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

Unit 3 Festivals and Customs-Assessment 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master key words (custom, ceremony, decorate, reflect) and sentence patterns related to festivals, and use them flexibly in listening, speaking, reading and writing to express festival customs and personal views. Cultural Awareness: Guide students to understand the diversity of Chinese and foreign festival customs, respect cultural differences, enhance cultural identity and sense of cultural confidence. Thinking Quality: Train students to analyze and compare the similarities and differences between different festival customs, and develop logical thinking and critical thinking through inquiry and discussion. Learning Ability: Help students master effective learning strategies such as cooperation and inquiry, and cultivate the awareness of independent learning and autonomous summary in the process of exploring festival culture. 2. 教学重难点 Key Points: Master the key vocabulary and fixed collocations related to festivals and customs; understand the main content and cultural connotation of festival-related passages; be able to describe festival customs in simple English and express personal feelings and views. Difficult Points: Use the learned vocabulary and sentence patterns accurately and flexibly in practical communication; correctly understand and distinguish the cultural differences between Chinese and foreign festival customs; improve the ability of logical organization and coherent expression in writing. 教学过程 1. Lead-in: Warm-up and Review (Lead-in to Assessment) Activity 1: Festival Picture Guessing. Show students pictures of different festivals (Chinese Spring Festival, Lantern Festival, Mid-Autumn Festival, Western Christmas, Thanksgiving Day, etc.), and ask them to guess the festival names and say one or two typical customs in English. For example, when showing the picture of the Spring Festival, guide students to say "stick Spring Festival couplets, set off fireworks, have family reunion dinner"; when showing Christmas, guide them to say "decorate Christmas trees, exchange gifts, have Christmas dinner". After students answer, the teacher makes a brief comment, combs the key vocabulary involved, and leads to the theme of this lesson: Assessment of Festivals and Customs. Design Intention: This activity uses intuitive picture materials to arouse students' interest in learning, activate their prior knowledge about festival customs, and help them review the key vocabulary and expressions learned in the previous lessons. It lays a solid foundation for the smooth development of the subsequent assessment-related teaching activities, and naturally leads to the core content of the lesson - assessment, so that students can quickly enter the learning state. Activity 2: Group Discussion. Divide students into groups of 4-5, and ask them to discuss the question: "What do you think are the purposes of holding various festivals?" Give students enough time to communicate. After the discussion, invite 2-3 groups to share their views. The teacher summarizes and guides students to realize that festivals not only carry traditional culture, but also enhance family ties and promote cultural exchange. Then, the teacher puts forward: "Today, we will assess our mastery of festival-related knowledge and abilities through a series of activities, and improve our comprehensive English ability in the assessment process." Design Intention: Group discussion can stimulate students' thinking, let them express their views freely in English, exercise their oral expression ability, and deepen their understanding of the cultural connotation of festivals. At the same time, it naturally leads to the assessment task of this lesson, making students clear about the learning objectives of the lesson and improving their learning initiative. 2. Assessment Preparation: Consolidation of Key Knowledge Activity 1: Vocabulary Consolidation. The teacher presents the key vocabulary of the unit on the blackboard or PPT, including nouns (custom, ceremony, wedding, bride, bridegroom, decoration), verbs (decorate, reflect, celebrate), adjectives (formal, eye-catching, ordinary), and fixed collocations (decorate...with..., reflect on, take place, go back to). Then, carry out two rounds of exercises: ① Fill in the blanks with the correct form of the given words. For example, "People usually ______ (decorate) their houses with flowers during festivals." "The festival ______ (take place) on the first day of the lunar new year." ② Translate the following phrases into English: "婚礼仪式", "装饰房间", "反映文化", "传统习俗". After students finish, the teacher checks the answers, explains the key and difficult points in vocabulary use (such as the collocation of decorate, the tense change of take place), and emphasizes the words and phrases that are easy to make mistakes. Design Intention: Vocabulary is the foundation of language learning. This activity focuses on consolidating the key vocabulary and collocations of the unit, helping students master the correct use of words and avoid common mistakes. It provides language support for the subsequent listening, reading, speaking and writing assessment activities, ensuring that students can use the learned vocabulary flexibly in practical application. Activity 2: Sentence Pattern Sorting. The teacher presents the key sentence patterns of the unit, such as "It is a tradition to...", "People celebrate... by doing...", "There are many customs associated with...", "Compared with..., ... is more...". Then, ask students to sort out the structure and usage of each sentence pattern, and make one sentence for each pattern combined with festival customs. For example, "It is a tradition to eat mooncakes on the Mid-Autumn Festival." "People celebrate the Spring Festival by setting off fireworks and firecrackers." After students finish making sentences, invite some students to share their sentences, and the teacher makes comments and corrections, guiding students to use the sentence patterns accurately and flexibly. Design Intention: Sentence patterns are the basis of coherent expression. This activity helps students sort out and master the key sentence patterns of the unit, and through sentence-making practice, enables students to apply the sentence patterns to specific festival contexts. It improves students' ability to organize language and lays a foundation for their subsequent oral expression and writing assessment. 3. Comprehensive Assessment: Listening, Speaking, Reading and Writing 3.1 Listening Assessment Activity: Listening Comprehension. Play the listening material twice. The listening material is about two students talking about their favorite festivals, including the time, customs and feelings of the festivals. The first time, ask students to listen carefully and get the main idea of the conversation; the second time, ask students to complete the listening task sheet, which includes two parts: ① Fill in the blanks with the key information (such as the name of the festival, the main customs, the reason why they like it); ② Answer the questions according to the listening material (such as "What does the boy do on Christmas Day?" "Why does the girl like the Lantern Festival?"). After students finish, the teacher plays the listening material again, checks the answers one by one, and explains the key listening points (such as capturing key words, understanding the logical relationship between sentences). For students who make mistakes, the teacher asks them to listen to the corresponding part again and analyze the reasons for the mistakes. Design Intention: Listening assessment is an important part of comprehensive language ability assessment. This activity combines the theme of the unit, designs listening materials closely related to festival customs, and examines students' ability to capture key information and understand the main content of the listening material. Through listening practice and error analysis, it helps students improve their listening ability and master effective listening strategies, which is in line with the requirements of language ability in core literacy. 3.2 Speaking Assessment Activity: Topic Speech and Group Debate. Divide students into two parts: ① Topic Speech: Each student prepares a 1-2 minute speech with the topic "My Favorite Festival", introducing the time, customs, significance of the festival and his own feelings. ② Group Debate: Divide students into two groups, and the debate topic is "Should we celebrate Western festivals?" The positive side holds the view that "We should celebrate Western festivals, which can promote cultural exchange", and the negative side holds the view that "We should not celebrate Western festivals, which may weaken our traditional culture". Before the debate, give students 5 minutes to prepare, organize their language and collect arguments. During the debate, each group takes turns to speak, and the teacher guides students to express their views clearly and logically, and use the learned vocabulary and sentence patterns correctly. After the debate, the teacher makes a summary, affirms the advantages of both sides, points out the problems in expression, and guides students to view Western festivals rationally, respect cultural diversity and enhance cultural confidence. Design Intention: Speaking assessment can directly examine students' oral expression ability and logical thinking ability. Topic speech enables students to apply the learned knowledge to practical expression, and exercise their ability to organize language and express views. Group debate not only exercises students' oral expression ability and reaction ability, but also guides students to think deeply about cultural issues, cultivates their critical thinking ability and cultural awareness, and realizes the organic integration of language ability, thinking quality and cultural awareness in core literacy. 3.3 Reading Assessment Activity: Reading Comprehension. Provide students with a reading passage about the Lantern Festival and the Western Carnival. The passage introduces the origin, development and main customs of the two festivals, and compares their similarities and differences. Ask students to read the passage carefully and complete the following tasks: ① Choose the best answer for each question (examining the understanding of details, the main idea and the inference of the passage); ② Fill in the blanks with the information from the passage (examining the ability to capture key information); ③ Answer the question: "What are the similarities and differences between the Lantern Festival and the Western Carnival?" After students finish, the teacher checks the answers, explains the key and difficult points in reading (such as how to find the main idea of the passage, how to infer the author's intention), and guides students to analyze the cultural connotation behind the two festivals, understand the diversity of world cultures, and respect cultural differences. Design Intention: Reading assessment is an important way to examine students' reading ability and cultural understanding ability. The reading passage selected in this activity combines Chinese and foreign festival cultures, which not only examines students' ability to understand the passage, capture key information and infer, but also guides students to compare and analyze different festival cultures, deepen their understanding of cultural diversity, and cultivate their cultural awareness and thinking quality. At the same time, it helps students master effective reading strategies and improve their reading ability. 3.4 Writing Assessment Activity: Essay Writing. Ask students to write an essay with the title "A Festival I Know Well". The requirements are as follows: ① Introduce the origin, time and main customs of the festival; ② Express your own feelings and views on the festival; ③ Use at least 5 key words and 3 key sentence patterns of the unit; ④ The structure is clear and the language is coherent. Before writing, the teacher guides students to sort out the writing ideas: first, introduce the festival briefly; then, describe the main customs in detail; finally, express personal feelings and views. At the same time, remind students to pay attention to the correct use of vocabulary and sentence patterns, and the coherence and logic of the article. After students finish writing, ask them to exchange their compositions in groups, correct each other's mistakes (such as vocabulary, grammar, sentence structure), and put forward suggestions for revision. Then, the teacher selects 2-3 representative compositions (one excellent composition and one composition with common problems) to comment on, affirms the advantages of the excellent composition, points out the problems in the composition with common problems, and guides students to revise their own compositions. Design Intention: Writing assessment is a comprehensive reflection of students' language ability. This writing task is closely related to the theme of the unit, which enables students to comprehensively apply the key vocabulary, sentence patterns and cultural knowledge learned in the unit. The process of group mutual evaluation and teacher comment helps students find their own problems in writing, learn from each other's strengths, and improve their writing ability. At the same time, it cultivates students' ability of self-evaluation and mutual evaluation, and promotes the development of their learning ability. 4. Assessment Summary and Feedback Activity 1: Summary of Assessment. The teacher summarizes the assessment situation of this lesson, combs the key knowledge and abilities examined in the assessment, including vocabulary, sentence patterns, listening, speaking, reading and writing. Affirm the progress made by students in the assessment, such as the accurate use of key vocabulary, the fluent expression in oral speech, and the clear structure of writing. At the same time, point out the common problems existing in students, such as the incorrect use of some sentence patterns, the lack of coherence in writing, and the insufficient ability to capture key information in listening. Design Intention: The summary of assessment helps students sort out the knowledge and abilities they have mastered, clarify their own advantages and disadvantages, and form a systematic understanding of the learning content of the unit. It also helps the teacher understand the learning effect of students, provide targeted guidance for the subsequent teaching, and achieve the purpose of improving students' comprehensive language ability. Activity 2: Individual Feedback. The teacher distributes the assessment task sheets (listening, reading, writing) to students, and gives individual feedback to students with obvious problems, points out their specific problems, and puts forward targeted improvement suggestions. For example, for students who have difficulties in listening, suggest them to listen to more festival-related listening materials and practice capturing key words; for students who have problems in writing, suggest them to accumulate more good sentences and strengthen the practice of sentence organization. Design Intention: Individual feedback can better meet the individual learning needs of students, help students find their own problems accurately, and clarify the direction of improvement. It reflects the teaching concept of student-centered, and helps to improve the learning efficiency of students and promote the all-round development of each student. Activity 3: Homework Arrangement. Assign after-class homework according to the assessment situation: ① Review the key vocabulary and sentence patterns of the unit, and make a vocabulary and sentence pattern manual; ② Listen to a festival-related listening material and write a short listening report (about 50 words); ③ Revise the composition written in class according to the teacher's comments and group mutual evaluation opinions, and submit it in the next class; ④ Collect information about a foreign festival and prepare a 1-minute speech for the next class. Design Intention: The homework arrangement is closely related to the assessment content of this lesson, which is a supplement and consolidation of the in-class assessment. It helps students consolidate the learned knowledge and abilities, improve their listening and writing ability, and cultivate their ability of independent learning and information collection. At the same time, it lays a foundation for the subsequent extended learning and realizes the continuity of teaching. 5. Extended Activity: Cultural Exchange Salon Activity: Invite students to bring the information about foreign festivals collected after class, hold a cultural exchange salon. Each student introduces the foreign festival he collected, including its origin, customs, cultural connotation, etc. After the introduction, other students can ask questions and discuss. The teacher guides students to compare the foreign festivals with Chinese traditional festivals, find out their similarities and differences, and discuss how to inherit and carry forward Chinese traditional festival culture in the context of cultural globalization. Finally, the teacher makes a summary, emphasizes that we should respect cultural diversity, take the initiative to carry out cultural exchange, and enhance our cultural confidence and cultural soft power. Design Intention: The extended activity is an extension and expansion of the assessment content. It enriches students' cultural knowledge, broadens their horizons, and further cultivates their cultural awareness and cross-cultural communication ability. At the same time, it stimulates students' interest in learning festival culture, and guides students to establish a correct cultural view, which is in line with the requirements of cultural awareness in core literacy. It also helps students apply the learned knowledge to more extensive practical scenarios, and promotes the comprehensive development of their language ability and thinking quality. Throughout the teaching process, all activities are closely centered on the theme of "Festivals and Customs" and the assessment requirements, and fully integrate the four-dimensional core literacy. Each link has a clear design intention, which not only focuses on the consolidation of knowledge and the improvement of ability, but also pays attention to the cultivation of students' cultural awareness, thinking quality and learning ability. Through a variety of assessment forms and teaching activities, students' comprehensive English ability is effectively improved, and the teaching objectives of the unit assessment are successfully achieved. 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 $