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

Unit 1 Festivals and Celebrations-Reading Further 教学目标和重难点 教学目标 Language competence: Students will master key vocabulary and sentence patterns related to festivals, improve their ability to understand and analyze expository texts about global festivals, and express their views on festival cultures in accurate English. Cultural awareness: They will learn about the origins and customs of different festivals around the world, compare cultural similarities and differences between Chinese and foreign festivals, enhance cultural identity and confidence, and develop a respectful and inclusive attitude towards diverse cultures. Thinking quality: Students will cultivate logical thinking by sorting out the structure of the text, critical thinking by evaluating festival customs, and innovative thinking by designing festival activities. Learning ability: They will master reading strategies such as skimming and scanning, form the habit of autonomous reading and cooperative learning, and be able to actively collect and sort out festival-related information independently. 教学重难点 Key points: Mastering core vocabulary (e.g., origin, religious, seasonal, ancestor, feast, parade) and phrases (e.g., in memory of, dress up, play a trick on, look forward to) in the reading text; understanding the main idea, structure and key details of the text; grasping the expository writing characteristics of the text. Difficult points: Comprehending the cultural connotations behind different festival customs and the differences between Chinese and foreign festival cultures; using the learned vocabulary and sentence patterns to express personal views on festival cultures fluently and logically; applying reading strategies flexibly to solve problems in reading and improving reading efficiency. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a collection of pictures and short video clips about various famous festivals around the world, including the Spring Festival in China, Obon in Japan, the Day of the Dead in Mexico, Halloween in Western countries, and Harvest Festivals in Europe. After playing the video, the teacher asks two guiding questions: “What festivals can you see in the pictures and video? What do you know about these festivals?” Then, invite 3-4 students to share their answers in English. After the sharing, the teacher briefly summarizes, points out that festivals are an important part of human culture, and leads to the topic of the reading text: “Today, we will learn more about different festivals and celebrations around the world through Reading Further, and explore their origins, customs and cultural meanings.” Design Intent: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the topic of festivals, which is in line with the cognitive characteristics of senior high school students who are more sensitive to intuitive and vivid information. By asking guiding questions and organizing students to share, the teacher can activate students’ prior knowledge about festivals, help them connect their existing life experience with the new lesson content, lay a foundation for the subsequent reading teaching, and also cultivate students’ oral expression ability in English. In addition, this link can naturally lead to the theme of the reading text, realizing a smooth transition from daily life to classroom learning. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of the reading text on the blackboard or courseware, including origin (n. 起源), religious (adj. 宗教的), seasonal (adj. 季节性的), ancestor (n. 祖先), feast (n. 盛宴), parade (n. 游行), in memory of (纪念), dress up (盛装打扮), play a trick on (搞恶作剧), look forward to (期待). For each word and phrase, the teacher explains its meaning, pronounces it correctly, and gives example sentences related to festival contexts, such as “People hold festivals in memory of their ancestors.” and “Children dress up as ghosts on Halloween.” Then, organize students to read the words and phrases aloud in groups of two, and ask them to make simple sentences with 2-3 words or phrases to consolidate their mastery. Next, the teacher briefly introduces the background knowledge of the festivals mentioned in the text. For example, the teacher explains that Obon is a traditional festival in Japan to honor the dead, the Day of the Dead in Mexico is a festival to remember and celebrate the dead, and Halloween has its origin in ancient beliefs about the return of the spirits of the dead. The teacher also reminds students to pay attention to the cultural differences between these festivals and Chinese festivals when reading. Design Intent: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles, improve reading fluency, and avoid being distracted by unfamiliar words during reading. By combining example sentences with festival contexts, students can better understand the usage of words and phrases and lay a solid foundation for their subsequent application. Introducing background knowledge can help students understand the cultural connotations behind the text, narrow the cultural gap between students and the text, and enable them to better grasp the theme and content of the reading. At the same time, this link can cultivate students’ ability to accumulate vocabulary and cultural knowledge independently. Step 3: While-reading (Reading Comprehension and Strategy Training) This step is divided into three sub-steps: skimming, scanning and careful reading, to help students gradually deepen their understanding of the text and master relevant reading strategies. First, Skimming: Ask students to read the entire text quickly, without paying too much attention to details, and answer two questions: 1. What is the main idea of the text? 2. How many types of festivals are mentioned in the text, and what are they? After students finish reading, invite them to share their answers. The teacher summarizes and confirms: The main idea of the text is to introduce the origins, types and customs of festivals and celebrations around the world; the text mentions four types of festivals: Festivals of the Dead, Festivals to Honour People, Harvest Festivals and Spring Festivals. Design Intent: Skimming is a basic reading strategy that helps students quickly grasp the main idea and overall structure of the text, cultivate their ability to extract key information from the text, and lay a foundation for further detailed reading. By asking simple and direct questions, the teacher can guide students to focus on the core content of the text during skimming, avoid aimless reading, and improve reading efficiency. Second, Scanning: Ask students to read the text again, scan for specific details, and fill in the following table. The table includes four columns: Festival Type, Representative Festivals, Countries/Regions, and Main Customs. Students need to find relevant information from the text and complete the table independently. After completing, the teacher organizes students to check the answers in groups, and then invites a representative of each group to present the group’s answers on the blackboard. The teacher corrects mistakes and supplements key points, such as the specific customs of Obon (clean graves, light incense and lamps, play music) and the Day of the Dead (eat food in the shape of skulls, offer food and flowers to the dead). Design Intent: Scanning is a reading strategy to find specific information quickly. By completing the table, students can systematically sort out the detailed information of the text, deepen their understanding of the content of each part of the text, and improve their ability to find and organize information. Organizing group checking can not only help students find their own mistakes in time, but also cultivate their cooperative learning ability and communication ability. At the same time, this link can help students consolidate the understanding of key details in the text, laying a foundation for the subsequent careful reading and in-depth analysis. Third, Careful Reading: Ask students to read the text carefully paragraph by paragraph, focus on the key sentences and difficult sentences in each paragraph, and discuss the following questions in groups: 1. Why do people hold Festivals of the Dead? 2. What is the common feature of Festivals to Honour People? 3. How do people celebrate Harvest Festivals in different countries? 4. What makes Spring Festivals the most energetic and important festivals? After the group discussion, each group selects a representative to express the group’s views, and the teacher makes comments and supplements. For difficult sentences, such as “Festivals and celebrations of all kinds have been held everywhere since ancient times.” and “Some festivals are held to honour the dead or to satisfy the ancestors, who might return either to help or to do harm.”, the teacher analyzes the sentence structure (passive voice, attributive clause) and explains the meaning, helping students understand the sentence thoroughly. Design Intent: Careful reading is the key link to deepen the understanding of the text. By focusing on key sentences and difficult sentences, students can grasp the details and connotations of the text more accurately, and improve their ability to analyze and understand complex sentences. Group discussion can stimulate students’ thinking, let them exchange ideas and opinions, and cultivate their critical thinking and cooperative learning ability. The teacher’s explanation of difficult sentences can help students break through reading difficulties, master the usage of complex sentence structures, and lay a foundation for their subsequent writing and expression. Step 4: Post-reading (Consolidation, Application and Expansion) This step includes three activities: vocabulary and sentence pattern consolidation, theme discussion and practical application, to help students consolidate the learned knowledge, apply it flexibly, and expand their thinking. Activity 1: Vocabulary and Sentence Pattern Consolidation. The teacher presents some incomplete sentences on the courseware, and asks students to fill in the blanks with the core vocabulary and phrases learned in the text. For example: 1. People light incense in memory of their ______ (ancestor) during Obon. 2. Children often ______ (dress up) as cartoon characters on Halloween. 3. We are all ______ (look forward to) the coming Spring Festival. After students finish filling in the blanks, the teacher checks the answers and explains the key points. Then, ask students to rewrite the key sentences in the text with their own words, such as rewriting “Most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn.” into “Most ancient festivals were held to celebrate the end of cold weather, spring planting and autumn harvest.” Design Intent: This activity aims to consolidate students’ mastery of core vocabulary and sentence patterns, help them flexibly use the learned language knowledge, and improve their ability to express in English. Filling in the blanks can test students’ mastery of vocabulary and phrases, while rewriting sentences can help students understand the meaning of sentences more deeply and improve their ability to re-express. Activity 2: Theme Discussion. The teacher puts forward the discussion topic: “What are the similarities and differences between Chinese festivals and foreign festivals mentioned in the text? What can we learn from different festival cultures?” Organize students to discuss in groups of 4-5, and ask each group to record the key points of the discussion. After the discussion, invite 2-3 groups to share their discussion results. The teacher summarizes: The similarities between Chinese and foreign festivals are that they all carry people’s good wishes, such as praying for peace and harvest; the differences lie in their origins, customs and cultural connotations. We should respect the diversity of festival cultures, learn from the excellent parts of foreign cultures, and at the same time inherit and carry forward Chinese traditional festival cultures, enhancing cultural confidence. Design Intent: Theme discussion can help students deeply explore the cultural connotations of the text, compare Chinese and foreign cultures, cultivate their cultural awareness and critical thinking ability. Through group discussion and sharing, students can express their views more freely, improve their oral expression ability and cooperative learning ability. The teacher’s summary can guide students to establish a correct cultural attitude, help them form a sense of cultural identity and confidence, and achieve the goal of cultivating cultural awareness in core literacy. Activity 3: Practical Application. Ask students to design a small activity about a festival (it can be a Chinese traditional festival or a foreign festival mentioned in the text). They need to write a short introduction to the activity, including the purpose of the activity, the time, the content and the significance, using the vocabulary and sentence patterns learned in the text. Students complete the design independently first, then exchange their works in pairs, and put forward suggestions for revision. Finally, invite 2-3 students to present their activity designs to the whole class, and the teacher makes comments and affirmations. Design Intent: Practical application is the key to transforming the learned knowledge into practical ability. By designing festival activities, students can flexibly apply the vocabulary, sentence patterns and cultural knowledge learned in the text, improve their writing ability and innovative thinking ability. Exchanging works in pairs can help students learn from each other, find their own shortcomings, and improve their ability to revise and improve their works. The teacher’s comments and affirmations can enhance students’ confidence in learning English and stimulate their enthusiasm for practical application. Step 5: Summary and Homework First, Summary: The teacher invites a student to summarize the main content of the lesson, including the main idea of the reading text, the types of festivals mentioned, the core vocabulary and phrases, and the key points of cultural understanding. Then, the teacher makes a supplementary summary, emphasizing that this lesson not only helps us master relevant language knowledge, but also enables us to understand the diversity of global festival cultures, and hopes that students can apply the learned knowledge to daily communication and inherit and carry forward excellent cultural traditions. Then, Homework: 1. Recite the core vocabulary and phrases of the text, and write 5 sentences with them. 2. Read the text again and write a 150-word summary of the text. 3. Collect information about one more foreign festival that is not mentioned in the text, and write a short introduction (about 100 words) to it, including its origin and customs. Design Intent: Summary can help students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding and memory of the lesson content. The design of homework is hierarchical: reciting words and writing sentences is to consolidate the basic language knowledge; writing a text summary is to test students’ understanding of the text and improve their ability to sort out and express information; collecting information and writing an introduction to a foreign festival is to expand students’ knowledge, cultivate their ability to collect and process information independently, and further enhance their cultural awareness and learning ability. Step 6: Teaching Reflection (Designed for Teachers) After the class, teachers should reflect on the teaching process in time, focusing on the following aspects: Whether the lead-in activity effectively arouses students’ interest in the topic; whether the vocabulary preview helps students reduce reading obstacles; whether the reading strategies (skimming, scanning, careful reading) are properly guided, and whether students can master and apply them flexibly; whether the group discussion and practical application activities effectively promote students’ cooperative learning and language application ability; whether the teaching links effectively implement the requirements of four-dimensional core literacy; and whether there are problems in the teaching process that need to be improved, such as whether the time allocation is reasonable, whether the guidance for individual students is sufficient, etc. According to the reflection results, adjust and improve the teaching plan to continuously improve the teaching effect. Design Intent: Teaching reflection is an important part of teaching practice, which helps teachers sum up experience, find problems, and continuously improve their teaching level. By reflecting on each link of the teaching process, teachers can better grasp the law of students’ learning, optimize the teaching design, and make the teaching more in line with the needs of students’ development, so as to better implement the goal of cultivating students’ four-dimensional core literacy. 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 $