Unit 4 Time to celebrate（Starting out）教案 2025-2026学年外研版（2024）英语七年级上册

该教案聚焦初中英语七年级Unit 4 “Time to celebrate” 的核心内容，围绕节日词汇、表达与文化背景展开教学，通过图片导入激发兴趣，以问题链引导学生从生活经验走向语言学习，构建“感知—理解—应用”的学习支架，实现知识的自然过渡与深度内化。 本教案亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在Step 3中通过小组合作解读节日卡片信息，既训练学生提取关键细节的能力，又促进跨文化认知；在Step 4的对话创编活动中，学生运用新学词汇描述理想节日场景，体现语言实践的真实性和创造性，强化了语言能力和思维品质。同时，作业设计巧妙融入家庭互动任务，增强家国情怀与社会责任感，助力教师高效落实新课标理念，提升课堂育人实效。

教学设计 课程基本信息 学科 英语 年级 七年级 学期 秋季 课题 Unit 4 Time to celebrate(Starting out) 教学目标 1. Knowledge Aims Students will be able to master the key vocabulary related to festivals, such as “celebrate”, “festival”, “tradition”, “decoration”, “lantern”, “dumpling” etc. Enable students to understand and use phrases and expressions about festival celebrations, like “hang lanterns”, “set off fireworks”, “have a family reunion dinner” etc. Students can learn about the basic information of festivals around the world, including the time, places, and main celebration ways. 2. Ability Aims Improve students' listening ability to catch key information about festivals from dialogues and passages. Develop students' speaking skills to describe festivals and their celebration experiences fluently and accurately. Cultivate students' reading ability to understand texts about festivals and extract relevant details. Train students' writing ability to write short passages about their favorite festivals. 3. Emotional Aims Foster students' interest in learning English by exploring colorful festival cultures. Enhance students' awareness of cultural diversity, respecting and appreciating different festival cultures around the world. Stimulate students' sense of national pride by learning about Chinese traditional festivals. 重难点 1. Teaching Key Points The vocabulary and expressions related to festival celebrations. The basic information and cultural backgrounds of major festivals around the world, especially Chinese traditional festivals. The usage of simple present tense and frequency adverbs when describing festival celebration ways. 2. Teaching Difficult Points How to help students use simple present tense and frequency adverbs correctly and flexibly in describing festival celebrations. Cultivating students' cross - cultural communication ability, enabling them to understand and respect different cultural traditions from a deeper perspective. 教学过程 教学环节 学习活动(包含设计意图) Step 1: Warming-up & Lead-in (5 minutes) Activity: Show some pictures of different festivals around the world on the PPT, such as the Spring Festival in China (with red lanterns, couplets, and people setting off fireworks), Christmas in Western countries (with Christmas trees, Santa Claus, and children opening presents), and the Carnival in Brazil (with colorful parades and dancers). Then ask students some questions: “Do you know what festivals these are?”, “Which festival do you like best?”, “What do people usually do during these festivals?” Design Intent: This activity can quickly arouse students' interest in the topic of festivals, activate their prior knowledge about festivals, and create a relaxed and pleasant learning atmosphere for the following class. Step 2: Presentation (10 minutes) Activity: Write the title “Unit 4 Time to celebrate” on the blackboard. Then start a simple conversation with students: “Today we are going to learn about festivals around the world. We all know that festivals are special times for people to celebrate. So, why do people celebrate festivals? What meanings do festivals have in our lives?” Encourage students to express their opinions freely. Design Intent: By guiding students to think about the significance of festivals, it can smoothly lead to the main content of this unit, and also help students understand the deeper connotations of festivals, laying a good foundation for further learning. Step 3: Practice (10 minutes) Vocabulary Teaching Activity: Show the new words and phrases about festivals on the PPT one by one, such as “celebrate” (explain its meaning and pronunciation, and give examples like “We celebrate the Spring Festival every year.”), “festival” (let students think of different festivals they know and use this word to make sentences), “tradition” (explain its meaning and show some traditional festival customs, like the tradition of eating mooncakes during the Mid - Autumn Festival), “decoration” (show pictures of festival decorations and let students describe them using this word). After presenting all the words, play a word - reading game. Read the words quickly and ask students to repeat them as fast as they can. Design Intent: Presenting new words in combination with pictures and examples can make students understand the words more easily and remember them firmly. The word - reading game can increase students' participation and improve their learning enthusiasm. Festival Information Introduction Activity: Divide students into groups of four. Distribute some cards to each group. Each card contains information about a festival, including the festival name, time, place, and main celebration ways. For example, one card may have information about the Dragon Boat Festival: “The Dragon Boat Festival is on the fifth day of the fifth lunar month. It is mainly celebrated in China. People usually hold dragon boat races and eat zongzi.” Let students in each group read the information on their cards carefully and then take turns to introduce the festival to their group members. After that, invite several groups to come to the front of the class and introduce one of the festivals they have learned to the whole class. Design Intent: Group work can cultivate students' cooperation ability and communication skills. By reading and introducing festival information, students can not only learn about different festivals but also practice their English speaking ability. Step 4: Oral Practice & Consolidation (15 minutes) Listening Activity Activity: Play a short dialogue about festival celebrations on the recorder. The dialogue may be about two friends talking about how they spent the Spring Festival. Before playing, show some questions on the PPT, such as “What did they do during the Spring Festival?”, “Who did they spend the festival with?”. Let students listen carefully and answer the questions. After playing the dialogue for the first time, check the answers briefly. Then play the dialogue again, and ask students to listen and fill in the blanks in a handout. The blanks may be some key words or phrases in the dialogue related to festival celebrations. Design Intent: This listening activity can train students' listening ability to catch key information. The pre - listening questions can guide students to focus on the main content of the dialogue, and the filling - in - the - blanks task can further improve their listening accuracy. Speaking Activity Activity: After the listening activity, organize a speaking activity. Let students work in pairs. Each pair chooses a festival they like. Then they make up a dialogue about how they would celebrate this festival if they were together. Encourage them to use the vocabulary and expressions they have just learned. Walk around the classroom to monitor and offer help when necessary. After a few minutes, invite several pairs to come to the front and perform their dialogues for the class. Design Intent: The speaking activity can provide students with an opportunity to apply what they have learned in a real - life - like situation. Pair work can reduce students' speaking pressure and make them more willing to express themselves. The performance in front of the class can also enhance students' confidence. Step 5: Summary & Homework (5 minutes) Summary Activity: Summarize the key points of this class with students. Review the new vocabulary and expressions about festivals, and some important festival information they have learned. Ask students to recall the listening and speaking practice they have done, and emphasize the correct usage of language in describing festival celebrations. Then invite several students to share what they have learned in this class. Design Intent: Summarizing can help students sort out the knowledge they have learned in this class, strengthen their memory, and also cultivate their ability to summarize and express. Homework Activity: Assign three homework tasks. First, ask students to write a short passage about their favorite festival, including the time, celebration ways, and why they like it. They should use at least five new words and phrases learned in this class. Second, ask students to collect more information about an international festival they are interested in and prepare to share it in the next class. Third, tell students to teach their parents the new words and expressions about festivals they have learned today. Design Intent: The writing task can improve students' writing ability and their application of new knowledge. The information - collecting task can expand students' knowledge about festivals and cultivate their self - learning ability. The task of teaching parents can not only review the knowledge but also strengthen the connection between school learning and family life. 1 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $