Unit 6 Seasons Further study 教学设计- 2025-2026学年译林版英语八年级上册

Unit 6 Seasons-Further study In this unit, students have already learned about different seasons and their characteristics, weather conditions, as well as related activities. The "Further study" part focuses on the traditional Chinese calendar and the 24 Solar Terms. It provides students with an opportunity to explore the unique wisdom of the Chinese traditional culture in relation to seasons and nature. By researching one of the 24 Solar Terms, students can not only deepen their understanding of seasons but also enhance their language skills through sharing their findings. 教学目标 Students can understand the concept of the 24 Solar Terms in the traditional Chinese calendar and master the relevant English expressions. Students are able to describe the features and significance of a chosen Solar Term with accurate grammar and rich vocabulary. 教学重难点 1 Key Points The introduction and understanding of the 24 Solar Terms, including their names, time division, and cultural connotations. Helping students to organize their research findings and present them clearly in English. 2 Difficult Points How to guide students to deeply explore the cultural significance behind the Solar Terms and express it accurately in English. Encouraging students to actively participate in group discussions and sharing, and improving their critical thinking ability in the process of discussing the relationship between Solar Terms and modern life. 1 Vocabulary related to the 24 Solar Terms Start of Spring (立春 lì chūn) Rain Water (雨水 yǔ shuǐ) Awakening of Insects (惊蛰 jīng zhé) Vernal Equinox (春分 chūn fēn) Clear and Bright (清明 qīng míng) Grain Rain (谷雨 gǔ yǔ) Start of Summer (立夏 lì xià) Grain Buds (小满 xiǎo mǎn) Grain in Ear (芒种 máng zhòng) Summer Solstice (夏至 xià zhì) Minor Heat (小暑 xiǎo shǔ) Major Heat (大暑 dà shǔ) Start of Autumn (立秋 lì qiū) End of Heat (处暑 chǔ shǔ) White Dew (白露 bái lù) Autumnal Equinox (秋分 qiū fēn) Cold Dew (寒露 hán lù) Frost's Descent (霜降 shuāng jiàng) Start of Winter (立冬 lì dōng) Minor Snow (小雪 xiǎo xuě) Major Snow (大雪 dà xuě) Winter Solstice (冬至 dōng zhì) Minor Cold (小寒 xiǎo hán) Major Cold (大寒 dà hán) 2 Useful Expressions In the traditional Chinese calendar, one year is split into the 24 Solar Terms. It indicates the change of seasons and guides people's agricultural activities. [Solar Term name] usually falls on [specific date]. During [Solar Term], the weather is [description of weather]. It is a time for people to [traditional activities]. 教学过程 1 Lead - in (5 minutes) Show students some pictures of traditional Chinese farming scenes and ask them: "Do you know how ancient Chinese farmers decided when to plant crops or harvest?" Then introduce the concept of the 24 Solar Terms briefly: "In the long history of China, people divided one year into 24 parts according to the changes of nature. These are the 24 Solar Terms, which play an important role in guiding agricultural production and people's daily life." 2 Knowledge Presentation (10 minutes) Use a PPT to show the 24 Solar Terms in order. Explain the general meaning and the time range of each term simply. For example: "Start of Spring is the first solar term, which usually falls around February 3 - It indicates the beginning of spring, when everything comes back to life." Teach students the English names of these solar terms one by one, and let them read after the teacher several times to ensure correct pronunciation. Select some key solar terms related to seasons they have learned before, such as Start of Spring, Start of Summer, Start of Autumn, and Start of Winter, and compare the characteristics of these seasons described by solar terms with what they have learned in previous lessons. 3 Group Research and Discussion (15 minutes) Divide students into groups of 4 - Assign each group one solar term to research. Provide them with some resources, such as relevant websites, books in the library, or simple handouts about the 24 Solar Terms. Ask students to find the following information in their research: The time when the assigned Solar Term usually occurs. The weather and natural phenomena during this term. Traditional activities and customs related to it. Its significance in agricultural production or people's daily life. While students are doing the research, walk around the classroom to offer necessary guidance and answer their questions. Encourage them to take notes in English. After the research, give students 3 - 5 minutes to discuss within the group, organize their findings, and decide how to present them. 4 Group Presentation and Class Discussion (10 minutes) Invite each group to present their research results to the class. Each group has about 2 - 3 minutes to present. During the presentation, other students are required to listen carefully and take notes. After each presentation, open the floor for class discussion. Ask questions like: "Do you think these traditional activities are still meaningful today?" "How does this Solar Term affect our life nowadays?" Encourage students to express their opinions freely and have a lively discussion. As a teacher, guide the discussion, summarize students' opinions, and add some professional knowledge or cultural background information when necessary. 5 Summary and Homework (5 minutes) Summarize the key points of this lesson: "Today we learned about the 24 Solar Terms in the traditional Chinese calendar. We know that they are not only important for farming but also carry rich cultural connotations. Each of you did a great job in researching and presenting. Through this, you have improved your English skills and deepened your understanding of traditional culture." Assign homework: Ask students to write a short passage about the Solar Term their group researched. The passage should include all the key information they found in class and their own understanding of its significance. Encourage students to share what they learned in this class with their family members in English. 教学反思 Positive Aspects: The topic of the 24 Solar Terms aroused students' strong interest. Most students were actively involved in the research and discussion, which effectively improved their learning enthusiasm. Through group work, students' cooperation ability and communication skills were well - trained. They learned to divide tasks, share ideas, and support each other in the group. The combination of language learning and cultural exploration broadened students' knowledge scope and deepened their understanding of English as a tool to convey different cultures. Areas for Improvement: Some students had difficulties in finding accurate English words to describe the complex cultural content of the Solar Terms. In the future, more vocabulary teaching related to traditional culture should be added in advance. During the group discussion, a few students dominated the conversation, while some were relatively passive. In the next class, more specific group - participation guidelines need to be set to ensure every student can contribute and get improved. The time for each group's presentation was a bit tight, which led to some groups not being able to fully show their research results. Next time, better time management should be made to ensure a more comprehensive presentation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$