Unit 6 Celebrating the Big Days Wrapping Up the Topic Project教学设计 2025-2026学年仁爱科普版（2024）七年级英语上册

Unit 6 Celebrating the Big Days-Wrapping Up the Topic-Project This unit focuses on the theme of celebrating big days around the world. Students will explore various festivals, both Chinese and international, including their origins, traditions, and celebration activities. Through a series of learning materials such as texts, dialogues, and pictures, they will gain a deeper understanding of different cultures. In the "Project" part, students are required to make a poster of a traditional festival, which integrates all the knowledge and skills they have learned in this unit, such as vocabulary related to festivals, sentence patterns for describing activities, and cultural understanding. 教学目标 1. Knowledge Objectives Students can master key vocabulary and phrases related to festivals, such as "celebration", "festival", "dragon boat race", "mooncake", etc. They are able to use sentence patterns like "When is...?", "What do people do on...?", "It is important because..." to talk about festivals. 2. Ability Objectives Develop students' abilities of listening, speaking, reading, and writing. For example, they can understand listening materials about festivals, describe festivals in speaking and writing, and read festival - related texts to get main ideas and details. Cultivate students' practical ability of making a poster, including collecting information, organizing content, and presenting it in a visual way. 3. Emotional Objectives Foster students' interest in learning English and exploring different cultures. Strengthen students' sense of cultural identity and pride in their own traditional festivals, while also enhancing their understanding and respect for international cultures. 教学重难点 1. Key Points Key vocabulary and sentence patterns for talking about festivals. The process and requirements of making a festival poster, including how to select relevant information, design the layout, and write captions. 2. Difficult Points Helping students to integrate various elements, such as language, culture, and creativity, in making the poster. Encouraging students to express their understanding of the cultural connotations of festivals in English accurately and vividly. 1. Vocabulary Festival names: Spring Festival, Mid - Autumn Festival, Dragon Boat Festival, Christmas, Thanksgiving Day, etc. Related activities: sweep the floor, make dumplings, eat mooncakes, hold dragon boat races, give gifts, etc. Descriptive words: traditional, important, exciting, delicious, etc. 2. Sentence Patterns Asking about festival time: When is the Spring Festival? It is in January or February. Describing festival activities: People eat zongzi and watch dragon boat races on the Dragon Boat Festival. Explaining festival significance: The Mid - Autumn Festival is important because it is a time for family reunions. 教学过程 1. Lead - in (5 minutes) Show students some pictures of different festivals around the world, such as the colorful parades of Carnival in Brazil, the lantern - filled streets of the Lantern Festival in China. Ask students: "Do you know these festivals? What do you know about them?" Encourage students to share their knowledge and experiences related to these festivals. This activity aims to arouse students' interest and activate their prior knowledge about festivals. 2. Knowledge Review (10 minutes) Vocabulary review: Use flashcards to review key festival - related vocabulary. For example, show a picture of a mooncake and ask students to say the word. Then, randomly select some words and ask students to make sentences with them. Sentence pattern review: Write some festival - related questions on the blackboard, like "When is Christmas?" and "What do people do on New Year's Day?" Invite students to answer these questions in pairs. Walk around the classroom to monitor and offer help if necessary. 3. Project Introduction (8 minutes) Present a well - made poster of the Dragon Boat Festival as an example. Analyze the poster with students from different aspects: Title: The title of the poster should be clear and related to the festival, such as "The Dragon Boat Festival". Pictures: There are pictures of dragon boats, zongzi, and people participating in dragon boat races, which can vividly show the characteristics of the festival. Text: The text on the poster includes the date of the festival (Lunar May 5th), the importance (to remember Qu Yuan), and main activities (making and eating zongzi, having dragon boat races). Explain the requirements of the project: Choose one traditional festival in the world. Gather information about the festival, including its date, importance, and main activities. Design a poster with attractive pictures and clear text. Be prepared to introduce the festival in the poster to the class. 4. Group Work (15 minutes) Divide students into groups of 4 - 5. Each group selects a traditional festival they are interested in. Provide each group with some resources, such as books about festivals, tablets for online research, and colored paper, markers for making the poster. In groups, students start to collect information about the chosen festival. They can take notes on the key points. Then, they discuss how to design the poster, such as what pictures to draw or print, how to arrange the text, and who will be responsible for each part. After that, they begin to make the poster. Walk around the groups to offer guidance, answer their questions, and ensure that everyone in the group participates actively. 5. Presentation and Evaluation (7 minutes) Each group presents their poster to the class. One member of the group introduces the festival in the poster, including the information about its date, importance, and main activities. After each presentation, other students can ask questions. For example, "Why do people celebrate this festival in this way?" or "Are there any other special traditions?" Evaluation: Set up some evaluation criteria, such as the accuracy of information (40%), the creativity of the poster design (30%), and the fluency of the presentation (30%). Students in the class and the teacher together evaluate each group's work based on these criteria. Write down the scores and give some brief comments to help students understand their strengths and areas for improvement. 6. Summary (2 minutes) Summarize the key points of this class, including the review of festival - related knowledge and the process of making and presenting festival posters. Emphasize the importance of understanding different cultures through festivals and encourage students to continue exploring cultural diversity in their daily lives. 教学反思 Positive aspects: The lead - in activity with pictures was effective in arousing students' interest and engaging them in the class from the beginning. Most students were eager to share their ideas about the festivals they saw in the pictures. The group work provided students with opportunities to cooperate and communicate with each other. They actively participated in collecting information, designing the poster, and preparing the presentation. The interaction within the groups enhanced their communication and teamwork skills. The evaluation process, involving both students and the teacher, made the evaluation more comprehensive. Students could learn from each other during the evaluation, and they also paid more attention to the feedback, which would help them improve in future projects. Areas for improvement: Some students had difficulty in finding accurate English words to describe the festival - related content during the group work and presentation. This indicates that more vocabulary - building activities should be carried out in future classes, such as word - building games and vocabulary - themed writing exercises. In the time allocation, the group work might have been a bit rushed. Some groups did not have enough time to perfect their posters. Next time, more time could be given to the group work stage to ensure that students can produce more refined works. For some students with weaker English abilities, they seemed a bit lost during the project. More individualized guidance should be provided to these students in the future, either during the group work or after class, to help them catch up with the class progress. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$