Unit 1 Festivals and Celebrations
Listening and speaking & Listening and talking
【教材分析】
本板块的活动主题是“谈论节日活动”（Talk about festival activities），主要是从贴近学生日常生活的角度来切入“节日”主题。学生会听到发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动。随着全球化的进程加速，国际交流日益频繁，无论是国人走出国门还是外国友人访问中国，都已成为司空见惯的事情。因此，该板块所选取的三个典型节日场景都是属于跨文化交际语境，不仅每组对话中的人物来自不同的文化背景，对话者的身份和关系也不尽相同。
【教学目标】
1. Master the new words related to holiday: lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, samba, make-up, after all.
2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of the activities;
3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;
4. Improve students’ understanding of the topic by watching pictures and videos about different traditional festivals around the world;
5. Review the common assimilation phenomenon in English phonetics, distinguish the assimilated phonemes in the natural language flow, and consciously u the assimilation skill in oral expression.
【教学重难点】
Importance:
1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;
2. Inspire students to u topic words to describe the festival activities bad on their background knowledge.
Difficulties:
In the process of listening to the correct understanding of the speaker’s attitude, accurately identify the relationship between the characters.
【课前准备】
1. To understand the origin of traditional festivals in the world, the celebration activities (customs) of the festivals and the meaning of the activities;
2. Talk about holiday celebrations;
3. Preview: understand the new words according to the context.
【教学过程】
Step 1 Lead-in
Teachers talk about the world’s traditional festivals, such as the Lantern Festival in China, adults’ day in foreign countries, carnivals and so on.
Step 2 Watching and talking
Activity 1
1. Teacher lets Ss look at some pictures about festival activities. During talking about the activities, teacher can add some background knowledge about 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 sb to choo some words or phras from the box to celebrate each festival.
3. Teacher can show students how to u the word blocks and learn to describe holiday activities in groups. For example：
On the Coming-of-Age Day, young girls in Japan would wear traditional costumes.
One of the most important activities during the Lantern Festival is to guess riddles.
During the Rio Carnival, you can watch wonderful samba dances.
4. The teacher asks students to report the results of the group lecture. Ask the questions:
①What do people do to celebrate the Chine Lantern festival?
②Who will celebrate Coming-of-Age Day? What do they do to celebrate it?
③What do you expect to e if you go to the Rio Carnival?
5. Learn some words and phras in the box.
Step 3 Listening
Activity 2
1. Teacher asks sb to read “Listen for relationships”, In pairs, discuss how to identify relationships between people bad on their tone and content. The teacher can provide the following questions to inspire students to discuss.
①What does a tour guide usually say to a tour group? What expressions are frequently ud?
②What questions does an interviewer usually ask during an interview?
③What would a reporter say or do if he/she wants to interview a tourist?
④How do friends usually talk?
2. Some group reprentatives are invited to communicate and speak in class.
3. Teacher plays the listening tape for students to listen to and write the order of the conversations next to the names of the festivals.
4. Play the tape again, students match each conversation with the relationship between the speakers.
5. Check the answers with class.
Activities 3-4
1. Teacher asks students to look at the tasks and requirements of activity 3. Then read the main ideas of the three dialogues. (Guide the students to guess and fill in the words according to the context. Let the students analyze the English syntactic structure bad on the meaning of the ntence and make reasonable inferences.)
