Unit 1 Festivals and Celebrations Reading and Thinking 教案-2026-2027学年高中英语人教版必修第三册

人教版（2019）高中英语　必修第三册

Unit 1　Festivals and Celebrations　Reading and Thinking

教案

Why Do We Celebrate Festivals?

 

一、基本信息

 

二、教材分析

本文是一篇说明文，标题是问句，五段都在回答它：起源与共同精神、丰收节、习俗的变化、商业化、节日对社会的意义。五段并不平列，它们分成三块：P1 提出“起源各异、精神相通”，P2 到 P4 各举一面作证，P5 回到同一个判断并回答标题。这就是 General–Particular–Conclusion，即“总—分—总”。首段末句（the spirit of sharing joy, gratitude, love, or peace is common in all festivals）与末段末句（different cultures actually have a lot in common after all）说的是同一件事，中间隔了三段。

五段的主题句都在段首，这是本文最好教的一处形式特征。学生养成“先看第一句、再看它拿什么撑住”的习惯，读同类说明文会快很多。段落顺序也有讲究：P2 讲农业社会留下来的丰收节，P3 讲习俗怎么改，P4 讲眼下正在发生的事，落点一路挪到眼前。

语言上靠一批书面语块支撑：a wide range of origins、fade away、be established、take advantage of、occasions that allow us to relax and enjoy life。fade away 与 be established 走向相反，P3 的脉络靠这两个词分开。语篇标记有两处值得说：However 把话从差异转到共性，Although some believe…, others believe… 是让步，两边都写、不选。

语用上还有一处容易被跳过：全文用 we、us、our 把作者和读者放在一起，末段又直接对 you 说话（if you study festivals carefully, you may be surprised）。他没有站在节日的对面做鉴定，他就在过节的人群里。这一点不讲术语，让学生把三个代词找出来，就够说清“他写给谁、为什么写”。

例子也不随手。P2 三地并置是为了撑住 almost every culture，一个例子撑不起“almost every”；P3 两例分指两个方向，鞭炮是消失，万圣节是留住形式、换掉意义，只举一个只能证明一半。全文落到最后一句：节日一直被人需要，也一直被人改造。

 

三、教学目标

1.  能逐段定位主题句，把五段并成三个部分，说明全文按总—分—总展开。

2.  能提取 P1 的四类起源与共同精神，并说出 P2 三地丰收节各自的做法。

3.  能依据 P3 的两个例子分辨习俗变化的两个方向，正确使用 fade away 与 be established。

4.  能从代词与句式的选择判断作者写给谁、站在什么位置，并用同一组尺度判断四个本地活动算不算节日。

 

四、教学重点与难点

教学重点：按段定位主题句，看清五段如何并成三个部分，说清全文是总—分—总；依据 P3 的两个例子分辨习俗变化的两个方向，用 fade away 与 be established 说清；依据代词与句式的选择判断作者写给谁、站在什么位置。

教学难点：学生习惯把每段读成讲什么，不习惯找主题句，这条规则要由他们填完五段后自己说出；把变了拆成没了与还在但换了意思两个方向；说写给谁、为什么写时要指到具体的词，不能停在印象。

 

五、教学方法与教具

方法：问题链导读（先问后读）、结构归并（先看段，再看部分，最后看全文）、代词取证（先找到词，再下判断）、投票复议（导入投一次，读后再投一次）。全课不逐句翻译。fade away 与 be established 在 Step 2 只给意思，到 Activity 5 才做对比。

教具：PPT 四张场景卡（文字版即可）；黑板分三块，左上写问题链，左下写结构，右侧写湖北的例子，一节课不擦。

 

六、Teaching Procedures (45 min)

Step 1  Lead-in: Four scenes, one question (5 min)

Teacher: Give students thirty seconds to read the four scenes at the top of the page without a dictionary or notes, take a show of hands on which of the four they would call a festival, and record the four counts on the board. Invite two or three students to give reasons and write them in two columns, one for having a clear origin and one for being organised mainly around money. Tell the class that the text supplies the criteria and that the same vote will be taken again at the end.

【设计说明】四张卡都在湖北：武当山庙会、秭归端午、襄阳马拉松、随州寻根节。C 特意放成一场赛事，D 特意放成不设门票、谁都能来，两种理由读课文时都要用。落实教学重点：用四条尺度判断四个场景。

【追问】全班一致说四个都是，就问双十一缺的是什么；一致说都不是，就问自家过年做的那件事凭什么算。两种情况都不当场解释，读 P1 时回来。

Step 2  Pre-reading: Ask the title (4 min)

Teacher: Ask students to write two answers to the title question in two or three words each, with one minute for writing and one minute for telling a partner, then collect three guesses on how the five paragraphs are grouped. Pre-teach fade away, be established and take advantage of with their meanings only, and tell the class that the difference between the first two will be taken up in Activity 5.

【设计说明】读前只做两件事：学生先给标题两个答案，再猜结构。有了自己的答案，读的时候才有对照。词块只预教三个，只给意思，差别留到 Activity 5。落实教学重点：带着问题进入 P1。

【预设】会有学生说五段就是五个答案，不纠正，只说读完再数一次。Activity 2 归并完，这句话自己就改了。

Step 3  While-reading (21 min)

Activity 1  Topic sentence first (5 min)

Teacher: Give students five minutes to read the five paragraphs, decide for each one which sentence the rest of the paragraph works for, and write its number in column two, with three or four words in column three, three to five words in column four and one word for the last blank. Then ask the class what the five numbers have in common and, once they have named it, where they would look first in a text of this kind next time.

【设计说明】这一步不要求写段意，只要求定位，常规课上学生习惯的是前者。写三四个词，是逼他们先抓关键词，不抄整句。五段填完，规则由学生自己说出来，教师再把五句抄到黑板左上。落实教学重点：逐段定位主题句；突破教学难点：规则由学生自己说出，不由教师点破。

【追问】第一句都这么笼统，它凭什么当主题句？学生说不清就回 P2：第一句说几乎每种文化都有丰收节，后面三地就是来证明 almost every 的。判主题句看后面几句在替谁说话。

Activity 2  Three parts, one shape (3 min)

Teacher: Ask which paragraphs do the same job as each other and have students fill the three-row table, then put the last sentence of Paragraph 1 beside the last sentence of Paragraph 5. Give thirty seconds of pair talk on whether Paragraph 4 could come first, and name the shape as General, Particular, Conclusion.

【设计说明】三行表填完，黑板上画一个三层括号：1、2–4、5。不讲总分总定义，让学生看顺序：P2 是过去，P3 是变化，P4 是眼前，三段一路挪到当下；把 P4 提到最前，读者还没弄清节日是什么就先碰到钱。落实教学重点：五段并成三个部分。

Activity 3  P1: many origins, one spirit (3 min)

Teacher: Have students list the four kinds of origins in Paragraph 1 in the order the text gives them, choose the option that states what However does in the paragraph, and name the four words for the common spirit. Then ask each student to tell a partner in one sentence what the paragraph would still say if However were deleted.

【设计说明】四类起源按课文顺序说，缺一类不算完成。However 只问它把话从哪里翻到哪里，不讲词义。落实教学重点：P1 的起源与共同精神。