Unit 8 Holidays and festivals E Writing 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-E Writing This unit focuses on the topic of holidays and festivals. Through various activities, students are expected to learn relevant vocabulary, sentence patterns, and grammar knowledge. In the writing part, students will be guided to describe holidays and festivals, including their time, activities, and personal feelings. They will also learn to write an invitation letter for a festival celebration party, which combines language learning with real - life application. 教学目标 A. Knowledge Objectives Students can master the key words and phrases related to holidays and festivals, such as “Mid - Autumn Festival”, “Lantern Festival”, “celebrate”, “get together”, etc. Students are able to use the simple present tense correctly to describe regular activities during holidays and festivals, and use the “be going to” structure to express future plans for festival celebrations. Students can learn the format and key elements of writing an invitation letter, like salutation, body, closing, and signature. B. Ability Objectives Improve students' writing ability, enabling them to organize their ideas clearly and write a short passage about holidays and festivals with at least 80 words, including the basic information of the festival, celebration activities, and personal opinions. Develop students' ability to collect and select information. They can pick out useful details from their memories or given materials to support their writing. Enhance students' ability to revise and edit their own writing. They can check for grammar mistakes, spelling errors, and improve the coherence of their passages. C. Emotional Objectives Cultivate students' interest in learning English by connecting the learning content with their real - life experiences of holidays and festivals. Promote students' understanding and respect for different cultures, as they learn about both Chinese and foreign holidays and festivals. 教学重难点 A. Key Points The use of relevant vocabulary and sentence patterns to describe holidays and festivals. The structure and content organization of writing about holidays and festivals, and the format of writing an invitation letter. B. Difficult Points How to guide students to express their personal feelings and experiences about holidays and festivals vividly and accurately. How to help students make their writing more logical and coherent, especially when connecting different ideas and details. Vocabulary Festival names: Mid - Autumn Festival, Lantern Festival, May Day, Carnival in Brazil, etc. Related activities: watch lantern shows, solve riddles, dance around the maypole, have a big dinner, enjoy the full moon, etc. Adjectives: lively, important, meaningful, traditional, etc. Sentence Patterns Describing festival time: The Mid - Autumn Festival falls on the fifteenth day of the eighth month in the Chinese lunar calendar. Describing activities: People usually get together with their families and have a big dinner. On that day, we are going to watch the lantern show. Expressing feelings: I really like the festival because it makes me feel warm in my heart. Writing Format - Invitation Letter Salutation: Dear + name Body: State the purpose of the invitation (e.g., We will have a Lantern Festival party...), introduce the details (time, place, activities), and express your hope for the recipient to attend (e.g., We hope you can come and join us.) Closing: Yours sincerely/faithfully Signature: Your name 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 people setting off fireworks, children wearing new clothes, and families having a big dinner together; the Christmas with a Christmas tree, Santa Claus, and kids opening presents. Ask students to look at the pictures and answer the following questions: “What festivals are these?”, “What do you think of these festivals?”, “What activities do people usually do during these festivals?” Encourage several students to share their answers, and then briefly summarize the students' responses, leading to the topic of today's writing class - writing about holidays and festivals. B. Knowledge Presentation (10 minutes) Vocabulary review Write some key words and phrases related to holidays and festivals on the blackboard, such as “celebrate”, “get together”, “Mid - Autumn Festival”, “mooncakes”. Let students read them aloud together, and then randomly pick some students to read them individually to check their pronunciation. Divide the students into pairs. Give each pair a set of flashcards with festival - related words. One student shows a flashcard, and the other student has to use the word on the card to make a sentence. For example, if the word is “May Day”, the student can say “We usually have a holiday on May Day.” Sentence pattern guidance Use the PPT to show some common sentence patterns for describing holidays and festivals, as listed in the knowledge list above. Explain the usage and meaning of each pattern in detail. Let students imitate the sentence patterns to make their own sentences. Write the sentences on the blackboard or ask them to write on their exercise books. Then check the sentences together, correcting any mistakes. Writing format introduction (invitation letter) Present an example of an invitation letter for a festival celebration party on the PPT. Analyze the structure of the invitation letter, including the salutation, body, closing, and signature. Explain the function of each part. Let students work in groups of four. Give each group a piece of paper with a jumbled - up invitation letter. The group members need to rearrange the parts of the letter to form a correct invitation letter. Then ask one group representative from each group to come to the front of the class and show their answer. C. Writing Guidance (10 minutes) Topic selection Present two writing tasks on the PPT: Task 1: Write a passage about your favorite festival. You need to include the time of the festival, what people usually do during the festival, and why you like it. Task 2: Suppose you are going to hold a festival celebration party at your home. Write an invitation letter to your friend, telling him/her the details of the party, such as the time, place, and activities. Let students choose one of the tasks according to their own interests. Idea generation For students who choose Task 1: Ask them to think about their favorite festival and write down some key words and phrases related to it in a mind - map form. For example, if the festival is the Mid - Autumn Festival, they can write “full moon”, “mooncakes”, “family reunion” around the central topic “Mid - Autumn Festival”. Then ask them to share their mind - maps with their partners. The partners can give some suggestions, like adding more details or changing some words. For students who choose Task 2: Let them first decide the festival of the party and then write down the basic information, such as the date, time, and place of the party. Also, list some activities they plan to hold at the party, like making yuanxiao, playing games. Encourage them to think about how to write the invitation letter in a more polite and attractive way. D. Writing Practice (15 minutes) Let students start writing according to their chosen tasks. Walk around the classroom, providing individual guidance and help. If students have problems with grammar, vocabulary, or organization, give them timely suggestions. Remind students to pay attention to the following points: For the passage about the festival: Use correct grammar and vocabulary, write in complete sentences, and make the content clear and logical. For the invitation letter: Follow the correct format, include all the necessary information, and use polite language. Set a time limit of 15 minutes for students to finish their first drafts. E. Peer Review and Revision (5 minutes) Divide the students into pairs or small groups. Let them exchange their writing works. Provide a peer - review checklist for students, which includes items such as “Are there any grammar mistakes?”, “Is the vocabulary used correctly?”, “Is the content related to the topic?”, “Is the writing organized well?”. Students review their partners' writing according to the checklist and write down their suggestions. Then they return the writing to the original writers. The original writers read the suggestions and make revisions to their writing. They can ask their partners or the teacher for further help if needed. 教学反思 In this class, the lead - in part was effective in arousing students' interest in the topic, as most students were actively involved in answering the questions about festivals. However, in the future, more interactive ways, such as group discussions or short video showings, can be added to make the lead - in more engaging. During the knowledge presentation, the vocabulary review and sentence - pattern practice were well - received by students. The pair - work and group - work activities helped students better understand and master the knowledge. But for some students with weaker English foundation, more detailed explanations and more practice opportunities might be needed. In the writing guidance part, students seemed to have a clear idea of how to start writing after the mind - map and information - listing activities. However, some students still had difficulties in organizing their ideas and making their writing coherent. In the future, more time should be spent on teaching writing structure and logical connection words. The peer - review and revision part was a good attempt to let students learn from each other. But some students did not take the peer - review seriously enough, just casually skimming through their partners' writing. Next time, more specific requirements and evaluation methods can be given to ensure the effectiveness of peer - review. Overall, through this class, students have made some progress in writing about holidays and festivals, but there are still areas that need improvement in future teaching. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $