Unit 8 Holidays and festivals D Listening and speaking 教学设计 2025-2026学年沪外教版（2024）七年级英语上册

Unit 8 Holidays and festivals-D Listening and speaking This unit focuses on the theme of "Holidays and festivals". The "Listening and speaking" part aims to enhance students' listening and speaking skills related to festivals. Through various listening materials, such as conversations and monologues about different festivals, students are exposed to the vocabulary, expressions, and cultural background information associated with festivals. They will learn to listen for specific details about festival celebrations, such as what people do, what food they eat, and why they celebrate. In the speaking section, students are encouraged to express their own opinions and experiences regarding festivals, and communicate with their partners about festival-related topics. 教学目标 Knowledge Objectives Students will be able to master the key vocabulary related to festivals, such as "Double Ninth Festival", "lantern", "climb mountains", "relative", etc. They can understand and use common expressions for talking about festivals, like "People celebrate... by...", "It is a time for...", etc. Learn some cultural knowledge about different festivals, especially the Double Ninth Festival introduced in this part. Ability Objectives Improve students' listening skills, including the ability to catch specific information, understand the main idea, and infer meaning from context in festival-related listening materials. Develop students' speaking skills, enabling them to describe festivals, share their festival experiences, and have conversations about festivals with fluency and accuracy. Cultivate students' communicative strategies, such as how to initiate a conversation, ask questions, and respond appropriately in festival-related discussions. Emotional Objectives Stimulate students' interest in learning about different festivals and cultures, and enhance their cross-cultural awareness. Encourage students to actively participate in class activities, cooperate with their classmates, and build confidence in using English to communicate. 教学重难点 Key Points The key vocabulary and expressions related to festivals. The listening skills of grasping specific details and main ideas in festival-themed materials. The speaking skills of clearly and vividly describing festivals and sharing experiences. Difficult Points Helping students understand the cultural connotations and differences behind festivals through listening materials. Guiding students to use appropriate language and expressions to organize their thoughts and express their opinions freely in speaking activities. Training students to overcome speaking anxiety and actively engage in real-life communication about festivals. Vocabulary Festival names: Double Ninth Festival, Spring Festival, Mid-Autumn Festival, etc. Festival activities: climb mountains, visit relatives, eat mooncakes, set off fireworks, etc. Related objects: lantern, chrysanthemum, etc. Expressions People celebrate... by... It is a traditional festival in... On this day, people usually... It is a time for... I have a great time during... Cultural Knowledge The origin and significance of the Double Ninth Festival, which is a day to respect the elderly in China. Different ways of celebrating festivals in different regions and cultures. 教学过程 Step 1: Lead-in (5 minutes) Greet the students and show some pictures of various festivals on the PPT, such as Christmas with Santa Claus and Christmas trees, and the Spring Festival with red lanterns and firecrackers. Ask students: "Do you know these festivals? What do you think of when you see these pictures?" Encourage students to share their ideas and recall the festivals they are familiar with. This activity can arouse students' interest and activate their prior knowledge about festivals. Step 2: Pre-listening (10 minutes) Present the key vocabulary related to the Double Ninth Festival on the PPT, such as "Double Ninth Festival", "climb mountains", "elderly", "relative", "chrysanthemum", and teach students how to pronounce and understand these words. Explain some background information about the Double Ninth Festival, like its origin, traditional activities, and cultural meaning. For example, say: "The Double Ninth Festival is a traditional Chinese festival. It falls on the ninth day of the ninth lunar month. 'Nine' is regarded as a yang number in Chinese culture, and the ninth day of the ninth month has two yang numbers, so it is called the Double Ninth Festival. On this day, people usually climb mountains to enjoy the beautiful autumn scenery and show their respect for the elderly." Let students predict what they might hear in the following listening material according to the vocabulary and background knowledge. Divide them into pairs and ask them to discuss and share their predictions. This can help students better prepare for listening and improve their listening efficiency. Step 3: While-listening (15 minutes) Play the first part of the listening material, which is a short introduction to the Double Ninth Festival. Ask students to listen carefully and answer the following questions: "What is the name of the festival introduced in the listening?" "When is the Double Ninth Festival?" After listening, invite several students to answer the questions and check the answers together. Play the second part of the listening material, which is more detailed about the activities on the Double Ninth Festival. This time, ask students to listen and fill in the blanks in the handout. The blanks can be about specific activities, such as "On the Double Ninth Festival, people often ____ mountains and visit their ____." After listening, have students exchange their answers in pairs and then check the answers as a class. Play the listening material for the third time. Ask students to listen and summarize the main idea of the material in one or two sentences. Encourage students to express themselves in their own words. Then, select some students to share their summaries and give comments. This step can train students' ability to catch specific information, understand details, and summarize the main idea. Step 4: Post-listening (10 minutes) Divide students into groups of four. Give each group a set of pictures related to festival activities (including some pictures of the Double Ninth Festival and other festivals). Ask students to discuss in groups: "Which festival are these pictures about? What activities do people do during these festivals?" Encourage students to use the vocabulary and expressions they have learned to describe. Select some groups to come to the front of the class and present their discussions. Each group can choose one or two pictures to introduce. Other students listen carefully and can ask questions if they have any. This activity can not only consolidate students' understanding of festival-related knowledge but also improve their speaking and cooperative abilities. Organize a class discussion. Ask students: "What other traditional festivals in China do you know? How do people celebrate them? And what about festivals in other countries?" Guide students to share more festival information and compare the similarities and differences between different festivals. This can expand students' knowledge and enhance their cross-cultural awareness. Step 5: Summary and Homework (5 minutes) Summarize the key points of this class with students, including the vocabulary, expressions, and cultural knowledge about festivals, especially the Double Ninth Festival. Emphasize the importance of understanding and respecting different cultures. Assign homework: Ask students to write a short passage about their favorite festival, including when it is, how people celebrate it, and why they like it. Encourage students to 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 In this class, the use of pictures and background knowledge introduction in the lead-in and pre-listening stages effectively aroused students' interest and helped them better understand the listening materials. However, in the future, more diverse lead-in methods can be explored, such as playing festival-related music or short videos, to further stimulate students' enthusiasm. During the listening process, most students were able to catch the key information, but some students still had difficulties in understanding long sentences and inferring meaning from context. In the following classes, more targeted listening training should be carried out, such as choosing more complex listening materials and gradually increasing the difficulty level. The group discussion and presentation activities in the post-listening stage provided students with good opportunities to practice speaking. But some students were still a bit shy and did not actively participate. In the future, more positive encouragement and guidance should be given to these students to build their confidence in speaking English. The overall teaching process achieved the set teaching objectives, but there is still room for improvement in terms of time management. In some group activities, students spent a little more time than expected, resulting in a relatively hasty summary at the end. In future classes, more precise time control is needed to ensure the smooth progress of each teaching link. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $