Unit 3 Festivals and Customs-Grammar and usage 教案-2025-2026学年高中英语译林版必修第二册

Unit 3 Festivals and Customs-Grammar and usage 教学目标和重难点 1. 教学目标 Language Competence: Master the usage of Future in the Past and relative clauses, and use them to describe festival customs accurately. Cultural Awareness: Understand festival cultures at home and abroad, respect cultural diversity, and enhance cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking through grammar induction and critical thinking through cultural comparison. Learning Ability: Develop autonomous learning and cooperative inquiry abilities to apply grammar knowledge flexibly in real contexts. 2. 教学重难点 Key Points: Grasp the forms and basic usages of Future in the Past (would/should do, was/were going to do, etc.) and relative clauses (that/which/who) in festival contexts. Difficult Points: Distinguish different forms of Future in the Past, use relative clauses correctly to explain festival customs, and apply grammar naturally in oral and written expression. 教学过程 Step 1: Lead-in (Warm-up & Lead-in) The teacher starts the class by showing a short video clip about Christmas and Spring Festival customs, including scenes of people preparing for festivals, such as decorating Christmas trees, making dumplings, and exchanging gifts. After playing the video, the teacher asks students two questions: “What did people do to prepare for the festivals in the video?” “What do you think they would do next?” Then, the teacher writes two typical sentences on the blackboard: 1. She said she was going to sell her hair to buy a gift for her husband. 2. The festival that celebrates harvest is Mid-Autumn Festival. The teacher invites students to observe the sentences and asks: “What’s special about the verbs in the first sentence? What’s the function of the clause in the second sentence?” Design Intention: Taking festival customs as the entry point, the video can arouse students’ interest in the topic, which is closely related to the unit theme “Festivals and Customs” and lays a foundation for the subsequent grammar teaching. By asking questions and presenting typical sentences, students are guided to observe and think actively, helping them initially perceive the target grammar points (Future in the Past and relative clauses) in a real context, avoiding mechanical memory of grammar rules and realizing the connection between language form and practical meaning. Step 2: Presentation (Grammar Explanation) 2.1 Presentation of Future in the Past First, the teacher takes the sentence “She said she was going to sell her hair to buy a gift for her husband” from the lead-in as an example, and explains that this sentence describes an action that was going to happen in the future from the perspective of a past time. Then, the teacher introduces the definition of Future in the Past: It is used to describe an action or state that was going to happen in the future from the perspective of a certain point in the past. Next, the teacher presents different forms of Future in the Past combined with festival-related examples, and explains their usages one by one: 1. Would/should + verb原形: It is used to express an action that was going to happen in the future from a past perspective, and can also express subjective will. Example: He told me he would attend the Spring Festival gala with his family. (He told me in the past that he was going to attend the gala in the future at that time.) 2. Was/were going to + verb原形: It is often used to express an action that was planned or arranged to happen in the future, or an action that was likely to happen according to signs. Example: The children were going to watch the dragon dance performance on the Lantern Festival, but it rained. (The children planned to watch the performance in advance.) 3. Was/were about to + verb原形: It is used to express an action that was about to happen at the moment of speaking in the past, often used with “when” to indicate an unexpected interruption. Example: I was about to light the lanterns for the Mid-Autumn Festival when my friend called me. 4. Was/were to + verb原形: It is used to express an action that was planned, arranged or destined to happen in the past. Example: The traditional festival was to be held in the square, but it was cancelled due to bad weather. After explaining each form, the teacher invites students to make one sentence each combined with their own experience of festival customs, and corrects their mistakes in time to help them master the usage of each form. 2.2 Presentation of Relative Clauses On the basis of the lead-in sentence “The festival that celebrates harvest is Mid-Autumn Festival”, the teacher explains that the clause “that celebrates harvest” is used to modify the noun “the festival”, which is called a relative clause. Then, the teacher introduces the basic structure of relative clauses: Antecedent + Relative Pronoun (that/which/who) + Clause. Next, the teacher explains the usage of common relative pronouns combined with festival-related examples: 1. That: It can refer to people or things, and can be used as the subject or object in the clause. Example 1 (referring to things): The custom that involves lanterns is very popular during the Lantern Festival. (That refers to “the custom” and acts as the subject of the clause.) Example 2 (referring to people): The man that dressed up as Santa Claus gave us gifts on Christmas Eve. (That refers to “the man” and acts as the subject of the clause.) 2. Which: It can only refer to things, and can be used as the subject or object in the clause. Example: The mooncake which is filled with red beans is my favorite. (Which refers to “the mooncake” and acts as the subject of the clause.) 3. Who: It can only refer to people, and can be used as the subject or object in the clause. Example: The people who celebrate the Spring Festival often gather with their families. (Who refers to “the people” and acts as the subject of the clause.) The teacher emphasizes that when the relative pronoun acts as the object in the clause, it can be omitted. For example: The gift (that/which) I received on Christmas Day is very beautiful. Then, the teacher invites students to combine festival customs to make sentences with relative clauses, and guides them to correctly use relative pronouns and distinguish their usages. Design Intention: Combining festival contexts to explain grammar rules makes grammar learning no longer boring and abstract. By presenting examples closely related to the unit theme, students can better understand the practical application scenarios of grammar. Inviting students to make sentences by themselves can mobilize their enthusiasm and initiative, help them internalize grammar knowledge in practice, and lay a foundation for subsequent exercises. Step 3: Practice (Grammar Consolidation) 3.1 Controlled Practice (Mechanical Practice) The teacher arranges two groups of exercises to help students consolidate the basic usages of Future in the Past and relative clauses. Exercise 1: Fill in the blanks with the correct form of Future in the Past. The questions are closely related to festival customs, such as: 1. My mother said she ________ (cook) dumplings for the Spring Festival. (was going to cook) 2. We ________ (watch) the lion dance when it suddenly started to rain. (were about to watch) 3. He told me he ________ (attend) the Halloween party with his friends. (would attend) 4. The Dragon Boat Festival ________ (hold) in our city, but it was postponed due to the epidemic. (was to be held) Exercise 2: Combine the two sentences into one using relative clauses. 1. The festival is very important in China. It celebrates the birth of Jesus. (The festival that/which celebrates the birth of Jesus is very important in China.) 2. The woman is my teacher. She wears a red cheongsam during the Spring Festival. (The woman who wears a red cheongsam during the Spring Festival is my teacher.) 3. The custom is popular in the south of China. It involves eating zongzi. (The custom that/which involves eating zongzi is popular in the south of China.) After students finish the exercises, the teacher checks the answers in class, focuses on explaining the error-prone points, such as the distinction between different forms of Future in the Past and the correct use of relative pronouns, and helps students correct their mistakes in time. 3.2 Semi-Controlled Practice (Contextual Practice) The teacher divides students into groups of 4-5, and assigns a task: Each group chooses a festival (Chinese or foreign, such as Spring Festival, Christmas, Mid-Autumn Festival, Halloween) and uses at least 3 forms of Future in the Past and 2 relative clauses to describe the festival’s customs and people’s plans. Each group has a discussion time, and then sends a representative to present the group’s description to the class. The teacher evaluates the groups’ performances from the aspects of grammar accuracy, fluency and relevance to the theme. Example of a group’s presentation: Christmas is a very important festival in Western countries. The people who celebrate Christmas usually decorate Christmas trees and exchange gifts. Last year, my family and I planned that we would go to the church on Christmas Eve. My sister said she was going to make a Christmas cake for us. We were about to go out to buy Christmas gifts when it snowed. The snow that covered the whole city made the festival more beautiful. Design Intention: Controlled practice helps students consolidate the basic rules of grammar and lay a solid foundation. Semi-controlled practice combines grammar learning with the unit theme, allowing students to apply grammar knowledge in a specific context, improving their ability to use grammar flexibly. Group cooperation can cultivate students’ cooperative learning ability and communication ability, and the class presentation can enhance students’ oral expression ability and self-confidence. 3.3 Free Practice (Comprehensive Application) The teacher assigns a writing task: Write a short passage (80-100 words) about your favorite festival, using at least 2 forms of Future in the Past and 3 relative clauses to describe the festival’s customs, your feelings and your plans for the next festival. Before writing, the teacher gives a sample passage to guide students: My favorite festival is the Mid-Autumn Festival, which is a traditional Chinese festival that celebrates family reunion. Last year, my family and I gathered together to watch the full moon. My grandmother said she was going to make mooncakes for us, and my father told me he would take us to the park to appreciate the lanterns. I was about to take photos of the full moon when my little sister called me to eat mooncakes. I love the Mid-Autumn Festival because it brings me warmth and happiness. Next year, I am going to prepare a special gift for my family to express my love. After students finish writing, the teacher collects some students’ works, reads them in class, and evaluates them from the aspects of grammar accuracy, content completeness and language fluency. At the same time, the teacher invites students to comment on each other’s works, helping them find their own mistakes and learn from each other. Design Intention: Free practice integrates grammar learning with writing skills, allowing students to comprehensively apply the grammar knowledge they have learned, improving their comprehensive language application ability. The sample passage can provide a reference for students, helping them better complete the writing task. Peer evaluation can cultivate students’ critical thinking ability and improve their ability to find and correct mistakes. Step 4: Consolidation and Extension 4.1 Summary The teacher invites students to summarize the key points of this lesson: the forms and usages of Future in the Past, the basic structure and relative pronouns of relative clauses. Then, the teacher makes a supplement and summary, emphasizing the key and difficult points, and helping students sort out the grammar knowledge system to form a complete knowledge framework. The teacher also reminds students that grammar learning is not about memorizing rules mechanically, but about applying them flexibly in real contexts, especially in the description of festival customs. 4.2 Extension Activity The teacher introduces a less-known festival from another country, such as Diwali (the Festival of Lights in India), and shows some pictures and short videos about Diwali customs, such as lighting earthen lamps, making rangoli patterns and exchanging gifts. Then, the teacher asks students to use the grammar knowledge they have learned in this lesson to write 3-5 sentences to describe Diwali customs. For example: Diwali is a famous festival in India that celebrates the victory of good over evil. People who celebrate Diwali usually light earthen lamps to drive away darkness. Last year, my Indian friend told me he would celebrate Diwali with his family. Design Intention: The summary helps students sort out the grammar knowledge they have learned, deepen their understanding and memory of the knowledge. The extension activity introduces new festival cultures, which not only enriches students’ cultural knowledge, enhances their cultural awareness, but also provides a new context for students to apply grammar knowledge, further improving their ability to use grammar flexibly and their cross-cultural communication ability. Step 5: Homework 1. Finish the grammar exercises in the textbook, focusing on the application of Future in the Past and relative clauses in festival contexts. 2. Revise the short passage written in class, improve the grammar accuracy and content richness, and hand it in the next class. 3. Surf the Internet to find information about a foreign festival, and write a 100-word English passage to describe its customs, using at least 2 forms of Future in the Past and 3 relative clauses. 4. Discuss with your partners about the differences between Chinese and foreign festival customs, and prepare a 2-minute oral report for the next class, using the grammar knowledge learned in this lesson. Design Intention: The homework is designed to consolidate the grammar knowledge learned in class, and integrate grammar learning with reading, writing and speaking skills. The assignment of surfing the Internet to find foreign festival information can expand students’ cultural horizons and enhance their cultural awareness. The oral report task can further improve students’ oral expression ability and cooperative learning ability, realizing the comprehensive development of students’ four-dimensional core literacy. 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 $