A Lesson Plan for

6A Unit 8 Chinese New Year

Class Description:
40 primary school students; average level, relatively high motivation; active and
cooperative; a bit weak in language accuracy.

Teaching Objectives 教学目标:

1. Language Ability: Students will be able to understand and discuss the central
idea of trust and its role in society as presented in the text using the focused
vocabulary.
2. Thinking Capacity: Students will be able to analyze and critique the concept of
mutual trust in society, recognizing its implications and potential challenges.
3. Cultural Awareness: Students will gain insight into the cultural and societal
norms in the United States, particularly regarding the notion of trust in laws and
social conventions.
4. Learning Ability: Students will improve their analytical and discussion skills by
interpreting and discussing the text’s deeper meanings.

Teaching Key and Difficult points 教学重点和难点:

教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内

容。

教学难点：能初步运用本课所学的词汇和日常用语谈论春节的习俗。

Teaching Materials & Aids 教学准备:

The textbook; PPT slides for key points and discussion questions.
Teaching Procedure: (45mins)
I. Lead-in (5’)
1. Revision
T: Hello, boys and girls.
S: Hello, Miss …
T: I like taking photos. I have some photos about festivals. What are they about? ( 用

PPT 展示照片)

P1: The Dragon Boat Festival

P2: The Mid- Autumn Festival
P3: The Qingming Festival
P4: The Double Ninth Festival
P5: The Spring Festival, and we can call it Chinese New Year, too.

S: (跟着老师读 Chinese New Year)

2. Free talk
T: Which festival do you like?
S: I like the Mid-Autumn Festival.
T: What do people usually do at the Mid-Autumn Festival?
S: They usually watch the moon.
T: What do people usually eat at the Mid-Autumn Festival?
S: They usually eat moon cakes.
II. Presentation (12’)
1. First Reading: Teacher askes students to read the text for the first time quickly
and answer the following questions:
Q4: What is the main argument of the text?
Q5: What personal experience does the author use to illustrate his point?
2. Discuss students’ answers to Q3 and Q4. Emphasize the connection between the
author’s personal experience and his arguments about trust in society.
(Justification: This initial reading helps students grasp the main idea of the text.)
3. Second Reading and Analysis: Have students read the text again, focusing on the
author’s use of specific examples and language to discuss mutual trust.
(Justification: The second reading allows students to examine the text more deeply
and notice key details they may have missed during the first reading.)
4. Teacher presents students with questions about the challenges of mutual trust in
society, allow students to share their thoughts and analyses in pairs:
Q6: What challenges does the author identify regarding trust in society?
Q7: How might the concept of mutual trust differ in various cultures?
(Justification: These questions prompt students to think critically about the text and
consider cultural perspectives on trust.)
III. Practice (10’)
5. The teacher proofreads the answers to the four reading comprehension questions
in the book and invites the students to answer and find sentences in the text that
can support his point of view.
6. Teacher divides students into groups of 4. Ask each group to analyze different
parts of the text, focusing on the author’s use of language, examples, and
arguments.
(Justification: This exercise builds students’ speaking and presentation skills, as well
as their ability to defend their interpretations.)
IV. Production (15’)
7. Debate: Conduct a structured debate on whether society can function effectively
without mutual trust. Divide students into two teams: one arguing for the
importance of mutual trust, the other arguing against it.
(Justification: The debate will allow students to apply their knowledge and critical
thinking skills, synthesizing their learning from the text.)
8. Role-play Activity: Divide students into pairs or small groups and assign them
scenarios where trust is tested (e.g., finding a wallet on the street). Have them act
out how they would respond and discuss their reasoning.
(Justification: Lead a class discussion reflecting on the role-play scenarios, asking
students to share their thoughts on trust and societal norms.)
V. Conclusion (3’)
9. Teacher evaluates students’ performance, making comments, correcting major
mistakes; teacher also emphasizes the focused teaching items.
10. Assign Homework:
(1) Students write a short essay on a related topic such as “The Role of Trust in My
Life” or “Cultural Differences in Trust and Social Conventions.” Students should use
examples from the text and their own experiences.
(2) Students research and present an example of a societal system (e.g., traffic laws,
tax systems or judicial systems) from another culture and compare it to their own
society, focusing on how mutual trust plays a role in each. They will present their
findings in the next class.