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

Unit 3 Celebrations-Topic Talk 教学目标和重难点 1. 教学目标 Language Competence: Master celebration-related words and sentences, and improve listening and speaking skills. Cultural Awareness: Understand Chinese and foreign celebration customs, respect cultural differences. Thinking Quality: Cultivate analytical and communicative thinking. Learning Ability: Enhance autonomous and cooperative learning abilities. 2. 教学重难点 Key Points: Master core vocabulary (occasion, decorate, tradition, etc.) and sentence patterns about describing celebrations; understand two listening materials. Difficult Points: Flexibly use learned language to talk about personal celebration experiences and cross-cultural differences. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a PPT with colorful pictures of different celebrations, including Chinese Spring Festival, Mid-Autumn Festival, Western Christmas, birthday parties and graduation ceremonies. Then the teacher asks open-ended questions in English: “What celebrations can you see in the pictures? Which one is your favorite? And how do people celebrate it?” After asking, the teacher invites 3-4 students to share their answers freely. During the sharing, the teacher listens carefully, corrects minor pronunciation or grammar mistakes gently, and guides students to use simple English to express their ideas. For example, if a student says “I like Spring Festival, we eat dumplings”, the teacher can respond “Great! We usually say ‘We eat dumplings during Spring Festival’ to make it more complete.” After the student sharing, the teacher summarizes briefly: “Today we will focus on ‘Celebrations’—a topic closely related to our daily life. We will listen to dialogues about festivals and birthday parties, learn useful words and sentences, and talk about our own celebration experiences together.” Design Intention: The visual pictures can quickly attract students’ attention and arouse their interest in the topic, as celebrations are familiar to every student. The open-ended questions help activate students’ prior knowledge and life experience, enabling them to get involved in the English communication atmosphere quickly. Correcting mistakes gently can protect students’ confidence in speaking English, while proper guidance helps them improve their expression accuracy gradually. This step lays a good foundation for the following listening and speaking activities. Step 2: Presentation (Vocabulary and Sentence Patterns) First, the teacher presents the core vocabulary of this lesson with the help of PPT, combining pictures, pronunciations and simple definitions to help students understand and remember. The core vocabulary includes occasion (n. an important social event or moment), decorate (v. to make something more attractive by adding things to it), decoration (n. things used to decorate), tradition (n. an old custom), gather (v. to come together in a group), surprise (n. something unexpected and pleasant), celebrate (v. to mark a special event with activities and enjoyment). For each word, the teacher reads the pronunciation twice, asks students to follow, and then gives a simple example sentence related to celebrations. For example, for “decorate”, the teacher says: “We decorate our houses with red lanterns during Spring Festival.” For “gather”, the example is: “Family members gather together to have dinner on Mid-Autumn Festival.” After presenting all the vocabulary, the teacher organizes a quick memory game: “I say the Chinese meaning, you say the English word; I say the English word, you read the pronunciation and make a simple sentence.” This game is carried out in pairs first, then the teacher randomly checks several pairs to ensure that most students can master the vocabulary correctly. Next, the teacher presents the key sentence patterns for describing celebrations, which are closely related to the listening materials and subsequent speaking activities. The key sentence patterns are: 1. People usually celebrate... by doing... 2. On this occasion, people will... 3. It is a tradition to... 4. We gather together to... 5. They prepared a surprise for... For each sentence pattern, the teacher gives an example combined with specific celebrations. For example, “People usually celebrate Christmas by putting up a Christmas tree and exchanging gifts.” “On Spring Festival, people will eat dumplings and watch the Spring Festival Gala.” Then the teacher asks students to practice the sentence patterns in pairs, using the vocabulary they just learned. Each pair needs to make 2-3 sentences about their favorite celebrations. Design Intention: Vocabulary and sentence patterns are the basis of listening and speaking. Presenting vocabulary with pictures and example sentences can help students understand the meaning and usage of words in context, avoiding mechanical memorization. The memory game increases the interactivity of the class, makes students more active in learning vocabulary, and helps them consolidate the vocabulary quickly. Practicing sentence patterns in pairs provides students with opportunities to use the language actively, lays a solid foundation for their listening comprehension and subsequent speaking activities, and also cultivates their cooperative learning ability. Step 3: Listening Practice (Comprehension and Consolidation) This step includes two listening tasks, which are consistent with the two listening materials in the textbook. Before each listening task, the teacher clarifies the listening requirements and guides students to master basic listening strategies. Task 1: Listening for the main idea and specific information. The teacher tells students: “You will listen to a dialogue about the Mid-Autumn Festival. First, listen carefully and find out the main topic of the dialogue. Then listen again and answer the following questions.” The questions are displayed on the PPT: 1. What festival are they talking about? 2. How do people celebrate this festival? 3. What special food do people eat on this festival? Then the teacher plays the recording twice. After the first listening, the teacher invites a student to answer the main topic (the Mid-Autumn Festival). After the second listening, the teacher asks students to answer the three specific questions one by one, and checks the answers with the whole class. For students who have difficulty answering, the teacher can play the relevant part of the recording again to help them find the information. After checking the answers, the teacher leads students to read the key sentences in the dialogue, such as “People gather together to admire the moon and eat mooncakes on Mid-Autumn Festival.” “It is a traditional festival in China, which symbolizes family reunion.” Task 2: Listening for details and deep understanding. The teacher says: “Next, we will listen to another dialogue about a surprise birthday party. Listen carefully and complete the blanks in the exercise sheet. Then listen again and judge whether the following statements are true (T) or false (F).” The exercise sheet includes blanks about what Jenny’s friends will do for her birthday (decorate the classroom, make a birthday cake, prepare gifts) and true or false questions such as “Jenny knows about the surprise party.” (F), “They will sing the birthday song for Jenny.” (T). After playing the recording twice, the teacher asks students to exchange their exercise sheets with their deskmates to check the answers, then the teacher explains the key points and corrects the mistakes. For the false statements, the teacher guides students to find the correct information in the dialogue to explain why they are false. For example, for the statement “Jenny knows about the surprise party”, the teacher can ask students: “What does the dialogue say? Oh, Jenny’s friends want to give her a surprise, so she doesn’t know about it. So this statement is false.” After the two listening tasks, the teacher summarizes the listening strategies: “When we listen to a dialogue, we should first listen for the main idea, then listen for specific details. If we miss some information, we can listen again carefully. Pay attention to the key words and sentences related to the questions, which can help us find the answers quickly.” Design Intention: Listening is an important part of language competence. The two listening tasks are designed from easy to difficult, which conforms to the students’ cognitive law. Listening for the main idea first helps students grasp the overall content of the dialogue, and listening for specific information and details can improve their listening accuracy. The exercise sheet and true or false questions provide clear listening goals for students, making their listening more targeted. Exchanging answers with deskmates can promote mutual learning and help students find their own mistakes. Summarizing listening strategies can help students master effective learning methods, improve their listening ability and learning ability. Step 4: Speaking Practice (Application and Improvement) This step is designed to help students apply the learned vocabulary, sentence patterns and listening content to practical speaking, and improve their oral expression ability. It includes three levels of speaking activities: pair work, group work and class presentation. Activity 1: Pair Work - Talk about your favorite festival. The teacher asks students to work in pairs and talk about their favorite festival, using the vocabulary and sentence patterns they have learned. The teacher provides a reference outline on the PPT: 1. What is your favorite festival? 2. When is it celebrated? 3. How do people celebrate it? 4. Why do you like it? The teacher walks around the classroom, observes the students’ communication, provides help for students who have difficulty expressing themselves, and reminds them to use the correct vocabulary and sentence patterns. For example, if a student doesn’t know how to say “admire the moon”, the teacher can tell them the phrase and guide them to make a sentence: “We admire the moon on Mid-Autumn Festival.” After 5 minutes of pair discussion, the teacher invites 2-3 pairs to present their dialogue in front of the class. After each presentation, the teacher gives positive comments first, such as “Your dialogue is very fluent and you use many useful words we learned today”, then puts forward small suggestions for improvement, such as “You can add more details about why you like the festival to make it more interesting.” Activity 2: Group Work - Plan a surprise party. The teacher divides students into groups of 4-5, and asks each group to plan a surprise party for their classmate (real or imaginary). The groups need to discuss the following points: 1. Who is the party for? 2. When and where will the party be held? 3. What will you do to prepare for the party (decorate the place, make food, prepare gifts, etc.)? 4. What activities will you have at the party? The teacher gives each group a piece of paper to write down their plan, and reminds them to use the key sentence patterns such as “We will prepare a surprise for...”, “We will decorate the classroom by...”, “We will have... at the party.” During the group discussion, the teacher participates in some groups’ discussions, guides them to think actively, and helps them solve language problems. For example, if a group doesn’t know how to say “prepare a birthday cake”, the teacher can teach them the phrase and guide them to integrate it into their plan. Activity 3: Class Presentation - Share the party plan. Each group selects a representative to present their party plan to the whole class. The presentation time is 1-2 minutes per group. After each presentation, the teacher and other students can ask questions, such as “Why do you choose this time for the party?” “What kind of gifts will you prepare?” The representative of the group answers the questions in English. After all groups finish presenting, the teacher makes a summary: “All groups have made great plans. Your ideas are creative and you use the language we learned today very well. Planning a party is a good way to practice our speaking and cooperative ability.” Design Intention: Speaking practice is an important way to apply language knowledge and improve oral expression ability. The three-level activities (pair work → group work → class presentation) are designed from individual communication to group cooperation, which conforms to the students’ cognitive and expression ability development law. The reference outline and discussion points provide clear guidance for students, helping them overcome the difficulty of “what to say”. The teacher’s guidance and help can ensure that all students can participate in the activities actively. Class presentation and questioning not only improve students’ oral expression ability, but also cultivate their listening ability and critical thinking ability. Group work also enhances students’ cooperative learning ability and sense of teamwork. Step 5: Cultural Exploration (Cultural Awareness and Thinking Training) The teacher shows a PPT with pictures of Chinese and Western celebrations, including Spring Festival, Mid-Autumn Festival, Christmas and Thanksgiving. Then the teacher asks students to discuss in groups: “What are the similarities and differences between Chinese and Western celebrations? What do these celebrations have in common?” After 5 minutes of group discussion, the teacher invites each group to share their opinions. The teacher guides students to summarize the similarities: most celebrations are about family reunion, expressing good wishes, and having special food and activities. The differences: different festivals have different origins and customs (for example, Spring Festival is to celebrate the new year and drive away evil spirits, while Christmas is to celebrate the birth of Jesus; people eat dumplings during Spring Festival and turkey during Thanksgiving). Then the teacher says: “Every country has its own celebration customs, which are an important part of its culture. We should respect the cultural differences between different countries, learn from each other’s excellent cultures, and at the same time inherit and carry forward our own traditional culture. For example, when we talk about Chinese festivals with foreign friends, we should introduce our traditional customs in English, so that they can understand Chinese culture better.” After that, the teacher invites students to share their opinions: “How can we introduce Chinese celebrations to foreign friends in English? What key points should we mention?” Students can share their ideas freely, and the teacher supplements and summarizes: “We can introduce the origin of the festival, the time of celebration, the special customs and food, and the meaning of the festival. For example, we can say ‘Spring Festival is the most important traditional festival in China. It is celebrated in January or February. People gather together to eat dumplings, watch the Spring Festival Gala and set off fireworks. It symbolizes family reunion and new hopes for the new year.’” Design Intention: Cultural exploration is an important part of cultivating students’ cultural awareness. By comparing Chinese and Western celebrations, students can understand the cultural connotation and differences of different celebrations, and establish a correct view of cultural diversity. Guiding students to think about how to introduce Chinese culture to foreign friends helps enhance their cultural confidence and cross-cultural communication ability. This step also combines language learning with cultural inheritance, realizing the goal of cultivating students’ cultural awareness and thinking quality. Step 6: Summary and Homework (Consolidation and Extension) Summary: The teacher summarizes the content of the class in English: “Today we learned about the topic of ‘Celebrations’. We mastered some core vocabulary and key sentence patterns about celebrations, listened to two dialogues about Mid-Autumn Festival and surprise birthday party, practiced speaking by talking about our favorite festivals and planning a surprise party, and explored the similarities and differences between Chinese and Western celebrations. I hope you can use the language we learned today to talk about celebrations in your daily life.” Homework: 1. Review the core vocabulary and key sentence patterns learned today, and make 5 sentences about celebrations. 2. Listen to the two listening materials again after class, and try to retell the main content of the dialogues in your own words. 3. Interview your partner after class, ask about his/her favorite celebration, and write a short report (about 50 words) in English. 4. Collect information about one foreign celebration and prepare to share it in the next class. Design Intention: Summary helps students sort out the knowledge they learned in class, consolidate the key points, and form a systematic knowledge structure. The homework is designed to consolidate the classroom knowledge and extend the learning content. Reviewing vocabulary and sentences, retelling the listening materials can help students consolidate the language knowledge and listening ability. The interview and short report can promote students to use the language actively in daily life, improving their oral and writing ability. Collecting information about foreign celebrations can expand students’ cultural horizons 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 $