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

Unit 1 Festivals and Celebrations-Video Time 内容导航 The Video Time of this unit mainly introduces the Lantern Festival, a traditional Chinese festival, covering its date, customs like lantern-watching, riddle-guessing and eating yuanxiao, historical origin and cultural connotations, helping students perceive the charm of traditional festivals through audio-visual experience. 教学目标和重难点 1. 教学目标 Language Ability: Students master words and expressions related to the Lantern Festival and learn to describe festival customs in simple English. Cultural Awareness: They understand the cultural connotation of the Lantern Festival, respect traditional Chinese culture and enhance cultural confidence. Thinking Quality: They cultivate the ability to analyze and summarize video information and conduct simple cross-cultural comparisons. Learning Ability: They develop good listening habits and improve the ability to obtain and process audio-visual information independently and cooperatively. 2. 教学重难点 Key Points: Mastering core vocabulary and expressions about the Lantern Festival (such as lantern, yuanxiao, guess riddles) and understanding the main content, customs and cultural significance of the video. Difficult Points: Accurately understanding and expressing the cultural connotation of the Lantern Festival in English, distinguishing and using the -ing form as subject and object in the video, and cultivating the ability to think and express in English. 教学过程 Step 1: Lead-in (Warm-up and Preview) The lead-in part is designed to activate students' prior knowledge, arouse their learning interest, and lay a solid foundation for the smooth development of the Video Time learning. First, the teacher starts with a question-and-answer interaction to guide students to recall the festivals they are familiar with. The teacher asks: “What festivals do you know in China? What do people usually do during these festivals?” Students are encouraged to answer freely, such as the Spring Festival, Mid-Autumn Festival, Dragon Boat Festival and so on. When students mention the Spring Festival, the teacher can further guide: “We all know that the Spring Festival is the most important festival in China. Do you know what festival comes right after the Spring Festival?” Through this question, students are naturally led to the theme of the Video Time—the Lantern Festival. Next, the teacher shows some pictures and short video clips about the Lantern Festival, including colorful lanterns of various shapes, people guessing riddles under the lanterns, and families eating yuanxiao together. While showing these materials, the teacher asks simple questions in English: “What can you see in the pictures? Do you know what these people are doing?” This link not only stimulates students' interest in learning, but also enables them to have a preliminary perceptual understanding of the Lantern Festival. Then, the teacher presents the core vocabulary and expressions related to the Video Time, such as “Lantern Festival”, “lantern show”, “guess riddles”, “yuanxiao”, “fire dragon dance”, “lunar calendar” and so on. The teacher reads the words and expressions aloud, and guides students to read after them, correcting their pronunciation and intonation in time. At the same time, the teacher briefly explains the meaning of these words and expressions, combining with the pictures just shown, so that students can connect the words with the specific scenes and remember them more easily. In order to let students have a preliminary understanding of the content of the video, the teacher puts forward two preview questions: “When is the Lantern Festival celebrated?” and “What are the main activities of the Lantern Festival?” Then, the teacher tells students that they will watch a video about the Lantern Festival, and asks them to pay attention to the answers to these two questions while watching, so as to cultivate students' ability to focus on key information during listening and watching. Step 2: While-Watching (Comprehension and Perception) The while-watching link is the core part of the Video Time learning, which is mainly designed to help students understand the main content of the video, master the key information and perceive the language features and cultural connotations in the video. This link is carried out in three rounds of watching, and each round has clear learning tasks, so as to gradually deepen students' understanding of the video content. First Round: Watch the video completely. The teacher tells students to watch the video carefully without taking notes, mainly to understand the overall content of the video and get a general impression of the Lantern Festival. After watching, the teacher invites several students to answer the two preview questions put forward earlier. For the question “When is the Lantern Festival celebrated?”, students should be able to answer: “It falls on the fifteenth day of the first month of the lunar year, and it is the first significant festival after Chinese New Year.” For the question “What are the main activities of the Lantern Festival?”, students can answer according to the video content, such as looking at lanterns, guessing riddles, eating yuanxiao, watching fire dragon dance and so on. The teacher affirms and supplements students' answers, and sorts out the main content of the video, so that students have a clear framework of the video content. Second Round: Watch the video segment by segment. This round is mainly to help students capture key details and master the specific content of each part of the video. The teacher divides the video into three segments according to the content: the origin and date of the Lantern Festival, the main customs of the Lantern Festival, and the cultural significance of the Lantern Festival. When watching each segment, the teacher pauses the video at the key points and asks targeted questions to guide students to think and answer. When watching the first segment (origin and date), the teacher pauses and asks: “What is the history of the Lantern Festival? How long has it been celebrated?” Students can find the answer from the video: “The Lantern Festival has a history of over 2000 years as a traditional Chinese festival.” Then the teacher asks: “What does the Lantern Festival mark?” Students answer: “It marks the final day of the Chinese New Year celebrations.” The teacher further explains that the Lantern Festival is an important part of the Spring Festival celebration, which symbolizes the end of the Spring Festival and the beginning of a new year's life, helping students understand the time connotation of the Lantern Festival. When watching the second segment (main customs), the teacher pauses at the part about each custom and asks in detail. For the custom of looking at lanterns, the teacher asks: “Where can people see lanterns on the Lantern Festival? What shapes are the lanterns?” Students answer: “People can see lanterns in the streets, markets, shops, parks and homes. The lanterns are of different shapes, including animals, flowers, people, buildings and so on.” For the custom of guessing riddles, the teacher asks: “Where are the riddles usually written? Why is guessing riddles popular?” Students answer: “Riddles are usually written on the lanterns. It is popular because it is interesting and can bring people joy.” For the custom of eating yuanxiao, the teacher asks: “What is yuanxiao made of? What does its round shape symbolize?” Students answer: “Yuanxiao is made of sticky rice flour with different fillings. Its round shape symbolizes reunion, harmony and happiness.” For the fire dragon dance, the teacher asks: “Where does the fire dragon dance take place? What do people believe the dragon can do?” Students answer: “It takes place in Puzhai Town in Guangdong Province every year. People believe the dragon can drive away evil and bring favourable weather for farming.” The teacher combines students' answers to supplement and explain each custom, so that students can have a detailed understanding of the customs of the Lantern Festival and their cultural connotations. When watching the third segment (cultural significance), the teacher pauses and asks: “What was the Lantern Festival known as in the past? Why?” Students answer: “It was known as Chinese Valentine's Day in the past. Because in the old days, young girls were usually not allowed to leave their houses except during the Lantern Festival, so it became a rare opportunity for single people to find love.” The teacher further explains that this cultural connotation reflects the social customs and people's pursuit of love in ancient China, enriching students' understanding of the cultural connotation of the Lantern Festival. In the process of watching the video segment by segment, the teacher also guides students to pay attention to the -ing form in the video, such as “Looking at lanterns is the main activity during the Lantern Festival.” “People enjoy guessing riddles on the Lantern Festival.” The teacher briefly reminds students that these are examples of the -ing form used as subject and object, laying a foundation for the subsequent grammar learning. Third Round: Watch the video again completely. This round is mainly to let students consolidate the key information and language points they have learned, and experience the language rhythm and cultural atmosphere in the video. The teacher asks students to take notes while watching, recording the key words, expressions and important sentences in the video. After watching, students exchange their notes in groups, supplement and improve each other's notes, and the teacher walks around the classroom to guide and help students who have difficulties in taking notes. Step 3: Post-Watching (Consolidation and Application) The post-watching link is designed to help students consolidate the knowledge and skills learned in the Video Time, apply the learned language points to practical communication, and further deepen their understanding of the cultural connotation of the Lantern Festival. This link is carried out through group activities, language practice and cultural exploration, so as to improve students' comprehensive language application ability. First, Group Discussion. The teacher divides students into groups of 4-5, and puts forward the following discussion topics: 1. What do you think is the most interesting custom of the Lantern Festival? Why? 2. How do you celebrate the Lantern Festival with your family? 3. What is the significance of inheriting the Lantern Festival tradition in modern society? The teacher gives students enough time to discuss, and asks each group to assign a recorder to record the key points of the discussion and a speaker to report the discussion results. During the discussion, the teacher walks around the classroom, listens to the students' discussions, guides students to use the words and expressions learned in the Video Time, and corrects their incorrect expressions in time. After the discussion, each group's speaker reports the discussion results in front of the whole class. The teacher affirms the advantages of each group's report, points out the existing problems, and makes appropriate supplements and comments, so as to improve students' oral expression ability and cooperative learning ability. Second, Cultural Exploration. The teacher guides students to expand their knowledge and carry out cross-cultural comparison. The teacher asks: “We have learned about the Lantern Festival, a traditional Chinese festival. Do you know any foreign festivals that are similar to the Lantern Festival? What are their similarities and differences?” Students are encouraged to think and answer, such as Christmas, Halloween and so on. The teacher supplements the relevant knowledge of foreign festivals, such as Christmas is a traditional festival in Western countries, and people usually decorate Christmas trees, exchange gifts and have family dinners; Halloween is a festival for children to dress up in costumes and ask for candies. Then the teacher guides students to compare the Lantern Festival with these foreign festivals, find out their similarities (such as gathering with family, having special activities and food) and differences (such as cultural background, customs and symbolic meanings), so as to cultivate students' cross-cultural awareness and the ability to conduct cross-cultural comparison. In addition, the teacher can also assign a small task: let students introduce the Lantern Festival to their foreign friends in English, which can be in the form of a short speech or a written introduction. This task can not only consolidate the knowledge and skills learned by students, but also improve their ability to spread Chinese traditional culture, enhance their cultural confidence, and realize the goal of cultural awareness cultivation. Step 4: Summary and Extension The summary and extension link is designed to help students sort out the knowledge system learned in the Video Time, consolidate the key points, and extend the learning content, so as to achieve the effect of integrating knowledge and applying it flexibly. First, Summary. The teacher invites students to summarize the content of the Video Time. Students can summarize from the aspects of the main content of the video, key words and expressions, sentence structures and cultural connotations. For example, a student may say: “In this Video Time, we learned about the Lantern Festival, including its date, history, main customs and cultural significance. We also mastered some key words and expressions, such as lantern, yuanxiao, guess riddles, and learned to use the -ing form as subject and object.” The teacher supplements and sorts out students' summaries, forming a complete knowledge framework, so that students can clearly grasp the key points of this lesson. Then, the teacher emphasizes the key and difficult points of this lesson again: mastering the key words and expressions related to the Lantern Festival, understanding the main content and cultural connotation of the video, and correctly using the -ing form as subject and object. At the same time, the teacher reminds students to pay attention to the connection between the Video Time and the previous and subsequent contents of the unit. The Video Time is an important part of the unit theme “Festivals and Celebrations”, which is closely connected with the Listening and Speaking and Reading and Thinking parts, helping students comprehensively understand the theme of festivals and celebrations. Second, Extension. The teacher extends the learning content to guide students to pay more attention to traditional Chinese festivals and inherit and carry forward traditional Chinese culture. The teacher asks: “In addition to the Lantern Festival, there are many other traditional Chinese festivals with rich cultural connotations. After class, please collect information about one of the traditional Chinese festivals (such as Dragon Boat Festival, Mid-Autumn Festival) and prepare a short English report to share in the next class.” This extension task not only enriches students' knowledge of traditional Chinese festivals, but also improves their ability to collect and process information, and cultivates their learning ability. In addition, the teacher can recommend some English materials related to traditional Chinese festivals to students, such as English documentaries, short articles and videos, so that students can further expand their horizons, improve their English level, and enhance their cultural confidence in the process of learning. Step 5: Homework Arrangement The homework arrangement is designed to consolidate the knowledge and skills learned in class, extend the learning effect, and combine classroom learning with after-class practice, so as to improve students' comprehensive language application ability. The homework is divided into three levels: basic homework, improved homework and challenging homework, so as to meet the learning needs of different students. Basic Homework: 1. Recite the key words and expressions learned in the Video Time, including “Lantern Festival”, “lantern show”, “guess riddles”, “yuanxiao”, “fire dragon dance”, “lunar calendar” and so on. 2. Write 5 sentences using the -ing form as subject and object, combining with the customs of the Lantern Festival. 3. Watch the Video Time again and write a 50-word summary of the video content. Improved Homework: 1. Complete a short English introduction to the Lantern Festival, about 100 words, including its date, main customs and cultural significance. 2. Interview your family members about their memories of the Lantern Festival, and write a short English report about it. Challenging Homework: 1. Compare the Lantern Festival with a foreign festival (such as Christmas, Halloween), write a 150-word English article to introduce their similarities and differences. 2. Design a poster to promote the Lantern Festival, with English descriptions of the festival's customs and cultural significance. The teacher tells students to choose the appropriate homework according to their own learning level, and reminds them to complete the homework carefully. The teacher will check and comment on the homework in the next class, point out the advantages and existing problems of the homework, and guide students to correct and improve, so as to achieve the purpose of consolidating and improving. Step 6: Teaching Reflection (Teacher's Self-Reflection) After the class, the teacher needs to conduct a comprehensive reflection on the teaching process, so as to summarize the experience, find out the problems, and improve the teaching effect of the next class. The reflection mainly includes the following aspects: 1. Whether the lead-in link effectively aroused students' learning interest and activated their prior knowledge. 2. Whether the while-watching link was properly designed, whether the tasks were clear, and whether students could effectively grasp the key information of the video. 3. Whether the post-watching link effectively helped students consolidate the knowledge and skills learned, and whether it improved their comprehensive language application ability. 4. Whether the homework arrangement was reasonable, whether it met the learning needs of different students, and whether it could achieve the effect of after-class consolidation. 5. Whether the teaching process effectively cultivated students' four-dimensional core literacy, especially cultural awareness and thinking quality. 6. What problems existed in the teaching process, such as whether students' participation was high enough, whether the guidance was in place, and how to improve these problems in the next class. 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 $