Unit 6 Celebrating the Big Days-Exploring the Topic-Theme Reading教学设计 2025-2026学年仁爱科普版英语七年级上册

本文围绕仁爱版七年级下册Unit 6节日主题阅读展开，核心知识点为中国传统节日的活动与意义。承接学生对节日的已有认知，为后续深入学习文化知识奠基，呼应文化多样性主题。通过词汇教学、阅读训练等环节，渗透语言能力、文化意识、思维品质和学习能力等核心素养。 该设计亮点在于采用多种阅读策略与小组合作学习法。从学生层面看，提升语言运用与文化理解能力；从教师层面看，提供清晰授课流程；从课堂效果看，增强互动，突破理解与表达文化意义的难点。

Unit 6 Celebrating the Big Days-Exploring the Topic-Theme Reading The Theme Reading in Unit 6 of Ren'ai Science Edition for Grade 7 focuses on the celebration of festivals. It mainly describes the activities and significance of Chinese traditional festivals, especially the Spring Festival. The text may include details such as family reunions, traditional food preparation, and various celebration customs like putting up couplets and receiving lucky money. Through vivid descriptions, students can deeply understand the cultural connotations and festive atmospheres of these important days. It also helps students build connections between the knowledge they read and what they already know about festivals, enhancing their understanding of cultural diversity. 教学目标 1. Knowledge Objectives Students will be able to master key vocabulary related to festivals, such as "Spring Festival", "couplets", "lucky money", "mooncake", "dragon boat race", etc. They can understand and use important sentence patterns for discussing festivals, like "When is...?", "People... on...", "What do people do on...?". 2. Ability Objectives Develop students' reading skills, including skimming for the main idea, scanning for specific information, and inferring the meaning of new words from context. Enable students to use reading strategies to connect what they read with their prior knowledge and talk about festivals. Improve students' writing ability by guiding them to describe festival activities based on the reading content. 3. Emotional Objectives Cultivate students' interest in learning English and their love for traditional Chinese culture. Enhance students' awareness of cultural diversity and cross - cultural communication. 教学重难点 1. Key Points Comprehend the main idea and details of the reading text about festivals. Master festival - related vocabulary and sentence patterns and be able to use them in daily communication. Guide students to understand the cultural connotations of festivals. 2. Difficult Points Help students use reading strategies effectively, such as connecting new knowledge with prior knowledge and summarizing the text. Enable students to deeply understand and express the cultural significance of festivals in English. 1. Vocabulary Festival names: Spring Festival, Mid - Autumn Festival, Tomb - Sweeping Day, Dragon Boat Festival, Lantern Festival, Christmas, Easter. Related activities: have a big dinner, give presents to each other, clean the rooms, put up the couplets, get lucky money, watch the Spring Festival Show, eat mooncakes, enjoy the moon, sweep the tombs, dragon boat races, make and eat zongzi, go to see lanterns, decorate Christmas trees. 2. Sentence Patterns Asking about the time of festivals: When is...? Answering the time of festivals: It’s on + specific date. Describing activities during festivals: People... on... Asking about activities during festivals: What do people do on...? 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then show some pictures of different festivals on the PPT, such as children wearing new clothes during the Spring Festival, people eating mooncakes under the full moon during the Mid - Autumn Festival, and dragon boat races during the Dragon Boat Festival. Ask students to identify the festivals in the pictures and briefly describe what they know about these festivals. For example: "Look at this picture. What festival is it? Yes, it's the Spring Festival. What do you usually do during the Spring Festival?" Encourage students to share their experiences and knowledge, which can activate their prior knowledge and arouse their interest in the topic. 2. Pre - reading (10 minutes) Present some new words and phrases related to the reading text on the blackboard or PPT, such as "couplets", "lucky money", "family reunion", etc. Teach the pronunciation and meaning of these words. Use simple explanations and examples to help students understand. For example, when teaching "couplets", show a picture of couplets and say, "Couplets are red paper with lucky words on them. People put them up on the doors during the Spring Festival for good luck." Then, let students predict the content of the reading text according to the title and the new words they have just learned. Divide the students into small groups of 4 - 5 to discuss. Each group chooses a representative to share their predictions with the whole class. This can help students build expectations for the reading and improve their reading initiative. 3. While - reading (15 minutes) Skimming: Let students quickly read the text for 2 - 3 minutes. Then ask them to answer the question: "What is the main idea of this passage? Which festival does it mainly talk about?" Guide students to find the key sentences and paragraphs to summarize the main idea. This can train students' ability to grasp the overall content of the text. Scanning: Ask students to read the text carefully again. Design some detailed questions, such as "When is the Spring Festival?", "What are people doing in the text during the Spring Festival?", "Who gives lucky money to the children?" Let students find the answers to these questions in the text. After that, check the answers together. This can help students improve their ability to obtain specific information from the text. Inferring: Point out some new words or phrases that students may not understand in the text, such as "reunion dinner" (if not taught before). Guide students to infer the meaning from the context. For example, in the sentence "We are having a big reunion dinner together. Everyone is very happy.", students can guess that "reunion dinner" is a big meal when the family gets together because of the words "big", "together" and "happy". This can enhance students' ability to deal with new words independently. 4. Post - reading (10 minutes) Group discussion: Divide students into groups again. Give each group a topic related to the festival in the text, such as "The most important part of the Spring Festival for you" or "How to make the Spring Festival more interesting". Let students discuss in groups and each group makes a simple mind map to organize their ideas. Then each group presents their discussion results to the class. This can not only deepen students' understanding of the festival but also improve their communication and cooperation skills. Writing practice: Based on the reading text and the group discussion, ask students to write a short passage about their favorite festival. They can refer to the sentence patterns and vocabulary they have learned. Provide some writing hints on the PPT, such as the structure of the passage (beginning - middle - end), what to include in each part. Walk around the classroom to offer help and guidance when students are writing. After they finish writing, ask several students to read their passages aloud, and give them positive feedback and suggestions. This can improve students' writing ability and consolidate the knowledge they have learned in this class. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including the festival - related vocabulary, sentence patterns, and the main content of the reading text. Review the cultural connotations of the festivals discussed. Ask students to recall what they have learned in this class. Homework: Ask students to make a small poster about a festival they like. They need to draw some pictures related to the festival and write a short introduction in English, using the knowledge they have learned in this class. Let students share the festival they wrote about in their writing practice with their parents in English, and ask their parents some questions about festivals, like "What was your favorite festival when you were young? Why?" 教学反思 After teaching this class, I will reflect on the following aspects. First, in the teaching process, whether the teaching methods can effectively arouse students' interest and participation. For example, during the group discussion, if some students are not actively involved, I need to think about how to adjust the grouping method or the way of guiding the discussion. Second, consider whether the teaching content is well - received by students. Whether the difficulty of vocabulary, sentence patterns, and the reading text is appropriate. If many students have difficulties in understanding certain knowledge points, I should think about how to simplify and explain them more clearly in future teaching. Third, evaluate the effectiveness of the teaching objectives. Whether students can really master the festival - related knowledge and skills, and whether their interest in traditional culture has been enhanced. Based on these reflections, I will adjust and improve my teaching plan and methods to make the teaching more effective in the future. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$