1757680908050Listening and Speaking &
Reading and Thinking
Listening and Speaking &
Reading and Thinking
一、教学基本信息
1. 课程名称：Unit 1 Listening and Speaking & Reading and Thinking
2. 学科：高中英语 3. 年级：高一
4. 教材版本：人教版（2019）必修第三册 5. 课时安排：2课时
6. 课型：听说+阅读整合课 7. 授课教师：
1. 课程名称：Unit 1 Listening and Speaking & Reading and Thinking
2. 学科：高中英语 3. 年级：高一
4. 教材版本：人教版（2019）必修第三册 5. 课时安排：2课时
6. 课型：听说+阅读整合课 7. 授课教师：
二、教学目标
学完本课后，学生能够
听懂节日主题对话，完成听力任务，与同伴讨论自己喜爱的节日；同时读懂相关文本，把握篇章结构与关键信息，归纳各段落主旨。
探究世界各地的节日及其文化内涵，理解全球节庆活动所承载的共同价值与多样习俗。
思考节日习俗的变迁及其对文化传承的影响，就节日商业化现象形成个人观点，培养批判性思维能力。
独立完成听力与阅读任务，提取节日相关信息，反思文化差异，并主动探究世界各国的节日文化。
三、教学重难点
教学重点
引导学生理解节日主题对话与文本，掌握节日相关的习俗、起源及意义。
帮助学生掌握核心词汇与表达，并运用其讨论节日相关话题。
教学难点
指导学生运用听力策略，判断对话中说话人之间的关系。
引导学生条理清晰、准确地表达对节日习俗变迁及商业化现象的看法。
四、教学方法
1. 情景教学法：古诗英译+节日视听素材导入；借节日图片引导描述；设置节日选择讨论情景。
2. 讲授法：讲解节日词汇发音与含义；传授听力、阅读策略；解析发音规则与核心词汇用法；梳理文章结构、内容，总结知识点。?
3. 任务型语言教学法：布置分层听力任务；设计梯度阅读任务；安排课文词汇语篇填空任务。
4. 交际教学法：组织小组讨论、话题分享等交际活动，促进实际运用。
5. 图表分析法：用表格梳理节日习俗变化；借框架图梳理文本结构；通过图表总结核心知识点。
五、教学准备
1. 教师准备：多媒体课件：听力音频、文化相关的图片；词汇卡片：核心单词与短语；学习任务单：设计听力任务单、课堂探究问题、课后作业等；分组准备：将学生分为4-6人小组，明确小组讨论任务和分工。
2. 学生准备：预习本课的相关词汇；利用网络了解世界各地的节日信息。
六、教学过程
Listening and Speaking
StepⅠ Lead-in
Activity 1: Quote and Appreciate
Present the English translation of Xin Qiji’s poem: "Phoenix flutes make music, The moonlight flashes, Fish and dragon lanterns whirl the whole night long."
Ask students: "Do you know which festival this poem describes?" (Chinese Lantern Festival)
（设计意图：以古诗英译导入，激发学生对中国传统节日的兴趣，自然过渡到节日主题，同时渗透文化元素。）
Activity 2: Brainstorming
Show vivid pictures/videos of festivals (Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, Christmas, Halloween, Thanksgiving Day) to create an immersive festival atmosphere.
Ask: "What kind of festivals do you know? What do people usually do during these festivals?"
Invite 2-3 students to share their ideas.
（设计意图：通过直观的视听素材激活学生已有节日知识储备，为后续听说任务搭建话题框架，降低学习门槛。）
Step Ⅱ Pre-listening
Activity 1: Vocabulary and Phrase Preparation
Present festival-related words and phrases (wear traditional costumes, dress up in carnival costumes, etc.), explain their meanings, and demonstrate correct pronunciation.
Ask students to read aloud after the teacher, paying attention to pronunciation.
Activity 2: Predict and Describe
Show pictures of three festivals (Coming-of-Age Day, Rio Carnival, Chinese Lantern Festival) and guide students to imagine being at the festivals.
Ask students to describe each festival using the prepared words and phrases.
Examples: "On the Coming-of-Age Day, young girls in Japan would wear traditional costumes." "One of the most important activities during the Lantern Festival is to guess riddles." "During the Rio Carnival, you can watch wonderful samba dances."
（设计意图：提前熟悉话题相关词汇和短语，为听力任务扫清语言障碍，同时培养学生的预测能力。）
Step Ⅲ While-listening
Activity 1: Listen for Order and Relationships
Assign clear listening tasks (write conversation order, match speaker relationships) to guide students’ listening direction.
Play the audio once. Ask students to write the order of the conversations next to the three festivals.
Play the audio again. Guide students to match each conversation with the relationship between the speakers (a tour guide and members of a tour group, an interviewer and an interviewee, two friends).
Explain listening strategies: "To listen for a relationship, you need to pay attention to how people talk to each other (e.g., friends usually call each other by first names) and some particular questions in the conversation."
Activity 2: Listen for Details
Ask students to complete gap-filling sentences by listening for specific information.
Play the audio a third time. Ask students to complete the sentences in the textbook:
In Conversation 1, the woman is wearing _________ colours. It took her a long time to do her hair and make-up, and to get _________. She is going to meet her _________ soon.
In Conversation 2, Carla advises Li Mei to change her ________________. This is because the weather is _____ and they will be outside for a long time.
In Conversation 3, the people are enjoying the _________ show.
Check answers with the whole class and play the key parts of the audio again if necessary.
Activity 3: Summarize Festival Activities
Ask students to listen to the audio once more and work in pairs to list each festival’s activities.
Invite pairs to share their answers, and the teacher summarizes on the blackboard:
Chinese Lantern Festival: guess riddles; see the colorful lanterns; watch the dragon or lion dances; eat yuanxiao
Coming-of-Age Day: girls do their hair and make-up; wear traditional costumes; attend the Coming-of-Age ceremony; say congratulations; have a party
Rio Carnival: wear carnival costumes; march along the streets; dance
Step Ⅳ Post-listening
Pair Discussion
Set a scenario "Choosing Your Favorite Festival to Attend" and ask students to discuss in pairs by using useful expressions.
Provide sample dialogues for reference.
Invite 2-3 pairs to present their dialogues in class.
（设计意图：通过发音练习巩固语言知识，通过小组讨论将听力输入转化为口语输出，提升学生的口语表达能力。）
Step Ⅴ Pronunciation Practice
Explain the pronunciation rules of connected speech and consonant changes, then play the audio for students to imitate.
Present the pronunciation exercises from the textbook:
Read words and phrases aloud (e.g., duty, education; last year, in bed...) and pay attention to the change in the pronunciation of the bold letters.
Listen to the following sentences, paying attention to the consonants in bold. Discuss the pronunciation changes with partners and repeat after the audio.
Explain phonetic assimilation to students and provide several examples.
（设计意图：作为口语表达后的巩固提升环节，针对性解决对话中可能出现的发音问题，帮助学生规范语音语调，为后续更流畅的口语交流奠定基础。）
Reading and Thinking
Step Ⅰ Pre-reading
Activity 1: Group Discussion
Ask students to discuss the following questions in groups:
What festivals do you celebrate with your family each year?
Why do people celebrate different festivals?
Invite representatives from each group to share their ideas.
Activity 2: Predict the Text Type
Guide students to predict the text type based on the title "Why Do We Celebrate Festivals?" and their prior knowledge of text types.
Ask: "What type of text do you think it is?"
（设计意图：通过讨论激活学生已有的节日相关知识，为阅读做好铺垫；预测文本类型有助于学生运用相应的阅读策略。）
Step Ⅱ While-reading
Activity 1: Skim for Information Related to the Title
Ask students to read the text quickly and find out the answer to the question in the title: "Why do we celebrate festivals?"
Check answers: To show that we are grateful; to allow us to relax and enjoy life, and forget about our work for a little while; to help us understand where we came from, who we are, and what to appreciate.
Activity 2: Scan for Topic Sentences
Explain the reading strategy of identifying topic sentences: "Most paragraphs have a 'topic sentence' that tells the main idea, usually the first sentence."
Ask students to read the text again and underline the topic sentence of each paragraph.
Check and analyze the topic sentences with the whole class.
Activity 3: Detailed Reading and Comprehension
Ask each student to read the entire text carefully first.
Distribute a comprehensive worksheet covering all paragraphs, with targeted questions for each part:
Paragraph 1: What are the origins of most festivals? What do most festivals have in common?
Paragraph 2: Why do people celebrate the harvest festival? What customs do Chinese people have during the Mid-Autumn Festival?
Paragraph 3: Fill in the table about the changes of customs (Chinese Spring Festival and Halloween).
Paragraph 4: What phenomenon of festivals is mentioned?
Paragraph 5: What roles do festivals play in society?
After students finish individual reading and answer the questions independently, ask them to discuss their answers in groups.
Each group verifies and supplements answers together, and the teacher walks around to guide and answer questions.
Activity 4: Analyze Text Structure
Guide students to discuss the structure of the text based on group discussions.
Summarize the text structure:
Introduction (Paragraph 1): Origins and common spirit of festivals.
Body (Paragraph 2-4): Specific aspects of festivals (harvest festival, changes of customs, commercialization).
Conclusion (Paragraph 5): The importance and significance of festivals.
（设计意图：通过略读、寻读、精读等不同阅读策略，让学生逐步理解文本内容，掌握文本结构，提升阅读能力。小组合作学习能培养学生的合作精神。）
Step Ⅲ Post-reading
Activity 1: Critical Thinking Discussion
Set a critical thinking scenario "Debating Festival Changes and Commercialization" and ask students to discuss in pairs:
How do you feel about festival customs that have faded away (e.g., lighting firecrackers)?
What is your attitude towards the commercialization of festivals?
Invite students to share their viewpoints, encouraging them to support their ideas with reasons.
（设计意图：通过批判性思维讨论，引导学生深入思考节日相关的社会现象，提升思维品质。）
Activity 2: Cloze Test with Text Words
Present the cloze passage from the courseware: "Today’s festivals have a wide ________ of origins..."
Ask students to complete it using the correct forms of suitable words from the text.
Check answers together and explain the reasons for choosing each word (e.g., "commercial" is used because Paragraph 4 mentions festivals becoming commercialized).
（设计意图：通过语篇填空巩固词汇记忆，训练学生根据语境选择词汇的能力，实现“读”与 “用”的结合。）
Activity 3: Vocabulary Consolidation
Explain the usage of core vocabulary (range, figure, significant, fade, reflect...) with examples, then assign exercises.
Present core vocabulary with examples and exercises.
Ask students to complete the exercises individually, then check answers together.
Step Ⅳ Summary
Guide students to review the key points:
listening strategies
core content of the text,
reading strategies,
vocabulary
七、板书设计
Unit 1 Festivals and Celebrations
Listening and Speaking
1. Festivals & Activities
Chinese Lantern Festival: guess riddles, watch dragon dances, eat yuanxiao
Coming-of-Age Day: wear traditional costumes, attend ceremony, have a party
Rio Carnival: wear carnival costumes, march, dance
2. Listening Strategy: Listen for relationships
3. Pronunciation: Connected speech; consonant changes
Reading and Thinking
1. Text Structure
Introduction: Origins + Common spirit (joy, gratitude, love, peace)
Body: Harvest festival → Changes of customs → Commercialization
Conclusion: Importance of festivals
2. Core Vocabulary & Usages
range: a range of; range from...to...
figure: figure out
...
八、作业布置
Ask students to describe their favorite festivals, including the customs and why they like them.
Ask students to discuss: "Should we celebrate Western festivals?"
九、教学反思
本节课通过情境创设和分层任务，完成了听说、阅读与词汇的整合教学。课堂以节日主题为线索，借助音频、图片等素材调动感官体验，阅读环节的 “找主旨 — 析细节” 设计帮助学生掌握文本解读方法，词汇练习结合语境有效提升运用准确性。但教学中仍存在不足：
听力训练可能缺乏梯度，基础薄弱学生捕捉细节时较为吃力；
文化渗透仅停留在习俗表面，未深入挖掘内涵；
口语评价多为笼统鼓励，缺乏具体改进指导；
部分环节可能耗时过长，导致思维拓展讨论仓促收尾。
