Unit 5 Celebrations Warming Up教案-2026-2027学年中职英语高教版（第三版）基础模块1

《英语 基础模块 1》（高教版 第三版） Unit 5 Celebrations · Warming Up (Period 1) 教案 课题 Unit 5 Celebrations · Warming Up (Period 1) 课型 新授课（Warming Up 热身活动） 所属模块 基础模块 1（高教版 第三版） 授课学时 1 学时（40 minutes） 教材分析 Unit 5 Celebrations is the fifth topic in English 1 (Basic Module, 3rd ed., Higher Education Press). This period focuses on the Warming Up section, which serves as the lead-in to the whole unit. Its purpose is to activate students' prior knowledge about celebrations and oral invitations, introduce key vocabulary (birthday party, opening ceremony, banquet, welcome party) and the target sentence patterns for making and accepting invitations, and develop students' situational thinking, so as to prepare for the listening, speaking and reading activities that follow. 学情分析 Celebrations such as birthday parties, festivals and welcome parties are common in students' daily, school and future workplace life, so they already have personal experience with such events and a basic understanding of the key elements involved in inviting someone (time, place, activity). After nine-year compulsory education, students have accumulated some common words and patterns for invitations, e.g. 'Would you like to come to my birthday party?' and 'I'd love to.' However, they may still find it difficult to use the vocabulary and patterns fluently and appropriately in real communication, and some students are shy about speaking in English. Situational practice is therefore needed. 教学目标 1. Knowledge objectives - Master celebration-related vocabulary: birthday party, opening ceremony, banquet, welcome party; and the words celebrate, invitation, invite. - Understand the structure and usage of invitation expressions. 2. Ability objectives - Listen to and understand short dialogues about invitations (time, place, arrangements). - Make and accept / decline invitations orally in real situations using the target sentences. 3. Core competencies (核心素养) - Workplace communication (职场语言沟通): talk about celebration arrangements and make appropriate oral invitations. - Thinking & difference awareness (思维差异感知): perceive the differences between oral and written invitations. - Cross-cultural understanding (跨文化理解): learn about common Chinese and Western celebrations and related etiquette / culture. - Autonomous learning (自主学习): develop good learning habits and apply learning strategies. 4. Curriculum Ideology & Political Education (课程思政) - Cultural confidence (文化自信): guide students to introduce Chinese traditional festivals (Spring Festival, Mid-Autumn, Lantern Festival) in English and tell Chinese festival stories to the world. - Collectivist spirit & inclusiveness (集体精神与包容): through the 'welcome party' for new students, foster care, acceptance and friendly cross-cultural communication; encourage students to be open-minded and culturally confident Chinese youth. 教学重难点 Key point (重点): Use common words and sentence patterns for making and accepting invitations to give oral invitations. Difficult point (难点): Guide students to use the vocabulary fluently and complete real oral invitations. 教学方法 Individual work, whole-class work, pair work and dialogue chain (对话接龙); task-based and situational teaching approach. 课前准备 PPT courseware; lead-in video ; pictures of common celebration activities. 教学媒体 Multimedia computer & projector, textbook, lead-in video. 教学环节 教师活动设计 学生活动设计 设计意图 Lead-in 导入 (about 5 mins) 1. Greet the class and briefly introduce the unit topic 'Celebrations'. 2. Play the lead-in video. 3. Ask: 'What celebration can you see? What are the students doing? How do they invite each other?' 1. Greet the teacher back. 2. Watch the video and think. 3. Answer the questions and share ideas in class. Catch students' attention with a real-life scene, activate prior knowledge of celebrations and invitations, and lead into the topic naturally. (Introduce the unit goal.) Presentation 新课讲授 (about 25 mins) Step 1 Vocabulary & purposes (Activity 1 Look and match) 1. Ask: 'What do we usually hold a party for?' (to celebrate birthdays / welcome new employees / celebrate festivals / express thanks). 2. Show pictures; ask students to match pictures with names: birthday party, opening ceremony, banquet, welcome party. 3. Check answers and explain the four celebrations. Step 2 Invitation expressions (Activity 2 Number and listen) 4. Elicit invitation sentences: 'I'd like to invite you to…' / 'Would you like to come to…?' / 'How about coming to…?' 5. Students read the dialogue, put the scrambled phone lines in order, and find accepting expressions: 'Of course. I'll be there.' / 'I'd love to.' / 'Sure. That sounds great.' 6. Discuss polite refusals: 'I'd love to, but I have other plans.' 7. Concept explanation & comparison: contrast oral vs written invitations; contrast Chinese and Western celebration manners. Step 3 Curriculum Ideology integration (课程思政) 8. Guide students to compare Chinese festivals (Spring Festival, Mid-Autumn, Lantern Festival) with Western celebrations; encourage them to tell Chinese festival stories in English -> build cultural confidence. Highlight the 'welcome party' as care for newcomers -> collectivist spirit & inclusiveness. 1. Discuss the purposes of celebrations as a class. 2. Look at pictures and do the matching; say the purposes. 3. Elicit and speak out invitation sentences. 4. Read, sequence the dialogue, and underline accepting / refusing expressions. 5. Practice inviting and accepting / declining in pairs using the framework. 6. Compare Chinese and Western celebrations and try to introduce a Chinese festival in English. Build vocabulary through pictures and matching; develop listening and speaking of invitation dialogues via a scrambled-order task; the comparison of oral / written and Chinese / Western invitations raises thinking and cross-cultural awareness; the festival comparison naturally embeds 课程思政 (cultural confidence, inclusiveness) without preaching. Practice 课堂练习 (about 7 mins) 1. Give the communicative framework: A invites, B accepts / declines. 2. Organize pair work and a 'dialogue chain' (对话接龙): A -> B -> C, each adds name / celebration. 3. Walk around, help and give feedback. 1. Work in pairs: A makes an invitation, B accepts or declines. 2. Do the dialogue chain in groups, expanding the invitation. 3. Some pairs perform in front of the class. Consolidate target vocabulary and patterns in real use; the chain trains fluent oral invitation and cooperation; performance builds confidence. Summary 课堂小结 (about 2 mins) Summarize key words, phrases and sentences with the class; remind students of the homework. Summarize together with the teacher; review the vocabulary and sentences. Help students structure knowledge, deepen understanding and prepare for after-class practice. Homework 课后作业 Assign: 1) Listen and recite the dialogue and key words; 2) Write a 4-6 sentence invitation dialogue (invite a friend to your birthday party) using the target patterns; 3) Survey 2 classmates about their favourite celebration and note key words. Note the tasks and finish them after class. Reinforce learning, extend to writing and real communication; the survey practises cultural confidence in daily life. 板书设计 Unit 5 Celebrations · Warming Up birthday party I'd like to invite you to … opening ceremony Would you like to come to …? banquet How about coming to …? welcome party Of course. I'll be there. / I'd love to. 教学评价 Formative assessment through observation of class discussion, pair work and the dialogue-chain performance; check homework completion and dialogue correctness in the next class. 教学反思 Students show high interest in the topic of celebrations; more encouragement is needed for shy students to speak in English. (To be refined after teaching.) 学科网（北京）股份有限公司 $