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外研版英语七年级Unit 4 Time to celebrate单元教学设计
Starting out & Understanding ideas
一、Teaching Objectives
1. Language ability:
Use key words and expressions to retell the story.
2. Cultural awareness:
Understand how traditional festivals can be celebrated and shared across cultures.
3. Thinking capacity:
Analyze the writer's feelings and compare different ways of celebrating festivals.
4. Learning ability:
Use prediction, scanning and retelling strategies to comprehend the text.
二、Key and difficult points:
1. Retell the story.
2. Understand how traditional festivals can be celebrated and shared across cultures.
三、Teaching aids:
Multimedia PPT, textbook, audio recording
四、Teaching procedures
Step 1 Lead in
1. Show a picture of a family having Spring Festival dinner and ask:
① What are they doing
② How do you usually celebrate Spring Festival
Step 2 Pre-reading
1. Show the title: An Unusual Spring Festival and ask:
① What does “unusual” mean
② What might Spring Festival be “unusual” for her
Step 3 While-reading
1. Fast-reading
Read the passage quickly and match the paragraphs with the main ideas.
2. Detailed reading
① Read Para.1 and answer:
Where was the writer
How did she want to celebrate
② Para.2-3:
What was her problem
How did she solve it
③ Para.4-8:
What was the last dish
Why did Emilia feel shocked
How did the writer feel at the end
Step 4 Post-reading
1. Retell the story. (use the mind map)
2. Think and share. ( What is unusual about the writer's Spring Festival )
What's your family's traditional dish Can you cook it
Step 5 Summary and Homework
1. Guide students to summarize what they have learnt.
2. Retell the story.
3. Finish the exercise book.
Step 6 Blackboard design
An Unusual Spring Festival
Problem
para.1 in the UK Solution
para.2 help on the phone Result
para.3-8 dumplings, cucumber flowers, iron’s head
Teaching reflection:
1. Students were engaged in the cultural topic and relate to the writer’s experience.
2. Some students need more support in using rhetorical questions in context.
Unit 4 Time to celebrate
Understanding ideas (Grammar)
一、Teaching objectives
1. Language competence:
To understand the meaning and function of adverbs of frequency: always, usually, often, sometimes, seldom, never.
2. Cultural awareness:
To recognize and discuss how frequency adverbs can describe cultural rituals during different festivals.
3. Thinking Quality:
To develop logical thinking by sequencing adverbs on a continuum from 100% to 0%.
4. Learning capacity:
To develop collaborative learning skills through conducting a class survey and interviewing peers.
二、Key and difficult points
1. The accurate placement of adverbs in various sentences.
2. Correctly forming and answering questions with “How often ”
三、Teaching method
Inductive Approach、Communicative Language Teaching、
Task-based Language Teaching
四、Teaching procedures
Step 1 Lead in
T makes true/ false statement about his/her own life using the target adverbs.
Ss listen and shout “True” or “False”.
Step 2 Presentation
1. T draws a long horizontal line on the board, marking 0% on one end and 100% on the other.
2. T writes two key example sentences on the board:
a) I am usually happy at parties.
b) I often help do housework.
3. Ss discuss in pairs for 2 minutes before T confirms the rule: After the verb “be”, but before other main verbs.
Step 3 Practice
1. Sentence scramble: In teams, Ss have to unscramble words to form correct sentences. (e.g. never-I-WeI fireworks! set off ) → We never set off fireworks.
2. Spot the error: T shows sentences with deliberate mistakes. Ss correct them on mini-whiteboards.
Step 4 Production
1. My Festival Fact-report Card.
Ss write 5 sentences about their habits during their favorite festival (e.g. Spring Festival, Christmas.)
They must use at least 4 different frequency adverbs.
2. Language scaffold:
T provides a model on the board: During the Spring Festival, I always visit my grandparents. I usually get lucky money. I often eat jiaozi. I sometimes stay up late.
Ss then share their report card with a partner and find one similarity and one difference.
Step 5 Summary and homework
1. Invite Ss to make a summary.
2. Must do: Finish exercise book.
Optional: Make a poster about festival using frequency adverbs.
Step 6 Blackboard design
Frequency Adverbs:
0% 10-25% 20%-40% 40%-60% 60-80% 100%
never seldom sometimes often usually always
How often do you usually play sports
Once / Twice a week, / Three times.
Teaching Reflection:
For the next lesson, a quick warm-up game like “Frequency Adverb Charades” (acting out a habit with an adverb) would be a fun and effective review.
Unit 4 Time to celebrate
Developing ideas (Listening and Speaking)
一、Teaching objectives
1. Language competence:
Grasp functional expressions for agreeing and disagreeing and use them flexibly in daily conversations.
2. Cultural awareness:
Cultivate critical thinking and problem-solving abilities by traditional Christmas celebrations and exploring new methods.
3. Thinking Capacity:
Develop awareness of environmental protection and establish the concept of “green festivals” to reduce environmental impact during festivals.
4. Learning ability
Improve students’ listening and speaking skills.
二、Teaching key and difficult points
1. Understand the environmental problems caused by Christmas and solutions proposed in the materials.
2. Use the expressions of agreeing and disagreeing appropriately.
三、Teaching methods:
Task-based language teaching method、Role-play
四、Teaching procedures
Step 1 Lead in
1. Show pictures of Christmas customs and ask: What festival is it How do people usually celebrate it
Step 2 Pre-listening
1. Play a short video about Christmas and then raise questions: “Christmas is a wonderful festival, but do you know it may bring some problems ”
Step 3 While-listening
1. Listen to the audio and get the main idea:
What main problems does Christmas bring
— waste paper, food, wood
2. Listen for details:
1) Listen again and complete the poster on Page 69.
2) Distinguish facts and opinions.
3) Listen and fill in the chart and match.
Step 4 Post-listening
1. Learn expressions of agreeing and disagreeing.
2. Role-play the dialogue.
2. Phonetic practice. Introduce the vowel sounds / :/ and / /.
3. Read the example words together. / :/ fork, pork
/ / on, hop, box
4. Pair discussion.
Students work in pairs to discuss above questions.
Each pair chooses one festival to share their usual celebration methods.
Step 5 Summary and homework
1. Review the key points of the class.
2. Emphasize: We should respect traditional festivals while advocating environmentally friendly celebration methods to protect our planet.
3. Talk with friends about festivals.
4. Write a passage about “My Green Festival Plan”.
Blackboard design
Problem
Advice
New words
Agree
Disagree
Food: throw away, turkeys
Decoration: plastic trees
Gifts: wrap it in old newspapers.
Teaching reflection:
1. The teaching process is closely linked to the textbook.
2. The combination of Western culture (Christmas) and environmental protection themes not only enriches Ss’ cultural knowledge but also cultivates their environmental awareness, achieving the integration of knowledge and value.
Unit 4 Time to celebrate
Reading for writing - When duty shines
一、Teaching objectives
1. Language competence:
Master key vocabulary and phrases related to duty and festival work, such as “duty, stand by, give up”… etc.
2. Cultural awareness:
Understand the cultural connotation of “family reunions” during festivals in Chinese culture and the special contributions of professions who give up family time to work.
3. Thinking capability:
Establish a sense of responsibility and understand the significance of fulfilling one’s duties to society.
4. Learning ability:
Cultivate critical thinking and expressive ability through group discussions about jobs requiring festival work and sharing personal insights.
二、Teaching key and difficult points
1. Comprehend the main idea of the passage.
2. Write a coherent and meaningful short paragraph that highlights the person’s dedication to society.
三、Teaching methods
Task-based Language Teaching (TBLT)
Cooperative Learning Method (CLM)
四、Teaching procedures
Step 1 Lead in
1. Ask students two questions:
a) What do festivals usually mean to you and your family
b) Do you know anyone who has to work during festivals
Step 2 Pre-reading
1. Vocabulary activation. (Show pictures of ceuypations).
Guide students to use words like “work, duty, give up help others” to answer.
Step 3 While-reading
1. Skimming. ( Read the passage quickly and get the main idea of each part.)
2. Scanning. a) Read the passage again and finish Task 1 and Task 2.
b) Read Para.2-4 carefully and fill in the blanks.
about Leng’s work.
c) Answer questions about Leng’s feeling.
① Does she regret her job
② What does she do with her family time
d) Discuss the meaning of the sentence “Their hard work shines brighter than fireworks.” Then invite students to share their ideas, and teacher make a summary.
Step 4 Post-reading
1. Pair work. Finish Think and Share Task.
2. Point out some language points.
Step 5 Summary and Homework
1. Invite students to summarize what they have learnt this class.
2. Must do: Write a short paragraph about duty.
Choose to do: Talk with parents about a person who works during festivals and share the person’s story with the class next time.
Blackboard design:
When duty shines
shines Brighter
Family Duty
Festival for most people:
√ a break from work
√ happy family reunion
Festival for Leng:
√ More work
√ Never regret
Festival
Teaching reflection:
1. The use of reading tasks, group discussions increases students’ participation and improves the interactivity and effectiveness of the class.
2. Some students may have difficulty understanding long sentences while reading, so more time should be spent on analyzing sentence structures for students with weak foundations.

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