高中人教版 (2019)Unit 1 Festivals and Celebrations教学设计

这是一份高中人教版 (2019)Unit 1 Festivals and Celebrations教学设计，共6页。教案主要包含了教材分析，教学目标，教学重难点，课前准备，教学过程，教学反思等内容，欢迎下载使用。

【教材分析】
本板块的活动主题是“谈论节日活动”（Talk abut festival activities），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. Master the new wrds related t hliday: lantern, carnival, cstume, dress (sb) up, march, cngratulatin, cngratulate, riddle, ceremny, samba, make-up, after all.
2. T understand the rigin f majr wrld festivals and the activities held t celebrate them and the significance f these activities;
3. Imprve listening cmprehensin and ral expressin f the tpic by listening and talking abut traditinal festivals arund the wrld;
4. Imprve students’ understanding f the tpic by watching pictures and vides abut different traditinal festivals arund the wrld;
5. Review the cmmn assimilatin phenmenn in English phnetics, distinguish the assimilated phnemes in the natural language flw, and cnsciusly use the assimilatin skill in ral expressin.
【教学重难点】
Imprtance:
1. Guide students t pay attentin t the attitude f the speaker in the prcess f listening, and identify the relatinship between the characters;
2. Inspire students t use tpic wrds t describe the festival activities based n their backgrund knwledge.
Difficulties:
In the prcess f listening t the crrect understanding f the speaker’s attitude, accurately identify the relatinship between the characters.
【课前准备】
1. T understand the rigin f traditinal festivals in the wrld, the celebratin activities (custms) f these festivals and the meaning f these activities;
2. Talk abut hliday celebratins;
3. Preview: understand the new wrds accrding t the cntext.
【教学过程】
Step 1 Lead-in
Teachers talk abut the wrld’s traditinal festivals, such as the Lantern Festival in China, adults’ day in freign cuntries, carnivals and s n.
Step 2 Watching and talking
Activity 1
1. Teacher lets Ss lk at sme pictures abut festival activities. During talking abut these activities, teacher can add sme backgrund knwledge abut festivals.
Questins:
①What festivals d the pictures shw us?
②In which cuntry d yu think peple celebrate each festival?
③Hw d peple celebrate each festival?
2. Ask sb t chse sme wrds r phrases frm the bx t celebrate each festival.
3. Teacher can shw students hw t use these wrd blcks and learn t describe hliday activities in grups. Fr example：
On the Cming-f-Age Day, yung girls in Japan wuld wear traditinal cstumes.
One f the mst imprtant activities during the Lantern Festival is t guess riddles.
During the Ri Carnival, yu can watch wnderful samba dances.
4. The teacher asks students t reprt the results f the grup lecture. Ask these questins:
①What d peple d t celebrate the Chinese Lantern festival?
②Wh will celebrate Cming-f-Age Day? What d they d t celebrate it?
③What d yu expect t see if yu g t the Ri Carnival?
5. Learn sme wrds and phrases in the bx.
Step 3 Listening
Activity 2
1. Teacher asks sb t read “Listen fr relatinships”, In pairs, discuss hw t identify relatinships between peple based n their tne and cntent. The teacher can prvide the fllwing questins t inspire students t discuss.
①What des a tur guide usually say t a tur grup? What expressins are frequently used?
②What questins des an interviewer usually ask during an interview?
③What wuld a reprter say r d if he/she wants t interview a turist?
④Hw d friends usually talk?
2. Sme grup representatives are invited t cmmunicate and speak in class.
3. Teacher plays the listening tape fr students t listen t and write the rder f the cnversatins next t the names f the festivals.
4. Play the tape again, students match each cnversatin with the relatinship between the speakers.
5. Check the answers with class.
Activities 3-4
1. Teacher asks students t lk at the tasks and requirements f activity 3. Then read the main ideas f the three dialgues. (Guide the students t guess and fill in the wrds accrding t the cntext. Let the students analyze the English syntactic structure based n the meaning f the sentence and make reasnable inferences.)
2. Teacher plays the tape fr the secnd time. After listening t the tape, students discuss the answers in pairs. Then the class cmmunicates and checks the answers.
3. Teacher lets students listen t the tape fr the third time (Befre the teacher plays the recrding fr the third time, the teacher shuld prepare the students t take ntes and remind them t catch key wrds, especially phrasal verbs.).
Step 4 Speaking
Activity 5
1. Lead the dialgue by asking questins. Let students understand hw t discuss their favrite festivals and give their reasns.
E.g.,
Cnversatin 1
T: Which f the three festivals d yu like best?
S1: I think the Cming-f-Age Day is the mst interesting.
T: Why is it yur favurite?
S1: Because I like t see wmen dressed up in their clrful traditinal kimns.
Cnversatin 2
T: Which f the three festivals attracts yu mst?
S2: The Chinese Lantern Festival.
T: I suppse yu like yuanxia, the sweet dumplings.
S2: Nt nly that. I especially like guessing riddles and I’m gd at it.
2. Fllw the example f the cnversatin in activity 5 and wrk in pairs t discuss yur favrite hliday and explain why. After the discussin, the teacher asks sme grups t shw the dialgue.
Step 5 Acting
One student plays the rle f a jurnalist. The ther three students play the rles f the characters in the listening dialgue. They are the Japanese girl attending the cming-f-age ceremny, the girl attending the Ri carnival, and the turist visiting China. The fllwing questins can be used in the interview:
①What is the purpse f this festival?
②Hw d yu usually celebrate this festival?
③What d yu like best abut this festival?
Step 6 Prnunciatin
1. Help students recgnize speech assimilatin.
（1）Teacher plays the recrding f activity 1 and asks the students t pay attentin t the prnunciatin changes f bld letters while listening.
（2）Teacher rganizes students t carry ut activities in pairs: the teacher plays the recrding, ne persn in the grup reads after the wrds and phrases in activity 1, the ther persn cmpares the prnunciatin f the recrding with that f his partner carefully, and pints ut the prnunciatin prblem f his/her partner if there is any difference. Then switch rles, listen t the tape again and cmplete the same task.
2. Let students imitate and read.
（1）Teacher guides students t understand the requirements f activity 2. Befre listening t the tape, the teacher asks the questin fr students t think: “Hw des yur prnunciatin change while reading the sentences?”
（2）Teacher plays the tape fr the first time. The students read after the sentences in activity 2.
（3）Teacher plays the tape fr the secnd time, the students repeat the sentences again, and then discuss with their partners the differences between the prnunciatin f the bld cnsnants in wrds and the prnunciatin in sentences, and describe the phnetic assimilatin in the flw.
（4）Teacher asks different students t read the six sentences f activity 2 and reprt the result f the discussin n phnetic assimilatin. The teacher supplements and crrects the students’ cnclusin, explains it apprpriately, and writes the assimilatin prnunciatin in these sentences n the blackbard r presents it t the students thrugh the curseware.
Step 7 Listening and Talking
Activity 6
1. Learn the new wrds abut the festivals.
2. Lk at the pictures and predict what festival Sng Lin and Max are ging t talk abut.
3. Listen and answer the questins.
①What festival is Max talking abut?
②What did Max’s mther ck?
③What did Max d during the festival?
④What did Max and his family d during and after the dinner?
⑤What was the best part f the festival?
4. Listen again and check the answers with class.
Answers:
①Christmas experiences.
②Rast turkey, mashed ptates and Christmas pudding, …
③He helped decrate the Christmas tree and put presents under it, then helped his mum prepare fr the family dinner.
④During dinner they shared stries and tld jkes, afterwards they played games, pened their presents.
⑤The best part was pening their presents n Christmas mrning.
5. Listen again and tick the phrases that Max r Sng Lin uses. Then check the answers with class.
6. Have a cnversatin with the help f these questins:
①What is the recent festival yu have had?
②Hw did yu celebrate it?
③Hw d yu feel abut the festival? Why?
Step 8 Hmewrk
1）Read the passage again and understand the fd culture frm a crss-cultural perspective.
2）Remember the new wrds and learn the usages f them.
【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。