1、 1 Unit 3 Festivals and customs Integrated skills (I) 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. pre
2、dict 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 liste
3、ning. 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?
4、 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. 【设计意图：本节课以情境导入，邀请学生聊聊中国传统节日及其重要性，让学生在阅读之 前阐述自己的观点。 】 Step 2 Reading 1. T asks Ss to read the article and make a
5、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. 2. T asks Ss
6、 to read the article again carefully and complete the chart. 【设计意图：该部分学生通过限时阅读找出关于“推广传统中国节日的重要性”的信息，形 成思维导图，帮助学生理清文章思路，并为后面的写作准备好语言素材。 】 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 2 the radio report. Then T l
7、eads 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 Alices school has done to promote traditional Chinese festivals. Please read the questions of part B1 on page 37 and underline the key words to p
8、repare for your listening. And then guess what type of word would be filled in the table of part B2. 【设计意图： 该部分先要求学生仔细阅读听力部分的题目并且划出关键信息， 然后要求学生 猜测表格中可能会填写的单词的词性，为后续的听力做好准备。 】 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 t
9、he 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 its time to find out all the ways to promote traditio
10、nal Chinese festivals in the school. So lets listen to the report again and complete the table on the textbook. 【设计意图： 该部分向学生介绍了学校推广中国传统节日的相关活动， 听力练习分为回答问 题和表格填空两个部分，都有一定的难度，所以在听力之前带领学生梳理题干信息，找出关 键词，并预测答案，以便学生能精准地捕捉听力信息，提高其听力能力。 】 3. Post-listening T asks Ss to think out more ways to promote traditi
11、onal Chinese festivals in the school. (1) T asks Ss to brainstorm by themselves. T: Now you know what Alices 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
12、 and even individuals can do something to promote them. Now please brainstorm on your own and come up with as many ideas as possible. (2) 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
13、 promote (3) 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 dont agree with me, because they think is better. From the views of my partners, they think is surely an ef
14、fective way to promote because (4) T asks Ss to summarize the outcome of the discussion and draw a mind map about the ways to promote traditional Chinese festivals. 【设计说明：听后让学生想出更多的方式去推广中国传统节日，为了打开学生的思路，教师 可以提示学生除了学校之外，社会、政府以及个人都能够为推广中国传统节日做出贡献，并 引导学生制作思维导图，帮助其理清思路，积累写作素材。 】 Step 4 Self-assessment T
15、 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. 【设计意图：通过完成这个思维导图，不仅让学生进行自我检测和反思，也让教师了解学生 的课堂掌握情况，为下节课的写作教学提供学情参考。 】 3 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.
