Unit 1Festivals and Celebrations Listening and Talking 教学设计
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| 名称 | Unit 1Festivals and Celebrations Listening and Talking 教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 1.3MB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-11-26 19:00:24 | ||
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中小学教育资源及组卷应用平台
第四课时 课型 Listening and Talking
教学目标 知识目标：识别并记住图片上关于食物的名字能力目标：能获取听力中的关键信息情感目标：学生能知道更多不同的中西方文化背景、习俗，能理解更多的文化含义和相关意义，并且能够发扬中华优秀传统文化。
教学内容分析 该板块的活动主题是“谈论节日经历”（Talk about festival experiences）,这也是日常交际中人们经常会谈论的话题。节日特色食品是节日文化中必不可少的一部分,因此,该部分的听说活动还为节日饮食文化提供了探讨和比较的空间。在示范对话中,中国学生Song Lin谈到了节假日常常是人们走亲访友、联络感情、深化人际交往的好时机。然而,随着时代的发展和生活节奏的加快,年轻人和父辈对待节假日的态度已经开始发生变化。现实生活中,节假日的团聚也会带来不便、困扰和矛盾,这些问题同样值得学生交流和探讨。这种带有现实意义的话题讨论,不仅能锻炼学生的口头表达能力,还有利于引导学生全面地看待问题,提高他们分析问题和解决问题的能力。
学情分析 本部分是在听说、阅读和语法结构之后的板块，通过前面部分的学习学生已经对部分中西方节日文化背景和语法知识有一定的了解，这些都为学生的口语活动奠定了基础。
教学重难点 教学重点：指导学生预测对话的主要内容并根据图片和问题准确地获取对话的详细信息。教学难点：组织学生围绕个人节日经历开展交流，并在交流中合理运用表达情感的句式。
教学策略 任务型教学法、合作教学法
课时作业 跟朋友分享你最近的节日经历并告诉他们你对于这个节日的感受及产生这种感受的原因。
教学环节 教与学活动（师生活动） 设计意图
Step 1.Lead-in Teacher asks students what festival you had recently, and what delicious food you had in this festival. Let the students think of the traditional food of the festival and pave the way for the next presentation of food.
Step 2.Pre-listening Teacher shows the pictures of typical local spring festival food and Western Christmas food, so that students can understand the food in the pictures and their English names. Using pictures to show different festival foods can mobilize students' visual participation, deepen vocabulary memory and improve the efficiency of students' vocabulary learning.List typical Chinese and western foods so that students can deeply understand the cultural differences between China and the West. In addition, vocabulary learning enables them to talk about relevant topics freely in daily communication.
Let students browse the five questions in activity 1 Meanwhile, teacher asks "Can you predict what festival Song Lin and Max are going to talk about How do you know". Then ask two students to express their views. Let students have a prediction of listening in advance and understand the importance of listening to the recording with questions.
Step 3.While-listening Teacher plays the audio for the first time and asks students to verify their previous guess and answer the first question in activity 1.Before teacher plays the audio for the second time, ask students to look at the remaining four questions again and remind students to record the key information.Teacher plays the audio for the third time and asks students to check the answers to the questions they answer, and then the whole class checks the answers together. Through this series of activities, students can master the methods of similar questions and develop good learning habits.
Students read the sentences expressing emotions in activity 2.Teacher plays the recording again, and students check the functional sentences used by Song Lin and Max in the dialogue. The whole class checks the answers. When checking, teacher asks "how does max / Song Lin feel " Let the students master the functional sentence patterns and be able to use them skillfully.
Step 4. Post-listening Read the dialogue in activity 3 in pairs. Then ask students to find out the functional sentence the speakers use to express their emotions and underline the sentence. Teacher guides the students to summarize the functional sentence and write them on the blackboard. Let the students master the functional sentence patterns of expressing emotions about festivals.
Teacher share her recent holiday experiences and use sentences to express her emotions and feelings. Then choose two students to have a dialogue. Provide activity demonstration for the whole class to let students feel the application of functional sentence patterns in real and natural context.
Pair work:Students talk about their last holiday experience, describe their feelings and the reasons for these feelings. After the discussion, ask several groups to show the dialogue and share their feelings with the whole class. Let students learn to express independently in combination with their own experiences.
Homework Share a recent festival experience with your partner and tell him/her how you felt about the festival and why.
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第四课时 课型 Listening and Talking
教学目标 知识目标：识别并记住图片上关于食物的名字能力目标：能获取听力中的关键信息情感目标：学生能知道更多不同的中西方文化背景、习俗，能理解更多的文化含义和相关意义，并且能够发扬中华优秀传统文化。
教学内容分析 该板块的活动主题是“谈论节日经历”（Talk about festival experiences）,这也是日常交际中人们经常会谈论的话题。节日特色食品是节日文化中必不可少的一部分,因此,该部分的听说活动还为节日饮食文化提供了探讨和比较的空间。在示范对话中,中国学生Song Lin谈到了节假日常常是人们走亲访友、联络感情、深化人际交往的好时机。然而,随着时代的发展和生活节奏的加快,年轻人和父辈对待节假日的态度已经开始发生变化。现实生活中,节假日的团聚也会带来不便、困扰和矛盾,这些问题同样值得学生交流和探讨。这种带有现实意义的话题讨论,不仅能锻炼学生的口头表达能力,还有利于引导学生全面地看待问题,提高他们分析问题和解决问题的能力。
学情分析 本部分是在听说、阅读和语法结构之后的板块，通过前面部分的学习学生已经对部分中西方节日文化背景和语法知识有一定的了解，这些都为学生的口语活动奠定了基础。
教学重难点 教学重点：指导学生预测对话的主要内容并根据图片和问题准确地获取对话的详细信息。教学难点：组织学生围绕个人节日经历开展交流，并在交流中合理运用表达情感的句式。
教学策略 任务型教学法、合作教学法
课时作业 跟朋友分享你最近的节日经历并告诉他们你对于这个节日的感受及产生这种感受的原因。
教学环节 教与学活动（师生活动） 设计意图
Step 1.Lead-in Teacher asks students what festival you had recently, and what delicious food you had in this festival. Let the students think of the traditional food of the festival and pave the way for the next presentation of food.
Step 2.Pre-listening Teacher shows the pictures of typical local spring festival food and Western Christmas food, so that students can understand the food in the pictures and their English names. Using pictures to show different festival foods can mobilize students' visual participation, deepen vocabulary memory and improve the efficiency of students' vocabulary learning.List typical Chinese and western foods so that students can deeply understand the cultural differences between China and the West. In addition, vocabulary learning enables them to talk about relevant topics freely in daily communication.
Let students browse the five questions in activity 1 Meanwhile, teacher asks "Can you predict what festival Song Lin and Max are going to talk about How do you know". Then ask two students to express their views. Let students have a prediction of listening in advance and understand the importance of listening to the recording with questions.
Step 3.While-listening Teacher plays the audio for the first time and asks students to verify their previous guess and answer the first question in activity 1.Before teacher plays the audio for the second time, ask students to look at the remaining four questions again and remind students to record the key information.Teacher plays the audio for the third time and asks students to check the answers to the questions they answer, and then the whole class checks the answers together. Through this series of activities, students can master the methods of similar questions and develop good learning habits.
Students read the sentences expressing emotions in activity 2.Teacher plays the recording again, and students check the functional sentences used by Song Lin and Max in the dialogue. The whole class checks the answers. When checking, teacher asks "how does max / Song Lin feel " Let the students master the functional sentence patterns and be able to use them skillfully.
Step 4. Post-listening Read the dialogue in activity 3 in pairs. Then ask students to find out the functional sentence the speakers use to express their emotions and underline the sentence. Teacher guides the students to summarize the functional sentence and write them on the blackboard. Let the students master the functional sentence patterns of expressing emotions about festivals.
Teacher share her recent holiday experiences and use sentences to express her emotions and feelings. Then choose two students to have a dialogue. Provide activity demonstration for the whole class to let students feel the application of functional sentence patterns in real and natural context.
Pair work:Students talk about their last holiday experience, describe their feelings and the reasons for these feelings. After the discussion, ask several groups to show the dialogue and share their feelings with the whole class. Let students learn to express independently in combination with their own experiences.
Homework Share a recent festival experience with your partner and tell him/her how you felt about the festival and why.
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