Unit 8 Let's celebrate!（Further study）教案-2025-2026学年译林版英语七年级上册

该教案聚焦初中英语七年级Unit 8 Let's celebrate!的深化学习，围绕节日主题构建语言输入与输出的完整链条，从视频导入激活经验，到词汇游戏巩固基础，再到阅读理解挖掘文化内涵，层层递进形成清晰的学习支架。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，通过观看全球节日短视频激发兴趣，实现跨文化认知启蒙；在小组合作创编节日短剧时，学生运用目标词汇和语法结构进行创造性表达，体现语言实践力与团队协作力；设计“文化对比讨论”环节，引导学生思考节日背后的价值观差异，培养批判性思维与尊重多元文化的意识。此教学设计既提升学生用英语讲好中国故事的能力，又助力教师高效落实新课标理念，增强课堂活力与育人实效。

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 8 Let's celebrate!（Further study） 教学目标 1. Language Ability Students are able to skillfully use the key words and sentence patterns related to festivals learned in this unit, such as "celebrate, festival, dress up, have a party, gift, decorate" etc., to vividly describe various festival celebrations. For example, they can describe Christmas as "People celebrate Christmas by decorating Christmas trees, exchanging gifts, and having a big family dinner together." Students can accurately read texts about festival celebrations, quickly identify key information like festival time, traditional activities, and cultural meanings. They should be able to summarize the main ideas of the texts in their own words. Students can express their opinions on different festivals in English, including their favorite festivals, reasons for liking them, and how they celebrate them. They are expected to use complex sentences and rich vocabulary to make their expressions more fluent and vivid. 2. Cultural Awareness Students can comprehensively understand the important festivals and their profound cultural connotations in different countries and regions. For instance, they should know that Thanksgiving in the US is a time for people to express gratitude for the harvest and blessings in life. By comparing Chinese and Western festivals, students can cultivate a strong sense of pride in their own culture and also respect and appreciate other cultures. They will understand that although festivals around the world have their own characteristics, they all carry people's good wishes. 3. Quality of Thinking Cultivate students' logical thinking ability. Through analyzing the structure and content of festival - related texts, they can understand the author's writing intention, such as why a certain festival is important in a particular culture. Encourage students to use their imagination and creativity. For example, they can design unique festival celebrations, including creating new festival names, determining festival times, and inventing special celebration activities, which helps to develop their innovative thinking. 4. Learning Ability Guide students to master effective learning strategies. For example, they can summarize vocabulary and grammar knowledge related to festivals by making mind maps or creating flashcards, which improves their independent learning ability. Cultivate students' ability of cooperative learning. By organizing group discussions, role - playing, and group projects related to festivals, students can learn to communicate and cooperate effectively with their peers, jointly complete tasks, and improve their English level together. 重难点 1. Teaching Key Points Thoroughly understand and proficiently use festival - related vocabulary and expressions. For example, students should not only know the meaning of words like "custom, tradition, parade" but also be able to use them correctly in sentences. Be able to vividly describe the celebration activities of different festivals. For instance, when describing the Spring Festival, students can mention activities like cleaning the house, pasting Spring Festival couplets, setting off firecrackers, and having a family reunion dinner. Through role - playing and group conversations, conduct simple festival - related dialogues. In the dialogues, students should be able to use appropriate greetings, introduce festival customs, and express their feelings about the festivals. 2. Teaching Difficult Points Deeply understand the cultural connotations of Western festivals. For example, it is difficult for students to fully understand the religious significance behind Easter and how it has evolved into a modern celebration. Flexibly use grammar structures in specific festival - related contexts. For example, correctly using the present continuous tense to describe ongoing festival activities, such as "People are dancing in the street during the Carnival." Also, accurately using the past tense to talk about past festival experiences, like "Last Christmas, we visited our grandparents and had a great time." In group activities, ensure effective communication and cooperation among group members. Some students may be shy or not good at expressing themselves, so teachers need to guide them to actively participate and work together to complete the planning and execution of festival - related tasks, such as planning a group - based festival celebration event. 教学过程 教学环节 学习活动（包含设计意图） Lead - in (5 minutes) Activity: Show students a short video about a global festival celebration, which includes scenes of different festivals like the Carnival in Brazil, the Songkran Festival in Thailand, and the Oktoberfest in Germany. After watching the video, ask students to share their initial impressions and any festivals they recognize. Design Intent: This activity can quickly attract students' attention, arouse their interest in the topic of festivals, and activate their prior knowledge about festivals. It also creates a relaxed and active classroom atmosphere, making students more willing to participate in the following learning activities. Presentation (12 minutes) Activity: Display some pictures of festival - related items on the PPT, such as a Christmas tree, a pumpkin lantern, a red envelope, etc. Ask students to quickly say the corresponding English words. Then, divide students into pairs. One student describes a festival - related word without saying the word itself, and the other student guesses the word. For example, one student may say "It is a big meal that families have together during the Spring Festival" and the other student should guess "reunion dinner". Design Intent: By using pictures to review vocabulary, it can enhance students' visual memory. The pair - work activity can not only help students review and consolidate festival - related vocabulary but also improve their communication and cooperation ability. At the same time, it allows students to use the learned vocabulary in a practical context, strengthening their understanding and application of the words. Reading Comprehension Activity: Provide students with a short passage about a less - known Western festival, such as St. Patrick's Day. First, let students skim the passage quickly to get the main idea and answer some general questions, like "When is St. Patrick's Day?" and "What is the main color of St. Patrick's Day?". Then, ask students to read the passage carefully and answer some detailed questions, such as "What special food do people eat on this day?" and "What are the traditional activities?". After that, organize students to discuss in groups: What cultural connotations does this festival carry? Each group selects a representative to report the discussion results. Design Intent: Through skimming, students can quickly capture the key information of the text, which helps to improve their reading speed and overall understanding ability. Careful reading and answering detailed questions can train students' ability to extract specific information. The group discussion can stimulate students' thinking, let them explore the cultural connotations of festivals, and at the same time improve their group cooperation and oral expression ability. Practice (15 minutes) Activity: Write some sentences on the blackboard, some of which use the present continuous tense correctly to describe festival activities, and some with incorrect usage. For example, "People is dancing at the festival." (incorrect) and "People are singing and dancing at the festival." (correct). Ask students to find the mistakes and correct them. Then, give students some festival - related situations, such as "It's Christmas Eve. What are people doing?" and let students make sentences using the present continuous tense. Design Intent: By identifying and correcting mistakes, students can have a more intuitive understanding of the correct usage of the present continuous tense. The sentence - making activity allows students to apply the grammar knowledge to festival - related descriptions, strengthening their ability to use grammar in practical situations. Production (10 minutes) Activity: Divide students into groups of 4 - 5. Assign each group a festival, which can be a well - known festival like the Mid - Autumn Festival or a less - common one like the Day of the Dead in Mexico. Each group needs to create a short skit to show how people celebrate this festival. They should include festival - related vocabulary, sentences, and appropriate actions. After preparation, each group performs the skit in front of the class, and the other groups watch and then ask some questions related to the festival shown in the skit. Design Intent: The group skit activity can comprehensively exercise students' language use ability, including speaking, acting, and cooperation. It also deepens students' understanding of different festival celebrations. The question - asking session after the performance can further stimulate students' thinking and knowledge exploration about festivals. Summary and Homework (3 minutes) Activity: Summarize the key points of this class, including important festival - related vocabulary, grammar usage, and cultural knowledge. For homework, ask students to write a short passage about their favorite festival, including the time of the festival, how they celebrate it, and why they like it. They should use at least 80 words and the knowledge learned in this class. Design Intent: The summary can help students review and consolidate the knowledge learned in this class. The writing homework can further train students' written expression ability, allowing them to apply the knowledge and skills learned in class to real - life writing, and also deepening their understanding and memory of festival - related content. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $