Unit 3 Celebrations-Lesson 2 Special Occasions 教案-2025-2026学年高中英语北师大版必修第一册

Unit 3 Celebrations-Lesson 2 Special Occasions 教学目标和重难点 1. 教学目标 Language Competence: Students can master core words and expressions related to special occasions, understand listening materials about formal and informal occasions, and express advice on party behavior and gratitude appropriately. Cultural Awareness: They will understand social etiquette of special occasions in Western countries, compare cultural differences between Chinese and Western party customs, and foster respect for cultural diversity. Thinking Quality: Students can sort out key information from listening materials, analyze and evaluate party advice, and develop critical and logical thinking. Learning Ability: They will cultivate autonomous learning, cooperative inquiry and listening skills, and form good learning habits of summarizing and applying knowledge actively. 2. 教学重难点 Key Points: Master core vocabulary and expressions such as occasion, graduation, congratulation, decorate and related sentence patterns; obtain and sort out key information about dress code, gift-giving and etiquette from listening materials about formal and informal occasions. Difficult Points: Use the learned knowledge to give reasonable advice on different special occasions, especially Western ones; accurately distinguish and use similar words, and properly express gratitude and congratulations in practical communication. 教学过程 Step 1: Lead-in (Lead-in and Topic Activation) The teacher starts the class by showing pictures and short videos of different special occasions, including birthday parties, graduation ceremonies, weddings and family gatherings. Some pictures show Western formal occasions, such as Western weddings with suits and dresses, and some show Chinese informal gatherings, such as family dinners. Then the teacher asks students questions in English: “What special occasions can you see in the pictures? Have you ever attended such occasions? What did you do there? What should we pay attention to when attending these occasions?” After asking the questions, the teacher invites 3-4 students to share their experiences and opinions. During the sharing process, the teacher guides students to use simple English expressions, and writes down key words mentioned by students on the blackboard, such as party, gift, dress, polite, thank you. Then the teacher summarizes: “Today we will learn Lesson 2 Special Occasions. We will listen to an interview and some dialogues about special occasions, and learn how to behave properly in different occasions, especially formal and informal ones.” Design Intention: This link uses multi-modal materials such as pictures and videos to create a real and vivid teaching situation, which can quickly attract students’ attention and arouse their learning interest. By asking questions and inviting students to share their own experiences, it can activate students’ existing background knowledge about special occasions, lay a foundation for the subsequent listening and learning. At the same time, it can naturally lead to the topic of this lesson, and let students have a preliminary understanding of the learning content of this lesson. In addition, writing down key words on the blackboard can help students sort out their ideas and pave the way for the mastery of core vocabulary later. Step 2: Pre-listening (Vocabulary Preview and Listening Preparation) First, the teacher focuses on teaching core vocabulary and expressions related to this lesson. The teacher presents new words such as occasion, graduation, congratulation, decorate, formal, informal, appropriate, gesture through PPT, with pictures and example sentences to help students understand their meanings and usages. For example, when teaching “occasion”, the teacher shows the example sentence “This is a formal occasion, so we should dress properly.” and explains its meaning of “an important social event” and common collocations such as “formal occasion” and “informal occasion”. When teaching “congratulation”, the teacher explains that it is usually used in plural form when expressing congratulations, and the common sentence pattern “Congratulations to sb on sth”. After explaining the new words, the teacher organizes a quick memory game. The teacher shows the Chinese meaning of the words, and students respond with English words quickly; then the teacher shows English words, and students read them aloud and explain their meanings. This activity can help students consolidate the new words they have just learned. Next, the teacher guides students to do pre-listening preparation. The teacher tells students: “We will listen to an interview between a reporter and two young people. They are talking about the advice on attending different special occasions. Before listening, let’s think: What aspects of advice do you think they will talk about when attending a party?” Then the teacher invites students to discuss in pairs for 2 minutes, and then asks several groups to share their guesses, such as dress code, gift-giving, how to greet others, etc. Finally, the teacher introduces listening skills to students: “When listening, we should focus on key information, such as time, place, people and suggestions. We can take simple notes to help us remember the information. Pay attention to the difference between formal and informal occasions mentioned in the listening material.” Design Intention: Vocabulary is the foundation of language learning. By focusing on teaching core vocabulary and using example sentences and pictures, it can help students accurately understand the meanings and usages of words, laying a solid foundation for listening and subsequent language application. The quick memory game can increase the interest of vocabulary learning, make students master new words in a relaxed atmosphere, and improve learning efficiency. The pre-listening discussion can activate students’ thinking, let them predict the content of the listening material, reduce the difficulty of listening, and help them better grasp the key information during listening. The introduction of listening skills can guide students to master scientific listening methods, improve their listening ability, and cultivate their learning ability. Step 3: While-listening (Listening Practice and Information Extraction) This link is divided into three parts: first listening, second listening and third listening, with progressive tasks to help students extract information step by step. First Listening: The teacher plays the audio of the interview for the first time, and asks students to listen carefully and answer the following two questions: 1. How many people are interviewed in the listening material? 2. What is the main topic of the interview? After listening, the teacher invites students to answer the questions. The correct answers are: Two young people are interviewed; the main topic is the advice on attending different special occasions (formal and informal occasions). If students have difficulty answering, the teacher can play the audio again appropriately. Second Listening: The teacher plays the audio again, and asks students to listen carefully and fill in the blanks in the worksheet. The worksheet includes key information about formal and informal occasions, such as dress code, gift-giving and etiquette. For example: Formal occasions (graduation ceremonies, weddings): dress ______ (formally), bring ______ (small and thoughtful gifts), greet others with ______ (polite gestures); Informal occasions (birthday parties, family gatherings): dress ______ (casually), bring ______ (snacks or small gifts), greet others ______ (freely). After students finish filling in the blanks, the teacher checks the answers with the whole class, and explains the key points and difficult points in the listening material, such as the difference between “formally” and “casually”, and common expressions of gift-giving. Third Listening: The teacher plays the audio for the third time, and asks students to listen carefully and sort out the specific advice for formal and informal occasions, and complete a table. The table has three columns: Occasion Type, Dress Code, Gift-giving Advice and Etiquette. Students need to fill in the corresponding content according to the listening material. After completing the table, students exchange their answers in groups of four, check each other and correct mistakes. Then the teacher invites a group to present their table to the whole class, and gives comments and supplements. During the listening process, the teacher pays attention to the performance of each student, and gives timely guidance to students who have difficulty listening. For example, if some students can’t catch the key information, the teacher can pause the audio at the key part and repeat it, helping students understand. Design Intention: The step-by-step listening tasks from simple to complex conform to the cognitive law of students, which can help students gradually improve their listening ability and extract key information effectively. The first listening focuses on the overall understanding of the listening material, helping students grasp the main idea; the second listening focuses on the extraction of specific details, helping students master the key information of formal and informal occasions; the third listening focuses on sorting out and summarizing information, helping students form a systematic understanding of the listening content. The group exchange activity can let students learn from each other, improve their cooperative learning ability, and at the same time deepen their understanding of the listening content. The teacher’s timely guidance can help students solve listening difficulties, enhance their confidence in listening, and cultivate their learning ability. Step 4: Post-listening (Consolidation and Application) This link includes three activities: language consolidation, situational simulation and group discussion, to help students consolidate the learned knowledge and apply it to practical communication. Activity 1: Language Consolidation. The teacher presents some sentences related to the listening material, and asks students to fill in the blanks with the learned words and expressions. For example: 1. We should dress ______ when attending a wedding. 2. I want to send my friend a ______ gift for his graduation. 3. ______ to you on your success! After students finish filling in the blanks, the teacher checks the answers, and explains the usage of key words and sentence patterns again, especially the collocations and usage of difficult words. Then the teacher asks students to make their own sentences with the learned words and expressions, and invites several students to share their sentences, which helps students consolidate the language knowledge and improve their language application ability. Activity 2: Situational Simulation. The teacher sets up two real situations, and asks students to perform in pairs. Situation 1: You are invited to your foreign friend’s birthday party (informal occasion). Discuss with your partner how to dress, what gift to bring and how to greet your friend. Situation 2: You are invited to your teacher’s graduation ceremony (formal occasion). Discuss with your partner the appropriate dress, gift and etiquette. Before the performance, the teacher gives students 5 minutes to prepare, and reminds them to use the words and advice learned in this lesson. After preparation, the teacher invites 2-3 pairs of students to perform in front of the whole class. After each performance, the teacher gives comments, affirming the advantages of the students and pointing out the areas that need improvement, such as the accuracy of words and the appropriateness of expressions. Activity 3: Group Discussion. The teacher puts forward a discussion question: “What are the similarities and differences between Chinese and British party customs? Why should we follow the customs of different occasions?” Students discuss in groups of four for 5 minutes, and each group elects a representative to share their discussion results. During the discussion, the teacher walks around the classroom, guides students to think deeply, and helps students express their opinions in English. For example, students may mention that both Chinese and British people bring gifts when attending parties (similarity), but British people pay more attention to the formality of dress in formal occasions, while Chinese people pay more attention to the warmth of communication (difference). The teacher summarizes the students’ discussion results, and guides students to understand that different cultures have different customs, and we should respect cultural diversity, which helps students cultivate cultural awareness and critical thinking. Design Intention: Language consolidation activities can help students further master the learned words and sentence patterns, and lay a foundation for practical application. Situational simulation activities create real communication situations, which can let students apply the learned knowledge to practical communication, improve their oral expression ability and language application ability, and make the language learning closely combined with real life. Group discussion activities can stimulate students’ thinking, let them think about cultural differences, cultivate their critical thinking and cultural awareness. At the same time, group discussion can improve students’ cooperative learning ability and communication ability, and let students learn from each other in the discussion. Step 5: Further Listening and Expression Practice The teacher plays the second part of the listening material, which includes three parts: a dialogue about expressing thanks and congratulations at a party, a speech of thanks at a graduation ceremony, and a dialogue between the speaker and the teacher after the speech. First, the teacher plays the audio once, and asks students to listen carefully and understand the main content of each part. Then, the teacher plays the audio again, and asks students to take notes of the key expressions of thanks and congratulations, such as “Thank you for inviting me.”, “Congratulations on your graduation.”, “I really appreciate your help.”, “Thank you for your guidance over the years.”. After listening, the teacher collects the key expressions sorted out by students, writes them on the blackboard, and explains their usages and applicable occasions. Next, the teacher organizes students to read the listening script aloud. Students read in groups first, then read in roles. For example, some students read the dialogue, some read the speech, and some read the teacher’s lines. This activity can help students familiarize themselves with the pronunciation and intonation of the expressions, and deepen their understanding of the usage of thanks and congratulations. Then, the teacher asks students to practice expressing thanks and congratulations in different situations. The teacher gives some situations, such as “Your classmate won the first prize in the English competition.”, “Your teacher helped you solve a difficult problem.”, “You are invited to a friend’s party and have a good time.”. Students practice in pairs, using the key expressions learned. After practice, the teacher invites several students to show their practice results, and gives feedback and guidance. Design Intention: This link further expands the listening content, focusing on the expression of thanks and congratulations, which is an important part of social communication and closely related to the theme of special occasions. By listening to the audio, taking notes and reading aloud, students can master the key expressions of thanks and congratulations, and improve their listening and reading ability. The situational practice can let students apply these expressions to real communication, improve their oral expression ability, and lay a foundation for their future social communication. At the same time, it can further consolidate the theme of the lesson and enrich the learning content. Step 6: Summary and Reflection First, the teacher invites students to summarize the content of this lesson. The teacher asks: “What have we learned today? What key words and expressions have we mastered? What advice have we got on attending different special occasions?” Students take turns to share their summaries, and the teacher supplements and improves them. The teacher summarizes: “Today we learned about different special occasions, mastered core words and expressions related to special occasions, listened to an interview and some dialogues about occasion etiquette, and learned how to give advice on party behavior and express thanks and congratulations appropriately. We also discussed the cultural differences between Chinese and Western party customs, and understood the importance of respecting cultural diversity.” Then, the teacher guides students to reflect on their learning. The teacher asks: “What did you do well in today’s class? What difficulties did you meet? How can you improve in the future?” Students think independently for 1 minute, then share their reflections with their deskmates. The teacher invites a few students to share their reflections with the whole class, and gives encouragement and guidance. For example, if a student says that he has difficulty in catching key information during listening, the teacher suggests that he should practice listening more after class and master listening skills. Design Intention: Letting students summarize the lesson content can help them sort out the knowledge they have learned, form a systematic knowledge framework, and improve their ability of induction and summary. The reflection link can let students know their own advantages and disadvantages in learning, clarify the direction of improvement, and cultivate their self-reflection ability and learning ability. The teacher’s encouragement and guidance can enhance students’ confidence in learning, and help them form good learning habits. 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 $