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课题 译林版 Unit 8 Let's celebrate Period 5 Integration 教学设计 班级 备课教师
课型 第5课时 课时 1
一、核心素养目标 1. 语言能力 学生能够熟练运用本单元的重点词汇和句型，如“celebrate, festival, present, dress up”等，描述各种节日和庆祝活动。 学生能够听懂、读懂与节日相关的英语材料，并能够进行简单的口头和书面表达。 2. 文化意识 学生能够了解中西方不同节日的文化内涵和庆祝方式，增强跨文化交际意识。 学生能够尊重和欣赏不同文化的差异，培养多元文化价值观。 3. 思维品质 通过对节日的比较和分析，培养学生的逻辑思维和批判性思维能力。 鼓励学生创造性地思考如何庆祝节日，培养创新思维能力。 4. 学习能力 学生能够运用多种学习策略，如归纳总结、联想记忆等，掌握本单元的语言知识。 培养学生自主学习和合作学习的能力，提高学习效率。 教学重难点 key teaching points Review and consolidate the key vocabulary, sentence patterns and grammar of this unit. Be able to use the knowledge learned to describe and compare different festivals. Cultivate students' cross-cultural communication consciousness and ability. difficult point in teaching How to guide students to think deeply about the cultural connotation and significance of the festival. How to help students to express their views and ideas accurately and fluently in the language output. 三、学情分析 学生对节日话题比较感兴趣，但对于中西方节日文化的差异可能了解不够深入，需要通过课堂教学加以引导和拓展。学生在英语表达方面存在一定的困难，可能会出现语法错误、词汇运用不当等问题，教师需要在教学过程中及时给予纠正和指导。 四、教学方法 任务型教学法、 情景教学法、 多媒体教学法 五、教学过程 (1)Leading in 1. Play a video about festival celebrations around the world, such as Christmas, Thanksgiving, Lantern Festival, etc., so that students can watch and feel the happy atmosphere of different festivals. 2. Ask the students: " What festivals can you see in the video ” “Which festival do you like best and why "Guide students to recall the festivals learned, and share their favorite festivals and reasons. (2) Knowledge review 1. Show some pictures related to the festival, such as Halloween jack-o-lanterns, red envelopes for Spring Festival, moon cakes for Mid-Autumn Festival, etc., and let the students say the corresponding name of the festival and related English words. 2. Review the key sentence patterns of this unit, such as "We celebrate... by...", "People... at...", etc. Let the students make sentences with these sentence patterns to describe the ways of celebrating different festivals. (3) Group discussion 1. Divide students into groups of 4-6 students. 2. Give each group a form about the comparison of Chinese and Western festivals, asking students to discuss and fill in the contents of the form, including the festival name, time, celebration method, cultural significance and other aspects. 3. After the group discussion, one representative of each group will send to report, and the other groups can supplement and ask questions. (4) Reading 1. Give an English essay about festival culture to students to read and answer questions. 2. The content of the short passage can involve the origin, development and evolution of the festival, and the problems can include the idea, detailed understanding, reasoning and judgment, etc. 3. After reading, let the students first communicate the answers in the group first, and then the teacher will make comments and explain. (5) Writing training 1. Arrange writing tasks: "Write a passage about your favorite festival. You should introduce the festival, including its name, time, celebration activities and your feelings." 2. Provide students with some writing templates and reference vocabulary, such as "firstly, secondly, besides, moreover", etc., to help students to organize the article structure and enrich the language expression. 3. During the process of writing, teachers patrol and give guidance to remind students of grammatical errors and vocabulary spelling. (Vi) Display and evaluation 1. Invite some students to show their writing achievements on stage, and other students listened carefully. 2. After the exhibition, let the students make self-evaluation, and then other students will make each other evaluation. Finally, the teacher will make a general evaluation, point out the advantages and disadvantages, and give suggestions for improvement. (7) Summary and homework assignment 1. The teacher summarizes the content of this lesson and emphasizes the importance of festival culture and the significance of cross-cultural communication. 2. Assignment assignment: Let the students introduce their favorite festivals to their families at home, and record videos to share them in the class group. Let the students collect more information about the festival and make a hand-copied newspaper.

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