Unit 1 -Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第三册

Unit 1 Festivals and Celebrations-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This listening section focuses on cultivating students’ four-dimensional core literacy in English. Linguistic competence is developed by guiding students to master festival-related vocabulary, understand oral expressions and discourse logic in listening materials. Cultural awareness is fostered through listening to introductions of different festivals at home and abroad, helping students recognize cultural diversity and enhance their own cultural confidence. Thinking quality is improved by encouraging students to analyze, infer and summarize information in listening materials, forming logical thinking habits. Learning ability is cultivated by guiding students to master effective listening strategies, such as prediction and key information capture, and develop independent learning awareness and cooperative learning skills in interactive activities. 教学重难点 Key points include: mastering core vocabulary and phrases related to festivals (e.g., celebration, costume, tradition, sacrifice); understanding the main ideas and specific details of listening materials (such as festival customs, time and activities); and using basic listening strategies to complete listening tasks. Difficult points are: overcoming the habit of word-for-word translation in listening and forming an overall understanding ability; accurately inferring the speakers’ intentions, attitudes and implied meanings through tone and context; grasping the logical relationship in long conversations and monologues; and improving sensitivity to oral features such as liaison and weak reading in listening materials. 教学过程 Pre-listening: Activation and Preview The pre-listening stage is designed to activate students’ prior knowledge, preview key vocabulary and phrases, and guide them to predict the content of listening materials, so as to reduce cognitive load in the listening process and lay a solid foundation for subsequent listening activities. Firstly, the teacher starts with a cultural warm-up activity: show pictures and short video clips of typical festivals at home and abroad (such as the Spring Festival in China, Halloween in Western countries, Obon in Japan and the Day of the Dead in Mexico), and ask students to discuss in pairs: “What do you know about these festivals? What are their typical customs?” This activity not only stimulates students’ interest in learning, but also activates their existing knowledge about festivals, helping them establish a connection between the new lesson and their prior experience. The design intention is to use visual and situational materials to arouse students’ enthusiasm, create a relaxed English learning atmosphere, and lay a cultural foundation for understanding the listening content which involves various festival introductions. Next, the teacher focuses on previewing key vocabulary and phrases related to the listening materials. The teacher presents core words and expressions such as “celebration, costume, lantern, incense, sacrifice, parade, gather, admire” through pictures and context. For example, when teaching “incense”, the teacher shows a picture of people burning incense during the Spring Festival or Obon, and explains its meaning and usage in combination with festival scenarios; when teaching “costume”, the teacher displays pictures of people wearing different costumes during Halloween and asks students to describe them in simple English. At the same time, the teacher guides students to read these words and phrases aloud, pays attention to correcting their pronunciation, and emphasizes the pronunciation points such as liaison and stress, so as to help students recognize these words quickly in listening. In addition, the teacher introduces simple listening strategies - prediction, and guides students to predict the possible content of the listening materials according to the unit theme “Festivals and Celebrations” and the title of the listening section. The teacher asks: “What do you think the speakers will talk about in the listening? Will they introduce festival customs, festival origins or festival experiences?” Students are encouraged to express their own ideas freely, and the teacher summarizes and guides them to focus on the possible key information, such as time, place, characters and activities. The design intention is to help students master key vocabulary and phrases, eliminate language barriers in listening, and enable them to form the habit of using prediction strategies, so as to improve their listening efficiency. While-listening: Comprehension and Strategy Training The while-listening stage is the core part of the teaching process, aiming to guide students to listen to the materials in layers, master listening strategies, and improve their ability to understand and process information. The listening materials are divided into two parts: short conversations and a long monologue. The short conversations are about students discussing their favorite festivals and related customs, and the long monologue is an introduction to three different festivals around the world. The teacher adopts the “layered listening” method, which is divided into extensive listening and intensive listening, to help students understand the listening materials comprehensively and in depth. First, extensive listening is carried out. The teacher plays the entire listening material once, and asks students to complete a simple task: write down the main topic of the listening material and the number of festivals mentioned. After playing the audio, the teacher invites several students to share their answers, and corrects and summarizes them, helping students grasp the overall framework of the listening material. The design intention is to let students form an overall understanding of the listening content through extensive listening, avoid being trapped in individual words and sentences, and cultivate their ability to grasp the main idea. Then, intensive listening is carried out in layers. For the short conversations, the teacher plays the audio twice. For the first time, students are asked to answer specific questions, such as “What festival does the boy like best?” and “What does the girl usually do during the Spring Festival?” For the second time, students are asked to fill in the blanks with key words and phrases, such as the names of festivals, typical activities and time. During the process, the teacher reminds students to focus on the key information signals, such as conjunctions, numerals and modal verbs, and guide them to capture specific information quickly. For the long monologue, the teacher plays the audio three times. The first time, students are asked to match the festivals with their corresponding customs; the second time, students are asked to judge the true or false of the given sentences, which involves inferring the implied meaning according to the context; the third time, students are asked to retell the main content of the monologue with their own words. The design intention is to guide students to deepen their understanding of the listening materials through layered intensive listening, master the skills of capturing specific information and inferring implied meaning, and improve their ability to process listening information in depth. At the same time, in the process of intensive listening, the teacher timely guides students to use listening strategies, such as focusing on key words, ignoring unimportant information, and inferring the speakers’ intentions according to tone and intonation, so as to help students form systematic listening strategies. In addition, during the while-listening process, the teacher pays attention to the individual differences of students. For students with weak listening ability, the teacher can play the key parts of the audio repeatedly and give appropriate prompts; for students with strong listening ability, the teacher can add extended tasks, such as asking them to predict the follow-up content of the conversation or summarize the characteristics of different festivals. The design intention is to implement differentiated teaching, meet the learning needs of students at different levels, and ensure that every student can make progress in listening. Post-listening: Consolidation and Application The post-listening stage is designed to help students consolidate the listening content, apply the learned knowledge and skills, and realize the transformation from input to output, so as to further improve their listening and communicative ability. This stage is divided into three parts: error correction and summary, interactive communication and expansion and extension. First, error correction and summary. The teacher sorts out the common errors of students in the listening tasks, such as mishearing similar sounds, missing key information, and misunderstanding implied meaning, and analyzes the reasons for these errors with students. For example, if students mishear “lantern” as “lesson”, the teacher will let students listen to the relevant part of the audio repeatedly, compare the pronunciation of the two words, and guide them to pay attention to the difference in pronunciation; if students fail to infer the speakers’ attitude, the teacher will analyze the context and tone with students, and guide them to master the method of inferring attitude through tone. Then, the teacher summarizes the key points of the listening material, combs the core vocabulary, phrases and sentence patterns, and helps students sort out the knowledge system and consolidate the learned content. The design intention is to help students find their own problems in listening, sum up experience and lessons, and avoid making the same mistakes again, so as to improve their listening accuracy. Next, interactive communication activities. The teacher designs situational communication tasks based on the listening content: “Group Discussion - My Favorite Festival”. Students are divided into groups of 4-5, and each group member is required to introduce their favorite festival, including its origin, customs and their own feelings about the festival, using the vocabulary, phrases and sentence patterns learned in the listening material. After the group discussion, each group selects a representative to make a report in front of the whole class, and other students can ask questions and make comments. The teacher evaluates the students’ performance from the aspects of language accuracy, fluency and content richness, and gives positive feedback and guidance. The design intention is to provide students with a platform for language output, let them apply the knowledge and skills learned in listening to practical communication, improve their oral communicative ability, and at the same time cultivate their cooperative learning ability and expression ability. Finally, expansion and extension. The teacher introduces more festivals around the world, such as Diwali in India and Thanksgiving in the United States, and plays short audio clips about these festivals, asking students to listen and summarize their main customs. Then, the teacher guides students to discuss: “What are the similarities and differences between Chinese festivals and foreign festivals? How should we treat different festival cultures?” Through the discussion, students are guided to recognize the diversity of world cultures, respect and understand different cultures, and at the same time enhance their confidence in their own national culture. The design intention is to expand students’ cultural vision, deepen their understanding of the unit theme, cultivate their cross-cultural communication awareness and ability, and realize the integration of language learning and cultural education. Summary and Reflection At the end of the class, the teacher and students summarize the content of the lesson together, reviewing the key vocabulary, phrases and listening strategies learned in this class, and sorting out the process of listening comprehension. Then, the teacher guides students to reflect on their own learning process: “What did you do well in this listening class? What problems did you encounter? What listening strategies do you need to strengthen?” Students are encouraged to express their own reflections freely, and the teacher gives targeted guidance and suggestions according to their reflections. The design intention is to help students form the habit of self-reflection, clarify their own learning shortcomings, and make clear the direction of future efforts. At the same time, the teacher summarizes the teaching effect, finds out the problems in the teaching process, and provides a basis for the improvement of subsequent teaching. Throughout the teaching process, the design always takes the cultivation of students’ four-dimensional core literacy as the core, combines listening strategy training with cultural education, pays attention to the interaction between teachers and students and between students and students, and creates a situational and interactive English learning environment. Through layered listening and diversified post-listening activities, students’ listening and communicative ability are effectively improved, their cultural awareness is enhanced, and their thinking quality and learning ability are developed in the process of learning. 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 $