Unit 4 Time to celebrate-Understanding ideas 教案（表格式）外研版（2024）英语七年级上册

教学设计
课题 Unit 4 Time to celebrate-Understanding ideas 课时 1
教学目标 Language Competence: Construct sentences with complex structures (e.g., relative clauses) to describe festival experiences, and apply new vocabulary (e.g., fireworks, ceremony) accurately. Cultural Awareness: Explore the historical backgrounds of festivals (e.g., Thanksgiving, Christmas), and appreciate the cultural connotations behind traditions. Thinking Quality: Infer the symbolic meanings of festival activities (e.g., red envelopes for luck) and analyze cultural differences critically. Learning Ability: Use skimming and scanning to grasp main ideas of festival-related texts, and summarize information systematically.
重难点 Vocabulary: Differentiate between "traditional" (adj.) and "tradition" (n.), master collocations like "hold a ceremony" and "set off fireworks". Grammar: Distinguish between past simple (e.g., "They celebrated yesterday.") and present perfect tenses (e.g., "We have enjoyed many festivals.") in context. Text Comprehension: Decode implicit cultural messages in texts and link language to real-life festival scenarios.
教学环节 学习活动
新课教学 Step 1: Greetings Good mornin, class! How are you all today I hope you're feeling energetic and ready to learn. Before we start our new lesson, let's have a quick chat. Did anyone do anything interesting over the weekend [Allow a few students to share briefly] That sounds great! Now, let's focus and get into our exciting English class for today. Step 2: Lead - in (5 minutes) Teacher: Okay, class. Look at the big screen. I'm going to show you some pictures. [Show pictures of various festivals around the world, such as Christmas with Santa Claus and decorated trees, Thanksgiving with a turkey dinner, and the Chinese Spring Festival with red lanterns and fireworks] Can you tell me what festivals these are Raise your hands if you know. [Call on students to answer] Student 1: The first one is Christmas. Teacher: Very good! And what do people usually do during Christmas Student 1: They give each other presents and have a big dinner. Teacher: Exactly! Well done. Now, what about the second picture Student 2: It's Thanksgiving. People eat turkey. Teacher: Great job! Thanksgiving is a time for family gatherings and giving thanks. Now, for the last picture. Student 3: It's the Chinese Spring Festival. There are red lanterns and fireworks. Teacher: Perfect! The Spring Festival is the most important traditional festival in China. Now, I want you to think about this question: Which of these festivals do you think is the most special And why Discuss it with your 同桌 for a minute. [Students discuss] Teacher: Alright, let's stop here. Who wants to share their opinion Student 4: I think the Spring Festival is the most special because it's a time for family reunions, and there are so many fun traditions like setting off fireworks and getting red envelopes. Teacher: That's a wonderful reason. The Spring Festival indeed has a lot of rich traditions. Anyone else Student 5: I think Christmas is special because the whole atmosphere is so magical with the lights and the carols. Teacher: That's a great point. Christmas does have a very unique and magical feel. Now, let's look at the unit title on your textbook, "Unit 4 Time to celebrate". In this unit, we're going to explore different festivals and how people celebrate them around the world. Step 3: Pre - reading (5 minutes) Teacher: Now, look at the picture on page [X] of your textbook. It's related to our reading passage today. And here are some words in the word box: "dumpling", "lantern", "reunion", "fireworks", "celebrate". I want you to use these words to describe what you see in the picture. First, talk about it in pairs. [Students talk in pairs] Teacher: Okay, time's up. Who wants to share their description Student 6: In the picture, I can see some lanterns hanging. People are celebrating the Spring Festival. Maybe they are going to have dumplings later for their family reunion, and there might be fireworks at night. Teacher: Excellent description! You used all the words very well. From this picture, we can already feel the festive atmosphere of the Spring Festival. Now, let's think about this: Have you ever celebrated the Spring Festival in a different way What was it like Share your thoughts with your group members. [Students discuss in groups] Teacher: Let's hear from some groups. Group 1, would you like to share Student 7 from Group 1: Once, we celebrated the Spring Festival at a hotel. We didn't cook at home. Instead, we had a big dinner in the hotel restaurant, and they even had a special performance for the guests. Teacher: That sounds really interesting! Celebrating in a hotel is quite different from the usual way at home. Now, let's move on to our reading passage. The passage is about someone's special experience of celebrating the Spring Festival. Let's see how it's different from our common celebrations. Step 4: While - reading (15 minutes) Skimming Teacher: First, I want you to skim the passage quickly. Don't worry about every single word. Just try to get the main idea. While you're skimming, think about this question: What is the main thing the writer did during the Spring Festival You have 2 minutes. Start now. [Students skim the passage] Teacher: Time's up. So, what is the main thing the writer did Student 8: The writer wanted to treat her friend Emilia to a Chinese dinner for the Spring Festival. Teacher: Exactly! The writer decided to cook a Chinese meal for her friend. Now, let's read the passage more carefully to find out the details. Scanning Teacher: Read the passage again and answer the following questions on the screen. [Show questions on the screen: "What problems did the writer have when cooking ", "What did the writer do to make the house look festive ", "How did Emilia feel about the dinner "] You can underline the relevant sentences in the passage. You have 5 minutes. [Students read and answer the questions] Teacher: Let's check the answers. For the first question, what problems did the writer have when cooking Student 9: The writer couldn't find the right ingredients easily, and she burned the first batch of dumplings. Teacher: Good. And for the second question, what did the writer do to make the house look festive Student 10: She hung balloons and lanterns in the house. Teacher: Right. The house must have looked really nice with those decorations. Now, for the last question, how did Emilia feel about the dinner Student 11: Emilia was shocked at first, but then she laughed and enjoyed it. Teacher: Great job, everyone. You all found the answers accurately. Detailed reading Teacher: Now, let's read the passage one more time, sentence by sentence. I'll explain some important words and phrases. Look at the sentence "I wanted to treat Emilia to a real Chinese dinner." Here, "treat... to" means to give someone a special experience, like a nice dinner. For example, I can say "My parents treated me to a movie last weekend." Do you understand Students: Yes. Teacher: Good. Now, look at the word "midnight". What does it mean Student 12: It means 12 o'clock at night. Teacher: Exactly. In the passage, it says "We ate dumplings at midnight." Midnight is an important time during the Spring Festival. Now, let's look at the phrase "come to one's help". In the story, the writer's friends came to her help when she had trouble cooking. Can you make a sentence using this phrase Student 13: When I lost my keys, my neighbor came to my help. Teacher: Very good! That's a perfect sentence. Let's continue with the passage. Step 5: Post - reading (10 minutes) Group discussion Teacher: Now, let's work in groups of four. Discuss these two questions: "What is unusual about the writer's Spring Festival ", "What is your family's traditional dish for the Spring Festival And can you cook it " You have 5 minutes to discuss. [Students discuss in groups] Group sharing Teacher: Okay, let's stop here. Which group wants to share their answers first Group 2, please. Student 14 from Group 2: The unusual thing about the writer's Spring Festival is that she celebrated it in a foreign country with a non - Chinese friend, and she had to cook the Chinese dinner by herself, which was a big challenge. For our family, our traditional dish is fish. It means having a surplus every year. But I can't cook it yet. Teacher: That's a great sharing. The fish is a very traditional and meaningful dish during the Spring Festival. Now, Group 4, would you like to share Student 15 from Group 4: The writer's Spring Festival was unusual because she didn't have her family around, and she was trying to introduce Chinese culture to her friend. In our family, our traditional dish is sweet dumplings. I can help my mom make them. We make the dough and fill it with sweet bean paste. Teacher: Wonderful! It's great that you can help your mom in the kitchen. Making sweet dumplings together is a lovely family tradition. Summary Teacher: Today, we read a passage about an unusual Spring Festival experience. We learned some new words and phrases, and we also shared our own thoughts and experiences about festivals. Remember, festivals are a time for celebration, family, and sharing cultures. Next class, we'll continue to explore more about festivals and learn how to use some grammar to talk about our habits during festivals. Step 6: Homework (5 minutes) Teacher: For homework today, I want you to write a short paragraph about how your family celebrates the Spring Festival. Use some of the words and phrases we learned today, like "treat... to", "come to one's help", etc. Also, draw a picture related to your Spring Festival celebration. You can use colors to make it more vivid. I'll collect your work next class. Teacher: That's all for today's class. Have a great day, everyone! Goodbye!