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第 5 课时 Period 5 Listening and Talking: Talk about ethnic minority cultures in China
1. 教 材 分 析 主题语境：人与社会—文化的多样性 语篇类型：在了解世界多元文化现象后，本节视听说课以对话的形式作为语篇依托，进而过渡到引导学 生理解中国文化的多样性， 学习并了解我国少数民族文化， 明确在会话中合理运用交流技巧， 深化互动 交流，提升交际效果。 （What） 该板块的活动主题是 “谈论中国的少数民族文化 ” (Talk about ethnic minority cultures in China)。此部分从谈论美国的多元文化过渡到谈论中国文化的多样性。少数民族文化是中国文化多样性 的重要体现， 该板块围绕贵州苗族和侗族的少数民族文化展开的。听力文本选取了苗族和侗族最具特色 的文化元素。其中，贵州各地少数民族居住的村寨素有“芦笙之乡 ”、“歌舞之乡 ”的美誉；与此同时， 肇兴侗寨也素有“侗乡第一寨 ”的美誉，鼓楼群、风雨桥是当地著名景点。 （Why）民族文化是民族身份的重要标志， 了解中国文化的多样性有助于培养文化自信， 弘扬和传承中 国文化。听力文本选取了 Justin 在贵州旅行时和当地少数民族朋友 Wu Yue 的对话，其原因在于苗族和 侗族是贵州最具特色的文化元素， 这有利于引导学生逐渐了解中国异彩纷呈的少数民族文化， 从而对少 数民族文化的欣赏和兴趣， 加强学生对少数民族的了解、坚定文化自信、拥护民族团结、增强民族自豪 感，并进一步拓展学生的跨文化沟通和传播优秀中华文化的能力。 （How）该听力文本是通过外国友人 Justin 在贵州旅行中与当地少数民族朋友 Wu Yue 的对话展开的。 作为 Justin 的向导，Wu Yue 为他介绍了当地的民族特色、旅游景点。该听力文本包括两部分，在第一 部分， Wu Yue 为 Justin 介绍了苗族乐器芦笙以及苗族手工制作的银饰等。在听力文本的第二部分， Wu Yue 继续带领 Justin 去参观贵州肇兴的侗寨，Wu Yue 为 Justin 介绍了那里的景点，还提到侗族大歌表演。 这两部分对话旨在培养学生捕捉关键信息的能力。第三部分为听后口头输出环节， 也是该板块的落脚点。 该活动延续听力语境，让学生以 Justin 的身份跟同伴分享自己的这次贵州之旅。而扮演 Justin 同伴的学 生需要有效倾听（showing you are listening）,并学会使用相关表达法， 恰当地给予反馈， 深度参与对话。
2. 学 情 分 析 自然情况 班级学生有一定的英语基础，英语尖子生有一部分，中等生较多，个别学生比较偏弱。 已知学情 学生上课都能够积极认真的配合，但在捕捉听力信息方面还存在错听、漏听的现象；同时，学生语言口 头表达能力方面也比较一般。 学习需求 通过视听说形式， 引导理解中国文化的多样性， 学生了解我国少数民族文化， 在听取信息方面， 使用基 本的速记方法， 如缩写、简写、符号等， 有选择地记录听力信息。最后在产出方面， 引领学生在回话中 合理运用相关词汇和句式对所谈事物表达关注和兴趣，深化互动交流，提升交际的效果。
3. 教 学 目 标 By the end of this period, the students will be able to: 1. Comprehend the local customs and tourist attractions of the Miao and Dong people; 领会苗族和侗族当地的风俗和旅游景点； 2. Capture subject word chunks in listening with the help of shorthand skills; 运用速记技能捕捉听力信息当中的主题词块； 3. Simulate a conversation about Justin’s trip to Guizhou and show someone is listening with the help of some particular expressions. 模拟 Justin 在贵州之旅的对话，应用一些特定表达来表示某人正在倾听。
4. 重 点 难 点 Key points: Guide students to understand and appreciate the characteristics of ethnic minority culture in Guizhou, and guide students to learn to use shorthand skills to capture listening information in the process of listening to information. Difficult points: Guide students to reasonably use relevant vocabulary and sentence patterns in replying to
express concern and interest in the things they are talking about, deepen interactive communication, and improve the effect of 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
Introduce the topic and foreshadow the coming exploration of the topic Immersion Activity 1 View and relate Students can get ready for this period. CW/IW 1’
Arouse students’ visual participation and learn about the famous sites and customs in Guizhou Province Activity 2 Watch and answer Students watch a video about Guizhou Province, and answer the question: What ethnic minority group is mentioned in this video Students can learn about the famous Sites in Guizhou Province. CW 3’
设计意图： To activate students’ prior knowledge about the ethnic minority villages and Justin’s plan.
Get factual information about Justin’s travel experience in Guizhou Province Activity 3 look and predict Show three photos taken by Justin and ask students to guess and describe them. Picture1 ： T: Look at picture 1 and answer the following questions. 1. What are their clothes like Students can get the general idea of the conversation and get some key words about the ethnic minority cultures in Guizhou Province. CW/GW 2’ IW 3’ CW 3’
2. What are they doing 3. Do you know what they are holding in their hands 4. Can you guess what the instruments are made up of Picture 2: T: Look at picture 2 and answer the following questions. 1. Can you guess what they are doing in the picture 2. What are their clothes like 3. What are they wearing on their heads 4. Can you guess what these accessories are made of Picture 3: T: Look at picture 3 and answer the following questions. 1. Can you find in the picture which village it is 2. What is the architecture with lights Activity 4 Listen and answer Justin met a new friend while travelling in Guizhou. Listen to their conversation and complete Justin’s travel journal about these three photos. Part 1 It was a lovely day. Wu Yue and I watched some Miao people play the . The instrument is made of , which has a history of over years and is even mentioned in the oldest collection of Chinese poetry. Wu Yue told me she was really her culture. Then we watched the . People play Lusheng during almost all festivals and grand events to honor the dead, celebrate harvest, or seek love. Part 2 I couldn’t help noticing some girls were wearing beautiful accessories. I wanted to buy some accessories as souvenirs so Wu Yue helped me. I was told that the price would depend on the percentage of and that girls wear the costumes in many events, especially in their wedding, to expect for a better future. Part 3 Later she invited me to visit a pretty Dong village called Zhaoxing. It is considered one of China's most beautiful villages. We saw the beautiful and the , where people could shelter themselves from wind and rain. The whole village is mainly built of wood! Dong people were playing Lusheng too, and we heard the Grand Song of Dong people. It was really cool.
设计意图：To immerse students into the context and enhance their learning strategy
Classify the information about Miao and Dong Consolidation Activity 5 Think and talk 1. What ethnic minority groups has he visited 2. Read his travel journal again and find out what cultural items of Miao and Dong are. Students can classify the detailed information and finish the pair talking about the ethnic minority groups through pair GW 7’
Take Part 1 as example: What is the features of Lusheng When do Miao people play Lusheng Why do they play Lusheng 3. Pair work. work.
设计意图：To train students’ ability to obtain and integrate information in the process of listening and drawing mind maps.
Identify and generalize specific language for showing feelings and emotions. Activity 6 Listen and identify 1. What does Justin think of the Miao and Dong cultures 2. Please listen to the conversation again and write down the words or expressions showing feelings. Activity 7 Discover and conclude Students can find out the expressions and perceive the speakers’ feelings and emotions. CW 6’
设计意图：To guide students to perceive people’s feelings in the conversation by looking for sentences of expressing emotions
Master the strategies of talking about a trip through practicing. Creation Activity 8 Apply and cooperate Work in groups. Imagine Justin is telling some friends about his trip to Guizhou. One of you is Justin and the rest of you are his friends. Ask Justin questions about his trip and experience. Students actively talk about what they have learnt about Miao and Dong and share their feelings and emotions. CW/GW 12’
设计意图：To help students master the strategies of talking and cultivate their communicative competence.
Understand the diversity of ethnic minority groups in Guizhou Province and the meaning of cultural diversity. Expansion Guizhou Province is a multi-ethnic province, with 18 ethnic groups, including Han, Miao, Buyi, Dong, Tujia, Yi, Gelao, Shui, Hui, Bai, Yao, Zhuang, She, Maonan, Mongolian, Mulao, Manchu and Qiang, with ethnic minorities accounting for 36.11% of the total population. Students can get the meaning of cultural diversity and the role of ethnic minority cultures. CW 8’
Ask students if they have been to other provinces or cities with ethnic minority cultures and share their own experience with the whole class. Self-assessment
设计意图：To raise students’ awareness of cross-cultural communication and learn to respect and spread our traditional culture.
Consolidate what we have learnt in class and make a self- assessment. Assignments Students share their findings by talking and searching more information PW/IW 3’
设计意图：To inspire students to apply what they have learned to their real life and make a self-assessment.
6. 板 书 设 计
7. 作 业 布 置 Compulsory: Practise the conversation about Justin’s trip Optional: Search more information about other ethnic minority groups in Guizhou Province and introduce one of them to Justin from the aspects we have learnt in this lesson.
8. 教 学 反 思 The key difficulty of this lesson is to create a real context, let students taste the characteristics and connotations of China's ethnic minority culture in English learning, guide students to understand and identify with China's excellent culture, and let students share their trip to Guizhou with their peers as Justin. Students who play Justin's peers need to listen effectively (showing you are listening) and learn to use relevant expressions, give appropriate
feedback, and deeply participate in the conversation. Finally, guide students to listen carefully to the presentations of other group membersto re-consolidate note-taking skills; at the same time, guide students how to give feedback and evaluation of each other's achievements, and exercise students' critical thinking skills. In general, the audiovisual lecture is designed more reasonably, the design between activities is relatively close, and the oral activities are also built a sufficient base for students before the output. However, due to students' limited oral expression skills, it is still difficult for many students to translate specific information into their own words and clearly express their views during the dialogue process. Therefore, this aspect deserves our teachers' attention and reflection and improvement to ensure that the audiovisual lecture achieves better results.

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