资源简介

Unit 4 Time to celebrate Starting out
课程基本信息
学科 英语 年级 七年级 学期 秋季
课题 Unit 4 Time to celebrate Starting out
教科书 书 名：义务教育教科书 英语 七年级上册 出版社：外语教学与研究出版社 出版日期：2024 年 7 月
教材分析
本单元的标题是 Time to celebrate ，讨论的话题为 festivals and holidays ，该主题属于“人 与社会 ”范畴，涉及世界主要国家的文化习俗与文化景观、节假日与庆祝活动。每个节日都 有自己独特的意义和庆祝方式，人们在欢庆节日的同时，也是在传承文化。通过这一话题的 讨论，可以帮助学生了解有关节日的传统文化和历史背景，加深他们对节日文化的认识。 Starting out 为教学启动部分。通过图片呈现了傣族泼水节、清明节、 内蒙古那达慕大会 这三个节日，激活了学生对于我国重要节日，包括少数民族节日的背景知识，让他们初步感 知庆祝节日的意义。通过视频呈现了泰国的宋干节、巴西的狂欢节和瑞典的仲夏节， 旨在让 学生积极探索世界其他国家的节假日，并思考其特别之处。 Understanding ideas 课文部分按照时间顺序，讲述了作者在英国度过的第一个特别又愉快 的春节。虽然没有做饭经验，但作者在家人的支持下，成功为埃米莉亚做了晚餐。故事聚焦 于烹饪中国晚餐时进行的文化交流，通过分享交流的喜悦和友谊的温暖，传递节日庆祝的跨 文化交流意义。通过阅读，学生可以了解春节的传统，并更加深刻地理解春节的意义。
教学目标
在本节课学习结束时，学生能够： 1. 了解世界各地节日基本信息和文化背景，理解作者庆祝春节的创新方式和和文化意义。 （学习理解） 2. 正确运用一般现在时和频度副词表达庆祝节日的独特方式以及节日对个人和社会的意义。 （应用实践） 3. 通过对比不同节日的庆祝方式，增强跨文化意识和国际视野，尊重并欣赏不同文化的多样 性。（迁移创新）
教学重难点
教学重点： 1. 世界各地节日的基本信息、文化背景和庆祝春节的创新方式、文化意义。 2. 节日庆祝相关的词汇和短语以及描述春节特殊庆祝方式意义的英文表达。 教学难点： 1. 一般现在时和频度副词在描述庆祝节日方式和节日庆祝意义中的正确运用。 2. 尊重和欣赏不同文化多样性的文化意识、国际视野以及跨文化交流能力的培养。
教学方法
任务型教学法（Task-based Approach）和情景教学法（Situational Teaching Method）
教学过程
步骤&时长 教师活动 学生活动 活动目的
1. Lead-in (2’) 1. Ask questions related to the picture of the National Day. 2. Introduce three important festivals in China and what we are going to learn about festivals in this unit. 1. Answer the questions based on the unit title and the image in the textbook. 2. Have a big picture about the topic of this unit and three main aspects of festivals and holidays. Let ss have a basic understanding of the unit topic, Time to Celebrate.
2. Starting out (2’) 1. Ask ss to work in pairs and find out detailed information about the three festivals in China in their textbook. 2. Play the video about special festivals around the world and ask ss to complete the chart. 3. Ask ss to think about other festivals and holidays and pick the most special one. 1. Look at the pictures in their textbook. Talk with each other and write down key information about the three festivals in China. 2. Watch the video about special festivals around the world and write down key information. 3. Think about other festivals and holidays, pick the most special one and give reasons. 1. Let ss know more about festivals in China and other countries. 2. Let ss think about other special festivals and holidays.
3. Pre-reading (1’) 1. Introduce the Spring Festival and describe the picture about an unusual Spring Festival. 2. Introduce the title of the passage and ask ss to guess what the writer did during the Spring Festival. 1. Learn about the topic about the Spring Festival and key information about the picture. 2. Guess what the writer did during the Spring Festival based on the picture and title of the passage. Let ss have a basic understanding of the topic of an unusual Spring Festival.
4. Fast reading (While-reading) (2’) 1. Ask ss to read the passage and find out the text type of the passage. 2. Ask ss to analyze the structure of the passage and find out the main idea of each part. 1. Read the passage quickly and find out the text type of the passage. 2. Analyze the structure of the passage and find out the main idea of each part. Let ss have a general understanding of the passage and get the main idea of each part.
5. Careful reading (While-reading) (3’) 1. Ask ss to read paragraph 1 and find out detailed information about the writer’s problem. 2. Ask ss to read paragraph 2 and find out detailed information about the writer’s solution. 3. Ask ss to read paragraph 3-5 and find out detailed information about the final result. 1. Read paragraph 1 and find out detailed information about the writer’s problem. 2. Read paragraph 2 and find out detailed information about the writer’s solution. 3. Read paragraph 3-5 and find out detailed information about the final result. 1. Let ss analyze the passage from aspects of problem, solution and result 2. Let ss improve their skill of finding detailed information.
6. Post-reading (3’) 1. Ask ss to choose the writer’s words on social media after the meal based on the key information in the passage. 2. Ask ss to finish the thinking map of the story and find out why it is an unusual Spring Festival for the writer. 3. Ask ss to compare their own Spring Festival experience and the writer’s Spring Festival in the UK so as to find out what is unusual about the writer’s Spring Festival. 1. Analyze the writer’s feeling from the beginning and ending of the passage and choose her words after the meal. 2. Finish the thinking map and analyze the “problem-solution-result” story line of the writer’s unusual Spring Festival. 3. Think about personal Spring Festival experience and compare it with the writer’s first Spring Festival in the UK. Find out the relationship between festivals and 1. Let ss find out the meaning of the writer’s special Spring Festival. 2. Let ss use simple present tense and frequency adverbs to describe special ways to celebrate festivals. 3. Let ss learn to respect different ways to celebrate festivals and appreciate different cultures.
4. Ask about ss ’ family traditional dish for the Spring Festival and give the T’s example. culture. 4. Think about family traditional dish for the Spring Festival and learn to cook it.
7. Summary and reflection (1’) T and ss summarize the key knowledge and review the learning objectives of this lesson together so as to check and assess their learning process.
8. Homework (1’) 1. A must: A: Choose one festival we have learnt today and write down at least three reasons why people want to celebrate it. B: Write a short paragraph about a foreign festival that you are familiar with. 2. An option: A: Search for more information online about the festivals we have learnt today and then share it with us in the next lesson. B: Make a poster about a foreign festival and then present it to us in the next lesson.
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