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1. Analysis of the teaching material
（1）Content of the material：This unit is the eighth unit in English （Book 1）written by Zhang Yina and published by Jiangsu Education Publishing House. The topic is “talking about festivals and customs”. The unit consists of the following five parts: warming up，listening，speaking，reading and grammar，the material of which live up to the two standards: at a comprehensible level of complexity and interesting to the learners. Its level of complexity lies within the learners’ ZPD （Zone of Proximal Development). So it is attractive and acceptable.
（2）Status and function of the material：This English text book for vocational school learners was compiled of different topics，which touches almost every aspect of life. Among all the 32 topics of the two books，this unit has the heaviest shade of culture. So it plays a key role in developing learners’ ability of cross-culture communication.
（3）Reconstruction of the material：Due to the limited space，this unit only focuses on two festivals，namely Christmas and Chongyang Festival. In order to broaden the learners’ horizons，enlarge their vocabulary，increase their volume of reading，and arouse their interest，the teacher searched more information about various festivals and sent it on her own blog on the Internet. Considering the learners’ English proficiency，those passages are either rewritten in simple English or provided with both English and Chinese versions.
In this book the writing part appears not as an independent part but as the post-reading task of the reading. Lacking systematic instruction and limited by teaching time，it is really difficult to improve the learners’ writing skills. Taking this into account，the teacher arranged one period for writing. Process-focused approach is applied in the teaching writing here.
In order to foster the transfer of language knowledge to language competence，integrated skills were arranged in the last period. The project is to be finished in this period. The learners make a presentation of their work. From the aspect of linguistic abilities，this period aims at improving learners’ overall ability of listening，speaking，reading and writing. From the aspect of learning strategy and emotional aim，this period provides an opportunity for the students to experience success and make self-assessment，which will stimulate students’ intrinsic motivation in English learning in a long run.
（4）Division of teaching periods，types of lessons and contents
2. Analysis of the learners
（1）The previous knowledge of the learners：The learners have learned “Halloween” in “Unit 3 Let’s Celebrate” in Oxford English Book 7A，so they are familiar with the topic of festivals. Some of the festivals in the “warming part” of this unit have appeared in that Oxford book too. The learners have also learned the grammar of this unit，present perfect tense and past perfect tense in the junior high school，so the focus of grammar teaching in this unit lies in the differences between these tenses，and the differences between present perfect tense and simple past tense as well，which always confuses the beginners.
（2）Needs Analysis：First，the target situation analysis: the learners will be nurses in the future，so they need to communicate with the foreigners orally，to read the indications on medical machines and devices，and to read the instructions of medicine. In a word，they need basic communicative competence in their daily work. Then，the learning needs: they should develop the overall competence of English; however reading and speaking are more commonly used language skills.
（3）The motivation of the learners：The extrinsic motivation of the learners comes from the examination. They are expected to pass Public English Test （PETS）level 1 and the Medical English Test （METS）level 1. The intrinsic motivation is the fun of learning. The intrinsic motivation should be activated and made full use of. It’s believed that meaningful learning is one of the methods to stimulate intrinsic motivation. According to Linguist Stevens，the more the lessons focus on things with real-life relevance the more they appeal to the learners，and the better chance of having learners wanting to learn. Tasks with real-life relevance make not only internal transferability but also external transferability.
（4）The interest of the learners：The age and gender （all are girls）of the learners affect the choice of teaching methods. It is believed that they are interested in role playing and being involved rather than abstract logical thinking. So learning by doing is the most suitable way for them and the situation creation is an ideal method in teaching design.
（5）The attitude of the learners：With the globalization of the economy，the learners are aware of the importance of English learning，so they have positive attitudes towards English learning. Among the four language skills，namely listening，reading，speaking and writing，the learners have positive attitudes towards reading and speaking，which seems more interesting and less difficult; while listening and writing seem to be more boring and difficult for them. So the design of listening and writing should not only focus on one single language ability，but on the integrated language skills instead.
3. Aims of this unit
（1）Knowledge
（1）Content of the material：This unit is the eighth unit in English （Book 1）written by Zhang Yina and published by Jiangsu Education Publishing House. The topic is “talking about festivals and customs”. The unit consists of the following five parts: warming up，listening，speaking，reading and grammar，the material of which live up to the two standards: at a comprehensible level of complexity and interesting to the learners. Its level of complexity lies within the learners’ ZPD （Zone of Proximal Development). So it is attractive and acceptable.
（2）Status and function of the material：This English text book for vocational school learners was compiled of different topics，which touches almost every aspect of life. Among all the 32 topics of the two books，this unit has the heaviest shade of culture. So it plays a key role in developing learners’ ability of cross-culture communication.
（3）Reconstruction of the material：Due to the limited space，this unit only focuses on two festivals，namely Christmas and Chongyang Festival. In order to broaden the learners’ horizons，enlarge their vocabulary，increase their volume of reading，and arouse their interest，the teacher searched more information about various festivals and sent it on her own blog on the Internet. Considering the learners’ English proficiency，those passages are either rewritten in simple English or provided with both English and Chinese versions.
In this book the writing part appears not as an independent part but as the post-reading task of the reading. Lacking systematic instruction and limited by teaching time，it is really difficult to improve the learners’ writing skills. Taking this into account，the teacher arranged one period for writing. Process-focused approach is applied in the teaching writing here.
In order to foster the transfer of language knowledge to language competence，integrated skills were arranged in the last period. The project is to be finished in this period. The learners make a presentation of their work. From the aspect of linguistic abilities，this period aims at improving learners’ overall ability of listening，speaking，reading and writing. From the aspect of learning strategy and emotional aim，this period provides an opportunity for the students to experience success and make self-assessment，which will stimulate students’ intrinsic motivation in English learning in a long run.
（4）Division of teaching periods，types of lessons and contents
2. Analysis of the learners
（1）The previous knowledge of the learners：The learners have learned “Halloween” in “Unit 3 Let’s Celebrate” in Oxford English Book 7A，so they are familiar with the topic of festivals. Some of the festivals in the “warming part” of this unit have appeared in that Oxford book too. The learners have also learned the grammar of this unit，present perfect tense and past perfect tense in the junior high school，so the focus of grammar teaching in this unit lies in the differences between these tenses，and the differences between present perfect tense and simple past tense as well，which always confuses the beginners.
（2）Needs Analysis：First，the target situation analysis: the learners will be nurses in the future，so they need to communicate with the foreigners orally，to read the indications on medical machines and devices，and to read the instructions of medicine. In a word，they need basic communicative competence in their daily work. Then，the learning needs: they should develop the overall competence of English; however reading and speaking are more commonly used language skills.
（3）The motivation of the learners：The extrinsic motivation of the learners comes from the examination. They are expected to pass Public English Test （PETS）level 1 and the Medical English Test （METS）level 1. The intrinsic motivation is the fun of learning. The intrinsic motivation should be activated and made full use of. It’s believed that meaningful learning is one of the methods to stimulate intrinsic motivation. According to Linguist Stevens，the more the lessons focus on things with real-life relevance the more they appeal to the learners，and the better chance of having learners wanting to learn. Tasks with real-life relevance make not only internal transferability but also external transferability.
（4）The interest of the learners：The age and gender （all are girls）of the learners affect the choice of teaching methods. It is believed that they are interested in role playing and being involved rather than abstract logical thinking. So learning by doing is the most suitable way for them and the situation creation is an ideal method in teaching design.
（5）The attitude of the learners：With the globalization of the economy，the learners are aware of the importance of English learning，so they have positive attitudes towards English learning. Among the four language skills，namely listening，reading，speaking and writing，the learners have positive attitudes towards reading and speaking，which seems more interesting and less difficult; while listening and writing seem to be more boring and difficult for them. So the design of listening and writing should not only focus on one single language ability，but on the integrated language skills instead.
3. Aims of this unit
（1）Knowledge