Unit1 Happy Holiday. Section A 2a-2f 教学设计 2025-2026学年人教版英语八年级上册

教材内容 Unit1. Happy Holiday. Section A (2a-2f) 第二课时听说课教学设计 教学目标 知识技能目标:1. By the end of the class, ss will compare Adam's and Peter's holiday experiences and make a summary. 方法过程目标:2. Use adjs. to describe summer holiday experiences. 情感态度价值观目标:3. Share their summer holiday experiences with a partner. 教学重点 1. Grasp the key sentence patterns, as well as the correct use of indefinite pronouns in context. 教学难点 1. Guide ss to describe their holiday experience accurately and fluently. 教学过程 教学内容 教师活动、问题设计 Step1. Warm up 1. Look and share T shows some pictures related to Peter's and Adam's holidays and guides ss to observe the picture to guess where they went. T: “What can you see from these two pictures?” Ss: We can see snow mountains and ancient streets and buildings. T: Could you guess where they went? Ss: Maybe they went to Yunnan. T: Good job! And the snow mountain is Yulong Mountain in Lijiang. 2. Let's learn T shares more information about Lijiang and Yulong Mountains. Meanwhile, emphasize the key phrases, like “take one's breath away.” Ss will read and watch a video about it to learn more. Step2. Pre-listening 1. Skim and answer Q1: Who went to Yunnan? — Peter went to Yunnan with his family. Q2: Did Adam go anywhere? — No, he just stayed at home. T guides them to predict the answers according to the sentence before and after. Step3. While-listening 1. ② Listen and choose correct sentences. 2. ② Read and complete the table T: We know Peter went to Yunnan and Adam just stayed at home. Do you want to know what they did there? And how did they feel about their holiday? 3. ② Complete the summary of the conversation. 4. Let's learn. T shows the completed dialogue and analyze the language points. Step4. Post-listening 1. Further thinking T guides ss to have a further thinking about this question: Peter and Adam spent holidays in totally different ways. Did they feel satisfied with their holidays? How can we make our holidays meaningful and enjoyable? 2. ② Listen and role-play it. 3. ② Read and tick 4. ② Show with partners. Before ss sharing their holiday experiences, T leads them to summarize what points they can share about their experiences. 板书设计 Unit1 Happy Holiday. SectionA (2a-2f) Snow mountain Ancient street Yulong Mountain in Lijiang • How was your summer holiday? • Did you go anywhere interesting? • Really? Did you do anything special? Teaching Reflection The cultural introduction of Lijiang (via pictures and a short video) effectively engaged students and expanded their cultural knowledge, and they used adjectives (e.g., “breathtaking,” “relaxing”) to describe holidays with enthusiasm. In listening tasks, students accurately captured key information about Peter’s and Adam’s holidays. However, indefinite pronouns posed challenges: many made errors in questions like “Did you go somewhere?” (incorrect usage of somewhere vs. anywhere), and group role-plays felt stiff as students struggled to integrate pronouns naturally. For improvement, future lessons will incorporate “situation cards” (e.g., “Ask about a classmate’s imaginary holiday using indefinite pronouns”) to provide more contextual practice, and add a transition from controlled to free practice gradually. 学科网(北京)股份有限公司 $$