Unit 2 Festivals and holidays Lesson 2 Festivals in autumn 教学设计 -2025-2026学年冀教版英语八年级上册

Unit 2 Festivals and holidays-Lesson 2 Festivals in autumn This lesson is from Unit 2 Festivals and holidays in the eighth-grade English textbook of Hebei Education Press (2024). The main content is an email from Li Ming to Jenny, introducing the Mid - Autumn Festival. Through this email, students will learn about the time, origin, cultural meanings, and celebration ways of the Mid - Autumn Festival. Also, they will be exposed to some language points and expressions related to festivals, which helps them improve their reading, writing, speaking, and listening skills, and at the same time, enhances their understanding of Chinese traditional culture and cross - cultural communication awareness. 教学目标 1. Knowledge Objectives Students can master the new words and phrases in this lesson, such as "believe", "round", "bright", "thousand", "celebrate", "harvest", "gain", "cultural", "symbol", "gratitude", "whole", "while", "poet", "mirror", "apart". Students can understand the key sentence patterns in the email, like "We believe that the moon is at its roundest and brightest at this time of the year." and "The Mid - Autumn Festival dates back more than two thousand years." Students can learn about the basic information of the Mid - Autumn Festival, including its time, origin, cultural significance, and traditional celebration methods. 2. Ability Objectives Students can improve their reading ability by reading the email, being able to extract key information, understand the text structure, and analyze long and difficult sentences. Students can enhance their writing ability, being able to write a short passage to introduce a festival following the example of the email, including the basic elements such as time, origin, celebration ways, and cultural meanings. Students can develop their speaking ability, being able to talk about festivals in autumn, especially the Mid - Autumn Festival, with their partners or in class discussions, using the learned words, phrases, and sentence patterns. Students can train their listening ability by listening to relevant audio materials about festivals, and being able to catch important details. 3. Emotional Objectives Students can cultivate their interest in learning English through learning about festivals. Students can enhance their sense of national pride and cultural confidence by learning about Chinese traditional festivals. Students can foster an open - minded attitude towards different cultures and improve their cross - cultural communication awareness. 教学重难点 1. Teaching Key Points New words, phrases, and sentence patterns related to festivals. The basic information and cultural connotations of the Mid - Autumn Festival. Reading skills, such as skimming for the main idea and scanning for specific information. 2. Teaching Difficult Points Understanding and using some complex sentence patterns, like object clauses introduced by "that" (e.g., "We believe that...") correctly. Expressing the cultural meanings and celebration ways of festivals in English accurately and vividly. Helping students to establish connections between language learning and cultural understanding, and applying the learned language knowledge to real - life communication about festivals. 1. New Words believe (bɪˈliːv) v.：think or suppose; have faith or confidence in 认为；相信 E.g., I believe he will come on time. 我相信他会按时来。 round (raʊnd) adj.：shaped like a circle or sphere 圆形的 E.g., The earth is round. 地球是圆的。 bright (braɪt) adj.：giving out or reflecting much light; shining 明亮的；鲜艳夺目的 E.g., The sun is bright today. 今天阳光明媚。 thousand (ˈθaʊznd) num.：the number 1,000 一千 E.g., There are thousands of people in the park. 公园里有成千上万人。 celebrate (ˈselɪbreɪt) v.：mark (an event, such as a festival or anniversary) by engaging in special activities 庆祝；庆贺 E.g., We celebrate National Day on October 1st. 我们在 10 月 1 日庆祝国庆节。 harvest (ˈhɑːvɪst) n.：the gathering of a crop 收成；收获 E.g., The farmers are busy with the harvest. 农民们正忙于收获。 gain (ɡeɪn) v.：obtain or secure (something wanted or desirable) 获得 E.g., He gained a lot of knowledge from reading. 他通过阅读获得了很多知识。 cultural (ˈkʌltʃərəl) adj.：relating to culture 文化的 E.g., This is a cultural festival. 这是一个文化节日。 symbol (ˈsɪmbl) n.：a thing that represents or stands for something else 象征；符号；记号 E.g., The dove is a symbol of peace. 鸽子是和平的象征。 gratitude (ˈɡrætɪtjuːd) n.：the quality of being thankful; readiness to show appreciation for and to return kindness 感激之情；感谢 E.g., We should express our gratitude to our parents. 我们应该向父母表达感激之情。 whole (həʊl) adj.：all of; entire 全部的；整体的 E.g., He ate the whole cake. 他吃了整个蛋糕。 while (waɪl) conj.：during the time that; at the same time as 当…… 的时候；然而 E.g., While I was reading, my mother was cooking. 我读书的时候，妈妈在做饭。 poet (ˈpəʊɪt) n.：a person who writes poems 诗人 E.g., Li Bai is a famous poet in China. 李白是中国著名的诗人。 mirror (ˈmɪrə(r)) n.：a surface, typically of glass coated with a metal amalgam, that reflects light, producing an image of whatever is in front of it 镜子 E.g., She looked at herself in the mirror. 她照镜子看自己。 apart (əˈpɑːt) adv.：separated by a specified distance in time or space 分离；分开 E.g., The two cities are 100 kilometers apart. 这两个城市相距 100 公里。 2. Phrases date back：have its origin in a particular time in the past 始于；追溯到 E.g., This custom dates back hundreds of years. 这个习俗可以追溯到几百年前。 get together：assemble; meet 聚集；相聚 E.g., We often get together on weekends. 我们周末经常相聚。 look up：raise one's eyes to look at something above 抬头看 E.g., He looked up and saw a bird in the sky. 他抬头看到天空中有一只鸟。 3. Sentence Patterns We believe that the moon is at its roundest and brightest at this time of the year. Structure: Subject + believe + that - clause (object clause). The object clause describes the content that the subject believes. Here, "at its roundest and brightest" is the superlative form, indicating the highest degree of the moon's roundness and brightness. The Mid - Autumn Festival dates back more than two thousand years. Structure: Subject + date back + time period. It shows the time when the festival originated. 教学过程 1. Lead - in (5 minutes) Greet the students as usual. Show some pictures of different seasons on the PPT and ask students: "Which season do you like best Why " Then lead to the topic of autumn. Ask students: "What are the Chinese festivals or holidays in autumn " Let students discuss in pairs for about 1 minute, and then invite some pairs to share their answers. The possible answers may include the Mid - Autumn Festival and the Double Ninth Festival. 2. Pre - reading (10 minutes) New Words Teaching Present the new words on the PPT one by one. Read the words aloud for students, and ask them to read after the teacher several times, paying attention to the pronunciation. Explain the meanings of the new words with examples and pictures. For example, when teaching "round", show a picture of a round plate; when teaching "celebrate", show a picture of people celebrating a festival. Do a quick word - recognition activity. Show the words on the PPT for a short time and then hide them, and ask students to say the words they remember. Background Knowledge Introduction Briefly introduce the importance of festivals in people's lives. Then focus on the Mid - Autumn Festival. Ask students what they already know about the Mid - Autumn Festival, such as its time, some simple celebration ways. Write their answers on the blackboard. 3. While - reading (15 minutes) Fast Reading Let students read the email quickly (within 2 minutes) and answer the following three general questions on the PPT: Why was the Mid - Autumn Festival celebrated two thousand years ago What are some of the cultural meanings related to the festival What does the round moon symbolize Check the answers with the whole class. The answers are: To celebrate the harvest of the year; Family reunion and gratitude; Family reunion. Careful Reading Let students read the email again carefully. Divide them into groups of four. Each group is assigned to analyze one or two paragraphs of the email, find out the new words, phrases, and difficult sentence patterns in their assigned paragraphs, and try to understand the meaning of each sentence. After 5 minutes, each group sends a representative to the front of the class to share their analysis. The teacher helps to clarify any misunderstandings, especially for the difficult sentence patterns like "We believe that the moon is at its roundest and brightest at this time of the year." and "I would look up and try to find her on the moon while enjoying delicious mooncakes." Explain the grammar points and the usage of words in these sentences. Do some reading comprehension exercises on the PPT, such as filling in the blanks with the information from the text, choosing the correct answers according to the text, etc., to further check students' understanding of the text. 4. Post - reading (10 minutes) Group Discussion Divide students into new groups. Give each group a topic related to festivals, such as "What is your favorite festival and why ", "How do you celebrate festivals in your family ", or "Are there any special traditions in your hometown during festivals ". Let them discuss in groups for about 5 minutes. Then each group chooses a representative to give a short presentation in front of the class. Encourage students to use the words, phrases, and sentence patterns they learned in this lesson. Writing Ask students to write a short passage to introduce a festival they like. They can follow the structure of the email in the text, including the time, origin, celebration ways, and cultural meanings of the festival. Give them 5 minutes to write. After they finish writing, ask them to exchange their passages with their deskmates and check each other's writing. Then ask some students to read their passages aloud to the class. The teacher gives some comments and suggestions on their writing, focusing on grammar, vocabulary usage, and content organization. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including new words, phrases, sentence patterns, and the knowledge about the Mid - Autumn Festival. Review the reading skills they practiced in class, such as fast reading for the main idea and careful reading for details. Homework Ask students to write a more complete passage about a festival they are interested in, and illustrate it with some pictures if possible. They need to hand in their work next class. Let students search for information about festivals in other countries on the Internet or in books, and prepare to share it in the next class. 教学反思 After teaching this lesson, I have the following reflections: Positive Aspects The lead - in part successfully aroused students' interest in the topic of festivals, making them actively participate in the class discussion. The use of pictures and group work in the pre - reading, while - reading, and post - reading stages effectively engaged students in the learning process, and most students were able to master the new words and phrases through various activities. The reading comprehension exercises and group discussions helped students improve their reading, speaking, and writing skills. Students showed great enthusiasm when sharing their own ideas about festivals, which also enhanced their cultural awareness and cross - cultural communication ability. Areas for Improvement In the while - reading part, when analyzing the difficult sentence patterns, some students still had difficulties in understanding. Maybe I should use more simple and vivid ways to explain the grammar knowledge, or give more examples in daily life. During the group work, a few students were less involved. In the future, I need to pay more attention to these students, encourage them to participate, and assign more specific tasks to each group member to ensure everyone can get involved in the learning activities. In the time arrangement, the writing part may be a bit rushed. Some students didn't have enough time to fully express their ideas. Next time, I should adjust the time allocation more reasonably to give students more sufficient writing time. In conclusion, through this teaching reflection, I will make corresponding adjustments and improvements in my future teaching to better meet the learning needs of students and improve the teaching quality. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $