Unit 3 Celebrations-Lesson 1 Spring Festival 教案-2025-2026学年高中英语北师大版必修第一册

Unit 3 Celebrations-Lesson 1 Spring Festival 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabularies and sentence patterns related to Spring Festival, improve abilities in reading for specific information and expressing personal festival experiences in English. Cultural Awareness: Understand the connotation of Spring Festival customs, inherit Chinese traditional culture, establish cultural confidence and cross-cultural communication awareness. Thinking Quality: Cultivate abilities in sorting out information, comparing and analyzing different people’s Spring Festival experiences, and forming logical and critical thinking. Learning Ability: Develop autonomous learning, cooperative inquiry and information integration abilities through independent reading, group discussion and task-based activities. 2. 教学重难点 Key Points: Master core vocabularies (e.g., reunion dinner, fireworks, couplet, lucky money) and sentence patterns about Spring Festival customs; understand the main content of the text and sort out the Spring Festival experiences of three characters. Difficult Points: Understand the deep cultural meaning of Spring Festival (family reunion as the core), and flexibly use the learned language to describe Spring Festival customs and personal experiences in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a short video about Spring Festival, which includes vivid scenes such as cleaning the house, pasting Fu characters upside down, setting off fireworks, having a reunion dinner and making dumplings. After playing the video, the teacher asks two questions in English: “What scenes did you see in the video? What feelings do these scenes bring to you?” Then, the teacher organizes a “vocabulary brainstorming” activity, inviting students to freely share English words related to Spring Festival that they know, such as “Spring Festival”, “dumplings”, “fireworks”, “family”, “happiness” and so on. The teacher writes the words shared by students on the blackboard and supplements core vocabularies and extended expressions, such as “reunion dinner”, “couplet”, “lucky money”, “sweep away bad luck”, “put up decorations” and so on. At the same time, the teacher briefly explains the pronunciation and basic meaning of these words with the help of pictures in the PPT to help students understand and remember. After the vocabulary sharing, the teacher asks another guiding question: “As Chinese people, we all celebrate Spring Festival every year. But do you know how foreigners experience Spring Festival in China? Today, we will read a text about three people’s Spring Festival experiences and explore the charm of Spring Festival together.” Then, the teacher writes the lesson title “Spring Festival” on the blackboard and leads students to read it twice to arouse their learning enthusiasm. Design Intention: The short video with rich audio and video elements can quickly attract students’ attention, arouse their life experience of Spring Festival, and narrow the distance between students and the teaching content. The “vocabulary brainstorming” activity can activate students’ existing English vocabulary reserve related to festivals, supplement new core vocabularies, lay a solid language foundation for subsequent text reading and language output. The guiding question can naturally lead to the theme of the lesson, stimulate students’ curiosity about the text content, and lay a good emotional foundation for the follow-up teaching. Step 2: Pre-reading (Prediction and Vocabulary Preview) First, the teacher shows the pictures of the three characters in the text (Tom, a foreign student; Xu Gang, a young man working away from home; Li Yan, a retired old man) on the PPT and briefly introduces their identities in simple English. Then, the teacher asks students to predict: “What do you think these three people will talk about their Spring Festival experiences? Will their experiences be the same or different? Why?” Students are allowed to discuss freely in pairs for a few minutes, and then several groups are invited to share their predictions. The teacher affirms and comments on students’ predictions, encouraging them to put forward different ideas. Next, the teacher focuses on teaching the core vocabularies and key sentence patterns of this lesson. The teacher presents the vocabularies such as “reunion dinner”, “couplet”, “lucky money”, “sweep away bad luck”, “put up Fu characters”, “set off fireworks” on the PPT, and combines the pictures and short sentences to explain their specific meanings and usage. For example, when teaching “reunion dinner”, the teacher shows a picture of a family having dinner together and says: “Reunion dinner is a big meal that family members eat together on New Year’s Eve. It symbolizes family reunion.” Then, the teacher gives example sentences: “My family and I have a delicious reunion dinner every Spring Festival.” For key sentence patterns, such as “People celebrate Spring Festival by doing...”, “The tradition of... dates back to...”, the teacher explains their structure and usage, and asks students to make simple sentences with the help of the learned vocabularies. For example, students can make sentences like “People celebrate Spring Festival by setting off fireworks.” “The tradition of pasting couplets dates back to ancient times.” In addition, the teacher briefly introduces the structure of the text, telling students that the text is composed of three parts, each part introducing the Spring Festival experience of one character. This helps students form a preliminary understanding of the text structure and lay a foundation for subsequent intensive reading. Design Intention: Predicting the text content can stimulate students’ reading interest and thinking ability, and make students have a clear purpose when reading the text. Focusing on teaching core vocabularies and key sentence patterns can help students break through the language barriers in reading, improve their reading efficiency, and lay a foundation for their subsequent language output. Introducing the text structure can help students grasp the overall framework of the text and cultivate their ability to sort out text information. Step 3: While-reading (Intensive Reading and Information Sorting) This step is divided into two parts: skimming and scanning, to help students gradually grasp the text content from the overall to the details. First, skimming. The teacher asks students to read the text quickly and answer two questions: 1. How many people’s Spring Festival experiences are introduced in the text? 2. What is the core theme of the text? After students finish reading, the teacher invites them to answer the questions. The teacher summarizes: The text introduces the Spring Festival experiences of three people, and the core theme is the significance of Spring Festival to Chinese people, especially the importance of family reunion. Then, scanning. The teacher divides students into groups of 4, and distributes a task sheet to each group. The task sheet is a table, which includes four columns: “Characters”, “Background”, “Spring Festival Activities” and “Feelings”. The teacher asks students to read the text carefully, find relevant information from the text, and fill in the table. The specific requirements are as follows: For Tom, find out his identity (a foreign student), his first experience of Spring Festival in China, the activities he participated in (cleaning the house, pasting Fu characters, setting off fireworks, having reunion dinner) and his feelings (interesting, meaningful); For Xu Gang, find out his identity (a young man working away from home), his Spring Festival experience (planning the trip home in advance, listening to his parents’ recent situation, having hot pot with family) and his feelings (warm, family time is the most important); For Li Yan, find out her identity (a retired old man), her Spring Festival experience (preparing for her children’s return, making dumplings with family, enjoying the joy of family reunion) and her feelings (happy, the core spirit of Spring Festival is inherited). During the group activity, the teacher walks around the classroom, observes the students’ performance, and provides timely guidance for students who have difficulties in finding information. After the groups finish filling in the table, the teacher invites one or two groups to show their tables on the blackboard, and organizes the whole class to check and supplement. For the information that students miss or fill in incorrectly, the teacher corrects and explains it in time, and guides students to find the corresponding sentences in the text to confirm, helping students deepen their understanding of the text content. After sorting out the information, the teacher asks students to read the text again carefully, and pays attention to the key sentences and difficult sentences in the text. The teacher selects several important sentences, such as “The Spring Festival, which is the most important festival in China, falls on the first day of the lunar new year.” “Putting Fu characters upside down is a traditional custom, which means ‘Fu comes’.” “For me, Spring Festival is all about family time.” The teacher explains the structure and meaning of these sentences, especially the non-restrictive attributive clause in the first sentence and the participial phrase used as an attribute in the second sentence, helping students understand the grammatical structure and improve their ability to analyze long and difficult sentences. Design Intention: Skimming helps students grasp the overall content and core theme of the text, and cultivate their ability to read quickly and obtain key information. Scanning and filling in the table can help students accurately locate the details of the text, sort out the information of each character systematically, and improve their ability to screen and integrate information. Group cooperation can promote mutual learning and help among students, improve their cooperative inquiry ability. Explaining key sentences and difficult sentences can help students break through the grammatical barriers in reading, deepen their understanding of the text, and lay a foundation for subsequent language application. Step 4: Post-reading (Discussion and Language Application) This step is mainly to help students apply the learned language knowledge, deepen their understanding of the cultural connotation of Spring Festival, and improve their language expression ability. First, group discussion. The teacher puts forward two discussion questions: 1. What are the similarities and differences between the three people’s Spring Festival experiences? 2. What is the core spirit of Spring Festival in your opinion? Why? Students are allowed to discuss in groups for 8-10 minutes. During the discussion, the teacher encourages students to express their own views freely, use the learned vocabularies and sentence patterns to express their ideas, and guides students to think deeply about the cultural connotation of Spring Festival. After the discussion, the teacher invites several groups to share their discussion results. For the similarities, students may point out that all three people felt happy during Spring Festival and experienced traditional Spring Festival customs; for the differences, students may point out that their identities are different, their experiences are different, and their feelings about Spring Festival are also slightly different. For the core spirit of Spring Festival, students may put forward “family reunion”, “respect for tradition”, “hope for the new year” and so on. The teacher affirms students’ views, and summarizes that the core spirit of Spring Festival is family reunion, which is the spiritual link connecting individuals, families and the country. Then, language application activity. The teacher designs a task: “Suppose you are a volunteer in a foreign cultural exchange activity, and you need to introduce Spring Festival to foreign friends. Please use the learned vocabularies and sentence patterns to describe Spring Festival, including its time, main customs and cultural meaning.” The teacher provides a simple expression framework for students who have difficulty in expression: “Spring Festival is the most important festival in China. It falls on... People celebrate it by... These customs have the meaning of... For Chinese people, Spring Festival is a time for...”. Students are allowed to write a short introduction (about 80-100 words) independently first, and then exchange and modify it with their deskmates. After that, the teacher invites several students to read their introductions in front of the class, and comments on their expressions, affirming their advantages and pointing out the problems that need to be improved, such as vocabulary collocation, sentence structure and grammar errors. For example, if a student says “I like Spring Festival because it is interesting”, the teacher can guide the student to enrich it into “I like Spring Festival because it is a time for family reunion, and I can enjoy delicious food and spend happy time with my family.” In addition, the teacher designs a cross-cultural comparison activity: “What are the similarities and differences between Spring Festival and Christmas?”. Students are allowed to discuss freely, and the teacher guides them to find the common points (such as family reunion, gift exchange, celebration activities) and differences (such as time, customs, cultural connotation) between the two festivals. This activity helps students establish cross-cultural awareness and understand the diversity of world cultures. Design Intention: Group discussion can help students deepen their understanding of the text content and the cultural connotation of Spring Festival, and improve their ability to express and communicate in English. The language application task can let students apply the learned vocabularies and sentence patterns to practical communication, improve their language expression ability and practical application ability. The cross-cultural comparison activity can broaden students’ horizons, cultivate their cross-cultural communication awareness and ability, and help them establish a correct view of culture. Step 5: Summary and Consolidation First, the teacher leads students to review the key content of this lesson together: the core vocabularies and key sentence patterns related to Spring Festival, the Spring Festival experiences of the three characters in the text, and the core spirit of Spring Festival. The teacher emphasizes that Spring Festival is not only a traditional festival in China, but also a carrier of Chinese traditional culture, and encourages students to inherit and carry forward Chinese traditional culture, and learn to introduce Chinese festivals to foreign friends in English. Then, the teacher assigns consolidation tasks: 1. Recite the core vocabularies and key sentence patterns of this lesson, and make 5 sentences with them. 2. Finish the after-class exercises in the textbook, which mainly focus on checking students’ mastery of vocabularies and sentence patterns, and their ability to understand the text. 3. Write a short passage about your own Spring Festival experience (about 100-120 words), using the learned vocabularies and sentence patterns. 4. Surf the Internet to find more information about Spring Festival customs, and share it with the class in the next lesson. Design Intention: Reviewing the key content can help students sort out the knowledge system of this lesson, strengthen their memory of core knowledge, and deepen their understanding of the teaching content. The consolidation tasks are designed hierarchically, which not only can check students’ mastery of basic knowledge, but also can improve their language application ability and autonomous learning ability. The task of finding extra-curricular information can stimulate students’ interest in learning, expand their knowledge, and lay a foundation for the next lesson. 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 $