【中职专用】高中英语Unit 1 The Spring Festival Listening and Reading 教学设计-2022-2023学年中职英语语文版（2021）基础模块2

课   程

Unit 1  The Spring Festival

建议学时

About 4

教学

目标

1. Teachers help and train students to be able to narrate activities during the Spring Festival in English, and enable students to exchange some customs and experiences during the Spring Festival;

2. Guide students to deepen their love for traditional Chinese culture by understanding the story of "Nian";

3. Assist students in mastering and understanding the basic structure of simple sentences;

4. Provide students with the opportunity to practice in a group of two and explore learning in a group of many, establish an independent learning environment, and cultivate students' good habits of Cooperative learning and inquiry learning.

教学

重点

重点词汇和短语

dumpling, lantern, couplets, firework, celebrate, relatives, tradition, encourage, Gala; temple fair, lantern show, lucky money, lunar month, take part in, look forward to, be prepared for, encourage sb. to do sth., make one’s decision, learn from

重点句型

How was your Spring Festival?

What did you do (during the Spring Festival)?

They encouraged me to...

It was interesting and wonderful.

重点语法

1. Sentence components

2. The Five Basic Structures of Simple Sentences

教法与学法

1. Group Cooperative learning method

2. Task based teaching method

3. Competitive Incentive Learning Method

4. Autonomous learning method

教学

手段

PPT、Mp3

教学内容

教学设计

活动1

1. Teachers can first inspire students to try reading out the given questions and six verb phrases: visit relatives or friends, hang up red lands, put up couplets, have a get to another, make Chinese dumplings, get lucky money.

2. When students have difficulties or obstacles in pronunciation, teachers should provide timely help and support, such as distinguishing syllables or pointing out the same sound, such as hang and lanterns. In order to deepen students' understanding of phrases, teachers can release pictures on the presentation (PPT) and quickly point to a certain picture. Please ask all students who can speak to stand up and say it together, and see which group stands up and reads more.

3. After the students have basically mastered the pronunciation, the teacher asks them to work in pairs to conduct a question and answer activity, requiring them to answer the questions in complete sentences.

4.Finally, a simple sentence pattern can be used to answer the question: I got lucky money from

During the answer process, as it involves events that occurred during the previous Spring Festival, students are reminded to pay attention to the use of the past tense of verbs.

活动2

1.Before students start practicing in pairs, the teacher leads them to read the questions several times and then asks in a probing tone: Do you understand this sentence? Who can tell us? When asked: Where did you celebrate the last Spring Festival? Teachers can choose Interrogative to inspire students: In Beijing or Shanghai? At your home or in your grandparents' home? When teachers explain why we should keep the tradition of celebrating the Spring Festival, they should provide some phrases or sentences to help students understand the problem and expand their knowledge, such as: because farmers need a good rest, drive away the dangerous animals or bad people, good wish for the coming new year, starting of the spring, and so on.

2.Is the Spring Festival holiday one of your favorite holidays? You can also review some other festivals, such as May Day, the Dragon boat Festival, the Mid-autumn Day, National Day, and even Children's Day.

3. The second question is that the teacher can have each student ask three different classmates the same question.

4. Third question, the teacher provides phrases and sentences to help students organize a few sentences together, forming a small paragraph, and allowing students to proficiently read it out.

5. The teacher organizes all students to practice Q&A in pairs, and conducts inspections, supervision, and guidance. The third question can also stimulate students' thinking and write some good ideas and ideas on the blackboard.

Part I  Listening

1.Before playing the listening audio, first have the students look at the pictures and ask: Do you know "Guonian"? What do you do during the Spring Festival? When does it start and end? Wait for a question. Students may only be able to answer some of the questions, and teachers should remind students to listen carefully, be patient, and pay attention to capturing the details in the questions. At the same time, provide several key phrases: get togethers, relationships, Lunar month, the Lantern Festival.

2. Play the listening materials and complete the exercise.

3. Play the listening again and check and correct the answers.

4. The teacher asked the students to check the answers and read out the complete five practice sentences.

Part II  Reading

At the beginning of the reading activity, it is necessary for the teacher to lead the students to read the text aloud 2-3 times. Teachers can provide several discourse related questions for students to ask and answer each other in order to achieve comprehension. You can also give some time for students to work together and ask each other key or difficult questions in the text. The analysis of key and difficult points provided to teachers in the teaching reference can be selectively explained to students. Finally, the teacher proposes several key phrases or sentence patterns that students need to master based on their learning of the discourse.

Part III  Speaking

1. The teacher leads the students to read down the relevant phrases in the conversation first:

Envelope sb. to do sth., be prepared for, Make one's decision, learn from

2. The teacher asks questions and asks students to put the learned phrases into sentences based on the conversation content, in order to achieve the purpose of using the learned content.

For example:

What did you do in the Spring Festival?

- I learned to cook dinner

What did your parents tell you during the holiday?

- They encouraged me to work hard

3. The teacher leads the students to repeatedly read the dialogue several times, and then has the entire class work in pairs to role-play.

4. The teacher lists the questions and students choose the correct answers based on the questions.

Culture Corner

The Origin of Spring Festival

Self-check

After completing the content of this unit, students will conduct a self check against the language knowledge such as vocabulary and phrases in the unit to assess their mastery. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can reread the listed test vocabulary and provide necessary guidance based on the actual situation, guiding students to cultivate good learning habits, and promoting the continuous improvement of students' language learning and autonomous learning abilities.