Unit 4 Family Festivals-Section 1 Reading for Meaning 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 1 Reading for Meaning 教学目标和重难点 教学目标 Language Ability: Students can master key vocabulary and sentence patterns related to family festivals, understand the main idea and details of the reading text, and express their views on family festivals in simple English. Thinking Quality: Students can analyze the structure of the text, compare the differences and similarities of family festivals in different cultures, and develop logical thinking and critical thinking. Cultural Awareness: Students can understand the connotation of family festivals in different cultures, respect cultural diversity, and enhance their sense of identity with their own family culture. Learning Ability: Students can master effective reading strategies such as skimming and scanning, and develop the habit of independent reading and cooperative learning. 教学重难点 Key Points: Mastering key vocabulary (such as reunion, tradition, custom, celebrate, gather) and sentence patterns (such as It is a tradition for families to...; People gather together to...) in the text; Understanding the main idea, structure and key details of the reading text; Being able to talk about family festivals in simple English. Difficult Points: Analyzing the cultural connotation behind family festivals described in the text; Comparing the differences between Chinese and foreign family festivals and expressing personal views; Applying the learned vocabulary and sentence patterns to practical expression accurately. 教学过程 Step 1: Lead-in (Warm-up and Preview) Activity 1: Brainstorming. The teacher writes "Family Festivals" on the blackboard and asks students to think about the family festivals they know, both in China and foreign countries. Students are invited to share their ideas freely, and the teacher writes down the key words they mention (such as Spring Festival, Mid-Autumn Festival, Christmas, Thanksgiving Day) on the blackboard. Then the teacher asks follow-up questions: "What do you usually do with your family on these festivals?" "Why are family festivals important to us?" Activity 2: Picture Presentation. The teacher shows pictures of different family festivals (e.g., Chinese families gathering for Spring Festival dinner, American families having Thanksgiving dinner, families looking at the moon on Mid-Autumn Festival) with the help of multimedia. Ask students to describe what they see in the pictures in simple English, and guide them to realize that family festivals are a common part of human culture, which can strengthen family ties and pass on traditions. Design Intention: The brainstorming activity activates students' prior knowledge about family festivals, stimulates their learning interest, and lays a foundation for the understanding of the text. The picture presentation makes the abstract concept of family festivals more concrete and intuitive, helps students connect their life experience with the text theme, and cultivates their ability to observe and describe things in English. At the same time, it subtly leads to the core theme of the text—family festivals and their significance. Step 2: Pre-reading (Vocabulary and Prediction) Vocabulary Preview. The teacher presents the key vocabulary of the text (reunion, tradition, custom, celebrate, gather, decorate, feast, respect, pass down, cherish) with pictures, English definitions and simple example sentences. For example, show a picture of a family gathering and explain "reunion: a time when family members gather together". Then ask students to read the words aloud after the teacher, and practice using the words to make simple sentences with their deskmates. For example, "On Spring Festival, my family have a reunion dinner together." Text Prediction. The teacher shows the title of the reading text "Family Festivals Around the World" and the first paragraph. Ask students to predict the main content of the text: "What do you think the text will talk about?" "Which countries' family festivals may be mentioned?" Students discuss in groups of 4, and then each group sends a representative to share their predictions. The teacher affirms their reasonable predictions and guides them to pay attention to the structure of the text when reading. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary helps students remove language obstacles in reading, improve reading efficiency, and lay a foundation for understanding the text. The text prediction activity cultivates students' ability to infer and predict based on the title and key information, stimulates their desire to read, and helps them form a good reading habit of active thinking before reading. Group discussion also promotes students' cooperative learning ability. Step 3: While-reading (Comprehension and Analysis) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the text from shallow to deep. Skimming: Ask 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, invite several students to share their answers. The teacher summarizes: The text mainly introduces the customs and significance of family festivals in different countries, including Chinese Spring Festival, Mid-Autumn Festival, American Thanksgiving Day and Japanese Obon Festival, emphasizing the importance of family reunion and tradition inheritance. Design Intention: Skimming is an important fast reading strategy. Through skimming, students can quickly grasp the main idea of the text, form an overall understanding of the text, and train their ability to extract key information quickly. The design of simple questions guides students to focus on the core content of the text and avoid being distracted by trivial details. Scanning: Ask students to read the text again carefully, and fill in the following table about the customs and significance of each family festival. The teacher provides a table on the multimedia: Family Festivals Countries Customs Significance Spring Festival China Mid-Autumn Festival China Thanksgiving Day America Obon Festival Japan After students finish filling in the table, the teacher checks the answers with the whole class, and supplements and corrects the key points. For example, the customs of Spring Festival include pasting Spring Festival couplets, setting off firecrackers, having reunion dinner, giving red envelopes; the significance is to celebrate the new year, strengthen family ties, and pray for a better life. The customs of Thanksgiving Day include having turkey dinner, family gathering, expressing gratitude; the significance is to thank God for the harvest and family's companionship. Design Intention: Scanning is a reading strategy to find specific information quickly. By filling in the table, students can systematically sort out the key details of the text, deepen their understanding of the content of each paragraph, and improve their ability to extract and organize information. The table form is clear and intuitive, which helps students compare the differences and similarities of different family festivals and lays a foundation for the follow-up intensive reading and discussion. Intensive Reading: Guide students to read each paragraph carefully, analyze the sentence structure, key words and cultural connotation, and solve the difficult points in reading. Paragraph 1: The teacher asks students to find the topic sentence of the paragraph ("Family festivals are an important part of every culture. They bring families together and help pass down traditions from one generation to another."). Then explain the key sentence pattern "It is + adj. + for sb. to do sth." with the sentence in the paragraph ("It is a time for families to gather, celebrate and show their love for each other."), and ask students to make sentences with this pattern. Paragraph 2 (Spring Festival): The teacher asks students to find the key words describing Spring Festival customs, and explains the cultural connotation of "red envelopes" and "Spring Festival couplets" briefly (red symbolizes good luck and happiness in Chinese culture; Spring Festival couplets express people's wishes for a better life). Then ask students to share their own Spring Festival experiences, connecting the text with their real life. Paragraph 3 (Mid-Autumn Festival): Guide students to pay attention to the description of the moon in the text ("The moon is round and bright on this day, symbolizing family reunion."), and explain the cultural symbol of the moon in Chinese family culture (the round moon represents family reunion). Then ask students to read the sentence "Families gather to eat mooncakes and admire the moon together." and analyze the structure of the sentence. Paragraph 4 (Thanksgiving Day): The teacher introduces the origin of Thanksgiving Day briefly (to thank the Indians for their help and the harvest), and explains the key word "gratitude". Ask students to discuss: "What are you grateful for in your life?" to cultivate their sense of gratitude. Paragraph 5 (Obon Festival): Guide students to understand the customs of Obon Festival (visiting ancestors' graves, lighting lanterns) and its significance (remembering ancestors and family love). Compare it with Chinese Qingming Festival, let students find the similarities (respecting ancestors, family memory) and differences (different customs) between the two festivals. Paragraph 6 (Conclusion): Ask students to read the last paragraph carefully and summarize the core idea of the text ("No matter where we are, family festivals remind us of the importance of family and tradition. They are a bridge that connects us with our past, present and future."). Guide students to understand the universal significance of family festivals—strengthening family ties and inheriting culture. Design Intention: Intensive reading is the key link to deepen students' understanding of the text. By analyzing the topic sentences, key words and sentence patterns, students can master the language knowledge in the text and improve their language ability. Combining the text with cultural background introduction and students' real life, it helps students understand the cultural connotation behind the text, cultivate their cultural awareness, and realize the diversity of world cultures. At the same time, guiding students to analyze sentence structures and make sentences helps them apply the learned language knowledge flexibly and lay a foundation for their writing and speaking. Step 4: Post-reading (Consolidation and Application) This step includes three activities to help students consolidate the knowledge they have learned and apply it to practical communication. Activity 1: Text Retelling. Ask students to retell the text in their own words with the help of the table filled in during scanning. They can work in pairs first, and then invite several students to retell the text in front of the whole class. The teacher evaluates their retelling from the aspects of content completeness, language accuracy and fluency, and gives positive feedback and guidance. Design Intention: Text retelling helps students consolidate the main content and key details of the text, improve their ability to organize language and express in English. Pair work provides students with more opportunities to practice speaking, reduces their speaking anxiety, and promotes their cooperative learning ability. The teacher's evaluation and feedback helps students find their own shortcomings and improve their language expression ability. Activity 2: Group Discussion. Divide students into groups of 4, and ask them to discuss the following questions: (1) What are the similarities and differences between Chinese family festivals and foreign family festivals mentioned in the text? (2) What is your favorite family festival? Why? (3) How can we inherit and develop our traditional family festivals in modern society? Each group discusses for a period of time, and then sends a representative to share their group's views. The teacher guides students to express their views clearly and reasonably, and encourages them to use the vocabulary and sentence patterns learned in the text. Design Intention: Group discussion is an important way to cultivate students' thinking quality and cooperative learning ability. Through discussing the similarities and differences of family festivals, students can deepen their understanding of cultural diversity and cultivate their critical thinking ability. Discussing their favorite family festivals and the inheritance of traditional festivals connects the text with students' real life and their sense of social responsibility, which not only consolidates the learned knowledge, but also cultivates their cultural identity and sense of responsibility. At the same time, it provides students with more opportunities to practice speaking and improves their oral expression ability. Activity 3: Writing Practice. Ask 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 customs of the festival; (3) Express your feelings about the festival. Students can refer to the vocabulary and sentence patterns in the text. After finishing writing, students exchange their passages with their deskmates and correct each other's mistakes (such as vocabulary, grammar, sentence structure). Then the teacher selects several excellent passages and common wrong passages to comment on in class, affirming the advantages and pointing out the mistakes and improvement methods. Design Intention: Writing practice is an important way to consolidate students' language knowledge and improve their writing ability. Combining the text content with students' real life, it makes the writing task more specific and operable, reducing students' writing pressure. Peer correction helps students find their own mistakes and learn from each other, improving their ability to check and correct mistakes. The teacher's comment focuses on the key points and difficulties, helps students master the writing skills and improve their writing level. Step 5: Summary and Homework Summary: The teacher guides students to summarize the content of this class together. First, review the key vocabulary and sentence patterns learned in this class, then sort out the main content of the reading text (the customs and significance of family festivals in different countries), and finally emphasize the four-dimensional core literacy goals of this class—improving language ability, developing thinking quality, enhancing cultural awareness and cultivating learning ability. The teacher also reminds students that family festivals are an important carrier of family love and cultural inheritance, and they should cherish family time and inherit traditional culture. Homework: Read the text aloud for several times, and recite the key paragraphs. Finish the writing task carefully, and revise it according to the teacher's and deskmate's comments. Interview your parents or grandparents about their favorite family festivals and their customs, and take notes in English. Prepare to share in 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 $