资源简介

使用教材：人教版（2019）必修三
课型：阅读课
单元名称：Unit1 Festivals and Celebrations
Reading and Thinking—Why do we celebrate festivals
第一部分 单元整体教学设计
单元基本信息
学科 英语 实施年级 高一
使用教材：人教版（2019）必修三
单元名称：Unit1 Festivals and Celebrations
单元课时：8 课时
单元整体教学设计说明
本单元主要围绕“节日与庆典 ”这一主题， 利用对话（街头采访、日常交 际、导游讲解）、论说文本、日记、海报、视听文本等形式多样的多模态语篇， 创设真实的学习情境， 激活学生已有知识和经验， 设计富有逻辑、层次递进的教- 学-评一体化的活动，使学生在“节日与庆典”主题语境中学习理解、应用实践 和迁移创新， 从而引导学生理解多模态语篇传递的信息和意图， 辨识语篇的整体 结构和文本特征， 批判性地对比中外节日的异同点、内涵和价值观。学生从了解 到传承的过程中形成跨文化交流的意识。最终， 学生可以尊重和包容文化的多样 性， 增强对传统文化的认同感， 从而具备传播中国特色社会主义文化的意识， 用 多模态语篇等语言形式来宣传和弘扬中国传统节日的语言综合能力， 推动学科核 心素养落地课堂。
引领性学习主题
1.单元主题 人与社会——节日与庆典
2.主题概述 本单元围绕“节日与庆典”（Festivals and Celebrations）这 一主题展开， 从呈现不同节日和庆祝活动入手， 引导学生思考人 们为何要庆祝节日， 通过回顾节日的产生、发展和变化， 展示不 同国家和民族各具特色的节日风俗、庆典仪式、欢聚活动以及特 色食品等， 启发学生思考和探究节日的丰富内涵。不同民族有不 同的节日，但是不同的节日却反映了人们共同的美好愿望和追
求。节日是一个国家或民族在漫长的历史过程中形成和发展的文 化现象， 大多富有趣味性和人文性， 有着深刻的精神内涵。学习 不同国家和民族的节日， 不仅能开阔学生的视野， 增加文化积累， 促进语言表达， 同时还能增强学生的文化认同感， 充分认识文化 差异，培养学生的跨文化交际意识和能力，增进国际理解。 首先，开篇页摘录了我国宋朝词人辛弃疾的著名词作《青 玉案.元夕》，该词描述的是我国南宋时期民间庆祝元宵节的情 景， 其内容贴合单元主题。单元主题图展示的舞火龙的场景与该 词的内容相呼应， 不仅体现了节日文化习俗的传承， 还隐含着中 华民族精神的延续。 单元第一课时是 Listening and Speaking。该板块的活动主题 是“谈论节日活动”（Talk about festival activities）。学生会听 到发生在三个国家不同节日场景下的简短对话。以街头采访、日 常交际、导游讲解三种不同的形式呈现跨文化交际的语境。 单元第二课时是 Reading and Thinking。该板块的活动主题 是“探究节日与庆典的缘由”（Discover the reasons for festivals and celebrations)，延续听说板块， 由谈论节日活动到探究庆祝节 日的原因， 启发学生深入思考， 探究节日文化的内在实质， 感悟 世界各国人民的精神追求和美好愿望。 单元第三课时是 Language Focus。本课时力求在语境中帮助 学生从音形义等不同层次掌握 dress up, range from...to.., fade away,in spite of, take advantage of, have sth in common 等重点词汇 的用法并能够在真实情境中合理运用。 单元第四课时是 Discovering Useful Structures。该板块的活 动主题是“描述节日活动”（Describe festival activities）。本单 元的目标语言学习是动词-ing 形式作定语和表语的用法。该板块 借助主体语境， 例如探讨不同节日的主题帖子、西班牙节日庆典 活动——番茄大战。其中， 既包括目标语言的学习也让学生体验 了不同的文化活动。单元主题语境与语言结构的契合能确保语言
使用的真实性和合理性，使学生充分感受和理解目标结构。 单元第五课时是 Listening and Talking。该板块的活动主题是 “谈论节日经历 ”（Talking about festival experiences)。通过 Song Lin 和他的朋友 Max 以及 Joe 谈论的圣诞节的经历， 让学生在真 实的跨文化交流的语境中学会表达自己的节日感受以及自己的 节日经历。在示范对话中掌握交际策略， 从而提高自己的跨文化 交流的意识，尊重并理解文化差异。 单元第六课时是 Reading for Writing。该板块的活动主题是 “写你的节日经历”（Write about your festival experiences)。该 板块延续上一板块的听说活动，输出形式由“说”转为“写”。 该板块中的阅读部分是一篇关于“那达慕大会 ”的日记。学生不 仅可以阅读和模仿该语篇的写作， 还可以了解我国少数民族蒙古 族的节日活动，从而提高文化意识。 单元第七课时是 Assessing Your Progress。该板块的活动项目 有两个，分别是“展示一个中国少数民族节日”（Give a presentation about a minority festival in China ）和“制作一份节日 食谱海报 ”(Make a poster about festival food recipes)。鼓励学生探 究和了解少数民族的节日， 不仅可以提高学生的语言表达能力还 可以开阔眼界， 增长知识， 理解和尊重文化的多样性。制作食谱 是让学生在语言的实践过程中掌握生活技能， 感受节日的烟火气 息。 单元第八课时是 Video Time。该板块的视频内容是“元宵节 ” (The Lantern Festival)。该视频与开篇页的主题图和文字首尾呼 应。学生通过视频对传统节日元宵节有了更加全面和深入的了 解。而对元宵节语言信息的输入有助于学生日后的跨文化交流以 及传播中国优秀传统文化。 综合以上分析， 本单元以大观念引领， 以小观念组成的单元 主题内容关联图如下：
3.主题学情 分析 本单元的教学对象为高一学生，通过以往的学习与知识储 备， 他们已经具备了一定的综合运用英语语言的能力， 基本能够 在语境中运用理解性技能进行语言实践活动， 在一定程度上可以 运用不同的学习策略解决问题。但是他们的学习能力和语言能力 都有待提高。 第一，学生对于“节日与庆祝 ”有一定的了解和解读， 但是 他们缺乏系统的学习和理解。 第二， 学生对于论说文本没有深入的分析， 需要进一步学习 它们的语言特点和篇章结构。 第三， 学生对于节日与庆典相关的词汇有一定的积累， 但是 在谈论和分享节日经历方面不能准确地表达自己的感受， 对于论 说文本和日记等语篇的语言特点和内容不够了解。
第二部分 课时教学设计
第 2 课时 Reading and Thinking
基本信息 话题 主题 教学时长
Discover the reasons for festivals and celebrations Human and Society One period (40 minutes)
1.教学理念 The design is based on the Standards of English Curriculum and is guided by the Activity Concept of English Learning as well as the integration of Teaching,Learning and Assessing.The ultimate goal is to cultivate students’ core competencies.
2.教材分析 As the second period of this unit,this period serves as a bridge to connect the former part and the latter parts of this unit.The input of knowledge and language from previous period lays a solid foundation for students’ output in this period. What:The theme of the text is human and society.The text is about festivals and celebrations,which introduces the reasons for celebrating festivals, focusing on the development,changes, commercialization and importance of festivals. How:The reading text is an argumentation consisting of five paragraphs and each paragraph has a topic sentence representing the main idea.Thus,the whole text can be divided into three parts.Part1 is para.1, an introduction of different origins and common spirit. Part 2 is from para.2 to para.4,the main body which provides supporting details.And part3 is para.5,the conclusion part indicating the significance of festivals. Why:The purpose of this period is not only to improve students’ reading skills but also equip students with the ability to express their opinions on festivals.Additionally,the text aims to lead readers to gain a deep understanding of the significance of festivals and form correct values and attitudes towards different festivals and cultures.
3.学情分析 This lesson is designed for the freshmen in the second term of Grade one in senior high school,who are highly motivated, sharp- minded, hard working and passionate to know more about festivals.Through previous learning, students have acquired some basic knowledge about festivals and some basic reading strategies, such as skimming and scanning.They can think independently and
are willing to share ideas with others but still need some help in expressing themselves in English.In the meanwhile, they may find it hard to think deeply and get fully involved, especially to figure out the reasons and common spirit of all festivals.
4.教学目标 The overall goal is to help students realize the significance of our traditional festivals and build up cultural confidence and enhance their sense of cultural identity in cross-cultural communication. By the end of this class,students are expected to be able to 1.understand the main idea of each paragraph using the topic sentence;discover the reasons for festivals. 2. discuss and reflect on the impact of social development and changes on festivals. 3. understand the significance of festivals and express their opinions on what festivals have in common. 4.establish their cultural confidence in cross-cultural communication and enhance their sense of cultural identity.
5.重点难点 Key points 1.identify the main idea of each paragraph using the topic sentence; discover the reasons for festivals. 2.discuss and reflect on the impact of social development and changes on festivals. Difficult point How to lead students to understand the significance of festivals and express their opinions on what festivals have in common and establish their cultural confidence in cross-cultural communication.
6.教学方法 Activity-based teaching method; Situational teaching method and Communicative teaching method
Cooperative Learning and Autonomous learning
7.资源与工 具 Multi-media facilities, blackboard, chalks and cards
8.教学过程 教学目标 教学活动与步骤 活 动 层 次 学 习 效 果评价
Review the knowledge learned in the previous period and activate the background knowledge. Step1 Activate and Share Activity 1 Lead in Students brainstorm according to the following two questions. 1.What festivals do you usually celebrate with your family each year 2.Why do we celebrate different festivals 感 知 与 注 意 The teacher observ es whethe r student s can say someth ing about the two questio ns.
设计意图： 1. To arouse students’ interest and activate their prior knowledge about festivals and celebrations. 2. To set up the context,lead in the topic and get ready for the class. 核心素养提升 点： 学习能力 激活已知，表 达看法。
Observe the pictures and analyze the title to predict the main idea of the text. Step 2 Prediction Activity 2 Make a prediction. According to the title and the pictures, predict what the passage may talk about → This passage may talk about the reasons for celebrating festivals. 观 察 与 比 较 (；) 分 析 与 判 The majority of the students can infer the main idea.
断
设计意图： 1.To enhance students’ prediction skills and draw their attention to the title. 2.To stimulate students’ reading expectation. 核心素养提升 点： 思维品质 利用标题和课 文图片分析、 推 断 文 章 大 意。
Students skim the text and figure out the topic sentence of each paragraph . Step 3 Skimming Activity3 Skim for the topic sentence. 感 知 与 推断 (；) 分 析 与 整 合 Students can figure out the topic sentence of each paragrap h.
设计意图： To help students identify the main idea of each paragraph and improve their reading efficiency. 核心素养提升 点： 思维品质 观察、分析主 旨句的功能与 出现位置。
According to the topic sentences above, divide the text into 3 parts and summarize the main idea of Step 4 Careful Reading Activity 4 1. Read for the structure. 分 析 与 整合 (；) 归 纳 与 建 构 After careful analysis, students can conclude the structure of the text.
each part.
设计意图： To improve students’ summarizing skills and cultivate their logical thinking ability. 核心素养提升 点： 思维品质 结合主旨句， 分析、建构文 章结构。
Students read the text carefully and find out the different origins and common spirit of festivals. In addition, find out the reason for celebrating the Harvest Festival. Step 5 Careful Reading Activity 4 2.Read para.1-2 for the detailed information. 观 察 与 分析 (；) 归 纳 与 建 构 Students can figure out the the different origins and common spirit of festivals.
设计意图： To help students acquire some factual information about festivals and make preparations for the latter learning. 核心素养提升 点： 思维品质 语言能力，获 取概括信息， 整合运用语言 进行表达。
Students read Para.3 carefully, then figure out reason for the changing customs and think about the Step 6 Post-reading Activity 5 Group work and deep thinking 1. Why do customs change What do the changes reflect 归 纳 与 建构 (；) 比 较 与 判断 (；) Students think independ ently and then discuss with their classmate s. Then they can express
impact on festivals. 感悟与内化 their opinions on the changing customs.
设计意图： To help students figure out the reason for the changing customs and cultivate their thinking ability in observation and comparison. 核心素养提升 点： 思维品质 文化意识 合作学习、探 究学习
Based on the analysis above,stude nts read the text carefully and think about the significanc e of festivals. Step 7 Post-reading Activity 5 Discussion Why are festivals important What do most festivals have in common 感 悟 与 内化 (；) 认 同 与 传 播 Students read para.5 and identify the significa nce of festivals and express their ideas logically.
设计意图： To inspire students to rethink the title why do we celebrate festivals and deepen their understanding of the significance of festivals. 核心素养提升 点： 思维品质 文化意识 坚定文化自信
After careful reading and deep learning,stu dents have identified Step 8 Post-reading Activity 6 Summary 交 流 与 赏 Students can conclude
and understood the significanc e of festivals.In this period, students are guided to look back on the theme picture to conclude the reasons for celebrating festivals from a comprehen sive perspective. ; ; 析 感 悟 与 内 化 认 同 与 传 播 and deepen their understan ding of the significa nce of festivals.
设计意图： To look back on the theme picture on the opening page and conclude the main idea of the text from a comprehensive perspective. 核心素养提升 点： 思维品质 文化意识 语言能力 交流与创见
Students are led to read beyond the lines through this extensive material and pay special attention to the grander standpoint from our beloved Step 9 Post-reading Activity 6 Further exploration & Critical Thinking 交 流 与 赏析 (；) 感 悟 与 内化 (；) 文 化 认 同 Students read beyond the lines and then have a better understan ding of the theme of the text and develop
president Xi and finally cultivate their sense of cultural identity in cross- cultural communica tion. 与传播 positive values.
设计意图： To extend the topic and help students understand the diversity of festivals and cultivate students cross-cultural awareness. 核心素养提升 点： 文化意识 批判性思维能 力 弘扬家国情怀
Assess themselves from different aspects. Step 10 Self-assessment 监 控 与 调整 (；) 主 动 与 进 取 The teacher observe whether students are able to assess their performa nces accordin g to the checklist.
设计意图： To help students develop meta-cognitive strategies and promote their ability of autonomous learning. 核心素养提升 点： 学 习 能力 思 维品质
Step 11 Assignment
设计意图： 核心素养提升
1. To consolidate and internalize what they have learned and produce creative output in authentic situation. 2. To explore the meaning of festivals through poems and spread the excellent Chinese traditional culture. 点： 思维品质 文化意识 传播优秀中国 传统文化
9.板书设计
10.教 学 反 思 Shining points： 1.将中华传统文化融入英语课堂 在英语课堂教学中， 围绕教材主题， 基于单元整体教学， 挖 掘并解读语篇所蕴藏的文化知识与文化内涵， 将中华传统文化融 入单元整体教学， 制定单元整体文化意识目标， 循序渐进地渗透 中华传统文化。 2.基于英语学习活动观，以核心素养为导向的学习活动设计 通过学习理解、应用实践和创新迁移等学习活动， 学习和了 解庆祝节日的意义， 并鼓励学生表达自己的观点， 同时也要尊重 节日多样性。 3. 以主题意义探究的学习活动链关联所有教学活动 在意义探究过程中， 培养语感、学习语言、了解文化、发展 思维，是本节课设计和教学的基本逻辑。 4.学思结合、学用结合、学创结合 在语用输出环节，积极联系文本情境，引导学生融入情境， 并联系实际， 消除与文本的距离感， 发挥主观能动性， 内化所学 的语言与文化知识， 基于语篇， 建构知识， 超越语篇， 形成素养。
To beachieved : 1. 在学习方式上，提高学生自主学习的程度、合作的效度和探 究的深度，并最终内化知识，灵活迁移。 2. 更好地调动学生参与课堂的积极性，师生互动，共促课堂生 成。 Teaching is leading students to observe, think critically , take actions, reflect and contribute to the world .

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