Unit 3 Festivals and customs Project I. Learning objectives By the end of the lesson, students will be able to: 1. decide on a proper festival and research it; 2. design PPT slides about a festival; 3. cooperate with group members effectively. II. Key competence focus Cooperate with others effectively. III. Predicted areas of difficulty 1. Get relevant and reliable information about the chosen festival. 2. Design PPT slides. IV. Teaching procedures Step 1 Lead-in 1. Set the goal of this class T: The school English club will have a competition of making PPT slides about a festival. So in this class we’ll learn how to make PPT slides about a festival. 【设计意图：通过设置情境，引起学生兴趣，明确本堂课的目标。】 2. Have a free talk T presents some pictures and asks Ss to talk about some festivals around the world (Rio Carnival, La Tomatina and the Spring Festival). Ss can also talk about other festivals such as the Mid-Autumn Festival and Thanks-giving Day. 【设计意图：让学生回顾前面所学内容，激发学生已知，同时鼓励学生不拘泥书本，拓展思维。】 Step 2 Researching a festival T asks Ss to divide themselves into groups. 1. Choosing a festival to research (1) T encourages Ss to think about the following questions and have a discussion. What is your favourite festival or what festival do you want to know about most Is it easy for you to find some related pictures, videos, description in literature or related history (2) T leads Ss to get the following ideas. You can choose the festival you like best or you want to know about most. You can choose the festival about which you can easily find some related pictures, videos, description in literature or related history. 【设计意图：通过教师的提问以及小组讨论，学生确定要研究的节日。】 2. Deciding on the possible aspects to research the chosen festival (1) T guides Ss to think about in what aspects they can research the chosen festival. (2) T presents a mind map to help Ss to find the possible aspects. 【设计意图：学生充分发挥主观能动性，在教师的引导下先自己思考可以从哪些方面来研究所选定的节日，这培养了学生发散思维的能力，同时提高了学生的参与度。而后教师结合学生的回答展示思维导图，可以让学生更直观明了地知晓研究节日的方向。】 3. Discussing how to get relevant and reliable information (1) T asks Ss to work in groups to write down some information that they have known about the chosen festival, with the help of the mind map. (2) T asks Ss the question: where can you find other relevant information you need T asks Ss to think of ways of getting relevant information and classify the ways into two categories: go to the library and search online. (3) T asks Ss the question: how can we decide whether the information we find is reliable or not After Ss give their opinions, the teacher gives two examples: ① The introduction about the Lantern Festival: the first is from a blog, while the second one is from the official website of China Daily. ② The description in literature about the Lantern Festival: one translation is ... ...
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