Unit 3 Festivals and Customs-Reading教学设计-2025-2026学年高中英语译林版必修第二册

2026年道县优质教学资源评选活动 ---高一年级必修二第3单元Reading《Alex around the world》教学设计 （注：标题采用四号宋体，正文采用五号宋体，1.5 倍行距。模板可根据需求稍微调整） 课程基本信息 主备人 彭娟英 课型 新授课 学科 英语 年级 高一 学段 高一 版本章节 必修二Unit 3 Reading 教学目标 1. To know the wedding customs in India and the grand occasion of the Rio Carnival. 2. To develop inclusive and tolerant attitudes towards different cultures. 3. To grasp and list the cultural values of festivals and customs, and develop the ability of cross-cultural communication. 教学重难点 1. Grasp the chronological order and key details of the Indian wedding and Rio Carnival 1. Understand the cultural connotations behind the Indian fire ceremony and Rio Carnival spirit 学情分析 Grade 10 students have mastered basic English grammar and about 1500-2000 vocabulary words, and can understand simple narrative texts. They can express simple opinions in English, but lack fluency and accuracy when talking about abstract cultural topics. Most students struggle with inferring implied meanings from texts and understanding cultural-specific expressions. 教学准备 Ask students to preview the new words in the reading text Ask students to search for basic information about Indian weddings and the Rio Carnival online Divide students into groups of 4 for group work activities 教学过程 教学环节 教师活动 学生活动 设计意图 Step 1: Lead-in 1. Quick quiz: Show 10 flashcards of festivals around the world (Spring Festival, Holi, Rio Carnival, Christmas etc.). Students shout out the festival name and its country. 2. Warm-up question: "What is your favourite Chinese festival? What do you usually do with your family?" (Invite 2-3 students to share) 3. Transition: "Today we will follow Alex, a young traveller, to experience two amazing festivals: an Indian wedding and the Rio Carnival in Brazil." 1. 抢答闪卡对应的节日名称和所属国家 2. 2-3名学生分享自己最喜欢的中国节日及活动 3. 明确本节课学习目标 1. 用视觉素材激活学生兴趣，快速切入主题 2. 激活学生已有文化背景知识，为后续跨文化对比做铺垫 Step 2: Reading 1 An Indian Wedding (18 mins) Task 1 Fast Reading (3 mins) 1. Present the event sequencing task, ask students to skim the text quickly 2. Check answers and sort out the timeline of the article Task 2 Careful Reading (8 mins) 1. Present 4 questions (3 detail questions and 1 inference question) 2. Walk around to guide and help students locate information in the text 3. Invite students to answer, supplement the cultural background of the Indian fire ceremony Task 3 Mind Map (5 mins) 1. Hand out blank mind map templates, guide students to organize information by "before-during-after the ceremony" 2. Show excellent mind maps and check the answers Task 4 Pair Work (2 mins) 1. Hand out Venn diagram templates, guide students to compare similarities and differences between Chinese and Indian weddings 2. Invite 1-2 pairs to share their results 1. 独立快速阅读，完成事件排序题 2. 精读文章，圈画关键信息，回答问题 3. 独立完成思维导图，梳理文章结构4. 两人一组，讨论并填写维恩图，分享观点 1. 训练学生快速获取文章脉络和细节信息的阅读能力 2. 用思维导图帮助学生构建结构化知识 3. 通过跨文化对比，培养学生的文化意识和批判性思维 Step 3: Reading 2 The Rio Carnival (12 mins) Independent Inquiry and Group Cooperation 1. Clarify task requirements: Complete the sequencing, questions and mind map in groups, following the same steps as the Indian wedding reading 2. Walk around each group, answer questions and guide cooperative learning 3. Play a 1-minute video clip of the Rio Carnival parade 4. Invite 2 groups to present their results, summarize the core spirit of the carnival 1. 4人一组，分工合作完成阅读任务 2. 小组内讨论问题，共同完善思维导图 3. 观看视频，分享对狂欢节氛围的感受4. 小组代表展示学习成果 1. 培养学生的自主学习能力和团队协作能力 2. 通过感官体验，让学生直观感受异国文化 3. 实现"教-学-评"一体化，及时检测学习效果 Step 4: Further Thinking (5 mins) 1. Present the two discussion questions, give hint words: broaden horizons, make friends, understand different values, preserve traditions, family unity, national identity 2. Organize group discussion, walk around and guide students to think deeply 3. Teacher's conclusion: "Festivals are the carriers of culture. Exploring foreign cultures not only enriches our knowledge, but also helps us better understand and cherish our own culture." 1. 小组内围绕问题展开讨论，结合提示词组织语言 2. 每组选1名代表分享观点 3. 倾听他人发言，形成自己的思考 1. 引导学生从表层信息深入到文化内涵的思考 2. 落实本节课的情感态度价值观目标，培养学生的文化自信和包容心 Step 5: Homework(2 mins) 1. Assign differentiated homework and explain the requirements: Basic level: Complete the letter template introducing the Spring Festival (≥60 words) Intermediate level: Write a complete letter to introduce one traditional activity of the Spring Festival (≥80 words) Advanced level: Make an English poster about "Chinese Spring Festival" and present it in the next class 2. Answer students' questions 1. 记录作业要求，根据自身水平选择合适的作业 2. 预习下一节课的内容 1. 实施分层作业，满足不同层次学生的学习需求 2. 将课堂所学迁移到写作中，实现语言输出 板书设计/课堂小结 Alex around the world Key Sentences: 1. It made a deep impression on me that the couple walked around the fire. 2. I was so caught up in the party fever that I hardly noticed the time fly by. 教学反思 The visual aids effectively engaged students' interest. The step-by-step reading tasks helped students master the text structure gradually. The cross-cultural comparison activity stimulated students' thinking and promoted cultural awareness. For students with lower English proficiency, more sentence frames should be provided to help them express their opinions. In the next class, select excellent homework to show and comment. Organize a mini "Festival Culture Fair" where students can introduce their favorite festivals in English. — - 1 - — 学科网（北京）股份有限公司 $