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

Unit 3 Festivals and Customs-Project 教学目标和重难点 1. 教学目标 It focuses on language ability, cultural awareness, thinking quality and learning ability, enabling students to use English to introduce festival customs, understand cultural differences, develop logical thinking and form autonomous and cooperative learning habits. 2. 教学重难点 Key: Mastering festival-related vocabulary and expressions, and being able to complete a project of introducing festival customs in English. Difficulty: Understanding cultural connotations behind customs and achieving accurate cross-cultural expression. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a short video about different festival customs around the world, including the Spring Festival in China, Christmas in Western countries, Diwali in India and Carnival in Brazil. The video is vivid and visually appealing, with simple English narration to help students connect the pictures with English expressions. After watching the video, the teacher asks two guiding questions: “What festivals have you seen in the video? What special customs do these festivals have?” Then, invite 3-4 students to share their answers in English. During the sharing process, the teacher gives positive feedback in a timely manner, corrects minor language mistakes appropriately, and guides students to use simple and accurate words and sentences, such as “decorate the house with lights”, “exchange gifts” and “have a family reunion dinner”. Design Intention: The video is used as the lead-in to stimulate students’ interest in learning, as festivals and customs are closely related to students’ daily life, and vivid audio-visual materials can quickly attract their attention. By asking questions and encouraging students to share, the teacher can activate students’ existing knowledge reserve of festival customs, arouse their desire to express, and lay a foundation for the smooth development of the subsequent project. At the same time, it can initially detect students’ mastery of festival-related English vocabulary and expressions, so as to adjust the teaching progress and focus in a targeted manner in the follow-up teaching. Step 2: Presentation (Input of Key Knowledge) In this step, the teacher focuses on presenting the key vocabulary, phrases and sentence patterns needed for the Project, combining with the festival customs involved in the unit. First, the teacher presents the core vocabulary on the blackboard or courseware, including noun phrases such as “wedding ceremony”, “traditional custom”, “cultural symbol”, “harvest festival”, verb phrases such as “decorate...with...”, “attend a ceremony”, “pass down”, “follow a tradition”, and adjectives such as “formal”, “eye-catching”, “traditional”, “festive”. For each vocabulary and phrase, the teacher gives simple and easy-to-understand English explanations and example sentences closely related to festival customs, such as “We decorate the Christmas tree with colorful lights and gifts every year.” and “It is a Chinese tradition to pass down the custom of eating zongzi during the Dragon Boat Festival.”. Then, the teacher introduces the key sentence patterns commonly used to introduce festival customs, such as “The main custom of...is...”, “People usually...to celebrate...”, “...is a special symbol of...”, “There are many interesting activities during..., such as...”. The teacher demonstrates how to use these sentence patterns to introduce a specific festival, taking the Spring Festival as an example: “The Spring Festival is the most important traditional festival in China. The main custom of the Spring Festival is family reunion. People usually decorate their houses with Spring Festival couplets and red lanterns to celebrate it. There are many interesting activities during the Spring Festival, such as setting off fireworks, giving red envelopes and visiting relatives.” After the presentation, the teacher organizes a quick memory game. Divide the students into 4 groups, show the Chinese meaning of the vocabulary or phrases randomly, and let the groups compete to answer the corresponding English expressions. The group with the most correct answers will get a small reward. This activity can help students consolidate the newly learned vocabulary and phrases in a relaxed and pleasant atmosphere. Design Intention: The key knowledge needed for the Project is systematically presented to help students build a complete language knowledge system. Combining vocabulary and sentence patterns with festival customs makes the language input more contextual and practical, avoiding the mechanical memory of isolated words and sentences. The memory game not only increases the interactivity of the class, but also helps students consolidate the learned knowledge in time, laying a solid language foundation for the subsequent project practice. At the same time, it conforms to the cognitive characteristics of senior high school students, who are more likely to accept and master knowledge in interesting activities. Step 3: Task Analysis (Clarify Project Requirements) The teacher introduces the specific requirements of the Project to the students in detail. The Project requires students to work in groups to complete a “Festival Customs Promotion Poster + Oral Introduction” task. The specific requirements are as follows: First, each group chooses a festival (it can be a Chinese traditional festival, a foreign festival, or a local characteristic festival), collects relevant information about the festival, including its origin, main customs, cultural connotations and related stories. Second, design a promotion poster in English, which should include the name of the festival, key customs, related pictures and simple English introductions. Third, each group sends 1-2 representatives to make an oral introduction in English, introducing the festival they chose in detail, with a clear logical structure and fluent expression. Fourth, the poster and oral introduction should reflect the cultural connotation of the festival, and try to avoid superficial description of customs. After introducing the requirements, the teacher shows two sample posters and oral introduction scripts (one excellent and one with common problems) to help students better understand the requirements. For the excellent sample, the teacher analyzes its advantages, such as clear structure, accurate use of vocabulary and sentences, and in-depth reflection of cultural connotations; for the sample with problems, the teacher points out the existing problems, such as incomplete information, incorrect use of words and sentences, and superficial description, and guides students to avoid similar problems. Then, the teacher organizes students to discuss in groups for 5 minutes, determine the festival each group will choose, and initially divide the tasks within the group, such as information collectors, poster designers, oral speakers and editors. The teacher walks around the classroom, understands the situation of each group, and gives guidance to groups that have difficulty determining the festival or dividing tasks. For example, for groups that are hesitant to choose a festival, the teacher can recommend some characteristic festivals and remind them to choose festivals that they are familiar with and have sufficient information. Design Intention: Clarifying the project requirements in detail helps students clarify the direction of their efforts and avoid blindness in the process of completing the project. The display of sample works enables students to have a more intuitive understanding of the standards of excellent works, which is conducive to them positioning their own works. Group discussion and task division not only cultivate students’ cooperative learning ability, but also enable each student to participate in the project, giving full play to their respective strengths. The teacher’s on-site guidance can solve the problems encountered by students in a timely manner, ensure the smooth progress of the project, and reflect the student-centered teaching concept. Step 4: Group Cooperation (Project Implementation) This is the core link of the teaching process. Students carry out group cooperation to complete the project under the guidance of the teacher. The teacher divides the process into three stages and guides students to carry out the task step by step. The first stage is information collection and sorting. Each group collects relevant information about the chosen festival through various channels, such as textbooks, reference books, the Internet and their own life experience. The information collectors are responsible for collecting information, and the editors are responsible for sorting out the collected information, screening out useful and accurate content, and organizing it into a clear logical structure, such as dividing the information into “Origin of the Festival”, “Main Customs”, “Cultural Connotations” and “Related Stories”. During this process, the teacher reminds students to pay attention to the authenticity and authority of the information, and avoid using incorrect or inaccurate content. At the same time, the teacher guides students to use the key vocabulary and sentence patterns learned in the previous step to sort out the information, and encourages students to try to use more complex sentence structures appropriately, such as attributive clauses, to enrich the expression of the content. For example, when introducing the Dragon Boat Festival, students can use the sentence “The Dragon Boat Festival is a traditional Chinese festival that commemorates the patriotic poet Qu Yuan.” The second stage is poster design. The poster designers, under the cooperation of other members of the group, design the promotion poster. The teacher reminds students that the poster should be beautiful, concise and clear, with prominent key information. The English introduction on the poster should be concise and accurate, using the key vocabulary and sentence patterns learned, and matching with the pictures to better show the characteristics of the festival. For example, if the group chooses Christmas, the poster can be decorated with Christmas trees, Santa Claus and other elements, and the English introduction can include “Christmas is an important festival in Western countries. People usually exchange gifts and have a big dinner with their families on Christmas Eve.” The teacher walks around the classroom, observes the poster design of each group, and gives guidance to groups with poor design ideas, such as suggesting the color matching of the poster and the layout of the information. The third stage is oral introduction preparation. The oral speakers of each group, according to the sorted information and the content of the poster, prepare the oral introduction script. The script should have a clear logical structure, starting with the introduction of the festival, then introducing its origin, main customs and cultural connotations, and ending with a summary or feeling. The other members of the group help the speakers revise the script, correct language mistakes, and put forward suggestions for improving the expression. The teacher guides students to pay attention to the fluency and accuracy of oral expression, and reminds them to use appropriate intonation and gestures to enhance the expressiveness of the oral introduction. For example, when introducing the lively customs of the festival, students can use a cheerful intonation; when introducing the cultural connotation of the festival, students can use a serious and sincere intonation. At the same time, the teacher encourages students to add their own understanding and feelings about the festival to the oral introduction, making the introduction more vivid and personal. During the whole group cooperation process, the teacher pays attention to the participation of each student, encourages students who are not active in expression to participate in the discussion and task completion, and guides students to solve the contradictions and problems encountered in the cooperation process by themselves, cultivating their communication ability and problem-solving ability. For groups that progress slowly, the teacher gives appropriate help and guidance to ensure that all groups can complete the project on schedule. Design Intention: Group cooperation is an important way to cultivate students’ cooperative learning ability and communication ability. Dividing the project into three stages makes the task more specific and operable, helping students complete the project step by step and reducing the difficulty of the task. The teacher’s guidance throughout the process can help students solve problems in a timely manner, ensure the quality of the project, and at the same time, guide students to apply the learned language knowledge to practice, improving their language application ability. Encouraging students to add their own understanding and feelings can cultivate their thinking quality and innovation ability, and make the project works more personalized. Step 5: Project Display and Evaluation (Feedback and Improvement) After all groups complete the project, the project display session is carried out. Each group sends 1-2 representatives to display their posters and make oral introductions. The display order is determined by drawing lots to ensure fairness. During the display process, the other students listen carefully, take notes, and record the advantages and areas for improvement of each group’s works. After the display of each group, the evaluation session is carried out. The evaluation adopts a combination of student self-evaluation, mutual evaluation and teacher evaluation. First, the representatives of the displaying group conduct self-evaluation, introducing the ideas of completing the project, the difficulties encountered and the gains and feelings. Then, other students conduct mutual evaluation, putting forward positive suggestions and opinions, such as “Your poster is very beautiful and the introduction is fluent, but you can add more cultural connotations of the festival.” or “The vocabulary you use is very accurate, but the logical structure of the oral introduction can be more clear.” The teacher guides students to focus on the evaluation on the accuracy of language expression, the completeness of information, the rationality of poster design and the depth of cultural connotation, avoiding excessive emphasis on unimportant details. Finally, the teacher makes a summary evaluation. The teacher affirms the efforts and achievements of all groups, praises the excellent works, and points out the common problems existing in each group, such as incorrect use of some vocabulary and phrases, superficial description of cultural connotations, and insufficient fluency of oral expression. For the common problems, the teacher gives targeted guidance and explains them in detail, helping students correct their mistakes and improve their language application ability. At the same time, the teacher summarizes the key points of the Project, reviews the key vocabulary, phrases and sentence patterns learned in this class, and emphasizes the importance of understanding cultural connotations behind festival customs and respecting cultural diversity. After the evaluation, the teacher asks each group to revise and improve their works according to the evaluation opinions, and submit the revised posters and oral introduction scripts to the teacher for review. This helps students further improve their works and consolidate the knowledge and skills learned. Design Intention: Project display provides a platform for students to show themselves, which can enhance their self-confidence and enthusiasm for learning. The combination of self-evaluation, mutual evaluation and teacher evaluation makes the evaluation more comprehensive and objective, helping students clearly understand their own advantages and shortcomings. Through evaluation and revision, students can further improve their language application ability and thinking quality, and deepen their understanding of festival customs and cultural connotations. The teacher’s summary evaluation not only helps students consolidate the learned knowledge, but also guides students to establish a correct cultural view, cultivating their cultural awareness. Step 6: Summary and Extension (Consolidation and Application) First, the teacher leads the students to summarize the content of this class. The teacher reviews the key vocabulary, phrases and sentence patterns learned in this class, and sorts out the process of completing the Project, emphasizing the importance of group cooperation, information collection and cultural understanding. The teacher asks students to share their gains and feelings in this class, such as what they have learned, what difficulties they have encountered and how they have solved them, and what their understanding of festival customs and cultural diversity has become. Then, the teacher designs the extension task. The extension task is divided into two parts: individual task and group task. The individual task requires students to write a short English passage (about 100 words) to introduce their favorite festival, using the key vocabulary and sentence patterns learned in this class. The group task requires each group to modify and improve their project works, and display them in the class bulletin board to share with other students. In addition, the teacher encourages students to pay attention to the festival customs around them in daily life, collect more festival-related English materials, and expand their knowledge reserve. Finally, the teacher makes a concluding speech, emphasizing that festivals and customs are an important part of culture, and learning about festival customs in English can not only improve language ability, but also help us understand different cultures, respect cultural diversity, and enhance our cultural confidence. The teacher encourages students to continue to use English to express and communicate, and apply the knowledge and skills learned in this class to daily life. Design Intention: The summary helps students sort out the knowledge and skills learned in this class, form a systematic cognitive structure, and deepen their understanding of the teaching content. The extension task extends the teaching content from the classroom to daily life, enabling students to consolidate the learned knowledge and skills in practice, and improve their language application ability. Encouraging students to pay attention to festival customs around them and collect relevant materials helps cultivate their autonomous learning ability and cultural awareness, and achieves the goal of integrating teaching into life. The concluding speech helps students establish a correct cultural view and enhance their learning motivation. 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 $