Unit 2 Let's Celebrate!-Starting out 教案-2025-2026学年高中英语外研版必修第二册

Unit 2 Let's Celebrate!-Starting out 内容导航 This section includes a video about festivals in four seasons and four short passages introducing world festivals. It leads students into the topic of celebrations, activates their background knowledge, and guides them to explore festival origins, purposes and celebration ways, laying a foundation for the whole unit. 教学目标和重难点 1. 教学目标 Language Ability: Students can obtain information from audio-visual materials and short passages, and master basic words and expressions about festivals. Cultural Awareness: They understand diverse festival cultures at home and abroad, enhance national identity and awareness of cultural communication. Thinking Quality: They develop inductive and analytical thinking by sorting out festival information and exploring festival meanings. Learning Ability: They cultivate autonomous and cooperative learning skills through observation, discussion and practice, and form good learning strategies. 2. 教学重难点 Key Points: Guiding students to sort out key information of different festivals (time, place, celebration ways and purposes) from audio-visual and written materials; helping students master basic vocabulary and expressions related to festivals to lay a foundation for subsequent topic discussions. Difficult Points: Guiding students to deeply explore the reasons behind festival celebrations and understand the common spiritual connotation of human celebrations; enabling students to use festival-related vocabulary and expressions flexibly in simple communication. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Festival Picture Guessing The teacher shows pictures of typical festivals around the world on the screen, including the Spring Festival (with red lanterns, Spring Festival couplets and dumplings), Christmas (with Christmas trees, Santa Claus and gifts), the Dragon Boat Festival (with zongzi and dragon boats) and Halloween (with pumpkin lanterns and fancy dresses). Then the teacher asks students to guess the names of the festivals in English and share one thing they know about each festival briefly. For example, the teacher can say: “Look at this picture. There are red lanterns and dumplings. What festival is it? Who can tell me one custom of this festival in English?” After students give answers, the teacher comments and supplements, such as correcting pronunciation of “Spring Festival”, “zongzi” and “dragon boat”, and explaining simple expressions like “eat dumplings” and “hang lanterns” if necessary. Design Intention: This activity uses intuitive picture materials to stimulate students’ interest in learning. It can quickly activate students’ existing background knowledge about festivals, arouse their emotional resonance, and create a relaxed and active classroom atmosphere. At the same time, it helps students review the festival-related vocabulary they have learned before, laying a foundation for the study of new knowledge in this section. Through asking and answering, it also exercises students’ oral expression ability and improves their participation in classroom activities. Activity 2: Topic Introduction After the picture guessing activity, the teacher summarizes: “We just talked about many interesting festivals. Festivals are important parts of every culture. People celebrate festivals for different reasons, such as thanking for the harvest, remembering ancestors or expressing good wishes. Today, we will start our unit ‘Let’s Celebrate!’ and in the Starting out section, we will learn more about festivals around the world through videos and short passages.” Then the teacher writes the unit title and the section name on the blackboard, and leads students to read them twice to strengthen their memory. Design Intention: This step connects the warm-up activity with the theme of the section, making the transition natural and smooth. It helps students clarify the learning objectives of this class, understand the core content of the Starting out section, and establish a clear learning direction. Reading the title together can enhance the sense of participation of the whole class and lay a positive emotional foundation for the subsequent learning. Step 2: Presentation (New Knowledge Input) Activity 1: Watching the Video and Obtaining Information The teacher tells students: “Now we will watch a short video about festivals in four seasons. Please watch it carefully and try to answer two questions: 1. Which seasons are the festivals mentioned in the video? 2. What are the main activities of these festivals?” Then the teacher plays the video twice. For the first time, students just watch and get a general impression; for the second time, students can take simple notes to record key information. After watching the video, the teacher invites students to share their answers. First, ask individual students to answer the first question, and then guide the whole class to sort out the seasons mentioned (spring, summer, autumn and winter). Then, for the second question, the teacher invites different students to share the activities they recorded, such as “fly kites in spring festivals”, “have barbecues in summer festivals”, “pick fruits in autumn festivals” and “make snowmen in winter festivals”. The teacher writes these activities on the blackboard, corrects wrong expressions in time, and supplements relevant vocabulary, such as “barbecue”, “pick fruits” and “make snowmen”. Design Intention: The video is a multi-modal teaching material that is vivid and intuitive, which can effectively attract students’ attention and improve their listening ability. Letting students watch the video twice follows the law of listening training: first, get the general idea, then extract details. Taking notes can cultivate students’ ability to capture key information and develop good listening habits. Through sharing and correcting, it helps students master the correct expression of festival activities and expand their vocabulary reserve. Activity 2: Reading Short Passages and Sorting Out Information The teacher distributes handouts of the four short passages in the Starting out section, or guides students to open their textbooks. First, the teacher asks students to read the passages silently and pay attention to the new words and expressions. Then, the teacher explains the key new words and phrases in the passages, such as “harvest”, “fantasy”, “fancy dress”, “firework”, “riddle” and “embrace”, including their pronunciation, part of speech and basic meaning. For example, “harvest” can be a noun meaning “the gathering of crops” and a verb meaning “to gather crops”; “fancy dress” means “costumes worn for parties or festivals”. After explaining the new words, the teacher asks students to read the passages again, this time in groups of 4. Each group is responsible for sorting out the key information of one passage, including the name of the festival, the time of celebration, the main activities and the purpose of celebration. The teacher walks around the classroom, observes the group discussion, and provides help in time, such as guiding students to find key sentences in the passages and correcting wrong information sorting. After the group discussion, each group sends a representative to share their sorting results. The teacher writes the key information on the blackboard in the form of a table, so that students can clearly see the differences and similarities between different festivals. For example, the passage about the Spring Festival may mention “lunar New Year”, “eat dumplings”, “hang red lanterns” and “celebrate the coming of a new year”; the passage about Christmas may mention “December 25th”, “decorate Christmas trees”, “exchange gifts” and “remember the birth of Jesus”. Design Intention: Silent reading helps students get familiar with the text content and accumulate new words. Explaining key words and phrases can remove the obstacles for students to understand the passages, ensuring that they can smoothly extract information. Group discussion cultivates students’ cooperative learning ability and communication ability, and makes students learn from each other in the discussion. Sorting out information in the form of a table helps students sort out their ideas, cultivate inductive thinking ability, and clearly grasp the characteristics of different festivals. Activity 3: Analyzing the Purpose of Festival Celebrations On the basis of sorting out the key information of the passages, the teacher asks students to think and discuss: “Why do people celebrate these festivals? Are there any common reasons behind different festivals?” The teacher gives students 5 minutes to discuss in groups, and guides them to think from the aspects of gratitude, memory, hope and social interaction. After the discussion, the teacher invites each group to share their views. For example, some students may say: “People celebrate harvest festivals to thank for the good harvest.” Some students may say: “People celebrate festivals to remember their ancestors or important people.” The teacher summarizes and supplements: “Most festivals are related to people’s yearning for a better life, gratitude for nature’s gifts, memory of important events or people, and the desire to strengthen the connection between people. Although different cultures have different festivals, they all carry people’s good wishes and the pursuit of happiness.” Design Intention: This activity guides students to think deeply beyond the surface information of the passages, from understanding the “what” of festivals to exploring the “why”, which helps improve students’ analytical thinking ability and deepen their understanding of the cultural connotation of festivals. Group discussion provides students with a platform to express their views, and the teacher’s summary helps students form a systematic understanding of the purpose of festival celebrations, laying a foundation for cultivating their cultural awareness. Step 3: Practice (Consolidation and Application) Activity 1: Vocabulary and Sentence Practice The teacher designs two rounds of practice to help students consolidate the new words and expressions learned in this section. Round 1: Fill in the blanks with the correct words. The teacher writes the following sentences on the blackboard or shows them on the screen, and asks students to fill in the blanks with the key words learned, such as “harvest”, “firework”, “fancy dress”, “riddle” and “embrace”. 1. People usually set off ________ on New Year’s Eve to celebrate the new year. 2. Children like to wear ________ at Halloween and go to ask for candies. 3. The farmer is very happy because this year’s ________ is very good. 4. Let’s ________ the new changes in our life and face the future bravely. 5. Can you solve this ________? It’s very interesting. After students finish filling in the blanks, the teacher checks the answers together with the whole class, corrects wrong answers, and explains the usage of the words again if necessary, such as the collocation of “set off fireworks” and “embrace changes”. Round 2: Make sentences with the key phrases. The teacher asks students to make sentences with the phrases learned, such as “celebrate...by doing...”, “in honour of...”, “dress up as...”. For example, “We celebrate the Spring Festival by eating dumplings.” “People hold activities in honour of Qu Yuan on the Dragon Boat Festival.” The teacher invites students to share their sentences, comments on them, and encourages students to use different sentence structures. Design Intention: Vocabulary and sentence practice is an important link to consolidate new knowledge. Fill in the blanks can help students master the basic usage of words, and making sentences can help students flexibly apply the words and phrases they have learned to specific language environments, improving their language expression ability. The two rounds of practice are from simple to complex, which conforms to the law of students’ language learning and helps students consolidate their knowledge in a step-by-step way. Activity 2: Role-play: Introduce a Festival The teacher divides students into groups of 3. Each group chooses a festival they are familiar with (it can be the festivals mentioned in the text or other festivals they know). Then, each group designs a short dialogue: one student acts as a foreigner who knows little about the festival, and the other two students introduce the festival to him/her, including the time, main activities and purpose of the festival. The teacher requires students to use the words and expressions learned in this section as much as possible. The teacher gives students 10 minutes to prepare the dialogue. During the preparation, the teacher walks around the classroom, provides guidance for each group, such as helping students sort out the introduction ideas, correcting wrong expressions, and reminding students to use polite language in the dialogue. After the preparation, each group performs their dialogue in front of the class. The teacher evaluates each group’s performance from the aspects of language accuracy, fluency, content completeness and emotional expression, and gives positive comments and suggestions for improvement. For example, a group may choose the Mid-Autumn Festival. The dialogue may be like this: Foreigner: Excuse me, I heard that you have a festival called the Mid-Autumn Festival. Can you tell me something about it? Student 1: Sure. The Mid-Autumn Festival is on the 15th day of the 8th lunar month. Student 2: We celebrate it by eating mooncakes and watching the full moon. It’s a festival for family reunion. Foreigner: That sounds interesting. Why do you watch the full moon? Student 1: Because the full moon symbolizes reunion. We hope our families can be together and happy. Design Intention: Role-play is a situational language practice activity that can make students apply the knowledge they have learned to real communication scenarios, improving their oral communication ability and language application ability. Choosing familiar festivals can reduce students’ psychological pressure and make them more confident in expressing themselves. Group preparation and performance can also cultivate students’ cooperative ability and sense of teamwork. The teacher’s evaluation and suggestions help students find their own shortcomings and improve their language expression level. Activity 3: Group Discussion: Cultural Comparison The teacher asks students to discuss in groups: “What are the differences and similarities between Chinese festivals and foreign festivals? For example, what are the differences between the Spring Festival and Christmas? What are their similarities?” The teacher guides students to compare from the aspects of celebration time, main activities, core connotation and so on. After the discussion, each group sends a representative to share their views. The teacher summarizes: “Chinese festivals and foreign festivals have many differences in forms, such as the Spring Festival is on the lunar New Year, while Christmas is on December 25th; we eat dumplings during the Spring Festival, while Western people eat turkey during Christmas. But they also have many similarities: they all are times for family reunion, they all carry people’s good wishes, and they all reflect the cultural characteristics of their own nations.” Then the teacher further guides students to think: “How should we treat Chinese traditional festivals and foreign festivals?” The teacher encourages students to express their views, and finally summarizes: “We should respect the diversity of world cultures, learn from excellent foreign cultures, and at the same time inherit and carry forward our own traditional festivals, enhance our national identity and cultural confidence.” Design Intention: This activity guides students to conduct cultural comparison, which helps them deepen their understanding of Chinese and foreign festival cultures, cultivate their cultural awareness and cross-cultural communication ability. Discussing how to treat different cultures helps students establish a correct cultural concept, enhance their national identity and cultural confidence, which is in line with the requirements of core literacy. Group discussion also further exercises students’ cooperative learning ability and logical thinking ability. Step 4: Summary and Extension Activity 1: Classroom Summary The teacher invites students to summarize what they have learned in this class. First, ask individual students to share the key points they have mastered, such as the new words and expressions learned, the key information of different festivals, and the purpose of festival celebrations. Then the teacher makes a comprehensive summary: “In today’s class, we learned about the Starting out section of Unit 2 ‘Let’s Celebrate!’. We watched a video about festivals in four seasons, read four short passages about world festivals, mastered some key words and expressions related to festivals, and discussed the purpose of festival celebrations and the differences and similarities between Chinese and foreign festivals. We not only improved our language ability, but also learned more about different cultures.” Design Intention: Letting students summarize the class content can help them sort out the knowledge they have learned, strengthen their memory, and cultivate their ability to summarize and sort out information. The teacher’s comprehensive summary can help students form a systematic knowledge framework, clarify the key points of the class, and consolidate the learning effect. Activity 2: Homework Extension The teacher assigns three levels of homework to meet the needs of different students: Level 1 (Basic): Copy the key words and phrases learned in this class, and make 5 sentences with them. This homework is mainly for students with weak foundation, helping them consolidate the basic knowledge. Level 2 (Improvement): Write a short passage (about 80 words) to introduce a festival you like, including its time, main activities and purpose. This homework requires students to apply the knowledge they have learned to writing, improving their writing ability. Level 3 (Challenge): Interview your family members about their favorite festivals and the reasons why they like them, and write a short interview report (about 100 words) in English. This homework combines language learning with real life, cultivating students’ practical application ability and communication ability. At the same time, the teacher reminds students to preview the next section of the unit, and collect some information about other festivals around the world to prepare for the next class. Design Intention: Assigning hierarchical homework conforms to the principle of individualized teaching, which can meet the learning needs of different levels of students, let each student gain a sense of achievement in learning, and improve their learning enthusiasm. The homework combines basic consolidation, ability improvement and practical application, which helps students consolidate the knowledge they have learned, improve their language ability, and connect classroom learning with real life. Previewing and collecting information can lay a foundation for the next class and cultivate students’ autonomous learning ability. Activity 3: Emotional Enlightenment At the end of the class, the teacher says: “Festivals are the treasure of human culture. They carry people’s good wishes, record the development of nations, and connect people’s hearts. I hope you can learn more about different festival cultures, respect cultural diversity, love our own traditional culture, and become messengers of cultural communication. Let’s use English to share Chinese festivals with the world and learn about the world through festivals.” Design Intention: This link integrates emotional education into language teaching, helping students establish a correct cultural concept, enhance their cultural confidence and sense of social responsibility, and realize the educational value of the theme of “festivals”. It also sublimates the theme of the class, leaving a deep impression on students and inspiring them to learn more about festival cultures. 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 $