高中英语人教版必修第三册 Unit 1 Festivals and Celebrations Listening Speaking 说课稿

基于大观念的高中英语单元整体教学设计与说课大赛说课稿Talk about Festival说课说课内Listening课型人Speaking容ActivitiesGood morning,dear judgesand teachers.It*s mygreat honorto behere topresent ourlesson planwithyou.In the following10minutes,the lesson plan will be demonstratedfrom6perspectives,which includesanalysis of teaching material,students,teaching aims,teaching andlearningstrategies,teaching proceduresand blackboard design.Part oneAnalysis ofteaching materialand studentsAnalysis ofteachingmaterialFirstly,let mebriefly introducemy analysisof thisunit.The themeof thisunit isFestivals andcelebrations,and thissection iscalled TalkaboutFestivalActivities.Ss willhear shortconversationsthat takeplace inthree different countries,in whichpeople areinvolved inor willexperiencedifferent celebrationactivities.As globalizationaccelerates andinternational exchangebecomesmore frequent,it hasbecome commonfor peopleto travelabroad andfor foreign friends tovisitChina.This sectionrequires Ssto understand the identityand relationshipof charactersfromdifferent cultural backgrounds in the cross-cultural communicationcontext throughlistening to theaudio,so as to understand the importanttraditional festivalsof threecountries,expand theirhorizonsand feelthe spiritof entertainmentand itsstrong culturalatmosphere indifferentcountries,whichalso helpsto cultivatestudents*cultural awarenessand letthem learnto appreciateand cherishthediverse nationalcultures.In termsof languagestudy,there arethree dialoguesin theaudio,whichshow threedifferent contexts:street interview,daily communicationand guided tour.Conversation1takes placeat theComing ofAge festivalin Japan,where aforeign journalistis interviewingayoung Japanesewoman whohas justparticipated in the BarMitzvah ceremony,asking herabouther feelingsandthe subsequent celebration.Conversation2took placebetween twogood friends,LiMei,a Chinesegirl experiencingRio Carnivalfor thefirst time,and herforeignfriendCarla,whowas clearlymore experienced,kindly offeringher adviceon howto dressso thatshe couldparticipatein thefestivities toher heartscontent.Conversation3takes placein China,where aChineseguide takesa groupof foreigntourists toa lanternfestival decoratedwith lightsandintroduces themto theChinese customsof theLantern Festival.All threedialogues areauthentic andnatural,with astrong senseof life,cleverly incorporatingcultural elements of eachfestival.The textof the dialoguesis alsoinfiltrated with the targetlanguage structureof thisunit-the useof theverbform asthe definitearticle andthe epithet-so as to helpstudents perceive and experience thelanguage ina realand reasonable context,and toprepare for thesubsequentconcentration on thelanguage structure.The purposeis tolet studentsperceiveandexperiencethe language ina realisticandreasonablecontext,and topave theway forsubsequent focusedstudy of the languagestructure.The threedialogues arefull ofstrong atmosphereof lifeandtheunique culturalelementsof thefestivals.For example,in Japan,most womenwear colorfultraditional kimonosfor thenAdultFestival;in RioCarnival,most peopledress lightlyto adaptto thehot climateand longparades anddances;in theChinese Lantern Festival,people eatYuanxiao,which representsreunion andhappiness.Analysisof studentsAll of my students are fromGrade Ten.The studentshave alreadymastered certainEnglishknowledge andskills andgrasped certainvocabulary andsentence patternsabout festivals andactivities.Yet theiroral expressionskills areweak comparatively.Moreover,the students areopen-minded about the globalcultures andhave astrong desireto learn.Combining students1characteristics,the lessonis designedwith interestingaudio-visual tasks,which arelayered tostimulatestudents*freshness andenthusiasm forthe section,and clearthelanguagebarrier andpsychologicalbarrier forstudents tooutput dialoguesdescribing festiveactivities stepby step.Part twoTeaching aimsBythe endof theclass,Ss will be ableto:

1.master someexpressions about the festivalsthrough aguessing gamebased onclues fromthe textlantern,Carnival,costume,dress sb.up,march,congratulation,congratulate,riddle,ceremony,samba,make-up,after all;

2.gain a basic knowledge of the origin andsignificance of the worldsseveral importantfestivalsand what people do for celebrations;

3.figure outthe speakers*relationship byfocusing onkey expressionsand intonation;

4.tell the gist of the conversationsthrough somekey words and expressionscarry out aconversation ontheir favouritefestival andhow peoplecelebrate it.Part threeTeaching focusesand difficultiesFocuses:guide Ssto payattention to the speakersattitude andidentify therelationshipbetween thecharacters while listening;inspire themto usethe vocabularyof thetopic todescribe thefestivalactivities with their existingbackground knowledge.Difficulties:to understand the speakersattitude correctlywhilelistening,and toidentify therelationshipbetween thecharacters accurately.Part fourTeaching aidsand methodsTeachingaidsPowerpoint;video;audio;blackboardTeaching methodsPPPteaching model,Pair work,Group workTeachingProceduresLets moveon tomy teachingprocedures,there are4teaching focusin myplan:perception,analysis andappreciation andapplication.Part1:Lead-in.4minIn Part1Lead-in,introduced bythe poemontheopening page,students wereguidedtoguess thescenedescribed bythe poemaccording to the keywords andanswer thefollowing questions.

1.What doesthe poemdescribe

2.Who isthe writerofthe poem

3.When didhe write thepoem4・Can yourecite thepoem inChineseStudents interestin thetraditional festivalwill bearoused bythe givenpictures andthe translatedpoemfrom XinQiji,Qing YuAn YuanXi writtenfortheLanternFestival.Part2:Pre-listening12minIn Part2Pre-listening,students areto observethe pictures,words andvideos,guess thenames ofthe festivals andunderstand thecultural backgroundofthe festivals.The videoclip ofLanternfestival istaken fromVideo Time.In thissession,students areprovided witha varietyof materialstohelp themunderstandtheculturalbackgroundofthefestival,as wellastoexport wordblocks tothem.After that,they willbe askedto talk about festivalcelebrations with the relatedword blocksfromActivity1through group discussions.In thisway,students learnto usethese wordblocks tosimplydescribe festivalevents byusing theillustrations givenin Activity1,withtheteachefsdemonstration andgroupdiscussion.Part3:While-listening11minIn Part3While-listening,studentsareto readthe introductionand questionsand predictthefollowing listeningcontent so astoget themselvesprepared forthefollowinglistening topic,strengthening theirskills inprediction.Later,they willlisten andwritetheorder ofthe conversationsnexttothenames ofthefestivalsgiven,then matcheach conversationwiththerelationship betweenthespeakers below.Tips willbe given.These areto helpthem obtainthe generalinformation ofthe3dialogues accordingtothelistening tipsprovided.Afterwards,they willlisten againand completethesentences withthe correctwordsandmake alist ofthe festivaFsactivities.The purposeof thisstepis topossibly clearaway obstaclesby presentingthem withscriptsPart4:Post-listening11minIn Part4Post-listening,studentsareto findouttheuseful expressionsintheaudio whichservesfor discussionand reasoningintheconversation ontheir favouritefestivals.They willbe invited towork inpairs on“Decide whichof thesefestivals attractsyou themost andwhy”withtheguidanceof thegiven questionssuch asWhat isthe purposeof this festival”How doyou usuallycelebratethis festival”and“What doyou likebest aboutthisfestival”.Finally,after severalminutes ofpreparation,some pairsofstudents willbeinvitedtopresent theirconversations.Then theteacherand otherSs willgive comments and feedback.Part5:Summary andassignment1minIn thepart ofsummary,students willbe encouragedto makea conclusionofthelesson,whichassists themto reinforcewhat theyhave learned.Then,after-school taskswillbegiven,soasto helpstudents consolidatethe knowledgeandrelated expressionsof festivalsand celebrations.The homeworkis tofurther polishtheirconversation inpairs accordingtothecommentsandfeedback given.Blackboard designThis is myblackboarddesign.I willhave someuseful expressionsand theirapplicationshighlighted.ReflectionFinally,let metalkaboutmy teachingreflections,through learningthis period,studentswillbe abletomaster someexpressions aboutthefestivalsand gainabasicknowledgeoftheoriginandsignificance ofthe worldsseveral importantfestivalsandwhatpeopledoforcelebrations.They areexpectedto figureoutthespeakers1relationship andto tellthegistoftheconversations.However,inconsideration ofdifferent levelsof theirlanguage skills,some studentswho haveno effectivecommandof Englishlistening andspeaking mayfind itdifficult touse properwords orphraseswhile carryingoutaconversation ontheir favouritefestival andhow peoplecelebrate it.There willbea lotto berevised andpolished intheir presentationof conversation.Thisisthe endofmylessonplan.Im opento allquestions!Thanks forlistening!。