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

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?

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

活动设计

Activity Design

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

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.

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).