《Unit 1 Festivals and Celebrations Listening and Speaking》教案附导学案.docx

《Unit 1 Festivals and Celebrations Listening and Speaking》教案附导学案.docx

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《Unit1FestivalsandCelebrationsListeningandSpeaking》教案附导学案

Unit1FestivalsandCelebrations

Listeningandspeaking&Listeningandtalking

【教材分析】

本板块的活动主题是“谈论节日活动”（Talkaboutfestivalactivities），主要是从贴近学生日常生活的角度来切入“节日”主题。

学生会听到发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动。

随着全球化的进程加速，国际交流日益频繁，无论是国人走出国门还是外国友人访问中国，都已成为司空见惯的事情。

因此，该板块所选取的三个典型节日场景都是属于跨文化交际语境，不仅每组对话中的人物来自不同的文化背景，对话者的身份和关系也不尽相同。

【教学目标】

1.Masterthenewwordsrelatedtoholiday:

lantern,carnival,costume,dress（sb）up,march,congratulation,congratulate,riddle,ceremony,samba,make-up,afterall.

2.Tounderstandtheoriginofmajorworldfestivalsandtheactivitiesheldtocelebratethemandthesignificanceoftheseactivities;

3.Improvelisteningcomprehensionandoralexpressionofthetopicbylisteningandtalkingabouttraditionalfestivalsaroundtheworld;

4.Improvestudents’understandingofthetopicbywatchingpicturesandvideosaboutdifferenttraditionalfestivalsaroundtheworld;

5.ReviewthecommonassimilationphenomenoninEnglishphonetics,distinguishtheassimilatedphonemesinthenaturallanguageflow,andconsciouslyusetheassimilationskillinoralexpression.

【教学重难点】

Importance:

1.Guidestudentstopayattentiontotheattitudeofthespeakerintheprocessoflistening,andidentifytherelationshipbetweenthecharacters;

2.Inspirestudentstousetopicwordstodescribethefestivalactivitiesbasedontheirbackgroundknowledge.

Difficulties:

Intheprocessoflisteningtothecorrectunderstandingofthespeaker’sattitude,accuratelyidentifytherelationshipbetweenthecharacters.

【课前准备】

1.Tounderstandtheoriginoftraditionalfestivalsintheworld,thecelebrationactivities（customs）ofthesefestivalsandthemeaningoftheseactivities;

2.Talkaboutholidaycelebrations;

3.Preview:

understandthenewwordsaccordingtothecontext.

【教学过程】

Step1Lead-in

Teacherstalkabouttheworld’straditionalfestivals,suchastheLanternFestivalinChina,adults’dayinforeigncountries,carnivalsandsoon.

Step2Watchingandtalking

Activity1

1.TeacherletsSslookatsomepicturesaboutfestivalactivities.Duringtalkingabouttheseactivities,teachercanaddsomebackgroundknowledgeaboutfestivals.

Questions:

①Whatfestivalsdothepicturesshowus?

②Inwhichcountrydoyouthinkpeoplecelebrateeachfestival?

③Howdopeoplecelebrateeachfestival?

2.Asksbtochoosesomewordsorphrasesfromtheboxtocelebrateeachfestival.

3.Teachercanshowstudentshowtousethesewordblocksandlearntodescribeholidayactivitiesingroups.Forexample：

OntheComing-of-AgeDay,younggirlsinJapanwouldweartraditionalcostumes.

OneofthemostimportantactivitiesduringtheLanternFestivalistoguessriddles.

DuringtheRioCarnival,youcanwatchwonderfulsambadances.

4.Theteacherasksstudentstoreporttheresultsofthegrouplecture.Askthesequestions:

①WhatdopeopledotocelebratetheChineseLanternfestival?

②WhowillcelebrateComing-of-AgeDay?

Whatdotheydotocelebrateit?

③WhatdoyouexpecttoseeifyougototheRioCarnival?

5.Learnsomewordsandphrasesinthebox.

Step3Listening

Activity2

1.Teacheraskssbtoread“Listenforrelationships”,Inpairs,discusshowtoidentifyrelationshipsbetweenpeoplebasedontheirtoneandcontent.Theteachercanprovidethefollowingquestionstoinspirestudentstodiscuss.

①Whatdoesatourguideusuallysaytoatourgroup?

Whatexpressionsarefrequentlyused?

②Whatquestionsdoesaninterviewerusuallyaskduringaninterview?

③Whatwouldareportersayordoifhe/shewantstointerviewatourist?

④Howdofriendsusuallytalk?

2.Somegrouprepresentativesareinvitedtocommunicateandspeakinclass.

3.Teacherplaysthelisteningtapeforstudentstolistentoandwritetheorderoftheconversationsnexttothenamesofthefestivals.

4.Playthetapeagain,studentsmatcheachconversationwiththerelationshipbetweenthespeakers.

5.Checktheanswerswithclass.

Activities3-4

1.Teacherasksstudentstolookatthetasksandrequirementsofactivity3.Thenreadthemainideasofthethreedialogues.（Guidethestudentstoguessandfillinthewordsaccordingtothecontext.LetthestudentsanalyzetheEnglishsyntacticstructurebasedonthemeaningofthesentenceandmakereasonableinferences.）

2.Teacherplaysthetapeforthesecondtime.Afterlisteningtothetape,studentsdiscusstheanswersinpairs.Thentheclasscommunicatesandcheckstheanswers.

3.Teacherletsstudentslistentothetapeforthethirdtime（Beforetheteacherplaystherecordingforthethirdtime,theteachershouldpreparethestudentstotakenotesandremindthemtocatchkeywords,especiallyphrasalverbs.）.

Step4Speaking

Activity5

1.Leadthedialoguebyaskingquestions.Letstudentsunderstandhowtodiscusstheirfavoritefestivalsandgivetheirreasons.

E.g.,

Conversation1

T:

Whichofthethreefestivalsdoyoulikebest?

S1:

IthinktheComing-of-AgeDayisthemostinteresting.

T:

Whyisityourfavourite?

S1:

BecauseIliketoseewomendressedupintheircolorfultraditionalkimonos.

Conversation2

T:

Whichofthethreefestivalsattractsyoumost?

S2:

TheChineseLanternFestival.

T:

Isupposeyoulikeyuanxiao,thesweetdumplings.

S2:

Notonlythat.IespeciallylikeguessingriddlesandI’mgoodatit.

2.Followtheexampleoftheconversationinactivity5andworkinpairstodiscussyourfavoriteholidayandexplainwhy.Afterthediscussion,theteacheraskssomegroupstoshowthedialogue.

Step5Acting

Onestudentplaystheroleofajournalist.Theotherthreestudentsplaytherolesofthecharactersinthelisteningdialogue.TheyaretheJapanesegirlattendingthecoming-of-ageceremony,thegirlattendingtheRiocarnival,andthetouristvisitingChina.Thefollowingquestionscanbeusedintheinterview:

①Whatisthepurposeofthisfestival?

②Howdoyouusuallycelebratethisfestival?

③Whatdoyoulikebestaboutthisfestival?

Step6Pronunciation

1.Helpstudentsrecognizespeechassimilation.

（1）Teacherplaystherecordingofactivity1andasksthestudentstopayattentiontothepronunciationchangesofboldletterswhilelistening.

（2）Teacherorganizesstudentstocarryoutactivitiesinpairs:

theteacherplaystherecording,onepersoninthegroupreadsafterthewordsandphrasesinactivity1,theotherpersoncomparesthepronunciationoftherecordingwiththatofhispartnercarefully,andpointsoutthepronunciationproblemofhis/herpartnerifthereisanydifference.Thenswitchroles,listentothetapeagainandcompletethesametask.

2.Letstudentsimitateandread.

（1）Teacherguidesstudentstounderstandtherequirementsofactivity2.Beforelisteningtothetape,theteacherasksthequestionforstudentstothink:

“Howdoesyourpronunciationchangewhilereadingthesentences?

”

（2）Teacherplaysthetapeforthefirsttime.Thestudentsreadafterthesentencesinactivity2.

（3）Teacherplaysthetapeforthesecondtime,thestudentsrepeatthesentencesagain,andthendiscusswiththeirpartnersthedifferencesbetweenthepronunciationoftheboldconsonantsinwordsandthepronunciationinsentences,anddescribethephoneticassimilationintheflow.

（4）Teacherasksdifferentstudentstoreadthesixsentencesofactivity2andreporttheresultofthediscussiononphoneticassimilation.Theteachersupplementsandcorrectsthestudents’conclusion,explainsitappropriately,andwritestheassimilationpronunciationinthesesentencesontheblackboardorpresentsittothestudentsthroughthecourseware.

Step7ListeningandTalking

Activity6

1.Learnthenewwordsaboutthefestivals.

2.LookatthepicturesandpredictwhatfestivalSongLinandMaxaregoingtotalkabout.

3.Listenandanswerthequestions.

①WhatfestivalisMaxtalkingabout?

②WhatdidMax’smothercook?

③WhatdidMaxdoduringthefestival?

④WhatdidMaxandhisfamilydoduringandafterthedinner?

⑤Whatwasthebestpartofthefestival?

4.Listenagainandchecktheanswerswithclass.

Answers:

①Christmasexperiences.

②Roastturkey,mashedpotatoesandChristmaspudding,…

③HehelpeddecoratetheChristmastreeandputpresentsunderit,thenhelpedhismumprepareforthefamilydinner.

④Duringdinnertheysharedstoriesandtoldjokes,afterwardstheyplayedgames,openedtheirpresents.

⑤ThebestpartwasopeningtheirpresentsonChristmasmorning.

5.ListenagainandtickthephrasesthatMaxorSongLinuses.Thenchecktheanswerswithclass.

6.Haveaconversationwiththehelpofthesequestions:

①Whatistherecentfestivalyouhavehad?

②Howdidyoucelebrateit?

③Howdoyoufeelaboutthefestival?

Why?

Step8Homework

1）Readthepassageagainandunderstandthefoodculturefromacross-culturalperspective.

2）Rememberthenewwordsandlearntheusagesofthem.

【教学反思】

1、通过本节内容学习，学生能否理解发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动；

2、通过本节内容学习，学生能否辨别对话中人物之间的关系；

3、通过本节内容学习，学生能否掌握听力训练中的听力策略。

Unit1Festivalsandcelebrations

Listeningandspeaking&Listeningandtalking导学案

【学习目标】

1.掌握与节日相关的新词汇：

lantern，Carnival，costume，dress（sb）up，march，congratulation，congratulate，riddle，ceremony，samba，make-up，afterall。

2.了解世界上重大节日的起源和庆祝这些节日所举行的活动以及举行活动的意义；

3.通过听和谈论世界各地传统节日，提高对该话题的听力理解和口语表达水平；

4.通过看有关世界各地不同传统节日的图片、视频等，提高对该话题的理解能力；

5.复习英语语音里常见的同化现象，能分辨自流中同化的音素，并在口头表达时自觉运用同化技巧。

【学习重点】

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。

【学习难点】

在听的过程中正确理解说话人的态度，准确辨别人物之间的关系。

【学习过程】

一、课前预习

1、词汇积累（核心单词+重点短语）

A）核心单词B）重点短语

2．Brainstorming：

Therearemanydifferentfestivalsinourcountry.Whichfestivalsdoyoulike?

二、Pronunciation

1.Thechangeinthepronunciationoftheboldletters.

①duty,education②us