Unit 8 Holidays and festivals F Project 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-F Project Unit 8 of the 7th-grade English textbook by Shanghai Foreign Language Education Press (2024) focuses on the theme of "Holidays and Festivals". Through a variety of texts, audio-visual materials, and interactive activities, students will explore different holidays and festivals around the world. They will learn relevant vocabulary, grammar, and cultural knowledge, and improve their language skills in listening, speaking, reading, and writing. The F Project in this unit aims to integrate students' learning, enabling them to apply what they have learned to create a festival float model and write an invitation, which comprehensively tests students' language ability and creativity. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary related to holidays and festivals, such as "decoration", "lantern", "lively", "together", and understand the cultural connotations behind these words. Learn the usage of "it" in different contexts, for example, "It is time to celebrate the festival." and "It is 3 p.m. now." Grasp the pronunciation rules of phonemes /θ/, /ð/, /tʃ/, /dʒ/, /ʃ/, /ʒ/ and be able to correctly pronounce words containing these phonemes. B. Ability Objectives Develop students' ability to describe holidays and festivals in detail, including their origins, traditions, and celebration methods. Improve students' reading comprehension skills by reading articles about how overseas Chinese families celebrate Chinese New Year, analyzing the text structure and extracting key information. Enhance students' listening skills by listening to podcasts about the Double Ninth Festival, and be able to summarize the main ideas and important details. Cultivate students' writing ability by writing an invitation to a celebration party, ensuring the correct use of language and appropriate format. Enable students to work in groups to complete the task of making a festival float model, exercising their cooperation and communication skills. C. Emotional Objectives Foster students' interest in learning English through the exploration of diverse holidays and festivals, and stimulate their curiosity about different cultures. Promote students' understanding and respect for different cultures, and enhance their cross-cultural communication awareness. Encourage students to actively participate in classroom activities, build confidence in using English, and experience the joy of cooperation and achievement. 教学重难点 A. Teaching Key Points Key vocabulary and expressions related to holidays and festivals, and how to use them in sentences. The usage of "it" as a formal subject and in expressing time, distance, and weather. Describing holidays and festivals from multiple perspectives, such as traditions, food, and activities. B. Teaching Difficult Points Helping students understand the cultural differences and connotations of holidays and festivals in different countries and regions. Mastering the correct pronunciation of some difficult phonemes like /θ/, /ð/, and applying them accurately in words and sentences. Guiding students to write a complete and logical invitation with appropriate language and tone. A. Vocabulary Festival names: The Mid - Autumn Festival, The Lantern Festival, May Day, The Carnival in Brazil, etc. Decoration - related words: decoration, lantern, ribbon, flower Descriptive words: lively, together, important, traditional B. Grammar Usage of "it": As a formal subject: It is + adj. + (for sb.) + to do sth. e.g., It is important for us to celebrate festivals with our families. Expressing time: It is + time. e.g., It is 8 o'clock. Expressing distance: It is + distance + from... to... e.g., It is 5 kilometers from my home to school. Expressing weather: It is + adj. e.g., It is sunny today. Pronunciation: Pay attention to the correct pronunciation of /θ/ (as in "think"), /ð/ (as in "this"), /tʃ/ (as in "chair"), /dʒ/ (as in "job"), /ʃ/ (as in "sheep"), /ʒ/ (as in "leisure") 教学过程 A. Lead - in (5 minutes) Greet the students and show some pictures of different festivals on the PPT, such as the Spring Festival with red lanterns and fireworks, Christmas with Santa Claus and decorated trees. Ask students: "Do you recognize these festivals? Can you tell me something about them?" Encourage students to share their knowledge and experiences related to these festivals briefly. B. Knowledge Presentation (10 minutes) Vocabulary teaching Present new words on the PPT one by one, along with pictures. For example, when showing the word "lantern", display a picture of a beautiful Chinese lantern. Teach students to read the word correctly and explain its meaning. Let students repeat the words several times to practice pronunciation. Then, divide the class into pairs and ask them to practice spelling the words to each other. Grammar explanation Use examples on the PPT to illustrate the usage of "it". For "it" as a formal subject, show sentences like "It is interesting to learn about different festivals." and explain that "it" here replaces the real subject "to learn about different festivals". For expressing time, distance, and weather, give more examples and let students imitate to make their own sentences. C. Reading and Listening (10 minutes) Reading Distribute the handout of the article about how an overseas Chinese family celebrates Chinese New Year. Let students read the article quickly first and answer the question: "What are the main ways this family celebrates Chinese New Year?" Then, ask students to read the article carefully again and underline the new words and important sentences. After that, conduct a detailed explanation of the article, analyzing the text structure, key vocabulary, and difficult sentences. Listening Play the podcast about the Double Ninth Festival. Before playing, ask students to look at the questions on the PPT, such as "What is the traditional activity on the Double Ninth Festival?" Let students listen to the podcast for the first time to get a general idea. Then play it again, and ask students to take notes and answer the questions. Check the answers together in class. D. Group Activity - Making a Festival Float Model (15 minutes) Divide the class into groups of 4 - 5 students. Provide each group with some materials, such as colored paper, scissors, glue, and cardboard. Explain the task to the students: "You need to work together to make a model of a festival float. You can choose any festival you like. Think about the characteristics of this festival and use the materials to show them on the float model." Walk around the classroom to monitor the groups' progress, offer guidance and help when necessary. Encourage students to communicate in English during the process. E. Writing - Writing an Invitation (5 minutes) Present an example of an invitation on the PPT, showing the correct format, including the salutation, body, closing, and signature. Explain the key points of writing an invitation, such as clearly stating the event, time, place, and inviting words. Let students write an invitation to a celebration party related to the festival their group chose for the float model. Remind them to use the correct format and language they have learned. 教学反思 In this class, through various teaching methods such as picture - showing, text - reading, and group - working, students' interest in learning about holidays and festivals was effectively aroused. Most students actively participated in classroom activities, which achieved good teaching results in terms of knowledge imparting and ability cultivation. However, there were also some problems. For example, in the pronunciation teaching of some phonemes, although students practiced, some students still had difficulties in accurate pronunciation. In future teaching, more targeted pronunciation training activities should be designed. During the group activity of making the festival float model, some groups had insufficient communication, resulting in a slow progress. In the future, more guidance on group cooperation skills should be given to improve students' teamwork efficiency. Regarding writing, some students still had problems with grammar and vocabulary usage in the invitation writing. More writing exercises and individual tutoring are needed to help students 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 $