资源简介

Teaching Design for Unit1 Festivals and Celebrations
NEW SENIOR ENGLISH FOR CHINA STUDENT BOOK 3
Background information:
1. Type of lesson: Listening&Speaking lesson
2. Lesson duration: 45mins
3. Analysis of students:
The teaching objects are 40 students from class 2, grade 1 of a senior high school. They have already learned English for years, they are able to speak and communicate with their friends in English. They are highly motivated in acquiring English and are gradually forming the ability to grasp information from the given English text under the help of classmates and teachers. The students of this class have a relatively good foundation of English, and they are interested in the topic of festival activities, Students hear short conversations occurring in different holiday scenes in three countries, where people are attending or will experience different celebrations.but their listening skill still needs to be improved.)，
4. Analysis of the teaching material:
This lesson is taken from New Senior English for China Students’ Book 1, unit 1. The central topic of this unit is friendship which can arouse students’ interest greatly. My lesson design focuses on the part of listening and speaking. The listening material is mainly about festival activities, With the acceleration of globalization, international exchanges are becoming increasingly frequent. Whether it is common for Chinese people to go abroad or foreign friends to visit China. Therefore, the three typical festival scenes selected in this section all belong to the context of cross-cultural communication. Not only do the characters in each group of dialogues come from different cultural backgrounds, but also the identities and relationships of the interlocutors are also different. By studying this lesson, students can improve their listening and speaking ability and express their opinions.
II. Teaching objectives
1. Language ability: Students are able to use the new words and expressions to express their opinions about festivals.
2. Learning ability: Students can improve their listening and speaking ability by using some strategies, and they can learn how the different people in different countries celebrate festivals.
3. Thinking ability: Students will learn to grasp key information from the listening material through individual work and group work. Besides, their critical thinking ability can be cultivated as well.
4. Cultural awareness: Students will be able to understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities.
III. Teaching key and difficult points:
1. Teaching key points:
1) To guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;
2)To inspire students to use topic words to describe the festival activities based on their background knowledge.
2. Teaching difficult points:
1) In the process of listening to the correct understanding of the speaker's attitude,
accurately identify the relationship between the characters.
IV. Teaching methods
1. Task-based method
2. PWP teaching method
V. Teaching aids
PPT, teaching materials, blackboard
VI. Teaching procedures:
Step1 Lead-in (5 minutes)
Teachers talk about the world's traditional festivals, such as the Lantern Festival in China, Adults’ Day in foreign countries, carnivals and so on.
(Justification: This can arouse students’ interest to the teaching activity. Meanwhile, it can also lead to the topic today naturally.)
Step2 Pre-listening (8 minutes)
Activity 1 Watching and Talking
1.Teacher lets students look at some pictures about festival activities. During talking about these activities, teacher can add some background knowledge about festivals.
Questions:
①What festivals do the pictures show us
②In which country do you think people celebrate each festival
③How do people celebrate each festival
2.Ask someone to choose some words or phrases from the box to celebrate each festival.
3.Teacher can show students how to use these word blocks and learn to describe holiday activities in groups. For example:
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.4. The teacher asks students to report the results of the group lecture. Ask these questions:
What do people do to celebrate the Chinese Lantern festival
②Who will celebrate Coming-of-Age Day What do they do to celebrate it
③What do you expect to see if you go to the Rio Carnival
5. Learn some words and phrases in the box.
(Justification: Through discussion, students will be prepared for the listening class, and it will be helpful to understand the material.)
Step3 While-listening (17 minutes)
Activity 2 Listening for the detailed information
Teacher asks someone to read “Listen for relationships”, In pairs, discuss how to identify relationships between people based on their tone and content. The teacher can provide the following questions to inspire students to discuss.
①What does a tour guide usually say to a tour group What expressions are frequently used
②What questions does an interviewer usually ask during an interview
③What would a reporter say or do if he/she wants to interview a tourist
④How do friends usually talk
Some group representatives are invited to communicate and speak in class.
3. Teacher plays the listening tape for students to listen to and write the order of the conversations next to the names of the festivals.
4. Play the tape again, students match each conversation with the relationship between the speakers.
5.Check the answers with class.
Activity 3-4
Teacher asks students to look at the tasks and requirements of activity 3. Then read the main ideas of the three dialogues. (Guide the students to guess and fill in the words according to the context. Let the students analyze the English syntactic structure based on the meaning of the sentence and make reasonable inferences.)
2. Teacher plays the tape for the second time. After listening to the tape, students discuss the answers in pairs. Then the class communicates and checks the answers.
3. Teacher lets students listen to the tape for the third time (Before the teacher plays the recording for the third time, the teacher should prepare the students to take notes and remind them to catch key words, especially phrasal verbs.).
(Justification: Listening for the detailed information can help grasp the specific information of the material. And it also can deepen students’ understanding of the listening material and improve their listening ability.)
Step 4: Post-listening(10 minutes)
Activity 5 Speaking
1. Lead the dialogue by asking questions.
E.g Conversation 1
T: Which of the three festivals do you like best
S1:I think the Coming-of-Age Day is the most interesting.
T: Why is it your favourite
S1: Because I like to see women dressed up in their colorful traditional kimonos.
Conversation 2
T: Which of the three festivals attracts you most
S2: The Chinese Lantern Festival.
T: I suppose you like yuanxiao, the sweet dumplings.
S2: Not only that. I especially like guessing riddles and I'm good at it.
2.Follow the example of the conversation in activity 5 and work in pairs to discuss your favorite holiday and explain why. After the discussion, the teacher asks some groups to show the dialogue.
Activity 6 Acting
One student plays the role of a journalist. The other three students play the roles of the characters in the listening dialogue. They are the Japanese girl attending the coming-of-age ceremony, the girl attending the Rio carnival, and the tourist visiting China. The following questions can be used in the interview:
①What is the purpose of this festival
②How do you usually celebrate this festival
③What do you like best about this festival
(Justification: This can train students’ sense of cooperation and communicative competence and develop their ability to relate to real life and express their own opinions.)
Step5: Summary (3 minutes)
Ask one student to make a summary of this lesson and then make a summary together.
(Justification: Reviewing the important knowledge can deepen students’ impression and form good study habits.)
Step6: Homework (2 minutes)
Read the passage again and understand the food culture from a cross-cultural perspective.
Prepare a 3-minute speech about your own opinions towards one of festivals in China.
(Justification: This activity can develop students’ critical thinking and expressing ability and make them learn from each other. Also it allows them apply what they learned to practical use.)
VII. Blackboard design
Unit 1 Festivals and Celebrations
Listening and Speaking
Different festivals
Different countries
Different celebrations
VIII. Teaching reflection
The lesson went on well. Students were quite excited and motivated. Bot not enough time was given at discussion and presentation section so some students didn’t finish the discussion and some of the groups didn’t show their opinions. The next class should give them a chance to present their ideas.

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