Unit 1 Festivals and Celebrations Reading Actively 教案-2025-2026学年高中英语重大版必修第三册

Unit 1 Festivals and Celebrations-Reading Actively 教学目标和重难点 教学目标 Language competence: Students will master core vocabulary such as festival, celebration, ancestor, feast, and key sentence patterns about festival customs and origins, improving their ability to read and understand expository texts about global festivals. Cultural awareness: They will learn about representative festivals in different countries, understand the cultural connotations behind diverse customs, respect cultural diversity, and enhance their cross-cultural communication ability and cultural confidence. Thinking quality: Students will develop logical thinking by sorting out festival categories and analyzing the connections between customs and cultural backgrounds, as well as critical thinking by comparing similarities and differences between Chinese and foreign festivals. Learning ability: They will master reading strategies like skimming and scanning, and cultivate autonomous learning and cooperative inquiry abilities through group activities. 教学重难点 Key points: Mastering the core vocabulary and sentence patterns related to festivals and celebrations; understanding the main content of the reading text, including the types, origins and typical customs of different festivals; grasping the structure of the expository text and the logical relationship between paragraphs. Difficult points: Comprehending the deep cultural connotations behind different festival customs instead of just memorizing surface activities; accurately using the learned vocabulary and sentence patterns to express festival-related content in English; developing cross-cultural thinking to objectively analyze and compare the similarities and differences between Chinese and foreign festivals. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing vivid pictures and short video clips of various famous festivals around the world, such as the Spring Festival in China, Obon in Japan, the Day of the Dead in Mexico, and Halloween in Western countries. Then the teacher asks open-ended questions in English: “What festivals do you see in the pictures? Have you ever experienced any of these festivals? What do people usually do during these festivals?” After students share their answers freely, the teacher summarizes and leads to the topic of the lesson: “Festivals and celebrations exist in every culture, carrying people’s wishes and cultural memories. Today, we will learn the Reading Actively part to explore the diverse world of festivals and their stories.” Design Intention: The combination of pictures and videos can quickly attract students’ attention, stimulate their interest in learning, and activate their existing knowledge about festivals. By asking questions, students are guided to express their own experiences and opinions in English, creating a relaxed English communication atmosphere. This link also lays a foundation for students to understand the subsequent reading text, helping them connect their prior knowledge with the new learning content naturally. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary of the reading text, including noun vocabulary such as ancestor, feast, skull, incense, lantern, and verb phrases such as dress up, play a trick on, light incense, in memory of. For each word and phrase, the teacher explains its meaning with simple English, combines it with festival-related examples, and guides students to make simple sentences. For example, when explaining “in memory of”, the teacher says: “We often light incense in memory of our ancestors during the Qingming Festival.” Then students practice making sentences in pairs to consolidate their understanding and application of the vocabulary. Next, the teacher briefly introduces the background of several key festivals mentioned in the text, such as Obon and the Day of the Dead, in simple English. The teacher focuses on explaining the core cultural concepts of these festivals, avoiding complicated details, so that students can have a basic understanding of the cultural background and lay a foundation for understanding the text. For example, the teacher introduces: “Obon is a traditional festival in Japan. People celebrate it to honor their ancestors, hoping that the ancestors will return to the world and bring them blessings.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary can help students reduce obstacles in reading and improve reading efficiency. Explaining vocabulary with festival-related examples can make the vocabulary learning more vivid and closely linked to the theme of the lesson. Briefly introducing the cultural background of key festivals can help students understand the cultural connotations behind the text content, avoid misunderstandings caused by cultural differences, and lay a good foundation for the subsequent in-depth reading. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three parts: skimming, scanning and intensive reading, to guide students to understand the text from shallow to deep. First, skimming: The teacher asks students to read the whole text quickly and answer two questions: 1. What is the main topic of the text? 2. How many types of festivals are mentioned in the text, and what are they? After students finish reading, the teacher invites several students to share their answers, and then summarizes: The main topic of the text is the introduction of different types of festivals and their customs around the world. The text mentions four types of festivals: Festivals of the Dead, Festivals to Honour People, Harvest Festivals and Spring Festivals. Design Intention: Skimming is a basic reading strategy. Through skimming, students can quickly grasp the main idea of the text and the overall structure, forming a preliminary understanding of the text, which helps them establish a framework for subsequent in-depth reading. Second, scanning: The teacher asks students to read the text again, and fill in a table about the details of different types of festivals. The table includes columns such as Festival Type, Representative Festivals, Countries/Regions and Key Customs. Students can work in groups of 4 to complete the table, and the teacher walks around the classroom to provide guidance for students who have difficulties. After the groups finish, the teacher invites one or two groups to present their tables, and corrects and supplements the content together with the whole class. For example, for Festivals of the Dead, the representative festivals include Obon (Japan), the Day of the Dead (Mexico) and Halloween (Western countries); the key customs include cleaning graves, lighting incense and lamps (Obon), eating food in the shape of skulls and offering gifts to the dead (the Day of the Dead), dressing up and asking for sweets (Halloween). For Festivals to Honour People, the representative festivals include the Dragon Boat Festival (China), Columbus Day (the USA) and the national festival on October 2 in India; the key customs include holding dragon boat races (the Dragon Boat Festival), commemorating the arrival of Columbus (Columbus Day), and honoring Mohandas Gandhi (India’s national festival). Design Intention: Scanning helps students accurately find specific information in the text, improve their ability to obtain key details. Group cooperation can cultivate students’ cooperative learning ability, make students learn from each other, and improve their learning efficiency. Filling in the table can help students sort out the text content systematically, clarify the differences and characteristics of different types of festivals, and lay a foundation for subsequent intensive reading and analysis. Third, intensive reading: The teacher guides students to read each paragraph carefully, analyze the key sentences and logical relationships, and deeply understand the cultural connotations behind the festival customs. The teacher puts forward targeted questions for each part: 1. For the part of Festivals of the Dead: Why do people hold Festivals of the Dead? What do the customs of these festivals reflect about people’s beliefs? (Guide students to understand that people hold Festivals of the Dead to honor the dead and satisfy their ancestors, reflecting people’s respect for their ancestors and their beliefs in the afterlife.) 2. For the part of Festivals to Honour People: What do these festivals have in common? Why do people honor these famous people? (Guide students to understand that these festivals are all to honor people who have made important contributions to the country or society, reflecting people’s respect and memory for outstanding figures.) 3. For the part of Harvest Festivals: Why are Harvest Festivals usually happy events? What do the customs of these festivals show? (Guide students to understand that Harvest Festivals are held to celebrate the harvest, reflecting people’s gratitude for nature and their yearning for a better life.) 4. For the part of Spring Festivals: What do Spring Festivals symbolize? What are the common customs of Spring Festivals in different countries? (Guide students to understand that Spring Festivals symbolize the end of winter and the coming of spring, representing hope and new beginnings; common customs include family gatherings, special food and various celebration activities.) In the process of answering questions, the teacher guides students to find the key sentences in the text, analyze the sentence structure, and master the usage of key vocabulary and sentence patterns in context. For example, the teacher guides students to analyze the sentence “Most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn.”, explaining the usage of “would” to express past habits, and guiding students to use this sentence pattern to describe the customs of ancient festivals. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By asking targeted questions, students are guided to think in depth, understand the deep meaning of the text and the cultural connotations behind the festival customs. Analyzing key sentences and vocabulary in context can help students master the usage of language knowledge, improve their language competence, and at the same time cultivate their logical thinking ability. Step 4: Post-reading (Consolidation and Application) This step includes three activities to help students consolidate the learned content and apply it flexibly. Activity 1: Vocabulary and Sentence Pattern Consolidation. The teacher designs fill-in-the-blank exercises and sentence transformation exercises. For example, fill in the blanks with the given vocabulary (in memory of, dress up, play a trick on, light incense); transform the sentences according to the requirements (e.g., “People light lamps to lead the ancestors back to earth.” → “Lamps are lit by people to lead the ancestors back to earth.”). Students complete the exercises independently, and then the teacher checks the answers and explains the key points. This activity helps students consolidate the core vocabulary and sentence patterns learned in the lesson, and improve their ability to use language knowledge flexibly. Design Intention: Consolidation exercises are an important way to deepen students’ memory of language knowledge. Through fill-in-the-blank and sentence transformation exercises, students can review and apply the vocabulary and sentence patterns learned in the lesson, improving their accuracy and flexibility in using language. Activity 2: Group Discussion. The teacher divides students into groups of 4-5, and sets the discussion topic: “Compare the Spring Festival in China with the carnivals in Western countries. What are their similarities and differences? What cultural connotations do these similarities and differences reflect?” Each group selects a recorder and a speaker. During the discussion, students can refer to the content of the text and combine their own life experiences. The teacher walks around the classroom to guide students to express their views in English, correct their incorrect expressions, and help them organize their language. After the discussion, each group sends a speaker to share the group’s views. For example, some groups may point out that both the Spring Festival and Western carnivals are festivals to celebrate the coming of a new stage, with family gatherings and colorful celebration activities; the difference is that the Spring Festival focuses on family reunion and respecting ancestors, while Western carnivals focus more on relaxation and entertainment, with parades and dancing. These similarities reflect people’s common yearning for a better life, and the differences reflect the diversity of cultures. Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability. By comparing Chinese and foreign festivals, students can deepen their understanding of cultural diversity, develop cross-cultural thinking, and enhance their cultural awareness and cross-cultural communication ability. At the same time, it can also help students apply the learned text content and language knowledge to practical communication. Activity 3: Writing Practice. The teacher asks students to write a short passage (about 80-100 words) introducing their favorite festival. The requirements are: 1. Introduce the name and origin of the festival; 2. Describe the main customs of the festival; 3. Express their feelings about the festival. Students can use the vocabulary and sentence patterns learned in the lesson. After students finish writing, the teacher selects several students’ works to display and comment on, affirming the advantages and pointing out the areas that need improvement. For example, some students may write about the Mid-Autumn Festival, introducing its origin related to admiring the moon, describing the customs of eating mooncakes and admiring the moon with family, and expressing their feelings of happiness and longing for family reunion. Design Intention: Writing practice is an important way to test students’ language application ability. By writing a short passage about their favorite festival, students can integrate the learned vocabulary, sentence patterns and text structure, and apply them to practical writing. Displaying and commenting on students’ works can help students find their own shortcomings, learn from each other’s advantages, and improve their writing ability. At the same time, it can also stimulate students’ emotional resonance with their own national culture and enhance their cultural confidence. Step 5: Summary and Extension First, summary: The teacher invites students to summarize the main content of the lesson in English, including the types of festivals mentioned in the text, their customs and cultural connotations. Then the teacher makes a supplementary summary, emphasizing the key points of the lesson: mastering the core vocabulary and sentence patterns related to festivals, understanding the diversity of global festivals, and respecting cultural differences. The teacher also summarizes the reading strategies learned in the lesson, such as skimming, scanning and intensive reading, and encourages students to use these strategies in daily reading. Then, extension: The teacher assigns after-class tasks: 1. Read the text again and recite the core vocabulary and key sentences; 2. Collect information about one more foreign festival that is not mentioned in the text, and write a short introduction (about 50 words); 3. Discuss with family members about the customs of Chinese traditional festivals, and try to introduce these customs in English to their partners in the next class. Design Intention: Summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their memory of the key points. Extension tasks can extend the learning content from the classroom to daily life, encourage students to carry out autonomous learning, expand their knowledge, and further improve their language application ability and cultural awareness. At the same time, it can also connect English learning with real life, making learning more meaningful. Step 6: Evaluation and Feedback The evaluation runs through the whole teaching process. In the lead-in and group discussion links, the teacher evaluates students’ oral expression ability, enthusiasm for participation and cooperative spirit, and gives positive encouragement, such as “Your answer is very creative!” “You express yourself clearly in English!”. In the while-reading and post-reading exercises, the teacher evaluates students’ mastery of vocabulary, sentence patterns and reading strategies, and timely corrects their mistakes and gives guidance. After the writing practice, the teacher evaluates students’ writing ability, focusing on affirming their progress and putting forward targeted improvement suggestions. At the end of the class, the teacher asks students to make a self-evaluation: “What have you learned in this lesson? What are your strengths and shortcomings? What do you need to improve in the next class?” Students think and share their self-evaluation briefly. The teacher listens carefully and gives feedback, helping students clarify their learning goals and directions. Design Intention: Teaching evaluation is an important part of teaching. Through formative evaluation, the teacher can timely grasp students’ learning situation, adjust the teaching strategy, and help students find their own shortcomings. Positive evaluation can stimulate students’ learning motivation and enhance their confidence in learning English. Self-evaluation can cultivate students’ self-reflection ability, help them form good learning habits, and improve their 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 $