Unit 8 Enjoy theFestivals For Better Performance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 4 For Better Performance Teaching Analysis 【Textbook Analysis】 This period comprises the "For Better Performance" section, which provides advanced, integrated skills practice focusing on the Mid-Autumn Festival. The section includes a listening activity featuring an on-campus interview about students' Mid-Autumn Festival plans, followed by a reading activity analyzing an invitation letter for a Mid-Autumn Festival party. The materials aim to deepen students' ability to extract, organize, and compare detailed information from spoken and written sources, and to apply this understanding by writing their own invitation letter for a chosen festival. 【Student Analysis】 Students have built foundational knowledge about various festivals and practiced basic description and comparison. They are now prepared for more complex listening and writing tasks. The listening interview involves distinguishing between two speakers' plans (family vs. friends traditions), which requires careful attention to detail. The invitation letter analysis and writing task build directly on the writing skills introduced in Period 3, offering a chance for consolidation and application to a new context. 【Teaching Focus & Difficulties】 Focus: 1. Listening for and categorizing specific details (what, with whom, why) from two different interview responses. 2. Analyzing the structure and key components of a model invitation letter (Mid-Autumn Festival party). Difficulties: 1. Simultaneously processing and organizing information for two different subjects (Student A and B) while listening. 2. Transferring the analysis of the model invitation to the independent creation of a new one for a different festival, ensuring all necessary components are included. Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will understand different ways people celebrate the Mid-Autumn Festival (family traditions vs. friends' social activities). 2. Students will review and reinforce the standard components of an invitation letter. Skills: 1. Students will be able to extract and record comparative information (activities, companions, reasons) from an interview dialogue. 2. Students will be able to discuss and share their own festival plans using target sentence patterns. 3. Students will be able to draft a simple invitation letter for a festival event based on a model. 【Process & Methods】 Students will engage in focused listening with a graphic organizer, participate in guided discussions to personalize the topic, and apply a genre-based approach to writing (analyze a model, then produce their own). Collaborative pair and group work will be used for discussion and peer support during the writing process. 【Affect, Attitude & Values】 To appreciate the diversity of personal celebration styles within a shared cultural tradition. To foster reflection on one's own values and preferences regarding family, friends, and tradition during holidays. To develop confidence in handling more authentic, extended listening and writing tasks. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Lead-in & Context Setting (5 mins) Activity 1.1 (Festival Focus): Ask: "The Mid-Autumn Festival is coming soon. How do you usually celebrate it?" Get a few quick answers. Introduce the concept of a "campus interview" about festival plans. Activity 1.2 (Preview the Task): Show the incomplete diagram for Activity 1. Explain that they will hear an interview with two students and need to fill in the details for Student A and Student B separately. To immediately engage students with a personal and timely question about the Mid-Autumn Festival, activating relevant vocabulary and personal experiences. Introducing the interview context sets a clear purpose for the upcoming listening task. step 2: Listening & Information Extraction (12 mins) Activity 2.1 (First Listening - Identify Speakers): Play the full interview once. Students just listen to distinguish the two speakers: Student A and Student B. Ask: "Who plans to celebrate with family? Who with friends?" Activity 2.2 (Second Listening - Complete the Diagram): Play the interview again, pausing after each student's response. Students complete the three points for each student in the diagram: - Student A: What? (eat moon cakes, appreciate moon, have dinner); With whom? (family); Why? (enjoy family reunion, happy time, value traditions). - Student B: What? (shop at malls, go out for a big meal); With whom? (friends); Why? (special sales, relaxing time). Check answers and clarify phrases like "appreciate the full moon," "special sales." To develop advanced listening skills involving comparison and detailed note-taking. The structured diagram provides a clear framework for organizing information from two different sources, training students to listen selectively and categorize details under specific headings (what, who, why). step 3: Discussion & Personalization (8 mins) Activity 3.1 (Pair Discussion - Your Plans): In pairs, students discuss Activity 2 using the prompts: "I plan to celebrate the Mid-Autumn Festival with...", "We are going to...", "I have a family tradition/a new way to celebrate..." They should try to give a reason ("Why?") as well. Activity 3.2 (Class Poll & Share): Take a quick class poll: "How many of you prefer celebrating with family? With friends?" Ask 1-2 volunteers from each "camp" to share their plans and reasons briefly. To create a meaningful bridge between the listening content and students' own lives. The discussion allows for personal expression and reinforces the target sentence patterns in a communicative context. The class poll adds an interactive element and highlights the diversity of celebration styles, validating different preferences. step 4: Reading & Genre Analysis (10 mins) Activity 4.1 (Reading the Invitation): Students read Wu Lin's invitation letter to Eric for the Mid-Autumn Festival party. Activity 4.2 (Analyzing the Structure): Guide students to identify and underline the key information in the letter, correlating it to the invitation components learned in Period 3: - Event: Mid-Autumn Festival party - Date/Time: This Friday evening, 7 pm - Place: School hall - Activities: Enjoy festive songs, see traditional Chinese art shows (calligraphy, paper cutting) - RSVP/Note: "Please let me know if you can come." Discuss the Tip: This is an informal letter format. To reinforce genre knowledge through analysis of a complete, contextualized model. Deconstructing a real example helps students internalize how the abstract components of an invitation (learned previously) are realized in actual writing, preparing them for independent production. step 5: Guided Writing Practice (10 mins) Activity 5.1 (Choosing a Festival & Planning): Students choose one of the three festivals from Activity 4 (New Year, Mid-Autumn Festival, Dragon Boat Festival). They brainstorm and jot down quick notes for an invitation: Place, Time, 2-3 Activities. Activity 5.2 (Drafting the Invitation): Using Wu Lin's letter as a model and their notes, students write a draft of their own invitation letter. Remind them to use the informal letter format (Dear [Name], ... Yours, [Your Name]) and include all key information. Circulate to provide support. To provide an immediate opportunity for application and synthesis. Moving from analysis to production in the same lesson capitalizes on the students' engaged understanding of the model. The supported drafting phase allows them to consolidate their learning by creating a tangible written product, building confidence in their writing ability. Assessment & Reflection 【Assessment】 Formative: Accuracy in completing the listening diagram, participation in pair discussion and sharing, ability to identify key information in the model invitation. Summative: Completeness and appropriateness of the draft invitation letter (includes event, time, place, activities, closing). 【Reflection】 The listening dialogue is clear but contains a fair amount of detail. Playing it three times (first for gist/identification, second for filling details with pauses, third for a final check) may be beneficial. Ensure the discussion in Step 3 stays focused and doesn't run too long. The writing task in Step 5 is a culmination; if students struggle, allow them to complete it as homework. The drafts can be used for peer feedback in a follow-up lesson. 学科网（北京）股份有限公司 $