Teaching content

7A Unit 4 Time to celebrate

     Understanding ideas

主备人：徐杨

参备人：李玉、章东凤、刘利杰

使用年级：七年级

集体备课时间：11.18

使用时间：11.20

Analysis of the Teaching Material

【What】 本单元的主题范畴是“人与社会”，涉及到“文化与节日”这一主题群，以“Time   to celebrate”为主题，围绕着“different   ways to celebrate festivals and holidays”展开，衍生出三个子话题，本部分主要涉及到第一个子话题，即“How   do we follow traditions？”。通过Starting out部分的图片讨论引入本单元话题，激活学生已有的关于节日及其庆祝方式的背景知识，为接下来的学习做铺垫。随后Understanding   ideas部分涉及到一篇以“An   usual Spring Festival”为题的阅读，学习并了解在英国的学子第一次和英国朋友Emilia一起过春节，做象征着家庭团圆的狮子头和悬挂中国灯笼的故事，探讨传统节日对中国人民的重要意义，感悟作者的思乡之情，并由此发出学生对自己过春节时的传统庆祝方式以及传统菜肴的讨论。

【Why】 本单元旨在通过不同的语篇内容，让学生了解不同文化背景下的节日庆祝方式，思考节日背后隐藏的文化含义。Starting out旨在激发学生的好奇心和探索欲，鼓励他们主动收集信息，拓宽学生视野，为后面的深入学习做铺垫。 Understanding ideas部分通过具体的故事，让学生沉浸式体验作者的情感，并由此生发出对自己庆祝节日的方式的讨论，意识到传统节日对我们的重要性和意义所在。

【How】 本篇是一篇记叙文，其文体结构遵循了“问题-解决-结果”的经典叙事模式。在语言上，本文采用了一般过去时来叙述作者的亲身经历，同时穿插使用频率副词，如sometimes,   often, never, always等，以及一般现在时来介绍春节的习俗。文章中还巧妙的运用了多种修辞手法，如This   is the lion’s head. 与Emma的反应Are   you joking?Isn’t that against the law?之间的对话，运用了比喻和对比，既形象地描绘了“狮子头”菜肴的形状，凸显中国文化的特色，又巧妙地展现了中西方文化的差异，未文章增添了幽默感。

Analysis of the Target Students

【语言基础】1. 阅读与表达：课文包含了关于节日的故事 、 介绍以及不同庆祝方式的讨论等多种文本形式。学生需要具备一定的阅读理解能力来获取关键信息 ，例如节日的传统活动、人们的感受以及不同观点等。对于一些较长的段落和复杂的句子结构， 学生可能需要逐步提高阅读技巧，如学会抓住关键词、 理解句子之间的逻辑关系等。 2. 语法：本单元重点涉及频率副词和一般现在时的用法 。 频率副词（ 如   always 、often   、sometimes   、never） 用于描述事 情发生的频率， 学生要掌握它们在句子中的位置和用法， 以及如何根据实际情况准确选择使用 。 

【学习能力】1. 课堂参与：大多数学生对节日和假期这个话题比较感兴趣，能够积极参与课堂讨论，分享自己的节日经历和感受。这有助于提高学生的语言表达能力和思维能力， 同时也能让学生更好地了解不同文化背景下的节 日庆祝方式。2. 自主学习：部分学生可能具备一定的自主学习能力， 会主动去了解更多关于节日的知识，如通过查阅书籍、 观看相关视频等方式。然而，也有一些学生需要在教师的指导下，进一步提高自主学习的意识和能力，例如鼓励他们自主制定学习计划，定期复习和总结所学的英语知识与节日相关内容。

【生活经验】学生在生活中对各种节日有一定的认知和了解， 这为他们学习本单元内容提供了丰富的素材。他们可以很容易地将所学的词汇和知识与实际的节日场景对应起来，从而更好地理解和运用相关知识。

Teaching objectives

By the end of this lesson, you will be able to:

1.learn more about the Chinese New Year.

2.understand the passage and the cultural meanings behind it.

3.give some new ideas about how to follow the traditions and think of a new way to celebrate it.

Teaching key   points and difficult points

Key points:

在语境中理解词汇：与节日相关的词汇：festival   、holiday、picture等。

Difficult   points:

运用核心句型：询问信息的句型：

What   are the festivals in the pictures?

What   do you know about these festival?

What   other festivals or holidays around the word do you know?

Which   one do you think is the most special? Why?

Teaching and learning methods

Teaching   methods: activity-based approach

Learning methods: cooperative learning approach

1.To   learn more about the Chinese New Year.　

Step   1　Look   and Say

T:   Which festival or holiday is it?

S:   Tomb Sweeping Day/May Day/National Day/The Dragon Boat Festival/The Lantern   Festival/The Spring Festival…

T:   Which festival is the biggest traditional festival in China?

S:   The Spring Festival.

Step   2　Thinking

T:   When is the Spring Festival?

S:   It’s on the first day of the first lunar month.

T:   What do people eat?

S:   Dumplings, chicken, fish and so on.

Learn   what is known and unknown about the Spring Festival based on how well the   students answer the questions.　

设计意图：To   introduce students to the significance of the Spring Festival as China’s   biggest traditional festival, fostering cultural awareness through   identifying its timing and traditional foods, promoting engagement and   understanding.

2.To   understand the passage and the cultural meanings behind it.

Step   3　Prediction

Look   at the picture on the right and answer the questions. Use the words and   expressions to help you.

1.What   are the people doing?

◎Key:  They are celebrating the Spring Festival   and having a family reunion dinner.

2.What’s   on the table?

◎Key:  Some Chinese dishes.

Step   4　While-reading

Read   Para.1 and answer.

1.Where   did the writer celebrate the Spring Festival?

◎Key:   In the UK.

2.How   did she celebrate this festival?

◎Key:   She treated her British friend, Emilia, to a Chinese dinner.

Read   Para.2 and answer.

1.Did   the writer make it? Why?

◎Key:   No. Because she often watched Grandma cook, but she never cooked anything   herself.

2.How   did she solve the problem?

◎Key:   Her whole family came to her help on the phone.

3.What   was the result?

◎Key:   She became a chef in one hour.

4.What   dishes did the writer make for the festival? Can you guess?

◎Key:   Maybe traditional Chinese dishes.

Read   Paras.3—5 and answer.

1.What   was the last dish?

◎Key:   The lion’s head—a pork meatball.

2.Why   did she make this dish?

◎Key:   Because its round shape stands for family reunions.

3.What   did Emilia think of it?

◎Key:   Shocked—love/like.

4.Did   they enjoy their meal? How do you know?

◎Key:   Yes.Because the smell of the dishes and their laughter filled the room. The   writer felt like she was back home.

According   to students’ prediction, evaluate their ability to use situational cues to   reason the text content.

Learn   how students understand the text from how well they answer the questions.

设计意图：To   deepen students’ understanding of the Spring Festival celebrations, these   steps involve predictive reading, visual analysis, and detailed text   comprehension. Students practise inferring information, analyzing cultural   elements, and summarizing events, fostering critical thinking and cultural   sensitivity.

3.To   give some new ideas about how to follow the traditions and think of a new way   to celebrate it.

Step   5　Post-reading

1.Choose   the writer’s words after the meal.

a.I   don’t like having the Spring Festival alone.

b.I   miss my family so much.

c.It’s   really a special and happy Spring Festival.

2.Complete   the chart with the words and expressions from the passage.

Step   6　Further-thinking

1.What   is unusual about the writer’s Spring Festival?　

2.Read   and put the following sentences in order.

1)With   family’s help, the author learned to cook and made cucumber flowers.

2)Emilia   decorated the dining room with balloons and lanterns.　

3)The   author decided to treat Emilia to a Chinese dinner.

4)The   author served the “lion’s head” dish, and Emilia was shocked at first.

5)The   author faced the challenge of cooking for the first time.　

6)Emilia   tasted the dish and loved it.

7)They   shared laughter and the room was filled with the aroma of the food. The   author felt a sense of home and reunion.

Step   7　Language   Points

Step   8　Exercise

Observe   whether the students can summarize the meaning of the Spring Festival in   their discussion. 　

设计意图：To   enhance students’ reading, thinking and language skills through various   activities like understanding the text, analyzing characters’ thoughts and   sequencing events.To focus on familiarizing them with key language points.

Homework

Must   do: 1. 听录音，熟读课文； 2.   复习课文中出现的新单词和短语； 3.   将68页活动8的思维导图整理成一篇文章，写在作业本上。

Choose   to do: 搜集三个介绍节日的短视频并分享。