Unit 5 Celebrations Listening and Speaking教学设计2026-2027学年中职英语高教版（第三版）基础模块1

《英语 基础模块 1》（高教版 第三版）教案 课 题 Unit 5 Celebrations (Listening and Speaking) 课 型 新授课（New Lesson） 课 时 1课时（40 mins） 教材分析 This is the second period (Listening and Speaking) of Unit 5 Celebrations. The lesson is built around two authentic conversations: a phone call in which Li Mei invites Mr. Smith to an opening ceremony (Activities 3–5), and a dialogue in which two colleagues discuss the arrangements for a welcome party (Activity 6). It provides the key input — words, phrases and sentence patterns for inviting, accepting invitations and discussing activity arrangements — and lays a solid foundation for writing a formal invitation email in the following Reading and Writing period. 本课为第五单元 Celebrations 的第二课时（听说课），以“电话邀请出席开业典礼”和“讨论欢迎会活动安排”两段真实语料为载体，训练学生利用问题和选项预测听力内容、提取关键信息并判断正误的听力策略，同时为下一课时撰写正式邀请函做好语言铺垫。 学情分析 1.知识基础 Knowledge Foundation Students have accumulated some basic vocabulary and sentence patterns about celebrations and invitations through nine years of compulsory education, such as “Would you like to come to my birthday party?” and “I’d love to.” They are also familiar with common celebration experiences (birthday parties, festivals, welcome gatherings) and know the key elements needed when inviting others. However, their overall English foundation is uneven and generally weak, with few top performers. For this listening-and-speaking period, most students can recognize basic invitation expressions, but still cannot talk freely about party arrangements or express the elements of an invitation in English with ease. （学生整体英语基础薄弱且水平参差不齐，对本课所需的邀请与聚会话题仅有零散的词汇与句型积累，需在真实语境中进一步巩固与运用。） 2.认知能力 Cognitive Ability At the vocational-school stage, students’ logical thinking and contextual inference are still developing. They can predict listening content from given options and extract specific information (time, place, activity) from audio, yet they find it difficult to organize ideas and hold a free spoken dialogue about celebration arrangements. Their cognitive load is high when moving from receptive (listening) to productive (speaking) tasks. Therefore, scaffolding—from mechanical imitation to substitution practice and then to real communication—is essential to help them internalize the target language. （学生处于由形象思维向抽象思维过渡的阶段，能完成听力信息提取，但在由“听”到“说”的产出环节上存在认知跨度，需要层层搭建支架、循序渐进。） 3.学习特点 Learning Characteristics Students are lively and eager for interaction, showing stronger motivation in vivid, situational and task-based activities such as role-play, games and video clips. They learn best through audio-visual input and “learning by doing,” but their attention span is limited, so the lesson should alternate listening, speaking and playing to keep engagement. They prefer clear models and step-by-step guidance rather than open-ended tasks at the very beginning. （学生性格活泼、乐于参与，对情境化、游戏化、任务型活动兴趣高，但注意力易分散，适宜采用听说做结合、由易到难、循序递进的活动设计。） 4. 专业特性 Professional Characteristics As vocational-school learners, students are career-oriented; English is treated as a practical tool for future workplace communication rather than a pure academic subject. The theme of celebrations and polite invitations directly serves service-oriented vocational scenarios—receiving guests, organizing events, and communicating with foreign visitors. Cultivating polite, appropriate invitation skills helps build their 职场语言沟通 (workplace language communication) competence and professional etiquette, laying a solid foundation for their future career. （中职学生以就业为导向，英语是未来职场沟通的工具；本课“礼貌邀请”主题契合服务类岗位的职业素养要求，有助于提升职场语言沟通能力与职业礼仪意识。） 教学目标 一、核心素养目标（Key Competency Objectives） ① 职场语言沟通（Workplace Communication）：Master the key words and phrases: invite, invite ... to ..., hold, preparation, in common, would like to, need a hand 等；能听懂电话邀请对话，获取事件（event）、时间（time）、地点（place）等关键信息；能运用所学句型礼貌地发出邀请、接受邀请并讨论活动安排，完成口头邀请的情境对话。 ② 思维差异感知（Thinking Development）：通过听前预测、听中判断、听后补全信息，发展逻辑思维与推理能力；感知口头邀请与书面邀请在表达特点上的差异。 ③ 跨文化理解（Cultural Awareness）：了解中西方聚会、开业典礼等庆祝活动的基本礼仪；能用英语简单介绍变脸等中国传统艺术。 ④ 自主学习（Learning Ability）：掌握“预测（predict）—抓关键词（key words）—速记（note-taking）”的听力策略，养成合作学习、大胆开口的良好习惯。 二、课程思政目标（Moral & Cultural Education Objectives） 体会共同筹备、庆祝活动的快乐，学会以礼待人、真诚致谢、乐于助人（be polite, grateful and ready to help）；在向外国朋友推荐中国传统文化节目的过程中增强文化自信（cultural confidence），乐于用英语讲好中国故事，做中外文化交流的小使者。 教学重难点 教学重点（Key points）：能运用提出邀请、接受邀请和讨论活动安排的常见词汇与句型进行口头交际，如：Would you like to come? / We would like to invite you to ... / When and where are you going to hold it? / Do you need a hand? I can help with the preparation. / It's a great game to ... 教学难点（Difficult points）：在接近真实的职场情境中灵活运用所学词汇和句型，就聚会的时间、地点、活动安排等信息完成口头邀请参加庆祝活动的情景对话（role play）。 教学方法 情境教学法（Situational Teaching）、任务型教学法（Task-based Teaching）与听说训练法相结合；采用个人活动、结对活动（pair work）与全班活动相结合的组织形式，并借助游戏和竞赛激发学习兴趣，注重启发式与互动式教学。 课前准备 Teacher: PPT courseware, the listening audio and video of Activities 3–8, word cards, exercise sheets. Students: Preview the new words and phrases; review the celebrations learned in Period 1; think about a party they have attended. 教学媒体 Multimedia classroom; PPT courseware; audio & video player; blackboard.（多媒体教室、PPT课件、音视频播放设备、黑板） 教 学 过 程 教学环节 教师活动设计 学生活动设计 设计意图 Step 1 Lead-in 导入 （5 mins） 1) Greet the class. Play a short video about parties and celebrations (see PPT). Ask: "Do you like parties? What do people usually do at a party?" 2) Free talk: "When do we need to invite others? How can we invite people politely?" 引导学生使用礼貌用语，如 Would you like to ...? / We would like to invite you to ...。 3) Brainstorm the occasions for sending invitations: a birthday party, a class party, an opening ceremony, a wedding, a welcome party, a farewell party ... 课件配图 Watch the video and answer the questions. Talk about the occasions on which people need to invite others, and list them: a birthday party, an opening ceremony, a wedding ... Read the phrases aloud. 视频导入贴近生活，激活学生已有的话题储备，自然导入新课。 【课程思政】自由交谈中渗透“礼貌待人、以礼相待”的教育，为整节课的文明交际定下基调。 Step 2 Listening 听力训练 Activities 3–5 （15 mins） 1) (Activity 3 Listen and tick) Show the picture and guide students to predict: "Li Mei is calling Mr. Smith. Which situation are they talking about?" Play the tape for the first time and check the answer. Key: B — Inviting a guest to an opening ceremony.（李梅打电话邀请Smith先生出席公司在深圳新购物中心的开业典礼） 课件配图：Li Mei is calling Mr. Smith（电话邀请情境） 2) (Activity 4 Listen and decide) Ask students to read the three sentences and predict before listening; play the tape again; students catch the key words, judge T or F and correct the false information. Keys: 1) T 2) F (The ceremony is on November 8.) 3) F (Mr. Smith accepts the invitation, because he says "I'll be there.") 3) (Activity 5 Listen and complete) Ask students to find out what information is needed in Mr. Smith's phone memo (event, place, time); play the tape for the third time and check. Keys: a new shopping mall / in Shenzhen / on November 8. 课件配图：Mr. Smith's phone memo（日程备忘） 4) 听力策略指导：预测（predict）→ 抓关键词（catch key words）→ 速记（note-taking）；追问 "The phone call is from ___ to ___"，并引导学生归纳对话中发出与接受邀请的语句。 Look at the picture and predict what the conversation is about. Listen and tick the situation. (Answer: B) Read, listen and judge T or F, then correct the false information. Listen and complete Mr. Smith's phone memo with the event, the place and the time. Summarize the sentences of inviting and accepting with the teacher. 三个听力活动由易到难、层层递进（选情境→判正误→补信息），训练学生“预测—抓关键词—速记”的听力策略，帮助学生学会从电话对话中提取事件、时间、地点等关键信息，为口语输出做好输入准备。 Step 3 Speaking 口语操练 Activities 6–7 （10 mins） 1) (Activity 6 Listen, read and underline) Set the scene: Mary Fisher and Li Xiaonian are preparing a welcome party for the new employees. Play the tape; students listen, repeat and pay attention to pronunciation and intonation. Invite two pairs to read the dialogue in roles and underline the sentences about party arrangements. 2) Explain the key points: employee / cafeteria / need a hand (with) / help with / preparation / in common; There will be a ... for ... / Would you like to come? / When and where will ... be held? / Do you need a hand? / I can help with ... / Can you give us some ideas for ...? / It's a great game to ... 3) (Activity 7 Imitate and practice) Pair work: according to the given information (a school opening ceremony; at 9:00 a.m. next Monday; in the school meeting hall; the song "We Are Ready"), students substitute the key information and make new dialogues following the framework of Activity 6. Ask two or three pairs to act out their dialogues. Listen, repeat and imitate the pronunciation and intonation. Read the dialogue in roles and underline the key sentences about party arrangements. Take notes of the key words, phrases and sentence patterns. Work in pairs to make a new dialogue by substitution and act it out. 由“听”转向“说”：跟读模仿保证语音语调的输入质量；划线归纳帮助学生自主发现并掌握讨论活动安排的交际框架；替换练习实现从机械操练到意义操练的过渡，突出重点、突破难点。 Step 4 Role Play & Game 互动实践 Activity 8 + Game （5 mins） 1) (Activity 8 Role play) Task: You and your partner are planning a welcome banquet for the exchange students from the UK. Take turns to recommend party activities or background music. Idea bank: activities — a bianlian (face-changing) performance 变脸表演, a folk dance performance 民族舞蹈表演; music — a traditional folk song 民歌, an English song everyone knows 英文歌曲。 2) 文化小贴士：Briefly introduce Bianlian (face-changing), a treasure of Sichuan Opera. 引导学生：把中国传统文化推荐给外国朋友，既能让宴会更精彩，也是用英语讲好中国故事、传播中华优秀文化的好机会。Choose several pairs to perform, and give feedback on politeness, completeness of information and pronunciation & intonation.（从礼貌用语、信息完整度、语音语调三方面进行师评与互评） 3) Game: "10 Things in Common" — in pairs, students find out as many real things they have in common as possible within three minutes, using "We both like ... / We both come from ... / We both have ..." Choose situations and roles; make dialogues in pairs and recommend Chinese traditional art to the exchange students. Perform the dialogues and evaluate each other. Play the game in pairs and report the common things they have found. 角色扮演将语言知识迁移到接近真实的职场接待情境，检验学生对交际框架的掌握。 【课程思政】在推荐节目与音乐的过程中自然融入中华优秀传统文化教育，增强文化自信，引导学生用英语讲好中国故事；游戏活动巩固 in common 的用法，活跃课堂气氛。 Step 5 Consolidation 课堂练习 （3 mins） Give the quick exercises on the PPT: 1) Choose the best answers (5 items on inviting, accepting and offering help); 2) Complete the dialogue with the word bank: come, hold, there, hand, called; 3) Put the sentences in the right order to make a complete dialogue. Check the answers and explain the difficult points. Finish the exercises individually first, then check the answers together and explain the reasons. “选择—填空—排序”三个层次的练习当堂检测学生对本课重点句型的掌握情况，及时反馈、及时补救，落实教学目标。 课堂小结 Summary （2 mins） 1) Guide students to summarize the communicative sentences with a mind map: Inviting 邀请 — Would you like to come? / We would like to invite you to ...; Asking 询问安排 — When and where are you going to hold it?; Accepting 接受邀请 — I'd love to! I'll be there. / That's very nice of you.; Helping 主动帮忙 — Do you need a hand? I can help with the preparation. 2) 升华：以礼相待，美美与共——学会礼貌邀请、真诚致谢、主动帮忙，乐于用英语介绍中国文化，做中外文化交流的小使者。 Summarize the key sentences with the teacher according to the mind map and read them aloud. 思维导图式小结帮助学生系统梳理本课四大交际功能句型。 【课程思政】将语言学习与文明交往、文化传播相结合，落实立德树人根本任务。 课后作业 Homework 1) Listen and read the dialogue in Activity 6 three times, paying attention to pronunciation and intonation.（听录音跟读活动6对话三遍，注意语音语调） 2) Copy and recite the key sentences for inviting and answering.（抄写并背诵本课邀请与应答的重点句型） 3) Practice the role play in Activity 8 with your partner after class.（课后与同伴练习活动8的角色扮演） 4) (Optional 选做) Find one more Chinese traditional art and try to introduce it in English next class.（再了解一项中国传统艺术，下节课用英语介绍） 分层说明：1—3为基础必做题，4为选做题，满足不同层次学生的需求。 Finish the homework as required and get ready for the next lesson. 作业分层设计，巩固课堂所学；选做题延续文化自信教育，引导学生主动了解并传播中华优秀传统文化。 板书设计 Write the title and the key language on the blackboard: Unit 5 Celebrations — Listening and Speaking Left（词汇）: invite ... to ... / hold / preparation / would like to need a hand (with) / help with / in common Right（句型）: Inviting: Would you like to come? / We would like to invite you to ... Asking: When and where are you going to hold it? Accepting: I'd love to! I'll be there. / That's very nice of you. Helping: Do you need a hand? I can help with the preparation. 教学评价 采用多元评价方式：通过听后判断正误与补全备忘信息，检测听力目标的达成；通过替换对话与角色扮演的展示，从礼貌用语（politeness）、关键信息（key information）、语音语调（pronunciation & intonation）三个维度进行教师评价与学生互评；通过当堂分层练习检测重点句型的掌握情况，并将学生课堂参与度和合作表现纳入过程性评价。 教学反思 The video lead-in, the game and the role play activities greatly increased students' participation, and most students were able to invite others and discuss party arrangements with the help of the sentence frames. However, some students still have difficulty making dialogues and are afraid of talking in front of the class. They should be encouraged to write down the key sentences first and then practice in pairs. 视频导入与角色扮演有效激发了学生参与热情，但部分学生开口意愿仍显不足，后续教学中需继续加强句型支架与分层指导，并通过鼓励性评价增强其自信心。 学科网（北京）股份有限公司 $