Unit 4 Family Festivals-Section 3 Using English in Context 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 3 Using English in Context 教学目标和重难点 教学目标 Language Competence: Enable students to master key words, phrases and sentence patterns related to family festivals, and use them flexibly in listening, speaking, reading and writing to express opinions and describe festival customs. Cultural Awareness: Help students understand the characteristics of family festivals in different cultures, respect cultural diversity, and enhance cross-cultural communication awareness. Thinking Quality: Guide students to analyze and compare festival customs, cultivate logical thinking and critical thinking ability. Learning Ability: Cultivate students' ability of independent learning, cooperative inquiry and autonomous summary, and help them form good learning habits. 教学重难点 Key Points: Master key vocabulary and phrases about family festivals, such as "gather together", "decorate", "celebrate" and "pass down"; Understand the context and main idea of the text; Be able to use English to briefly describe family festival customs. Difficult Points: Flexibly use the learned language knowledge to express personal views on family festivals in context; Understand the cultural connotation behind different family festival customs and achieve effective cross-cultural communication. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a set of pictures and short videos about different family festivals around the world, including the Spring Festival in China, Thanksgiving in the United States, Mid-Autumn Festival in China, and Christmas in Western countries. The pictures and videos show the scenes of family gatherings, festival decorations, characteristic food and other elements. After playing, the teacher asks the students two 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 the questions orally. After the students' answers, the teacher makes a brief comment, summarizes the common points of family festivals——family gathering and sincere blessing, and naturally leads to the theme of this lesson: Using English in Context to talk about family festivals. Finally, the teacher introduces the learning objectives of this lesson, so that students can clearly know what they will learn and master in this class. Design Intent: The lead-in activity uses multi-modal resources such as pictures and videos, which can quickly attract students' attention and arouse their learning interest. The selected festivals cover both Chinese and Western cultures, which lays a foundation for cultivating students' cross-cultural awareness. By asking questions, students' prior knowledge is activated, and they can connect their existing understanding of family festivals with the new lesson, reducing the difficulty of learning new knowledge. Introducing learning objectives helps students establish a clear learning direction and improve learning efficiency. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases of this lesson on the blackboard or multimedia courseware, including "gather together", "decorate", "celebrate", "pass down", "traditional custom", "family reunion", "delicious food", "exchange gifts" and so on. For each word and phrase, the teacher pronounces it clearly, and asks students to follow the pronunciation twice to ensure that students can master the correct pronunciation. Then, the teacher explains the meaning of the words and phrases in simple English, and combines them with the festival scenes in the lead-in part to give example sentences, such as "During the Spring Festival, Chinese families usually gather together to have dinner." "People decorate their houses with red lanterns to celebrate the festival." After explaining, the teacher organizes a quick memory game: the teacher says the Chinese meaning, and students compete to say the corresponding English words or phrases; or the teacher says the English words, and students say the Chinese meaning. The winning students can get a small reward (such as a sticker). Next, the teacher briefly introduces the background knowledge of family festivals in different cultures. Taking Thanksgiving and the Spring Festival as examples, the teacher introduces the origin and core customs of the two festivals in simple English: "Thanksgiving is a traditional festival in the United States. It is held on the fourth Thursday of November every year. People gather with their families to eat turkey and express gratitude to their families and friends. The Spring Festival is the most important traditional festival in China. It is held on the first day of the lunar new year. People decorate their houses, eat dumplings, and give red envelopes to children to wish them good luck." At the same time, the teacher reminds students to pay attention to the cultural differences and common points between different festivals. Design Intent: Vocabulary is the foundation of language learning. Through pronunciation guidance, meaning explanation and example sentences, students can accurately master the key vocabulary and phrases of this lesson, laying a solid foundation for reading and subsequent language application. The quick memory game increases the fun of vocabulary learning, mobilizes students' enthusiasm and participation, and helps students remember vocabulary more firmly. The introduction of background knowledge helps students understand the cultural connotation behind the festival-related language, avoids mechanical memory of language, and is conducive to cultivating students' cultural awareness and cross-cultural communication ability. Step 3: While-reading (Text Reading and Comprehension) This link is divided into three parts: fast reading, careful reading and intensive reading, to help students gradually understand the text and master the key information. First, Fast Reading. The teacher asks students to read the text quickly and answer two questions: 1. What is the main topic of the text? 2. How many family festivals are mentioned in the text? After students finish reading, the teacher invites students to answer the questions. The correct answers are: The main topic of the text is the introduction of different family festivals and people's activities during the festivals; The text mentions three family festivals: the Spring Festival, Thanksgiving and Christmas. After confirming the answers, the teacher summarizes the main idea of the text, helping students form a general understanding of the text. Design Intent: Fast reading aims to train students' ability of skimming and grasping the main idea of the text quickly. Through simple questions, students can focus on the core content of the text in the process of fast reading, avoid being distracted by trivial information, and improve reading efficiency. At the same time, it helps students establish a preliminary framework of the text and lay a foundation for careful reading. Second, Careful Reading. The teacher asks students to read the text carefully and complete a table. The table includes four columns: Festival Name, Country/Region, Time and Main Activities. The teacher divides students into groups of 4, and each group completes the table together. During the group discussion, the teacher walks around the classroom, observes the students' discussion situation, and provides timely guidance for students who have difficulties. After the discussion, each group sends a representative to present the completed table, and the teacher checks and corrects it, emphasizing the key information in the text, such as "The Spring Festival is in January or February. People clean their houses, decorate them with red lanterns and couplets, gather together for a big dinner, and watch the Spring Festival Gala." "Thanksgiving is on the fourth Thursday of November. Families gather to eat turkey, pumpkin pie and other food, and express their gratitude." "Christmas is on December 25th. People decorate Christmas trees, exchange gifts, and have a family dinner." Design Intent: Careful reading aims to train students' ability of scanning and extracting key details. By completing the table, students can systematically sort out the key information of the text, deepen their understanding of the text content. Group cooperation not only can mobilize students' participation, but also can help students learn from each other, solve problems together, and cultivate their cooperative learning ability and communication ability. The teacher's guidance ensures that students can correctly extract key information and avoid misunderstandings. Third, Intensive Reading. The teacher leads students to read the text paragraph by paragraph, focusing on analyzing difficult sentences and key sentence patterns, and guiding students to understand the logical relationship between paragraphs. For example, in the first paragraph, the sentence "Family festivals are an important part of people's life. They bring families together and carry people's expectations for a better life." The teacher analyzes the sentence structure: the first sentence is the topic sentence, and the second sentence explains the significance of family festivals. The teacher asks students to imitate the sentence pattern to make sentences, such as "School activities are an important part of students' life. They enrich students' after-school life and help students develop their abilities." Another example, the sentence "Although different countries have different family festivals, the meaning behind them is the same——the love for family and the yearning for happiness." The teacher explains the usage of "although" and guides students to understand the contrast relationship in the sentence, and then asks students to make sentences with "although". In addition, the teacher pays attention to guiding students to feel the emotional color of the text, such as the description of family gatherings, which conveys a warm and happy atmosphere. The teacher asks students to read the relevant paragraphs with feeling, and experience the emotion in the text. Design Intent: Intensive reading is to help students deeply understand the text, master difficult points and key sentence patterns, and improve their ability of language analysis and application. By analyzing difficult sentences and key sentence patterns, students can break through the learning difficulties and flexibly use the learned sentence patterns in subsequent language practice. Guiding students to feel the emotional color of the text can cultivate their emotional perception ability and make them better understand the cultural connotation of family festivals. Reading with feeling can improve students' oral expression ability and enhance their sense of language. Step 4: Post-reading (Language Application and Consolidation) This link is divided into three activities: oral practice, written practice and group discussion, to help students consolidate the learned knowledge and improve their language application ability. First, Oral Practice. The teacher designs a situational dialogue activity: 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 activities and your feelings about the festival. The teacher first shows a sample dialogue on the multimedia courseware: A: What's your favorite family festival? B: My favorite family festival is the Spring Festival. A: When is it held? B: It's held on the first day of the lunar new year. A: What do people usually do during the Spring Festival? B: People clean their houses, decorate them with red lanterns, gather together for a big dinner, and give red envelopes to children. I feel very happy and warm during the Spring Festival. Then, the teacher asks students to practice the dialogue in pairs. Each pair chooses a family festival and completes the dialogue according to the sample. During the practice, the teacher walks around the classroom, listens to the students' dialogue, corrects their pronunciation and grammar mistakes, and guides them to use the key words and phrases learned in this lesson. After the practice, invite 2-3 pairs of students to perform the dialogue in front of the class, and the teacher makes comments and affirmations, encouraging students to be brave in speaking. Design Intent: Situational dialogue is closely combined with the theme of the lesson, which can create a real language communication environment for students, and help students flexibly use the key vocabulary, phrases and sentence patterns learned in this lesson. Pair practice can make every student have the opportunity to speak, improve their oral expression ability and communication ability. The teacher's guidance and comments can help students find their own problems and improve their language application level. Performing in front of the class can enhance students' confidence and mobilize their learning enthusiasm. Second, Written Practice. The teacher asks students to write a short passage (about 80-100 words) titled "My Favorite Family Festival". The requirements are: 1. Introduce the name and time of the festival; 2. Describe the main activities of the festival; 3. Express your feelings about the festival. The teacher reminds students to use the key words, phrases and sentence patterns learned in this lesson, and pay attention to the coherence and correctness of the passage. During the writing process, the teacher provides guidance for students who have difficulties, such as helping them sort out the writing ideas, reminding them of the correct use of grammar and sentence patterns. After students finish writing, the teacher collects some students' works, comments on them in class, affirms the advantages, points out the existing problems, and puts forward suggestions for improvement. At the same time, the teacher selects a good work to read to the whole class, so that students can learn from each other. Design Intent: Written practice is an important way to consolidate language knowledge and improve writing ability. By writing a short passage, students can comprehensively use the knowledge learned in this lesson, and improve their ability of organizing language and expressing ideas. The teacher's guidance and comments can help students find their own shortcomings in writing, and improve their writing level. Reading good works can set an example for students, stimulate their writing interest, and help them form good writing habits. Third, Group Discussion. The teacher puts forward a discussion topic: "What are the similarities and differences between Chinese family festivals and Western family festivals? What can we learn from different family festivals?" The teacher divides students into groups of 5-6, and each group discusses the topic for a period of time. During the discussion, the teacher guides students to combine the text content and their own life experience, and encourages students to express their own views. After the discussion, each group sends a representative to report the discussion results. The teacher makes a summary after all groups report, emphasizing that although there are differences in the forms of family festivals in different cultures, their core is the love for family and the yearning for happiness. We should respect cultural diversity, learn from each other's excellent cultural traditions, and enhance cross-cultural communication awareness. Design Intent: Group discussion can cultivate students' critical thinking ability and logical expression ability. By discussing the similarities and differences between Chinese and Western family festivals, students can deepen their understanding of cultural diversity, enhance their cross-cultural awareness and sense of cultural identity. The teacher's summary helps students form a correct view of culture, and guides them to respect and tolerate different cultures, which is in line with the requirements of cultivating cultural awareness in core literacy. Step 5: Summary and Extension First, Summary. The teacher invites students to summarize the key content of this lesson, including key vocabulary, phrases, sentence patterns and the main idea of the text. After students' summary, the teacher makes a supplement and improvement, and combs the knowledge system of this lesson, helping students form a complete knowledge framework. At the same time, the teacher reviews the four-dimensional core literacy objectives of this lesson, and guides students to reflect on whether they have achieved the learning objectives. Second, Extension. The teacher assigns an after-class task: 1. Collect more information about family festivals in different countries, and write a short introduction (about 50 words) for each festival; 2. Interview your family members about their memories of family festivals, and share them in the next class; 3. Preview the next section of the unit. In addition, the teacher recommends some English materials related to family festivals, such as English videos, articles and stories, to help students expand their knowledge and improve their English ability. Design Intent: Summary helps students sort out the knowledge learned in this lesson, consolidate the key points, and form a systematic knowledge structure. Letting students summarize by themselves can cultivate their ability of autonomous summary and independent learning. The after-class extension task is closely combined with the theme of the lesson, which can extend the learning content from the classroom to the outside, help students consolidate the learned knowledge, expand their horizons, and cultivate their ability of collecting and sorting out information. Interviewing family members can let students feel the warmth of family and deepen their understanding of family festivals, which is conducive to the infiltration of emotional education. Recommending English materials can help students improve their English reading and listening ability in daily life, and cultivate their lifelong learning ability. 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 $