Unit 3 Festivals and Customs-Welcome to the unit 教案-2025-2026学年高中英语译林版必修第二册

Unit 3 Festivals and Customs-Welcome to the unit 教学目标和重难点 1. 教学目标 Language competence: Master festival-related vocabulary and simple expressions to describe festivals and customs. Cultural awareness: Understand diverse global festivals, respect cultural differences and inherit traditional culture. Thinking quality: Develop analytical and comparative thinking through discussing festival similarities and differences. Learning ability: Cultivate autonomous and cooperative learning skills in interactive activities. 2. 教学重难点 Key points: Master core vocabulary (custom, celebrate, traditional, etc.) and basic sentence patterns for describing festivals; talk about familiar festivals and their customs in English. Difficult points: Accurately use festival-related expressions; objectively compare cultural differences between Chinese and foreign festivals. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a short video (3-5 minutes) that collects typical scenes of festivals around the world, including the Spring Festival in China (dragon dance, dumpling making), Christmas in Western countries (Christmas tree, gift giving), the Rio Carnival in Brazil (colorful costumes, parades), and the Tomato Festival in Spain (tomato throwing). There is no narration in the video, only dynamic pictures and cheerful background music. After playing the video, the teacher asks two open-ended questions in English: “What festivals did you see in the video? Can you describe the scenes you noticed?” Then, the teacher invites 3-4 students to share their answers. During the sharing process, the teacher does not interrupt the students’ expressions, even if there are minor mistakes in vocabulary or grammar. Instead, the teacher writes down the key words mentioned by the students (such as Spring Festival, Christmas, dance, food) on the blackboard, and simply corrects and supplements them after the students finish speaking. For example, if a student says “people eat dumpling in Spring Festival”, the teacher can gently remind them to use the plural form “dumplings” and add the preposition “on” before “Spring Festival”, saying “It’s a good description. We usually say ‘people eat dumplings on Spring Festival’.” After the student sharing, the teacher summarizes: “These festivals are all important parts of different cultures. They carry people’s wishes and traditions. Today, we will start our unit journey about Festivals and Customs, and explore the interesting customs behind various festivals together.” Design Intention: The video is used as the lead-in to stimulate students’ interest in learning through intuitive and vivid visual and auditory experience. The video selects representative festivals from different countries, which can implicitly lay a foundation for students to understand cultural diversity later. The open-ended questions are designed to encourage students to actively express their observations and existing knowledge, activate their prior experience about festivals, and reduce their anxiety in speaking English. The teacher’s gentle correction and encouragement can protect students’ enthusiasm for speaking, help them build confidence in English expression, and at the same time naturally lead to the theme of the unit. Step 2: Vocabulary Presentation and Consolidation (Vocabulary Learning) First, the teacher presents the core vocabulary of this unit in combination with the pictures in the textbook and the key words mentioned in the lead-in activity. The vocabulary mainly includes nouns (custom, festival, celebration, tradition, costume, gift), verbs (celebrate, decorate, gather, exchange), adjectives (traditional, colorful, cheerful, important), and some common phrases (dress up, take place, exchange gifts, have a good time). For each word, the teacher adopts the method of “picture + context + example sentence” to help students understand and remember. For example, when presenting the word “custom”, the teacher shows a picture of Chinese people pasting Spring Festival couplets, and says: “This is a custom in China. A custom is a traditional way of doing things in a particular group or society. For example, pasting Spring Festival couplets is a Chinese custom during the Spring Festival.” Then, the teacher asks students to try to make a simple sentence with “custom”, such as “Eating mooncakes is a custom on Mid-Autumn Festival.” When presenting phrases such as “dress up”, the teacher can invite students to simulate the action of dressing up, and at the same time say: “When people celebrate festivals, they often dress up in beautiful clothes. For example, children dress up as ghosts on Halloween.” Then, the teacher organizes a quick response activity: the teacher says a word or phrase, and students quickly respond with the Chinese meaning or make a simple action; or the teacher says the Chinese meaning, and students say the corresponding English word or phrase. This activity can be carried out in the form of group competition to enhance the interactivity of the class. After presenting all the vocabulary, the teacher arranges a small group activity: each group is given 5 vocabulary words or phrases, and they need to work together to make a short dialogue (3-4 sentences) related to festivals. For example, if the given vocabulary is “celebrate, Spring Festival, family, gather, delicious food”, a group can make a dialogue like: “A: How do you celebrate the Spring Festival? B: We gather with our family and eat delicious food. A: That sounds great! Do you have any other customs? B: Yes, we also paste Spring Festival couplets.” Each group has 5 minutes to prepare, and then 2-3 groups are invited to present their dialogues in front of the class. The teacher comments on their dialogues, affirming their advantages and putting forward targeted suggestions for improvement (such as the correct use of tenses and prepositions). Design Intention: Vocabulary is the foundation of language communication. The “picture + context + example sentence” method can help students understand the meaning and usage of words in a specific context, avoiding mechanical memorization. The quick response activity can enhance the趣味性 of vocabulary learning, help students consolidate the learned vocabulary in a relaxed atmosphere, and improve their reaction speed. The group dialogue activity can not only consolidate the vocabulary and sentence patterns learned, but also cultivate students’ cooperative learning ability and oral expression ability. Through group presentation and teacher’s comments, students can find their own problems and learn from each other, so as to improve their English application ability. Step 3: Textbook Activity Exploration (Textbook Interaction) The teacher guides students to open the textbook and look at the pictures and questions in the “Welcome to the unit” part. First, the teacher asks students to observe the four pictures in the textbook carefully. The four pictures respectively show the Spring Festival (Chinese New Year), Christmas, the Dragon Boat Festival and Halloween. The teacher asks students to work in pairs to discuss the following questions: “What festival is shown in each picture? What are people doing in the picture? What customs do you know about these festivals?” During the pair discussion, the teacher walks around the classroom, observes the communication situation of each group, and provides timely help to students who have difficulties in expression. For example, if a student does not know how to express “zongzi” in English, the teacher can tell them the word “zongzi” and add an explanation: “Zongzi is a kind of traditional Chinese food made of glutinous rice and wrapped in bamboo leaves, which is eaten on the Dragon Boat Festival.” If a student cannot describe the activities in the picture, the teacher can give appropriate prompts, such as “What are the people wearing? What are they holding?” After the pair discussion, the teacher organizes a class sharing activity. Each pair selects one picture to introduce, and the other students can supplement. For example, when introducing the Christmas picture, a pair may say: “This is Christmas. People are decorating a Christmas tree and exchanging gifts. They also eat turkey for dinner.” Then other students can supplement: “Children believe that Santa Claus will bring them gifts on Christmas Eve.” The teacher writes down the key information shared by students on the blackboard, and sorts out the customs of each festival together with students. Next, the teacher guides students to discuss the question in the textbook: “What do festivals around the world have in common?” The teacher first gives a hint: “Think about the purpose of celebrating festivals, the activities people do, and the feelings people have.” Students can discuss freely in groups of 4. After the discussion, each group sends a representative to share their views. The teacher summarizes the common points of festivals around the world based on students’ sharing: most festivals are to celebrate important events, gather family and friends, express good wishes, and have special food and activities. Then, the teacher asks another extended question: “Are there any differences between Chinese festivals and foreign festivals? What are they?” Students continue to discuss in groups. For example, some students may say: “Chinese festivals pay more attention to family reunion, while foreign festivals such as Christmas pay more attention to exchanging gifts and celebrating with friends.” Some students may say: “The food of Chinese festivals is more traditional, such as dumplings and zongzi, while foreign festivals have food like turkey and Christmas cake.” The teacher affirms students’ views and guides them to realize that cultural differences are normal, and we should respect and understand different cultures. Design Intention: The textbook pictures are the core content of the “Welcome to the unit” part. Guiding students to observe and discuss the pictures can help them connect the learned vocabulary with the specific festival scenes, and improve their ability to describe and express. The pair discussion and group discussion activities can fully mobilize students’ enthusiasm for participation, let each student have the opportunity to express their views, and cultivate their cooperative learning ability and communication ability. The extended questions about the common points and differences of festivals can guide students to think deeply, develop their comparative thinking and analytical thinking ability, and at the same time infiltrate the education of cultural awareness, helping students establish a correct view of cultural diversity. Step 4: Interactive Practice (Interactive Activity) In this link, two interactive activities are designed to further consolidate the knowledge learned and improve students’ oral expression ability and comprehensive application ability. Activity 1: “Festival Interview”. The teacher asks students to work in pairs. One student acts as the interviewer and the other acts as the interviewee. The interviewer needs to ask at least 5 questions about festivals, and the interviewee answers according to their own knowledge and the content learned in class. The reference questions are: “What is your favorite festival? Why do you like it? How do you celebrate this festival with your family? What customs does this festival have? Do you know any foreign festivals similar to this festival?” The teacher gives 7 minutes for students to prepare and practice the interview. During the practice, the teacher walks around to guide students to use the vocabulary and sentence patterns learned, and helps students solve the problems encountered in the interview process. After the practice, the teacher invites 2-3 pairs to perform the interview in front of the class. After each performance, the teacher and other students make comments: first affirm the advantages of the pair (such as fluent expression, correct use of vocabulary and sentence patterns), then put forward suggestions for improvement (such as adding more details in the answer, using more diverse sentence structures). For example, if the interviewee only says “I like the Spring Festival because it is interesting”, the teacher can guide them to add more details: “I like the Spring Festival because I can gather with my family, eat delicious food and get red envelopes. It makes me feel happy and warm.” Activity 2: “Festival Introduction Speech”. Each student chooses a festival (Chinese or foreign) that they are familiar with, and prepares a 1-minute speech to introduce the festival. The speech should include the name of the festival, the time of celebration, the main customs and the significance of the festival. The teacher gives 5 minutes for students to prepare their speeches independently. During the preparation, students can refer to the vocabulary and sentences learned in class, and the teacher provides help to students who have difficulties in organizing their words. After the preparation, the teacher randomly invites 5-6 students to give their speeches. After each speech, the teacher encourages other students to ask questions about the festival, such as “When is this festival held? Do people have any special food on this festival?” The speaker answers the questions raised by the students. This link not only exercises students’ oral expression ability, but also helps students learn more about different festivals. Design Intention: The “Festival Interview” activity can let students apply the learned vocabulary and sentence patterns in real communication scenarios, improve their oral expression ability and communication ability. The role-playing form can make students more involved in the activity and enhance the趣味性 of learning. The “Festival Introduction Speech” activity can cultivate students’ independent thinking ability and language organization ability, and let students deepen their understanding of festival culture. The question-and-answer link after the speech can further mobilize the enthusiasm of the whole class, promote the interaction between students, and make the class atmosphere more active. Step 5: Summary and Extension (Summary and Extension) First, the teacher leads students to summarize the content of this class together. The teacher asks: “What did we learn today? What vocabulary and phrases did we master? What activities did we do?” Students answer one by one, and the teacher supplements and sorts out, forming a clear knowledge framework on the blackboard: 1. Core vocabulary and phrases related to festivals; 2. Customs of some common Chinese and foreign festivals; 3. Common points and differences of festivals around the world; 4. How to describe festivals and customs in English. Then, the teacher makes a summary: “Today, we have a preliminary understanding of some festivals and customs around the world, mastered the relevant vocabulary and expressions, and also practiced our oral expression ability. Festivals are the treasure of human culture, each with its own unique connotation. We should respect the cultural diversity of the world, understand and learn from different cultures, and at the same time inherit and carry forward our own traditional festival culture.” In the extension link, the teacher assigns a small after-class task: 1. Collect information about a foreign festival that you are interested in (such as the Lantern Festival in South Korea, the Diwali in India), and write a short English introduction (about 80 words), including the time, customs and significance of the festival; 2. Talk with your family about the customs of Chinese traditional festivals, and try to introduce one of the customs to your classmates in English in the next class. In addition, the teacher recommends some English materials related to festivals to students, such as English short videos about festivals, simple English articles, etc., to help students expand their knowledge and improve their English reading and listening ability after class. Design Intention: The class summary can help students sort out the knowledge learned in this class, consolidate the key points, and form a systematic knowledge structure. The summary of cultural connotation can further infiltrate the education of cultural awareness, guide students to establish a correct view of culture, and enhance their sense of cultural identity and confidence. The after-class task is designed to connect the classroom learning with the after-class life, let students continue to consolidate and apply the knowledge learned, and at the same time cultivate their ability to collect and sort out information. The recommended materials can enrich students’ after-class learning resources, stimulate their interest in learning English, and lay a foundation for the subsequent learning of the unit. Step 6: Homework Arrangement 1. Recite the core vocabulary and phrases learned in this class, and make 5 sentences with different vocabulary or phrases, which are related to festivals. 2. Complete the after-class extension task: write a short English introduction about a foreign festival (about 80 words), and prepare a 1-minute oral introduction for the next class. 3. Preview the Reading part of Unit 3, and mark the new words and difficult sentences that you don’t understand. Design Intention: The homework arrangement is closely combined with the content of this class. Reciting vocabulary and making sentences can help students consolidate the basic knowledge and improve their ability to use vocabulary. The after-class extension task can continue to exercise students’ writing and oral expression ability, and expand their knowledge of festival culture. Previewing the Reading part can help students lay a foundation for the next class, improve their learning efficiency, and cultivate 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 $