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

Unit 3 Festivals and Customs-Extended reading 教学目标和重难点 1. 教学目标 It focuses on language ability, enabling students to master festival-related words and reading strategies. It cultivates cultural awareness to respect cultural diversity. It develops thinking quality through analyzing and comparing festival customs. It enhances learning ability by guiding independent and cooperative learning. 2. 教学重难点 Key points: Master core words and phrases about global festival customs; grasp the structure and main ideas of the extended reading text. Difficult points: Understand the cultural connotation behind customs and use reading strategies flexibly in cross-cultural context. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a set of colorful pictures and short video clips, which include traditional Chinese festivals such as the Spring Festival, Dragon Boat Festival, and foreign festivals like Christmas, Carnival in Brazil, and Holi in India. Then the teacher asks the students two questions in English: “What festivals can you see in the pictures and videos? What customs do you know about these festivals?” The teacher invites 3-4 students to share their answers freely, and gives positive comments and supplements appropriately, such as adding some details about the customs of Holi or Brazilian Carnival that students may not be familiar with. After the students’ sharing, the teacher naturally leads to the topic of the extended reading: “Today, we will read a passage about global carnival traditions, which will help us learn more about different festival customs and their cultural meanings.” Design Intention: The visual materials such as pictures and videos can quickly attract students’ attention and arouse their interest in learning, which conforms to the cognitive characteristics of senior high school students who are sensitive to vivid and intuitive information. By asking questions and inviting students to share, the teacher can activate the students’ existing knowledge reserve of festival customs, connect the new lesson with the students’ prior experience, and lay a good foundation for the smooth development of the subsequent reading activities. At the same time, introducing foreign festivals appropriately can subtly cultivate students’ awareness of cultural diversity and pave the way for the cultivation of cultural awareness in the whole class. Step 2: Pre-reading (Pre-reading Preparation) First, the teacher presents the core vocabulary and phrases of the extended reading text on the blackboard or courseware, including “carnival, costume, parade, celebrate, observe, honor, participate, decorate, traditional, cultural, pass down, make a wish, give presents” and so on. For each word and phrase, the teacher pronounces it clearly, explains its basic meaning and usage, and gives simple example sentences related to festival customs, such as “People celebrate Christmas by decorating the Christmas tree and exchanging presents.” Then the teacher asks the students to read the words and phrases aloud twice after the teacher to ensure that they can pronounce them correctly and understand their basic meanings. After that, the teacher briefly introduces the background of the extended reading text: “The passage we are going to read mainly introduces the carnival traditions in different countries and regions around the world, showing the diversity of global festival cultures. It will help us understand how people in different countries express their joy and inherit their traditions through carnivals.” Design Intention: Pre-reading vocabulary teaching can help students eliminate the language barriers in the subsequent reading process, avoid the situation that students are distracted by unfamiliar words and cannot focus on understanding the text content. The example sentences closely related to festival customs can not only help students remember words and phrases better, but also further consolidate their understanding of festival-related expressions. The brief introduction of the text background can let students have a preliminary understanding of the main content and theme of the text, clarify the reading direction, and improve the efficiency of reading. Step 3: While-reading (In-depth Reading) This link is divided into three parts: skimming, scanning and intensive reading, which guides students to understand the text from shallow to deep, and gradually master the reading strategies and text content. First, skimming. The teacher asks the students to read the whole text quickly within a certain range, and puts forward two requirements: 1. Find out the topic sentence of the whole text; 2. Summarize the main idea of the text in one or two sentences. After the students finish reading, the teacher invites several students to share their answers, and then summarizes and corrects them. The topic sentence of the text is usually at the beginning or end of the text, which is about the diversity of global carnival traditions and the cultural connotation behind them. The main idea is that the passage introduces the carnival customs in different countries and regions, shows the unique cultural characteristics of each place, and reflects the common desire of people all over the world to pursue happiness and inherit traditions. Design Intention: Skimming is a basic reading strategy that can help students quickly grasp the core content of the text and establish a general framework of the text. By asking students to find the topic sentence and summarize the main idea, the teacher can cultivate students’ ability to extract key information and improve their reading speed and efficiency. At the same time, it can also check whether students have a preliminary understanding of the text, laying a foundation for the subsequent intensive reading. Second, scanning. The teacher puts forward specific questions and asks the students to read the text quickly again to find the corresponding answers. The questions are as follows: 1. Which countries or regions are mentioned in the passage? 2. What are the main customs of the carnivals in these countries or regions? 3. What is the cultural significance of these carnival customs? The teacher asks the students to complete the task in groups of 4, and each group assigns a recorder to record the answers. After the groups finish the task, the teacher invites each group to send a representative to share their answers, and the teacher makes supplements and explanations appropriately, such as explaining the cultural background of the Rio Carnival in Brazil and the Holi in India in simple English, helping students understand the connection between customs and culture. Design Intention: Scanning is a reading strategy that focuses on extracting specific information. By setting specific questions, the teacher can guide students to read the text with purpose, improve their ability to find and sort out information. Group cooperation can not only mobilize the enthusiasm of students, but also let students learn from each other, complement each other’s advantages, and cultivate their cooperative learning ability. The teacher’s supplementary explanation can help students deepen their understanding of the text content and lay a foundation for the subsequent analysis of cultural connotation. Third, intensive reading. The teacher guides the students to read the text paragraph by paragraph, focusing on analyzing the key sentences, difficult sentences and the logical relationship between paragraphs. For example, in the paragraph introducing the Rio Carnival, the teacher asks the students to analyze the sentence “The Rio Carnival is famous for its grand parades, colorful costumes and lively music, which attract millions of people from all over the world every year.” The teacher asks questions such as “What are the characteristics of the Rio Carnival mentioned in this sentence?” “What does the non-restrictive attributive clause ‘which attract millions of people...’ modify?” Then the teacher explains the structure and usage of the non-restrictive attributive clause briefly, combining with the sentence in the text, so that students can master the grammar points in the context of the text. In addition, the teacher also guides the students to pay attention to the emotional color of the text, such as the words “joyful, exciting, meaningful” used in the text, and asks the students to think about the author’s attitude towards global carnival traditions. During the intensive reading process, the teacher encourages students to put forward their own questions, such as questions about unfamiliar words, difficult sentences or cultural background, and answers them patiently. Design Intention: Intensive reading is the key link to help students deeply understand the text content and master language knowledge. By analyzing key sentences and difficult sentences, the teacher can help students break through the difficulties in reading, master the usage of grammar and vocabulary in the context, and improve their language ability. Guiding students to pay attention to the emotional color of the text can help students understand the author’s intention and the theme of the text, and cultivate their ability to appreciate the text. Encouraging students to put forward questions can mobilize their initiative and enthusiasm in learning, and cultivate their ability to think independently. Step 4: Post-reading (Consolidation and Extension) This link is divided into three activities: language consolidation, cultural discussion and practical application, which aims to help students consolidate the knowledge learned, deepen their understanding of cultural connotation, and improve their ability to use language comprehensively. First, language consolidation activity. The teacher designs a fill-in-the-blank exercise based on the core vocabulary and phrases of the text. The exercise content is closely related to the text content, such as “People in Brazil celebrate the Rio Carnival by holding grand ______ (parade) and wearing colorful ______ (costume).” “We should ______ (honor) our traditional festivals and pass down our cultural traditions.” The students complete the exercise independently, and then the teacher checks the answers and explains the wrong questions. After that, the teacher asks the students to make sentences with the core words and phrases, and invites several students to share their sentences, giving positive comments and corrections. Design Intention: The fill-in-the-blank exercise and sentence-making activity can help students consolidate the core vocabulary and phrases learned in the text, and improve their ability to use language flexibly. Checking answers and explaining wrong questions can help students find their own deficiencies and deepen their memory of knowledge. Sentence-making activity can also stimulate students’ thinking and improve their ability to use language in practice. Second, cultural discussion activity. The teacher puts forward the discussion topic: “What are the similarities and differences between Chinese traditional festivals and foreign carnivals? How should we treat the diversity of global festival cultures?” The students discuss the topic in groups of 4, and each group assigns a host to organize the discussion and a representative to summarize the group’s views. During the discussion, the teacher walks around the classroom, guides the students to discuss positively, and helps them solve the problems encountered in the discussion. After the discussion, each group sends a representative to share their views. The teacher summarizes the students’ views, emphasizes that we should respect the diversity of global festival cultures, appreciate the characteristics of different cultures, and at the same time inherit and carry forward our own traditional festival cultures, enhance cultural confidence. Design Intention: The cultural discussion activity is an important link to cultivate students’ cultural awareness and thinking quality. By comparing Chinese and foreign festival cultures, students can deeply understand the similarities and differences between different cultures, and cultivate their ability to analyze and compare. The group discussion can let students express their own views freely, exercise their oral expression ability and logical thinking ability. The teacher’s guidance and summary can help students establish a correct view of culture, respect cultural diversity, and enhance their cultural confidence, which is in line with the requirements of core literacy cultivation. Third, practical application activity. The teacher assigns a practical task: “Choose a festival that you are familiar with (Chinese or foreign), write a short passage (about 80-100 words) to introduce its customs and cultural significance, using the words and phrases learned in this lesson.” The students complete the task independently. After the students finish writing, the teacher collects some students’ works, reads them aloud in class, and makes comments and corrections, focusing on evaluating whether the students can use the core vocabulary and phrases correctly, whether the content is complete, and whether the logic is clear. For the excellent works, the teacher praises them in time to stimulate students’ enthusiasm for writing. Design Intention: The practical application activity can connect the reading and writing, help students transfer the language knowledge learned in reading to writing, and improve their comprehensive language application ability. Writing about the festival they are familiar with can reduce the difficulty of writing, stimulate students’ interest in writing, and at the same time let students further deepen their understanding of the cultural connotation of festivals. The teacher’s evaluation and correction can help students find their own deficiencies in writing and improve their writing level. Step 5: Summary and Reflection First, the teacher invites students to summarize the content of this lesson independently, including the core vocabulary and phrases, the main idea of the extended reading text, the reading strategies learned, and the understanding of global festival cultures. Then the teacher makes a comprehensive summary, emphasizing the key and difficult points of this lesson, and reviewing the learning objectives of this lesson, so that students can have a clear understanding of what they have learned in this lesson. After that, the teacher guides students to reflect on their own learning process: “What have you learned in this lesson? What difficulties have you encountered? How can you solve these difficulties in the future?” The students think independently for a few minutes, and then share their reflections with the classmates around them. Design Intention: Letting students summarize independently can help them sort out the knowledge learned in this lesson, strengthen memory, and improve their ability to summarize and sort out. The teacher’s comprehensive summary can help students consolidate the key knowledge and clarify the learning objectives. Guiding students to reflect on their own learning process can help them find their own deficiencies, form good learning habits, and improve their learning ability, which is in line with the requirements of core literacy for learning ability cultivation. Step 6: Homework Arrangement 1. Review the core vocabulary and phrases of this lesson, and recite them fluently; 2. Read the extended reading text again, and write down the key sentences and difficult sentences, and analyze their structure and meaning; 3. Complete the practical writing task assigned in class, and revise it according to the teacher’s comments; 4. Surf the Internet to collect information about one more foreign festival custom, and prepare to share it in the next class. Design Intention: The homework arrangement is closely related to the content of this lesson, which can help students consolidate the knowledge learned in class and deepen their understanding of the text. Reciting words and analyzing sentences can help students master language knowledge; revising the writing task can improve students’ writing level; collecting information about foreign festivals can expand students’ cultural vision, further cultivate their cultural awareness and learning ability, and lay a foundation for the next class. 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 $