Unit 1 Spring Is Coming! Lesson 6教学设计-2024-2025学年冀教版英语八年级下册

Unit 1 Spring Is Coming! Lesson 6: Stories about Spring I. Teaching Objectives By the end of the lesson, students will be able to: Extract cultural and climatic details from Jenny’s letter (Edmonton’s spring weather, activities, Groundhog Day) to answer questions, aligning with High school entrance examination reading comprehension skills. Master target vocabulary (low, until, zero, drop) and use them accurately in context (e.g., time/climate descriptions), preparing for High school entrance examination vocabulary tasks. Understand cross - cultural spring traditions (Groundhog Day) and compare them with local customs, supporting High school entrance examination - style cultural analysis. Collaborate in groups to write about spring activities and their reasons, enhancing High school entrance examination writing and oral communication skills. II. Key Points & Difficulties Key Points Edmonton’s Spring: Weather: Cold/snowy (Mar.) → Warm/sunny; Temp. ranges: -15°C → 15°C; Snow in Apr./May. Activities: “Snow” soccer, family drives, sugar bush visits. Culture: Groundhog Day (Feb. 2) as a spring - prediction tradition. Vocabulary & Phrases: Until (time clause), zero (temperature), low (adj.), drop (verb, temp. fall). Difficulties Using until to express time relationships (e.g., We won’t see flowers until May). Describing variable spring weather (cold → warm) with target vocabulary. Connecting cultural traditions to spring’s significance (e.g., Groundhog Day symbolizing hope). III. Teaching Methods Task - Based Learning (TBL): Through letter analysis (Q&A, fill - in), vocabulary practice, and spring - activity writing. Cultural Comparison: Unpacking Groundhog Day vs. local spring customs to highlight cultural diversity. Collaborative Learning: Group work for writing and sharing spring - activity essays, emphasizing peer feedback. IV. Teaching Aids CAI (Edmonton spring scenic slides, Groundhog Day video clips, vocabulary - usage animations). Textbook, worksheets, and “Spring Culture Cards” (with Groundhog Day facts for comparison). V. Teaching Procedures Step 1: Warm - up – Spring Clothes & Sights (5 mins) Discuss the THINK ABOUT IT questions: （1）What clothes do you wear in spring? (E.g., Light jackets, shirts, no heavy coats.) （2）What interesting things do you see in spring? (E.g., Blooming flowers, flying kites, people outdoors.) Share: Invite 3–4 students to share. Write down keywords: spring clothes, sights, Edmonton, Jenny. Step 2: Pre - reading – Vocabulary & Prediction (8 mins) Vocabulary Introduction: Teach words with climate/time examples: Until: “We wait until spring comes.” (time clause) Zero: “Water freezes at zero degrees Celsius.” (temperature) Low: “The temp. is low in March.” (adj.) Drop: “The temperature drops at night.” (verb) Grammar Note: Until + time point (e.g., until May); Drop = fall (temp.). Prediction: Ask: What will Jenny write about Edmonton’s spring? Weather? Activities? Special traditions? Step 3: Reading – Cultural & Climatic Details (12 mins) Answer Let’s Do It! 1: Answers: Because in March, it can be cold/snowy or warm/sunny; temp. drops below zero on snowy days. They play “snow” soccer, drive to sugar bush, go cycling, in - line skating, picnicking. Because of fun activities and summer follows it. Cultural Analysis (Groundhog Day): Explain: Feb. 2 tradition—groundhog predicts spring; connects to “hope for warmer days.” Compare: Local spring customs (e.g., flying kites, flower - viewing) vs. Groundhog Day. Step 4: Vocabulary & Coherence Practice (10 mins) Complete Let’s Do It! 2: Answers: until (reached finish line) zero (freezing point) low (as low as -3°C) drop (below zero at night) Fill - in Let’s Do It! 3 (Sentence Coherence): Answers: First blank: B (Spring is a season of hope → connects “thoughts to outdoors”). Second blank: C (Light shirts/blouses → no heavy clothes). Third blank: A (Outdoor activities: cycling, skating...). Guide: Use logical flow (seasonal hope → clothing → activities). Step 5: Writing – Spring Activities & Reasons (15 mins) Task Introduction: Template for Spring Activities: In spring, I love to ______ (cycle/picnic) because ______. The weather is ______ (warm/low - temp.), so ______. We don’t need ______ (heavy clothes/boots) until ______. Spring is special because ______ (fun activities/cultural traditions). Example: “In spring, I love to cycle because the air is fresh. The weather is warm, so we wear light shirts. We don’t need heavy coats until winter. Spring is special because of blooming flowers.” Group Work: Students discuss and draft essays, using “Spring Culture Cards” for inspiration. The teacher corrects vocabulary and coherence. Class Sharing: Groups present essays. Feedback focuses on: Accurate vocabulary use (e.g., until, low). Clear connection between activities and reasons. Step 6: Summary & Homework (5 mins) Summary: Recap Edmonton’s spring (weather, activities, Groundhog Day), target vocabulary, and cultural comparisons. Homework: （1）Write a 8 - sentence essay: “Spring in My City vs. Edmonton” (use 3 target words, compare 2 features: weather/activities). （2）Research a local spring tradition (e.g., Qingming Festival) and write 3 sentences about its connection to spring. VI. Blackboard Design Edmonton’s Spring Overview: Aspect Detail Vocabulary Weather Mar.: Cold/snowy → Warm/sunny; Temp. -15–15°C low, zero, drop Activities “Snow” soccer, sugar bush, cycling until (May for flowers) Culture Groundhog Day (Feb. 2) Spring = hope Core Message: “Spring connects cultures—explore its beauty everywhere!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$