Unit 4 Time to celebrate Presenting ideas 教学设计 2025-2026学年外研版（2024）七年级英语上册

Unit 4 Time to celebrate-Presenting ideas This unit, “Time to celebrate,” belongs to the theme of festivals and celebrations in the English textbook for Grade 7 of the Foreign Language Teaching and Research Press (2024). The “Presenting ideas” section focuses on helping students understand different festivals around the world, their customs, and how to describe them in English. Through reading texts, listening materials, and various classroom activities, students will enrich their vocabulary related to festivals, master key sentence patterns, and enhance their language skills in speaking and writing about festivals. Moreover, this unit aims to cultivate students' cross - cultural awareness, enabling them to respect and appreciate diverse cultures. 教学目标 Students will be able to master key vocabulary related to festivals, such as “festival,” “holiday,” “celebrate,” “tradition,” “dragon boat races,” “family reunion,” etc. Students will understand and correctly use sentence patterns like “What do people do...?” and “People usually... to celebrate...” to describe festival celebrations. Students will grasp the usage of simple present tense when talking about festival - related habits and customs, and also learn how to use frequency adverbs (always, usually, often, sometimes, never) appropriately. 教学重难点 The acquisition and application of vocabulary and phrases related to festivals. The correct use of sentence patterns for describing festival celebrations and the simple present tense in this context. Helping students understand the cultural connotations and significance behind different festivals. 1. Key Vocabulary Festival - related nouns: festival (a special day or period of celebration), holiday (a day when people do not have to work or study), celebration (an act of celebrating), tradition (a long - established custom or belief passed down through generations), reunion (a gathering of family or friends after a period of separation), dragon boat (a long, narrow boat decorated like a dragon, used in dragon boat races), lantern (a portable light source, often decorated, used in festivals like the Lantern Festival), dumpling (a small, ball - shaped or crescent - shaped food made of dough and filled with meat, vegetables, etc., especially popular during the Spring Festival), turkey (a large bird, often eaten at Thanksgiving in the West), Christmas tree (a decorated evergreen tree used as a Christmas decoration), present (a gift given on special occasions). Verbs: celebrate (to do something special to show that a day or event is important), decorate (to make something look more attractive by adding things to it), eat (to take food into the mouth and swallow it), give (to transfer something to someone else), enjoy (to take pleasure in something). Adjectives: special (not ordinary or usual), traditional (following old and established customs), colorful (full of different colors, often used to describe festival decorations), exciting (causing great enthusiasm and eagerness). 2. Key Phrases family reunion (the coming together of family members), dragon boat races (competitions in which teams row dragon boats), Spring Festival (the most important traditional Chinese festival, also known as Chinese New Year), Mid - Autumn Festival (a Chinese festival celebrated on the 15th day of the 8th lunar month, when people enjoy the full moon and eat mooncakes), Christmas Day (the day when Christians celebrate the birth of Jesus Christ, on December 25th), Thanksgiving Day (a holiday in the United States and Canada, when people give thanks for the harvest and other blessings), play games (to engage in recreational activities), have a big meal (to eat a large and special meal), exchange presents (to give and receive gifts). 教学过程 1. Warming - up (5 minutes) Greet the students as usual and then show them some short video clips of different festivals around the world on the multimedia, such as the colorful parades during Carnival in Brazil, the dragon boat races during the Dragon Boat Festival in China, and the Christmas celebrations in Western countries. After watching the videos, ask the students some questions: “What festivals did you see in the videos?” “Which festival do you like best and why?” Encourage students to share their ideas briefly. This step aims to arouse students' interest in the topic of festivals and activate their prior knowledge. 2. Lead - in (3 minutes) Present some pictures of common festival elements on the blackboard or using a projector, such as a Christmas tree, a dragon boat, mooncakes, etc. Point to each picture and ask the students to say the name of the corresponding festival in English. Then, introduce the topic of this class: “Today, we are going to learn more about different festivals around the world and how people celebrate them in Unit 4 Time to celebrate - Presenting ideas.” This lead - in helps to smoothly transition to the main content of the class. 3. Vocabulary Teaching (8 minutes) Show the new words and phrases related to festivals on the PPT one by one. For each word or phrase, explain its meaning in simple English and show relevant pictures or short animations to help students understand. For example, when teaching “dragon boat races,” show a picture of a dragon boat race and explain, “Dragon boat races are exciting competitions. People row long boats that look like dragons. They race on rivers or lakes.” After presenting all the words and phrases, read them aloud with the students several times, paying attention to the pronunciation and intonation. Then, divide the class into pairs and ask students to practice reading the words and phrases to each other. Walk around the classroom to monitor and correct their pronunciation if necessary. Next, play a “vocabulary guessing game.” Describe a festival - related word or phrase in English without saying the word itself, and ask students to guess what it is. For example, “It is a special day in December. People usually put up a decorated tree at home and exchange gifts. What is it?” (Answer: Christmas). This game can help students better remember the new vocabulary. 4. Text Reading (12 minutes) Hand out the reading materials about festivals to the students. The reading text can be a passage introducing two or three different festivals, such as the Spring Festival, Christmas, and the Festival of Lights in India. First, ask the students to skim the text quickly to get a general idea of what festivals are mentioned and what the main idea of each paragraph is. Give them about 2 - 3 minutes for skimming. Then, ask the students to read the text carefully for the second time and answer some detailed questions on the PPT, such as “When is the Spring Festival celebrated?” “What do people do during Christmas?” “What is the special meaning of the Festival of Lights?” Walk around the classroom to help students who may have difficulties in understanding the text. After the students have finished answering the questions, check the answers together. Explain some difficult sentences in the text, especially those related to the key sentence patterns and grammar points we mentioned before. For example, “People in China usually clean their houses thoroughly before the Spring Festival to sweep away bad luck.” Analyze the usage of “usually” (a frequency adverb) and the simple present tense “clean” here. Finally, ask the students to read the text aloud in groups. Each group member takes turns to read one paragraph. This can help students improve their reading skills and pronunciation, as well as their understanding of the text. 5. Group Discussion (10 minutes) Divide the students into groups of 4 - 5. Assign each group a festival. The festivals can include some less - known ones in addition to the common ones, like Diwali (the Festival of Lights in India), Hanukkah (a Jewish festival), etc. Ask each group to discuss the following questions about their assigned festival: When is the festival celebrated? What are the main customs and activities during the festival? Why is this festival important to the people who celebrate it? Can you think of any new ways to celebrate this festival while still respecting its traditions? Encourage students to use the vocabulary, sentence patterns, and grammar they have learned in this class to express their ideas. Walk around the classroom, listen to the group discussions, and offer help and guidance when needed. For example, if a group has trouble finding words to describe a certain activity, remind them of the relevant vocabulary. After about 8 minutes of discussion, ask each group to choose a representative to report their discussion results to the whole class. The representative should speak clearly and use English as much as possible. Other groups can ask questions or make comments after the report. 6. Summary and Homework (7 minutes) Summarize the key points of this class with the students. Review the important vocabulary, sentence patterns, and grammar related to festival celebrations. Emphasize the importance of understanding different cultures through learning about festivals. For homework, ask the students to choose a festival they are interested in and write a short passage about it. The passage should include information about when the festival is celebrated, what people do during the festival, and why they like this festival. They should also try to use at least 5 new words and phrases and 3 key sentence patterns learned in this class. Encourage students to draw some pictures related to the festival next to their writing to make it more vivid. 教学反思 After teaching this class, I have the following reflections: Positive Aspects: The use of multimedia resources, such as videos and pictures, at the beginning of the class effectively attracted students' attention and aroused their interest in the topic. It made the class more vivid and engaging, and students were actively involved in the warm - up and lead - in activities. The vocabulary teaching method, including using pictures, animations, and games, helped students better understand and remember the new words and phrases. The group discussion activity provided students with a good opportunity to practice using English in a real - life - like context. Most students were able to express their ideas about festivals with the language they had learned, and their communication and cooperation skills were improved. Areas for Improvement: During the reading activity, some students still had difficulty understanding long and complex sentences, even after detailed explanations. In the future, I need to strengthen the training of reading skills, such as teaching students how to analyze sentence structures and find key information more efficiently. In the group discussion, although most students participated actively, there were still a few students who were relatively quiet and did not contribute much to the discussion. I should pay more attention to these students in the future, encourage them to participate, and provide more individual guidance if necessary. When it came to the part of asking students to come up with new ways to celebrate festivals, some students' ideas were a bit limited. I could have provided more examples or inspiration in advance to stimulate their creativity. In conclusion, based on these reflections, I will adjust my teaching methods and strategies in future classes to better meet the needs of students and improve the teaching effectiveness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$