Unit 4 Time to celebrate-Starting out 教学设计 2025-2026学年外研版英语七年级上册

Unit 4 Time to celebrate-Starting out The unit "Time to celebrate" focuses on festivals and holidays around the world. In the "Starting out" part, students are introduced to this theme through a series of pictures and simple texts. The content mainly includes different festivals' names, celebration times, ways of celebration, and their cultural meanings. By observing the pictures and reading the relevant texts, students can get a preliminary understanding of various festivals, such as the Spring Festival in China, Christmas in Western countries, and some special festivals in different regions. This part aims to arouse students' interest in the topic of festivals and lay a foundation for further learning in this unit. 教学目标 Students can master the key words and phrases related to festivals, such as "festival", "holiday", "celebrate", "tradition", "dragon boat race", "fireworks", etc. Students are able to understand and use the sentence patterns for talking about festivals, like "When is...?", "How do people celebrate...?", "What do people do on...?" Students can understand the general idea of texts about festivals and extract key information. 教学重难点 1. Teaching Key Points Key vocabulary and sentence patterns related to festivals. Understanding the main idea and key information of texts about festivals. Describing festivals' celebration times, ways and cultural meanings. 2. Teaching Difficult Points Using the correct tense (simple present tense) to describe festival celebrations regularly. Helping students understand the cultural connotations behind different festivals, especially those from foreign cultures. Vocabulary Festival names: Spring Festival, Dragon Boat Festival, Mid - Autumn Festival, Christmas, Thanksgiving Day, etc. Related words: celebrate, celebration, traditional, tradition, decorate, firework, dragon boat race, family reunion, gift, present, etc. Sentence Patterns Asking about festival time: When is the... Festival? It is in/on... Asking about celebration ways: How do people celebrate...? People usually... Describing activities: On... Day, people go back home and have a big dinner with their families. 教学过程 1. Lead - in (5 minutes) Greet the students as usual. Then show some pictures of different celebration scenes on the PPT, such as people setting off fireworks, having a big meal together, and participating in parades. Ask students in Chinese: "同学们，看看这些图片，你们知道这些都是在庆祝什么吗？" Let students freely express their ideas. Then say in English: "Now, let's think about these celebrations in English. What festivals or holidays might they be?" Guide students to recall some festival names they know in English and write them on the blackboard. 2. New Knowledge Presentation (15 minutes) Vocabulary Teaching Show the new words related to festivals on the PPT one by one, along with pictures. For example, when showing the word "firework", display a picture of colorful fireworks in the sky. Read the word aloud, let students repeat after the teacher several times, and explain the meaning in simple English or with body language. Divide students into pairs. Let them take turns to point at the pictures and say the corresponding words. The teacher walks around the classroom to monitor and offer help. Text Reading Present a short text about a festival (for example, an introduction to the Spring Festival) on the PPT. Let students read it silently for the first time and try to find out the main idea of the text. Read the text aloud sentence by sentence, and explain some difficult words and sentence patterns. For example, for the sentence "People clean their houses and decorate them with red lanterns and couplets.", explain the meaning of "decorate... with...". Ask students some questions about the text, such as "When is the Spring Festival?", "What do people do to celebrate it?", and let students answer in English. 3. Practice (15 minutes) Listening Practice Play a short audio about a festival. Before playing, show some questions on the PPT, like "What festival is it about?", "How many ways of celebration are mentioned?". Let students listen carefully and answer the questions. Play the audio again. This time, ask students to take notes about the key information of the festival, such as celebration time, main activities. Then check the answers together. Speaking Practice Divide students into groups of four. Each group gets a card with the name of a festival written on it. Students in each group need to discuss and describe the festival using the sentence patterns and vocabulary they have learned. For example, if the festival is Christmas, they can say "Christmas is on December 25th. People usually decorate Christmas trees, exchange gifts and have a big dinner with their families." Each group selects a representative to come to the front of the class and introduce their festival to the whole class. The other students listen and can ask questions if they have any. 4. Summary (5 minutes) Review the key vocabulary and sentence patterns about festivals with the students. Write the important words and sentences on the blackboard again and ask students to read them together. Summarize the main points of different festivals that have been learned in this class, including celebration times, ways and cultural meanings. Emphasize the importance of understanding different cultures through festivals. 5. Homework Assignment (5 minutes) Ask students to choose one of their favorite festivals and write a short passage about it. The passage should include the name of the festival, when it is, how people celebrate it and why they like this festival. They need to use at least five new words and three sentence patterns learned in this class. Let students search for more information about an international festival they are interested in and share it with the class in the next class. 教学反思 After this class, I think the overall teaching effect is acceptable. The lead - in part successfully aroused students' interest, and they actively participated in the discussion. In the vocabulary and text teaching, most students could understand the new knowledge. However, there are still some problems. In the speaking practice, some students were a bit shy and not very confident to speak in front of the class. In the future, I should create more relaxed and encouraging speaking environments, such as using more group competitions to make students more active. When explaining the cultural connotations of festivals, some students seemed a little confused, especially for foreign festivals. I need to find more vivid and easy - to - understand ways to help them understand, like showing more short videos or real - life examples. In terms of time management, the listening practice part took a little longer than expected, which made the summary part a bit hasty. I will better arrange the time in the next class to ensure each part can be carried out more smoothly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$