Unit 8 Enjoy theFestivals Around the World & Fun Time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 5 Around the World & Fun Time Teaching Analysis 【Textbook Analysis】 This is the fifth period of Unit 8, consisting of the "Around the World" and "Fun Time" sections. The "Around the World" section expands the theme globally by introducing festivals from different cultures: Thailand's Songkran (Water Festival), India's Diwali (Festival of Lights), and Mexico's Day of the Dead. This broadens students' understanding of global festival diversity beyond China and the West. The "Fun Time" section focuses on pronunciation practice of /iː/ and /ɪ/, and includes a "My Progress Check" list for students to review and self-assess their learning throughout the unit. 【Student Analysis】 Students have explored various aspects of Chinese and Western festivals in previous periods. They are now prepared to engage with festivals from other world cultures. The new festival names and cultural concepts (e.g., Songkran, Diwali, Day of the Dead) may present pronunciation and comprehension challenges. The pronunciation practice offers a focused skill-building break, and the self-assessment component helps students develop metacognitive awareness of their learning progress. 【Teaching Focus & Difficulties】 Focus: 1. Understanding the basic characteristics and cultural significance of Songkran, Diwali, and Day of the Dead. 2. Distinguishing and accurately producing the vowel sounds /iː/ and /ɪ/. Difficulties: 1. Pronouncing and remembering the names of specific international festivals (Songkran, Diwali). 2. Understanding the cultural contexts and symbols associated with these festivals (e.g., water throwing, lamps, marigolds). Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will be able to describe basic information about Thailand's Songkran, India's Diwali, and Mexico's Day of the Dead. 2. Students will be able to understand the phonetic difference between /iː/ and /ɪ/. Skills: 1. Students will be able to discuss which international festival they find most interesting and give reasons. 2. Students will be able to correctly pronounce words containing /iː/ and /ɪ/ in given sentences. 3. Students will be able to self-assess their recall of key unit vocabulary and expressions. 【Process & Methods】 Through map orientation, jigsaw reading for information gathering, comparative group discussions, minimal pair pronunciation drills, and guided self-reflection, students will synthesize unit content, practice language skills, and develop a broader global perspective on festivals. 【Affect, Attitude & Values】 To foster appreciation for global cultural diversity and different ways of celebrating life, remembrance, and new beginnings. To cultivate curiosity and respect for traditions different from one's own. To encourage self-reflection on learning achievements and setting personal goals for cultural exploration. Procedure Design 步 骤 活 动 设 计 设计意图 Step 1: Lead-in & Global Festival Awareness Activity 1.1 (World Map Orientation): Project a world map. Ask students: "Can you find Thailand, India, and Mexico on the map?" Briefly discuss their locations. Activity 1.2 (Brainstorm & Predict): Ask: "What do you know about festivals in these countries?" List any student ideas. Then show symbols/pictures (water splash, lamps, skulls) and ask: "Which symbol might belong to which country's festival?" To activate students' geographical awareness and curiosity about world cultures. Using a world map and simple questions helps students locate the countries and creates a visual context for the "Around the World" theme, making the subsequent reading more meaningful. Step 2: Jigsaw Reading – International Festival Profiles Activity 2.1 (Expert Group Formation): Divide the class into 3 "Expert Groups": Group A (Thailand/Songkran), Group B (India/Diwali), Group C (Mexico/Day of the Dead). Each group reads their assigned text and completes a row in a "Global Festival Profile Table" (Festival Name, Country, Time/Purpose, Key Activity/Symbol). Activity 2.2 (Jigsaw & Teach): Reorganize students into new "Teaching Groups" of 3 (one expert from each original group). They take turns teaching their peers about their festival and help each other complete the entire table. To promote efficient and collaborative processing of three distinct texts. The jigsaw method ensures all students engage with all content through peer teaching, which enhances comprehension, retention, and develops communication skills as students explain cultural concepts to each other. Step 3: Comparative Discussion & Cultural Exchange Activity 3.1 (Group Discussion): In their Teaching Groups, students discuss: "Which of these three festivals seems most interesting or surprising to you? Why?" and "Can you find any similarities or differences between these festivals and Chinese festivals you know?" Activity 3.2 (Class Insights): Conduct a quick class poll on the first question. Then, ask volunteers to share one similarity or difference they discussed. To develop critical thinking and cross-cultural understanding by comparing different festival purposes and symbols. The discussion encourages students to express personal opinions and make connections between different cultural practices, deepening their engagement with the global theme. Step 4: Pronunciation Focus – /iː/ vs /ɪ/ Activity 4.1 (Sound Presentation): Write the example sentences on the board. Underline key sounds: /iː/ in "see" and /ɪ/ in "sit". Model the sounds clearly, showing mouth shape (smile for /iː/, relaxed for /ɪ/) and duration. Activity 4.2 (Listening Discrimination): Say minimal pairs (e.g., sheep/ship, seat/sit, leave/live). Students hold up card "A" for /iː/ or "B" for /ɪ/. Activity 4.3 (Controlled Practice): Students repeat the minimal pairs and then practice the example sentences chorally and in pairs. To provide explicit, focused pronunciation instruction on a common vowel distinction that affects word meaning. Using contrasting sentences in context helps students hear and produce the difference accurately. The listening discrimination game makes the practice interactive and reinforces auditory recognition. Step 5: Unit Review & Personal Reflection Activity 5.1 (Self-Assessment): Students independently work through the "My Progress Check" list, putting a checkmark (✓) next to words/expressions they know well, a question mark (?) next to those they're unsure of, and leaving blank those they don't remember. Activity 5.2 (Goal Setting): On an exit ticket, students complete: "My Cultural Exploration Goal: After this unit, I want to learn more about ______ (festival name) from ______ (country) because ______." Collect these. To foster metacognitive skills and provide closure for the unit. The structured self-assessment encourages students to reflect on their learning journey, acknowledge acquired knowledge, and identify areas for continued focus. The goal-setting activity connects language learning to personal cultural interests, ending the unit on a forward-looking note. Assessment & Reflection 【Assessment】 Formative: Observation during jigsaw reading and group discussions, accuracy in pronunciation discrimination game, engagement during self-assessment. Summative: Completeness of the international festival information table, thoughtfulness of the personal cultural exploration goal. 【Reflection】 Ensure clear instructions and time management for the jigsaw activity in Step 2. Provide a structured table template to guide information extraction. For Step 4, exaggerated mouth demonstrations are helpful for distinguishing /iː/ (long, tense) and /ɪ/ (short, relaxed). Frame the self-assessment in Step 5 as a positive review and planning exercise. The variety of "Cultural Exploration Goals" should be celebrated as evidence of students' expanded horizons. 学科网（北京）股份有限公司 $