Unit 6 Celebrations-Lesson 1 Some Things Change, Some Don't 教学设计2025-2026学年北师大版英语八年级上册

Unit 6 Celebrations-Lesson 1 Some Things Change, Some Don't This lesson, "Some Things Change, Some Don't", is from Unit 6 Celebrations of the 8th - grade English textbook (BNU 2024 version). It mainly focuses on introducing traditional festivals in China and the United States, such as Christmas in the US and the Spring Festival in China. Through reading materials, students will learn about the time, traditions, and celebrations of these festivals. This lesson not only enriches students' vocabulary related to festivals but also helps them understand the cultural connotations behind different festivals. At the same time, it reviews and consolidates grammar knowledge like the simple present tense and the present continuous tense. 教学目标 Knowledge Aims Students are able to master the key vocabulary and phrases related to festivals, such as "Christmas", "Thanksgiving", "Spring Festival", "decorate", "couplets", "packet", etc. Students can understand and use the simple present tense to describe the regular activities and traditions of festivals, and the present continuous tense to describe the ongoing actions during festivals. Students will be familiar with the expressions of dates and festivals. Ability Aims Improve students' reading ability, especially the ability to extract key information from texts about festivals. Develop students' oral English skills, enabling them to talk about festivals in both China and foreign countries. Enhance students' writing ability, allowing them to write short passages about festivals. Emotional Aims Cultivate students' interest in learning English by exploring the unique charm of different festivals. Promote students' understanding and respect for different cultures, and enhance their cross - cultural communication awareness. 教学重难点 Key Points Key vocabulary and phrases about festivals. Using the simple present tense and the present continuous tense correctly to describe festivals. Understanding the main ideas and details of the reading materials about festivals. Difficult Points Differentiating the usage of the simple present tense and the present continuous tense in the context of festival descriptions. Expressing festival - related ideas clearly and fluently in English, especially when introducing Chinese traditional festivals to foreign friends. Vocabulary Festival - related nouns: Christmas (圣诞节), Thanksgiving (感恩节), Spring Festival (春节), New Year's Day (元旦), Christmas tree (圣诞树), Christmas card (圣诞贺卡), Santa Claus (圣诞老人), couplets (对联), packet (红包) Action verbs: decorate (装饰), paint (涂；绘画), write out (写出), hang (悬挂), give (给) Adjectives: traditional (传统的), lucky (幸运的) Grammar Simple present tense Structure: Subject + verb (s/es) + object. For example, "People send Christmas cards to friends and family." Usage: To express habits, regular actions, or general truths. In the context of festivals, it is used to describe the fixed traditions and activities that happen every year. Third - person singular form changes: Most verbs add - s. For example, "make - makes", "think - thinks". Verbs ending in o, x, s, sh, ch add - es. For example, "teach - teaches", "go - goes". Verbs ending in consonant + y change y to i and add - es. For example, "study - studies", "copy - copies". Present continuous tense Structure: Subject + am/is/are + verb - ing + object. For example, "Mrs. Zhang is cleaning the house." Usage: To express actions that are happening at the moment of speaking. When talking about festivals, it can be used to describe what people are doing during the festival preparations or celebrations. Phrases "from... through..." (从…… 到……) e.g. In the United States the Christmas lasts from Thanksgiving through the beginning of January. "decorate... with..." (用…… 装饰……) e.g. These trees are decorated with small colored lights and other decorations. "put... at the top of..." (把…… 放在…… 顶部) e.g. Many people put a star or the figure of an angel at the top of the tree. "get together" (相聚) e.g. It is a time when all the family gets together. "from top to bottom" (从上到下) e.g. People clean their houses from top to bottom. 教学过程 Step 1: Warming - up (5 minutes) Greet the students as usual. Show some pictures of different festivals around the world on the PPT, such as the Carnival in Brazil, the Lantern Festival in China, and ask students to name the festivals they know. This activity can arouse students' interest in the topic of festivals and lead to the new lesson smoothly. Step 2: Pre - reading (10 minutes) Brainstorming Divide the students into groups of four. Ask them to discuss and list as many festivals as they can think of in 3 minutes. Then each group reports their results. After that, ask students which festivals are Chinese traditional festivals and which are foreign festivals. Vocabulary teaching Present the new words and phrases related to festivals on the PPT. Teach the pronunciation, meaning, and usage of each word or phrase through pictures, examples, and body language. For example, when teaching "decorate", show a picture of a Christmas tree decorated with lights and say, "Look, people decorate the Christmas tree with small colored lights. It looks so beautiful. 'Decorate' means to make something look more attractive by adding things to it." Let students read the new words and phrases after the teacher several times, and then ask some students to read them individually to check their pronunciation. Step 3: While - reading (15 minutes) Fast reading Give students the reading passage about Christmas and the Spring Festival. Let them read it quickly within 3 minutes and answer the following two questions: What are the two festivals mainly talked about in the passage? When do these two festivals usually take place? Check the answers with the whole class. Careful reading Ask students to read the passage carefully again. This time, they need to find out the traditions and activities of Christmas and the Spring Festival respectively. Let them underline the relevant sentences in the passage. After reading, organize students to share the traditions and activities they found in groups. Then each group chooses a representative to report to the class. During the reporting process, the teacher can write down the key points on the blackboard, such as for Christmas: "decorate homes", "send Christmas cards", "give gifts", etc.; for the Spring Festival: "clean houses", "paint window frames red", "write out couplets", "give red packets", etc. Guide students to pay attention to the sentences using the simple present tense and the present continuous tense in the passage. Analyze the usage of these two tenses in the context of festival descriptions. For example, "In the weeks before Christmas, people decorate their homes." is in the simple present tense, indicating a regular action during Christmas. "Right now, Mrs. Zhang is cleaning the house." is in the present continuous tense, showing an action happening at the moment. Step 4: Post - reading (10 minutes) Group discussion Divide the students into new groups. Each group is given a topic: Compare Christmas and the Spring Festival. They need to discuss the similarities and differences between these two festivals from aspects such as time, traditions, and meanings. After 5 minutes of discussion, each group makes a short presentation. The teacher encourages students to use the words and sentences they have learned in this class. Writing Ask students to write a short passage about either Christmas or the Spring Festival according to the information they have learned. They should include the time, main traditions, and their own feelings about the festival. Give students 5 minutes to write. After they finish writing, ask some students to read their passages aloud in class. The teacher gives comments and corrections in time. Step 5: Summary and Homework (5 minutes) Summary Review the key vocabulary, phrases, and grammar points of this lesson with the students. Emphasize the importance of understanding different festivals and cultures. Ask students to summarize what they have learned in this class. Homework Ask students to search for more information about a festival they like (it can be a festival not mentioned in this class) and make a simple poster. The poster should include the name of the festival, its time, main traditions, and some pictures. Let students write a short composition to introduce the festival on the back of the poster. 教学反思 After this class, overall, the teaching goals have been basically achieved. The students showed great interest in the topic of festivals, and they were actively involved in various activities. The warm - up activity successfully aroused their enthusiasm, and the group discussions and presentations provided them with opportunities to practice speaking English. However, there are still some areas that need improvement. In the vocabulary teaching part, although various methods were used, some students still had problems with the pronunciation of some words, especially those with complex spellings. In the future, more time should be allocated to pronunciation practice, and more interesting ways, such as word - pronunciation games, can be adopted. During the reading process, some students had difficulty in understanding long and complex sentences, which affected their comprehension of the passage. In the following classes, more reading skills training, such as analyzing sentence structures and guessing word meanings from context, should be strengthened. In the writing activity, some students made grammar mistakes, especially in the use of tenses. It indicates that more grammar exercises related to festival descriptions are needed. Also, students' writing content was a bit monotonous. Teachers can provide more model essays or encourage students to read more excellent works to enrich their writing ideas. In general, through this teaching reflection, I will adjust my teaching methods and strategies in the next class to better meet the learning needs of students and improve the teaching effect. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $