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Unit 3 Festivals and customs
Integrated skills (I)（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the importance of promoting traditional Chinese festivals through reading;
2. know the way to promote traditional Chinese festivals through listening;
3. predict what type of word will be filled in the blanks before listening.
II. Key competence focus
1. Use listening strategies to get the right information.
2. Get some useful information to prepare for writing by reading and listening.
III. Predicted area of difficulty
1. Complete the notes while listening.
2. Know about the importance and the ways of promoting traditional Chinese festivals.
IV. Teaching procedures
Step 1 Free talk
T asks Ss to have a free talk about the importance of promoting traditional Chinese festivals.
T: Hello, boys and girls. Do you know any traditional Chinese festivals Can you say something about them
T: Do you think they are important And why
T: Thanks for your sharing. I think traditional Chinese festivals play an important role in our daily life.
【設計意圖：本節課以情境導入，邀請學生聊聊中國傳統節日及其重要性，讓學生在閱讀之前闡述自己的觀點。】
Step 2 Reading
T asks Ss to read the article and make a list of the reasons why we should promote traditional festivals in modern society.
T: There is an article about the importance of traditional Chinese festivals on page 36. Please read it and make a list of the reasons why we should promote traditional festivals. You will have 3 minutes.
T asks Ss to read the article again carefully and complete the chart.
【設計意圖：該部分學生通過限時閱讀找出關于“推廣傳統中國節日的重要性”的信息，形成思維導圖，幫助學生理清文章思路，并為后面的寫作準備好語言素材。】
Step 3 Listening
1. Pre-listening
T asks Ss to read the questions of part B1 carefully and underline the key words before listening to the radio report. Then T leads Ss to guess what type of word would be filled in the table according to the context in part B2.
T: Boys and girls, there is a radio report about what Alice’s school has done to promote traditional Chinese festivals. Please read the questions of part B1 on page 37 and underline the key words to prepare for your listening. And then guess what type of word would be filled in the table of part B2.
【設計意圖：該部分先要求學生仔細閱讀聽力部分的題目并且劃出關鍵信息，然后要求學生猜測表格中可能會填寫的單詞的詞性，為后續的聽力做好準備。】
2. While-listening
(1) T asks Ss to listen to the report and answer the four questions on page 37.
T: Now, please listen to the report and answer the questions.
(2) T asks Ss to listen to the report again and complete the table on page 37.
T: Since you have got some specific information about the school activities related to promoting traditional Chinese festivals, now it’s time to find out all the ways to promote traditional Chinese festivals in the school. So let’s listen to the report again and complete the table on the textbook.
3
【設計意圖：該部分向學生介紹了學校推廣中國傳統節日的相關活動，聽力練習分為回答問題和表格填空兩個部分，都有一定的難度，所以在聽力之前帶領學生梳理題干信息，找出關鍵詞，并預測答案，以便學生能精準地捕捉聽力信息，提高其聽力能力。】
3. Post-listening
T asks Ss to think out more ways to promote traditional Chinese festivals in the school.
T asks Ss to brainstorm by themselves.
T: Now you know what Alice’s school has done to promote traditional Chinese festivals, can you think of more ways to promote them Not only can schools promote traditional Chinese festivals, but the government, the media and even individuals can do something to promote them. Now please brainstorm on your own and come up with as many ideas as possible.
T asks Ss to have a discussion in pairs and offers some useful expressions for their discussion.
I think we can use … to promote …
In my opinion, … can be a good way to promote …
T asks Ss to share their ideas in groups and offers some useful expressions for their sharing.
In my opinion, we can use … to promote …, and my partners agree with me/but my partners don’t agree with me, because they think … is better.
From the views of my partners, they think … is surely an effective way to promote … because…
T asks Ss to summarize the outcome of the discussion and draw a mind map about the ways to promote traditional Chinese festivals.
【設計說明：聽后讓學生想出更多的方式去推廣中國傳統節日，為了打開學生的思路，教師可以提示學生除了學校之外，社會、政府以及個人都能夠為推廣中國傳統節日做出貢獻，并引導學生制作思維導圖，幫助其理清思路，積累寫作素材。】
Step 4 Self-assessment
T asks Ss to review what they have learnt in this period.
T: Before we end our class, please draw a mind map to review what we have learnt in this period.
【設計意圖：通過完成這個思維導圖，不僅讓學生進行自我檢測和反思，也讓教師了解學生的課堂掌握情況，為下節課的寫作教學提供學情參考。】
V. Homework
1. Search more information about the ways to promote traditional Chinese festivals;
2. Preview the content on page 38 and prepare some expressions for the article.

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