Unit 4 Family Festivals-Section 2 Learning Through Practice 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 2 Learning Through Practice 教学目标和重难点 教学目标 Language Ability: Master core vocabulary and sentence patterns related to family festivals, and be able to use them flexibly in listening, speaking, reading and writing to express festival customs and family feelings. Cultural Awareness: Understand the customs and cultural connotations of family festivals in different cultures, respect cultural differences, and enhance cultural confidence. Thinking Quality: Develop logical thinking through sorting out festival processes and critical thinking through comparing different festival cultures. Learning Ability: Master effective learning strategies such as cooperative inquiry and context-based memory, and improve the ability of independent learning and knowledge transfer. 教学重难点 Key Points: Master the core vocabulary (such as reunion, decorate, ceremony, gather) and sentence patterns about family festival customs; understand the main content of the text and the logical structure of festival activities. Difficult Points: Flexibly use the learned language knowledge to describe personal family festival experiences; deeply understand the cultural differences and commonalities of family festivals in different countries and express personal views. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a group of vivid pictures and short video clips about family festivals, including the Spring Festival in China, Thanksgiving in the United States, Mid-Autumn Festival in China, and Christmas in Western countries. The pictures show the scenes of family reunion, festival decorations, and traditional activities, and the video clips briefly introduce the core customs of each festival (such as making dumplings during the Spring Festival, eating turkey on Thanksgiving, appreciating the moon on Mid-Autumn Festival, and exchanging gifts at Christmas). After playing, the teacher asks two guiding questions in English: “What festivals can you see in the pictures and videos? What do people usually do during these festivals?” Then, invite 3-4 students to answer freely. The teacher gives positive comments and supplements, and guides students to focus on the core of the festival—“family reunion” and “love and care among family members”. Finally, the teacher naturally leads to the topic of this lesson: “Today, we will learn Section 2 Learning Through Practice of Unit 4 Family Festivals, and we will further understand different family festivals and learn to express festival customs and feelings in English.” Design Intention: The lead-in activity uses intuitive audio-visual materials to stimulate students’ interest in learning. The selected festivals cover both Chinese and Western cultures, which not only connects students’ prior knowledge and life experience, but also lays a foundation for the subsequent cultural awareness training. The guiding questions guide students to actively participate in the discussion, activate their existing vocabulary and sentence patterns related to festivals, and smoothly lead to the teaching content of this lesson, realizing the connection between prior knowledge and new knowledge. Step 2: Pre-learning (Vocabulary and Sentence Pattern Preview) First, the teacher presents the core vocabulary of this lesson on the screen, including noun (reunion, ceremony, decoration, feast, custom), verb (decorate, gather, prepare, celebrate, attend), and adjective (joyful, traditional, meaningful). For each word, the teacher pronounces it clearly and asks students to follow along, correcting their pronunciation and stress in time. Then, the teacher explains the meaning of the words in combination with the festival scenes shown in the lead-in part, and gives simple example sentences to help students understand and memorize, such as “On the Spring Festival, all family members gather together for a reunion feast.” “People usually decorate their houses with red lanterns during the Spring Festival.” Next, the teacher presents the core sentence patterns of this lesson, focusing on the sentence patterns used to describe festival activities: 1. It is a traditional custom for sb. to do sth. (e.g., It is a traditional custom for Chinese families to have dumplings on New Year’s Eve.) 2. People celebrate... by doing sth. (e.g., People celebrate Thanksgiving by eating turkey and sharing blessings.) 3. During..., we usually... (e.g., During the Mid-Autumn Festival, we usually appreciate the moon and eat mooncakes.) The teacher explains the structure and usage of each sentence pattern, and invites students to make sentences with the core vocabulary just learned. For example, ask students to make a sentence with “decorate” and the sentence pattern “During..., we usually...”, and the teacher checks and guides them in time to ensure that students can master the basic usage of vocabulary and sentence patterns. Finally, the teacher arranges a small group activity: each group of 4 students discusses their favorite family festival, uses the learned vocabulary and sentence patterns to talk about its customs, and each group selects one representative to briefly report. The teacher comments on the reports, affirms the advantages of the students, and points out the problems in vocabulary use and sentence structure, and corrects them in time. Design Intention: Vocabulary and sentence patterns are the basis of language ability. The pre-learning link focuses on the teaching of core vocabulary and sentence patterns, which helps students lay a solid language foundation for the subsequent text learning and language output. The combination of example sentences and festival scenes makes vocabulary and sentence patterns no longer abstract, which is conducive to students’ understanding and memory. The small group discussion activity not only tests the effect of students’ preview, but also cultivates their cooperative learning ability and initial language expression ability, and lays a foundation for the smooth development of the subsequent teaching links. Step 3: While-learning (Text Reading and Comprehension) This link is divided into three parts: fast reading, careful reading and deep reading, which gradually guides students to understand the text and improve their reading ability. First, Fast Reading. The teacher distributes the text materials to the students and asks them to read the text quickly, and complete two tasks: 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 main idea of the text is: It introduces the customs and cultural connotations of three family festivals (the Spring Festival in China, Thanksgiving in the United States and the Mid-Autumn Festival in China), and expresses the common theme of family love and reunion in family festivals. The three festivals mentioned are the Spring Festival, Thanksgiving and the Mid-Autumn Festival. The teacher summarizes and supplements, and guides students to grasp the core of the text quickly. Design Intention: Fast reading aims to train students’ ability of skimming and grasping the main idea of the text. The two tasks are simple and clear, which can help students quickly enter the text and understand the overall content of the text, laying a foundation for careful reading. At the same time, it can cultivate students’ reading speed and the ability to extract key information quickly. Second, Careful Reading. The teacher asks students to read the text carefully, and complete the following detailed tasks in groups: 1. Fill in the form about the three festivals (including the time of the festival, main customs and symbolic meanings); 2. Underline the key sentences in each paragraph that describe festival customs, and analyze the sentence patterns used. After students finish the tasks in groups, the teacher invites each group to send a representative to present the filled form and the underlined key sentences. The teacher checks the answers, corrects the wrong information, and focuses on analyzing the key sentences, especially the application of the core sentence patterns learned in the pre-learning link. For example, the sentence “It is a traditional custom for Chinese families to gather together and have a big dinner on the Spring Festival Eve.” uses the sentence pattern “It is a traditional custom for sb. to do sth.”, and the teacher guides students to analyze the structure and usage of the sentence pattern again, and connects it with the pre-learning content. In addition, the teacher guides students to pay attention to the connection words in the text (such as first, then, finally, besides), and helps students sort out the logical structure of the text, so that students can understand how the text introduces the customs of each festival in order. Design Intention: Careful reading aims to train students’ ability of scanning and extracting detailed information. The form-filling task helps students sort out the key information of the text systematically, and deepen their understanding of the customs and symbolic meanings of each festival. The analysis of key sentences and sentence patterns connects the pre-learning and while-learning links, which helps students consolidate the learned language knowledge and improve their ability to analyze and understand sentences in context. The analysis of connection words helps students grasp the logical structure of the text, cultivate their logical thinking ability, and lay a foundation for the subsequent text retelling and writing. Third, Deep Reading. On the basis of understanding the text content, the teacher guides students to carry out in-depth thinking and discussion, and puts forward the following guiding questions: 1. What are the common points of the three festivals mentioned in the text? 2. What are the differences between the Spring Festival and Thanksgiving? 3. Why do people attach great importance to family festivals? What do family festivals mean to people? The teacher gives students 5 minutes to discuss these questions in groups, and then invites students to share their views. When students share, the teacher guides them to think deeply. For example, when talking about the common points of the three festivals, the teacher guides students to summarize that they all emphasize family reunion, convey love and care among family members, and have traditional customs. When talking about the differences between the Spring Festival and Thanksgiving, the teacher guides students to analyze from the aspects of origin, customs and symbolic meanings, such as the Spring Festival is to celebrate the arrival of the new year, while Thanksgiving is to thank for the blessings of life. When talking about the significance of family festivals, the teacher guides students to combine their own life experience, and realize that family festivals are an important carrier of family affection, which can enhance the feelings between family members and inherit traditional culture. In addition, the teacher supplements the cultural background knowledge of the three festivals, such as the origin of the Spring Festival, the origin of Thanksgiving, and the cultural connotation of the Mid-Autumn Festival, and guides students to understand the cultural differences and commonalities between Chinese and Western family festivals, respect different cultures, and enhance their own cultural confidence. For example, the teacher tells students that both the Spring Festival and Thanksgiving embody the value of family, which is a common pursuit of human beings, and at the same time, different cultures have their own unique festival customs, which should be respected and understood. Design Intention: Deep reading aims to guide students to go beyond the surface of the text, think about the cultural connotation and theme significance of the text, and cultivate their critical thinking and cultural awareness. The guiding questions are designed to stimulate students’ thinking, and the group discussion allows students to exchange ideas and learn from each other. The supplement of cultural background knowledge helps students understand the cultural connotation of the text more deeply, realize the commonalities and differences of different cultures, and achieve the goal of cultivating cultural awareness. At the same time, combining students’ own life experience helps students resonate emotionally, deepen their understanding of the theme of family affection, and lay a foundation for the subsequent emotional expression in language output. Step 4: Post-learning (Language Application and Consolidation) This link is mainly to help students consolidate the learned knowledge, flexibly use the core vocabulary and sentence patterns, and improve their language application ability. It is divided into three activities: text retelling, situational dialogue and writing practice. First, Text Retelling. The teacher asks students to retell the text in their own words with the help of the key information in the form filled in the careful reading link. The requirements are: use the core vocabulary and sentence patterns learned in this lesson, and the retelling should be logical and fluent. The teacher first invites 2-3 students to retell individually, and then arranges a pair work activity: each pair of students retells the text alternately, and the other student listens and corrects the mistakes in pronunciation, vocabulary and sentence structure. The teacher walks around the classroom, observes and guides students, and gives help to students who have difficulties in retelling. After the activity, the teacher selects 1-2 pairs to show their retelling, and gives comments and guidance, affirming their advantages and pointing out the areas that need improvement. Design Intention: Text retelling is an effective way to consolidate text content and improve language expression ability. It requires students to integrate the key information of the text, use the learned vocabulary and sentence patterns flexibly, and can effectively test the effect of students’ text understanding and language mastery. Pair work not only cultivates students’ cooperative learning ability, but also allows students to learn from each other and improve together. The teacher’s guidance and comments help students find their own problems and improve their language expression ability in time. Second, Situational Dialogue. The teacher sets up a real situational task: Suppose you are talking with a foreign friend about family festivals. You need to introduce your favorite family festival (such as the Spring Festival, Mid-Autumn Festival) to him/her, including the time, main customs and your feelings about the festival. Your foreign friend will also introduce his/her favorite family festival to you. The teacher first gives a sample dialogue with a student to demonstrate how to carry out the dialogue, and then arranges students to carry out the dialogue in groups of 2. The requirements are: use the core vocabulary and sentence patterns learned in this lesson, the dialogue should be natural and fluent, and fully express their own feelings about family festivals. During the activity, the teacher walks around the classroom, listens to the students’ dialogues, and gives guidance to students who have difficulties in expression, such as helping them organize their words and correct their sentence structure. After the activity, the teacher invites 2-3 groups to show their dialogues, and gives comments, affirming the students’ performance and putting forward suggestions for improvement. Design Intention: Situational dialogue is closely combined with real life, which can stimulate students’ enthusiasm for language application. It requires students to flexibly use the learned language knowledge in real communication scenarios, which can effectively improve their oral expression ability and communicative competence. The sample dialogue helps students understand the requirements of the task and how to carry out the dialogue. Group dialogue allows students to have more opportunities to practice oral English, and the teacher’s on-site guidance helps students solve problems in communication in time, improving the effect of language practice. Third, Writing Practice. The teacher assigns a writing task: Write a short passage about “My Favorite Family Festival”, with a requirement of 80-100 words. The writing points are: 1. Introduce the name and time of the festival; 2. Describe the main customs of the festival; 3. Express your feelings about the festival and the significance of the festival to you. Before writing, the teacher guides students to sort out the writing ideas, and reminds them to use the core vocabulary and sentence patterns learned in this lesson, pay attention to the logical connection of the passage, and ensure the accuracy and fluency of the language. Students write independently, and the teacher walks around the classroom to provide help to students who have difficulties in writing, such as helping them choose words and sentences, and sort out the writing structure. After students finish writing, the teacher collects some students’ works, comments on them in class, points out the advantages and disadvantages of the works, and guides students to revise their own works. Then, arrange students to exchange their works in pairs, and help each other revise and improve their works. Design Intention: Writing practice is an important way to test students’ comprehensive language application ability. It requires students to integrate the learned vocabulary, sentence patterns and text structure, and express their own ideas and feelings in writing. The clear writing points help students clarify the writing direction and avoid writing deviating from the theme. The teacher’s guidance and comments help students find their own problems in writing, such as vocabulary use, sentence structure and logical connection, and improve their writing ability. Pair revision helps students learn from each other’s strengths and make progress together, and cultivates their ability of mutual evaluation and revision. Step 5: Summary and Extension First, Summary. The teacher invites students to summarize the content of this lesson in English, including the core vocabulary, key sentence patterns, the main content of the text and the cultural connotations of family festivals. Then, the teacher makes a supplementary summary, emphasizing that this lesson mainly learns the customs and cultural connotations of three family festivals, masters the core vocabulary and sentence patterns related to family festivals, and understands the commonalities and differences of family festivals in different cultures. At the same time, the teacher reminds students that family festivals are an important carrier of family affection and traditional culture, and we should cherish family affection and inherit excellent traditional culture. Second, Extension. The teacher assigns an after-class task: 1. Collect information about other family festivals in the world (such as the Dragon Boat Festival in China, the Mid-Autumn Festival in South Korea, etc.), and write a short English introduction (about 50 words) to introduce the festival’s customs and cultural connotations. 2. Talk with your family members about their favorite family festival, and record the conversation in English (at least 5 sentences). The teacher reminds students to use the vocabulary and sentence patterns learned in this lesson when completing the after-class task, and encourages students to actively explore more knowledge about family festivals and expand their cultural vision. Design Intention: The summary link helps students sort out the knowledge of this lesson systematically, deepen their understanding and memory of the knowledge, and form a complete knowledge system. The extension task extends the teaching content from the classroom to the after-class, which not only helps students consolidate the learned knowledge, but also encourages students to actively explore more cultural knowledge, expand their cultural vision, and further cultivate their learning ability and cultural awareness. Talking with family members also helps students combine the learned knowledge with real life, deepen their understanding of family affection, and realize the educational significance of the 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 $