Unit 1 Festivals and Celebrations-Listening and Talking 教案-2025-2026学年高中英语人教版必修第三册

Unit 1 Festivals and Celebrations-Listening and Talking 内容导航 This section focuses on festivals and celebrations worldwide, including the Coming-of-age Ceremony in Japan, Carnival, and the Lantern Festival in China. It combines listening to get key information and talking to share festival experiences, helping students master relevant words, sentences and pronunciation rules. 教学目标和重难点 1. 教学目标 Language Competence: Students master festival-related vocabulary and sentences. They improve listening comprehension and oral expression ability. Cultural Awareness: They understand diverse festival cultures at home and abroad, enhance respect for cultural diversity and cross-cultural communication awareness. Thinking Quality: They develop logical and critical thinking through analyzing festival customs and expressing personal views. Learning Ability: They cultivate autonomous and cooperative learning skills via listening practice, role-play and group discussion. 2. 教学重难点 Key Points: Students master core vocabulary such as carnival, kimono, lantern, and useful sentences for expressing feelings and festival experiences; understand the main content of listening materials and obtain key information; use correct pronunciation rules (assimilation) in oral communication. Difficult Points: Grasp the past perfect tense and present continuous tense for future arrangements in listening; use festival-related expressions flexibly to express personal feelings and share experiences fluently; understand and respect cultural differences in festivals. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students' interest in the topic 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 greets the students in English and starts with a question related to their daily life: “Good morning, everyone. Recently, we have talked about many festivals around the world. What festivals do you like best? Can you briefly introduce how people celebrate it?” After asking the question, the teacher invites 2-3 students to answer freely. During the students' answers, the teacher pays attention to guiding them to use simple English expressions and records the key words they mention (such as Spring Festival, Christmas, dumplings, gifts) on the blackboard. Then, the teacher shows pictures and short video clips of different festivals through multimedia, including the Japanese Coming-of-age Ceremony with kimonos, the lively Carnival parade, and the Lantern Festival with lanterns and dragon dances. While playing the materials, the teacher asks: “Look at these pictures and videos. Do you know what festivals they are? What do you know about these festivals?” Through the discussion, students can have a preliminary understanding of the three festivals involved in this lesson. The teacher then summarizes: “Today, we will focus on these festivals through listening and talking. We will listen to dialogues about these festivals, learn useful expressions, and then share our own festival experiences with partners. I believe you will have a good time.” This link not only mobilizes students' enthusiasm but also connects the topic with the teaching content, making the transition natural and smooth. Step 2: Pre-listening (Vocabulary and Sentence Preparation) Pre-listening activities are designed to help students eliminate language barriers in listening, master the core vocabulary and key sentences needed for listening, and improve their listening efficiency. First, the teacher introduces the core vocabulary of this lesson according to the listening materials. The teacher writes the following words on the blackboard: carnival, kimono, coming-of-age ceremony, lantern, riddle, parade, terrific, fantastic, self-supporting, responsible, dress up, go off, look forward to, to be frank. For each word, the teacher explains its pronunciation, meaning and usage, and combines it with simple sentences to help students understand and remember. For example, when explaining “kimono”, the teacher says: “Kimono is a traditional Japanese costume. The girl in the picture is wearing a beautiful kimono.” When explaining “terrific”, the teacher gives an example: “How was your holiday? It was terrific.” At the same time, the teacher reminds students of the usage of some key phrases, such as “look forward to” which is followed by a noun or gerund, and “go off” which can mean “fireworks explode”. Next, the teacher introduces the key sentences used in the listening materials, focusing on the sentences for expressing feelings and asking about festival experiences, such as “How was your holiday?”, “It was fantastic.”, “I'm really happy that...”, “What does 'being an adult' mean to you?”, “Shall we go and join the parade now?” The teacher reads the sentences aloud, and asks students to follow along, paying attention to the intonation and pronunciation. Then, the teacher invites students to practice these sentences in pairs, ensuring that each student can read them fluently and understand their meanings. In addition, the teacher briefly introduces the background of the three festivals involved in the listening materials to help students better understand the content of the dialogues. For example, the teacher says: “The Coming-of-age Ceremony is an important festival in Japan. When young people reach a certain age, they will attend the ceremony to celebrate becoming adults. Carnival is a lively festival in many Western countries, where people dress up and join parades. The Lantern Festival is a traditional Chinese festival, where people eat yuanxiao and guess riddles.” Through this link, students have a clear understanding of the vocabulary, sentences and background knowledge, laying a solid foundation for the listening practice. Step 3: While-listening (Listening Practice and Information Extraction) While-listening is the core part of this lesson, aiming to train students' ability to listen for specific information, main ideas and details, and improve their listening comprehension. The listening materials of this lesson include three dialogues, respectively about the Japanese Coming-of-age Ceremony, Carnival and the Lantern Festival. The teacher plays the listening materials in three times, and designs different listening tasks for each time to guide students to extract information step by step. For the first listening, the teacher asks students to listen carefully and answer the following question: “How many dialogues are there in the listening material? What festival does each dialogue talk about?” After playing the listening material, the teacher invites students to answer. The teacher confirms the correct answers: there are three dialogues, which are about the Coming-of-age Ceremony, Carnival and the Lantern Festival respectively. This step helps students grasp the main content of the listening material and establish a general framework. For the second listening, the teacher distributes listening task sheets to students, and asks them to listen carefully again and fill in the blanks with the key information extracted from the dialogues. The task sheet includes the following content: Dialogue 1 (Coming-of-age Ceremony): 1. The girl looks amazing in her ______. 2. She spent hours doing her hair, make-up and getting dressed, but it was ______. 3. She is going to celebrate with her ______ and have a party tonight. 4. Being an adult means being ______ and responsible for actions and decisions. Dialogue 2 (Carnival): 1. Li Mei is ready for Carnival and wants to join the ______. Dialogue 3 (Lantern Festival): 1. The lanterns have ______ for people to guess. 2. People can watch dragon and lion dances and eat ______. 3. The Chinese word “yuan” means family ______ and happiness. After playing the listening material, the teacher gives students 2 minutes to check their answers with their partners. Then, the teacher invites students to read their answers aloud, and corrects the mistakes in time. For the key information that students may miss, such as “worth it”, “self-supporting”, “riddles”, “yuan xiao”, “unity”, the teacher plays the corresponding part of the listening material again to help students understand and remember. For the third listening, the teacher asks students to listen carefully and pay attention to the details of the dialogues, such as the speakers' feelings, the time and place of the activities, and the key sentences used. Then, the teacher asks some detailed questions: “How does the girl feel about the Coming-of-age Ceremony?”, “Why did the girl spend so much time getting ready?”, “What can people do during the Lantern Festival?” Students answer these questions based on the listening material. The teacher guides students to find the corresponding sentences in the listening material, such as “That's kind of you to say so.”, “I wanted to look my best at the Coming-of-age ceremony.”, “They can watch the dragon and lion dances and also eat yuan xiao with their family.” In addition, during the third listening, the teacher guides students to pay attention to the pronunciation rules in the dialogues, especially the assimilation phenomenon. For example, the teacher points out: “Listen to the sentence 'Did you enjoy the holiday?' The 'did you' is pronounced as /dʒu:/, which is the assimilation of /d/ and /j/.” The teacher plays the sentence again, and asks students to follow along, feeling the assimilation phenomenon. This not only improves students' listening comprehension but also lays a foundation for their oral expression. Step 4: Post-listening (Consolidation and Extension) Post-listening activities aim to help students consolidate the knowledge learned in listening, connect listening with speaking, and improve their oral expression ability. This link includes three parts: sentence consolidation, role-play and group discussion. First, sentence consolidation. The teacher reviews the key sentences learned in the pre-listening and while-listening links, and designs substitution exercises to help students master the usage of the sentences. For example, the teacher says: “We learned the sentence 'How was your holiday? It was fantastic.' Now, let's substitute 'holiday' with 'trip', 'birthday', 'weekend' and make new sentences.” Students practice in pairs, and the teacher walks around to guide them, correcting their mistakes in pronunciation and grammar. Then, the teacher invites several pairs of students to present their dialogues to the whole class, and gives positive comments and encouragement. Second, role-play. The teacher divides students into groups of 3-4, and assigns each group a dialogue from the listening material. Students need to memorize the key content of the dialogue, imitate the pronunciation and intonation of the speakers, and perform the role-play. Before the performance, the teacher gives students 5 minutes to prepare. During the preparation, the teacher walks around to help students solve problems, such as memorizing sentences, simulating emotions, and using correct pronunciation. Then, each group takes turns to perform in front of the class. After each performance, the teacher and other students give comments, focusing on the fluency of the dialogue, the accuracy of pronunciation and intonation, and the expression of emotions. For example, the teacher says: “Your performance is great! You pronounced the assimilation phenomenon correctly and expressed the girl's happiness vividly. If you can speak a little faster, it will be better.” Third, group discussion. The teacher puts forward a discussion topic: “Different countries have different festival customs. What are the similarities and differences between Chinese festivals and foreign festivals? What do you think of these differences?” Students discuss in groups of 4, and the teacher guides them to combine the festivals learned in this lesson and their own life experience to express their views. During the discussion, the teacher reminds students to use the vocabulary and sentences learned in this lesson, such as “terrific”, “fantastic”, “I think...”, “In my opinion...”, “The difference between... and... is that...”. After the discussion, each group invites a representative to report the discussion results to the whole class. For example, a student may say: “Chinese festivals pay more attention to family reunion, such as the Spring Festival and the Lantern Festival. Foreign festivals, such as Carnival, are more lively and focus on personal happiness. But all festivals are to express people's good wishes.” The teacher affirms the students' views and summarizes: “Every festival has its own cultural connotation, and we should respect the diversity of cultures, learn from each other, and promote cross-cultural communication.” Step 5: Pronunciation Practice Pronunciation practice is an important part of listening and speaking lessons, which helps students improve their pronunciation and intonation, and make their oral expression more authentic. In this lesson, the focus of pronunciation practice is the assimilation phenomenon in English oral speech. The teacher first introduces the common assimilation phenomena, such as yod-coalescence (when /t/, /d/, /s/, /z/ meet /j/, they will change into /tʃ/, /dʒ/, /ʃ/, /ʒ/ respectively) and voicing assimilation (the pronunciation of consonants changes due to the influence of adjacent consonants). The teacher gives some examples, such as “last year” is pronounced as /lɑːstʃɪə/, “education” is pronounced as /ˌedʒuˈkeɪʃn/, “news” in “newspaper” is pronounced as /njuːs/ instead of /njuːz/ because of the influence of the following /p/. Then, the teacher plays the sentences in the listening material that contain assimilation phenomena, such as “Did you enjoy the holiday?”, “Congratulations on becoming an adult!”, and asks students to listen carefully, imitate and read aloud. The teacher corrects the students' pronunciation one by one, focusing on the assimilation of consonants. Then, the teacher designs a pronunciation game to enhance the fun of practice. The teacher writes some sentences with assimilation phenomena on the blackboard, and divides students into two groups. Each group sends a representative to read the sentence. The group that reads the pronunciation correctly and authentically gets a point. The group with the highest score wins. This game not only mobilizes students' enthusiasm but also helps them master the assimilation rules in a relaxed atmosphere. Step 6: Summary and Homework Summary: The teacher summarizes the content of this lesson, reviewing the core vocabulary, key sentences, listening skills and pronunciation rules learned. The teacher says: “Today, we learned about three festivals: the Japanese Coming-of-age Ceremony, Carnival and the Chinese Lantern Festival. We mastered many useful words and sentences, improved our listening comprehension, and practiced our oral expression and pronunciation. We also discussed the similarities and differences between Chinese and foreign festivals, and understood the importance of respecting cultural diversity. I hope you can apply what you have learned to your daily life and communicate in English actively.” Homework: The teacher assigns three types of homework to consolidate the knowledge learned in this lesson and extend students' learning. 1. Listening homework: Listen to the listening materials of this lesson again, and record your own reading of the dialogues, paying attention to the pronunciation and intonation, especially the assimilation phenomenon. Listen to your recording and compare it with the original listening material to find out your shortcomings and improve them. 2. Oral homework: Choose a festival you like, prepare a short speech (about 1-2 minutes) to introduce the festival, including its origin, customs and your feelings about it. Use the vocabulary and sentences learned in this lesson. Practice the speech with your partner after class, and be ready to present it in the next class. 3. Written homework: Write a short passage (about 80-100 words) about your favorite festival, describing how people celebrate it and your feelings. Pay attention to the correct use of words and sentences, and the logicality of the passage. Before the end of the class, the teacher encourages students: “I believe you have gained a lot in today's class. As long as you practice more, your English listening and speaking ability will be greatly improved. I look forward to your wonderful performance in the next class!” Step 7: Blackboard Design The blackboard design is clear and concise, focusing on the core content of this lesson, which is convenient for students to review and remember. The blackboard is divided into four parts: 1. Topic: Unit 1 Festivals and Celebrations — Listening and Talking 2. Core Vocabulary: carnival, kimono, coming-of-age ceremony, lantern, riddle, terrific, fantastic, self-supporting, responsible, dress up, go off, look forward to 3. Key Sentences: How was your holiday? It was fantastic. What does "being an adult" mean to you? Shall we go and join the parade now? I'm really happy that... 4. Pronunciation: Assimilation (did you /dʒu:/, last year /lɑːstʃɪə/) 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 $