人教版（2019）必修 第三册Unit 1 Festivals and Celebrations Listening and Speaking 教学设计（表格式）
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| 名称 | 人教版（2019）必修 第三册Unit 1 Festivals and Celebrations Listening and Speaking 教学设计（表格式） |  | |
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| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-08-08 16:00:35 | ||
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Unit 1 FESTIVALS AND CELEBRATIONS Period 1 Listening & speaking
文本研读
这节听说课是围绕本单元“节日与庆典”主题的第一课时，节日对于大部分同学是个较为轻松有趣 的话题，本版块的活动主题是“谈论节日活动”(talk about festival activities) ,主要从贴近学生日常生活 的角度切入， 学生会听到发生在三个国家不同节日场景下的简短对话， 分别设置了街头采访、日常交际、 导游讲解三个不同语境下的对话文本。对话 1 发生在日本“成人节”，一位外国记者在采访刚参加完“成 人礼”仪式的日本女青年，询问她的感受及随后的庆祝活动。对话 2 发生在两个好朋友之间，他们在为 参加里约狂欢节着装作准备。对话 3 发生在中国的“元宵节”，一位导游带领外国游客参观元宵灯会。三 段对话都带有强烈的生活气息，真实自然，且巧妙地融入了各具特色的节日文化元素。
学情分析
作为高一年级下学期的学生，他们在英语的听说方面已经具备了一定的表达能力，对英语学习有兴 趣和想学好英语的较强烈欲望，对本单元主题“festivals and celebrations ”有一定的经验和知识储备，他 们经历了一些传统节日如中国的龙舟节，清明节、中秋节、春节等，对这些他们经历过的节日，他们从 感知上知晓这些节日的时间、活动形式及特色饮食等，但是对于节日的起源及意义认知并不深刻，对于 其他的像元宵节、重阳节知之甚少。而对于世界其他地方的节日相对了解一些的有圣诞节、感恩节等， 但对其形成缘由、活动形式与意义了解不足，因此在世界文化的冲击下，会有学生盲目过洋节甚至闹出 平安夜要吃苹果的笑话，这也是学生缺乏文化自信的表现。此外，这一年龄段的孩子已经初步形成自己 的世界观，对各地不同的文化有自己的看法和观点，但由于他们的认知还有一定的片面性，因此对于世 界不同文化或与自己价值观世界观冲突的文化欠缺包容性。
教学目标
通过本节课的学习，学生能够： 1. 掌 握 与 节 日 相 关 的 新 词 ： lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, make-up. 2. 掌握判断人物关系、说话人态度的听力策略。 3. 通过聆听和谈论世界各地的传统节日，提高对主题的听力理解和口头表达。 4. 批判性地思考庆祝节日的方式。
5. 结合已有背景知识，运用话题词汇来描述节日活动。
教学重难点
1. 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; 2. 启发学生结合已有背景知识,运用话题词汇来描述节日活动。
教学目标 教学活动 设计意图 评价内容
掌握与节日相关 的 新 词 ： lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, make-up. Activity 1 brainstorm 1. Leading-in The teacher leads the students to talk about the coming festival -- Dragon Boat Festival by asking: ①What day is it next Monday (Dragon Boat Festival) ②Do you know something about the Dragon Boat Festival ③Show students some Zongzi to encourage them to compete for them in class. 2. Brainstorm different festivals at home and abroad. Questions:①What other Chinese festivals do you know ②What foreign festivals are you familiar with ③ Why do people celebratefestivals 1. Lead students to the topic and recall the basic knowledge for the topic. 2. Get ready for the listening practice and arouse the students’ interest. 1.学生能够在互助 中谈论端午节，并 列举出较多的中国 以及国外传统节日； 2.学生能借助图片 和词块描述即将出 现在听力中的三个 节日。
1.掌握判断人物关 系、说话人态度的 听力策略。 Activity 2 Listening 1.Listen to the three conversions for the first time: ①to know the name of eachfestival mentioned in the conversions. ②to listenfor the main idea of each conversation Enhance the students’ listening strategy ---take notes the verbs while listening for relationships. 学生能够听完材料 后能迅速说出三个 节日的名称以及对 话大意。
2.通过聆听和谈论 世界各地的传统 节日， 提高对主题 的听力理解和口 头表达。 Activity 3 Listening 1.The students listen to the conversions for the second time: ①to figure out the relationships between the speakers. 2.Lead the students to discover the strategies to determine the relationships between the speakers . 3.Some students will be invited to present their answers and give proofs to support their idea. 1. Improve the students’ listening strategies---listen for relationships by paying attention to the way of addressing each other and some particular questions ---listen for feelings and attitudes by the intonation and speed of the speaker. 2.Encourage the students to evaluate others’ performance properly. 3.lower the students’ learning difficulty by designing the fill-in-the-blanks exercises. 学生能够听后填词， 并根据这些信息词 厘清任务关系和说 话者的情绪及态度
Activity 4 Listening &Viewing 1. Students listen to the material for the third time, view the video clip of “video time” and take notes about the activities. 2.The students are induced to explore the strategy of listening for activities. arouse the students’ awareness of cross-culture. 学生能够列举出三 个节日的庆祝活动
1. 结合已有背景 知识， 运用话题词 汇来描述节日活 动。 2. 批判性地思考 庆祝节日的方式。 Activity 5 Speaking 1.Students talk about which festival they like most And why 2.Students make a presentation about the topic by making full use of what they have learned in the listening in the forms of interview, free talk or speech. Activity 6 Discussion 1.The students discuss a serious topic: As a Chinese, how should we celebrate traditional festivals in a civilized way (list some improper behavior when people celebrate festivals, make suggestions and advocations) 2. The students get ready to make a 1. review what has been learned in this lesson. 2. Deepen the students’ understanding of celebrating traditional festivals in a more civilized way. 3.cultivate the students’ critical thinking. 学生能够充分运用 课堂讨论所得表达 自己的观点。
presentation about their discussion in the next class
Activity7 Self-assessment and assignment 1.finish the Self- Assessment Log. 2.make preparations for the presentation 1.help students reflect on their learning and make adjustments accordingly. 2.prepare for the next class 学生能够比较充分 地认知并反思自己 课堂学习中的得失 并制定出调整方案
课外拓展：THE CHINESE SPRING FESTIVAL (课本 P64-65)
文本研读
这节听说课是围绕本单元“节日与庆典”主题的第一课时，节日对于大部分同学是个较为轻松有趣 的话题，本版块的活动主题是“谈论节日活动”(talk about festival activities) ,主要从贴近学生日常生活 的角度切入， 学生会听到发生在三个国家不同节日场景下的简短对话， 分别设置了街头采访、日常交际、 导游讲解三个不同语境下的对话文本。对话 1 发生在日本“成人节”，一位外国记者在采访刚参加完“成 人礼”仪式的日本女青年，询问她的感受及随后的庆祝活动。对话 2 发生在两个好朋友之间，他们在为 参加里约狂欢节着装作准备。对话 3 发生在中国的“元宵节”，一位导游带领外国游客参观元宵灯会。三 段对话都带有强烈的生活气息，真实自然，且巧妙地融入了各具特色的节日文化元素。
学情分析
作为高一年级下学期的学生，他们在英语的听说方面已经具备了一定的表达能力，对英语学习有兴 趣和想学好英语的较强烈欲望，对本单元主题“festivals and celebrations ”有一定的经验和知识储备，他 们经历了一些传统节日如中国的龙舟节，清明节、中秋节、春节等，对这些他们经历过的节日，他们从 感知上知晓这些节日的时间、活动形式及特色饮食等，但是对于节日的起源及意义认知并不深刻，对于 其他的像元宵节、重阳节知之甚少。而对于世界其他地方的节日相对了解一些的有圣诞节、感恩节等， 但对其形成缘由、活动形式与意义了解不足，因此在世界文化的冲击下，会有学生盲目过洋节甚至闹出 平安夜要吃苹果的笑话，这也是学生缺乏文化自信的表现。此外，这一年龄段的孩子已经初步形成自己 的世界观，对各地不同的文化有自己的看法和观点，但由于他们的认知还有一定的片面性，因此对于世 界不同文化或与自己价值观世界观冲突的文化欠缺包容性。
教学目标
通过本节课的学习，学生能够： 1. 掌 握 与 节 日 相 关 的 新 词 ： lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, make-up. 2. 掌握判断人物关系、说话人态度的听力策略。 3. 通过聆听和谈论世界各地的传统节日，提高对主题的听力理解和口头表达。 4. 批判性地思考庆祝节日的方式。
5. 结合已有背景知识，运用话题词汇来描述节日活动。
教学重难点
1. 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; 2. 启发学生结合已有背景知识,运用话题词汇来描述节日活动。
教学目标 教学活动 设计意图 评价内容
掌握与节日相关 的 新 词 ： lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, make-up. Activity 1 brainstorm 1. Leading-in The teacher leads the students to talk about the coming festival -- Dragon Boat Festival by asking: ①What day is it next Monday (Dragon Boat Festival) ②Do you know something about the Dragon Boat Festival ③Show students some Zongzi to encourage them to compete for them in class. 2. Brainstorm different festivals at home and abroad. Questions:①What other Chinese festivals do you know ②What foreign festivals are you familiar with ③ Why do people celebratefestivals 1. Lead students to the topic and recall the basic knowledge for the topic. 2. Get ready for the listening practice and arouse the students’ interest. 1.学生能够在互助 中谈论端午节，并 列举出较多的中国 以及国外传统节日； 2.学生能借助图片 和词块描述即将出 现在听力中的三个 节日。
1.掌握判断人物关 系、说话人态度的 听力策略。 Activity 2 Listening 1.Listen to the three conversions for the first time: ①to know the name of eachfestival mentioned in the conversions. ②to listenfor the main idea of each conversation Enhance the students’ listening strategy ---take notes the verbs while listening for relationships. 学生能够听完材料 后能迅速说出三个 节日的名称以及对 话大意。
2.通过聆听和谈论 世界各地的传统 节日， 提高对主题 的听力理解和口 头表达。 Activity 3 Listening 1.The students listen to the conversions for the second time: ①to figure out the relationships between the speakers. 2.Lead the students to discover the strategies to determine the relationships between the speakers . 3.Some students will be invited to present their answers and give proofs to support their idea. 1. Improve the students’ listening strategies---listen for relationships by paying attention to the way of addressing each other and some particular questions ---listen for feelings and attitudes by the intonation and speed of the speaker. 2.Encourage the students to evaluate others’ performance properly. 3.lower the students’ learning difficulty by designing the fill-in-the-blanks exercises. 学生能够听后填词， 并根据这些信息词 厘清任务关系和说 话者的情绪及态度
Activity 4 Listening &Viewing 1. Students listen to the material for the third time, view the video clip of “video time” and take notes about the activities. 2.The students are induced to explore the strategy of listening for activities. arouse the students’ awareness of cross-culture. 学生能够列举出三 个节日的庆祝活动
1. 结合已有背景 知识， 运用话题词 汇来描述节日活 动。 2. 批判性地思考 庆祝节日的方式。 Activity 5 Speaking 1.Students talk about which festival they like most And why 2.Students make a presentation about the topic by making full use of what they have learned in the listening in the forms of interview, free talk or speech. Activity 6 Discussion 1.The students discuss a serious topic: As a Chinese, how should we celebrate traditional festivals in a civilized way (list some improper behavior when people celebrate festivals, make suggestions and advocations) 2. The students get ready to make a 1. review what has been learned in this lesson. 2. Deepen the students’ understanding of celebrating traditional festivals in a more civilized way. 3.cultivate the students’ critical thinking. 学生能够充分运用 课堂讨论所得表达 自己的观点。
presentation about their discussion in the next class
Activity7 Self-assessment and assignment 1.finish the Self- Assessment Log. 2.make preparations for the presentation 1.help students reflect on their learning and make adjustments accordingly. 2.prepare for the next class 学生能够比较充分 地认知并反思自己 课堂学习中的得失 并制定出调整方案
课外拓展：THE CHINESE SPRING FESTIVAL (课本 P64-65)