Unit 3 Celebrations Lesson 1 The Spring Festival 教案-2025-2026学年高中英语北师大版必修第一册

该教案聚焦春节相关词汇（如reunion、decoration等）及三位人物（Tom、Xu Gang、Li Yan）的不同体验。导入通过头脑风暴激活学生已有春节活动经验，铺垫核心词汇，再以人物介绍引导预测感受，搭建阅读前认知支架，衔接后续略读主旨、细读细节的阅读训练。 特色在于以任务型教学为主线，结合阅读训练与讨论辩论，如Post-reading环节围绕“传统vs新趋势”讨论及“烟花是否该禁”辩论，培养语言能力与思维品质。通过多媒体（短视频等）呈现文化场景，深化对春节“团圆、希望”内涵的理解，提升文化意识。助力学生提升阅读与表达能力，为教师提供结构化教学流程与文化渗透路径。

Unit 3 Celebrations Lesson 1 The Spring Festival教案 北师大版高中英语必修第一册 一、教学目标（Teaching Objectives） 1. 知识目标（Knowledge） 掌握与春节相关词汇：reunion, decoration, fireworks, tradition, curiosity, warmth, spirit 等。理解三位人物（Tom/Xu Gang/Li Yan）对春节的不同体验与理解。 2. 能力目标（Ability） 提升阅读技能：略读找主旨、细读抓细节；能用简单英语描述春节传统与新变化，参与简单辩论与讨论。 3. 情感态度与文化意识（Affective & Cultural Awareness） 理解春节 “团圆、希望、亲情” 的文化内涵；树立文化自信，尊重传统、包容创新，理性看待传统与现代的融合。 二、教学重难点（Key & Difficult Points） 1.重点（Key Points） 掌握春节相关词汇与表达；读懂文本，获取三位人物对春节的不同感受与原因。 2.难点（Difficult Points） 理解并表达春节传统与现代变化的关系；围绕 “年味是否变淡” 进行简短观点输出。 三、教学方法（Teaching Methods） 任务型教学法（Task-based Language Teaching）；阅读训练法（Skimming & Scanning）；讨论与辩论法（Discussion & Debate）；多媒体辅助教学（PPT、图片、短视频） 四、教学过程（Teaching Procedures） Step 1 Lead-in（3 分钟） Greeting & topic introduction T: Good morning, class. Today we learn The Spring Festival, the most important festival in China. Brainstorm Ask: What do you do during the Spring Festival? Ss: Eat jiaozi, watch Spring Gala, get red envelopes… Present key words: reunion, warmth, excitement, fireworks, decoration Ask: What does Spring Festival mean to you?（1–2 名学生回答） 设计意图：激活已有知识，引入主题，铺垫词汇。 Step 2 Pre-reading（3 分钟） Introduce three readers： Tom Jenkins: 16, exchange student in Nanjing Xu Gang: 28, engineer in Shanghai Li Yan: 70, grandmother in Heilongjiang Prediction：Guess their feelings about Spring Festival.（1–2 个关键词） 设计意图：预测内容，激发阅读兴趣。 Step 3 While-reading（18 分钟） Activity 1: Fast reading（主旨） Q: What is the main topic? → B. Different people’s experiences and understandings of Spring Festival. Match feelings： Tom → curiosity about new traditions Xu Gang → the warmth of going home Li Yan → the joy of family gathering Activity 2: Careful reading（细节） Read carefully and answer： Tom’s experience Preparations: clean the house, put “Fu” upside down Meaning: new experiences / fun Xu Gang’s story Plan early: book tickets early Key feeling: warmth of family reunion Li Yan’s view Prepare food for children Spirit of Spring Festival: family gathering 设计意图：训练略读与细读能力，获取文本细节信息。 Step 4 Post-reading（12 分钟） 1.Tradition vs New Trends Old: making jiaozi, family gathering New: travelling, digital greetings, eco-friendly ways Which is more meaningful to you?(3-4人回答) 2.Debate：Should fireworks be completely banned? For（A 组）：pollution, noise, safety Against（B 组）：tradition, New Year flavor, celebration （每方 1–2 句简短发言） Summary： Changed: celebration ways（travel, online greetings） Unchanged: family reunion, hope, love 设计意图：深化理解，培养批判性思维与口头表达能力。 Step 5 Summary（3 分钟） Person Identity Key feeling about Spring Festival Reasons (from the text) Tom Jenkins exchange student in Nanjing Curiosity & excitement about new traditions He experienced cleaning the house, putting up Fu, setting off fireworks, and having a big dinner with his host family. Xu Gang engineer working in Shanghai Warmth & joy of going home He travels back to Shanxi to be with his family, and talking of old times with them is the most important part. Li Yan grandmother in Heilongjiang The joy of family gathering She and her husband prepare for their children’s homecoming, and love the busy, happy time when the whole family is together. 设计意图：梳理知识，升华文化主题。 Step 6 Homework（1 分钟） Write a short essay (120 words): Topic: Is the “New Year flavor” fading, or changing into a new form? Use examples from the lesson. 设计意图：巩固语言输出，深化文化思考。 五、板书设计（Blackboard Design） Unit3 Lesson1 The Spring Festival 1. Words: reunion, warmth, curiosity, tradition 2. Three people: Tom → curiosity → new experiences Xu Gang → warmth → going home Li Yan → joy → family gathering 3. Spirit: Reunion, Hope, Love 学科网（北京）股份有限公司 $