Unit 1 Festivalsand Celebrations教學(xué)設(shè)計(jì)

Period 1 Listening andspeaking

本板塊的活動(dòng)主題是“談?wù)摴?jié)日活動(dòng)”（Talk aboutfestival activities），主要是從貼近學(xué)生日常生活的角度來(lái)切入“節(jié)日”主題。學(xué)生會(huì)聽到發(fā)生在三個(gè)國(guó)家不同節(jié)日?qǐng)鼍跋碌暮?jiǎn)短對(duì)話，對(duì)話中的人們正在參與或?qū)⒁H歷不同的慶?；顒?dòng)。隨著全球化的進(jìn)程加速，國(guó)際交流日益頻繁，無(wú)論是國(guó)人走出國(guó)門還是外國(guó)友人訪問(wèn)中國(guó)，都已成為司空見慣的事情。因此，該板塊所選取的三個(gè)典型節(jié)日?qǐng)鼍岸际菍儆诳缥幕浑H語(yǔ)境，不僅每組對(duì)話中的人物來(lái)自不同的文化背景，對(duì)話者的身份和關(guān)系也不盡相同。

1. Master the new words related to holiday: thelantern, Carnival, costume, dress(sb)up, march, congratulation, congratulate, riddle, ceremony, samba, make - up, after all.

2. To understand the origin of major worldfestivals and the activities held to celebrate them and the significance ofthese activities;

3. Improve listening comprehension and oralexpression of the topic by listening and talking about traditional festivalsaround the world;

4. Improve my understanding of the topic bywatching pictures and videos about different traditional festivals around theworld;

5. Review thecommon assimilation phenomenon in English phonetics, can distinguish the assimilated phonemes inthe natural language flow, andconsciously use the assimilation skill in oral expression.

Importance:

1. Guide students to pay attention to theattitude of the speaker in the process of listening, and identify the relationship between thecharacters;

2. Inspire students to use topic words todescribe the festival activities based on their background knowledge.

Difficulties:

In the process oflistening to the correct understanding of the speakers attitude, accurately identify the relationship between thecharacters.

1. To understand the origin of traditionalfestivals in the world, the celebrationactivities (customs) of these festivals and the meaning of these activities;

2. Talk about holiday celebrations;

3. Preview: understand the new words according tothe context.

Step 1 Lead-in

Teachers talkabout the worlds traditional festivals, such as the Lantern Festival in China, adults day in foreign countries, carnival and so on.

Step 2 Watching and talking

Activity 1

1. Teacher let Ss lookat some pictures about festival activities. During talking about these activities, teachers can add some background knowledgeabout festivals.

Questions:

①What festivals do the pictures show us?

②In which country do you think people celebrate each festival?

③How do people celebrate each festival?

2. Ask Ss to choosesome words or phrases from the box to celebrate each festival.

3. Teachers can showstudents how to use these word blocks and learn to describe holiday activitiesin groups. For example：

On theComing-of-Age Day, young girls in Japanwould wear traditional costumes.

One of the mostimportant activities during the Lantern Festival is to guess riddles.

During the RioCarnival, you can watch wonderful sambadances.

4. The teacher askedthe students to report the results of the group lecture. Ask these questions:

①What do people do to celebrate the Chinese Lantern festival?

②Who will celebrate Coming-of-Age Day? What do they do to celebrate it?

③What do you expect to see if you go to the Rio Carnival?

5. Learn some wordsand phrases in the box.

Step 3 Listening

Activity 2

1. Teacher asks Ss toread “Listen for relationships” , In pairs, discuss how to identify relationships betweenpeople based on their tone and content. Theteacher can provide the following questions to inspire students to discuss.

①What does a tourguide usually say to a tour group? What expressions are frequently used?

②What questionsdoes an interviewer usually ask during an interview?

③What would areporter say or do if he/she wants to interview a tourist?

④How do a friendsusually talk?

2. Some grouprepresentatives are invited to communicate and speak in class.

3. Teacher playthe listening tape for Ss to listen and write the order of the conversationsnext to the names of the festivals.

4. Play the tapeagain, Ss match each conversation with the relationship between the speakers.

5. Check theanswers with class. (When checking the answers, the teacher can ask the students withrelatively weak listening ability to answer the questions with less difficulty.If their answers are correct, the otherstudents have little difficulty understanding. )

Activity 3-4

1. Teacher asks Ss tolook at the tasks and requirements of activity 3. Then read the main ideas of the threedialogues. (Guide the students to guess and fill in the words according to thecontext. Let the students analyze theEnglish syntactic structure based on the meaning of the sentence and make reasonableinferences. )

2. Teacher plays thetape for the second time. After listening to the tape, students discuss the answers in pairs. Then the class communicates and checks theanswers.

3. Teacher lets Sslisten to the tape for the third time(Before the teacher plays the recordingfor the third time, the teacher shouldprepare the students to take notes and remind them to catch key words, especially phrasal verbs. ). Lets listen to the tape for the third time.

Step 4 Speaking

Activity 5

1. Lead the dialogueby asking questions. Let Ss understand how to discuss their favourite festivalsand give their reasons.

E. g.

Conversation 1

T:Which of the three festivals do you like best?

S1:I think the Coming-if-Age Day is the most interesting.

T:Why is it your favourite?

S1:Because I like to see women dressed up in their colourful traditionalkimonos.

Conversation 2

T:Which of the three festivals attracts you most?

S2:The Chinese Lantern Festival.

T:I suppose you like yuanxiao, the sweet dumplings.

S2:Not only that. I especiallylike guessing riddles and I’m good at it.

2. Follow the exampleof the conversation in activity 5 and work in pairs to discuss your favoriteholiday and explain why. After the discussion, the teacher asks some groups to show thedialogue.

Step 5 Acting

One student playsthe role of a journalist. The otherthree students play the roles of the characters in the listening dialogue. They are the Japanese girl attending thecoming-of-age ceremony, the girlattending the Rio carnival, and thetourist visiting China. The following questions can be used in the interview:

①What is the purpose of this festival?

②How do you usually celebrate this festival?

③What do you like best about this festival?

Step 6 Pronunciation

1. Help Ssrecognize speech assimilation.

(1) Teacher playsthe recording of activity 1 and asks the students to pay attention to the pronunciationchanges of bold letters while listening.

(2)Teacherorganizes students to carry out activities in pairs: the teacher plays therecording, one person in the group readsafter the words and phrases in activity 1, the other person compares the pronunciation ofthe recording with that of his partner carefully, and points out the pronunciation problem ofhis partner if there is any difference. Then switch roles, listen to the tape again and complete the sametask.

2. Let Ssimitation and read.

(1) Teachers guidestudents to understand the requirements of activity 2. Listen to the tapebefore, the teacher ask questions forstudents to think: "motorcycle the consonants in bold pronounced the sameas a word in a sentence in?

(2)Teacher plays thetape for the first time. The studentsread after the sentences in activity 2.

(3)Teacher playsthe tape for the second time, thestudents repeat the sentence again, andthen discuss with their partners the differences between the pronunciation ofthe boldface consonants in words and the pronunciation in sentences, and describe the phonetic assimilation in theflow.

(4)Teacher asksdifferent students to read the six sentences of activity 2 and report theresult of the discussion on phonetic assimilation. The teacher supplements andcorrects the students conclusion, explains it appropriately, and writes the assimilation pronunciation inthese sentences on the blackboard or presents it to the students through thecourseware.

3. If there istime, teachers can focus on thefollowing.

The forms ofspeech assimilation can be divided into several kinds. According to the direction in which the twosounds are affected, they can be dividedinto "forward assimilation", "reverse assimilation" and"interactive assimilation". Turbid assimilation refers to the turbidproperty of assimilated sound which becomes turbid or turbid and becomesconsistent with assimilated sound. The forms of assimilation can also bedivided into complete assimilation and partial assimilation, such as:

Step 7 Listening and talking

Activity 6