1.2（教案）Festivals Around the World-Reading and Writing-《英语 基础模块3》（高教版第三版）【上好课】

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 高等教育出版社《英语3 基础模块》（第三版） 授课题目 Unit 1 Festivals Around the World Reading and Writing 课时 课型 2课时（90分钟） 读写课 主题情境 人与社会——中外节日文化与跨文化交流 授课教师 语篇研读 【What】 本课选取 Unit 1 “Festivals Around the World”中的 Reading and Writing。内容围绕春节、圣诞节和宋干节展开：先通过不同节日图片、猜节日和庆祝活动匹配激活背景知识；随后阅读三段说明性语篇，完成主题选择、文体与阅读策略判断、结构图信息梳理和正误判断；在语言学习中聚焦 prefer doing、enjoy doing、非限制性定语从句、one of + 最高级、expect sb. to do、the way 后定语从句、if 条件句及一般将来时被动语态等结构，并结合三段中文译文巩固理解。第二课时由“比较春节与圣诞节异同”过渡到句子补全与节日描述，最后依据 Robert 的圣诞派对信息补全邀请函，完成读写迁移。 【Why】 本课旨在帮助学生从“读懂节日介绍”进一步发展到“用英语描述并书写节日信息”。学生通过比较春节、圣诞节和宋干节的时间、庆祝方式及文化寓意，理解不同节日文化的特点与共同价值；通过从语篇中提取信息、归纳说明文特点、使用语法结构描述节日并完成邀请函，提升信息获取、语言运用和基础写作能力，同时形成尊重不同节日文化、主动介绍中华传统节日的意识。 【How】 教学严格按照课件任务顺序推进：“节日图片激活—猜节日—阅读匹配—整体阅读与主题判断—说明文与阅读策略识别—结构图梳理—语言点学习—译文对照—正误判断—中外节日比较—句子支架描述—邀请函补全—练习检测—总结与分层作业”。阅读由整体到细节，写作由词块和句型补全逐步过渡到完整邀请函，使“读—析—练—写”形成连续任务链，并以自评、互评和师评贯穿课堂。 学情分析 学生对春节和圣诞节较熟悉，对“团圆饭、圣诞树、礼物、泼水”等典型活动有一定生活经验，也能理解简单的节日介绍句。但在连续阅读较长说明性语篇时，容易只关注生词而忽略段落主旨和信息结构；对 Songkran、yangge performance、temple fair、handicraft 等词汇以及 which 非限制性定语从句、the way 后定语从句、现在分词作伴随状语和一般将来时被动语态等结构掌握不够稳定。写作方面，学生能够完成单句填空，但将“时间—庆祝活动—文化信息—邀请”组织成连贯文本仍需词块和句型支架。因此课堂依托课件中的图片、结构图、关键词提示和邀请函框架，逐步完成从阅读理解到书面表达的迁移。 课标要求 结合中等职业学校英语课程对基础模块语言能力、文化意识、思维品质和学习能力的要求，本课重点落实： 1. 能读懂话题熟悉、语言难度适中的节日介绍类语篇，获取主旨和时间、人物、活动、文化寓意等关键信息。 2. 能借助标题、首句、图片、结构图和上下文进行预测、略读、寻读与信息归纳，识别基本语篇类型和说明方式。 3. 能运用所学词汇、短语和语法结构，用简单连贯的英语描述节日并补全一封节日邀请函。 4. 能比较中外节日的相似点与差异，以尊重、开放的态度理解多元节日文化，并尝试用英语介绍中国节日。 教学目标 通过本节90分钟连堂课学习，学生能够： 1.（学习理解）理解春节、圣诞节和宋干节三段语篇的主旨与主要庆祝活动，完成 Read and match、Read and choose、Read and complete 和 Read and decide 等阅读任务。 2.（应用实践）理解并运用 prefer doing sth., enjoy doing sth., one of + 形容词最高级 + 名词复数, expect sb. to do sth., which 引导的非限制性定语从句、the way 后定语从句、if 条件句及一般将来时被动语态等结构，完成节日描述与课堂练习。 3.（迁移创新与文化意识）借助 fall on, a time for, decorate...with..., a symbol of, plan to hold, invite sb. to..., look forward to... 等表达，完成圣诞节图片描述和邀请函补全，并能用简单英语比较或介绍节日，尊重不同节日文化。 教学 重难点 重点： 1. 获取三段节日说明文的主旨、主要庆祝活动及文化信息，并用结构图梳理关键信息。 2. 掌握课件中的核心词汇、短语和重点语法结构，并能在 Read and describe 与 Exercise 中正确运用。 3. 使用时间、庆祝活动、象征意义和邀请类表达补全节日描述及圣诞派对邀请函。 难点： 1. 在语篇中准确理解 which 非限制性定语从句、the way 后定语从句、现在分词作伴随状语和一般将来时被动语态的意义与用法。 2. 将阅读获得的信息和词句支架整合为较连贯的节日描述与书面邀请，做到信息完整、表达准确。 核心语言 【核心词汇】mark, traditional, performance, temple fair, handicraft, snack, mean, decorate, express, fireplace, expect, Songkran, playful, nowadays 【核心短语】family reunion dinner; watch yangge performances; go to temple fairs; watch lion dances; visit flower fairs; decorate...with...; express good wishes; put stockings near the fireplace; splash water at each other; wash away bad luck; a symbol of joy 【重点结构】prefer doing sth.; prefer to do A rather than do B; prefer doing A to doing B; enjoy doing sth.; like doing/to do sth.; which 引导非限制性定语从句; one of + 形容词最高级 + 名词复数; expect sb. to do sth.; V-ing 作伴随状语; the way (that/which)...; if 条件状语从句; will be done 【写作表达】fall on...; a time for...; celebrate...; decorate...with...; best wishes; plan to hold; invite sb. to...; learn about the festival; help sb. decorate...; look forward to... 教学工具 PPT、教材、课堂任务单、计时器/投屏设备。 教学策略 任务型教学法（匹配、主题判断、结构图、正误判断、句子补全、邀请函补全）；阅读策略指导（文体识别、首句抓主旨、略读与寻读）；语境化语法教学（语篇例句—规则归纳—课堂练习）；合作学习法（group discussion / pair checking）；支架式教学（结构图、关键词、句型与邀请函框架）；形成性评价（自评、互评、师评）。 教学过程 教学环节 教学活动 学生活动 设计意图 Period 1（45 min） Part 1: Lead-in & Learning Objectives (7 min) T: Show the four festival scenes and the celebration clues: the Spring Festival, Christmas, Songkran and Halloween. Ask Ss to identify each festival from the pictures and activities. T: Continue with the “Have a guess” items and let Ss name the Spring Festival, Halloween, Christmas and Songkran. T: Present the three learning objectives and tell Ss that the lesson will move from reading festival introductions to writing about a festival. Ss: Observe the pictures and match familiar activities with the festival names. Ss: Guess and say the four festival names aloud. Ss: Read the learning objectives and know the reading-and-writing goals for the lesson. 利用课件原有节日图片、庆祝活动和猜节日任务激活背景知识，并直接呈现学习目标，为后续三篇节日语篇阅读建立主题语境。（感知与注意） 评价方式：师评+即时口头反馈。观察学生能否根据图片与活动线索正确说出主要节日名称，并理解本课“读懂—描述—写作”的学习目标。 Part 2: Read and match (5 min) T: Present “Read and match”. Ask Ss to read the four celebration descriptions and match them with the corresponding festival pictures. T: Check the answers and briefly confirm the key action phrases: watch lion dances, go to temple fairs, decorate Christmas trees and splash water. Ss: Read the four descriptions and complete the picture matching independently. Ss: Check answers and read the key celebration phrases aloud. 通过“文字描述—节日图片”匹配建立节日与典型活动的对应关系，为阅读三段语篇预先激活核心词块。（获取与梳理） 评价方式：自评+师评。以四项匹配正确率和关键词识别为评价点，及时纠正 lion dance、temple fair、decorate...with...、splash water 等表达。 Part 3: Read and choose & Reading strategy (10 min) T: Ask Ss to read the three passages about the Spring Festival, Christmas and Songkran and choose the best topic from the four options. T: Guide Ss to identify the text type by comparing argumentation, narration and exposition, then focus on the features of exposition shown in the lesson. T: Present the reading strategy choices and guide Ss to notice that reading the first sentence of each paragraph helps locate the main idea of this text. T: Check the topic choice and ask Ss to state which words in the first sentences support the answer. Ss: Read the three passages and choose the best topic. Ss: Distinguish exposition from argumentation and narration according to the prompts. Ss: Select the suitable reading strategy and use the first sentence of each paragraph to confirm the main idea. 把主题判断与课件中的“文体识别—阅读策略”内容合并落实，帮助学生形成从首句快速获取说明文主旨的意识。（获取与梳理、策略建构） 评价方式：自评+师评。检查学生能否选出总主题“Festival Celebrations in Different Countries”，并能说明说明文与首句抓主旨的判断依据。 Part 4: Read and complete (6 min) T: Present the structure chart and ask Ss to read the passages again for specific celebration information. T: Ask Ss to complete the chart with “family reunion dinner”, “sing Christmas songs”, “express good wishes” and “splash water”, and identify the corresponding festivals. T: Check the chart in the order of the three passages. Ss: Reread the passages and scan for the required celebration details. Ss: Complete the structure chart and compare answers with a partner. Ss: Use the completed chart to review the main activities of the three festivals. 借助结构图把三段语篇中的零散细节组织为“Festival—Celebrations”信息框架，训练寻读和信息归纳能力。（获取与梳理） 评价方式：自评+互评+师评。以结构图信息是否完整、是否能回到原文定位依据为评价点。 Part 5: Key points, Translation & Read and decide (17 min) T: Explain the key language in the original sentences: prefer doing / prefer to do A rather than do B / prefer doing A to doing B; enjoy doing and like doing/to do; which in a non-restrictive relative clause; one of + superlative + plural noun; expect sb. to do and V-ing as an accompanying adverbial; the way followed by a relative clause; if-clause and the future passive “will be done”. T: Use the examples provided in the lesson to check each structure and let Ss complete the short example blanks where shown. T: Present the Chinese versions of the three festival passages and guide Ss to compare them with the English text, focusing on the main sentences and expressions. T: Present “Read and decide”. Ask Ss to judge the five statements according to the passages and check the textual evidence. Ss: Follow the key sentences, take brief notes and answer the example questions in the lesson. Ss: Compare the Chinese and English versions and identify how the key sentences are expressed. Ss: Complete the five true-or-false statements and locate evidence in the passages. 在语篇原句中完成语言点理解，再通过译文对照和正误判断回到文本验证理解，实现“语言形式—语篇意义—阅读证据”的闭环。（内化与运用、评价与反馈） 评价方式：师评+自评。通过课件例题、译文对照和5个判断题检查重点结构与语篇理解；对 which、one of + 最高级、expect sb. to do、the way、will be done 等集中错误即时反馈。 Period 2（45 min） Part 6: Discuss and compare (7 min) T: Present “Discuss and compare”. Ask groups to compare the Spring Festival with Christmas and decide in what ways the two festivals are similar or different. T: Reveal and organize the similarities: both are important festivals, families get together, and people decorate their homes before the festival. T: Continue with the differences in date, cultural origin and children’s gifts or lucky money. Ss: Discuss in groups and compare the two festivals. Ss: Sort the information into similarities and differences and check it with the reference content. 通过课件原有比较任务把阅读信息转化为分类与对比，帮助学生从“理解单个节日”提升到“比较中外节日”。（比较与分析） 评价方式：小组互评+师评。检查每组能否至少说出2项相似点和2项差异，并保证时间、庆祝目的和儿童习俗等信息与课文一致。 Part 7: Read and describe I (6 min) T: Present the first two “Read and describe” items. Ask Ss to complete the Christmas description with “fall on”, “a time for” and “celebrate”. T: Continue with the Christmas-tree description and ask Ss to use “Christmas trees”, “decorate” and “with” to complete the sentences. T: Check the complete sentences and draw attention to the fixed patterns “fall on + date” and “decorate...with...”. Ss: Complete the first two picture descriptions with the given words and phrases. Ss: Read the complete sentences and check the word order and collocations. 利用明确词块支架，把阅读中出现的节日信息转化为规范句子，为后续邀请函写作积累可直接迁移的表达。（内化与运用） 评价方式：自评+师评。重点检查 fall on、a time for、to celebrate、decorate...with... 的搭配和句子完整性。 Part 8: Read and describe II (6 min) T: Present the third description and ask Ss to complete the sentences with “a symbol of”, “sing Christmas songs” and “best wishes”. T: Present Robert’s Christmas-party information and ask Ss to complete the description with “plan to hold”, “invite some friends” and “learn about the festival”. T: Check the answers and ask Ss to read Robert’s complete party information once as preparation for writing. Ss: Complete the third and fourth descriptions using the given language. Ss: Read Robert’s complete party information and identify the party time, purpose and planned activities. 继续用词块完成图片描述，并把 Robert 的派对信息完整化，使学生在进入邀请函前已掌握写作所需的核心内容。（内化与运用） 评价方式：自评+师评。检查 a symbol of、best wishes、plan to hold、invite sb. to...、learn about... 等表达是否使用准确，并确认学生能提取派对关键信息。 Part 9: Write and practice I (6 min) T: Present the first half of Robert’s invitation letter. Ask Ss to complete the three blanks according to the party information from the previous task. T: Guide Ss to use “invite you to my Christmas party”, “to learn about the festival” and “Christmas celebrations” in the correct positions. T: Check the first half and ask Ss to notice the function of the opening, invitation details and activity introduction. Ss: Reread Robert’s party information and complete the first three blanks of the invitation. Ss: Read the completed first half and identify the invitation purpose and main activity information. 让学生直接依据上一活动的信息补全邀请函前半部分，落实“读信息—选表达—写进文本”的读写迁移。（应用实践） 评价方式：自评+师评。以三个空格的内容对应、语法准确和邀请信息完整为评价点。 Part 10: Write and practice II (6 min) T: Present the second half of the invitation letter. Ask Ss to complete the remaining blanks with the information and expressions provided in the lesson. T: Check “help us decorate the tree”, “I look forward to” and “wear red clothes”, then ask Ss to read the whole invitation from beginning to end. T: Briefly point out the complete writing sequence: invitation → activities → extra suggestion → expectation for reply → closing. Ss: Complete the second half of the invitation letter. Ss: Read the full invitation and check whether all party information is included in a logical order. 完成邀请函后对文本结构进行整体确认，使学生看到课件中词句支架如何组合成完整、连贯的实用书面文本。（迁移与整合） 评价方式：自评+互评+师评。检查邀请函是否包含时间、活动、装饰建议、着装建议和期待回复等信息，重点关注 help sb. do、look forward to 等表达。 Part 11: Exercise (5 min) T: Present the seven multiple-choice exercises and ask Ss to finish them independently. T: Check the answers in order and connect each item with the corresponding language point: prefer, which, one of + superlative, expect sb. to do, the way, future passive after if, and enjoy doing. Ss: Complete the seven exercises independently. Ss: Check answers and state the language point tested in each item. 使用课件原有7道练习对本课核心语法进行集中检测，验证学生能否将语篇中的规则迁移到新句子中。（评价与反馈） 评价方式：自评+师评。统计7题正确率，并根据错误集中点对 prefer、which、one of + 最高级、expect、the way、will be done、enjoy doing 进行针对性纠错。 Part 12: Summary (5 min) T: Use the “Summary: words and phrases” page to review the Chinese meanings and ask Ss to recall the English words and phrases. T: Use the “Summary: sentences” page to review the three key sentences about the Spring Festival, Christmas and Songkran. T: Ask Ss to read the words, phrases and three sentences together and identify which festival each sentence describes. Ss: Recall and read the key words and phrases. Ss: Read the three key sentences and connect each sentence with the correct festival. 完全依据课件总结页回收“词汇—短语—核心句”，帮助学生形成读写课的语言清单并为课后背诵做好准备。（概括与整合） 评价方式：自评+师评。学生根据能否准确说出词义、读出重点句并对应节日进行“已掌握/需复习”自评。 Part 13: Homework (4 min) T: Assign the three-level homework exactly as shown in the lesson. T: Level A — recite one festival passage of choice and review the key words and phrases. T: Level B — complete Level A and write 5–6 sentences to introduce one of the three festivals. T: Level C — complete Level A and compare two festivals in about 80 words, including their time, celebrations and cultural meanings. Ss: Record the homework requirements. Ss: Complete Level A and choose Level B or Level C according to their learning needs. 分层作业与课件保持一致：基础层强化背诵与词汇，提升层完成节日介绍，挑战层进行双节日比较，实现从输入巩固到书面迁移。 评价方式：课后作业评价。下一课时抽查Level A背诵；Level B关注5—6句信息完整与语言准确；Level C关注约80词比较中是否包含时间、庆祝活动和文化意义。 板书设计 Unit 1 Festivals Around the World — Reading & Writing 1. Reading: The Spring Festival / Christmas / Songkran → Time / Celebrations / Meaning 2. Key structures: prefer doing; which...; one of + superlative + plural noun; expect sb. to do; the way (that)...; if..., will be done 3. Description: fall on... / a time for... / decorate...with... / a symbol of... 4. Writing: plan to hold → invite sb. to... → activities → look forward to... 教学反思 （课后填写） 课后重点记录： 1. 学生能否利用首句、结构图和文本证据完成主题判断、信息梳理与正误判断；如仍依赖逐词翻译，下次需强化阅读策略示范。 2. 重点语法是否真正迁移到 Read and describe、Exercise 和邀请函中，重点观察 which、one of + 最高级、expect sb. to do、the way、will be done。 3. 邀请函补全后学生是否能理解“邀请—活动—建议—期待回复”的文本结构；根据完成度调整后续独立写作支架。 《英语 基础模块 3》（高教版 第三版） 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $