Unit 3 Celebrations Lesson 1 Reading 教学设计-2026-2027学年高中英语北师大版（2019）必修第一册

该高中英语教学设计聚焦北师大版必修第一册Unit 3春节主题阅读，核心知识点包括put up、attach等词汇及“It + be + V-ed + that...”被动结构，通过三个不同视角文本理解春节文化。以春节视频导入激活学生生活经验，结合头脑风暴铺垫主题词汇，为阅读活动搭建认知支架。 该资料以多文本对比阅读为特色，融合语言能力、思维品质与文化意识培养。通过对比表格分析中外作者对春节的不同描述，引导学生用目标词汇和被动结构讨论文化内涵，既提升语言运用灵活性，又培养批判性思维与文化自信，助力教师高效落实核心素养目标。

Unit 3 Lesson 1 1、 教学基本信息 项目 内容 课题 北师大版（2019）高中英语必修第一册 Unit 3 Celebrations Lesson 1 Spring Festival（Reading） 课时 1课时 授课年级 高一年级 课型 新授课 授课教师 授课时间 2、 教学目标与重难点 （一）Teaching objectives 1. Language Competence Students will identify and apply key vocabulary (put up, account, attach, from top to bottom) and the "It + be + V-ed + that..." structure to describe Spring Festival customs accurately. Students will comprehend three distinct accounts of Spring Festival and compare diverse perspectives on the same festival. 2. Thinking Quality Students will analyze and compare three distinct accounts to infer underlying cultural values and diverse perspectives. Students will critically evaluate different viewpoints on Spring Festival and articulate their own understanding of its cultural significance. 3. Learning Ability Students will compare diverse accounts to analyze cultural connotations and cultivate multi-perspective critical thinking. Students will apply reading strategies to identify key information and summarize cultural practices. 4. Cultural Awareness Students will articulate the core spirit of family reunion in Spring Festival and explain traditional customs with cultural confidence. Students will understand and appreciate the cultural values embedded in Spring Festival traditions. （二）Teaching points 1. Teaching key points Mastering target vocabulary (put up, account, attach, from top to bottom) and the passive reporting structure "It + be + V-ed + that..." Comprehending three accounts of Spring Festival from different perspectives. Understanding the cultural significance of Spring Festival customs. 2. Teaching difficult points Transforming the "It + be + V-ed + that..." structure into "Subject + be + V-ed + to do" form and applying it flexibly. Analyzing and comparing three diverse accounts to infer underlying cultural values. Articulating personal understanding of Spring Festival's cultural significance in English. 三、教学准备 Multimedia device and projector for displaying reading materials and images. Blackboard and chalk for key vocabulary and sentence structures. Students' textbooks and notebooks. Pre-designed handouts for reading comprehension and vocabulary exercises. 四、教学过程设计 教学环节 Teaching Stage 教师活动 Teacher's Activities 学生活动 Students' Activities 设计意图 Design Intent Step 1 Warm-up Show a video clip of Spring Festival and ask: "The video shows a festival full of joy, noise, and red colors." Ask students: "What are you and your family doing for Spring Festival?" Present options: clean the house from top to bottom, write and put up couplets, make dumplings. Students watch the video and share their family's Spring Festival activities. They relate the presented options to their own experiences and discuss familiar customs. 通过视频导入和与个人生活经验的联系，激发学生兴趣，激活已有文化知识，为阅读活动做主题和背景铺垫。 Step 2 Pre-reading Ask: "What does Spring Festival mean to you? What words immediately come to your mind for describing its meaning?" Present a word cloud and guide students to brainstorm words related to Spring Festival (reunion, happiness, tradition, family, red envelopes, etc.). Students brainstorm words and phrases associated with Spring Festival. They share their personal understanding of what the festival means to them. 通过头脑风暴活动，帮助学生激活与春节相关的词汇和文化知识，为深入阅读文本做好准备。 Step 3 While-reading (First Reading) Ask students to read three accounts of Spring Festival quickly and identify who wrote each account and their main viewpoints. Guide students to understand that the three accounts come from different perspectives (a Chinese person, a foreign visitor, etc.). Students scan the three accounts and identify the writers and their main viewpoints. They note key differences in perspective and emphasis. 通过快速阅读获取文本大意，帮助学生建立对不同视角的整体理解，培养多角度阅读的能力。 Step 4 While-reading (Detailed Reading) Guide students to read Account 1 in detail and find Spring Festival customs: cleaning the house from top to bottom, attaching the Chinese character Fu upside down (It is believed that when Fu is put upside down, happiness arrives), preparing food, making dumplings, letting off fireworks. Present the "It + be + V-ed + that..." structure and explain its usage. Students read carefully and identify specific customs mentioned in Account 1. They study the passive reporting structure and note example sentences from the text. 通过细节阅读，帮助学生理解春节习俗的具体内容，同时学习被动语态在节日描述中的运用。 Step 5 While-reading (Comparison) Guide students to read Accounts 2 and 3 and compare the different perspectives. Ask students to complete a comparison table with columns for: writer, background, customs mentioned, feelings, and key cultural values. Discuss: What different feelings do the accounts convey about Spring Festival? Students read and compare the three accounts. They complete the comparison table and discuss the different perspectives and cultural values presented in each account. 通过对比阅读和表格填写，帮助学生分析不同视角下的春节描述，培养批判性思维和跨文化理解能力。 Step 6 Post-reading (Discussion) Organize group work: "Discuss the following questions: 1. What is the spirit of Spring Festival? 2. Why is the Chinese character Fu put upside down? 3. How do different people view Spring Festival? 4. What does Spring Festival mean to you personally?" Encourage students to use target vocabulary and the passive structure. Students discuss in groups and share their understanding of Spring Festival's cultural significance. They use the target language to express their views on tradition, family, and cultural identity. 通过小组讨论，引导学生深入思考春节的文化内涵，培养用英语表达中国传统文化的能力和文化自信。 Step 7 Language Focus Present key vocabulary and structures: 1. put up (to hang/attach decorations); 2. account (n. a description or report; v. account for); 3. attach (to fix or fasten); 4. from top to bottom (completely). Present the "It + be + V-ed + that..." structure: "It is believed that when Fu is put upside down, happiness arrives." Show the transformation: "It is said that he is a writer" = "He is said to be a writer." Students take notes on the vocabulary and structures. They practice transforming "It + be + V-ed + that..." sentences into the alternative form. 通过语言点聚焦和句型转换练习，帮助学生掌握核心词汇和被动报告结构的用法，提升语言运用的灵活性。 Step 8 Practice & Summary Provide practice exercises on vocabulary and the passive structure. Summarize the core vocabulary (put up, account, attach, from top to bottom) and key sentence pattern ("It + be + V-ed + that..." / "Subject + be + V-ed + to do"). Assign homework: 1. Write a short paragraph about your Spring Festival experience using the target vocabulary and structure; 2. Prepare for the next lesson. Students complete the exercises and review the summary. They note down homework requirements. 通过练习巩固和课堂总结，帮助学生梳理核心知识，检测学习效果，为后续学习做好准备。 五、板书设计 Unit 3 Celebrations Lesson 1 Spring Festival (Reading) Customs: clean house (top to bottom) | attach Fu upside down | make dumplings | fireworks Key Structure: It is believed that when Fu is put upside down, happiness arrives. Transformation: It is said that he is a writer. = He is said to be a writer. Three Accounts: Different perspectives → Same festival → Cultural values Key Vocabulary: put up, account, attach, from top to bottom 六、教学评价与反思 （一）教学评价 阅读理解评价：通过对比表格和问题回答，评估学生对三个不同视角文本的理解和比较分析能力。 语言运用评价：通过句型转换和词汇练习，评估学生对核心词汇和被动报告结构的掌握。 文化理解评价：通过小组讨论，评估学生用英语表达中国传统文化的能力和文化自信。 批判思维评价：通过多视角比较分析，评估学生的批判性思维和跨文化理解能力。 （二）教学反思 本节课围绕"春节"主题展开阅读训练，通过三个不同视角的文本比较，有效培养了学生的多角度阅读能力。 被动报告结构"It is believed that..."的讲解与节日语境结合紧密，学生理解较好，但句型转换练习仍需加强。 文化讨论环节学生参与度很高，能够用英语表达对春节的理解，但部分学生的词汇量仍需扩充。 对比阅读的设计有助于培养学生的批判性思维，但时间分配稍显紧张，后续可适当精简部分环节。 学科网（北京）股份有限公司 $