Unit 1 Festivals and Celebrations Exploring and Using 讲义-2025-2026学年高中英语重大版必修第三册

Unit 1 Festivals and Celebrations-Exploring and Using 教学目标和重难点 教学目标 The four-dimensional core literacy of this unit focuses on integrating language ability, cultural awareness, thinking quality and learning ability. Language ability is developed by mastering festival-related vocabulary, phrases and sentence patterns to understand and express festival-related meanings. Cultural awareness aims to help students understand the diversity of Chinese and foreign festivals, respect different cultures, enhance recognition of traditional Chinese culture and establish cultural confidence. Thinking quality is cultivated through analyzing the similarities and differences between festivals, exploring their cultural connotations and developing logical and critical thinking. Learning ability is improved by guiding students to adopt autonomous, cooperative and inquiry-based learning methods to master effective English learning strategies and lay a foundation for lifelong learning, which is in line with the requirements of the new English curriculum standard. 教学重难点 The key points of this unit are mastering core vocabulary such as celebrate, observe, decorate, gather, feast and related phrases like take place, dress up, in memory of, as well as sentence patterns used to describe festival activities and cultural connotations. It also includes understanding the main content of festival-related texts and being able to talk about festivals in simple English. The difficult points lie in accurately using the learned language knowledge to describe festival details and cultural meanings, correctly understanding the cultural differences between Chinese and foreign festivals, avoiding cultural misunderstandings, and using English to introduce Chinese traditional festivals to show cultural confidence, which requires students to integrate language skills and cultural awareness. 教学过程 Lead-in: Arousing Interest and Activating Prior Knowledge The teacher starts the class by showing a PPT with vivid pictures and short video clips of various famous festivals around the world, including the Spring Festival in China, Christmas in Western countries, the Mid-Autumn Festival, Halloween, and the Dragon Boat Festival. After playing the video, the teacher asks open-ended questions: “Which festival in the video do you know best? How do people celebrate it? What’s your favorite festival and why?” Then, the teacher invites several students to share their ideas freely in English. During the sharing process, the teacher properly guides students to use simple words and sentences related to festivals, such as “eat mooncakes”, “decorate the Christmas tree”, “dragon boat races” and so on. After the sharing, the teacher summarizes briefly and leads to the theme of the unit: “Today, we will explore different festivals and celebrations around the world, learn how to describe them in English, and understand the cultural connotations behind them.” Design Intention: The visual and audio materials can quickly attract students’ attention and arouse their interest in the unit theme, as senior high school students are more receptive to intuitive and vivid teaching resources. By asking questions and encouraging students to share, the teacher can activate students’ prior knowledge about festivals, help them connect their daily life experience with English learning, reduce their learning pressure, and lay a good foundation for the subsequent teaching links. At the same time, it can initially detect students’ existing vocabulary and expression ability related to festivals, so as to adjust the teaching progress and difficulty in the following links accordingly. Vocabulary and Phrase Learning: Laying a Solid Language Foundation First, the teacher presents the core vocabulary and phrases of the unit on the PPT, including celebrate, observe, decorate, gather, feast, custom, tradition, costume, lantern, parade, take place, dress up, in memory of, play a role in, set off fireworks, have a feast and so on. For each word and phrase, the teacher pronounces it clearly and asks students to follow along, correcting their pronunciation and intonation in time. Then, the teacher explains the meaning of the words and phrases in simple English, combines them with festival-related examples to help students understand, and guides students to make sentences by themselves. For example, when explaining “in memory of”, the teacher says: “We celebrate the Dragon Boat Festival in memory of Qu Yuan, a great poet in ancient China. Can you make a sentence with ‘in memory of’?” Then, the teacher invites students to share their sentences and gives positive comments and corrections. After explaining all the vocabulary and phrases, the teacher organizes a small group activity: each group is given a set of festival cards, and the group members need to use the learned vocabulary and phrases to describe the festival on the card, and other groups guess the name of the festival. For example, if a group describes “People dress up in scary costumes, children go door to door to ask for candies, and it takes place on October 31st”, other groups should guess “Halloween”. During the activity, the teacher walks around the classroom, observes the performance of each group, and provides timely guidance to students who have difficulty in expression. Design Intention: Vocabulary and phrases are the foundation of English learning. By pronouncing together, explaining with examples and making sentences, students can master the basic usage of core vocabulary and phrases in a targeted way. The small group guessing activity makes the vocabulary learning more interesting, avoids the tediousness of mechanical memorization, and can also test students’ mastery of vocabulary and phrases in time. At the same time, it can cultivate students’ cooperative learning ability and communication ability, making students actively participate in the learning process and improve their learning efficiency. Text Exploration: Improving Reading Ability and Understanding Cultural Connotations The teacher distributes the reading material of the unit, which mainly introduces the origin, celebration activities and cultural meanings of several representative festivals in the world. First, the teacher asks students to read the text quickly and answer two general questions: “How many festivals are mentioned in the text? What are they?” After students finish reading, the teacher invites them to answer the questions and checks their understanding of the main content of the text. Then, the teacher guides students to read the text carefully. For each paragraph, the teacher designs targeted questions to help students understand the details of the text. For example, for the paragraph about the Spring Festival, the teacher asks: “When is the Spring Festival celebrated? What do people usually do before and during the Spring Festival? What’s the cultural meaning of the Spring Festival?” For the paragraph about Christmas, the questions are: “Who is Christmas in memory of? How do Western people celebrate Christmas? What’s the symbol of Christmas?” During the process, students are encouraged to read the text carefully, find the key information, and answer the questions in their own words. The teacher also guides students to pay attention to the key sentences and difficult sentences in the text, explains them in detail, and helps students master the sentence patterns and expression methods used in the text. After the detailed reading, the teacher organizes a group discussion: “What are the similarities and differences between Chinese festivals and Western festivals mentioned in the text? What do these similarities and differences reflect?” Each group discusses for a period of time, and then sends a representative to share the group’s views. The teacher summarizes the students’ views, emphasizes that different festivals have different cultural connotations, and guides students to respect cultural diversity and understand the common spiritual pursuit of human beings contained in festivals—longing for happiness, peace and unity. Design Intention: Fast reading helps students grasp the main content of the text and improve their reading speed, while careful reading helps students understand the details of the text and master the key language points. The targeted questions guide students to read with purpose, avoid blind reading, and improve their reading ability. The group discussion encourages students to think deeply, analyze the similarities and differences between different cultures, cultivate their logical thinking and critical thinking ability, and at the same time enhance their cultural awareness, helping them establish a correct view of culture and respect cultural diversity. Language Practice: Applying Knowledge and Improving Expression Ability This link is divided into two parts: oral practice and written practice, aiming to help students apply the learned vocabulary, phrases and sentence patterns to practical communication and improve their oral and written expression ability. In the oral practice part, the teacher organizes a “Festival Host” activity. Each group is assigned a festival (including Chinese traditional festivals and foreign festivals), and the group members work together to prepare a 3-minute oral introduction of the festival, including its origin, celebration activities, cultural meanings and their own feelings about the festival. The group members can divide the parts and cooperate with each other to complete the introduction. After the preparation, each group sends representatives to give the oral introduction in front of the whole class. The teacher and other students evaluate the introduction from the aspects of language accuracy, fluency, content completeness and expression enthusiasm, and give positive suggestions for improvement. In the written practice part, the teacher asks students to write a short passage about their favorite festival. The requirements are: using at least 8 core vocabulary and phrases learned in the unit, clearly introducing the festival’s time, celebration activities and cultural meanings, and expressing their own views or feelings about the festival. During the writing process, students can refer to the reading material and the sentences made in the previous links. The teacher walks around the classroom, provides guidance to students who have difficulty in writing, such as helping them sort out the writing ideas, correcting the wrong use of vocabulary and sentence patterns, and so on. After students finish writing, the teacher collects some representative compositions, reads them out in class, and comments on them, affirming the advantages and pointing out the problems that need to be improved. Design Intention: Oral practice and written practice are important links to test students’ mastery of language knowledge and improve their expression ability. The “Festival Host” activity makes oral practice more vivid and interesting, stimulates students’ enthusiasm for expression, and cultivates their cooperative ability and oral expression ability. The written practice helps students consolidate the learned language knowledge, improve their written expression ability, and at the same time enables students to deeply understand their favorite festivals and enhance their sense of cultural identity. The teacher’s guidance and evaluation can help students find their own problems in time and improve their language application ability effectively. Cultural Expansion: Deepening Cultural Awareness and Establishing Cultural Confidence The teacher shows students some pictures and video materials about the protection and inheritance of Chinese traditional festivals, such as the protection of intangible cultural heritage related to the Dragon Boat Festival and the Spring Festival, and the innovative ways of celebrating traditional festivals in modern society. Then, the teacher asks students to discuss: “In the context of globalization, how should we inherit and develop Chinese traditional festivals? How can we introduce Chinese traditional festivals to foreigners in English to show our cultural confidence?” After the discussion, the teacher summarizes: Chinese traditional festivals are an important part of Chinese excellent traditional culture, which carry the historical memory and cultural connotation of the Chinese nation. In the context of globalization, we should first inherit and protect the traditional culture contained in festivals, and at the same time, we can innovate the way of celebration to make traditional festivals more in line with the needs of modern society. When introducing Chinese traditional festivals to foreigners, we should use accurate and fluent English, not only introduce the surface celebration activities, but also convey the deep cultural connotations, so as to let the world understand Chinese culture and enhance our cultural confidence. Then, the teacher assigns a homework: students need to collect more information about a Chinese traditional festival, and prepare an English introduction video, which will be displayed in the next class. The video should include the festival’s origin, celebration activities, cultural meanings and other content, and try to use the language knowledge learned in the unit. Design Intention: Cultural expansion is an important part of cultivating students’ cultural awareness. By showing materials about the protection and inheritance of Chinese traditional festivals, students can deeply understand the value of Chinese traditional culture, enhance their sense of cultural identity and pride. The discussion guides students to think about the inheritance and development of traditional culture, cultivates their sense of responsibility for cultural inheritance, and helps them establish cultural confidence. The homework of preparing an English introduction video not only consolidates the language knowledge learned in the unit, but also improves students’ comprehensive language application ability and cultural communication ability, which is in line with the requirement of the new curriculum standard to cultivate students’ cross-cultural communication ability. Summary and Reflection: Consolidating Knowledge and Improving Learning Ability The teacher first invites students to summarize what they have learned in this class, including the core vocabulary and phrases, the main content of the text, the cultural connotations of festivals, and the methods of describing festivals in English. Then, the teacher makes a comprehensive summary, emphasizing the key and difficult points of this class, and sorting out the learning context of the class, helping students form a systematic knowledge framework. Next, the teacher guides students to reflect on their own learning process: “What have you mastered in this class? What are the difficulties you encountered? What methods can you use to solve these difficulties? What aspects do you need to improve in the next learning?” Students can think independently first, then share their reflections with their deskmates, and finally the teacher invites several students to share their reflections in class. The teacher gives positive encouragement and guidance according to students’ reflections, helps students find their own problems, and guides them to master effective learning strategies. 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 $