资源简介

听说课Festivals and Celebrations教学设计
教学基本信息
学科 英语 学段 高一 人数 40人
课题 2019年版人教版高中必修三Unit 1 Festivals and Celebrations
课型 听说课
文本分析
What: 本课属于“人与社会”主题群中的“不同民族文化习俗与传统节日”子主题。本课听力文段介绍了三个国家的三种不同节日，分别是日本的成人礼、里约的嘉年华和中国的元宵节。 Why: 本课听力文段的三段对话均以不同身份的说话者呈现，学生可以通过说话者对话的内容和形式判断说话者之间的关系，从而让学生掌握不同的交际策略，增强学生的交际能力。同时，学生可以通过三段对话的内容获取三个节日的事实性信息。 How: 本课三段听力文本相互独立，每段对话对应一个节日。第一段对话以采访者和被采访者的视角介绍了日本的成人礼，女生会花费很长时间打扮自己，以最好的状态参加自己的成人礼。女生也谈到了自己当天的安排和对“成人”这一话题的理解。第二段对话是两个好朋友讨论在里约嘉年华上应该穿什么，其中一位建议朋友选择穿轻便、风格独特的衣服和舒适的鞋。第三段对话是导游和游客在讨论中国的元宵节，游客询问导游关于元宵节的传统活动，导游向游客耐心介绍元宵节的节日意义。文本时态为一般现在时，关于节日的重点短语包括make-up, have a party, guess riddles等。 FestivalsActivitiesRelationshipsComing-of-Age Daydo hair and make-up get dressed have a partyA reporter and a touristRio Carnivaljoin the parade go to march along the streetTwo friendsChinese Lantern Festivallanterns riddles for people to guessA tour guide and members of a tout group
学情分析 自然情况：本班为北京某普通高中高一年级学生，班级共有40名学生，其中男生25人，女生15人。学生英语基础一般，课堂上乐于思考，能够与教师积极地互动。 已有基础：经过义务教育阶段的学习和日常生活实践，学生对于本节课学习的话题“节日习俗”具备一定的熟悉度。学生对于本节课的话题具有较高的兴趣和学习动机。 存在问题：对于国外的节日了解较少，如里约嘉年华和日本成人礼；不太了解判断说话者身份的方法。 解决措施：通过图片展示和听力文本增加学生对于外国节日的了解，通过分析听力文本中的关键词提高学生判断说话者身份的能力。 教学重难点 分析并判断三段对话中说话者的身份 教学资源 PPT课件，粉笔，黑板，纸质学案 教学目标 通过本课的学习，学生能够： 获取并梳理三个节日的庆祝方式 获取与梳理 A2 分析并判断三段对话中说话者的身份 分析与判断B2 在采访者和被采访者、导游和游客、朋友之间选择一组角色，询问对方喜欢的节日 想象与创造 C3
Teaching Procedure
Stage Procedure Purpose Time
Step 1 Pre- listening Lead-in T: Our school is going to hold an international cultural event. Which festival would you like to introduce In this lesson, we will learn about three festivals and you need to choose one of the them to introduce after class. Activity 1 perceiving and understanding T shows the title of this lesson and asks questions: What festivals do you know Ss are divided into two groups to answer the question. The group with more answers will be the winner. To inform Ss of the purpose of this lesson To activate Ss’ prior knowledge and arouse their interest 5’
Step 2 While- listening Activity 2 perceiving and understanding T shows the three pictures and asks questions:What festivals do the three pictures show us In which country do people usually celebrate each festival T asks Ss to pay attention to the details of the pictures. Then, T shows words or phrases to describe each festival, such as: wear traditional costumes, guess riddles... Activity 3 1st listening applying and analyzing T asks question: What do you want to know more about these three festivals T asks Ss to listen and write the order of the conversations next to the names of the three festivals, and match each conversation with the relationship between speakers. Before listening, T asks Ss to look at the tips about listening for relationships. After listening, T invites Ss to show their answers and reasons. Then, T shows the transcript and locates the expressions which imply the relationships between speakers while explain new words. (eg:treat, excuse me, Miss Lin...) Activity 4 2nd listening applying and analyzing T asks Ss to listen again and complete the sentences with the correct words. To ask Ss to focus on the information in the pictures to reduce the difficulty of the listening text To improve Ss’ extensive listening and help them identify the relationships between speakers To improve Ss’ ability to locate specific words 5’ 10’ 5’
Step 3 Post- listening Activity 5 transferring and creating T divides Ss into groups and asks them to have interviews based on the text. One students acts as an Britain interviewer, the other three students choose one of the three roles (Chinese, Japanese, Brazilian) to introduce a festival in English. To ask Ss to retell the passage to improve Ss’ spoken English 10’
Step 4 Homework T asks Ss to make a speech (200 words) to introduce one of the three festivals. To help students consolidate what they have learned 5’
板书设计
Unit 1 Festivals and Celebrations
附录（听力文本）

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