资源简介

中考话题单元整合复习教案
Chinese Traditional Culture
一、Teaching Objectives
1. Knowledge Objectives
Master English words and expressions about traditional festivals.
Grasp materials and meanings of three kinds of traditional art forms.
Learn and use key sentences about table manners.
Ability Objectives
Be able to talk about Chinese culture in English.
Be able to write a short letter to introduce Chinese culture.
Emotional Objectives
Develop interest in Chinese traditional culture.
Build cultural confidence and spread Chinese culture in English.
二、Key and Difficult Points
1.Key Point:
Words and expressions of festivals, art, manners; letter writing structure.
2.Difficult Point:
Use what they’ve learned to speak and write correctly.
三、Teaching Methods and Aids
1. Teaching methods:
Task-based language teaching/Group work/Situational teaching method
Teaching Aids：
PPT, blackboard, worksheet, word cards
四、Teaching Procedures
Step 1 Warm-up & Lead-in
1.Teacher greets students and shows the title page.
2.Story Setup — Emma’s Trip
3.Play a dragon boat race video.
Step 2 Listening
Play the adapted dialogue (from Grade 9 Unit 2 Section A P9) twice.
Students complete 3 multiple-choice questions.
Check answers quickly.
Step 3 Vocabulary & Matching
Quick group PK read festival and activity words aloud.
Complete the matching activity match festivals with their food and customs.
Check answers briefly and say the meaning of each festival.
Step 4 Oral Practice — My Favorite Festival
Show the table on PPT (festival name, food, activities, meaning).
Teacher models “My favorite festival is... During this festival, people usually eat ... People celebrate the festival by... to express...” and then students practice.
Invite 2~3 students to present.
Step 5 Reading — Traditional Art Forms
Show a picture of a craft shop and play a short video.
Students read the adapted passage (from Grade 9 Unit 5 Section B P38) about sky lanterns, paper cutting and clay art, then Complete three tasks.
Multiple-choice question(What are sky lanterns made of )
Short answer (Why do people put paper cuttings on windows )
Translation (These clay pieces show people’s love for life and beauty.)
Check answers.
Step 5 Speaking — Ask and Answer
Show the table on PPT page 15 (art forms, materials, symbols).
Teacher models the dialogue.
Emma:Zhu Hui,what are ... made of/from
Zhu Hui:They are made of/from ...
Emma:What’s the meaning of them
Zhu Hui:They are symbols of ...
Students practice in pairs. Then invite two pairs to present.
Step 6 Fill in the blanks —Table Manners
Show four rules on PPT pages 17-18.
Teacher reads the rules once; students repeat.
Step 7 Writing Task — Letter to Family
Task introduction and analyze the task.
Show the scoring criteria and explain the 5-level scoring briefly.
Show the sample letter. Point out the structure salutation, beginning, body (First, Second, Last but not least), ending, signature.
Outlining:Students write a quick outline using sentence starters. Teacher monitors.
Students write their letters independently. Teacher walks around to help.
Step 8 Sharing & Evaluation
Invite 2 students to share their letters.
Teacher and peers give brief positive feedback and suggestions.
Use the scoring criteria to give a quick grade.
Step 9 Summary & Sublimation
Teacher briefly summarizes what we learned festivals, arts, table manners.
Emotional education：“Know our culture. Tell our stories. Be proud of being Chinese.”
Step 10 Homework
Required Polish your letter based on peer and AI feedback.
Optional Make a short video introducing Chinese traditional culture and share it on social media.
五、Teaching Reflection
本节课以“Emma的中国传统文化之旅”为主线，整合了九年级全一册Unit 2、Unit 5、Unit 10三个单元的内容，涵盖传统节日、传统工艺和餐桌礼仪三大板块。故事线贯穿始终，情境真实，学生代入感强。听力、阅读、口语活动环环相扣，为写作搭建了充分支架，学生能运用所学句型完成书信，目标达成度较高。升华视频后的三句话总结起到了较好的情感教育作用。
但部分环节衔接仍显生硬，如匹配活动到口头练习的过渡可以更自然。时间把控上，阅读环节稍长，导致最后写作分享时间偏紧。今后应进一步精简话语，把更多时间留给学生产出。此外，对基础较弱的学生，应在写作前提供更多句式选择。

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