Unit 3 Celebrations-Reading Club 教案-2025-2026学年高中英语北师大版必修第一册

Unit 3 Celebrations-Reading Club 教学目标和重难点 教学目标 Language competence: Master new words and sentence patterns about festival food and un-birthday gifts. Cultural awareness: Understand cultural connotations of Chinese festival food and Western un-birthday customs. Thinking quality: Develop reading and logical reasoning skills. Learning ability: Cultivate autonomous and cooperative learning habits. 教学重难点 Key points: Grasp main ideas of two reading texts, master core words (cuisine, surplus, prosperity) and complex sentence structures. Difficult points: Understand cultural differences between Chinese and Western celebration forms and use language to express cultural connotations. 教学过程 Pre-reading: Lead-in and Preparation (Lead-in + Vocabulary Preview) Lead-in Activity: The teacher starts the class with a question-and-answer interaction: “What do you usually do to celebrate important festivals? Do you have special food or gifts for these celebrations?” After inviting 2-3 students to share their answers, the teacher shows pictures of Spring Festival dishes (sweet and sour fish, jiaozi) and a beautifully wrapped gift box on the screen, and says: “Today we will enter the Reading Club to explore two special parts of celebrations — festival food with cultural meanings and a special un-birthday gift.” Design Intention: This lead-in is closely connected to students’ real-life experiences. By asking about their festival habits, it stimulates students’ interest and enthusiasm for the class, shortens the distance between students and the teaching content. Showing pictures can intuitively present the core elements of the two reading texts, help students predict the text content, and lay a foundation for the subsequent reading activities. Vocabulary Preview: The teacher presents the core new words and phrases in the two reading texts on the blackboard and the screen, including cuisine, surplus, indicate, wrap, filling, prosperity, ingredient, longevity, un-birthday, thoughtful, appreciate. For each word, the teacher explains its pronunciation and basic meaning, combines simple example sentences related to celebrations to help students understand, and invites students to read the words aloud twice to consolidate their memory. For example, when explaining “cuisine”, the teacher says: “Cuisine refers to a style of cooking, especially from a particular country or region. For example, Chinese cuisine is famous all over the world.” When explaining “surplus”, the teacher connects it with the Spring Festival custom: “In Spring Festival, we eat fish because ‘fish’ sounds like ‘surplus’ in Chinese, which means we have enough food and wealth.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students avoid being blocked by new words during reading, improve reading fluency. Combining the vocabulary with festival customs and simple example sentences makes it easier for students to understand and remember, and also lays a language foundation for grasping the cultural connotations of the texts. Prediction Activity: The teacher shows the titles of the two reading texts — Reading Club 1 “Festival Menu” and Reading Club 2 “The Un-Birthday Gift”, and asks students to work in pairs to discuss: “What do you think the two texts will talk about? What information can you get from the titles?” After 3 minutes of discussion, invite several pairs to share their predictions. The teacher affirms students’ reasonable predictions and guides them: “Let’s read the texts to check whether your predictions are correct and learn more details.” Design Intention: Predicting the text content based on the title is an important reading strategy. This activity can cultivate students’ ability of logical reasoning and prediction, stimulate their desire to read, and make their reading more targeted. Working in pairs can also promote students’ cooperative learning and improve their participation in the class. While-reading: In-depth Reading and Comprehension (Skimming + Scanning + Detailed Reading) Skimming: Get the Main Idea The teacher asks students to read Reading Club 1 “Festival Menu” quickly (skimming) and answer two questions: (1) What is the main topic of this text? (2) How many kinds of Spring Festival dishes are introduced in the text? After students finish reading, the teacher invites students to answer the questions. The correct answers are: (1) The text mainly talks about the special cultural meanings of Spring Festival dishes in China. (2) Four kinds of dishes are introduced: deep-fried fish in sweet and sour sauce, Chinese dumplings, Eight Treasure rice pudding and Four Joy meatballs. Then, the teacher asks students to skim Reading Club 2 “The Un-Birthday Gift” and answer: (1) Who are the main characters in the text? (2) What is the special gift mentioned in the text? Students read quickly and answer: (1) The main characters are Alice and Humpty Dumpty. (2) The special gift is an un-birthday gift. Design Intention: Skimming is a reading skill that helps students quickly grasp the main idea of the text. By setting simple and targeted questions, it guides students to focus on the core content during skimming, avoids aimless reading, and improves reading efficiency. At the same time, it helps students form a preliminary understanding of the two texts, laying a foundation for detailed reading. Scanning: Extract Key Information For Reading Club 1, the teacher arranges a scanning task: Ask students to read the text again quickly, find the key information of each dish, and fill in the following table. The table is presented on the screen, including three columns: Dish Name, Symbolic Meaning, and Related Details. After students finish filling in the table, the teacher invites a student to present his/her answers on the blackboard, and corrects and supplements them together with the whole class. The key information is as follows: (1) Deep-fried fish in sweet and sour sauce: “Fish” sounds like “surplus”, indicating plenty of food and wealth. (2) Chinese dumplings: Means “transition of years”, its shape is similar to ancient Chinese currency, bringing wealth and prosperity. (3) Eight Treasure rice pudding: Eight ingredients symbolize good luck and happiness, looking like a treasure bowl that can gather fortune. (4) Four Joy meatballs: Four meatballs symbolize four joys (blessing, wealth, longevity and happiness), round shape stands for gathering together. For Reading Club 2, the teacher asks students to scan the text and find the answers to the following questions: (1) Where did Alice meet Humpty Dumpty? (2) What is an un-birthday gift? (3) Why is the un-birthday gift special? Students scan the text and find the answers: (1) Alice met Humpty Dumpty in the world of Through the Looking-Glass. (2) An un-birthday gift is a gift given on a day that is not one’s birthday. (3) Because people have only one birthday a year, but they can have many un-birthdays, so they can receive more gifts and care. Design Intention: Scanning is a skill to extract specific information quickly. By designing a table and targeted questions, it guides students to find key information accurately and efficiently, improves their ability to obtain information. For Reading Club 1, the table can help students sort out the information of each dish clearly, deepen their understanding of the cultural meanings of festival food. For Reading Club 2, the questions can help students grasp the core details of the un-birthday gift, laying a foundation for understanding the cultural connotation of the text. Detailed Reading: Analyze Sentence Structures and Cultural Connotations First, the teacher focuses on Reading Club 1 and selects several key complex sentences for analysis, helping students understand the sentence structures and the cultural connotations contained in them. Sentence 1: “Spring Festival dishes are full of special cultural meanings, and are seen as a way for people to express their hopes and wishes for the coming year.” The teacher analyzes: “This sentence is a compound sentence connected by ‘and’. ‘Be full of’ means ‘be filled with’, ‘be seen as’ means ‘be regarded as’. The sentence tells us that Spring Festival dishes are not only food, but also a way for people to express their good wishes, which reflects the cultural connotation of ‘food carrying emotions’ in Chinese culture.” Sentence 2: “The Chinese word for fish is ‘鱼’ which sounds the same as ‘余’ (surplus), indicating plenty of food and wealth.” The teacher explains: “This sentence contains a relative clause ‘which sounds the same as ‘余’ (surplus)’, modifying the word ‘fish’. ‘Indicating’ is a present participle used as an adverbial, explaining the result. This sentence reflects the cultural custom of Chinese people using homophonic words to express good wishes, which is a unique cultural phenomenon in China.” Then, the teacher guides students to read Reading Club 1 again carefully, and asks: “What do these Spring Festival dishes have in common? What do they reflect about Chinese people’s values?” Students discuss in groups, and the teacher guides them to conclude: These dishes all have positive symbolic meanings, reflecting Chinese people’s yearning for a happy life, emphasis on family reunion and pursuit of wealth and prosperity. Next, the teacher focuses on Reading Club 2 and analyzes key sentences and cultural connotations. Sentence 1: “Alice met different kinds of creatures in this world, including Humpty Dumpty, a dumpy person who looks like an egg.” The teacher analyzes: “This sentence contains an appositive ‘a dumpy person who looks like an egg’ to explain Humpty Dumpty, and a relative clause ‘who looks like an egg’ modifying ‘a dumpy person’. This sentence helps us know the appearance of Humpty Dumpty and lays a foundation for understanding the subsequent dialogue.” Sentence 2: “‘Why not give un-birthday presents then?’ said Humpty Dumpty. ‘A birthday is only one day a year, but there are three hundred and sixty-four un-birthdays, so you have three hundred and sixty-four chances to get presents!’” The teacher guides students to understand: “This sentence reflects the characteristics of Humpty Dumpty’s humor and the unique cultural concept of ‘un-birthday’ in Western culture. Unlike Chinese people who focus on celebrating birthdays, Western people pay attention to caring for others in daily life, and un-birthday gifts are a way to express care at ordinary times.” Then, the teacher asks students to read Reading Club 2 carefully and discuss: “What is the significance of the un-birthday gift? What can we learn from it?” Students discuss and share their views, and the teacher summarizes: The un-birthday gift emphasizes the care and warmth between people, not limited to a specific day. It tells us that we should express our care for others in daily life, which is an important part of Western interpersonal communication culture. Design Intention: Detailed reading is the key link to deepen students’ understanding of the text. By analyzing key complex sentences, it helps students master important sentence structures, improve their language competence. Guiding students to explore the cultural connotations behind the sentences can cultivate their cultural awareness, help them understand the differences between Chinese and Western celebration cultures. Group discussion can stimulate students’ thinking, promote their exchange and cooperation, and improve their ability to express and summarize. Post-reading: Consolidation, Application and Expansion Vocabulary and Sentence Pattern Consolidation Activity 1: Fill in the blanks with the core words learned. The teacher presents the following sentences on the screen: (1) Chinese ______ is famous for its variety and delicious taste. (2) The ______ of food and wealth is the common wish of Chinese people during Spring Festival. (3) The eight ______ of Eight Treasure rice pudding all have special meanings. (4) We should ______ the care and help from others. Students fill in the blanks independently, and the teacher checks and corrects them. The correct answers are: cuisine, surplus, ingredients, appreciate. Activity 2: Sentence making. The teacher asks students to make sentences with the phrases “be full of”, “be seen as”, “sound like”, “be similar to”, combining the content of the texts or their own life experiences. For example, students can make sentences like: “Spring Festival is full of joy and warmth.” “Dumplings are seen as a symbol of family reunion.” “The sound of the bell sounds like a wish for happiness.” The teacher invites several students to share their sentences and affirms their correct expressions. Design Intention: Consolidating vocabulary and sentence patterns through filling in the blanks and sentence making can help students master the usage of new words and phrases, and improve their ability to use language flexibly. Combining the text content and students’ life experiences makes the consolidation activities more targeted and practical, and helps students connect the learned knowledge with real life. Text Retelling The teacher divides students into two groups. Group 1 is responsible for retelling Reading Club 1 “Festival Menu”, and Group 2 is responsible for retelling Reading Club 2 “The Un-Birthday Gift”. Students can work in pairs to prepare for 5 minutes, and then each group invites 2-3 students to retell the text in their own words. The teacher reminds students to include the key information and cultural connotations of the text when retelling. After the retelling, the teacher comments on students’ performance, affirms their advantages, and puts forward suggestions for improvement (such as adding more details, using more learned words and phrases). Design Intention: Text retelling is an effective way to test students’ understanding of the text and improve their oral expression ability. Dividing into groups can promote students’ cooperative learning, let them help each other and make progress together. Retelling in their own words can help students deepen their understanding of the text content and cultural connotations, and also exercise their ability to organize language and express ideas. Cultural Comparison and Discussion The teacher puts forward the discussion topic on the screen: “What are the differences between Chinese festival food culture and Western un-birthday gift culture? What are their common points? What can we learn from different celebration cultures?” Students discuss in groups for 7 minutes, and each group selects a representative to share their discussion results. The teacher guides students to summarize: Differences: Chinese festival food culture focuses on expressing good wishes through food, emphasizing family reunion and traditional customs; Western un-birthday gift culture focuses on expressing care through daily gifts, emphasizing interpersonal communication in daily life. Common points: Both reflect people’s yearning for happiness and their care for others. What we can learn: We should respect different cultural customs, absorb the essence of different cultures, and enhance cultural communication and understanding. Design Intention: Cultural comparison and discussion can further cultivate students’ cultural awareness, help them understand the diversity of cultures, and establish a correct cultural view. Group discussion can stimulate students’ thinking, let them express their own views, and improve their ability to analyze and solve problems. The teacher’s guidance can help students sort out their ideas and deepen their understanding of cultural connotations. Extended Writing The teacher assigns an extended writing task: “Write a short passage (about 80-100 words) to introduce a kind of Chinese festival food or a special gift in your life, and explain its cultural meaning or the feelings it carries.” The teacher reminds students to use the words and sentence patterns learned in this class, and pay attention to the logic and fluency of the passage. Students write independently, and the teacher walks around to guide them, helping students solve the problems encountered in writing. After students finish writing, the teacher selects several representative passages to comment on, affirming the advantages and putting forward suggestions for revision. Design Intention: Extended writing is a comprehensive application of language competence. It can help students integrate the learned words, sentence patterns and cultural knowledge, and improve their writing ability. The topic is closely connected to students’ life experiences, which can stimulate their writing enthusiasm and make their writing more real and vivid. Commenting on students’ passages can help them find their own shortcomings and improve their writing level. Summary and Homework Class Summary The teacher summarizes the content of this class: “In this class, we have read two texts in the Reading Club. We have mastered the core words and sentence patterns about festival food and un-birthday gifts, understood the cultural connotations of Chinese Spring Festival dishes and Western un-birthday gifts, and improved our reading, speaking and writing abilities. We also learned to respect different cultural customs and enhance cultural communication. I hope you can apply the knowledge learned today to your daily life and pay more attention to the cultural connotations behind celebrations.” Design Intention: Class summary can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding of the key content. At the same time, it can guide students to apply the learned knowledge to real life, realize the practical value of knowledge, and stimulate their interest in learning English and understanding different cultures. Homework Arrangement Review the new words and sentence patterns learned in this class, and recite the key sentences. Polish the extended writing passage written in class and hand it in the next class. Surf the Internet to find more information about Chinese festival food or Western celebration customs, and prepare to share it in the next class. Read the two texts again and write down 2-3 questions you are interested in or confused about. Design Intention: Homework is an extension of classroom teaching. Reviewing words and sentences can help students consolidate the knowledge learned. Polishing the writing passage can improve their writing ability. Looking for extra-curricular information can expand students’ horizons, deepen their understanding of cultural knowledge, and cultivate their autonomous learning ability. Writing down questions can stimulate students’ thinking 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 $