Unit 1 Festivals and Celebrations-Assessing Your Progress 教案-2025-2026学年高中英语人教版必修第三册

Unit 1 Festivals and Celebrations-Assessing Your Progress 内容导航 This section aims to assess students’ mastery of the unit’s key knowledge and skills, covering festival-related vocabulary, sentence patterns, grammar (-ing form as attribute and predicate), and cross-cultural understanding, through diverse tasks to help students reflect on their learning and improve deficiencies. 教学目标和重难点 1. 教学目标 Language Ability: Master festival-related words and expressions, flexibly use the -ing form and related sentence patterns for listening, speaking, reading and writing. Cultural Awareness: Understand the connotation of Chinese and foreign festivals, respect cultural diversity, and enhance cultural confidence. Thinking Quality: Cultivate logical thinking through sorting out knowledge and critical thinking through evaluating festival customs. Learning Ability: Guide students to self-assess, summarize learning experience, and form autonomous learning habits. 2. 教学重难点 Key Points: Master core vocabulary (e.g., celebration, costume, lantern) and phrases (e.g., dress up, take advantage of); proficiently use the -ing form as attribute and predicate; accurately express festival-related content in English. Difficult Points: Flexibly apply grammatical knowledge in practical communication; deeply understand the cultural differences between Chinese and foreign festivals and express personal views in English; improve self-assessment ability and put forward targeted improvement plans. 教学过程 Step 1: Lead-in (Warm-up and Review) To activate students’ prior knowledge and create a relaxed learning atmosphere, the lead-in starts with an interactive activity. First, the teacher greets students in English and raises questions closely related to the unit theme: “Boys and girls, in this unit, we have learned about many festivals around the world, such as the Spring Festival, Christmas, Halloween and Diwali. Who can briefly introduce one of your favorite festivals in English? You can talk about its customs, activities or meanings.” Invite 3-4 students to share their ideas. As students speak, the teacher listens carefully, corrects minor mistakes in pronunciation, vocabulary or grammar in a gentle way, and affirms their performance. For example, if a student says “I like Spring Festival, we eat dumpling and watch TV”, the teacher can guide them to correct it to “I like the Spring Festival. We eat dumplings and watch TV together with our families.” After the sharing, the teacher summarizes: “You all have a good memory! We have learned a lot of festival-related knowledge in this unit, including new words, useful phrases, grammar and cultural background. Today, we will carry out the Assessing Your Progress activity to check our learning results and find out our strengths and weaknesses.” Then, the teacher briefly reviews the key knowledge of the unit with students to lay a foundation for the subsequent assessment. The review focuses on three aspects: first, core vocabulary and phrases, such as “celebration, costume, lantern, parade, origin, religious, dress up, fade away, take advantage of, range from...to...” The teacher reads the Chinese meaning, and students respond with English words or phrases in unison; second, key sentence patterns, such as “It is a time when people celebrate the harvest.” “Dressing up as cartoon characters is one of the most interesting activities during Halloween.” The teacher writes 2-3 sentence patterns on the blackboard, and asks students to make sentences with them; third, grammar focus - the -ing form as attribute and predicate. The teacher gives examples, such as “The festival celebrating the harvest is very popular.” (-ing form as attribute) “Her favorite activity is decorating the Christmas tree.” (-ing form as predicate), and asks students to identify the function of the -ing form in each sentence. Step 2: Assessment Task 1 - Vocabulary and Phrases Assessment (Consolidation and Application) This task is designed to assess students’ mastery of the unit’s core vocabulary and phrases, including recognition, understanding and application. The task is divided into three parts, from easy to difficult, to meet the needs of different levels of students. Part 1: Fill in the blanks with the correct form of the given words. The teacher distributes the task sheets, which include 10 sentences, and the key words are the core vocabulary of the unit, such as “celebration, costume, origin, religious, decorate”. For example: 1. The ________ (celebrate) of the Spring Festival usually lasts for 15 days. 2. Children like to wear beautiful ________ (costume) during Halloween. 3. The ________ (origin) of this festival dates back to 2,000 years ago. Students are required to complete the blanks independently within 5 minutes. After completion, the teacher invites students to answer one by one, and explains the usage of difficult words. For example, “celebration” is a noun, derived from the verb “celebrate”; “costume” is a countable noun, and its plural form is “costumes”. At the same time, the teacher reminds students to pay attention to the part of speech and number of words when filling in the blanks. Part 2: Match the phrases in Column A with the meanings in Column B. Column A includes the unit’s key phrases: dress up, take advantage of, fade away, range from...to..., in memory of. Column B includes their corresponding English explanations. For example, “dress up” matches “put on special clothes to look like someone or something else”. Students complete the matching task in pairs, and then the teacher checks the answers as a whole. For students who make mistakes, the teacher asks their partners to help explain, so as to achieve mutual learning and mutual help. After checking, the teacher asks students to make a sentence with each phrase to test their application ability. For example, “We dress up as superheroes every Halloween.” “We should take advantage of every chance to practice English.” Part 3: Complete the short passage with the appropriate words or phrases. The passage is about a traditional Chinese festival - the Lantern Festival, which integrates the unit’s core vocabulary and phrases, and is close to students’ life. The passage reads: “The Lantern Festival is an important traditional Chinese festival. It is held on the 15th day of the first lunar month. On this day, people ________ (decorate) their houses with lanterns of different shapes. Children ________ (dress up) in beautiful clothes and go out to watch lantern shows. The festival ________ (range from) lantern viewing to eating glutinous rice balls. It is a time for family ________ (celebration) and people’s good wishes for the new year.” Students complete the passage independently, and then the teacher invites 2 students to read their answers aloud. The teacher corrects mistakes and explains the context of the passage, helping students understand how to use vocabulary and phrases in a specific context. After the task is completed, the teacher guides students to self-assess: “Please check your answers according to the standard answers. If you get 8-10 points in Part 1, 4-5 points in Part 2, and the passage in Part 3 is basically correct, it means you have a good mastery of vocabulary and phrases. If you have mistakes, please mark them and review the relevant words and phrases after class.” Step 3: Assessment Task 2 - Grammar Assessment (Mastery and Application) The focus of this unit’s grammar is the -ing form as attribute and predicate, so this assessment task mainly focuses on students’ mastery and flexible application of this grammar point. The task is divided into two parts: recognition and application, to help students consolidate grammar knowledge and improve their ability to use grammar in practical communication. Part 1: Identify the function of the -ing form in the following sentences. The teacher writes 8 sentences on the blackboard or distributes them on the task sheets, including 4 sentences where the -ing form is used as attribute and 4 sentences where it is used as predicate. For example: 1. The girl singing in the classroom is my best friend. (attribute) 2. His hobby is collecting stamps. (predicate) 3. The book introducing festivals around the world is very interesting. (attribute) 4. What they are doing now is preparing for the festival. (predicate) Students are required to mark “attribute” or “predicate” after each sentence, and complete it independently within 3 minutes. After completion, the teacher checks the answers together, and explains the judgment method: when the -ing form is placed before or after a noun and modifies the noun, it is used as attribute; when the -ing form is placed after the link verb (such as be, become) and serves as the complement of the subject, it is used as predicate. For students who make mistakes, the teacher gives targeted guidance, such as analyzing the structure of the sentence and pointing out the position and function of the -ing form. Part 2: Rewrite the sentences using the -ing form as required. The teacher gives 6 sentences, and requires students to rewrite them according to the prompts, using the -ing form as attribute or predicate. For example: 1. The boy who is wearing a red coat is my brother. (rewrite with -ing form as attribute) → The boy wearing a red coat is my brother. 2. Her favorite activity is to dance. (rewrite with -ing form as predicate) → Her favorite activity is dancing. 3. The festival that celebrates the birth of Jesus is Christmas. (rewrite with -ing form as attribute) → The festival celebrating the birth of Jesus is Christmas. Students complete the rewriting task independently, and then exchange their answers with their deskmates for mutual correction. The teacher walks around the classroom, observes students’ performance, and provides help for students who have difficulties. After mutual correction, the teacher invites several students to share their rewritten sentences, and comments on them, affirming the correct parts and correcting the wrong usages. For example, if a student rewrites “The girl who is reading a book is my sister” as “The girl read a book is my sister”, the teacher points out that the -ing form “reading” should be used to modify the girl, and corrects it to “The girl reading a book is my sister”. Part 3: Write 3 sentences using the -ing form as attribute and 2 sentences using the -ing form as predicate, with the theme of “festivals”. This part is designed to assess students’ ability to apply grammar knowledge flexibly. Students are required to write sentences independently, and ensure that the sentences are correct in grammar, clear in meaning and closely related to the theme of festivals. For example: 1. The lanterns hanging on the street are very beautiful. (attribute) 2. Celebrating the Spring Festival with family is a happy thing. (attribute) 3. The music playing at the festival is very lively. (attribute) 4. My favorite part of the festival is eating delicious food. (predicate) 5. What we are doing now is preparing for the Lantern Festival. (predicate) After students finish writing, the teacher collects some students’ works, reads them aloud in class, and comments on them, pointing out the advantages and deficiencies. For students with excellent performance, the teacher praises them and invites them to share their experience of using the -ing form; for students with mistakes, the teacher guides them to correct them and encourages them to practice more. After the grammar assessment, the teacher guides students to reflect: “Through this grammar assessment, we can find out which part of the -ing form we are not good at. If you have difficulties in using the -ing form as attribute, you can review the examples in the textbook after class; if you are not proficient in using it as predicate, you can practice making more sentences. Remember, grammar learning needs more practice, and only by using it flexibly can we really master it.” Step 4: Assessment Task 3 - Listening and Speaking Assessment (Comprehension and Expression) Listening and speaking are important parts of English learning, and this assessment task aims to assess students’ ability to understand festival-related listening materials and express their views on festivals in English. The task is divided into listening comprehension and oral expression, which are carried out in turn. First, listening comprehension. The teacher prepares a listening material related to festivals, which is about 2 minutes long. The content is an introduction to two festivals: the Mid-Autumn Festival in China and Thanksgiving in the United States, including their dates, customs and meanings. Before playing the listening material, the teacher gives students 1 minute to read the listening questions, which include 5 multiple-choice questions and 2 short-answer questions. The multiple-choice questions focus on the key information in the listening material, such as the date of the festival, the main customs, etc.; the short-answer questions require students to briefly answer the meaning of the festival. For example: 1. When is the Mid-Autumn Festival held? A. On the 15th day of the first lunar month. B. On the 15th day of the eighth lunar month. C. On the 1st day of the first lunar month. 2. What do people usually eat on Thanksgiving? A. Dumplings. B. Mooncakes. C. Turkey. 3. What is the meaning of the Mid-Autumn Festival? The teacher plays the listening material twice: the first time, students listen carefully to get the general idea; the second time, students listen and answer the questions. After listening, students check their answers with their partners, and then the teacher plays the listening material again, explaining the key information and difficult sentences in the material. For example, if there is a sentence “On Thanksgiving, people gather with their families to have a big dinner and express their thanks to their family and friends”, the teacher explains the meaning of “gather” and “express their thanks to”, and guides students to read the sentence aloud to improve their listening and pronunciation. Then, oral expression. The oral assessment is carried out in groups of 4, and the theme is “My Favorite Festival”. Each group is given 5 minutes to prepare: each student needs to introduce their favorite festival, including its origin, customs, activities and personal feelings, and then discuss with group members the similarities and differences between their favorite festivals. During the preparation, the teacher walks around the classroom, provides help for students who have difficulties in expression, such as providing some useful sentence patterns: “My favorite festival is...”, “It is held on...”, “People usually...”, “I like it because...”, “There are some similarities between...and...”, “The difference between...and...is that...”. After the preparation, each group sends a representative to make a 2-3 minute report in front of the class, introducing the group’s discussion results. The other students listen carefully and take notes. After the report, the teacher comments on the performance of each group, affirming their advantages in expression, such as fluent pronunciation, correct grammar, rich content, etc., and points out the deficiencies, such as lack of details, incorrect word usage, etc. At the same time, the teacher encourages students to ask questions to the reporting group, such as “Why do you like this festival?”, “What is the most interesting part of this festival?”, to promote interactive communication. After the listening and speaking assessment, the teacher guides students to self-evaluate their listening and speaking ability: “Please think about your performance in the listening and speaking task. Did you understand the listening material clearly? Could you express your views fluently? If you have difficulties in listening, you can listen to more festival-related English materials after class; if you are not confident in speaking, you can practice with your partners more often. Listening and speaking are inseparable, and only by practicing more can we improve our ability.” Step 5: Assessment Task 4 - Reading and Writing Assessment (Comprehension and Creation) This task assesses students’ ability to understand festival-related reading materials and write a short passage about festivals. The task is divided into reading comprehension and writing, which are carried out step by step. First, reading comprehension. The teacher provides a reading passage about the Dragon Boat Festival, which is about 300 words long. The passage introduces the origin of the Dragon Boat Festival, the customs such as dragon boat races and eating zongzi, and the cultural significance of the festival. Before reading, the teacher raises two guiding questions: “What is the origin of the Dragon Boat Festival?”, “What customs are there during the Dragon Boat Festival?” to guide students to read with questions. Students are required to read the passage independently, and then complete the following tasks: 1. Choose the best answer for each question (3 multiple-choice questions, focusing on the main idea, key details and word meaning); 2. Answer the guiding questions briefly; 3. Find out the sentences in the passage that use the -ing form as attribute or predicate and mark them. After students finish reading and completing the tasks, the teacher checks the answers together, and explains the key points and difficult points in the passage. For example, the origin of the Dragon Boat Festival is to commemorate Qu Yuan, a patriotic poet; the key words in the passage, such as “dragon boat race, zongzi, commemorate”; the sentences using the -ing form, such as “The Dragon Boat Festival is a traditional Chinese festival celebrating the memory of Qu Yuan.” (attribute), “One of the most important activities is holding dragon boat races.” (predicate). At the same time, the teacher guides students to analyze the structure of the passage, helping them master the reading skills of introducing festival passages. Then, writing. The writing task is to write a short passage about “A Festival I Know”, with a length of 100-120 words. The requirements are: 1. Introduce the name, date and origin of the festival; 2. Describe the main customs and activities of the festival; 3. Express your feelings and views on the festival; 4. Use at least 3 unit core vocabulary and 2 sentences with the -ing form as attribute or predicate. Before writing, the teacher guides students to sort out their ideas: first, determine the festival they want to write about; second, list the key information (date, origin, customs, feelings); third, think about how to use the unit’s vocabulary and grammar. The teacher also provides a writing outline and some useful words and phrases to help students who have difficulties in writing. For example, outline: 1. Opening: Introduce the festival (My favorite festival is... / I want to introduce...); 2. Body: Introduce the date, origin and customs of the festival; 3. Closing: Express personal feelings and views. Useful words and phrases: origin, custom, celebrate, decorate, dress up, meaningful, interesting, It is a time when..., The festival celebrating... is.... Students write the passage independently, and the teacher walks around the classroom, providing guidance for students who have difficulties. For example, if a student does not know how to express “zongzi” in English, the teacher tells them “zongzi” can be directly used, or explained as “glutinous rice dumplings wrapped in bamboo leaves”; if a student has difficulty using the -ing form, the teacher gives examples to guide them. After students finish writing, they exchange their passages with their partners for mutual correction, focusing on checking the correctness of vocabulary, grammar, sentence structure and the completeness of content. Then, the teacher collects some excellent passages and common wrong passages, reads them aloud in class, and comments on them. For excellent passages, the teacher analyzes their advantages, such as clear structure, rich content, correct grammar, fluent expression, and encourages other students to learn from them; for wrong passages, the teacher points out the mistakes and guides students to correct them, helping students avoid similar mistakes in the future. Step 6: Summary First, the teacher summarizes the whole assessment activity: “Today, we have carried out a comprehensive assessment of our learning in this unit, including vocabulary, grammar, listening, speaking, reading and writing. Through these tasks, we have a clear understanding of our strengths and weaknesses. In this unit, we have learned a lot of festival-related knowledge, not only mastered the language skills, but also understood the cultural connotation of different festivals, which helps us enhance our cultural confidence and cross-cultural communication ability.” 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 $