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

Unit 2 Let's Celebrate!-Using language 内容导航 This section focuses on practical language application around festival celebrations. It includes grammar (present perfect tense and modals for possibility), vocabulary related to festivals, and speaking tasks of festival invitation, helping students master and use relevant language skills in real contexts. 教学目标和重难点 1. 教学目标 Language Ability: Master festival-related vocabulary and grammar, and improve listening, speaking, reading and writing skills. Cultural Awareness: Understand festival customs at home and abroad, respect cultural diversity, and enhance cultural confidence. Thinking Quality: Develop logical and critical thinking through analyzing language usage and discussing festival phenomena. Learning Ability: Cultivate autonomous and cooperative learning habits, and master effective language learning strategies. 2. 教学重难点 Key Points: Master the usage of present perfect tense in describing festivals and modals for expressing possibility; grasp festival-related vocabulary and phrases; learn to make and respond to festival invitations politely. Difficult Points: Flexibly use present perfect tense to express the connection between past and present; correctly distinguish the degrees of possibility indicated by different modals; apply language knowledge to complete real-life communication tasks. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Festival Picture Show and Discussion. The teacher shows pictures of different festivals around the world, including the Spring Festival, Lantern Festival, Christmas, and Black Friday. Then the teacher asks students to look at the pictures and answer the following questions: “What festival is it?”, “How do people celebrate it?”, “What words or phrases can you use to describe this festival?”. Students are encouraged to speak freely, and the teacher writes down the key words and phrases they mention on the blackboard, such as lantern, firework, dessert, wave, request, put up, be dressed as. Activity 2: Quick Quiz. The teacher asks students to match the words with their meanings. The words include indicate, attract, compete, formal, informal, host, etc. After matching, the teacher checks the answers together with the students and explains the key usages of some words briefly, such as the noun form of “indicate” is “indication”, and the adjective form of “attract” is “attractive”. Design Intention: The lead-in links the new lesson with students’ prior knowledge and life experience. By showing festival pictures and organizing discussions, it can arouse students’ interest in the topic of festivals, activate their existing vocabulary reserve related to festivals, and lay a solid foundation for the subsequent learning of new words, grammar and speaking tasks. The quick quiz helps students review and consolidate the key vocabulary of the unit, ensuring that they can understand and use these words in the following links smoothly. Step 2: Vocabulary Learning (Foundation Consolidation) Activity 1: New Vocabulary Presentation. The teacher presents the new vocabulary in this section one by one, combining with festival contexts and example sentences. For example, when teaching “request”, the teacher says: “When we want to invite someone to a festival party, we can make a request. For example, ‘I request you to come to our Lantern Festival party.’” Then the teacher explains the usage of “request” as a noun and a verb: “As a noun, it is often used in the structure ‘make a request for sth.’; as a verb, it can be used in ‘request sb. to do sth.’ or ‘request that... (should) do sth.’”. Similarly, for “wave”, the teacher demonstrates the action of waving and gives the example sentence: “He waved to us from across the room when he saw us at the festival.” Activity 2: Vocabulary Practice. ① Fill in the blanks: Students complete the sentences with the correct form of the new words. For example, “These figures ______ (indicate) that more and more people prefer to celebrate festivals in a simple way.” “The beautiful lanterns ______ (attract) a lot of tourists every year.” ② Group Discussion: Students work in groups of 4 to talk about their favorite festivals, using at least 5 new words and phrases they have just learned. Each group selects one representative to share their discussion results with the whole class. The teacher comments on their performance, correcting mistakes in word usage and encouraging them to use more flexible expressions. Design Intention: Vocabulary is the foundation of language learning. By presenting new words in specific festival contexts and combining with example sentences, students can understand the meaning and usage of words more intuitively, instead of memorizing them mechanically. The fill-in-the-blank exercise helps students consolidate the basic usage of words, while the group discussion provides them with opportunities to apply vocabulary in real communication, improving their ability to use words flexibly and laying a foundation for the subsequent grammar and speaking learning. Step 3: Grammar Learning (Focus Breakthrough) This section focuses on two key grammar points: present perfect tense in festival description and modals for expressing possibility. The teacher adopts the “observation-induction-practice” teaching method to guide students to master the grammar points. Part 1: Present Perfect Tense Activity 1: Observation. The teacher presents several sentences related to festival description on the screen: ① “We have celebrated the Spring Festival with our family for many years.” ② “She has just finished making lanterns for the Lantern Festival.” ③ “They have never been to a foreign festival celebration before.” Then the teacher asks students to observe these sentences and discuss the following questions: “What is the structure of the present perfect tense?”, “What time adverbs are used in these sentences?”, “What does the present perfect tense express in these sentences?”. Activity 2: Induction. After students’ discussion, the teacher summarizes the usage of the present perfect tense in festival description: It is mainly used to express an action that started in the past and continues to the present, or an action that has just been completed and has an impact on the present. Common time adverbs include for, since, just, already, never, ever, etc. The teacher also emphasizes the difference between the present perfect tense and the simple past tense: The simple past tense only expresses an action that happened in the past, without connection to the present; while the present perfect tense emphasizes the connection between the past and the present. For example, “I celebrated the Spring Festival last year.” (simple past tense, only stating a past fact) vs. “I have celebrated the Spring Festival every year since I was a child.” (present perfect tense, emphasizing the action continues to the present). Activity 3: Practice. ① Single Sentence Transformation: Students transform the simple past tense sentences into present perfect tense sentences. For example, “He went to the Lantern Festival yesterday.” → “He has just gone to the Lantern Festival.” ② Situation Writing: Students write 3 sentences about their own festival experiences using the present perfect tense, describing what they have done or experienced in festival celebrations. The teacher walks around the classroom, providing guidance to students who have difficulties, and collects some typical sentences to comment on after class. Part 2: Modals for Expressing Possibility Activity 1: Contextual Observation. The teacher presents a short passage about festival guesses: “It is a traditional Chinese festival. People may eat yuanxiao on this day. They might go to watch lantern shows and guess riddles. It must be the Lantern Festival.” Then the teacher asks students to underline the modals in the passage (may, might, must) and discuss their differences in expressing possibility. Activity 2: Rule Induction. The teacher summarizes the usage of modals for expressing possibility: ① Must: It expresses the highest degree of possibility, meaning “certainly, surely”, usually used for positive guesses. ② May/Might: They express a lower degree of possibility, meaning “may, might”, and might is more uncertain than may. ③ Can’t: It expresses negative guesses, meaning “impossible”. The teacher gives more examples combined with festival contexts: “They may hold a firework show on New Year’s Eve.” “He might not come to the festival party because he is busy.” “That can’t be a Christmas tree, because it is decorated with red lanterns.” Activity 3: Interactive Practice. ① Guessing Game: The teacher describes a festival, and students use modals to guess what festival it is. For example, the teacher says: “People wear costumes, put up decorations, and children go from house to house to ask for candies.” Students can answer: “It may be Halloween.” “It must be Halloween.” ② Group Work: Students work in groups to make up a short dialogue about guessing a festival, using at least 3 modals for expressing possibility. Each group performs their dialogue in front of the class, and the teacher comments on their usage of modals and the fluency of the dialogue. Design Intention: Grammar learning is the key to improving students’ language ability. By adopting the “observation-induction-practice” method, students can actively participate in the learning process, instead of passively accepting grammar rules. The combination of contextual examples and interactive activities makes grammar learning more vivid and interesting, helping students understand and master the usage of grammar points in real contexts. The guessing game and group dialogue not only consolidate the grammar knowledge, but also improve students’ oral expression ability and cooperative learning ability. Step 4: Listening Practice (Skill Improvement) Activity 1: Pre-listening Preparation. The teacher introduces the topic of the listening material: It is a dialogue about inviting friends to a Lantern Festival party. The teacher asks students to predict what content may be included in the dialogue, such as the time of the party, the activities, and the response to the invitation. Then the teacher presents some key words and phrases related to the listening material, such as Lantern Festival party, invitation, wave, dessert, firework show, which helps students understand the listening content better. Activity 2: While-listening Practice. ① First Listening: Students listen to the dialogue and answer the general question: “What is the dialogue about?”. ② Second Listening: Students listen again and fill in the blanks with the information they hear. The blanks include the time of the party (7:00 pm on the Lantern Festival), the activities (watch lantern shows, guess riddles, eat dessert), and the response to the invitation (accept the invitation happily). ③ Third Listening: Students listen to the dialogue again and check their answers. Then the teacher plays the dialogue sentence by sentence, explaining the difficult sentences and key expressions, such as “I’d like to invite you to our Lantern Festival party.” “I’d love to come.” “That sounds great.” Activity 3: Post-listening Extension. ① Role-play: Students work in pairs to role-play the listening dialogue, imitating the intonation and emotion of the speakers. ② Retelling: Students retell the main content of the dialogue in their own words, using the key information they heard. The teacher invites several students to retell in front of the class, and comments on their performance, encouraging them to use more accurate expressions. Design Intention: Listening is an important part of language input. The pre-listening preparation helps students activate their background knowledge and key vocabulary, laying a foundation for understanding the listening material. The three listening activities from general to specific help students gradually grasp the listening content, improving their listening comprehension ability. The role-play and retelling activities link listening with speaking, enabling students to apply the language they heard to oral expression, improving their comprehensive language skills. Step 5: Speaking Practice (Application and Communication) The speaking task of this section focuses on making and responding to festival invitations. The teacher guides students to master the functional sentences of invitations and practice them in real contexts. Activity 1: Functional Sentence Learning. The teacher presents the functional sentences for making and responding to invitations on the screen: ① Making an invitation: “I’d like to invite you to...”, “Would you like to come to...?”, “Could you join us for...?”, “We are having... and we hope you can come.” ② Accepting an invitation: “I’d love to. Thank you.”, “That’s very kind of you. I’ll be there on time.”, “I’m glad to accept your invitation.” ③ Refusing an invitation politely: “I’m sorry, but I can’t come because...”, “Thank you for your invitation, but I have another appointment.”, “I wish I could come, but I’m busy with...”. The teacher explains the usage of these sentences and emphasizes the polite tone in communication. Activity 2: Guided Practice. The teacher gives a situation: “It’s Christmas Eve, and you want to invite your friend to your Christmas party. Please make an invitation and your friend accepts it.” Students work in pairs to complete the dialogue, using the functional sentences they have just learned. The teacher walks around the classroom, providing guidance to students who have difficulties, and corrects their mistakes in sentence structure and tone. Activity 3: Free Practice. Students work in groups of 4 to create a real-life situation about festival invitations. They can choose any festival (such as Spring Festival, Christmas, Mid-Autumn Festival) and design a dialogue that includes making an invitation, responding to it (accepting or refusing), and talking about the festival activities. Each group prepares for 5 minutes, then performs their dialogue in front of the class. The teacher evaluates their performance from the aspects of language accuracy, fluency, polite tone and content richness, and gives positive feedback and suggestions for improvement. Activity 4: Extension Discussion. The teacher asks students to discuss the question: “What should we pay attention to when making festival invitations to people from different cultures?”. Students share their opinions, and the teacher summarizes: We should respect the cultural customs of different countries, use appropriate polite language, and pay attention to the time and way of invitation. For example, when inviting Western friends to a festival party, we should avoid being too casual, and when inviting Chinese friends, we can be more warm and intimate. Design Intention: Speaking is the key to language output. By learning functional sentences first, students can master the basic language structure for invitation communication. The guided practice helps students consolidate the functional sentences, while the free practice provides them with opportunities to apply the language in real and diverse contexts, improving their oral communication ability and flexibility. The extension discussion helps students connect speaking with cultural awareness, enabling them to pay attention to cultural differences in communication and cultivate their cross-cultural communication ability. Step 6: Reading and Writing Practice (Comprehensive Application) Part 1: Reading Practice Activity 1: Pre-reading. The teacher introduces the reading material: It is a short passage about the Lantern Festival in China, introducing its history, customs and celebration activities. The teacher asks students to predict the content of the passage based on the title “The Lantern Festival: A Bright Festival” and their own knowledge of the Lantern Festival. Activity 2: While-reading. ① Skimming: Students read the passage quickly and answer the question: “What are the main celebration activities of the Lantern Festival?”. ② Scanning: Students read the passage again and find out the key information, such as the origin of the Lantern Festival, the time of celebration, and the traditional activities (making lanterns, watching lantern shows, guessing riddles, eating yuanxiao). ③ Close Reading: Students read the passage carefully and answer the following questions: “Why do people celebrate the Lantern Festival?”, “What is the meaning of eating yuanxiao?”, “How has the way of celebrating the Lantern Festival changed in recent years?”. The teacher guides students to analyze the passage, understand the details and the author’s intention, and master the key words and sentences in the passage. Activity 3: Post-reading. ① Summary: Students summarize the main content of the passage in 3-5 sentences, using the key information they found. ② Discussion: Students discuss the question: “How can we inherit and develop the traditional culture of the Lantern Festival?”. They share their opinions, such as “We can organize more lantern shows and riddle-guessing activities.” “We can teach children to make lanterns and tell them the history of the Lantern Festival.” Part 2: Writing Practice Activity 1: Writing Guide. The teacher introduces the writing task: Write an email to your foreign friend, inviting him/her to celebrate the Lantern Festival with you, and introducing the customs and activities of the Lantern Festival. The teacher guides students to sort out the writing structure: ① Greeting and introduction of the purpose of the email (inviting the friend to the Lantern Festival). ② Introduction of the Lantern Festival (history, customs, activities). ③ Specific invitation (time, place, activities to do together). ④ Looking forward to the friend’s reply. The teacher also presents some key words and sentences that can be used in the email, such as “I’m writing to invite you to...”, “The Lantern Festival is one of the most important traditional festivals in China.”, “We will... together.” Activity 2: Writing Practice. Students write the email independently, using the writing structure and key words provided by the teacher. The teacher walks around the classroom, providing guidance to students who have difficulties in content organization or language expression. Students are required to use the present perfect tense and modals for possibility they have learned, and pay attention to the format and polite tone of the email. Activity 3: Peer Evaluation and Revision. Students exchange their emails with their deskmates and evaluate each other’s work according to the following standards: ① Is the content complete (including invitation, introduction of the festival, specific arrangement)? ② Is the language accurate (correct usage of vocabulary and grammar)? ③ Is the tone polite and appropriate? ④ Is the format of the email correct? After evaluation, students revise their own emails according to their deskmates’ suggestions. The teacher collects some typical emails, comments on them in class, pointing out the advantages and areas for improvement. Design Intention: Reading and writing are important comprehensive language skills. The reading practice helps students improve their reading comprehension ability, master the expression of festival-related content, and accumulate language materials for writing. The writing practice links the knowledge and skills learned in this section (vocabulary, grammar, functional sentences) with practical writing, enabling students to apply the language comprehensively. Peer evaluation and revision help students find their own mistakes and improve their writing ability, while also cultivating their ability to evaluate and reflect. Step 7: Summary and Homework (Consolidation and Extension) Activity 1: Summary. The teacher leads students to summarize the key content of this lesson: ① Vocabulary: festival-related words and phrases, such as request, wave, attract, put up, be dressed as. ② Grammar: present perfect tense (usage in festival description) and modals for expressing possibility (must, may, might, can’t). ③ Skills: listening (understanding festival invitation dialogues), speaking (making and responding to festival invitations), reading (understanding festival passages), writing (writing a festival invitation email). The teacher emphasizes that the core of this lesson is to apply language knowledge to practical communication around festival celebrations. Activity 2: Homework Arrangement. ① Basic Homework: Review the new words and grammar points learned in this lesson, and finish the exercises in the textbook. ② Practical Homework: Make a festival invitation card for your family or friends, inviting them to a festival celebration, using the functional sentences and vocabulary learned. ③ Extended Homework: Surf the Internet to find out more about the customs of a foreign festival, and write a short passage (80-100 words) to introduce it, using the present perfect tense and modals for possibility. Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, forming a systematic understanding. The homework is designed in three levels: basic, practical and extended, which can meet the needs of different students. The basic homework helps students consolidate the knowledge learned in class; the practical homework enables students to apply the language to real life, improving their practical application ability; the extended homework broadens students’ horizons, enriches their cultural knowledge, and cultivates their autonomous learning 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 $