Unit 1 Festivals and Celebrations-Viewing, Speaking and Writing 教案-2025-2026学年高中英语重大版必修第三册

Unit 1 Festivals and Celebrations-Viewing, Speaking and Writing 教学目标和重难点 教学目标 This lesson focuses on the theme of festivals and celebrations, aiming to develop students’ four-dimensional core literacy. Language competence is cultivated by guiding students to understand multi-modal video materials, master festival-related vocabulary and expressions, and improve their abilities of listening, speaking and writing. Cultural awareness is enhanced by exploring the cultural connotations and customs of different festivals at home and abroad, helping students respect cultural diversity and establish cultural confidence. Thinking quality is promoted by guiding students to analyze festival characteristics, compare cultural differences and express personal views logically. Learning ability is developed by encouraging students to participate in group cooperation, independent exploration and peer evaluation, enabling them to master effective learning strategies and improve autonomous learning ability. 教学重难点 The key points include mastering core vocabulary and phrases related to festivals (such as origin, decorate, congratulate, harvest), understanding the main content and key details of the viewing materials, being able to describe festival customs and express personal feelings fluently in English, and grasping the basic structure and writing skills of festival-related short passages. The difficult points lie in using complex sentences correctly to express views on festival culture, accurately interpreting the cultural connotations behind festival customs, avoiding cultural misunderstandings in cross-cultural communication, and integrating listening and speaking materials into writing to make the works logical and expressive. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Learning Interest The teacher starts the class by showing pictures and short video clips of typical festivals at home and abroad, such as the Spring Festival in China, the Mid-Autumn Festival, Christmas in Western countries, Diwali in India and the Day of the Dead in Mexico. Then the teacher asks open-ended questions to guide students to talk freely: “Which of these festivals have you heard of? How do people celebrate them? What’s your favorite festival and why?” After several students share their ideas, the teacher summarizes and leads to the theme of this lesson — Festivals and Celebrations, briefly introducing that this lesson will help students improve their viewing, speaking and writing abilities through exploring festival culture. Design Intention: Using vivid pictures and video clips can quickly attract students’ attention and create a strong English learning atmosphere. The open-ended questions can activate students’ prior knowledge and life experience related to festivals, reduce their anxiety in speaking English, and provide them with opportunities to express themselves in simple English. This link lays a solid foundation for the following viewing, speaking and writing activities, and stimulates students’ interest in exploring different festival cultures. Step 2: Viewing — Understand Multi-Modal Materials and Master Key Language Points First, the teacher plays the viewing material (a 3-5 minute video about different festivals around the world) for the first time, and asks students to listen and watch carefully to get the main idea: what festivals are introduced in the video and what the core celebration activities of each festival are. After the first playing, invite 2-3 students to share their understanding, and the teacher makes appropriate comments and supplements to ensure that all students grasp the general content of the video. Then, the teacher plays the video for the second time, and distributes a viewing task sheet to students. The task sheet includes two parts: one is to fill in the blanks with key words and phrases related to festival activities (such as decorate the house with lanterns, exchange gifts, hold parades, admire the moon, eat dumplings), and the other is to answer detailed questions (such as What is the origin of the Spring Festival? How do people celebrate Diwali? What do people usually do on Christmas Eve?). Students complete the task sheet independently first, and then discuss and correct it with their deskmates. The teacher walks around the classroom to guide students who have difficulties, and checks the completion of the task sheet after the discussion. After that, the teacher focuses on explaining the key language points in the viewing material, including core vocabulary (origin, decorate, congratulate, grateful, harvest), important phrases (decorate...with..., congratulate sb. on sth., in memory of, be grateful to sb. for sth.) and difficult sentences (For example, “The Spring Festival, which is the most important festival in China, marks the beginning of a new year and carries people’s wishes for a better life.”). The teacher explains the meaning and usage of these language points with simple examples, and invites students to make sentences by themselves to consolidate their memory and application ability. Design Intention: Playing the video twice follows the cognitive law of students — from overall understanding to detailed grasp, which helps students gradually deepen their understanding of the viewing materials. The task sheet is designed to guide students to focus on key information, improve their ability of listening and viewing, and help them master festival-related language points in practice. The explanation and sentence-making practice of language points can lay a solid language foundation for students’ subsequent speaking and writing activities, ensuring that students can use language accurately and fluently. Step 3: Speaking — Practice Oral Expression and Explore Cultural Connotations First, carry out a pair work activity. The teacher gives a discussion topic: “Compare the Spring Festival in China with Christmas in Western countries. What are their similarities and differences in origin, celebration activities and cultural connotations?” Students are required to use the language points and information learned in the viewing link to discuss in pairs. The teacher provides some guiding sentences to help students express themselves, such as “Both the Spring Festival and Christmas are important festivals for people to gather with their families.” “The Spring Festival originated from ancient farming activities, while Christmas is related to religious beliefs.” During the discussion, the teacher walks around to listen to students’ conversations, corrects their wrong expressions in time, and guides them to express their views more clearly and logically. After the pair discussion, invite 3-4 groups to present their discussion results in front of the class. Each group sends one representative to speak, and the other members can supplement. After each group’s presentation, the teacher makes comments, affirms their advantages in expression, points out the areas that need improvement, and guides other students to listen carefully and put forward their own opinions. For example, if a student only describes the celebration activities but ignores the cultural connotations, the teacher can ask: “What do these celebration activities symbolize? What cultural values do they reflect?” Then, carry out a group debate activity. Divide students into two groups, and the debate topic is: “Is it necessary for young people to inherit traditional festival customs?” Group 1 holds the view that it is necessary, and Group 2 holds the view that it is not necessary. Students are required to put forward their own views and support them with specific reasons. Before the debate, students have 5 minutes to discuss with their group members and sort out their ideas. During the debate, the teacher guides students to abide by the debate rules, express their views politely and logically, and encourages students to use the language points and cultural knowledge learned in the lesson. After the debate, the teacher summarizes the debate, affirms the rationality of both sides’ views, and guides students to realize that traditional festival customs are the carrier of cultural heritage, and young people should inherit and innovate them. Design Intention: Pair discussion and group debate are effective ways to improve students’ oral expression ability. Pair discussion allows every student to have the opportunity to speak, which is helpful for students with poor oral expression ability to build confidence. Group debate can stimulate students’ thinking, guide them to analyze problems from multiple angles, improve their logical thinking ability and oral expression ability. At the same time, through discussing and debating festival culture, students can deepen their understanding of the cultural connotations of traditional festivals, enhance their cultural awareness and cultural confidence, and cultivate their ability to respect and tolerate cultural differences. Step 4: Writing — Integrate Listening and Speaking Materials and Improve Writing Ability First, carry out a pre-writing guidance activity. The teacher guides students to review the viewing and speaking materials, sorts out the key information about festival customs, cultural connotations and personal views, and then introduces the writing task: Write a short passage about your favorite festival, including its origin, celebration activities, cultural connotations and your feelings about it. The teacher introduces the basic structure of the short passage: the opening paragraph (introduce the festival you like), the body paragraph (describe the origin, celebration activities and cultural connotations of the festival), and the closing paragraph (express your feelings and views on the festival). Then, the teacher provides a writing model for students to refer to. The model includes the key language points and sentence patterns learned in the lesson, such as “My favorite festival is the Spring Festival, which is the most important festival in China. It originated from ancient farming activities and has a history of thousands of years. On the Spring Festival, people usually decorate their houses with lanterns and Spring Festival couplets, gather with their families to have a big dinner, and children can get lucky money from their elders. The Spring Festival symbolizes family reunion and people’s wishes for a better life. I love the Spring Festival because it makes me feel the warmth of family and the charm of traditional culture.” After reading the model, the teacher analyzes the structure and language characteristics of the model, and guides students to learn from the model and use the language points and sentence patterns flexibly. Next, students start to write independently. During the writing process, the teacher walks around the classroom to provide guidance for students who have difficulties. For example, if a student doesn’t know how to describe the cultural connotations of the festival, the teacher can remind them to combine the discussion content in the speaking link; if a student has problems in sentence structure, the teacher can help them correct and improve. Students are encouraged to use complex sentences and various connecting words (such as first, then, besides, therefore) to make their writing more logical and fluent. After students finish writing, carry out a peer evaluation activity. Students exchange their works with their deskmates, and evaluate each other according to the evaluation criteria provided by the teacher: whether the content is complete (including origin, celebration activities, cultural connotations and personal feelings), whether the language is accurate and fluent (whether the key language points are used correctly, whether there are grammatical errors), and whether the structure is clear. Students put forward suggestions for revision to their deskmates, and then revise their own works according to the suggestions. The teacher selects 2-3 typical works (one excellent work and two works with common problems) to comment on in class, affirms the advantages of the excellent work, and points out the problems and revision methods of the other two works, guiding students to improve their writing ability. Design Intention: Pre-writing guidance helps students clarify the writing task and structure, and the writing model provides a reference for students, reducing their difficulty in writing. Independent writing allows students to integrate the language and cultural knowledge learned in the lesson, and improve their writing ability in practice. Peer evaluation and teacher’s comment can help students find their own problems in writing, learn from each other’s advantages, and improve their ability of self-evaluation and revision. This link realizes the integration of viewing, speaking and writing, and helps students form a complete language learning chain. Step 5: Summary and Extension — Consolidate Knowledge and Expand Vision First, the teacher summarizes the content of this lesson with students: review the key language points related to festivals, the main content of the viewing materials, and the methods of describing festivals in speaking and writing. The teacher emphasizes that festivals are an important part of culture, and we should respect the diversity of world cultures, inherit and carry forward our own traditional festival culture. Then, the teacher assigns after-class tasks: 1. Revise the writing work according to the comments and suggestions, and submit it to the teacher; 2. Collect information about a foreign festival that you are interested in, and write a short introduction (about 50 words) to share in the next class; 3. Discuss with your family about the customs of the Spring Festival, and try to introduce them to your foreign pen pal in English. Design Intention: The summary link helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding of the theme of the lesson. The after-class tasks are designed to consolidate the knowledge and skills learned in the class, expand students’ vision, and encourage students to apply English to real life, realizing the connection between classroom learning and daily life. At the same time, the tasks also help students further explore festival culture, enhance their cultural awareness and cross-cultural communication 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 $