Unit 4 Time to celebrate（Presenting ideas）教学设计 （表格式）2025-2026学年外研版(2024)英语七年级上册
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| 名称 | Unit 4 Time to celebrate（Presenting ideas）教学设计 （表格式）2025-2026学年外研版(2024)英语七年级上册 |  | |
| 格式 | docx | ||
| 文件大小 | 2.2MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-09-27 11:07:51 | ||
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Unit 4 Time to celebrate
Teaching plan
Text book Name of the book：English Text Book for Grade 7, Book 1 Publisher：Foreign Language Teaching and Research Press (2024)
Teaching content Unit 4 Time to celebrate - Presenting Ideas - Period 8 Making a poster
Theories and concepts
Unit Integrated Teaching Based on the textbook, (teachers) analyze, reorganize, integrate and form relatively complete teaching units for the content with inherent correlation in the textbook. Under the guidance of the overall teaching concept, (teachers) plan the teaching elements in an orderly manner to optimize the teaching effectiveness. On the basis of understanding the theme information in the context of the theme, students develop the ability to comprehensively express and creatively transfer the theme content by analyzing, comparing, integrating, and evaluating the theme information, and effectively enhance their own theme communication skills. (Li Baorong) Exploring the significance of the theme and solving practical problems Theme context is the first element of the six major elements of English curriculum content, and units are the basic units that carry the meaning of the theme. In unit teaching, the integrated teaching method is guided by the theme, based on discourse, and achieved by activities. In the classroom guided by the theme meaning, teachers should create a context closely related to the theme meaning, fully explore the cultural information carried by the specific theme, and develop the key points of students’ thinking quality. Based on the exploration of the theme meaning, with the goal of solving problems, (teachers) integrate the learning and development of language knowledge and language skills, and establish a close relationship between the specific theme and students’ lives.
Integrated Unit Teaching mind map
Text Period Type Teaching aims Learning activities
An Unusual Spring Festival 1 Reading Understand and retell the article based on the Story Mountain mind map and internalize frequency adverbs. Learning & Understanding Applying & Practising Transferring & Creating
Dragon boats and zongzi 2 Grammar Correctly use frequency adverbs to discuss the celebration of Nianli. Learning & Understanding Applying & Practising Transferring & Creating
News; Conversation 3 Listening Strengthen listening skills, correctly use suggestion sentence structures, and politely express agreement and disagreement. Learning & Understanding Applying & Practising Transferring & Creating
News; Conversation 4 Speaking Pronounce / /,/ :/, correctly use suggestion sentence structures, politely express agreement and disagreement, and explore new ways of celebration. Learning & Understanding Applying & Practising Transferring & Creating
When duty shines 5 Reading for writing Use SHINE mode to solve reading tasks and tell stories of workers on duty during festivals. Learning & Understanding Applying & Practising Transferring & Creating
When duty shines 6 Writing Complete an essay describing workers on duty during festivals. Learning & Understanding Applying & Practising Transferring & Creating
Reading material 7 Extensive reading Analyze the differences about how people around the world celebrate New Year and understand why we should respect different cultures. Learning & Understanding Applying & Practising Transferring & Creating
Outline of a festival poster 8 Presenting ideas Students work in groups to create a poster about Nianli. Learning & Understanding Applying & Practising Transferring & Creating
Analysis of teaching material
【What】The text of this lesson mainly describes the specific steps of making a poster in group cooperation. Through the form of outlines and sentence pattern prompts, it reviews and looks back on the expressions of the five aspects of information about festivals (including festival names, times, places, reasons for celebrating festivals and ways of celebrating festivals) learned in this unit. 【Why】by describing the specific steps of making a poster in group cooperation, enables students to complete the production of the poster step by step according to the prompts, effectively reducing students' fear of difficulties and encouraging students to study diligently and apply classroom knowledge flexibly. When describing the ways of celebration, students are encouraged to share innovative and environmentally friendly ways of celebrating festivals and carry forward festival culture. At the same time, students are guided to think about those who give up the time of reuniting with their families during holidays and stick to their posts, so as to educate students to respect workers. 【How】The text is a practical writing mainly about the steps of making a poster. The content mainly includes the steps and example languages of making a club plan. Students use the provided outlines and language prompts to organize their thoughts, cooperate to make and orally present their posters.
Analysis of students
Foundation:Students have already acquired the core sentence patterns for describing the ways of celebrating festivals and the usage of adverbs of frequency; and they have a preliminary awareness of environmental protection and gratitude. Students have learned relevant knowledge points about the relationship between colors and people's psychological feelings in art classes. Difficulties:Students cannot flexibly combine the learned language knowledge and art knowledge in poster creation, and they have a fear of difficulties in hands-on creation. Solutions:Provide abundant pictures and knowledge frameworks as scaffolds. Before carrying out the task, let students fully understand and apply English language knowledge and art knowledge; encourage students to complete the production and presentation of posters step by step in group cooperation according to the prompts.
Teaching aims
After the lesson, students can: 1. use adverbs of frequency and the simple present tense correctly to describe the content of the festival poster, including time, place, reason and ways of celebration. When describing the ways of celebration, at least two environmentally friendly ways of celebrating festivals can be proposed, and at the same time, pay tribute to the workers who stick to their posts during festivals. 2. use appropriate colors and illustrations in poster design to achieve the integration of English classes and art disciplines by recalling the knowledge of the relationship between colors and psychological feelings in art classes. 3. show their learning achievements through poster making and stage presentations.Under the guidance of step prompts and evaluation rubrics, in the form of group cooperation,. 4. understand the profound meaning of celebrating festivals, strengthen cultural confidence, inherit and carry forward festival culture.
Key & difficult points
Key Point: Students learn to understand and correctly use adverbs of frequency and the simple present tense to describe the content of the festival poster, including time, place, reason and ways of celebration. Difficult point:Students learn to think about the profound meaning of celebrating festivals, propose innovative and environmentally friendly ways of celebrating festivals and carry forward festival culture.
Teaching processes
Aims Activities Assessment
Step 1: Lead-in (1min) Observe students’ expressions and interactions to get to know their interests in this class.
1. Students review the major task of this unit (applying for the cultural promotion ambassador of Maoming Nianli) and clarify the sub-task of this class hour (making a festival poster about the annual custom to promote local culture). Divide students into groups.
Purpose: To introduce the theme, create a situation to stimulate students’ learning motivation and interest.
1.Use adverbs of frequency and the simple present tense to describe the content of the festival poster, including time, place, reason and ways of celebration. (learning & understanding) 2.Use appropriate colors and illustrations in poster design to achieve the integration of English classes and art disciplines. (applying & practising) Step 2: Pre-task (8mins) Observe whether students can accurately and comprehensively answer the core information about festivals and the related knowledge points of adverbs of frequency learned in this unit through picture and questions.
2.Students review the five aspects of information about festivals and the related knowledge points of adverbs of frequency learned in this unit through questions. Guide students to propose a variety of environmentally friendly ways of celebrating festivals when describing the ways of celebration, and at the same time educate students to respect workers.
Purpose: To review the core sentence patterns about festivals and the related knowledge points of adverbs of frequency in this unit, so as to make preparations for the language and grammar content of the task output of making posters.
3.Students think about which illustrations and colors can be used in the poster to better fit the theme of the poster through group discussion and picture prompts. Observe whether students can answer the related knowledge points of color emotions in art classes through picture and questions.
Purpose: To review the relevant knowledge points of color emotions in art classes, so as to make preparations for the illustration and color matching design of the task output of making posters.
3. Show learning achievements through poster making and stage presentations in the form of group cooperation. (transferring & innovation) Step 3: During-task (25mins) Observe whether students have mastered the ability to apply what they have learned from their writing content and designing of the Maoming Nianli poster.
Provide specific steps and evaluation rubrics to guide students to complete the production and presentation of the poster through group division and cooperation. Ensure that each group member has an opportunity to speak during the presentation.
Purpose: To guide students to apply the learned knowledge to complete the production and presentation of posters, promoting transfer and innovation.
4.Understand the profound meaning of celebrating festivals, strengthen cultural confidence and inherit and carry forward festival culture. (transferring & innovation) Step 4: Post-task (5 mins) Observe the scoring of the students’ evaluation forms to judge whether students can give appropriate self-evaluations and peer evaluations and whether they have achieved the teaching objectives of this class hour.
5. Give comments on the students’ poster achievements and presentation performances, and encourage students to strive for greater progress. At the same time, announce the names of students who have successfully passed and complete the overall unit task.
Purpose: To guide students to make appropriate evaluations of others’ and their own performances in combination with the evaluation.
Raise two questions: 1.What are the responsibilities of the Maoming Nianli culture ambassador 2.Why should we actively promote local culture To get students to think about the profound cultural meaning behind celebrating festivals. Observe whether students have achieved the teaching objectives of this lesson.
Purpose: To guide students to deeply understand the cultural meaning behind festivals, strengthen cultural confidence and inherit and carry forward festival culture.
Step 5: Homework (1min)
With the information from the WeChat official account of Maoming cultural tourism, it requires students to polish their poster, which is the Must-do homework, and submit a video promoting Nianli culture, which is the Choose-to-do homework. Encourage students to continue further learning.
Purpose: To encourage students with spare capacity to continue in-depth learning and complete the overall unit task.
Blackboard design
Homework
Must do: Polish the Nianli poster and send it to Maoming Culture Tourism. Choose to do: Make a video to introduce Nianli and send it to Maoming Culture Tourism.Try to use what we learn in this unit.
Assessment
Teaching Reflection
In this lesson, the review and application of English phrases and core sentence patterns are combined with the expression of poster themes. Students consolidate their English knowledge during the creation process. At the same time, elements such as colors and compositions in art are used to enhance the visual effects of the posters, making the English information more vividly conveyed. For example, when explaining English words about Maoming Nianli, students are guided to select colors and patterns related to the festival to make posters. Red and gold, which represent festivity and warmth, are chosen, and students can better understand and apply this interdisciplinary integration method. However, a few students still have some spelling or pronunciation errors in English expression or are not bold and innovative enough in art composition. Teachers can arrange time reasonably and leave more sufficient time for students to carry out practical operations and improve their works. In future teaching, more hierarchical learning tasks and guidance can be provided according to individual differences of students to ensure that each student can gain something within their own capabilities.
Teaching plan
Text book Name of the book：English Text Book for Grade 7, Book 1 Publisher：Foreign Language Teaching and Research Press (2024)
Teaching content Unit 4 Time to celebrate - Presenting Ideas - Period 8 Making a poster
Theories and concepts
Unit Integrated Teaching Based on the textbook, (teachers) analyze, reorganize, integrate and form relatively complete teaching units for the content with inherent correlation in the textbook. Under the guidance of the overall teaching concept, (teachers) plan the teaching elements in an orderly manner to optimize the teaching effectiveness. On the basis of understanding the theme information in the context of the theme, students develop the ability to comprehensively express and creatively transfer the theme content by analyzing, comparing, integrating, and evaluating the theme information, and effectively enhance their own theme communication skills. (Li Baorong) Exploring the significance of the theme and solving practical problems Theme context is the first element of the six major elements of English curriculum content, and units are the basic units that carry the meaning of the theme. In unit teaching, the integrated teaching method is guided by the theme, based on discourse, and achieved by activities. In the classroom guided by the theme meaning, teachers should create a context closely related to the theme meaning, fully explore the cultural information carried by the specific theme, and develop the key points of students’ thinking quality. Based on the exploration of the theme meaning, with the goal of solving problems, (teachers) integrate the learning and development of language knowledge and language skills, and establish a close relationship between the specific theme and students’ lives.
Integrated Unit Teaching mind map
Text Period Type Teaching aims Learning activities
An Unusual Spring Festival 1 Reading Understand and retell the article based on the Story Mountain mind map and internalize frequency adverbs. Learning & Understanding Applying & Practising Transferring & Creating
Dragon boats and zongzi 2 Grammar Correctly use frequency adverbs to discuss the celebration of Nianli. Learning & Understanding Applying & Practising Transferring & Creating
News; Conversation 3 Listening Strengthen listening skills, correctly use suggestion sentence structures, and politely express agreement and disagreement. Learning & Understanding Applying & Practising Transferring & Creating
News; Conversation 4 Speaking Pronounce / /,/ :/, correctly use suggestion sentence structures, politely express agreement and disagreement, and explore new ways of celebration. Learning & Understanding Applying & Practising Transferring & Creating
When duty shines 5 Reading for writing Use SHINE mode to solve reading tasks and tell stories of workers on duty during festivals. Learning & Understanding Applying & Practising Transferring & Creating
When duty shines 6 Writing Complete an essay describing workers on duty during festivals. Learning & Understanding Applying & Practising Transferring & Creating
Reading material 7 Extensive reading Analyze the differences about how people around the world celebrate New Year and understand why we should respect different cultures. Learning & Understanding Applying & Practising Transferring & Creating
Outline of a festival poster 8 Presenting ideas Students work in groups to create a poster about Nianli. Learning & Understanding Applying & Practising Transferring & Creating
Analysis of teaching material
【What】The text of this lesson mainly describes the specific steps of making a poster in group cooperation. Through the form of outlines and sentence pattern prompts, it reviews and looks back on the expressions of the five aspects of information about festivals (including festival names, times, places, reasons for celebrating festivals and ways of celebrating festivals) learned in this unit. 【Why】by describing the specific steps of making a poster in group cooperation, enables students to complete the production of the poster step by step according to the prompts, effectively reducing students' fear of difficulties and encouraging students to study diligently and apply classroom knowledge flexibly. When describing the ways of celebration, students are encouraged to share innovative and environmentally friendly ways of celebrating festivals and carry forward festival culture. At the same time, students are guided to think about those who give up the time of reuniting with their families during holidays and stick to their posts, so as to educate students to respect workers. 【How】The text is a practical writing mainly about the steps of making a poster. The content mainly includes the steps and example languages of making a club plan. Students use the provided outlines and language prompts to organize their thoughts, cooperate to make and orally present their posters.
Analysis of students
Foundation:Students have already acquired the core sentence patterns for describing the ways of celebrating festivals and the usage of adverbs of frequency; and they have a preliminary awareness of environmental protection and gratitude. Students have learned relevant knowledge points about the relationship between colors and people's psychological feelings in art classes. Difficulties:Students cannot flexibly combine the learned language knowledge and art knowledge in poster creation, and they have a fear of difficulties in hands-on creation. Solutions:Provide abundant pictures and knowledge frameworks as scaffolds. Before carrying out the task, let students fully understand and apply English language knowledge and art knowledge; encourage students to complete the production and presentation of posters step by step in group cooperation according to the prompts.
Teaching aims
After the lesson, students can: 1. use adverbs of frequency and the simple present tense correctly to describe the content of the festival poster, including time, place, reason and ways of celebration. When describing the ways of celebration, at least two environmentally friendly ways of celebrating festivals can be proposed, and at the same time, pay tribute to the workers who stick to their posts during festivals. 2. use appropriate colors and illustrations in poster design to achieve the integration of English classes and art disciplines by recalling the knowledge of the relationship between colors and psychological feelings in art classes. 3. show their learning achievements through poster making and stage presentations.Under the guidance of step prompts and evaluation rubrics, in the form of group cooperation,. 4. understand the profound meaning of celebrating festivals, strengthen cultural confidence, inherit and carry forward festival culture.
Key & difficult points
Key Point: Students learn to understand and correctly use adverbs of frequency and the simple present tense to describe the content of the festival poster, including time, place, reason and ways of celebration. Difficult point:Students learn to think about the profound meaning of celebrating festivals, propose innovative and environmentally friendly ways of celebrating festivals and carry forward festival culture.
Teaching processes
Aims Activities Assessment
Step 1: Lead-in (1min) Observe students’ expressions and interactions to get to know their interests in this class.
1. Students review the major task of this unit (applying for the cultural promotion ambassador of Maoming Nianli) and clarify the sub-task of this class hour (making a festival poster about the annual custom to promote local culture). Divide students into groups.
Purpose: To introduce the theme, create a situation to stimulate students’ learning motivation and interest.
1.Use adverbs of frequency and the simple present tense to describe the content of the festival poster, including time, place, reason and ways of celebration. (learning & understanding) 2.Use appropriate colors and illustrations in poster design to achieve the integration of English classes and art disciplines. (applying & practising) Step 2: Pre-task (8mins) Observe whether students can accurately and comprehensively answer the core information about festivals and the related knowledge points of adverbs of frequency learned in this unit through picture and questions.
2.Students review the five aspects of information about festivals and the related knowledge points of adverbs of frequency learned in this unit through questions. Guide students to propose a variety of environmentally friendly ways of celebrating festivals when describing the ways of celebration, and at the same time educate students to respect workers.
Purpose: To review the core sentence patterns about festivals and the related knowledge points of adverbs of frequency in this unit, so as to make preparations for the language and grammar content of the task output of making posters.
3.Students think about which illustrations and colors can be used in the poster to better fit the theme of the poster through group discussion and picture prompts. Observe whether students can answer the related knowledge points of color emotions in art classes through picture and questions.
Purpose: To review the relevant knowledge points of color emotions in art classes, so as to make preparations for the illustration and color matching design of the task output of making posters.
3. Show learning achievements through poster making and stage presentations in the form of group cooperation. (transferring & innovation) Step 3: During-task (25mins) Observe whether students have mastered the ability to apply what they have learned from their writing content and designing of the Maoming Nianli poster.
Provide specific steps and evaluation rubrics to guide students to complete the production and presentation of the poster through group division and cooperation. Ensure that each group member has an opportunity to speak during the presentation.
Purpose: To guide students to apply the learned knowledge to complete the production and presentation of posters, promoting transfer and innovation.
4.Understand the profound meaning of celebrating festivals, strengthen cultural confidence and inherit and carry forward festival culture. (transferring & innovation) Step 4: Post-task (5 mins) Observe the scoring of the students’ evaluation forms to judge whether students can give appropriate self-evaluations and peer evaluations and whether they have achieved the teaching objectives of this class hour.
5. Give comments on the students’ poster achievements and presentation performances, and encourage students to strive for greater progress. At the same time, announce the names of students who have successfully passed and complete the overall unit task.
Purpose: To guide students to make appropriate evaluations of others’ and their own performances in combination with the evaluation.
Raise two questions: 1.What are the responsibilities of the Maoming Nianli culture ambassador 2.Why should we actively promote local culture To get students to think about the profound cultural meaning behind celebrating festivals. Observe whether students have achieved the teaching objectives of this lesson.
Purpose: To guide students to deeply understand the cultural meaning behind festivals, strengthen cultural confidence and inherit and carry forward festival culture.
Step 5: Homework (1min)
With the information from the WeChat official account of Maoming cultural tourism, it requires students to polish their poster, which is the Must-do homework, and submit a video promoting Nianli culture, which is the Choose-to-do homework. Encourage students to continue further learning.
Purpose: To encourage students with spare capacity to continue in-depth learning and complete the overall unit task.
Blackboard design
Homework
Must do: Polish the Nianli poster and send it to Maoming Culture Tourism. Choose to do: Make a video to introduce Nianli and send it to Maoming Culture Tourism.Try to use what we learn in this unit.
Assessment
Teaching Reflection
In this lesson, the review and application of English phrases and core sentence patterns are combined with the expression of poster themes. Students consolidate their English knowledge during the creation process. At the same time, elements such as colors and compositions in art are used to enhance the visual effects of the posters, making the English information more vividly conveyed. For example, when explaining English words about Maoming Nianli, students are guided to select colors and patterns related to the festival to make posters. Red and gold, which represent festivity and warmth, are chosen, and students can better understand and apply this interdisciplinary integration method. However, a few students still have some spelling or pronunciation errors in English expression or are not bold and innovative enough in art composition. Teachers can arrange time reasonably and leave more sufficient time for students to carry out practical operations and improve their works. In future teaching, more hierarchical learning tasks and guidance can be provided according to individual differences of students to ensure that each student can gain something within their own capabilities.
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