新人教版必修三《Unit 1 Festivals and Celebrations》单元教案附导学案1.docx

新人教版必修三《Unit 1 Festivals and Celebrations》单元教案附导学案1.docx

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新人教版必修三《Unit1FestivalsandCelebrations》单元教案附导学案1

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

ReadingandThinking

【教材分析】

该板块的活动主题——探究节日与庆典的缘由（Discoverthereasonsforfestivalsandcelebrations），是前面听说板块主题内容的延续，从展示几个不同节日的场景过渡到探讨人们为何欢庆节日、对世界各地的人们庆祝节日的现象追根溯源，进而谈论节日的传承与发展变化，目的在于启发学生的深层思考，体会节日文化的内在实质，感悟世界各国人民共同的精神追求和美好愿望。

【教学目标】

1.Readtheessayswiththethemeof“whywecelebratefestivals”,analyzethediscoursestructureandtextuallogicoftheessays,understandthedevelopmentandchangesoffestivalcustoms,andunderstandtheconnotationandsignificanceoffestivals;

2.Guidestudentstofindthetopicsentencequicklyandaccurately;

3.Guidestudentstosummarizeandaccumulaterelatedvocabularyusedtoexpressemotions;

4.Guidestudentstounderstandthefestivalcultureofdifferentco