1.1（教案）Festivals Around the World-Warming up; Listening and Speaking-《英语 基础模块3》（高教版第三版）【上好课】

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 高等教育出版社《英语3 基础模块》（第三版） 授课题目 Unit 1 Festivals Around the World Warming Up & Listening and Speaking 课时 课型 2课时（90分钟） 听说课 主题情境 人与社会——中外节日文化与节日邀请 授课教师 语篇研读 【What】 本课选取 Unit 1 “Festivals Around the World”中的 Warming Up 与 Listening and Speaking。内容先以春节、端午节、中秋节、圣诞节、泼水节、感恩节等节日图片激活主题词汇，再通过活动1—2识别“节日—典型活动”的对应关系。随后围绕李菲邀请 Robert Jones 共度中秋节的对话完成活动3—5，获取主旨、邀请要素及中秋节文化信息；活动6转入春节邀请对话，进一步学习邀请、回应、询问节日名称/时间/庆祝方式的功能句。最后通过活动7“跨年晚会”模仿对话和活动8“公司经理邀请德国新员工共度元宵节”职场角色扮演完成迁移运用。 【Why】 本课旨在帮助学生在熟悉的节日主题中发展“听懂—提取—模仿—表达”的听说能力。学生不仅要掌握 festival, celebrate, reunion, harvest, similar, appreciate, receive 等核心语言，还要能够礼貌发出、接受或拒绝邀请，并从时间、活动和文化意义等角度介绍中国节日。通过中秋节与感恩节、春节与圣诞节等比较，引导学生理解不同文化中“家庭团聚、感恩、庆祝”的共通价值，增强用英语介绍中华优秀传统文化的意识与信心。 【How】 教学按照“视觉激活—听前预测—主旨听力—细节听力—语篇跟读—语言聚焦—支架输出—情境迁移”推进。听力任务由易到难：活动3把握主旨，活动4提取邀请信息，活动5补全文化介绍；活动6通过听、读、划线识别功能语句，并结合重点句型进行替换操练。输出阶段使用“Name—When—How—Invitation/Response”语言支架，从活动7半控制对话逐步过渡到活动8职场情境自由角色扮演，形成教、学、评一致的任务链。 学情分析 学生对春节、中秋节、端午节等中国传统节日有较丰富的生活经验，也能识别 Christmas、Thanksgiving Day 等常见外国节日，具备一定的日常英语问答基础。但其节日主题词汇较零散，容易停留在“说出节日名称”的层面；连续听取主旨与细节信息时，可能因 calendar, reunion, harvest, appreciate 等词汇而出现理解障碍；在口语输出中，学生往往会使用单句回答，缺少“邀请—询问—介绍—回应”的完整交际链。课堂因此以图片、关键词表格、句型框架、同伴互评和角色卡逐步搭建支架，并通过不同难度的模仿与迁移任务保证不同层次学生都能参与。 课标要求 结合中等职业学校英语课程对基础模块语言能力、文化意识、思维品质和学习能力的要求，本课重点落实： 1. 能听懂语速适中、话题熟悉的节日邀请与介绍类对话，获取主旨和人物、时间、地点、活动等关键信息。 2. 能围绕熟悉的节日话题进行简单交流，使用恰当表达发出邀请、接受或婉拒邀请，并介绍节日时间和庆祝活动。 3. 能借助图片、关键词、表格和上下文预测内容、记录信息并复述关键信息，形成基本的听说学习策略。 4. 能比较中外节日的相似点与差异，以尊重、开放的态度理解多元文化，并尝试用英语传播中国节日文化。 教学目标 通过本节90分钟连堂课学习，学生能够： 1.（学习理解）识别并正确使用 festival, celebrate, reunion, calendar, bright, symbol, harvest, similar, appreciate, receive, typical, sign 等词汇及 the Mid-Autumn Festival, the Water-Splashing Festival, Thanksgiving Day, the Spring Festival, Chinese calendar 等表达；完成活动1—5并准确获取节日主旨与关键细节。 2.（应用实践）理解并运用 Would you like to come? / I’d love to, but... / Of course I will. / I’m so happy to receive your invitation. / What festival are you going to celebrate? / When is the festival? / It falls on... / How do you celebrate this festival? / What I love most is... 等核心句型，完成活动6的跟读、划线、问答和复述。 3.（迁移创新）借助“Name—When—How—Invitation/Response”支架完成活动7跨年晚会对话，并在活动8职场情境中，以公司经理/德国新员工身份围绕元宵节编排并表演较完整的邀请对话。 4.（文化意识）能够说出中秋节、春节、元宵节等中国传统节日的典型活动和文化意义，并能用一至两句话比较中外节日的共同点，增强用英语介绍中华传统文化的信心。 教学 重难点 重点： 1. 掌握节日主题核心词汇、短语和邀请/回应功能句。 2. 运用听前预测、关键词记录和分层听力策略完成活动3—5，提取主旨及“Festival—Place—People—Activities”等细节。 3. 使用 It falls on..., Sounds similar to..., What I love most is... 等句型介绍节日时间、比较与庆祝活动。 难点： 1. 将零散的语言知识整合为完整交际链，在无完整范文提示下持续完成6轮左右的节日邀请对话。 2. 在跨文化/职场情境中既准确介绍中国节日，又能使用得体的邀请、回应和比较表达。 核心语言 【核心词汇】festival, celebrate, celebration, reunion, calendar, bright, symbol, harvest, similar, appreciate, receive, typical, sign, invitation 【节日表达】the Mid-Autumn Festival; the Water-Splashing Festival; the Dragon Boat Festival; Thanksgiving Day; the Spring Festival; the Lantern Festival; Chinese calendar / lunar month; reunion dinner; the Spring Festival Gala 【重点结构】plan to do sth.; celebrate...with...; be going to do sth.; a time for family reunion; fall on +具体日期 / fall in +月份; sound + adj.; be similar to...; What I love most is + V-ing...; as +身份 【交际功能】Would you like to come? / I’d love to, but... / Of course I will. / I’m so happy to receive your invitation. / What festival are you going to celebrate? / When is the festival? / It falls on... / How do you celebrate this festival? 教学工具 PPT、教材、配套音频与视频、课堂任务单、计时器/投屏设备。 教学策略 任务型教学法（主旨听力、细节信息表、复述、角色扮演）；情境教学法（中秋邀请、春节邀请、跨年晚会、元宵节职场邀请）；交际教学法（邀请—询问—介绍—回应）；合作学习法（pair work / role play / peer feedback）；支架式教学（关键词、句型框架、对话链）；形成性评价（自评、互评、师评）。 教学过程 教学环节 教学活动 学生活动 设计意图 Period 1（45 min） Part 1: Lead-in (5 min) T: Show the festival pictures on PPT and ask: “What festivals do you know?” “What do people usually do during these festivals?” T: Give Ss 20 seconds to think, then invite quick answers and reveal the English names: the Spring Festival, the Dragon Boat Festival, the Mid-Autumn Festival, Christmas, the Water-Splashing Festival and Thanksgiving Day. T: Set the lesson goal: “Today we will learn how to understand a festival invitation and how to invite others to celebrate a festival with us.” Ss: Observe the pictures, name as many festivals as possible and say one activity they know. Ss: Compare answers with a partner and repeat the festival names after T. 利用PPT已有节日图片和学生生活经验快速激活主题词汇，建立“节日—活动”的语义联系，并明确本课听说任务。（感知与注意） 评价方式：师评+即时口头反馈。观察学生能否说出至少2个节日英文名称，并能用简单词组描述1项节日活动。 Part 2: Warming up Activities 1-2 (10 min) T: Present Activity 1 “Look and match” on PPT. Ask Ss to match the four festival names with the four pictures individually, then check in pairs. T: Check the answers and ask Ss to explain the visual clues: moon cakes, dragon boats, a Thanksgiving dinner and water splashing. T: Move to Activity 2 on PPT. Ask Ss to read the four descriptions, underline the clue words and write the corresponding festival names. T: Organize a 1-minute “Clue Challenge”: say one clue (“family reunion and moon cakes”, “dragon boat racing”, etc.) and ask Ss to call out the festival. Ss: Complete Activity 1 individually and compare answers in pairs. Ss: Underline key clues in Activity 2 and write the festival names. Ss: Join the “Clue Challenge” and respond with the correct festival names. 落实PPT活动1—2，在“图像识别—文本线索”双通道中巩固节日名称和典型活动，同时训练根据关键词快速匹配信息的能力。（获取与梳理） 评价方式：自评+互评+师评。以活动1—2正确率和“能否指出判断依据”为评价点；对易混淆词进行即时纠正。 Part 3: Video lead-in (3 min) T: Play the short Mid-Autumn Festival video on PPT. Before watching, ask Ss to write down two words or images they notice. T: After watching, ask: “What festival is it?” “What words or images impressed you?” T: Transition: “Now Robert receives an invitation to this festival. Let’s listen and find out what happens.” Ss: Watch the video with a simple note-taking task. Ss: Share two words/images and identify the Mid-Autumn Festival. 用视频建立中秋节文化情境，降低后续听力理解负担，并自然导入“邀请”主线。（感知与注意） 评价方式：师评。检查学生是否能够识别中秋节并记录至少2条有效视觉/听觉信息。 Part 4: Listening Activities 3-5 (12 min) T: Ask Ss to preview the options in Activity 3 on PPT and predict the main topic. Play the audio once. Ask Ss to tick the best answer and justify it with one key phrase. T: Present Activity 4 on PPT. Ask Ss to read the four information categories before listening: festival, place, people and activities. Play the audio again. T: Let Ss compare answers, then replay difficult parts if necessary. T: Present Activity 5 on PPT. Ask Ss to predict the part of speech for each blank. Play the audio a third time and ask Ss to complete Robert’s summary with Mid-Autumn Festival, festival, bright, reunion and harvest. T: Check answers and briefly highlight the listening strategy: “Read first—predict—listen for keywords—check in context.” Ss: Preview, predict and complete Activity 3 for the main idea. Ss: Listen for specific information and complete the invitation table in Activity 4. Ss: Predict word forms, listen again and complete Activity 5. Ss: Compare answers with a partner and correct mistakes with evidence from the audio. 按照“主旨—邀请要素—文化细节”逐层提高听力难度，帮助学生形成听前预测、听中抓关键词、听后验证的策略。（获取与梳理、描述与阐释） 评价方式：自评+互评+师评。活动3看主旨判断，活动4看四类细节信息，活动5看5个关键词；教师根据错误集中点决定是否局部重播。 Part 5: Script study & Consolidation (15 min) T: Display the script on PPT. Play/read the dialogue sentence by sentence and ask Ss to shadow read. T: Ask Ss to circle the words celebrate, festival, reunion, bright, symbol, harvest, similar, appreciate and receive. Explain meaning through the dialogue and ask concept-checking questions. T: Guide Ss to notice the cultural comparison in the script: the Mid-Autumn Festival and Thanksgiving Day both connect family gathering and the harvest season. T: Give the exercises on PPT. Set a 4-minute individual time limit for word spelling, phrase translation and sentence completion. T: Check answers quickly. Ask Ss to read the completed sentences aloud, especially “How do you celebrate this festival?” and “What I love most is enjoying... and watching...”. Ss: Shadow read the script and mark the target words. Ss: Answer short meaning-check questions and identify the cultural similarity mentioned in the dialogue. Ss: Complete the exercises independently, then check answers and read the completed sentences aloud. 回到录音原文实现“听音—见文—懂义—开口”，并用PPT原有练习及时巩固词汇、短语和目标句，为第二课时春节对话学习做语言准备。（内化与运用） 评价方式：师评+同伴核对。以跟读准确度、目标词理解和PPT 14-15练习正确率为依据；错误较多的词句进入第二课时开头快速复现。 Period 2（45 min） Part 6: Activity 6 + Watch & answer (10 min) T: Present Activity 6 on PPT. Play the Spring Festival dialogue and ask Ss to listen, read and underline two types of language: (1) festival activities; (2) invitation and response expressions. T: Check the underlined expressions and organize pair shadow-reading with role change. T: Play/show the “Watch and answer” task on PPT. Ask three questions: “What festival are they going to celebrate?” “When is the festival?” “How will they celebrate it?” T: Check the answers and ask Ss to answer in complete sentences. Ss: Listen, follow the text and underline the required expressions. Ss: Read the dialogue in pairs, changing roles once. Ss: Watch and answer the three questions in complete sentences: the Spring Festival; the 1st day of the first Chinese lunar month; enjoying the reunion dinner and watching the Spring Festival Gala with family. 落实PPT活动6与Watch and answer，把“识别功能句”与“理解节日信息”结合起来，并通过角色朗读提升语音语调和交际感。（获取与梳理、模仿与内化） 评价方式：互评+师评。检查划线内容是否覆盖“活动、邀请、回应”，并观察成对朗读的语音、停顿和完整度。 Part 7: Key language points (11 min) T: Use PPT to explain and practise the key points in context. T: ① “plan to do sth.” and “celebrate...with...” — ask Ss to make one personal sentence. T: ② “be going to do sth.” — contrast it with the invitation context. T: ③ “a time for family reunion” — explain “re-” in reunion and elicit another reunion festival. T: ④ “fall on + a specific date / fall in + a month” and “lunar month” — give quick date substitutions. T: ⑤ “sound + adjective” and “be similar to...” — ask Ss to compare two festivals. T: ⑥ “What I love most is + V-ing...” — conduct a substitution drill with festival activities. T: ⑦ “as + identity” and “receive your invitation” — ask Ss to make one sentence with “As a student,...”. Ss: Take brief notes and answer concept-checking questions. Ss: Make short substitution sentences after each point. Ss: Compare answers with a partner and correct form errors immediately. 对PPT 18—24全部重点语言进行“讲解—例句—替换操练”，避免知识点停留在解释层面，并直接服务后续复述和角色扮演。（内化与运用） 评价方式：师评+快速口头检测。每个语言点至少抽查1—2名学生造句；重点观察 fall on/in、similar to、V-ing结构的准确性。 Part 8: Retell & Functional language (6 min) T: Show the Chinese cues on PPT. Ask Ss to retell the Spring Festival dialogue in pairs without looking at the full English text. T: Summarize invitation and response expressions from PPT: “Would you like to come?” “I’d love to, but...” “Of course I will.” “I’m so glad/happy to receive your invitation.” T: Build the festival-talk frame from PPT 27 on the board: Name → When → How. Add the communication chain: Invite → Ask the festival → Ask the time → Ask how → Respond. T: Run a 1-minute “Invitation Chain” with the whole class. Ss: Retell the dialogue from Chinese prompts in pairs. Ss: Categorize expressions as “invite”, “accept”, “decline”, or “talk about a festival”. Ss: Join the whole-class invitation chain using the sentence frame. 通过PPT 25—27将长对话压缩为可迁移的功能框架，帮助学生从“背文本”转向“用结构组织交际”。（归纳与内化） 评价方式：互评+师评。以“是否完成邀请—询问—介绍—回应至少4个环节”和目标句型准确度为评价标准。 Part 9: Activity 7 Imitate and talk (6 min) T: Present Activity 7 on PPT: a New Year’s Eve party on December 31 in the students’ dining room, with apple pie, English games and movies. T: Give pairs 2 minutes to complete the dialogue using the provided frame. Encourage them to add the place question if they can. T: Invite 2 pairs to perform. Then show the reference content on PPT and ask Ss to self-correct one language point or improve one sentence. Ss: Work in pairs to complete and practise the New Year’s Eve party dialogue. Ss: Perform the dialogue and listen to another pair. Ss: Compare their version with the reference content and make one self-correction or improvement. 活动7属于半控制输出，提供明确时间、地点、活动和句型支架，让学生在较低风险下实现从模仿到改编。（内化与运用） 评价方式：自评+互评+师评。使用简短检查项：Invitation ✓ / Date ✓ / Place ✓ / Activities ✓ / Polite response ✓。 Part 10: Activity 8 Role play (6 min) T: Present Activity 8 on PPT. Assign roles: Fang Ming, manager of a car company, and Frank Miller, a new employee from Germany. T: Remind Ss of the required information: the Lantern Festival; the 15th day of the first Chinese calendar/lunar month; eating yuanxiao; enjoying lantern shows. T: Ask pairs to create a dialogue of about 6 turns. Encourage one cultural comparison or one polite acceptance/decline. T: Invite 2-3 pairs to perform. After performance, show/use the reference content on PPT for targeted feedback, not for memorization. Ss: Read the role cards and plan a 6-turn workplace dialogue. Ss: Perform as Fang Ming and Frank Miller, using at least two target sentence patterns. Ss: Give one piece of peer feedback on completeness, politeness or cultural information. 活动8将语言迁移到“经理邀请外籍新员工”的职场场景，提升真实交际性，并把节日文化介绍与职业沟通结合。（迁移与创新） 评价方式：同伴互评+师评。评价维度：信息完整（节日/时间/活动）、功能完整（邀请/回应/询问）、语言准确、表达得体、文化信息清楚。 Part 11: Exercises (3 min) T: Give the exercises on PPT as an exit check. Ask Ss to finish the word-choice items and the dialogue completion quickly without notes. T: Check the answers and ask Ss to explain which target expression each dialogue blank tests. Ss: Complete the two exercise sets independently. Ss: Check answers and identify the tested vocabulary or functional expression. 用PPT原有练习进行低风险的即时检测，验证词汇、搭配和邀请句型是否达成教学目标。（评价与反馈） 评价方式：自评+师评。统计课堂正确率；对 receive/appreciate/similar/harvest/sign 和 Would you like... / How do you celebrate... 进行针对性反馈。 Part 12: Summary (2 min) T: Use PPT for a rapid retrieval summary. Point to the Chinese meanings and ask Ss to say the English words/phrases. T: Ask the class to complete four sentence stems orally: “Would you like...?” “How do you...?” “What I love most is...” “I’m so happy to...”. T: Close with the lesson map: “Know a festival → Understand an invitation → Talk about a festival → Invite someone politely.” Ss: Recall the vocabulary and key sentences without reading the answers first. Ss: Say the four core sentence patterns together and explain the lesson map in their own words. 利用PPT总结页进行主动提取而非被动抄写，帮助学生形成“词汇—句型—交际任务”整体框架。（概括与整合） 评价方式：自评+师评。学生用“会说/需复习”标记词汇与句型，教师根据全班反应确定课后复习重点。 Part 13: Homework (1 min) T: Assign the homework on PPT. T: Basic task: review the listening-and-speaking notes and read Activity 6 fluently. T: Extended task: write a Dragon Boat Festival invitation dialogue with at least 6 exchanges, using at least 5 key words and 2 key sentence patterns from the lesson. T: Remind Ss that the dialogue should include invitation, festival time/activities and a response. Ss: Record the homework and clarify the output requirements. Ss: Choose a partner if they want to rehearse the extended dialogue orally before writing. 作业与课堂输出任务同构，基础作业巩固输入，拓展作业迁移到端午节，兼顾分层与实际语言运用。 评价方式：课后作业评价。下一课时抽查活动6朗读，并按“6轮问答+5个词汇+2个句型+信息完整”检查拓展作业。 板书设计 Unit 1 Festivals Around the World 1. Invitation: Would you like to come? Accept: Of course I will. / I’m so happy to receive your invitation. Decline: I’d love to, but... 2. Talk about a festival: Name → When → How 3. Key words: festival / celebrate / reunion / harvest / similar / appreciate / receive 4. Communication chain: Invite → Ask → Introduce → Compare → Respond 教学反思 （课后填写） 课后重点记录： 1. 活动3—5的听力梯度是否合适，学生困难主要来自词汇、语速还是信息记录，并据此调整重播与关键词支架。 2. PPT 18—24的语言点是否转化为活动7—8中的主动使用，重点观察 fall on/in、be similar to、What I love most is + V-ing。 3. 角色扮演参与度是否均衡；根据课堂表现调整支架数量、同伴分组和展示时间。 《英语 基础模块 1》（高教版 第三版） 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $