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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 设计者
使用教材 人教版（2019）必修三
单元名称 Unit 1 Festivals and Celebrations
单元课时 7 课时
单元整体教学教学设计说明
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、设计富有逻辑、层次递进的教— 学—评一体化的活动。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体特 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等语言综合能力。
引领性学习主题
1.主题名称 人与社会—— 节日与庆典
2.主题概述 本单元的主题是“ 节日与庆典”。该单元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。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。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。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著名词人辛弃疾的词作。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场景与 该词的内容相呼应。 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流的语境。 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 世界各国人民共同的精神追求和美好愿望。 Discovering useful structure：该板 块 的 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 形式做定语和表语的用法。 该板块借助主题语境，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够确保语言使用的真实性和合理性。是学生充分感 受和理解目标结构。 Listening and Talking： 该板 块 的 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 谈论的圣诞节和春 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谈
论自己的节日经历。在示范对话中掌握交际策略。对话文本中的跨文化交流的语 境还能帮助学生理解文化的差异和多样性，从而提高自己的跨文化交流的意识， 尊重并理解文化差异。 Reading for writing：该板块的主题是“ 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。 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。 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。而对于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。 为了更直观的呈现本单元主题概况，现设计大观念视角下的单元教学内容逻 辑关联图：
3.主题学情分析 一、性格特征：高一的学生积极主动活跃，思维敏捷，表达欲望较强，但是 思维的逻辑性和表达能力较弱。 二、背景知识：学生对节日与庆典的话题较为感兴趣，对各种庆典活动如西 方的圣诞节和中国的元宵节、春节、中秋节有一定的了解， 但是对于国外的成人节、 狂欢节、番茄大战以及中国少数民族的节日了解甚少。对于东西方节日内涵和意 义的了解也不够深入。 三、语言能力：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表达自己的情绪。对于论说文和日记等语篇题材的 语言特点和内容要素不够了解。
四、学习能力：学生已经掌握了一些基本的听说读写的技能，但是在寻找段 落主题句，探究文本深层含义以及听取人物关系上仍有困难，在真实的听说语境 中不能自然自如地运用目标语言表达自己的节日感受。 五、文化意识：学生在世界文化的冲击下， 对于中国的传统文化缺乏文化自信， 对于节日文化的认识较为片面。虽然能够尊重和包容文化的差异和多样性，但是 缺乏真实的文化交流情景，因而跨文化交流以及传播中国传统文化的意识较为淡 薄。 六、 思维品质：学生能够概括出不同文化的节日信息如：名称、起源、活动、 美食等，但是不能够深入探讨和反思社会发展变化对传统节日影响。
素养导向的学习目标
4. 单元学习目标 与课时安排 单元教学目标 活动主题及课时
了解节日活动 通过三段对话文本让学生了解不同 国家的节日活动， 引导学生在听的过 程中关注说话人的态度， 辨别人物之 间的关系， 同时鼓励学生运用话题词 汇来描述节日活动。 Talk about festival activities ( Listening and Speaking) (听说： 一课时)
引导学生结合真实的语境理解动词- ing 形 式做定语和表语 的功 能和 意 义， 同时引导学生运用本单元的目标 语言和结构描述不同的节日活动和 个人的感受。 Describe festival activities (Discovering Useful Structures) (语言运用： 一课时)
探究节日意义 引导学生通过论说文文体的特征快 速找出主题句；引导学生了解不同国 家不同民族的节日文化从而梳理、分 析和提炼出节日的精神内涵；启发学 生深入思考体会节日文化的内在实 质， 感悟世界各国人民共同的精神追 求。 Discover the reasons for festivals and celebrations (Reading and Thinking) (读思： 一课时)
通过两段对话文本让学生了解圣诞 节和春节的庆祝活动、特色美食以及 节日感受；同时引导学生关注跨文化 交流中的谈话技巧， 增强跨文化交流 的意识；创设真实的跨文化交流的语 境， 组织学生围绕个人节日经历展开 交流， 并在交谈中合理运用表达情感 的句式。 Talk about festival experiences (Listening and Talking) (听说： 一课时)
引导学生分析阅读文本的文本结构、 语言特色， 关注目标语言 V-ing 形式； 引导学生感受少数民族的文化节日 氛围， 培养学生的文化意识， 学会欣 赏民族文化；启发学生写一篇日记形 式的记叙文，介绍自己的节日经历。 Write about your festival experience (Reading for Writing) （读写： 一课时）
弘扬节日文化 引导学生回顾总结本单元所学内容， 通过项目活动引导学生关注少数民 Assessing Your Progress
族的节日文化， 通过制作节日食谱感 受节日的乐趣。 （自我评价： 一课时）
通过视频资料让学生对于元宵节有 更全面、更深入的了解；引导学生树 立文化自信，传播传统文化。 The Lantern Festival (Video Time) 视听： 一课时
挑战性学习任务
学习活动 基于英语学习活动观和对于教材的分析，设计了单元主题意义下的英语学习 活动流程图如下图所示： 以 Period 4 Listening and Talking 为例，在主题语境背景下设计了具有挑战性 的学习任务。例如，在精听环节先用问题引导学生要听取的内容，听后以小组为 单位共享信息， 绘制关于 Max 节日经历的思维导图，然后鼓励学生展示思维导图 并加以复述，整个过程学生先获取梳理信息，然后概括整合信息，实现了学生思 维的可视化。在听后文本解读环节，引导学生关注语言表达，学生通过分析文本 总结出跨文化交流的交际策略。创设真实的跨文化交流的语境，鼓励学生分享自 己的节日经历，在谈论节日经历时运用目标语言和交际策略，从而实现知识的内 化与运用。最后的思考与分享环节提出开放性的问题，引导学生探究节日的意义 以及自己对于传播传统文化的作用，从而实现了知识的迁移和创新。
开放性学习环境
6.*开放性学习环境 在 Period 4 Listening and Talking 模块中，整节课以学生为主体，分小组开展 学习活动，例如制作节日经历的思维导图，节日意义探究的小组讨论等；其次课 堂氛围轻松愉悦，学生乐于分享自己的节日经历并在创设的跨文化交流的语境中 充分发挥自己的表演才能；最后探究节日的意义，问题开放，学生可自由表达自 己的看法。
持续性学习评价
7.主题持续性评价 基于主题语境和完整的教学评活动，以 Period 4 为例，设计了课前，课中以 及课后的持续性评价从而持续性检测教学效果和教学目标的实现。如下图所示。
8. 单元作业设计
9. *反思性教学改进 （教学反思在课时教学设计中填写）
第二部分 课时教学设计
第 4 课时 Period 4 Listening and Talking：Talk about festival experiences
1.教材分析 The big idea of this unit is to explore the meaning of festivals and celebrations, respect cultural diversity and spread the traditional Chinese culture. This period belongs to the small idea of exploring the meaning of festivals serving as the bridge to connect the former and the latter part of this unit. After talking about their festival experiences, students are guided to think about the meaning of festivals. What: The theme of this section is “Talk about festival experiences”. It includes two conversations. The first one is about the experience of celebrating Christmas between a Chinese student Song Lin and his Canadian friend Max. In the second conversation, Song Lin talked
about his experience and feelings during the Spring Festival. From the two conversations, students will learn the way of talking about their own festival experiences from three aspects— activities, foods and feelings and emotions. Why: This part is mainly to improve students’ listening skills and their ability to talk about their festival experiences. Students will grasp functional language—expressing feelings and emotions. It also encourages students to respect the culture diversity and have a deep understanding of the values of festivals. Meanwhile, students’ awareness of cross-cultural communication is improved. How: The listening text is a conversation with strong interactivity and a clear time line. It mainly helps students summarize three aspects of talking about festival experiences. The functional language is expressing feelings and emotions, like “How wonderful”, “That’s amazing”. In the second conversation, the language is informal. Students are guided to explore the strategies of the cross-cultural communication and pay attention to the adjective words in the form of “v-ing”, like “boring” and “annoying” .
2.学情分析 This lesson is designed for senior one high school students. Senior one students are creative and passionate and they have a strong desire to learn new materials. However, they lack proper listening and talking skills and strategies. Their high-order thinking ability to express themselves is limited. Therefore, teamwork and cooperation activities are designed to help them. Many middle school students are so familiar with the Christmas and the Spring Festival that they can talk about some activities and express their feelings. But, they know little about the food eaten at Christmas. The ways of expressing feelings and emotions are limited. Lacking real-life interpersonal communication, they don’t have the awareness and the strategies of cross- cultural communication.
3.教学目标 By the end of this class, students are expected to be able to 1. get factual information about Max’s Christmas experience including activities, food and feelings. 2. identify and generalize specific language for showing feelings and emotions. 3. master the strategies of talking in authentic situations and share a festival experience with others. 4. understand the meaning of festivals , respect cultural differences and develop the awareness and ability of cross-cultural communication.
4.*重点难点 Key Points 1. Get factual information about Max’s Christmas experience including activities, food and feelings. 2. Identify and generalize specific language for showing feelings and emotions. Difficult Points 1. Master the strategies of talking in authentic situations and share a festival experience with others. 2. Understand the meaning of festivals , respect cultural differences and develop the awareness and ability of cross-cultural communication.
5.教学过程 教学目标 教学活动与步骤 评价要点 时 间 与 互 动 模 式
Activate the topic of this period and arouse students’ visual participation by showing pictures about different festival foods. Lead-in 1. Students greet and talk about their festival experiences. 2. Students will view some pictures about the traditional food eaten in China and western countries. Students can talk about their festival expressions freely and learn about some new words(roast Turkey, Christmas pudding, mashed potatoes ) related to festival food . CW/IW 3’
设计意图： 1. To activate students’ prior knowledge about the festivals and celebrations and have a deep understanding of the life details of festival culture. 2. To elicit some words and phrases related to the topic and get ready for the listening practice.
Get factual information about Max’s Christmas experience including activities, food and feelings. Listening Activity 1 Listen and answer Students listen to the conversation and answer the questions. Students are guided to focus on the key information about the festival. 1. What festival are they talking about 2. What aspects are mentioned about Max’s festival experience Students can get the general idea of the conversation and get some key words about sharing festival experiences including activities, food and feelings and emotions. IW/CW 3’
设计意图： 1.To enhance students learning strategy—listen for the main idea. 2.To guide students to summarize the aspects of talking about festival experiences and get prepared for the activity of talking.
Get factual information about Max’s Christmas experience including activities, food and feelings. Activity 2 Listen and draw 1. Students listen to the conversation again and find out some detailed information about activities and food. 2. Students draw a mind map with their group members based on the detailed information they get. 3. Students retell Max’s festival experience according to their mind maps. 1. Students can get some detailed information and draw a mind map about the activities and food through group work. 2. Students can retell the festival experience according to their mind maps. GW/CW 9’
设计意图: 1. To train students’ ability to obtain and integrate information in the process of listening and drawing mind maps. 2. To cultivate students’ creative thinking.
Identify and generalize specific language for showing feelings and emotions. Activity 3 Listen and tick 1. Students listen to the conversation again and tick the phrases and sentences that Song Lin or Max uses to describe feelings. 2. Students are guided to pay attention to the intonation. Students can find out the expressions and perceive the speakers’ feelings and emotions. IW/CW 4’
设计意图: 1. To guide students to perceive people’s feelings in the conversation by looking for sentences of expressing emotions. 2. To help students get familiar with the target language structure—the v-ing form as the attribute and the predicative.
Master the strategies of talking in authentic situations through reading and analyzing the conversation. Activity 4 Read and explore 1. Students read the second conversation and underline the phrases that express feelings about festivals. 2. Students are guided to think about these questions: (1) What else can help you express your feelings and emotions except intonation 1. Students can find out the phrases that express feelings and emotions quickly. 2. Students can summarize the strategies of talking in authentic cross- cultural communication. CW/IW 6’
(2) Did Song Lin and Joe always agree with each other about the activities on Spring Festival (3) How did they reply to each other
设计意图： 1. To deepen students’ understanding of the target language — expressions of feelings and get prepared for the activity of talking. 2. To cultivate students’ communicative competence and EQ. 3. To help students master the strategies of talking and learn to respect cultural diversity.
Share a festival experience with others and develop the awareness and ability of cross- cultural communication. Talking Activity 5 Share and talk Students actively share their festival experience with their partners and give their assessments. PW/CW 12’
1. Students share a festival experience with their partners and role-play the conversation. 2. Students give their assessments after the role-play according to the peer- assessment checklist.
设计意图： 1. To strengthen the use of target language — expressions of feelings and emotions in authentic situations. 2. To raise students’ awareness of cross-cultural communication and learn to spread our traditional culture.
Understand the meaning of Activity 6 Think and share Students are guided to think about the question. Students can understand the meaning of festivals IW/CW 3’
festivals and raise awareness of protecting and spreading Chinese traditional culture. What do festivals mean to you after sharing their own experiences and they can also think about their function to festivals.
设计意图： To guide students to have a deep understanding of the festival meaning and their vital role in spreading our traditional culture.
Consolidate what have learned in class and Homework and self-assessment Students can share their festival experiences by designing a poster or a short video and make a self- assessment according to the learning objectives. CW 1’
设计意图： 1. To inspire students to apply what they have learned to their real life. 2. To guide students to check whether they have achieved the learning objectives.
6.板书设计
7.作业布置 Option 1 Design a poster to share your traditional festival experience with your schoolmates including festival activities, food and your feelings and emotions. Option 2 Work in groups and create a short video to introduce a Chinese traditional festival and post it online to spread the culture.
8.教学反思 This lesson is designed based on the concept of the big idea and the Activity-based Approach to English Learning. Learning objectives can be effectively achieved. Learning activities are well designed from learning, applying and creating. Students can master some listening and talking strategies in real cross-cultural communication and share their own festival experiences using the target languages in the form of V-ing. In the process of study, students achieve the transition from knowledge to ability through a series of activities. Most importantly, they get to know the meaning of festivals and raise their awareness of cross-cultural communication. Besides, ongoing assessments are designed from peer-assessment checklist during class to the self-assessment after class. However, because of the limited time in class, students don’t have much time to beautify or even show their mind maps. The requirements of output activity should be stated more clearly and specifically.
Appendix：Student’ Learning Guide
Unit 1 Festivals and Celebrations
Listening and Talking
学习任务一 Listening
Activity 1 Listen and answer
Listen to the conversation and answer the questions.
1.What festival are they talking about
2.What aspects are mentioned about Max’s festival experience
Activity 2 Listen and draw
Listen to the conversation again, write down the activities they did and food the cooked and then work in groups to draw a mind map of Max’s festival experience on
your colorful papers.
Listening tip 1: Pay attention to the time line.
(
How exciting!
It’s very exciting.
I’m pleased to
…
) (
How wonderful!
It was great
fun!
I’m
really happy
that
…
)Activity 3 Listen and tick
Listen again and tick the phrases about expressing feelings and emotions.
Listening tip 2: Listen and pay special attention to the stronger stress and
intonation(音调).
(
It was fantastic!
That’s amazing.
It was great to
…
)
Activity 4 Read and explore
Read the conversation and underline the phrases that express feelings about festivals.
学习任务二 Talking
Activity 5 Share and talk
Each group will choose one of the Chinese traditional festivals and share your festival
experience with your partner and role-play the conversation.
Student A is an exchange student studying in our school for almost one year and
experiences some of our traditional festivals.
Student B is a student studying in our school and shares his/her festival experiences
with student A.
Activity 6 Think and share
What do festivals mean to you
学习任务三 Homework
Option 1 Design a poster to share your traditional festival experiences with your
schoolmates including festival activities, food and your feelings and emotions.
Option 2 Work in groups and create a short video to introduce a Chinese traditional
festival and post it online to spread the culture.

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