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Unit 2 Festivals and holidays
Lesson 1: Chinese Festivals and Holidays
主备教师 参与教师 八年级全体英语教师 缺课学生
审核人 课 时 授课时间
核心 素养目标 Key Competencies Objectives Language Competence：Master key vocabulary (e.g., quite, lantern, labour, national, ceremony) and phrases. Cultural Awareness：Learn about traditional Chinese festivals (e.g., Spring Festival, Mid-Autumn Festival) and public holidays (e.g., Labour Day, National pare Chinese and foreign festivals to understand cultural diversity. Thinking Quality：Develop logical thinking by organizing information about festivals (e.g., customs, food, activities). Learning Ability：Improve listening and speaking skills through interactive activities. Cultivate teamwork by participating in group discussions and interviews.
教学重难点 Key and Difficult Points Key Points:Names and customs of major Chinese festivals and holidays. Difficult Points:Correct use of quantifiers: quite a few, a few, few, a little, little. Fluently introducing festival customs in English.
教学准备Preparation textbook, exercise book, notebook, recorder, ppt
教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式
教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design
情景导入 Situational Lead-in Show pictures of festival symbols (e.g., dumplings for Spring Festival, lanterns for Lantern Festival, zongzi for Dragon Boat Festival, mooncakes for Mid-Autumn Festival).Ask students to guess the corresponding festivals and share what they know about them.
活动设计 Activity Design Listening Comprehension Play the conversation between Danny and Li Ming. Task 1: Students tick the festivals/holidays mentioned (e.g., Spring Festival, Labour Day). Task 2: Answer questions based on the conversation (e.g., "What project is Danny working on ", "What is Li Ming’s plan for National Day "). Aim: Improve listening skills and extract key information. Role-play Students work in pairs to act out the dialogue between Danny and Li Ming. Encourage them to use expressions like "I like... best because...", "I plan to...". Aim: Practice speaking and master target sentence patterns. Group Interview Students form groups of 3-4. Each student interviews others about their favorite festivals and reasons. Grammar Practice Focus on quantifiers: quite a few, a few, few, a little, plete fill-in-the-blank exercises (e.g., "There are ____ eggs in the fridge."). Aim: Clarify usage differences and consolidate grammar. Homework Design Basic Homework:Complete the exercise book for Lesson 1 to reinforce vocabulary and grammar. Expansive Homework:Write a short passage titled "My Favorite Festival" (80-100 words), including reasons and customs. Practical Homework:Research online and create a mind map comparing Chinese and foreign festivals (e.g., Spring Festival vs. Christmas) in terms of time, customs, and meanings.
思政渗透与学科育人有机融合点Subject-based Character Education Cultural Confidence: By learning about traditional Chinese festivals, students understand the rich cultural heritage of China and develop a sense of national pride.Cultural Respect: Encourage students to recognize differences between Chinese and foreign festivals.
板书设计 Blackboard Design 教学反思Teaching Reflection
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