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

Unit 3 Festivals and Customs-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Students can master words and sentences related to festivals and customs, accurately extract information from listening and reading materials, and express opinions on festival inheritance in simple English. Cultural Awareness: They understand the diversity of Chinese and foreign festivals, respect cultural differences, enhance cultural confidence, and develop cross-cultural communication ability. Thinking Quality: They can analyze and compare festival customs, sort out logical relationships in materials, and cultivate critical and inductive thinking. Learning Ability: They learn to use listening and reading strategies independently, cooperate with peers in group activities, and improve autonomous learning and cooperative inquiry ability. 2. 教学重难点 Key Points: Master core vocabulary and sentence patterns about festival promotion and customs; skillfully extract key information from listening (school radio report) and reading (website article) materials; grasp the format and writing methods of festival promotion proposals. Difficult Points: Understand the connotation of traditional festivals and express views on cultural inheritance logically; flexibly use modal verbs to put forward suggestions in writing; improve comprehensive application of listening, speaking, reading and writing skills. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing pictures and short video clips of traditional Chinese festivals (such as the Spring Festival, Dragon Boat Festival, and Mid-Autumn Festival) and foreign festivals (such as Christmas and Carnival). Then the teacher asks students two questions: “What festivals do you see in the pictures? What customs do you know about these festivals?” Students are invited to answer freely in English. After that, the teacher summarizes and leads to the topic: “Today we will learn how to promote traditional Chinese festivals through listening to a school radio report and reading a website article, and finally write a proposal to call on everyone to protect traditional festivals.” Design Intention: This lead-in activity is closely linked to the unit theme “Festivals and Customs” and the core content of Integrated Skills. By showing vivid audio-visual materials, it can quickly arouse students’ interest in learning and activate their existing knowledge reserve of festival customs. Asking open questions encourages students to express themselves in English, laying a foundation for the subsequent listening and speaking activities. At the same time, it naturally leads to the teaching focus of this lesson — promoting traditional festivals, helping students clarify the learning objectives at the beginning of the class. Step 2: Pre-listening (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases related to the listening material on the blackboard or courseware, including “promote traditional festivals, cultural inheritance, national identity, school radio report, organize activities, traditional customs, cultural confidence” and so on. The teacher explains the pronunciation and meaning of each word and phrase, and gives simple example sentences to help students master their usage, such as “We should promote traditional festivals to pass on our culture.” Then, the teacher briefly introduces the background of the listening material: “This is a school radio report about the activities that a school has carried out to promote traditional Chinese festivals. You will hear about the specific measures taken by the school and the effects of these activities.” Next, the teacher asks students to predict the content of the listening material based on the vocabulary and background introduction: “What do you think the school will do to promote traditional festivals? Please discuss with your deskmate and list 2-3 possible activities.” After 2 minutes of discussion, several groups are invited to share their predictions. Design Intention: Vocabulary is the foundation of listening comprehension. Previewing core vocabulary before listening helps students reduce obstacles in understanding the listening material and improve listening efficiency. The background introduction enables students to have a preliminary understanding of the listening context, which is conducive to their accurate grasp of the main idea of the material. Predicting the listening content can stimulate students’ thinking, cultivate their ability to infer information based on existing clues, and make them more focused in the listening process. Step 3: While-listening (Listening Practice and Information Extraction) The teacher plays the listening material twice. For the first time, students are asked to listen carefully and get the main idea of the radio report: “What is the main purpose of this radio report?” After listening, the teacher invites students to answer, and summarizes: “The main purpose of this report is to introduce the activities organized by the school to promote traditional Chinese festivals and call on all students to participate in protecting traditional culture.” For the second time, students are asked to listen carefully again and fill in the blanks in the listening task sheet. The task sheet includes key information such as the time when the “Traditional Chinese Festivals” course started, the specific activities organized by the school (e.g., holding a festival knowledge competition, organizing a folk custom performance, setting up a cultural corner), and the students’ feedback on these activities. During the listening process, the teacher can pause appropriately at the key information points to help students catch the details. After listening, the teacher checks the answers with the whole class, explains the difficult sentences and key information points in the listening material, and asks students to read the completed task sheet aloud to strengthen their memory of the key information. In addition, the teacher designs a listening comprehension question: “Why does the school organize these activities to promote traditional festivals?” Students are asked to find the answer from the listening material and express it in their own words. The teacher guides students to summarize: “Because traditional festivals are an important part of Chinese culture, and promoting them can help students understand Chinese history and values, enhance national pride and cultural confidence.” Design Intention: Listening practice is carried out in two steps — grasping the main idea first and then extracting details, which conforms to the law of listening comprehension and helps students gradually improve their listening ability. The filling-in-the-blank task can guide students to focus on key information and improve their ability to extract specific information. Checking answers and explaining difficult points can help students make up for their listening loopholes and deepen their understanding of the listening material. The comprehension question encourages students to think deeply and connect the listening content with the theme of festival promotion, laying a foundation for the subsequent reading and writing activities. Step 4: Pre-reading (Topic Discussion and Reading Guide) After the listening practice, the teacher connects the listening content with the reading material: “The school has done a lot to promote traditional festivals. In fact, promoting traditional festivals is not only the responsibility of the school, but also the responsibility of every one of us. Now we will read a website article about the importance of promoting traditional Chinese festivals, and learn more about why we should protect and promote traditional festivals.” First, the teacher asks students to have a group discussion: “What do you think are the importance of promoting traditional Chinese festivals? Please discuss with your group members and list 3-4 reasons.” Each group has 4 students, and they are given 3 minutes to discuss. After the discussion, each group sends a representative to share their opinions. The teacher writes down the key points shared by the students on the blackboard, such as “inheriting Chinese culture, understanding national history, learning fine values, enhancing national identity” and so on. Then, the teacher introduces the structure of the reading material: “This article is an argumentative essay. It first puts forward the opinion that we must protect and maintain traditional festivals, then lists several reasons to support this opinion, and finally draws a conclusion that it is everyone’s duty to protect traditional festivals.” The teacher also reminds students to pay attention to the signal words in the article, such as “firstly, besides, finally”, which can help them sort out the logical structure of the article. Design Intention: Connecting listening and reading activities can realize the integration of skills, making the teaching process more coherent. The group discussion before reading activates students’ thinking about the importance of traditional festivals, enables them to have a preliminary understanding of the theme of the reading material, and lays a foundation for in-depth reading. Introducing the structure of the article and signal words helps students master reading strategies, improve their ability to sort out the logical structure of the article, and cultivate their inductive thinking ability. Step 5: While-reading (In-depth Reading and Information Sorting) Students read the article independently. The teacher asks them to complete two tasks while reading: Task 1: Underline the topic sentence of each paragraph and summarize the main idea of each paragraph. Task 2: List the reasons why we should promote traditional Chinese festivals mentioned in the article. After students finish reading, the teacher organizes the whole class to check the results. First, invite students to share the topic sentences and main ideas of each paragraph. The teacher corrects and summarizes: Paragraph 1 puts forward the opinion that traditional festivals are an important part of Chinese culture and we must protect them; Paragraph 2 points out that traditional festivals teach us about our nation’s history; Paragraph 3 says that traditional festivals enable us to learn more about fine Chinese values; Paragraph 4 states that traditional festivals are a source of national pride and help shape our national identity; Paragraph 5 draws the conclusion that it is everyone’s duty to protect traditional festivals for future generations. Then, the teacher asks students to share the reasons they listed, and sorts out the key points with the whole class: 1. Traditional festivals are an important part of Chinese culture. 2. They teach us about our nation’s history. 3. They enable us to learn more about fine Chinese values. 4. They are a source of national pride and help shape our national identity. In addition, the teacher guides students to analyze the language features of the article. For example, the use of modal verbs such as “should, must” to express suggestions and obligations, and the use of examples (such as the Double Ninth Festival, Dragon Boat Festival, Mid-Autumn Festival) to make the argument more persuasive. The teacher asks students to find these modal verbs and examples in the article, read them aloud, and discuss their functions. Design Intention: Independent reading enables students to develop autonomous learning ability. The two reading tasks guide students to read in depth, master the main content and logical structure of the article, and improve their ability to extract and sort out information. Analyzing the language features of the article helps students master the usage of modal verbs and the method of using examples to support arguments, which lays a foundation for the subsequent writing activity. At the same time, it helps students deepen their understanding of the theme of the article and enhance their cultural awareness. Step 6: Post-reading (Discussion and Speaking Practice) Based on the listening and reading materials, the teacher designs a group discussion activity: “We have learned about the importance of promoting traditional festivals and the measures taken by the school. Now please discuss with your group members: What can we do as students to promote traditional Chinese festivals? Please put forward specific suggestions and explain your reasons.” Each group is divided into 4 students, and they are given 5 minutes to discuss. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence patterns learned in this lesson, such as “We should...”, “We can...”, “It is important to...”, and helps students put forward reasonable suggestions. After the discussion, each group sends a representative to make a 1-2 minute speech to share their group’s suggestions. For example, some groups may put forward suggestions such as “We can hold a festival handwritten newspaper competition to introduce traditional festivals to our classmates”, “We can learn to make traditional festival food and share it with others”, “We can introduce traditional festivals to foreign friends to promote cross-cultural communication”. After all groups finish their speeches, the teacher makes comments. The teacher affirms the reasonable suggestions put forward by each group, points out the advantages and deficiencies in their expressions, and guides students to use the language more accurately and fluently. The teacher also summarizes the suggestions put forward by all groups, and emphasizes that as students, we should take the initiative to inherit and promote traditional Chinese culture, enhance cultural confidence. Design Intention: The group discussion and speaking practice integrate listening, reading and speaking skills, which can improve students’ comprehensive language application ability. The discussion topic is closely linked to students’ real life, which can stimulate their participation enthusiasm and make them realize that they can make contributions to the promotion of traditional festivals. The teacher’s guidance and comments help students improve their speaking ability and use the learned language knowledge flexibly. At the same time, it further deepens students’ understanding of the theme of festival promotion and cultivates their sense of responsibility. Step 7: Pre-writing (Writing Guide and Template Learning) The teacher connects the speaking practice with the writing task: “We have put forward many good suggestions on promoting traditional festivals. Now we will write a proposal to call on all students in the school to participate in the activity of promoting traditional Chinese festivals. A proposal should include the purpose of the proposal, the reasons for putting forward the proposal, and specific suggestions.” First, the teacher introduces the format of the proposal: The proposal should have a title, a greeting, the main body (including the purpose, reasons and suggestions), and a signature and date. The teacher presents a sample proposal on the courseware, and analyzes the structure and language features of the sample. For example, the title should be clear and concise, such as “A Proposal to Promote Traditional Chinese Festivals”; the greeting can be “Dear teachers and students”; the main body should be logical, first explaining the purpose of the proposal, then listing the reasons for promoting traditional festivals, and finally putting forward specific suggestions; the language should be formal and polite, and modal verbs such as “should, suggest, hope” can be used to put forward suggestions. Then, the teacher guides students to sort out the writing materials: combining the reasons for promoting traditional festivals learned in the reading material and the suggestions put forward in the group discussion, students can list the outline of the proposal. The teacher asks students to complete the outline individually first, and then check and modify it with their deskmates. The outline includes: 1. Title; 2. Greeting; 3. Purpose of the proposal (to call on students to promote traditional Chinese festivals); 4. Reasons (the importance of traditional festivals); 5. Specific suggestions (combined with students’ own suggestions); 6. Signature and date. In addition, the teacher reminds students to pay attention to the use of vocabulary and sentence patterns learned in this lesson, such as “promote traditional festivals, cultural inheritance, national identity, take measures, organize activities” and so on, and avoid using simple and repetitive sentence structures. The teacher also gives some useful sentence patterns for the proposal, such as “We are writing this proposal to call on everyone to...”, “There are several reasons for promoting traditional festivals. Firstly,... Besides,... Finally,...”, “We suggest that we should...”, “It is our duty to...”. Design Intention: The writing task is the key part of Integrated Skills, which integrates listening, reading and speaking skills and tests students’ comprehensive language application ability. Introducing the format and sample of the proposal helps students master the writing norms of the proposal and avoid format errors. Guiding students to sort out the outline helps them clarify the writing ideas and ensure the logic of the article. Providing key vocabulary and sentence patterns helps students use the learned language knowledge flexibly, improve the accuracy and fluency of writing, and break through the difficult point of writing. Step 8: While-writing (Independent Writing and Teacher Guidance) Students start to write the proposal independently. The teacher walks around the classroom, provides timely guidance for students who have difficulties in writing. For example, some students may not know how to organize the reasons, the teacher can remind them to refer to the reading material; some students may have difficulty in using modal verbs, the teacher can give example sentences to help them; some students may have spelling or grammatical errors, the teacher can point them out and guide them to correct. During the writing process, the teacher also reminds students to pay attention to the logic and coherence of the article, use appropriate connecting words such as “firstly, besides, finally, therefore” to connect paragraphs and sentences, and ensure that the content is specific and practical. Students are asked to write at least 80 words, and use the vocabulary and sentence patterns learned in this lesson as much as possible. Design Intention: Independent writing enables students to practice their writing ability independently and apply the learned knowledge to practice. The teacher’s timely guidance can help students solve the difficulties encountered in writing, ensure that each student can complete the writing task smoothly, and improve their writing confidence. Reminding students to pay attention to logic, coherence and vocabulary use helps them improve the quality of their writing and achieve the teaching focus and difficult points. Step 9: Post-writing (Evaluation and Revision) After students finish writing, the teacher organizes a peer evaluation activity. Students exchange their proposals with their deskmates, and evaluate each other according to the evaluation criteria: 1. Is the format of the proposal correct? 2. Is the content logical and complete (including purpose, reasons and suggestions)? 3. Are the vocabulary and sentence patterns used correctly and flexibly? 4. Are there any spelling or grammatical errors? 5. Is the language formal and polite? Students are asked to put forward revision suggestions for their deskmates’ proposals, and then revise their own proposals according to the suggestions. After the peer evaluation and revision, the teacher selects 2-3 typical proposals (one excellent proposal and one proposal with common problems) to comment on in the whole class. For the excellent proposal, the teacher affirms its advantages, such as correct format, logical content, flexible use of language, and asks students to learn from it. For the proposal with problems, the teacher points out the existing problems (such as incorrect format, incomplete content, grammatical errors) and guides students to revise it together. Finally, students revise their own proposals again according to the teacher’s comments, and submit their revised proposals to the teacher for further evaluation. Design Intention: Peer evaluation can help students learn from each other, find their own shortcomings in writing, and improve their ability to evaluate and revise articles. The teacher’s typical comment can help students focus on the key points of writing evaluation, clarify the common problems in writing, and avoid making the same mistakes. The revision process enables students to deepen their understanding of the writing norms and improve their writing ability, which is an important link to improve the effect of writing teaching. Step 10: Summary and Extension The teacher summarizes the whole lesson: “In this class, we have listened to a school radio report about promoting traditional festivals, read an article about the importance of traditional festivals, discussed how to promote traditional festivals, and written a proposal to call on everyone to protect traditional festivals. We have not only mastered the core vocabulary and sentence patterns related to festivals, but also enhanced our understanding of traditional Chinese culture and our sense of cultural responsibility.” Then, the teacher designs the after-class extension task: 1. Revise the proposal again and improve its quality. 2. Surf the Internet to find more information about foreign festivals and their customs, and write a short passage (about 50 words) to introduce one foreign festival, comparing it with a traditional Chinese festival. 3. Work with your group members to organize a small activity to promote traditional festivals in the class, such as a festival knowledge competition or a folk custom performance. Design Intention: The summary helps students sort out the key content of the whole lesson, consolidate the learned knowledge and skills, and clarify the gains of the lesson. The after-class extension task extends the teaching content from the classroom to the after-class, which not only helps students consolidate the knowledge learned in the class, but also expands their horizons, improves their autonomous learning ability and cooperative ability. At the same time, it further deepens students’ understanding of cultural diversity and cultivates their cross-cultural communication 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 $