Unit 8 Enjoy theFestivals Reading and Writing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 2 Reading & Writing 1 Teaching Analysis 【Textbook Analysis】 This period focuses on developing students' ability to extract and organize specific information from a listening text about the Dragon Boat Festival. The lesson revolves around a dialogue where a foreign student learns about the festival's time, origin, and special activities from a Chinese student. The content moves beyond simple celebration descriptions to include cultural and historical elements. The follow-up activity requires students to discuss and share information about other traditional Chinese festivals, promoting cultural knowledge transfer and spoken production. 【Student Analysis】 Students have been introduced to basic festival vocabulary and comparative concepts in Period 1. They are now ready to handle more detailed cultural information. The listening text contains specific temporal and historical references (lunar calendar, Qu Yuan, 2,000 years), which may be challenging. Students' ability to complete a graphic organizer (time/origin/activity) while listening needs to be developed. The discussion activity requires them to activate and apply prior knowledge about other festivals. 【Teaching Focus & Difficulties】 Focus: 1. Listening for and extracting three specific types of information (time, origin, activity) about the Dragon Boat Festival. 2. Organizing the extracted information into a clear, structured format (graphic organizer). Difficulties: 1. Understanding and processing culturally specific terms and concepts (fifth day of the fifth lunar month, honour Qu Yuan, folk custom) in real-time listening. 2. Transitioning from listening comprehension to oral production by discussing other festivals using a similar informational structure. Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will learn key facts about the Dragon Boat Festival: its time, one origin story, and its special activity. 2. Students will be reminded of basic information about other major Chinese festivals. Skills: 1. Students will be able to listen for specific details (what, when, why) in a cultural exchange dialogue. 2. Students will be able to complete a simple information chart based on listening. 3. Students will be able to participate in a group discussion to share known facts about other Chinese festivals in English. 【Process & Methods】 The lesson will employ a task-based listening approach with clear pre-listening preparation (previewing the chart), while-listening tasks (filling the chart), and post-listening application (discussion). Collaborative learning will be emphasized in the discussion phase, allowing students to pool their knowledge and support each other in language production. 【Affect, Attitude & Values】 To deepen appreciation for the cultural and historical depth of Chinese traditional festivals. To foster pride in being able to explain one's own culture in English. To encourage curiosity about the stories and customs behind festivals. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Lead-in & Prediction (5 mins) Activity 1.1 (Picture Prompt): Show a picture of a dragon-boat race. Ask: "What festival does this picture make you think of?" Elicit "Dragon Boat Festival." Activity 1.2 (Question Preview): Show the incomplete graphic organizer (Time, Origin, Special activity). Ask: "If you want to introduce this festival to a foreign friend, what information would you include under these three headings?" Have students predict possible answers in Chinese/English. To create context and purpose for the listening task. The visual prompt immediately connects to the lesson's topic. Previewing the graphic organizer sets a clear listening goal and activates students' predictive skills, making them active rather than passive listeners. step 2: Listening for Specific Information (12 mins) Activity 2.1 (First Listening - Gist & Chart): Play the dialogue. Students listen and try to complete the three blanks in the chart with keywords or short phrases. Activity 2.2 (Second Listening - Check & Clarify): Play the dialogue again. Students check and refine their answers. Teacher then reviews the correct answers: - Time: the fifth day of the fifth lunar month - Origin: to honour Qu Yuan (an ancient poet) - Special activity: dragon-boat race Clarify key phrases: "falls on," "honour," "folk custom," "practised." To develop targeted listening comprehension skills. The graphic organizer serves as a scaffold, guiding students to focus on discrete pieces of information amidst continuous speech. The two-stage listening process (first attempt, then refinement) builds confidence and accuracy in information extraction. step 3: Post-Listening Review & Language Focus (8 mins) Activity 3.1 (Model Retelling): Using the completed chart, the teacher models a short introduction: "The Dragon Boat Festival is on the fifth day of the fifth lunar month. One origin is to honour the poet Qu Yuan. The most popular activity is the dragon-boat race." Activity 3.2 (Controlled Practice): In pairs, students practice introducing the Dragon Boat Festival to each other using the chart as a guide. They should try to form complete sentences. To bridge the gap between discrete information points and coherent spoken discourse. The teacher modeling provides a linguistic template, and the pair practice allows students to internalize the structure and vocabulary in a low-pressure setting, preparing them for the more open discussion task. step 4: Discussion & Knowledge Transfer (10 mins) Activity 4.1 (Group Brainstorm): Divide the class into four groups. Assign each group one of the four festivals from Activity 5: Spring Festival, Double Ninth Festival, Tomb Sweeping Day, Mid-Autumn Festival. Their task is to brainstorm and write down in English (or Chinese first) key information for the same three categories: Time, Common Activity, Special Meaning/Origin (if known). Activity 4.2 (Jigsaw Sharing): Reorganize students into new groups so that each new group has an "expert" on one of the four festivals. Each expert shares their festival information with their new group. To promote collaborative learning and cultural knowledge sharing. The jigsaw activity efficiently distributes the cognitive load of researching multiple festivals while ensuring all students engage with all content through peer teaching. This mirrors real-world cultural exchange and reinforces the unit's cross-cultural communication goal. step 5: Consolidation & Reflection (5 mins) Activity 5.1 (Quick Share): Ask a few volunteers to introduce one festival (not Dragon Boat Festival) they learned about from their peers. Activity 5.2 (Exit Ticket): Students write on a slip of paper: One thing I learned today about a festival is... and One question I still have about a festival is... Collect these. To provide closure, assess informal learning, and encourage continued curiosity. The quick share reinforces learning publicly, while the reflective exit ticket gives the teacher insight into student understanding and interests, informing future lessons. Assessment & Reflection 【Assessment】 Formative: Accuracy in completing the Dragon Boat Festival chart, participation in pair practice and group discussion, clarity of information shared during the jigsaw activity. Summative: (Informal) Thoughtfulness of the exit ticket responses. 【Reflection】 The success of the jigsaw activity depends on clear instructions and time management. Some students may know little about their assigned festival; be prepared to provide basic prompts or allow brief research (if books/phones are available). The focus should be on successful communication of ideas, not perfect grammar. The exit ticket is a valuable tool for gauging student engagement and identifying common questions for future lessons. 学科网（北京）股份有限公司 $