Unit 4 Family Festivals-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版选择性必修第二册

Unit 4 Family Festivals-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 It focuses on developing students’ language ability to express family festivals in English, cultivating their cultural awareness of respecting diverse family festival cultures, fostering their thinking quality of analyzing cultural similarities and differences, and improving their learning ability of independent exploration and cooperative communication. 教学重难点 Key points: Mastering key words and sentences about diverse family festivals and understanding the cultural connotation of different family festivals. Difficult points: Comparing cultural differences of family festivals and expressing views in fluent English. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a warm-up activity. First, show students pictures and short video clips of different family festivals around the world, including the Spring Festival of China, Thanksgiving Day of the United States, Mid-Autumn Festival of China, and Christmas of Western countries. The video clips are short and vivid, showing the typical customs of each festival, such as making dumplings during the Spring Festival, eating turkey on Thanksgiving Day, appreciating the moon during the Mid-Autumn Festival, and decorating Christmas trees at Christmas. After playing the video, the teacher asks two simple questions in English: “What festivals do you see in the video?” “What do people usually do during these festivals?” Then invite 3-4 students to answer the questions orally. After the students’ answers, the teacher makes a brief comment, affirms their correct expressions, and supplements the missing festival customs appropriately. Finally, the teacher leads to the topic of this lesson: “Today, we will enter Section 4 Expanding Our Horizons, and explore more family festivals around the world, understand their cultural connotations, and expand our horizons.” Design Intention: The lead-in activity uses intuitive audio-visual materials to stimulate students’ interest in learning. The familiar festival pictures and video clips can quickly arouse students’ existing knowledge reserve about family festivals, reduce their learning pressure, and lay a foundation for the subsequent learning. At the same time, through oral questions and answers, students’ oral expression ability is initially exercised, and the classroom atmosphere is activated, making students quickly enter the English learning state. Step 2: Pre-reading (Preparatory Work) In this link, the teacher first arranges students to work in groups of 4 to discuss the following questions: “What family festivals do you know? What are the customs of these festivals? What is the significance of these festivals for families?” Each group is required to record the key points of the discussion, and then each group sends a representative to share the discussion results with the whole class. During the students’ sharing, the teacher writes down the key words and sentences on the blackboard, such as “Spring Festival, dumplings, reunion, Thanksgiving Day, turkey, gratitude, Mid-Autumn Festival, mooncake, family love”. After all groups finish sharing, the teacher summarizes the students’ answers, and emphasizes that family festivals are an important part of every culture, carrying the emotions of family and the inheritance of culture. Next, the teacher presents the new words and phrases in this lesson, including “custom, ceremony, inherit, significance, gather, celebrate, traditional, occasion, strengthen, bond”. For each new word and phrase, the teacher explains its pronunciation, part of speech and meaning, and gives example sentences closely related to family festivals, such as “The custom of eating mooncakes on Mid-Autumn Festival is passed down from generation to generation.” “Family gatherings can strengthen the bond between family members.” Then, the teacher asks students to read the new words and phrases after him/her twice, and then invites several students to read them individually to check their pronunciation. Finally, the teacher arranges a quick memory game: show the Chinese meaning of the new words and phrases, and ask students to answer the English expressions quickly, so as to help students master the new words and phrases in a relaxed atmosphere. Design Intention: The group discussion activity can give full play to students’ subjective initiative, let students actively recall and sort out the knowledge of family festivals they have mastered, and cultivate their cooperative learning ability. The explanation of new words and phrases is closely combined with the theme of the lesson, which helps students understand and remember the new knowledge better. The quick memory game increases the interest of learning new words, avoids the dullness of rote memorization, and lays a solid language foundation for students’ subsequent reading and expression. Step 3: While-reading (Reading Comprehension) This link is divided into three parts: fast reading, careful reading and deep reading, to help students gradually understand the content of the text and improve their reading ability. First, fast reading. The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. How many family festivals are mentioned in the text, and what are they? After students finish reading, the teacher invites students to answer the questions. The main idea of the text is to introduce different family festivals in different countries and regions, their customs and cultural significance, and emphasize the importance of family festivals for strengthening family bonds. The festivals mentioned in the text include the Spring Festival in China, Thanksgiving Day in the United States, Diwali in India and the Mid-Autumn Festival in China. After confirming the correct answers, the teacher guides students to grasp the overall structure of the text: the first paragraph introduces the importance of family festivals, the middle paragraphs introduce different family festivals respectively, and the last paragraph summarizes the common significance of family festivals. Second, careful reading. The teacher asks students to read the text carefully, and complete the following table. The table includes four columns: Festival Name, Country/Region, Main Customs, and Cultural Significance. Students need to find relevant information from the text and fill in the table. During the students’ reading, the teacher walks around the classroom, observes the students’ reading situation, and helps the students who have difficulties in finding information. After students finish filling in the table, the teacher invites a student to present his/her table on the blackboard, and then checks and corrects it together with the whole class, emphasizing the key information in the text, such as the customs of Diwali: lighting lamps and candles, exchanging gifts, and its cultural significance: symbolizing the victory of light over darkness, good over evil. At the same time, the teacher explains the difficult sentences in the text, such as “Family festivals are not only a time for family members to gather together, but also a way to inherit and carry forward traditional culture.” The teacher analyzes the sentence structure, explains the meaning of “not only...but also...”, and asks students to make sentences with this structure combined with family festivals. Third, deep reading. The teacher asks students to read the text again, and think about the following questions: 1. What are the similarities between the family festivals mentioned in the text? 2. Why are family festivals important for people all over the world? 3. What can we learn from the diverse family festival cultures? After students think independently for a few minutes, the teacher organizes students to discuss in groups. Each group is required to focus on one question and discuss in depth, and record the discussion results. After the discussion, each group sends a representative to share their views. For the first question, the similarities are that all family festivals are a time for family members to gather together, and they all carry the emotions of family love and mutual care. For the second question, family festivals can strengthen the bond between family members, inherit traditional culture, let people feel the warmth of family, and relieve the pressure of daily life. For the third question, we should respect the diversity of cultural customs, learn from each other’s excellent cultural traditions, and enhance cross-cultural communication awareness. During the students’ sharing, the teacher affirms their unique views, guides them to think deeply, and helps them form a correct cultural view. Design Intention: The fast reading helps students grasp the main idea and overall structure of the text, and exercises their ability to obtain key information quickly. The careful reading enables students to understand the details of the text, master the key information of each festival, and solve the difficult points in reading. The deep reading guides students to think beyond the text, analyze and summarize the similarities and significance of family festivals, cultivate their critical thinking ability and deep reading ability. At the same time, group discussion in the deep reading link further strengthens students’ cooperative learning ability and oral expression ability. Step 4: Post-reading (Consolidation and Application) This link is designed to help students consolidate the knowledge learned in this lesson, apply the language knowledge and cultural understanding to practice, and improve their comprehensive language application ability. It is divided into two activities: oral expression and writing practice. Activity 1: Oral Expression. The teacher arranges students to work in pairs. Each pair chooses one family festival (it can be the festival mentioned in the text or other family festivals they know), and makes a dialogue. The dialogue should include the following contents: the name of the festival, the country/region of the festival, the main customs, and the significance of the festival. The teacher gives an example dialogue first: Student A: “What’s your favorite family festival?” Student B: “My favorite family festival is the Spring Festival. It’s a traditional festival in China.” Student A: “What do people usually do during the Spring Festival?” Student B: “People usually make dumplings, paste Spring Festival couplets, gather with family members and watch the Spring Festival Gala. It symbolizes family reunion and new hopes for the new year.” After the example, students start to prepare their dialogues. During the preparation, the teacher walks around the classroom, guides the students who have difficulties in organizing language, and corrects their wrong expressions. After the preparation, invite 2-3 pairs of students to perform their dialogues in front of the whole class. After each performance, the teacher makes a comment, affirms their advantages, and puts forward suggestions for improvement, such as adding more details to the dialogue or using more complex sentences. Activity 2: Writing Practice. The teacher asks students to write a short passage with the title “My Favorite Family Festival”. The passage should include the following contents: the name of the festival, the time of the festival, the main customs of the festival, and the reasons why you like it. The teacher reminds students to use the new words, phrases and sentence patterns learned in this lesson, such as “custom, gather, celebrate, strengthen, not only...but also...”. Before writing, the teacher gives a short sample passage to guide students to understand the writing structure and requirements. The sample passage: “My Favorite Family Festival My favorite family festival is the Mid-Autumn Festival. It is held on the 15th day of the 8th lunar month every year. On this day, my family members gather together to have a big dinner. After dinner, we sit in the yard, appreciate the bright moon and eat mooncakes. The mooncake is round, which symbolizes family reunion. I like the Mid-Autumn Festival because it makes me feel the warmth of family and the beauty of traditional culture. It not only strengthens the bond between my family members, but also lets me understand the importance of family love.” After reading the sample passage, students start to write. During the writing process, the teacher provides guidance for students who have difficulties in writing, such as how to organize the content, how to use the new words and sentence patterns. After students finish writing, the teacher collects some students’ works, reads them in class, and makes comments, pointing out the advantages and shortcomings of the works, and guiding students to revise their own works. Design Intention: The oral expression activity enables students to apply the language knowledge and cultural information learned in this lesson to oral communication, improves their oral expression ability and flexible application ability of language. The writing practice helps students consolidate the new words, phrases and sentence patterns, improves their writing ability, and enables them to express their views and feelings about family festivals in written form. The sample dialogue and sample passage provide a reference for students, reduce their difficulty in practice, and help them better complete the task. Step 5: Summary and Extension First, summary. The teacher invites students to summarize the content of this lesson independently. Students can talk about the key knowledge learned, such as the new words and phrases, the family festivals mentioned in the text, their customs and cultural significance. After several students finish summarizing, the teacher makes a comprehensive summary: In this lesson, we have learned about different family festivals in different countries and regions, mastered the key words and phrases related to family festivals, understood the cultural connotation of family festivals, and exercised our reading, speaking and writing abilities. We also realized that family festivals are an important part of culture, carrying the emotions of family and the inheritance of tradition. We should respect the diversity of cultural customs and cherish the warmth of family. Then, extension. The teacher assigns an after-class task: 1. Collect more information about family festivals in other countries, such as the Lantern Festival in China, the Dragon Boat Festival in China, and the New Year in Japan, and write a short introduction (about 50 words) for each festival. 2. With your family, talk about the customs of your favorite family festival, and record the key points of the conversation, which will be shared in the next class. In addition, the teacher recommends some English materials related to family festivals, such as English documentaries about family festivals, English articles on the Internet, etc., to help students expand their horizons and learn more about cross-cultural knowledge. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, deepen their understanding and memory of the knowledge, and cultivate their ability to summarize and sort out knowledge. The after-class extension task extends the learning content from the classroom to the after-class, encourages students to carry out independent exploration and learning, and further expands their knowledge reserve about family festivals. At the same time, the task of talking with family members combines English learning with real life, making students realize the practical significance of English learning and enhance their interest in learning English. 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 $