Unit 8 Holidays and festivals-A Getting ready 教学设计 2025-2026学年沪外教版英语七年级上册

该初中英语教学设计聚焦节日主题核心知识，涵盖中秋节、巴西狂欢节等中外节日相关词汇（如lantern, carnival）、句型（People celebrate... with...）及/θ/, /ð/等发音难点。通过"喜欢假期吗"的提问与节日场景图片导入，激活学生生活经验，搭建从已知节日到新节日的认知支架。 资料特色在于融合语言能力与文化意识培养，采用图片匹配游戏学词汇、小组讨论练句型（如描述巴西狂欢节游行），提升语言运用与合作能力；引入中外节日对比，渗透文化内涵，增强跨文化理解。发音专项练习结合单词跟读与小组展示，助力突破难点。结构清晰，活动可操作，能有效提升学生听说读写与文化素养，便于教师直接应用。

Unit 8 Holidays and festivals-A Getting ready 1. Content Overview This unit focuses on the topic of holidays and festivals. In section A - Getting ready, students are introduced to various festivals such as the Mid - Autumn Festival, the Lantern Festival, and the Carnival in Brazil. Through pictures, words, and simple descriptions, students start to build a basic understanding of these festivals, including their names, some related decorations, and the general atmosphere. The content aims to arouse students' interest in different festivals around the world and lay a foundation for further exploration of the unit's in - depth knowledge about holiday celebrations, traditions, and cultural connotations. 教学目标 2.1 Knowledge Objectives Students will be able to master the key vocabulary related to festivals, such as "lantern", "carnival", "riddle", "decoration", "parade", "float", "harvest", "bright", "round", "the Mid - Autumn Festival", "May Day", "the Lantern Festival", "the Carnival in Brazil", "Europe", "Brazil", etc. Learn the usage of some important sentence patterns related to festival description, like "People celebrate... with...". Understand the pronunciation of new words, especially the sounds of /θ/, /ð/, /tʃ/, /dʒ/, /ʃ/, /ʒ/ and master word stress rules. 2.2 Ability Objectives Enable students to describe festivals briefly using the learned vocabulary and sentence patterns. Improve students' listening and speaking skills through relevant exercises, such as listening to festival - related dialogues and sharing their own festival experiences. Develop students' reading comprehension ability by reading short passages about festivals. 2.3 Emotional Objectives Cultivate students' interest in different cultures and festivals around the world, enhancing their cross - cultural awareness. Encourage students to actively participate in class activities and share their ideas, fostering their sense of cooperation and communication. 教学重难点 3.1 Key Points The key vocabulary and sentence patterns related to festivals. The correct pronunciation of new words, especially the sounds of /θ/, /ð/, /tʃ/, /dʒ/, /ʃ/, /ʒ/ which are relatively difficult for Chinese students. Helping students to build a basic understanding of different festivals and their characteristics. 3.2 Difficult Points How to make students use the learned vocabulary and sentence patterns flexibly to describe festivals and share their festival experiences in English. Guiding students to understand the cultural connotations behind different festivals, not just the surface - level knowledge. Training students to master the correct pronunciation of the above - mentioned difficult sounds and word stress, and being able to apply them in real - life communication. 4.1 Vocabulary Festival Names: the Mid - Autumn Festival (中秋节): A traditional Chinese festival celebrated on the 15th day of the 8th lunar month, when people usually admire the full moon and eat mooncakes. May Day (五朔节；(某些国家的) 五一劳动节): Celebrated on May 1st, it is a day to honor workers in many countries. In some places, there are parades and various activities. the Lantern Festival (元宵节): A Chinese festival that marks the end of the Chinese New Year celebrations. People eat yuanxiao (sweet dumplings) and watch lantern shows. the Carnival in Brazil (巴西狂欢节): A famous festival in Brazil, known for its colorful parades, music, and dance. It is a time of great celebration before the start of Lent in the Christian calendar. Related Nouns: lantern /ˈlæntən/n. (灯笼；提灯): Often used as decorations during the Lantern Festival. carnival /ˈkɑːnɪvl/n. (狂欢节；嘉年华): The main setting for large - scale celebration activities. riddle /ˈrɪdl/n. (谜；谜语): Riddles are often set during the Lantern Festival for people to guess. pole /pəʊl/n. (竿；杆子；杖；篙): For example, maypoles are used in some traditional celebrations. decoration /ˌdekəˈreɪʃn/n. (装饰品): People use various decorations to make the festival more festive. parade /pəˈreɪd/n. ((庆祝活动) 游行): Parades are a common feature in many festivals, like the Carnival in Brazil. float /fləʊt/n. (彩车): Colorful floats are paraded during festivals. harvest /ˈhɑːvɪst/n. (收获；收割): The harvest festival is related to the gathering of crops. Europe /ˈjʊərəp/n. (欧洲): The continent where many different festivals originate. Brazil /brəˈzɪl/n. (巴西): A country famous for its Carnival. Adjectives: lively /ˈlaɪvli/adj. (生气勃勃的；活跃热情的): Describes the atmosphere of festivals. bright /braɪt/adj. (明亮的；光线充足的): Lanterns and decorations are often bright in color. round /raʊnd/adj. (圆形的；环形的): Mooncakes for the Mid - Autumn Festival are usually round. 4.2 Sentence Patterns People celebrate... with... (人们用…… 来庆祝……). For example, People celebrate the Lantern Festival with lantern shows and yuanxiao. It is a traditional way to... (…… 是一种传统的方式). It is a traditional way to set off fireworks during Chinese New Year. 4.3 Pronunciation Focus on the pronunciation of the following sounds: /θ/ as in "think", "thank". /ð/ as in "this", "that". /tʃ/ as in "chair", "China". /dʒ/ as in "job", "age". /ʃ/ as in "she", "shop". /ʒ/ as in "pleasure", "vision". Teach students word stress rules. For example, in two - syllable words, if the first syllable is stressed, the vowel sound in the first syllable is usually pronounced clearly, while the second syllable may be pronounced more weakly. 教学过程 5.1 Warming - up (5 minutes) Greet the students and start with a simple question: "Do you like holidays? Why?" Encourage several students to answer. This can quickly arouse students' interest and engage them in the class atmosphere. Show some pictures of general holiday scenes, such as people having a picnic, kids playing in the park during holidays. Let students briefly describe what they see in the pictures. 5.2 Vocabulary Teaching (15 minutes) Presentation: Use PPT to show pictures of different festivals one by one. For example, when showing the picture of the Mid - Autumn Festival, say, "Look at this picture. This is the Mid - Autumn Festival. We can see a big round moon in the sky. People usually eat mooncakes on this day." Teach the new words related to this festival at the same time, like "the Mid - Autumn Festival", "round". Do the same for other festivals, such as the Lantern Festival. Show a picture of a lantern and say, "This is a lantern. We use lanterns to decorate our houses during the Lantern Festival. The Lantern Festival is also a very important traditional Chinese festival." Teach words like "lantern", "the Lantern Festival", "decoration". Practice: Word - matching game: Prepare cards with festival names on one set and related pictures or words (like "lantern" for the Lantern Festival) on another set. Divide students into pairs. One student from each pair picks a card with a festival name, and the other picks a related card. They need to match them correctly and say sentences like "The Lantern Festival - lantern. People use lanterns to celebrate the Lantern Festival." Pronunciation practice: After teaching all the new words, focus on the pronunciation of the difficult sounds /θ/, /ð/, /tʃ/, /dʒ/, /ʃ/, /ʒ/. Read the words containing these sounds slowly, such as "think" (/θɪŋk/), "this" (/ðɪs/), "chair" (/tʃeə(r)/), "job" (/dʒəʊb/), "she" (/ʃiː/), "pleasure" (/ˈpleʒə(r)/). Let students repeat after you several times, and correct their pronunciation if necessary. Then, have students practice reading words in groups, and ask some groups to read aloud for the whole class to check. 5.3 Sentence Pattern Teaching (10 minutes) Presentation: Write the sentence pattern "People celebrate... with..." on the blackboard. Explain its meaning and usage with examples. For example, "People celebrate the Spring Festival with family reunions, setting off fireworks, and giving red envelopes." Use pictures to illustrate these activities. Teach another sentence pattern "It is a traditional way to...". For example, "It is a traditional way to eat zongzi during the Dragon Boat Festival." Show pictures of people making and eating zongzi. Practice: Sentence - making activity: Let students make sentences using the learned sentence patterns. Give them some festival names or activities as hints. For example, give "the Carnival in Brazil" and "parades". Students should make sentences like "People celebrate the Carnival in Brazil with colorful parades." or "It is a traditional way to hold parades during the Carnival in Brazil." Ask several students to share their sentences with the class. 5.4 Listening and Speaking Activity (10 minutes) Listening: Play a short dialogue about a festival on the recorder. The dialogue could be about two friends talking about how they celebrated the Mid - Autumn Festival. Before playing, give students some questions to listen for, such as "What did they do during the Mid - Autumn Festival?" and "What food did they eat?" After playing, ask students to answer the questions. Speaking: Group discussion: Divide students into groups of 4 - 5. Let them choose a festival they like and discuss how people celebrate it. Encourage them to use the learned vocabulary and sentence patterns. For example, if they choose the Christmas festival, they can say "People celebrate Christmas with a Christmas tree, gifts, and a big dinner. It is a traditional way to sing Christmas carols during Christmas." Each group chooses a representative to report their discussion results to the class. 5.5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class with the students, including the new vocabulary about festivals, the sentence patterns for festival description, and the pronunciation of some difficult sounds. Ask students to recall and repeat some important words and sentences. Homework: Ask students to write a short passage about their favorite festival, using at least 5 new words and 2 sentence patterns learned in this class. Let students collect more information about a foreign festival they are interested in, and be ready to share it in the next class. 教学反思 After this class, I found that students were generally interested in the topic of holidays and festivals. The use of pictures and real - life examples in vocabulary and sentence pattern teaching made it easier for students to understand and remember. However, there were still some problems. In pronunciation teaching, although students practiced the difficult sounds several times, some students still had trouble pronouncing them correctly. In the future, more time and various methods, such as using tongue - twisters, should be allocated to improve students' pronunciation skills. During the group discussion, some students were a bit shy and did not actively participate. I should encourage them more and create a more relaxed and friendly atmosphere to make every student willing to express themselves. In terms of homework, when checking students' written passages about their favorite festivals, I will pay attention to whether they can correctly use the learned knowledge and provide targeted feedback to help them improve their writing ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $