Unit 8 Enjoy the Festivals Warming-up & Listening and Speaking教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 8 Enjoy the Festivals – Period 1 Warming-up&Listening and Speaking Teaching Analysis 【Textbook Analysis】 This is the first period of Unit 8 "Enjoy the Festivals," covering the Warming Up and Listening & Speaking (Activity 1) sections. The lesson introduces the theme through visual and auditory recognition of Spring Festival activities and a comparative look at Chinese and Western festival symbols. It then progresses to a listening dialogue comparing the Chinese Lantern Festival and Western Halloween, focusing on celebration customs. The content aims to activate students' prior knowledge about festivals, introduce key vocabulary, and develop listening comprehension skills while fostering initial cross-cultural awareness. 【Student Analysis】 Students are familiar with major Chinese and some Western festivals from their life experience and general knowledge. They likely know basic festival names in English but may lack specific vocabulary to describe activities and customs (e.g., spring couplets, reunion dinner, solve riddles). Their listening skills are at a foundational level, suited to understanding clear, slow dialogues on familiar topics. The comparative aspect (East vs. West) is engaging but requires careful scaffolding to guide students in making observations without overgeneralization. 【Teaching Focus & Difficulties】 Focus: 1. Learning and using vocabulary related to Spring Festival activities (spring couplets, reunion dinner, lucky money, New Year shopping). 2. Understanding the main idea and specific details of a dialogue comparing the Lantern Festival and Halloween. Difficulties: 1. Differentiating between the pronunciation and meaning of culturally specific terms (e.g., lanterns vs. pumpkin lanterns). 2. Extracting and organizing comparative information (how each festival is celebrated) from the listening dialogue into a simple chart. Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will be able to name at least four Spring Festival activities in English. 2. Students will understand basic celebration customs of the Lantern Festival and Halloween. Skills: 1. Students will be able to match festival-related vocabulary with corresponding pictures. 2. Students will be able to identify the festival being discussed in a dialogue and extract key celebration methods. 3. Students will be able to participate in a simple pair discussion comparing festival activities. 【Process & Methods】 Students will learn through multi-sensory input: observing pictures, listening to short descriptions and dialogues, and engaging in matching and discussion activities. The teacher will use guided questions, graphic organizers (charts), and pair work to facilitate comprehension, vocabulary acquisition, and initial comparative analysis. 【Affect, Attitude & Values】 To spark interest in festival cultures, both Chinese and Western. To cultivate initial awareness of cultural similarities and differences in a respectful and curious manner. To build confidence in using English to talk about familiar cultural practices. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Lead-in & Picture Discussion (5 mins) Activity 1.1 (Unit Opener): Show the unit's opening picture (couplets). Ask the two questions: "1. What are the people doing? 2. What festival does the picture show?" Elicit Spring Festival. Activity 1.2 (Brainstorm): Ask "What do you do during Spring Festival?" List 2-3 activities students mention in English/Chinese on the board. To capture students' interest immediately using a visually engaging and culturally familiar image (Spring Festival couplets), establishing a direct and personal connection to the unit theme. The brainstorming session activates existing knowledge and creates a shared foundation of vocabulary and experiences, lowering the affective filter for language learning. step 2: Warming Up – Spring Festival Activities (10 mins) Activity 2.1 (Listen & Match): Play the audio for Warming Up Activity 1. Students listen and try to catch the four activities. Then, they open books and match the words (spring couplets, New Year shopping, reunion dinner, lucky money) with the four pictures. Check answers. Activity 2.2 (Vocabulary Practice): Use the audio script sentences. Read one (e.g., "My family is having a happy reunion dinner."), students point to the correct picture. Then, ask students to say a sentence about their own Spring Festival using one of the words. To introduce and solidify core vocabulary through multi-modal input (audio + visual). The listen-and-match task develops auditory discrimination of key terms within meaningful sentences. The follow-up personalization activity ("say a sentence about your Spring Festival") bridges the gap between passive recognition and active, personalized language use, enhancing memory and relevance. step 3: Warming Up – Festival Symbols (5 mins) Activity 3.1 (Look & Match): Students look at the four pictures for Activity 2 (Lantern Festival, Halloween, Dragon Boat Festival, Thanksgiving). In pairs, they try to match each festival name to a picture, explaining their reasoning in Chinese. Activity 3.2 (Cross-Cultural Glimpse): Briefly discuss: "Which two are Chinese festivals? Which two are Western?" This sets the stage for the listening comparison. To develop visual literacy and initial cultural categorization skills. The picture-matching task requires students to analyze visual symbols and connect them to cultural knowledge. The simple classification activity (Chinese vs. Western) explicitly introduces the comparative framework that is central to the unit, preparing students' cognitive schema for the upcoming listening task. step 4: Listening – Lantern Festival vs. Halloween (12 mins) Activity 4.1 (First Listening – Gist): Tell students they will hear a dialogue about two festivals. Play the dialogue (Activity 1). Ask: "Which two festivals do they talk about?" (Lantern Festival, Halloween). Activity 4.2 (Second Listening – Details): Play the dialogue again. Students complete the "Grammar in use" chart with keywords: - Lantern Festival: Hang lanterns, solve riddles. - Halloween: (Have) lots of pumpkin lanterns, children go trick or treating. Check answers and clarify any new phrases (trick or treating, riddles). To develop targeted listening comprehension skills (gist listening and listening for specific information) within a clear comparative structure. The graphic organizer (chart) provides a scaffold for students to extract, organize, and record key details systematically, which is crucial for processing information in a foreign language and for subsequent discussion tasks. step 5: Pair Work & Consolidation (8 mins) Activity 5.1 (Controlled Practice): In pairs, students use the completed chart to ask and answer: "How do people celebrate the Lantern Festival?" / "They hang lanterns and solve riddles." Activity 5.2 (Simple Comparison): Refer to Activity 3 (Spring Festival vs. Christmas). Give a model: "For Spring Festival, we clean houses. For Christmas, people decorate trees." Then, in pairs, students try to make one comparison based on the prompts or the listening dialogue (e.g., "Both festivals have lanterns, but they are different."). Share one example with the class. To provide structured opportunities for language output and to initiate comparative thinking. The controlled Q&A practice reinforces the newly acquired information and builds fluency. The guided comparison task encourages students to synthesize information from different sources (listening and visual prompts) and articulate a basic cross-cultural observation, fostering higher-order thinking and laying the groundwork for more complex comparisons in later lessons. Assessment & Reflection 【Assessment】 Formative: Accuracy in picture-word matching (Warming Up), ability to identify the two festivals and complete the chart from listening, participation in pair work. Summative: (Informal) Quality of the one comparative sentence shared in Step 5. 【Reflection】 The pace of Steps 2 and 4 is crucial. Ensure the vocabulary in Step 2 is well-practiced before moving on. For the listening in Step 4, playing the audio three times (first for gist, second for details, third for checking) may be beneficial for some classes. The comparison in Step 5 is introductory; accept simple sentences and focus on successful communication rather than complex analysis. The lesson successfully sets the tone for the unit's cross-cultural exploration. 学科网（北京）股份有限公司 $