Unit1 Festivals and Celebrations Listening and Speaking 教学设计-2025-2026学年高中英语人教版必修第三册

Unit 1 Festivals and Celebrations-Listening and Speaking 内容导航 This section focuses on the theme of festivals and celebrations, presenting three short conversations about coming-of-age ceremony in Japan, Carnival and Lantern Festival in different forms. It aims to improve students’ listening and speaking skills, help them master relevant vocabulary and expressions, and understand diverse festival cultures. 教学目标和重难点 1. 教学目标 Language Competence: Students master festival-related vocabulary and expressions, and develop abilities to understand listening materials and express festival-related content in English. Cultural Awareness: They learn about diverse festival cultures at home and abroad, respect cultural differences, and enhance cross-cultural communication awareness. Thinking Quality: They cultivate logical thinking through analyzing listening information and critical thinking through discussing festival cultures. Learning Ability: They develop autonomous and cooperative learning abilities by participating in listening and speaking activities, and form good learning habits. 2. 教学重难点 Key Points: Master core vocabulary and expressions about festival activities, customs and feelings; understand the main idea and key details of the listening materials; be able to talk about festival experiences and customs in simple English. Difficult Points: Accurately distinguish and use -ing forms as attributes and predicatives; express personal feelings and cultural views on festivals fluently and appropriately; understand the deep cultural connotation behind different festival customs. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students’ interest in the theme of festivals and celebrations, activate their existing knowledge reserve, and lay a foundation for the subsequent listening and speaking activities. At the beginning of the class, the teacher will show students pictures and short video clips of various famous festivals around the world, including the Spring Festival in China, Christmas in Western countries, the Lantern Festival, Carnival in Brazil, the Coming-of-Age Ceremony in Japan, and Diwali in India. These materials are vivid and intuitive, which can quickly attract students’ attention. After watching the materials, the teacher will start an interactive discussion with students. The teacher will ask open-ended questions to guide students to express their own views and experiences in English as much as possible. For example: “Which festival in the video do you know best?”, “What do people usually do during this festival?”, “Can you share your own experience of celebrating this festival?”, “What’s your favorite festival and why?”. During the discussion, the teacher will positively encourage students to speak boldly, and correct their pronunciation and grammatical mistakes appropriately without dampening their enthusiasm. At the same time, the teacher will record the key vocabulary and expressions mentioned by students on the blackboard, such as “Spring Festival”, “Christmas”, “Lantern Festival”, “Carnival”, “decorate”, “celebrate”, “gather”, “delicious food”, “blessing” and so on. These vocabulary will be closely connected with the subsequent listening materials, helping students build a bridge between existing knowledge and new knowledge. In addition, the teacher will briefly introduce the background of the three festivals involved in the listening materials: the Coming-of-Age Ceremony in Japan, Carnival and the Lantern Festival. For the Coming-of-Age Ceremony, the teacher will explain that it is an important traditional festival in Japan, which is held to celebrate young people reaching adulthood, and young people usually wear kimonos to attend the ceremony. For Carnival, the teacher will introduce that it is a grand festival popular in Western countries, characterized by parades, dancing and colorful costumes. For the Lantern Festival, the teacher will emphasize its status as a traditional Chinese festival, including activities such as appreciating lanterns, guessing riddles and eating yuanxiao. This brief background introduction can help students better understand the listening content and lay a foundation for grasping the cultural connotation behind the listening materials. Step 2: Pre-listening (Vocabulary and Strategy Preview) The pre-listening link is crucial to improving students’ listening effect. Its main purpose is to help students master the key vocabulary and expressions in the listening materials, understand the listening tasks, and master basic listening strategies, so as to reduce the difficulty of listening comprehension. First of all, the teacher will focus on teaching the core vocabulary and expressions related to the listening materials. These vocabulary and expressions include two parts: one is the vocabulary related to festival customs and activities, such as “kimono”, “coming-of-age ceremony”, “parade”, “lantern”, “riddle”, “yuanxiao”, “dragon and lion dance”; the other is the functional language used to express feelings and suggestions, such as “That’s kind of you to say”, “It was worth it”, “You must be joking”, “You need to change”, “What a nice idea”. When teaching vocabulary, the teacher will adopt a variety of teaching methods to help students understand and remember. For example, for the word “kimono”, the teacher will show pictures of kimonos and explain its characteristics and cultural significance; for the phrase “coming-of-age ceremony”, the teacher will combine the background introduction in the lead-in link to let students understand its meaning and relevant customs; for functional language, the teacher will demonstrate the pronunciation and usage of each sentence, and let students read after the teacher, so as to master the intonation and emotional expression of the sentences. At the same time, the teacher will arrange simple matching exercises, such as matching the vocabulary with its corresponding Chinese meaning, or matching the functional language with its usage scenario, to test students’ mastery of vocabulary and expressions. Next, the teacher will introduce the listening tasks and listening strategies to students. The listening materials of this section include three short conversations, and the listening tasks are divided into two parts: listening for gist and listening for details. For listening for gist, the teacher will guide students to grasp the main content of each conversation by paying attention to the opening and closing sentences of the conversation and the key information words; for listening for details, the teacher will remind students to focus on the specific information such as time, place, characters, events and feelings in the conversation, and take simple notes if necessary, such as writing down key words and phrases. In addition, the teacher will also remind students to pay attention to the pronunciation, intonation and speech speed of the speakers in the listening materials, and learn to infer the speakers’ feelings and attitudes according to these information. Finally, the teacher will let students predict the content of the listening materials according to the title and the vocabulary they have just learned. For example, the teacher can ask: “What do you think the conversation about the coming-of-age ceremony will talk about?”, “What activities do you think people will do during Carnival?”. Through prediction, students can activate their thinking, improve their attention in listening, and better grasp the listening content. Step 3: While-listening (Listening Practice and Information Extraction) The while-listening link is the core part of the listening teaching, which aims to let students practice listening skills in a targeted way, extract key information from the listening materials, and improve their listening comprehension ability. This link is divided into three rounds of listening practice, from shallow to deep, step by step, to help students gradually master the listening content. The first round of listening is for gist. The teacher will play the audio of the three conversations once, and ask students to listen carefully and answer the following questions: “What is each conversation about?”, “Which festival does each conversation relate to?”. After listening, the teacher will invite students to answer the questions, and check their understanding of the main idea of the listening materials. For students who have not grasped the main idea, the teacher will play the audio again, and guide them to focus on the key information words, such as “coming-of-age ceremony” in Conversation 1, “Carnival” in Conversation 2, and “lanterns”, “riddles” in Conversation 3. Through this round of listening, students can have a general understanding of the content of each conversation, laying a foundation for the subsequent detailed listening. The second round of listening is for details. The teacher will play the audio of each conversation separately, and arrange targeted detailed listening tasks for students. For Conversation 1 (Coming-of-Age Ceremony in Japan), the tasks are: 1. How long did the girl spend getting ready? 2. What will the girl do after the ceremony? 3. What does being an adult mean to the girl? For Conversation 2 (Carnival), the tasks are: 1. Why does Carla ask May to change her dress? 2. What kind of clothes does Carla suggest May wear? 3. How does May feel about Carnival? For Conversation 3 (Lantern Festival), the tasks are: 1. What is written on the pieces of paper? 2. What other activities can people do during the Lantern Festival? 3. What does the Chinese word “yuan” in “yuanxiao” mean? When playing the audio, the teacher will play it twice for each conversation. The first time, students will listen and take notes; the second time, students will check and supplement their notes, and complete the listening tasks. After completing the tasks, the teacher will organize students to exchange their answers in groups, and then invite representatives of each group to report the answers. For the wrong answers, the teacher will play the relevant part of the audio again, guide students to listen carefully again, find out the correct information, and analyze the reasons for the mistakes. At the same time, the teacher will emphasize the key sentences and key information in the listening materials, and let students read these sentences after the audio, so as to deepen their understanding of the listening content. The third round of listening is for deep understanding. On the basis of grasping the main idea and key details, the teacher will guide students to listen to the audio again, and focus on understanding the speakers’ feelings, attitudes and the cultural connotation behind the conversation. For example, the teacher will ask: “How does the girl feel about the coming-of-age ceremony?”, “What is the attitude of Carla towards May’s dress?”, “What cultural connotation does the Lantern Festival reflect?”. Through this round of listening, students can not only improve their listening comprehension ability, but also further understand the cultural connotation of different festivals, which is conducive to the cultivation of cultural awareness. Step 4: Post-listening (Consolidation and Extension) The post-listening link is an important part of connecting listening and speaking, which aims to help students consolidate the knowledge and skills learned in listening, and transition from listening input to speaking output, so as to improve their oral expression ability. This link includes three parts: language consolidation, oral practice and cultural exploration. First of all, language consolidation. The teacher will sort out the key vocabulary, expressions and sentence patterns in the listening materials, and arrange relevant exercises for students to consolidate. For example, the teacher will let students fill in the blanks with the key vocabulary and expressions learned, such as “She spent hours ______ (do) her hair and makeup.”, “You need to wear something ______ (light) and cool.”. In addition, the teacher will focus on explaining the usage of -ing forms as attributes and predicatives in the listening materials, such as “You look amazing in your kimono.”, “It's going to be so exciting.”. The teacher will explain the grammatical rules in simple and easy-to-understand language, and give more examples to help students master it. Then, the teacher will arrange translation exercises, such as translating Chinese sentences into English using the learned vocabulary and sentence patterns, to test students’ mastery of language knowledge. Secondly, oral practice. Oral practice is carried out in the form of group cooperation, which can not only improve students’ oral expression ability, but also cultivate their cooperative learning ability. The teacher will divide students into groups of 4-5 people, and arrange two oral tasks for them. The first task is to retell the listening content. Each group chooses one of the three conversations, and each member takes turns to retell a part of the conversation. When retelling, students need to use the key vocabulary and expressions learned, and try to keep the original meaning of the conversation. After retelling, other groups will evaluate, pointing out the advantages and disadvantages, and the teacher will make a summary and comment. The second task is to discuss the topic “My Favorite Festival”. Each group discusses their favorite festival, including its customs, activities, food and their own experiences. During the discussion, students need to use the functional language learned in the listening materials to express their feelings and views, such as “I think it’s wonderful.”, “That’s amazing.”, “What a nice idea.”. After the discussion, each group sends a representative to make a report in front of the whole class, introducing the group’s discussion results. The teacher will positively encourage students’ performance, and correct their pronunciation, intonation and grammatical mistakes appropriately, helping them improve their oral expression ability. Finally, cultural exploration. The teacher will guide students to carry out a cross-cultural comparison and discussion on the festivals involved in the listening materials and the festivals they are familiar with. The teacher will ask questions such as: “What are the similarities and differences between the Coming-of-Age Ceremony in Japan and the adult ceremony in China?”, “What are the differences between the Lantern Festival in China and Carnival in Western countries?”, “Why do different countries have different festival customs?”. Through discussion, students can deeply understand the diversity of world cultures, respect cultural differences, and enhance their cross-cultural communication awareness. In addition, the teacher will encourage students to collect information about other festivals after class, and share it in the next class, so as to expand their cultural vision and cultivate their ability of cultural exploration. Step 5: Summary and Homework First, the summary. The teacher will lead students to review the content of this class, including the key vocabulary, expressions and sentence patterns learned, the main content of the listening materials, and the listening and speaking skills mastered. The teacher will emphasize that this class focuses on the theme of festivals and celebrations, through listening practice, we can understand the customs and cultural connotation of different festivals, and through oral practice, we can improve our ability to express festival-related content in English. At the same time, the teacher will summarize the performance of students in this class, affirm their achievements, and put forward suggestions for improvement, such as encouraging students who are not active in speaking to be more bold, and reminding students who make more grammatical mistakes to strengthen their review. Then, the homework. The homework is divided into three parts, which are closely connected with the content of the class, aiming to consolidate the knowledge and skills learned, and expand students’ learning space. The first part is listening homework: students are required to listen to the audio of the listening materials again after class, and retell each conversation in their own words, recording their retelling and submitting it to the teacher. The second part is oral homework: students are required to have a dialogue with their deskmates about their favorite festival, using the key vocabulary and functional language learned in this class, and practice it repeatedly. The third part is cultural exploration homework: students are required to collect information about one foreign festival, including its origin, customs, activities and cultural connotation, and write a short English introduction (about 100 words), which will be shared in the next class. In addition, the teacher will remind students to review the key vocabulary and grammatical knowledge learned in this class, and preview the content of the next class. Step 6: Blackboard Design The blackboard design is concise and clear, focusing on the key content of the class, which is convenient for students to review and remember. The blackboard is divided into three parts: the left part is the key vocabulary and expressions, including festival-related vocabulary and functional language; the middle part is the main content of the listening materials, including the three conversations and their key information; the right part is the key grammatical points, mainly the usage of -ing forms as attributes and predicatives. The specific content is as follows: Left Part: Key Vocabulary & Expressions 1. Festival-related: kimono, coming-of-age ceremony, parade, lantern, riddle, yuanxiao, dragon and lion dance 2. Functional language: That’s kind of you to say. It was worth it. You must be joking. You need to change. What a nice idea. Middle Part: Listening Content Conversation 1: Coming-of-Age Ceremony (Japan) – getting ready, family party, meaning of being an adult Conversation 2: Carnival – changing dress, light and cool clothes, exciting Conversation 3: Lantern Festival (China) – riddles, dragon and lion dance, yuanxiao (unity and happiness) Right Part: Grammar Focus – -ing Forms as Attributes & Predicatives 1. Attributes: You look amazing in your kimono. 2. Predicatives: It's going to be so exciting. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $