初中英語外研版（2024）七年級上冊（2024）Unit 4 Time to celebrate教案-教案下載-教習(xí)網(wǎng)

單元教材分析
本單元的主題是“人與社會”下的“歷史、社會與文化”，歸屬于“世界節(jié)假日與慶?；顒印边@一子主題內(nèi)容。本單元教材圍繞節(jié)日與假期展開，內(nèi)容包括：談?wù)摴?jié)日與假期；談?wù)摴?jié)日的慶祝方式；理解怎樣科學(xué)地慶祝節(jié)日與活動。旨在讓學(xué)生了解中外各種各樣的節(jié)日，并學(xué)會用更環(huán)保的方式慶祝節(jié)日。
課時分解
第一課時 Starting ut&Reading
Teaching Objects 【教學(xué)目標(biāo)】
1.Talk abut festivals and hlidays.
2.Knw the special way t celebrate the Spring Festival.
Teaching Aids 【教學(xué)工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教學(xué)步驟】
★Step 1 Lead in【導(dǎo)入】
Different cuntries have their wn festivals and hlidays. Can yu list sme festivals in China?
Starting ut
Page 63,1
1.Shw the pictures t the Ss, and then ask them t answer the fllwing questin.
What are they ding in each picture?
2.Let sme Ss say their answers.
3.Check the answers with the class.
4.Ask the Ss t answer the questins:
①What are the festivals in the pictures?
②What d yu knw abut these festivals?
5.Give the Ss sme prmpts fr questin②.Fr example, time, activities and meaning.
Page 63,2
1.Ask the Ss t lk at the picture and answer the questins.
①What ther festivals r hlidays arund the wrld d yu knw?
②Which ne d yu think is the mst special?Why?
2.Let sme Ss share their answers with the class.
3.Make apprpriate supplements accrding t the Ss’ answers.
Understanding ideas（1—4）
★Step 2 Pre-task【準(zhǔn)備任務(wù)】
Page 64,1
1.Shw the picture n Page 65 t the Ss, and then ask them t answer the fllwing questins.
①What are the peple ding?
②What is n the table?
2.Give the Ss sme prmpts. Fr example, Spring Festival, dinner, family reunin and dish.
3.Ask sme Ss t say their answers.
4.Check the answers with the class.
★Step 3 While-task【過程任務(wù)】
Page 64,2
1.Ask the Ss t lk at the title f the passage n Page 65, and then ask them t answer the questin: What did the writer d during the Spring Festival?
2.Let sme Ss share their answers with the class.
3.Check the answer with the class.
Page 66,3
1.Ask the Ss t chse the writer’s wrds after the meal.
2.Check the answer with the class.
Page 66,4
1.Shw the chart n page 65 t the Ss, and then let them guess what may be filled in the blanks.
2.Ask the Ss t cmplete the chart with the wrds frm the passage.
3.Check the answers with the class.
★Step 4 Pst-task【后續(xù)任務(wù)】
Think and share
1.After learning the passage, ask the Ss t answer the fllwing questin: What is unusual abut the writer’s Spring Festival?
2.Give the Ss sme prmpts as fllws.
What’s the cmmn way f celebrating the Spring Festival? Hw did the writer celebrate the Spring Festival?
3.Ask the Ss t answer the questin: What is yur family’s traditinal dish fr the Spring Festival? Can yu ck it?
4.Give the Ss sme prmpts.
5.Let the Ss share the answers with the class.
★Step 5 Language pints【語言要點】
1. treat 的用法
(1)作動詞,表示“款待,招待;看作”,常見用法:treat ... with...“用……招待……”;treat… as…“把……當(dāng)作……”; treat sb. t sth.“請某人吃某物”。例如:The waiter treats every custmer with kindness and warmth.這位服務(wù)員以善良和熱情招待每一位客人。
I always treat Amy as my best friend.我一直把埃米當(dāng)作我最好的朋友。
I treated my neighbur t sme seafd yesterday.昨天我請我鄰居吃了一些海鮮。
(2)作名詞,表示“請客,做東”。例如:
It’s my treat tday.今天我請客。
2.smell 的用法
(1)作系動詞,表示“聞起來”,后接形容詞作表語。例如:
It smells terrible.它聞起來很糟糕。
(2)作名詞,表示“氣味”。例如:
The smell is terrible.這氣味真難聞。
3.辨析 alne 與 lnely
alne 只表示“獨自”的客觀狀態(tài),沒有感情色彩。
lnely 可表示人“孤獨的,寂寞的”,也可表示地方“荒涼的,人煙稀少的”。例如:
I was travelling alne in the lnely muntain. I didn’t feel lnely thugh I was alne.我獨自行走在荒涼的山里。我雖孤身一人,但并不感到寂寞。
4. taste的用法
(1)taste作動詞時，有兩種用法:
taste 后可跟名詞或代詞,意為“品嘗某物”。例如:
Tm smelled the mncake and then tasted it again.湯姆聞了聞月餅之后,又嘗了一口。
taste 作系動詞后可跟形容詞,意為“有……的味道”。例如:
The mncakes with nuts taste mre delicius than thse with sugar.有堅果的月餅比
有糖的月餅更好吃。
(2)taste可作名詞,意為“味道，滋味”。例如:
Please have a taste f this cheese.請嘗嘗這乳酪。
5.stay的用法
stay 作不及物動詞,意為“停留;待”；作連系動詞，意為“保持原狀;維持”,后常接形容詞。例如:
Lisa stayed in the UK fr a year t study.為了學(xué)習(xí),莉薩在英國待了一年。
I can't stay awake any lnger.我沒法再保持清醒了。
【拓展】stay 短語小結(jié)：
stay up 熬夜 stay at hme 待在家里
stay away frm.遠(yuǎn)離…… stay ut 夜不歸宿
6.辨析 take place 與 happen
take place表示“發(fā)生，舉行，舉辦”。一般指有計劃、事先安排的事情的“發(fā)生”,沒有偶然性。
happen 表示“發(fā)生，碰巧”一般用來指偶然或突發(fā)性事件,強(qiáng)調(diào)事情發(fā)生的偶然性或未能預(yù)見性。例如:
When des the party take place?派對什么時候舉行?
If anything happens,please let me knw.如果有什么事情發(fā)生，請讓我知曉。
7.sure 的用法
(1)作形容詞,意為“無疑的;確信的;有把握的”。常見用法:be sure f/abut “確信;對……有把握。”例如:
I’m sure f/abut the answer.我對這個答案有把握。
(2)作副詞,意為“當(dāng)然”,用于回答他人提出的請求或提議,表示同意或愿意。例如:
—May I ask yu a questin?我能問你一個問題嗎?
—Sure.當(dāng)然。
8. prefer 的用法
prefer 為動詞,相當(dāng)于“l(fā)ike... better”,一般不用于進(jìn)行時態(tài)。常見用法如下:
(1)prefer (t d) sth.表示“更喜歡(做)某事”。
(2)prefer (ding) A t (ding) B表示“比起(做)B來,更喜歡(做)A”,其中 t 為介詞。
(3)prefer sb. (nt) t d sth.寧愿/更喜歡某人(不)做某事。例如:
I prefer swimming t skating. (I like swimming better than skating.)比起游泳，我更喜歡滑冰。
I prefer yu nt t g.我寧愿你不走。
★Step 6 Summary 【課堂小結(jié)】
Ask the Ss t use the students' self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作業(yè)】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教學(xué)反思】
The tpic f this unit is “Time t celebrate”. After learning, the students can talk abut festivals and hlidays.Frm the simple t the cmplex, the cntent f this lessn is gradually intrduced, which is easy fr students t understand. And the teaching effect is gd.
第二課時 Grammar
Teaching Objects 【教學(xué)目標(biāo)】
1.Master the usage f the adverbs f frequency.
2.Talk abut the ways t celebrate a traditinal festival.
Teaching Aids 【教學(xué)工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教學(xué)步驟】
★Step 1 Lead in【情景導(dǎo)入】
1.Shw the fllwing sentence t the Ss, and then ask them t pay attentin t the bld wrds.
(a) Smetimes, she cks fr me.
(b) I ften watched Grandma ck, but I never cked anything myself.
(c) My family always have it at the Spring Festival.
2.Lead the Ss t learn the grammar adverbs f frequency.
Understanding ideas（5—8）
★Step 2 Pre-task【準(zhǔn)備任務(wù)】
Page 67，5
1.Ask the Ss t make mre sentences with adverbs f frequency.
2.Let sme Ss share their answers.
3.Shw sme examples t the Ss.
★Step 3 Grammar learning【語法任務(wù)】
1.定義：Adverb f Frequency 表示動作發(fā)生或狀態(tài)存在的頻率的副詞。
2.常見的頻度副詞：never seldm smetimes ften usually
always
【注意】never, hardly, rarely, seldm在句中表示否定，且不與否定詞nt連用。
★Step 4 While-task【過程任務(wù)】
Page 67，6
1.Ask the Ss t cmplete the diagram n page 67 with the wrds in the bx.
2.Let sme Ss say their answers.
3.Check the answers with the class.
4.Ask the Ss t make a sentence with each wrd.
5.Shw the Ss a sample as fllw.
My parents always stay up during the Spring Festival.
Page 67，7
1.Shw the blg pst n page 67 t the Ss. Then ask the Ss t predict what may be filled in the blanks.
2.Ask the Ss t cmplete the blg pst with always, ften, smetimes, r never.
3.Check the answers with the class.
★Step 5 Pst-task【后續(xù)任務(wù)】
Page 68，8
1.Ask the Ss t wrk in pairs t talk abut their ways t celebrate a traditinal festival. Use the thinking map t rganise their ideas.
Wh d yu celebrate it with?
What activities d yu d?
What fd d yu have?
Hw d yu feel?
2.Let the Ss use the wrds and expressins frm the reading passage and the Useful expressins t help them.
Hw d yu usually
I ften... But I never...
Smetimes I...
My family always... fr...
My favurite activities include...
... is a must fr...
★Step 6 Summary 【課堂小結(jié)】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作業(yè)】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教學(xué)反思】
Learning grammar is an imprtant task in this perid. We always learn grammar when we have learned enugh language. Students can practise grammar by using what they have learned. It’s imprtant fr them t master the usage f adverbs f frequency. We can give them sme examples.
第三課時 Listening and Speaking
Teaching Objects 【教學(xué)目標(biāo)】
1.Identify the facts and pinins.
2.Prnunce /??/, /?/ crrectly and remember the letters and letter cmbinatins that represent them.
3. Talk abut different ways t celebrate a festival r hliday.
4.Cultivate awareness f envirnmental prtectin during the festivals.

Teaching Aids 【教學(xué)工具】
an English bk，a tape recrder and CAI

Teaching Steps 【教學(xué)步驟】
★Step 1 Lead in【情景導(dǎo)入】
1.Shw the picture n page 69 t the Ss, and then ask them t answer the fllwing questin. What can yu see in the picture?
2.Let sme Ss say their answers.
3.Check the answers with the class.
★Step 2 Pre-task【準(zhǔn)備任務(wù)】
In the West, peple usually celebrate Christmas with their families. They put up a Christmas tree at hme, share a large meal tgether, and give each ther presents. Nwadays, there are als sme creative ways t celebrate Christmas.
★Step 3 While-task【過程任務(wù)】
Page 69,1
1.Shw the three sentences n page 69 t the Ss and make sure they understand the meanings f them.
2.Ask the Ss t listen t the news and chse the tpic.
3.Check the right answer with the class.
Phnetics in use
1.Let the Ss read the wrds n page 69 freely, and then ask them t pay attentin t the bld letters and find the similarities f prnunciatin in each clumn.
2.Play the recrding and ask the Ss t repeat them.
3.Tell the prnunciatin f /??/, /?/ .
4.Have the Ss read the wrds tgether.
5.If pssible, prvide mre target language materials fr the Ss t practise.
Page 70,2
1.Shw the pster t the Ss, and then ask them t guess what may be filled in the blanks.
2.Ask the Ss t listen again and cmplete the pster.
3.Check the answers with the class.
4.Intrduce facts and pinins t the Ss. Then ask the Ss t write F(fact) r O(pinin) in the bxes.
5.Let sme Ss say their answers.
6.Check the answers with the class.
Page 71,3
1.Shw the cnversatin n page 71 t the Ss, and then ask them t guess what may be filled in the blanks.
2.Ask the Ss t listen t the cnversatin and cmplete the ideas. Then ask them t match the ideas t the peple.
3.Let sme Ss say their answers.
4.Check the answers with the class.
5.Ask the Ss t listen again and talk abut hw the speakers agree and disagree.
6.Intrduce the way t express agreeing and disagreeing t the Ss.
★Step 4 Pst-task【后續(xù)任務(wù)】
Page 71,4
1.Ask the Ss t wrk in pairs t talk abut different ways t celebrate a festival r hliday.
2.Shw the Ss sme examples.
3.Let the Ss talk abut what they have learnt abut the new ways t celebrate festivals r hlidays.
★Step 5 Summary 【課堂小結(jié)】
Ask the Ss t use the students’ self-assessment frm t check what they have learnt in this lessn.
★Step 6 Hmewrk【家庭作業(yè)】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教學(xué)反思】
In the learning prcess, we shuld use listening practice t imprve the students' listening ability. At the same time, we shuld lead students t cultivate awareness f envirnmental prtectin during the festivals. Frm the simple t the cmplex, the cntent f this lessn is gradually intrduced, which is easy fr students t understand. And the teaching effect is gd.
第四課時 Reading fr writing
Teaching Objects 【教學(xué)目標(biāo)】
1.Understand the greatness f medical wrkers in China.
2.Write a shrt paragraph abut a persn n duty during festivals.
Teaching Aids 【教學(xué)工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教學(xué)步驟】
★Step 1 Lead in【情景導(dǎo)入】
1.Ask the Ss t answer the fllwing questin.
What d yu usually d during the festivals?
2.Let sme Ss say their answers.
3.Tell the Ss smething abut festivals as fllws.
Festivals usually mean a break frm wrk and happy family reunins. But there are smene wh still wrks during the festivals.
★Step 2 Pre-task【準(zhǔn)備任務(wù)】
Page 72,1
1.Ask the Ss t lk at the three pictures n Page 72 and answer the fllwing questins using the wrds and expressins n page 72.
①Wh can yu see in the pictures?
②What are they ding?
③Hw d yu think they spend festivals?
2.Let sme Ss say their answers.
3.Check the answers with the class.
★Step 3 While-task【過程任務(wù)】
Page 73,2
Ask the Ss t read the stry n page 72—73 and check their answers t the questins.
Page 74,3
1.Shw the chart t the Ss, and then ask the Ss t guess what may be filled in the blanks.
2.Ask the Ss t cmplete the chart with the wrds and expressins frm the passage.
3.Let sme Ss say their answers.
4.Check the answers with the class.
Page 74,4
1.Ask the Ss t read the stry again and answer the fllwing questins.
①What des “her lved nes” mean?
②Hw des Leng feel after wrking “withut any breaks fr 20 hurs”?
③Why is their wrk brighter than firewrks?
2.Let sme Ss say their answers.
3.Check the answers with the class.
★Step 4 Pst-task【后續(xù)任務(wù)】
Page 74, Think and share
1.Ask the Ss t read again and answer the fllwing questins.
①What des the title mean?
②What ther jbs require peple t wrk during festivals?
2.Give the Ss sme prmpts. Fr example, what jbs prvide services t ur sciety?
3.Let sme Ss say their answers.
4.Check the answers with the class.
Page 75, 5
1.Ask the Ss t write a shrt paragraph abut a persn n duty during festivals.
2.Give them sme prmpts.Ask them t d as fllws.
①Chse a persn t write abut. Organise infrmatin with the table.
②Write yur paragraph with the help f the table.
③Check yur paragraph as fllws.
Did yu intrduce the persn clearly?
Did yu use the wrds and expressins frm the reading passage?
Did yu give yur cmments n the persn?
④Share yur paragraph with the class.

★Step 5 Language pints【語言要點】
1. waste 的用法
waste 作名詞，意為“浪費；廢料，垃圾”; 作動詞,意為可表示“浪費;濫用;白費”。例如:
Please thrw the waste in the recycling bin.請將廢物扔進(jìn)回收箱。
We shuldn’t waste fd.我們不應(yīng)該浪費食物。
【拓展】waste water 廢水;污水 fd waste食物垃圾
a waste f 浪費…… waste cllectin 廢物收集
waste time (mney) n sth.在……方面浪費時間(金錢)
waste time (mney) (in) ding sth.浪費時間(金錢)做某事
2.cause 的用法
(1)作動詞,意為“造成;引起”。常見用法:cause sth. t sb.“使某人……;
給某人帶來……”,cause sb. t d sth.“導(dǎo)致某人做某事”。例如:
Kate’s mther’s wrds caused her t study harder.凱特媽媽的話使得她更加努力。
(2)作名詞,意為“原因;起因”。例如:
The dg was the cause f the accident.狗是這場事故的起因。
3. mean 的用法
(1)作動詞,意為“意思是;打算;意味著”。
mean t d sth.打算做某事
例如:I mean t call yu next week.我打算下周打電話給你。
(2)mean ding sth.意味著(必須要做某事或?qū)е履撤N結(jié)果)
例如:Being a student means wrking hard.作為一個學(xué)生意味著要努力學(xué)習(xí)。
4. break 的用法
(1)作名詞,意為“休息;間斷”。
(2)作動詞,意為“(使)破碎;損壞”。例如:
I am srry fr breaking yur bttle.我很抱歉打碎了你的瓶子。
5. patient 的用法
作名詞,意為“病人”; 作形容詞,意為“有耐心的”。常用短語:be patient with sb./sth.
“對某人/某事有耐心”。例如:
Our English teacher is very patient with us.我們的英語老師對我們很有耐心。
6.regret 的用法
regret 作動詞,意為“后悔(做了某事);對……感到遺憾”。regret ding sth.“后悔做了某事”，表示對已經(jīng)發(fā)生的事情感到后悔、遺憾;regret t d sth.“遺憾要做某事”，表示對將要做的事感到遺憾。例如:
I regretted missing Mr Liu’s lecture.我很后悔錯過了劉老師做的講座。
I regret t tell yu that we can’t g t the cncert.很遺憾地告訴你,我們不能去聽音樂
會了。
7. give up 的用法
give up后接名詞或動名詞,除了表示“放棄”之外,還可表示“戒除;辭去(工作);讓出”。例如:He’s trying t give up smking.他正努力戒煙。
★Step 6 Summary 【課堂小結(jié)】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作業(yè)】
1.Review the wrds,phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教學(xué)反思】
The article inspired students t appreciate the dedicatin and cmmitment required in challenging rles. While students engaged well with the material, sme fund the vcabulary challenging. T enhance cmprehensin, I will incrprate mre cntext-building activities and vcabulary review in future lessns.
第五課時 Presenting ideas&Reflectin
Teaching Objects 【教學(xué)目標(biāo)】
1.Make a pster abut a festival r hliday.
2.Talk abut what yu understand abut hw t celebrate festivals and hlidays.
Teaching Aids 【教學(xué)工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教學(xué)步驟】
★Step 1 Lead in【情景導(dǎo)入】
Ask the Ss t answer the questins:
Hw d yu intrduce a festival r hliday?
★Step 2 Pre-task【準(zhǔn)備任務(wù)】
Tday we are ging t make a pster abut a festival r hliday.
★Step 3 While-task【過程任務(wù)】
1.Ask the Ss t wrk in grups t search fr infrmatin abut festivals and hlidays frm China r frm anther cuntry. Let them take a grup vte t decide n the festival r hliday fr yur pster.
name/ time/ activities/ place/ reasns t celebrate
2.Ask the Ss t rganise their ideas with the help f the fllwing utline and make their psters using the fllwing language tips r find useful expressins r sentences frm this unit.
3.Ask the Ss t practise and present their psters t the class.
★Step 4 Pst-task【后續(xù)任務(wù)】
1.Ask the Ss t vte n the best three psters and the best three presentatins.
2.Ask the Ss t talk abut what they have understd abut hw t celebrate festivals and hlidays as the fllwing mind map.
3.Ask the Ss t check whether they have achieved their learning gals.
4.Let the Ss write dwn what they still need t imprve.
★Step 5 Summary 【課堂小結(jié)】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作業(yè)】
1.Review the wrds,phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教學(xué)反思】
In this perid, we shuld ask the students t summarize the aspects they need t make a pster abut a festival r hliday. Then let them write what they understand abut hw t celebrate festivals and hlidays.
【Language Abilities】
1.Use wrds and expressins in the unit t talk abut festivals and hlidays.
2.Use adverbs f frequency and the simple present tense t talk abut ways t celebrate festivals and hlidays.
3.Intrduce different festivals and hlidays as well as their culture.
【Culture Awareness】
1.Explre new appraches t fllw traditins during festival ccasins.
2.Recgnize the reasns why sme peple are unable t spend festivals and hlidays with their lved nes.
3.Enhance respect and understanding fr the ways festivals are celebrated in different cultural backgrunds.
【Quality f Thinking】
1.Make predictins accrding t the pictures.
2.Be able t use effective means such as seeing, listening, speaking and discussing t btain infrmatin.
【Learning Abilities】
1. Can actively participate in class activities.
2.Be able t actively cperate with thers in learning activities and cmplete learning tasks.
【Class Hur Divisin】
Five perids
第一課時
Starting ut&Reading
第二課時
Grammar
第三課時
Listening and Speaking
第四課時
Reading fr writing
第五課時
Presenting ideas&Reflectin
I can talk abut festivals and hlidays.
I can knw the special way t celebrate the Spring Festival.
I can master the usage f the adverbs f frequency.
I can talk abut the ways t celebrate a traditinal festival.
I can identify the facts and pinins.
I can prnunce /??/, /?/ crrectly and remember the letters and letter cmbinatins that represent them.
I can talk abut different ways t celebrate a festival r hliday.
I can have knwn abut the envirnmental prtectin during the festivals.
Name
Jb
Duties
Festival experiences
Yur cmments
I can understand the greatness f medical wrkers in China.
I can write a shrt paragraph abut a persn n duty during festivals.
I can make a pster abut a festival r hliday.
I can talk abut what I understand abut hw t celebrate festivals and hlidays.

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