Unit 2 Festivals and holidays Lesson 5 Special New Year celebrations 教学设计 -2025-2026学年冀教版英语八年级上册

该初中英语教学设计聚焦不同国家新年庆祝活动，涵盖核心词汇（elder, reunion dinner等）、句型（如“Eating all 12 grapes is believed to...”）及语法点（现在分词作伴随状语、“one of +复数名词”）。通过展示悉尼烟花等图片导入，结合头脑风暴中国习俗、词汇教学搭建学习支架，助力学生理解中、泰、西、厄瓜多尔四国新年文化文本。 特色在于融合语言能力与文化意识培养，读中通过分国家精读问题提升信息获取能力，读后小组制作新年习俗卡片并展示，锻炼口语与合作（语言能力）。对比各国习俗文化内涵（如西班牙12颗葡萄寓意），增强跨文化尊重（文化意识）。活动多样且可操作，助力学生兴趣提升与教师高效教学。

Unit 2 Festivals and holidays-Lesson 5 Special New Year celebrations This lesson is from Unit 2 “Festivals and holidays” of the 2024 Hebei Education Press English textbook for Grade 8. It focuses on how people in different countries celebrate the New Year. Through reading materials, students will learn about special New Year traditions in China, Thailand, Spain, and Ecuador. This not only enriches students' vocabulary related to festivals but also broadens their horizons to understand diverse cultures around the world. The text also contains some language points such as present participle phrases as accompanying adverbials and the structure “one of + plural countable nouns”. 教学目标 1. Knowledge Objectives Students will be able to master the new words and phrases related to New Year celebrations, such as “elder”, “wish”, “strike”, “block”, “reunion dinner”, “lucky money” etc. Students can understand and use the key sentence patterns in the text, like “On Chinese New Year's Day, the whole family gets together for a reunion dinner.” and “Eating all 12 grapes is believed to bring good luck.” Students will learn about the different New Year celebration customs in China, Thailand, Spain, and Ecuador. 2. Ability Objectives Students can improve their reading ability, especially the ability to scan for specific information and summarize the main idea of the text. Develop students' oral English skills by introducing a special New Year celebration to the class. Cultivate students' writing ability by completing the table about New Year celebrations in different places. 3. Emotional Objectives Arouse students' interest in learning English and exploring different cultures. Enhance students' cross - cultural awareness and respect for diverse traditions. 教学重难点 1. Key Points New words, phrases, and sentence patterns related to New Year celebrations. The understanding of different New Year celebration ways in various countries. How to use present participle phrases as accompanying adverbials and the structure “one of + plural countable nouns” correctly. 2. Difficult Points Help students understand the cultural connotations behind different New Year celebration traditions. Guide students to use the learned language knowledge to introduce a New Year celebration vividly and fluently. 1. New Words elder /ˈeldə(r)/: n. 长者；长辈；adj. 年长的 (old 的比较级) wish /wɪʃ/: v. 祝愿；wish sb. sth. 祝愿某人……; wish sb. to do sth. 祝愿某人做某事 strike /straɪk/: v. 敲；鸣；报时；撞击 block /blɒk/: n. 街区 reunion /ˌriːˈjuːniən/: n. 团聚；重聚 adventure /ədˈventʃə(r)/: n. 冒险；奇遇 2. Phrases reunion dinner: 团圆饭 lucky money: 压岁钱 street party: 街头派对 water fight: 打水仗 one of + plural countable nouns: …… 之一 be believed to: 被认为…… 3. Sentence Patterns On Chinese New Year's Day, the whole family gets together for a reunion dinner. The elders give the children lucky money, wishing them safety and health. Thai people call their new year Songkran. It is on the 13th of April. When the clock strikes midnight on New Year's Eve, the Spanish eat 12 grapes, one for each month of the year. Eating all 12 grapes is believed to bring good luck. Some people walk around the block with an empty suitcase on New Year's Eve. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of New Year celebrations in different parts of the world on the PPT, such as fireworks in Sydney, the ball drop in Times Square in New York. Ask students: “Do you know when these celebrations take place What are they about” Let students freely express their ideas and lead in the topic of different New Year celebrations around the world. 2. Pre - reading (10 minutes) Brainstorming: Write “New Year Celebrations” on the blackboard. Ask students to think about and share how people in China celebrate the New Year. List their answers on the blackboard, like having a big dinner, wearing new clothes, setting off fireworks, etc. Vocabulary Teaching: Teach the new words and phrases related to New Year celebrations. Use pictures, examples, and body language to help students understand. For example, show a picture of a family having dinner together to explain “reunion dinner”; show an old man giving money to a child to explain “lucky money” and “elder”. Drill the pronunciation and spelling of these words and phrases with students. 3. While - reading (15 minutes) Fast Reading: Let students read the passage quickly and answer two general questions on the PPT: “How many countries' New Year celebrations are mentioned in the passage What are they” Check the answers with the whole class. Careful Reading: Divide the passage into several parts according to different countries' celebrations. Let students read each part carefully and answer some detailed questions. For the part about China: “What do the elders do on Chinese New Year's Day And why do they do so” For the part about Thailand: “When is Thai New Year What do Thai people do to celebrate it” For the part about Spain: “What do the Spanish do when the clock strikes midnight on New Year's Eve Why do they eat 12 grapes” For the part about Ecuador: “What does walking around the block with an empty suitcase on New Year's Eve mean” After students finish reading and answering, invite some students to share their answers. Explain the key sentence patterns and language points in the text, such as the present participle phrase “wishing them safety and health” as an accompanying adverbial in the sentence “The elders give the children lucky money, wishing them safety and health.” and the structure “one of + plural countable nouns” in “one of the hottest months in Thailand”. Match - up Activity: Show some pictures or descriptions of New Year celebrations on the PPT, and let students match them with the corresponding countries. This can help students review and reinforce the understanding of different celebration ways. 4. Post - reading (10 minutes) Group Work: Divide students into groups of 4 - 5. Ask each group to choose one special New Year celebration (it can be from the countries mentioned in the text or other countries they know). Then they need to make a colourful card. On one side of the card, write the information including the place, date, and activities of the celebration. On the other side, draw a picture related to the celebration. Presentation: Each group presents their card to the class. One student from each group stands in front of the class and introduces the special New Year celebration they chose. The rest of the class listens carefully and can ask questions after the presentation. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson with students, including new words, phrases, sentence patterns, and different New Year celebration ways in various countries. Ask students to recall and share what they have learned in this class. Homework: Ask students to write a short passage about a New Year celebration they like best. They should include at least 80 words and use some of the words and phrases learned in this class. Let students search the Internet for more information about special festivals around the world and share it with their classmates next class. 教学反思 Positive Aspects The warming - up part was effective in attracting students' attention and arousing their interest in the topic. The pictures of New Year celebrations around the world successfully led students into the context. The pre - reading activities, such as brainstorming and vocabulary teaching, laid a good foundation for students' reading comprehension. Students were more familiar with the relevant words and had some prior knowledge about New Year celebrations, which made it easier for them to understand the text. The group work and presentation in the post - reading part provided students with opportunities to practice their oral English and cooperation skills. Most students were actively involved in the group discussion and presentation, and they showed creativity in making the cards. Areas for Improvement In the while - reading part, when explaining some language points, the examples might not be diverse enough. Some students still had difficulty understanding the usage of present participle phrases as accompanying adverbials. In future teaching, more vivid and practical examples should be given to help students master these language points better. During the group work, the time management could be improved. Some groups didn't have enough time to fully prepare their presentations, which affected the quality of their performance. Next time, a more detailed time schedule should be set for each stage of the group work. In the summary part, although students were asked to recall what they had learned, the way could be more diversified. For example, a mind - map could be used to help students review the knowledge more systematically. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $