(共22张PPT)
Unit 4 Understanding ideas:
An unusual Spring Festival
目录
Content
01
Introduction to the Spring Festival
02
An Unusual Spring Festival
03
Vocabulary and Expressions
04
Reading Comprehension
05
Speaking and Writing Activities
06
Cultural Insights
Look at the pictures and answer the questions.
1 What are the festivals in the pictures
2 What do you know about these festivals
a. the Water Festival
（泼水节）
b. the Tomb Sweeping Day
（清明节）
c. the Naadam Festival
（那达姆节）
The Water Festival is the Dai people’s most important festival in a year. People splash water on each other as a way to express blessings and joy.
On the Tomb Sweeping Day, people go to clean their ancestors’（祖先）tombs and honour（纪念）the ancestors.
The Naadam Festival is a
traditional Mongolian（蒙古的
festival. It's a time for people to enjoy various sports, such as wrestling and racing horses.
Starting out
N
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W
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f
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P
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What festival is it
the Spring Festival
Starting out
Why do we celebrate(庆祝）Spring Festival
What things do we need or what do we do before Spring Festival
春节前我们需要什么
1.Introduction to the Spring Festival
Tip: We can get the main idea from the title, the picture and the first paragraph.
Read quickly and choose the main idea.
A. I spent Spring Festival with my whole family making dishes for me.
B. I enjoyed Spring Festival because my friend cooked a meal for me.
C. I had a Spring Festival without family around and made a dinner for my friend by myself.
Did she meet any poroblem
Something unusual
2.
3.Vocabulary and Expressions
It’s an unusual day.
I treat you.
dumpling
I spent the whole
day cleaning.
I became a doctor
two years ago.
chef
family reunion
celebrate
4.Reading Comprehension--Fast reading
What is unusual about the writer’s Spring Festival
Before
But this time
Get reunion with family
Grandma often cooks dinner, she never cooked anything herself.
Celebrate with her friend
Learn to cook by herself
At home/In China
In the UK
Place
People
Activities
4.Reading Comprehension--While reading(Read and complete )
Who did the writer celebrate with
What activities did they do
What food did they have
How did the writer feel
What festival was it
The
Spring Festival
Problem:
Solution:
Her British friend,
Emilia
The writer made some cucumber flowers and cooked the lion’s head.
Emilia hung balloons and lanterns.
She wanted to treat Emilia, but she couldn’t make it.
Her whole family helped on the phone.
Result:
She became a chef and cooked well.
She felt like she was back home.
An unusual Spring Festival
The writer’s problem:
It was my first Spring Festival in the UK. I wanted to cook a ___________________for Emilia. But ____________________.
Chinese dinner
I couldn’t make it
Why did the writer want to treat Emilia to a Chinese dinner
Because Emilia is a nice girl, and sometimes she cooks for the writer.
4.Reading Comprehension--While reading
Complete the thinking map.
An unusual Spring Festival
The writer’s solution:
At in China, ____________ ______________ on the phone. And I _______________________.
midnight
my whole family
came to my help
became a chef in one hour
What did the writer do in order to treat Emilia successfully
She gave her family a call to ask for help.
4.Reading Comprehension--While reading
Complete the thinking map.
An unusual Spring Festival
The result:
I showed the last ________ to Emilia. My family always eat it at the Spring Festival.
She was ________ at the name, but she liked the taste.
We enjoyed the dinner and laughed. I felt like_________________.
dish
shocked
1. What did Emilia do in the dining room
when the writer put the last dish on the
table
2. Why was Emilia shocked
3. Why is the dish called the lion’s head
What’s the meaning of it
She hung balloons and lanterns.
I was back home
Because she thought the last dish had something to do with the animal lions. It is against the law to cook the lion’s head.
Because the meatball’s shape looks like the head of a lion. Its round shape stands for family reunions.
4.Reading Comprehension--While reading
Complete the thinking map.
An unusual Spring Festival
The writer’s solution:
At in China, _______ on the phone. And I ________.
The writer’s problem:
It was my first Spring Festival in the UK. I wanted to _______. But ________
The result:
I showed the last ________ to Emilia.
She was ________ at the name, but she liked the taste.
We enjoyed the dinner and laughed. I felt like________.
4.Reading Comprehension--Post reading(Retell the passage).
4.Reading Comprehension--Post reading(Read and think )
What is unusual about the writer’s Spring Festival
special
happy
warm
unforgettable
The writer wasn’t at home.
But
She felt like she was at home!
self-growing
Could she cook
She often watched her grandma cook, but she never cooked anything herself.
What did she cook Why
The lion’s head.
Because her family always have it at the Spring Festival.
4.Reading Comprehension--Post reading(Read and think )
always often sometimes
never
2.___________
3.___________
1.____
sometimes
often
always
0%
100%
Complete the blog post with always, often, sometimes, or never.
Hi there! Welcome to my blog about Chinese culture! Today, let’s get to know the Dragon Boat Festival 1. __________, people call it the Double Fifth Festival in English, because it 2. __________ takes place on the fifth day of the fifth lunar month.
The best part of the festival is the dragon boat races. The riversides are 3. __________ full of people.
n. 文化
sometimes
always
always
Eating Zongzi is a must during the festival. Zhongli in the north of China are 4. __________ sweet. But those in the south are 5. __________ salty. I 6. __________ tried a salty one, so this year I’ll be sure to try some! Which taste do you prefer
often
often
never
（联系实际，表达观点）
Talk about your ways to celebrate
a traditional festival.
设计意图
效果评价
设计意图
5.Speaking and Writing Activities
Useful expressions
How do you usually celebrate...
My family always...for..
I often...But I never..
Sometimes I...
My favourite activities include...
...is a must for...
A+ A B
1.内容全面涵盖四个问题。 2.灵活使用课文单词和句子。 3.表达自信，清晰，流畅。 1.内容基本涵盖四个问题。 2.使用课本单词和句子2-3个。 3.表达较自信，清晰。 1.内容不够全面。
2.使用课本单词和句子1-2个。
3.表达欠流畅。
5.Discuss and talk
1. Discuss in groups about the festival you would like to introduce.
2. Practise including five questions and using adverb of frequency (often/ usually...)
3. Choose one to talk with Alice and others make comments(评价).
评价指标 得分 评分标准
1. Include the festival, people, activities, food and feelings. 5 =Excellent
4 =Good
3 =Acceptable
2 =Need to try
2. Use adverb of frequence (频率副词). 3. Speak loudly (响亮的) and fluently(流畅的).
Even when we are far away in a foreign land, we can still feel the warmth and support of our family.
即使远在异国他乡，我们也能感受到家人的支持和温暖。
the Spring Festival.
Why do we celebrate the Spring Festival
Family bonds, friendship, and personal growth——
this is the true meaning of
6.Cultural Insights
Summary
Blackboard design
An unusual Spring Festival
Solution:
the whole family came to help on the phone, became a chef
Problem:
treat, Chinese dinner, couldn’t make it
Result:
the last dish: the lion’s head – its round shape stands for family reunions
Emilia liked the taste.
We enjoyed and laughed.
1. Must do:
Write a short passage to inroduce a festival based on the mind map you have made in class.
2. Choose to do:
Make a video about a festival .
HomeworkUnit 4 Understanding ideas: An unusual Spring Festival
教学设计
学科 英语 年级 七年级 课型 新授课 设计者 吴珍娜
课题 Unit 4 Understanding ideas: An unusual Spring Festival 课时 一课时
课标要求 本课主题属于“人与社会”范畴，涉及“节假日生活”主题群，“节日传统”子主题。通过本课学习，学生能够：获取、梳理、概括作者在异国他乡过春节的经历，借助可视化图形呈现结构化知识。（学习理解）基于结构化知识，描述作者在异国他乡过春节的经历，并分析、归纳春节的意义。（应用实践）运用所学语言，介绍一道传统佳肴，并与同伴交流。（迁移运用）
教材分析 [What]:本语篇讲述了作者除夕夜在异国他乡为好友制作中国传统美食的特殊经历。[Why]:通过学习语篇，学生能够了解春节的习俗及传统佳肴的寓意并树立跨文化交际的意识。[How]: 全文共五个段落。文中使用了一般现在时、一般过去时和频率副词来描述作者解决问题的过程以及用幽默化解文化差异、传承传统文化的经历。
学情分析 针对2024年外研版七年级上册英语Unit 4 Understanding ideas: An unusual Spring Festival的学情分析，可以从以下几个方面进行：一、学生背景本单元的教学对象为七年级学生，他们处于英语学习的初级阶段，对英语学习充满好奇和热情。学生们在英语学习中可能遇到了一些基础词汇和语法的挑战，但他们对新鲜事物和有趣的内容有较高的接受度和兴趣。二、学习需求词汇积累：学生需要掌握与节日和庆祝活动相关的词汇，如treat, chef, shocked等词汇的理解以及相关的短语和表达方式。语法理解：学生需要理解并掌握一般现在时的用法，以及频度副词（如always、usually、often、sometimes、never）在句子中的运用。语言应用能力：学生能够理解记叙文的基本要素，学会用英语描述节日庆祝活动，包括节日的特点、习俗和庆祝方式等，提高语言表达能力和写作能力。
核心素养目标 春节应是与家人团聚的节日，但是很多学生没有独自过春节的经历，也少有为家人或朋友制作餐食的经历。培养学生的创新思维和实践能力，同时提高学生的跨文化交流综合运用能力。因此，有必要引导学生共情，挖掘春节的意义并引导学生传承传统文化。
教学重点 引导学生学习并理解语篇内容；掌握略读和详读技巧；分析、归纳文本的主题意义；传承传统文化。
教学难点 帮助学生理解加深对主题意义的理解；运用所学语言迁移运用。。
教学方法 情景教学法，任务教学法，启发引导教学法等。
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
环节一 Step1：Free talk(1)What festivals are they (2)How do you usually celebrate Spring Festival 学生观察图片和视频，根据回答问题并结合已知信息谈论春节的相关习俗。 梳理中国的节日和假期（学习理解）
环节二 Step2：pre-readingRead quickly and choose the main idea. A. I spent Spring Festival with my whole family making dishes for me. B. I enjoyed Spring Festival because my friend cooked a meal for me. C. I had a Spring Festival without family around and made a dinner for my friend by myself.Learn the words 让学生观察图片，推测文章的主要人物和他们在做什么？ 培养学生获取信息的能力。
环节三 Step3：While-reading（Fast reading）What is unusual about the writer’s Spring Festival ） 让学生通过略读，获取并概括故事的基本要素。 培养学生快速获取语篇的关键信息能力。
环节四 Step4：While-reading（careful- reading） Complete the mind map 让学生通过详读，获取、梳理、概括、整合关于作者的相关经历及感受，利用思维导图建构和呈现语篇信息。 培养学生完成思维导图的能力，以及对作者过春节的故事的结构化知识和对文本的理解程度。
环节五 Step5：Post-reading（Discuss “unusual”）What is Spring festival for the writer and us 学生通过对比春节的习俗（usually）与作者此次春节的特点，归纳探讨语篇的主题意义及其特殊（unusual）之处。 引导学生比对分析所获取的信息，内化新知和关键语言，并探究和深入理解语篇的主题意义。
环节六 Step5：Post-reading（Create works） 让学生为一个节日写一个拍摄脚本。 引导学生用所学语言做事情，推动迁移创新。（想象与创造） 引导学生升华主题，与导入环节首尾呼应，将本课所学形成闭环。
总结评价 Summarizing 学习小结。 让学生在课上整理复习本课所学的表现，评价学习的成效。
分层作业 HomeworkMust doWrite how to celebrate a festival. Choose to doMake a video about the festival .
板书设计
教学反思
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