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

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.

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.

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?"