A Taste of Soup Noodle in Luzhou

Home ＞The Promotion of Soup Noodle ＞Promotion

Classroom Promotion Team

Classroom Promotion Team of Lu Jiang Elementary School
After many visits and interviews, the members of the Cyberfair team had practical experiences to prepare, conduct, and review interviews. During our interviews, noodle shop owners or local officers spoke with fervor and assurance. They showed their confidence and devotion to the culture of Soup Noodle. From being strange and shy to being calm and outgoing, each step was worth of learning.
Next, our members would go back to their respective class to introduce the research results of the whole semester on Luzhou Soup Noodle to their classmates in order to attract the attention of the whole school and contribute to the future of Soup Noodle.

Classroom Promotion Team of Soup Noodle

Introduction by dialogues
Introduction in dead earnest would be our classmate doze off. In order to attract their attention to key content, our teammates intended to introduce the content in dialogues. It turned out to be an effective way. From being silent, our classmates enjoyed our introduction with laughter and responses. We did it!

Interactive communication
We designed many questions to interact with our audience. We exerted all our efforts to enlighten our classmates to have correct answers by hint, small gifts, and body language. Students learned how others react to the questions and expressed their ideas openly. Even some introverted students raised their hands to answer questions. Sometimes, though their answers were wrong, our team members would help them.
All the students experienced an alternative way of learning during the process. And the story of Soup Noodle left a deep impression to the students.

Situational sharing
In addition to the activity of Prize Quiz, the sharing of actual experience would deepen students' impression on Soup Noodle. Some members served as impromptu hosts to invite students to express their feelings by walking to their seats. The close interaction not only enhanced the friendship among students, but also attracted students' attention on us during the sharing. Eating Soup Noodle with family had struck a responsive chord in the hearts of many.
More and more students raised their hands to strive for an opportunity to express their ideas.

Results of Classroom Promotion
Now we came back to our school, facing our classmates and teachers. But we become more nervous than interviews. We cared more about our performance as the audiences were the teachers and students we got along with daily. In order to share our valuable gains of the Cyberfair project of the whole semester, we forgot about the nervous and embarrassing feelings and exerted all our efforts introduce. We introduced on the stage, interacted with our classmates by walking down the stage, asked them prize quiz, served as hosts, and encouraged them to share their experiences of eating Luzhou Soup Noodle.
It could be seen that during the Cyberfair project, we not only practiced our abilities of information collection, interview skills, and writing skills, but also enhanced our eagerness for knowledge and achievements different from being sitting in the classroom and accepting knowledge passively.