Unit 2 Lesson 4---6教学设计 2025-2026学年冀教版（2024）八年级英语上册

初 二 年级上( 英语 )教学案 　 备课时间： 使用者 Lesson 4 The Dragon Boat Festival 主备教师 李晓梅 参与教师 八年级全体英语教师 缺课学生 审核人 张莉 课 时 2课时 授课时间 核心 素养目标 Key Competencies Objectives · Language Ability: Enable students to understand and use key vocabulary and expressions to describe traditional festivals and related activities. · Cultural Awareness: Enhance understanding of Chinese traditional culture, especially the Dragon Boat Festival and its significance. · Thinking Quality: Develop reading comprehension skills by extracting and organizing information from the text. · Learning Capacity: Encourage collaborative learning and expression through group discussions and writing tasks. 教学重难点 Key and Difficult Points Key Points: · Mastering new words (e.g., local, race, admire) and phrases (e.g.be known as, pay respect to). · Understanding the cultural background and customs of the Dragon Boat Festival. Difficult Points: · Using target vocabulary and phrases accurately in speaking and writing. · Expressing personal opinions about festivals clearly and logically. 教学准备Preparation textbook, exercise book, notebook, ppt. 教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式 教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design 情景导入 Situational Lead-in Show pictures about dragon boat racing and zongzi making and Qu Yuan’s hometown. Teacher's Questions: · What are these people doing? · Do you know which festival it is? 活动设计 Activity Design Task 1: Reading Comprehension & Information Extraction · Students read the passage silently and answer the two basic questions: · A. When is the Dragon Boat Festival? · B. Where is Qu Yuan’s hometown? ·Complete the table fill-in (Exercise 3) to sort out the information on activities and places. Task 2: Group Discussion: Compare the Dragon Boat Festival with another Chinese festival. · Guiding Questions: · Why do people eat zongzi and race dragon boats? · What spirit does Qu Yuan represent? · How do festivals help us understand Chinese culture? Collaborative Presentation · Each group chooses one festival (from Exercise 4) and presents it, including its time, food, activities, and significance. · Format Options: Short play, poster, PPT, or oral report. ·Other groups provide comments or ask questions to enhance interaction. Task 3: Write About Your Favorite Festival · Students write a short passage based on the guiding questions in Exercise 5. · The teacher provides sentence patterns and vocabulary support. · After completion, conduct peer assessment in groups using an assessment sheet (covering content, language, creativity, etc.). 思政渗透与学科育人有机融合点Subject-based Character Education Guide students to think about: · What values does the Dragon Boat Festival teach us? (e.g., patriotism, teamwork, respect for tradition) · How can we promote traditional culture in our daily life? Teacher's Summary: Festivals are not just about celebration; they are about the inheritance of culture and the promotion of spirit. 板书设计Blackboard Design 教学反思Teaching Reflection 审 查 意 见 签 字： 年 月 日 Lesson 5 Special New Year celebrations 主备教师 李晓梅 参与教师 八年级全体英语教师 缺课学生 审核人 张莉 课 时 2课时 授课时间 核心 素养目标 Key Competencies Objectives ·Language Ability Objectives: To understand and use vocabulary and expressions related to festival celebrations. ·Thinking Quality Objectives: To cultivate students' cross-cultural awareness and critical thinking through comparison and analysis. ·Cultural Awareness Objectives: To understand and respect the cultural traditions of different countries and ethnic groups. To enhance cultural confidence and inherit excellent Chinese traditional culture. ·Learning Ability Objectives: To improve autonomous learning and cooperative learning abilities through group work, information retrieval, and presentations. 教学重难点 Key and Difficult Points ·Key Point: Understand the text content and master the New Year celebration methods of the four countries. ·Difficult Point: Compare cultural differences and express ideas for cross-cultural communication. 教学准备Preparation textbook, exercise book, notebook, ppt. 教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式 教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design 情景导入 Situational Lead-in · Play a video of New Year celebrations around the world (e.g., Times Square in New York, Chinese Spring Festival Gala, Thailand's Songkran). · Ask questions: · What do you see in the video? · How do you celebrate the New Year? · Introduce the topic: Special New Year Celebrations Around the World. 活动设计 Activity Design Step 1: Task-Driven & Question-Guided · Distribute the reading material (Textbook P24) and assign reading tasks: · Skimming: Match the countries with their celebration methods (Task 2). · Scanning: Answer the two questions (Task 1A & 1B). A: When is the New Year in Thailand? Does it fall on the same day as in China? B: Can you find anything in common in these celebrations? · Guide students to focus on cultural differences and commonalities, such as "family reunion" and "good luck." Step 2: Cooperative Inquiry & Presentation Preparation · Group task: Each group chooses a country (can extend to other countries like Japan, Brazil, etc.) and completes the Task 3 table. · Provide sentence scaffolds: In ______, people celebrate the New Year on ______. They usually ______. It symbolizes ______. · Groups make colorful cards (information on one side, drawing on the other) and prepare their presentation. Step 3: Cooperative Presentation (10 minutes) · Representatives from each group present their chosen country's New Year celebration. · Other groups can ask questions or add information. The teacher provides timely comments and supplements cultural background. 思政渗透与学科育人有机融合点Subject-based Character Education Guide students to think: Why do people have different ways to celebrate? What can we learn from these traditions? · Emphasize cultural respect, family reunion, and positive spiritual symbolism. ·Teacher's summary: Different cultures, same wishes—for happiness, health, and a better future. 板书设计Blackboard Design 教学反思Teaching Reflection 审 查 意 见 签 字： 年 月 日 Understanding cultures:Special festivals around the world 主备教师 李晓梅 参与教师 八年级全体英语教师 缺课学生 审核人 张莉 课 时 2课时 授课时间 核心 素养目标 Key Competencies Objectives · Language Ability: Students will be able to recognize, understand, and use core vocabulary related to festivals (e.g., celebrate, exchange presents, respect the elderly, play with colourful paint, forgive, a tomato fight). · Cultural Awareness:Understand the diversity of world cultures and learn to respect and appreciate different cultures. · Thinking Quality: Develop critical thinking and cross-cultural cognitive skills by comparing and analyzing Chinese and foreign festival cultures. · Learning Capacity: Improve reading ability through training in Skimming for the main idea, Scanning for details, and Careful Reading for text analysis. 教学重难点 Key and Difficult Points · Key Points: Understand the details of the four short passages and complete the reading tasks; Be able to introduce a festival in English. · Difficult Points: Understanding and expressing Sino-Western cultural differences. 教学准备Preparation textbook, exercise book, notebook, ppt. 教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式 教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design 情景导入 Situational Lead-in · Activity: Guessing Game 1. The teacher plays a video quickly switching between festival activities (e.g., mountain climbing, throwing colors, Christmas tree, throwing tomatoes) or shows a series of pictures. 2. Ask: What can you see in the video/pictures? Do you know which festivals these activities belong to? 活动设计 Activity Design Step 1: Pre-reading Prediction · Activity: Prediction Show the four pictures from the textbook (where students need to write the festival names). Ask: Look at these pictures. Can you predict what these festivals might be? Encourage students to make bold guesses based on the visual information. Step 2: While-reading Task 1: Skimming for Gist · Task: Quickly read the entire text and complete textbook Activity 1: Write the festivals under the pictures. Task 2: Scanning for Details · Task: Read the text carefully and complete Activity 2: Correct the statements. · Procedure: Ask students to complete individually first, then discuss with a partner. They must not only correct the error but also point out the basis in the text. · A. Not roses. → Chrysanthemum flowers. (Para. 1) · B. Not lucky money. → Presents. (Para. 2) · C. Not in Spain. → In India. (Para. 3) · D. Not Friday. → On a Wednesday. (Para. 4) Task 3: Careful Reading for Deep Understanding · Chongyang Festival: Why do people climb mountains and enjoy flowers on this day? ·Christmas: Besides having fun, what else does Christmas mean? · Holi: What does "forgive and forget past wrongdoings" mean? Why is it important? · Tomatina: Is it just a messy fight? What else is there? Step 3: Post-reading · Task: Activity 3 & 4: Search and Draw a Mind Map & Share. 思政渗透与学科育人有机融合点Subject-based Character Education The teacher guides students to summarize the festivals learned and their cultural significance, emphasizing cultural diversity and the traditional virtue of respecting the elderly and loving the young. 板书设计Blackboard Design 教学反思Teaching Reflection 审 查 意 见 签 字： 年 月 日 学科网（北京）股份有限公司 $