reading is an important link to consolidate the reading results, apply the learned knowledge and improve the comprehensive language ability. This step includes three parts: language consolidation, group discussion and language output. First, language consolidation. The teacher will design some exercises to help students consolidate the vocabulary, phrases and grammar points learned in the text. The exercises include: 1. Complete the sentences with the correct form of the given words (celebrate, gather, decorate, fade, feature). 2. Translate the following sentences into English (using the phrases and grammar points learned in the text): (1) 世界各地都庆祝各种各样的节日。(2) 丰收节在所有农作物收成交割后举行。(3) 随着社会的发展，一些传统习俗可能会逐渐消失。3. Choose the best answer according to the text (multiple-choice questions about the main idea, details and logical relationship of the text). Students will complete these exercises independently, and then the teacher will check the answers and explain the key and difficult points. Through these exercises, students can consolidate the learned knowledge and improve their ability to use language. Second, group discussion. The teacher will put forward a topic for students to discuss in groups of 4: "What are the similarities and differences between the Spring Festival in China and the Christmas in Western countries? What do they reflect the common spirit of festivals?" Before the discussion, the teacher will give students some guiding questions to help them sort out their ideas: 1. What are the origins of the Spring Festival and Christmas? 2. What are the main customs of the two festivals? 3. What are the similarities and differences between the two festivals? 4. What common emotions and expectations do the two festivals carry? During the discussion, students will be asked to express their views in English, listen to their group members' opinions carefully, and discuss actively. The teacher will walk around the classroom to guide and help students, correct their language mistakes in time, and encourage them to use the vocabulary, phrases and sentences learned in the text. After the discussion, each group will send a representative to share their group's views with the whole class. The teacher will make comments on the students' performances, affirm their advantages, and put forward suggestions for improvement. This link can not only improve students' oral expression ability and cooperative learning ability, but also enhance their cross-cultural awareness and thinking quality. Third, language output. The teacher will ask students to write a short passage (about 80-100 words) titled "My Favorite Festival". The requirements are: 1. Introduce the origin and main customs of the festival. 2. Express your feelings about the festival. 3. Use the vocabulary, phrases and grammar points learned in the text. Before writing, the teacher will give students some sentence patterns to help them, such as "My favorite festival is..., which originated from...", "During the festival, people usually..., such as...", "I like this festival because it carries people's expectations of...". Students will write independently, and the teacher will walk around the classroom to guide students who have difficulties in writing, help them sort out their ideas and correct their language mistakes. After writing, students will be invited to exchange their passages with their deskmates, and put forward suggestions for revision. Then, the teacher will select several excellent passages and ordinary passages to comment on, affirm the advantages of the excellent passages, and point out the problems and improvement methods of the ordinary passages. This link can not only consolidate the learned knowledge, but also improve students' writing ability and language application ability. Step 5: Summary and Extension Summary: The teacher will summarize the content of this lesson with the students. First, review the main idea of the reading text: the text introduces the origins, customs and common spirits of festivals around the world, focuses on the harvest festival in different cultures, and mentions the changes of festival customs with the times. Then, review the core vocabulary, phrases and grammar points learned in this lesson, emphasizing the key and difficult points. Finally, summarize the four-dimensional core literacy goals achieved in this lesson: improving language ability through reading and language practice, enhancing cultural awareness through understanding global festival cultures, cultivating thinking quality through discussion and analysis, and improving learning ability through independent and cooperative learning. Extension: To expand students' knowledge and interest in festivals, the teacher will assign an after-class task: 1. Collect information about a foreign festival (such as Thanksgiving, Halloween, Diwali) and write a short introduction (about 100 words), including its origin, customs and cultural connotation. 2. Talk with your family about the traditional festivals in China, understand more customs and stories about Chinese traditional festivals, and share them in the next class. This after-class task can not only consolidate the knowledge learned in class, but also expand students' cultural vision, enhance their understanding of Chinese and foreign cultures, and lay a foundation for the subsequent teaching of the unit. In addition, the teacher will recommend some relevant English materials to students, such as English articles about festivals, short videos and documentaries, so that students can further understand the festival culture in English and improve their English reading and listening ability. At the same time, the teacher will encourage students to actively use English to talk about festivals in daily life, so as to achieve the goal of applying what they have learned. Step 6: Evaluation and Feedback Evaluation and feedback are important links to improve teaching effect and adjust teaching strategies. In this lesson, the teacher will adopt a combination of formative evaluation and summative evaluation to evaluate students' performance comprehensively. Formative evaluation is carried out throughout the whole teaching process, including students' participation in the lead-in link, mastery of vocabulary and background knowledge in the pre-reading link, performance in skimming, scanning and intensive reading in the while-reading link, participation in group discussion and completion of exercises in the post-reading link, and performance in writing and sharing. The teacher will record students' performance in time, give positive comments and guidance, and encourage students to actively participate in various activities. For students who have difficulties, the teacher will give timely help and guidance, and help them build confidence in learning English. Summative evaluation is carried out through the after-class task and the next class's sharing. The teacher will evaluate students' after-class task (the introduction of foreign festivals) from the aspects of content integrity, language standardization and use of learned knowledge, and give feedback and suggestions. At the same time, the teacher will listen to students' sharing of Chinese traditional festivals in the next class, evaluate their oral expression ability and understanding of festival culture, and further consolidate the teaching effect. In addition, the teacher will ask students to fill in a simple feedback form after class, asking them to put forward their opinions and suggestions on this lesson, such as "What do you think is the most helpful part of this lesson?" "What difficulties do you still have?" "What suggestions do you have for the teacher's teaching?" The teacher will sort out the students' feedback, adjust the teaching strategies and methods in time, and improve the teaching effect of the subsequent lessons. 1 / 1 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 $