Unit 1 Festivals and Celebrations Period 1 Listening and Speaking 教案-2026-2027学年高中英语人教版必修第三册

人教版（2019）高中英语　必修第三册

Unit 1　Festivals and Celebrations　Period 1　Listening and Speaking

教案

Festivals in Wuhan: A City That Celebrates

 

一、基本信息

项目	内容
课题	Unit 1 Festivals and Celebrations, Period 1 Listening and Speaking
教材	人教版（2019）普通高中教科书·英语 必修第三册
课型	听说课
年级	高一下学期（2027 年春季）
课时	第 1 课时／45 分钟
主题语境	人与社会——节日与庆典、文化习俗
语篇类型	多模态：节庆明信片、开篇页图片、三段对话、图表
配套学案	《Unit 1 Period 1 Listening and Speaking 导学案》，课前下发，Ⅳ 部分课前完成

二、教材分析

这是必修第三册第一单元的第一课时，课型是听说。Reading and Thinking 要到下一课时才进课文，所以这四十五分钟不碰长语篇，也不补语法，只做两件事：听三段对话，说一个节日。

教材的路子是先给场面、再给语言。开篇页是一张埔寨火龙的照片：元宵夜，赤膊的汉子举着一条浑身绑满烟花的龙，火星往下淌，配的是辛弃疾《青玉案·元夕》的英译。先用这个场面把"节日"落住，再上三段录音——日本成人礼、里约狂欢节、中国元宵节。这一节的五个活动是层层递进的：Activity 1 用九个短语给三个节日配活动，Activity 2 排对话顺序、配人物关系，Activity 3 补全六个句子，Activity 4 列出每个节日的活动，最后 Activity 5 谈"你最喜欢哪个、为什么"，后面还跟着一个语音板块讲同化。后两道都是"Listen again"起头，第一道是"Listen and write the order"，一遍一批任务，这个梯度是教材自己排好的。

三段录音话题不搭界，用的句子却翻来覆去是那几类：时间（It falls on… / It takes place in…）、目的（It is celebrated to…）、活动（People usually… / You can't miss…）。学生介绍节日，最容易卡的就是这三处。所以本课的语言目标不必另找材料，把录音里的句子挑出来，就是 Step 5 的句式银行。倒是"判断人物关系"这一项，教材只把题摆在那里，没给方法，学生只能凭语气去猜，这个缺口得课上补，教材补不了。

开篇页只给了一个中国节日，还是在广东丰顺，武汉学生没去过。照本宣科地问一句"这是什么节日"，答案就停在"春节"两个字上，句子还没热起来就冷场。所以导入换成本地的四张明信片——这四段短文是我自己写的，不是从哪个网站抄来的，句子短、生词少，两分钟读得完；口语输出也从 Activity 5 的"你最喜欢哪个"扩成"向外籍交换生介绍武汉的节日"。中间的五个活动一个不改，题目、答案、顺序都按教材走。

三、学情分析

学生经过高一上学期的训练，听大意、抓关键词已不成问题，难处在另外几处。一是判断人物关系时习惯凭语气猜，问一句"你凭什么这么判断"，答不上来，说明手里没有可依据的语言线索；二是口语卡在"想得到、说不出"，节日内容脑子里有，句式拿不出来，最后变成几个单词往外蹦；三是提到节日只会说 Spring Festival 和 Christmas，问起渡江节、汉马，多数人知道有这么回事，没想过用英语怎么说。

还有一个现实情况：三段录音语速不快，但对话二里有衣服、鞋子的细节，学生容易被生词绊住，第二遍听不下来。课上要给足三遍，不要赶。

四、教学目标

By the end of this period, students will be able to:

1. talk about the activities and customs of festivals in different countries;
2. judge the relationships between the speakers by paying attention to how they talk to each other;
3. identify the sentence patterns and expressions used to describe festival activities in the listening text;
4. introduce a Wuhan festival to a foreign friend with the expressions learned in this period.

前两条是教材活动本身的要求：第一条靠 Step 2 的短语描述和 Step 3 的 Activity 4 落实，第二条靠 Activity 2 的配关系；第三条的句式识别放在 Step 5 的句式归类里做，说之前先把句子分好类；第四条是本地化增补，落在 Step 5 的一分钟介绍和 Step 6 的录音上，跟学案 Task C 的量表对得上。

五、教学重点与难点

四条跟学案第三部分同号，学生对照着看不会乱。

内容	落在哪个环节，怎么破
重点 1	弄清哪个对话对应哪个节日、谁在和谁说话、每个节日做什么	Step 3 三遍听，一遍一批任务：Activity 2 排顺序配关系并当场追问依据，Activity 3 补六个句子，Activity 4 列活动清单，每批做完马上核对
重点 2	用目标句式有条理地介绍一个节日	Step 1 的四张明信片和学案 Ⅳ 的课前表格提供内容，Step 5 Task A 的句式银行把它分成五类，说的时候按类走
难点 1	从语言线索而不是语气判断人物关系	Step 3 第一遍：先读教材的 Listen for relationships 提示框，配完关系再回答"你凭什么这样判断"，用不用的那个干扰项（记者与游客）当反例
难点 2	脱稿连续说满一分钟	Step 5 Task B：只许写关键词（学案上留了 Keywords 栏），限时一分钟，量表先发，说完立即按量表互评

难点一没法靠讲"要注意称呼语"过关。得让学生在被追问"你凭什么这么判断"的时候，自己回到原文里找出 Miss、congratulations、Li Mei 这样的碎片，找过一次才算真会。难点二也一样，鼓励没有用，办法是把稿子从他们手里拿走：学案上只留 Keywords，想写整句也没地方写。

六、教学方法与教具

任务型教学。听力按教材的三道任务推进，三遍听、一遍一批：先排顺序配关系，再补全句子，最后列活动清单。口语用"句式银行＋限时＋量表"三件套。教具为课件、导学案、四张打印的节日明信片、一分钟计时器。

 

七、Teaching Procedures

Step 1　Lead-in · Wuhan Festival Postcards　(8 min)

Time plan: postcards 2.5′ ｜ 3-2-1 and sharing 2.5′ ｜ pair talk 2′ ｜ back to the book 1′

T: Morning, everyone. Today we begin Unit 1, festivals and celebrations. Before we open the book, look at these four postcards — they're about festivals in our city. Read them and tell me which festival each one is about. Two minutes.

(Students read and match. The teacher moves around, checking that everyone has found at least two.)

T: OK, postcard 1. The lake, the pink hills, the hanfu. Which festival?

S: East Lake Cherry Blossom Festival.

T: Right. Late March, East Lake, Moshan. Number 2 — the river, 16 July.

S: Wuhan International Yangtze River Crossing Festival.

T: Good. Number 3, the temple before sunrise?

S: Guiyuan Temple Spring Festival Pilgrimage.

T: And the last one — cherry trees in flower, four bridges, five lakes, thirty thousand runners.

S: Wuhan Marathon.

T: All four correct. Task B now. Pick one postcard. Three things you can see, two things people do, one question you still want to ask. One minute.

(Students write. The teacher picks one or two questions to hear.)

T: Any question? Yes?

S: Why do people count the Luohan statues?

T: Good question, and I don't have a short answer for it. Go and find out, tell us next class.

T: Task C, thirty seconds each. Which one would you take a foreign friend to? Use this sentence.

(Pair work. Two pairs report.)

T: Now the opening page. What are the men doing in the photo?

S: They're dancing with a dragon.

T: Yes. Look closely — what's on the dragon?

S: Fire. Sticks?

T: Fireworks. Thousands of them, fixed all over the body. And who lights it?

S: An old man?

T: An elder of the village. This happens in Puzhai Town, Guangdong, on the night of the Lantern Festival. Does Wuhan have a dragon dance too?

S: Yes, the High Dragon.

T: In Hanyang. Read the short note on your sheet and fill in the table.

(Students read and complete the comparison. The teacher checks two rows.)

T: Both come out in the first month of the lunar year, and both ask for good weather and a good harvest. So what's the difference?

S: One is on fire. The other one is held up high.

T: That's it. Same wish, two ways of doing it.

【设计说明】 换掉开篇页的看图问答，理由很简单：埔寨火龙离武汉学生太远，问"这是什么节日"，答完"春节"就没词了。四张明信片挑的都是本地学生至少听过一两个的节日，读完能说，也有话想说。明信片的句子短，It falls on、People usually 这些后面要用的结构早就藏在里面，读的时候顺带见了一面，不必再单独讲。Task D 回到课本开篇页，拿汉阳高龙和埔寨火龙对照：表填完，学生自己会发现愿望一样、做法不同，比我讲一句"文化是多样的"管用。这一节最容易拖在 Pair talk，提醒自己到点就收；明信片也别逐句讲，读不懂就看下一张，四张连起来意思自然清楚。高龙那一段里"用牙咬住竹竿"是真事，学生读到会笑，笑完就记住了；要是班里有人去年在汉马赛道边见过它——那届的加油站里就出过一条高龙——让他说两句，比我介绍十分钟都强。

Step 2　Pre-listening · Look and Describe　(5 min)

Time plan: describing the photos 3.5′ ｜ predicting 1.5′

T: Now the photos in the book. Three festivals, and the names are printed under them. Your job is the box: nine phrases, choose the ones that go with each festival. Work with your partner. Three minutes.

(Students work. The teacher moves around and pushes for reasons: "Why does 'give performances' go with the Lantern Festival?")

T: Photo A — Chinese Lantern Festival. Which phrases?

S: Visit a lantern fair, guess riddles… give performances?

T: Yes — the dragon and lion dances are performances too. Some of you may have put "give performances" with Carnival, and that works as well, because the samba dancers are performers. B, Coming-of-Age Day?

S: Wear traditional costumes, receive congratulations, attend the ceremony.

T: And C?

S: Dress up in carnival costumes, march along the streets, watch samba dance.

T: Nine phrases, all used. Now look again and write down two activities you expect to hear in the recording. You don't have to be right — we'll check.

(Students write. The teacher puts two or three guesses on the board and leaves them there.)

【设计说明】 Activity 1 在教材里就是用方框里的短语描述节日，不是连线——三个节日的名称早就印在图下，学生要做的是"给节日配活动"。分完他们会发现：元宵是"看和猜"，成人礼是"穿和受贺"，狂欢节是"装扮和游行"，三个节日的差别自己就出来了，不必我讲。我在旁边只做一件事——追问"这个短语为什么放这儿"，说得出来才算真懂，说不出来就是碰运气。后面这个预测是我加的，只写活动、不写细节，写多了分心；放黑板上是为了下课前回看，前后呼应。

Step 3　While-listening · Three Conversations　(15 min)

Time plan: Activity 2 — 5′ ｜ Activity 3 — 5′ ｜ Activity 4 — 5′

T: Three conversations, three festivals, and the book gives three tasks — one for each listening. First, Activity 2: write the order of the conversations next to the festivals, then match each conversation with a relationship. Before we start, read the box "Listen for relationships". What does it tell you to listen for?

S: How people talk to each other, like friends calling each other by first names. And some particular questions.

T: Right. Three questions to keep in mind: how do they address each other, who asks, and how formal is it. Listen.

(Play all three conversations once. Students do Activity 2.)

T: Order first. Coming-of-Age Day?

S: Conversation 1.

T: Rio Carnival?