Unit 1 Happy Holiday教学设计- 2025-2026学年人教版英语八年级上册

Unit 1 Happy Holiday　Section B（1a～1d） 一、教学内容 1．Learn about Vincent's holiday in Moscow. 2．Complete a mind map of Vincent's holiday activities according to the order of time. 3．Talk about what we can learn from holiday experiences. 二、课时教学目标 Language Abilities Grasp the following important points as well as be able to read and write correctly. Key phrases：visit some famous places in Russia，went to the Victory Museum，walked through the halls，told us stories about the war，saw an artwork，fall down，get a good night's sleep，took the Moscow Metro，inside a palace，Red Square，took out his accordion，got together Key sentences：①It reminds us that war is terrible and peace does not come easily. ②I didn't feel like eating because I felt sick. ③It was such a good experience！ Learning Abilities ●Learn to obtain relevant information about Vincent's holiday in Moscow and understand and organize this information. ●Learn to sort out the activities according to the time sequence. ●Learn to use the language knowledge they have learned to clearly express their understanding and insights into holiday experiences. Thinking Qualities ●Be able to organize information in an orderly manner，and clarify the time relationship and logical sequence between various activities. ●Be able to analyze and evaluate various experiences，and think about their meanings and values. Cultural Awareness ●Be exposed to knowledge about the culture，customs，geographical environment，and other aspects of Moscow，Russia. ● Better understand and identify with their own national culture，and accept Moscow's culture with an open mind by comparing it with their own national culture. 三、重点难点 重点： 1．Students are able to obtain detailed information about Vincent's holiday in Moscow. 2．Students are able to accurately sort out the time sequence of Vincent's holiday activities. 难点： 1．Students are able to understand some unfamiliar words and concepts about specific places，cultural customs，or historical backgrounds in Moscow by referring to materials and other means. 2. Students are able to express their views and ideas clearly and accurately in English. 四、教学过程 Step 1　Pre-reading(1a) 1．Show a short video to introduce Moscow and ask students some questions. T：Have you ever heard of Moscow，the capital city of Russia? What comes to your mind when you think of it? 2．Ask students to introduce other famous places in Moscow.(Before the class，ask students to use AI to collect information of Russia like places of interest，food，etc.) Work on 1a Ask students to share the information they collected in advance about Red Square and Alexander Garden，and then show them photos of these places to supplement the introduction. 【设计意图】通过展示有关莫斯科的视频以及让学生分享红场和亚历山大花园的预习资料，激发学生的学习兴趣，同时引入主题和新词汇。 Step 2　While-Reading(1b～1c) Work on 1b 1．Ask students to read Vincent's diary entries and answer questions. T：Well，our friend Vincent just came back from a holiday in Moscow，and he has so many amazing stories to tell. Let's read his diary entries and answer the two questions in 1b. 2．Check the answers in class and ask students how to find the answers from the passage. Work on 1c 1．Ask students to read the diary entries again and complete the timeline. T：What did Vincent do at these times? Let's read the diary again and find them out. 2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary. (Students must share complete sentences. The teacher shows the key sentence patterns on the PPT.) 【设计意图】通过完成阅读任务，学生能够深入理解文本内容，并提高抓取关键信息、梳理时间逻辑的能力。 Step 3　After-reading(1d) 1．Ask the group leaders to draw lots to select the diary they want to retell (three groups will retell the first diary，and the other three groups will retell the second)．Group members try to retell the paragraphs within the group according to the mind maps.(Three members do the retelling，two members correct the mistakes，and two members supplement the missing information.) 2．Ask one or two groups to share and retell. Work on 1d 1．Ask students to write down their ideas about Vincent's travel experience to Moscow. T：Moscow is such a great place. What can you learn from Vincent's trip? Now，discuss your ideas in groups and then write them down. 2．Ask students to share in class and the teacher helps to make a summary. 3．The teacher plays a video to show the meaning of travelling. 【设计意图】引导学生从文本中 Vincent 的经历出发，多角度深度思考旅行的意义，培养其独立思考能力和批判性思维。 Step 4　Homework 1．Recite the passage and practise with the partner. 2．Extended：Introduce a place that you want to go the most. 五、板书设计 Unit 1　Happy Holiday 第四课时Section B (1a～1d) 六、教学反思 学科网（北京）股份有限公司 $$ Unit 1 Happy Holiday　Section A（2a～2f） 一、教学内容 1．Talk about summer holiday experiences using target language. 2．Describe the feelings related to holiday experiences. 二、课时教学目标 Language Abilities Grasp the following key points and develop the ability to read，write，and use them correctly in communication. Key words and phrases：great，wonderful，amazing，excellent，fantastic，relaxing，terrible，boring，not too bad，anything，anywhere，everyone，took my breath away，steamed chicken soup，visit Yulong Mountain Key sentences：①—How was your summer holiday，…？—It was…②—Did you go anywhere interesting？—Yes，I…/ No，I didn't.I just…③We stayed in the old town for a few days. Learning Abilities ●Learn to use their existing vocabulary，grammar，sentence pattern knowledge and integrate various experiences to describe their holiday stories and feelings. ●Learn to master the usage of indefinite pronouns to express people or things with uncertain quantities more accurately. ●Learn to reflect on，organize，and share holiday emotional experiences，and analyze the causes of different feelings. Thinking Qualities ●Be able to narrate in a clear logical order when describing summer holiday experiences and feelings. ●Be able to develop their keen observation skills and the ability to capture details，making the description more vivid and accurate. Cultural Awareness ●Be able to enhance their understanding and respect for diverse cultures and broaden their international horizons by sharing these experiences. ●Be able to enhance their sense of identity and pride in their own national culture，and at the same time，they can spread Chinese culture to others. 三、重点难点 重点： 1．Students are able to describe summer holiday experiences in detail and in an organized manner to make the narration coherent and complete. 2．Students are able to master the basic meanings，usages，and grammatical functions of indefinite pronouns in sentences. 3．Students are able to select appropriate words and sentences accurately to describe various complex emotions. 难点： 1．Students are able to dig deep into the inner emotions and express the subtle emotional changes delicately，instead of just staying on the surface description of emotions. 2．Students are able to use correct vocabulary，tenses，and sentence patterns to express things that happened in the past，and convey information accurately. 四、教学过程 Step 1　Lead-in(A guessing game) 1．Show paintings depicting activities related to summer holiday from different cultures. For example，a Chinese ink painting of summer harvest festivals and an American watercolour of a family summer camping trip. Ask students to describe the activities in the paintings and guess their cultural backgrounds. T：Today，we'll start our holiday exploration through art! Here are paintings about summer－time holiday activities from different places.Let's try to figure out their stories and cultural hints. First，look at this Chinese ink painting. What summer-related activities can you spot? Discuss with your partner for 1 minute. Then，we'll check the American watercolour too. 2．After the discussion，ask students to share what they saw in the paintings，like “I see people having a picnic by the river in the Chinese painting” or “The American painting shows a family roasting marshmallows while camping”．Then，have them guess which culture each painting represents and why，linking it to possible summer holiday traditions. S1：I can see people wearing traditional clothes carrying baskets of fruits. There's a big tree by the river，and some kids are flying a kite. Maybe it's a summer harvest festival in China! S2：The painting shows a family sitting around a fire with a tent behind them. They're holding sticks with marshmallows，and the dad is smiling. I think it's an American family camping in summer，because my cousin in New York does this every July! 【设计意图】通过引导学生观察并描述不同文化背景下的假期主题艺术作品，激发学生兴趣，帮助老师有效地引入主题。 Step 2　Listening & Speaking(2a～2c) Work on 2a 1．Ask students to listen to the conversation and choose the correct sentences to complete it. T：Adam and Peter are sharing their summer holidays. Now let's listen to the audio and complete the conversation with correct sentences. 2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary. Work on 2b 1．Ask students to read the conversation and complete the table in 2b. (While reading，the teacher walks around and corrects students' pronunciations.) T：Where did they go on holiday? What did they do? How did they feel about the trips? Let's read the conversation again and find out the answers. 2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary. Work on 2c Ask students to complete the summary of the conversation in 2c，focusing on key details like places，activities，and feelings. 【设计意图】通过听读对话，完成相应练习，学生能够逐步掌握听力技巧，提升获取关键信息的能力。 Step 3　Consolidation(2d～2e) Work on 2d 1．Ask students to role-play the conversation in groups. Work on 2e 1．Ask students to share feelings about Adam's and Peter's trips. 2．Ask students to tick the words that describe their last summer holiday experience. The teacher writes activity－related questions on slips of paper (e.g.“What was the most delicious food you ate？” “Did you learn a new skill? How did you feel about it？”) and places them in a box. Students take turns drawing a slip，thinking for 1 minute，then answering in detail. Each group must consecutively answer 3 questions；the team fails the round if any member gets stuck. 3．Guide students to use emotional vocabulary (e.g. proud，excited，challenging)． 【设计意图】通过分享自己对假期活动的感受，学生能够对文本的目标语言和语法进行强化练习。 Step 4　Practice(2f) Work on 2f Ask students to introduce their summer holidays in pairs. T：Where did you go during the summer holiday? What did you do? How did you feel about it? Share with your partners. You can use the questions in 2f to ask about your partners' holiday activities. One asks and the other answers. Make a conversation with your deskmates and then share in class. 【设计意图】通过小组对话的形式，学生能够巩固本节课所学的重点句型。 Step 5　Summary Ask students to make a summary about what they have learned today. 【设计意图】通过总结所学的知识点，学生能够明确本节课所学的重难点知识。 Step 6　Homework 1．Recite the words and phrases in this lesson. 2．Do the exercises in students' workbooks. 3．Write a passage to introduce your summer holiday. 五、板书设计 Unit 1　Happy Holiday 第二课时　Section A(2a～2f) Name Where did he go/stay？ What did he do？ How did he feel？ Peter Adam 六、教学反思 学科网（北京）股份有限公司 $$ Unit 1 Happy Holiday　Grammar Focus 一、教学内容 1．Talk about the holiday experiences with indefinite pronouns. 2．Use simple past tense to talk about holiday experiences. 二、课时教学目标 Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：something，someone，somewhere，anything，anyone，anywhere，nothing but，no one，nowhere，scenery，experience，ready to do，stand up Key sentences：①—Did you do anything interesting on your holiday？—No，nothing special. But I met someone interesting. ②Everything tasted good，especially the steamed chicken soup. ③—Did you go anywhere interesting？—Yes，I went to Yunnan. ④—Did you go with anyone？—Yes，I went with my family. ⑤—Did you eat anything special？—Yes，we did! ⑥I could do nothing but stay in the hotel. Learning Abilities ●Learn to use indefinite pronouns and the simple past tense to accurately describe holiday experiences. ●Learn to sort out their holiday experiences，select meaningful details，and express them in grammatically correct sentences. Thinking Qualities ●Be able to accurately describe the sequence of events and make the narration of holiday experiences logical and coherent. ●Be able to improve their ability to analyze and solve problems by analyzing which experiences are interesting and meaningful，and which need improvement. Cultural Awareness ●Understand and experience cultural differences，enhance their understanding and respect for diverse cultures. ●Compare the similarities and differences of holiday activities in different cultural backgrounds and promote cultural exchanges and integration. 三、重点难点 重点： 1．Students are able to naturally incorporate indefinite pronouns into the description of holiday experiences，and accurately describe the people they met，the things they did，and the atmosphere they felt during the holiday. 2．Students are able to master the basic information of the simple past tense，and accurately determine which actions or statements should be expressed in the simple past tense when describing holiday experiences. 3．Students are able to use plural nouns to make a sentence correctly. 难点： 1．Students are able to understand and correctly distinguish some indefinite pronouns that have subtle differences in meaning and usage. 2．Students are able to memorize the past tense forms of irregular verbs. 四、教学过程 Step 1　Review & Lead-in 1．Play a short video about a travel vlog and ask students to tell the information according to the questions. T：This is Evonne's travel vlog in Australia. Let's watch the video carefully and answer the three questions. Q1：Where did she go on vacation？Q2：What did she do there？Q3：How did she feel about the trip? 【设计意图】通过看视频回答问题的形式导入新课，为接下来的语法学习作铺垫，同时学生能够复习已学的知识。 Step 2　Grammar(3a) Work on 3a 1．Ask students to read the sentences in the grammar box by themselves and think about the meanings of the indefinite pronouns and where they are used. T：Look at the chart. Pay attention to the words in bold. What do we call these words? What are the meanings of these words? Where can we use these words? You have two minutes to read the sentences and think about these questions. 2．Ask students to work in groups and summarize the usage of these pronouns. T：We can divide indefinite pronouns into three categories. Positive Referencing Category a．something：an uncertain object. b. someone：an uncertain person. c. somewhere：an indefinite place. Arbitrary Referencing Category a．anything：an uncertain object. b. anyone：an uncertain person. c. anywhere：an uncertain place. Negative Referencing Category a．nothing：not anything at all.　b．no one：not any person.　c．nowhere：not in any place. (When students share the answers，the teacher writes key points on the blackboard. If necessary，correct their mistakes at the same time.) 【设计意图】通过观察和总结，学生能够掌握不定代词的用法及答语。 Step 3　Practice(3b～3c) Game time：Escape Room Puzzle—The Mysterious Gift Box 1．The teacher prepares some notes (Each has five sentences about filling in the blanks with indefinite pronouns on it.) and splits each note into three pieces. 2．The teacher distributes the note fragments to different groups，requiring them to piece together the sentences and fill in the blanks within 1 minute. After successfully reconstructing the note，ask students to infer in groups：“What might be in the gift box？” If they can get correct answers，they can earn a “Clue Card” leading to the hidden gift box (containing grammar－themed stickers)． (Answers must include an indefinite pronoun，e.g.“Something sweet，maybe chocolates.”) Work on 3b Ask students to complete the conversation with the correct indefinite pronouns. Work on 3c 1．Ask students to complete the passage with the correct indefinite pronouns. 2．Ask students to tell the story. 【设计意图】通过拼图游戏和练习，学生能够强化不定代词在语境中的应用能力，掌握其分类规则与语义辨析。 Step 4　Speaking (optional) 1．Ask students to continue the story in groups. T：What happened next? Let's continue the story using your imagination. When writing，be sure to use indefinite pronouns. 2．Distribute a large piece of white paper and coloured pens to each group and clearly state the task. T：Each group needs to continue writing a complete story paragraph based on the ending of the 3c story，using indefinite pronouns. The paragraph should consist of no fewer than 10 sentences，and the group should also draw simple illustrations related to the story. (When students are making up the story，the teacher walks around and provides some guiding questions about the use of indefinite pronouns to help students expand their ideas.) 3．Ask students to share their stories group by group. The other groups should listen carefully and give judgment according to the evaluation rules：accuracy in the use of indefinite pronouns (30%)，creativity of the story (40%)，and naturalness of the connection with the 3c story (30%)．After all groups have presented，each group has two votes for the two groups：the “Best Grammar-Creative Group” and the “Best Story Continuation Group”． 【设计意图】通过故事续写与小组展示，学生能够综合提升目标语言的书面表达与口头交际能力，强化不定代词在语境中的灵活运用。 Step 5　Summary Ask students to make a summary about what they have learned today. Step 6　Homework 1．Do the exercises in students' workbooks. 2．Extended：Write an essay to continue the story. 五、板书设计 Unit 1　Happy Holiday 第三课时　Grammar Focus(3a～3c) Positive Meaning Arbitrary Meaning Negative Meaning something anything nothing someone anyone no one somewhere anywhere nowhere Summary some-： any-： no-： 六、教学反思 学科网（北京）股份有限公司 $$ Unit 1 Happy Holiday 一、单元主题分析 本单元标题为Happy Holiday，话题为“What makes a great holiday？”，语言功能为Talk about holiday experiences，语法为indefinite pronouns和a review of the simple past tense。 本单元主题是“人与自我”范畴下的“生活与学习”，子主题是“丰富、充实、积极向上的生活”。本单元紧紧围绕“分享假期活动或经历——分享假期感受——制订合理的假期计划”这一主线开展教学探究活动，交流丰富的假期活动，让学生看到多样化生活，拓宽视野，激发其对生活的热爱。 本单元主要以听力、对话、阅读等多模态语篇阐述了这一主题，对如何正确运用目标句型进行询问或介绍“自己或他人的假期活动”这一话题进行了探究，在探究过程中，学生需要思考如何按照一定的逻辑顺序介绍假期活动，这有助于培养他们的逻辑思维能力。通过询问和介绍自己及他人的假期活动，学生有机会接触到不同文化背景下人们的假期生活方式和习俗，这有助于拓宽学生的文化视野，增进他们对不同文化的理解和尊重，培养跨文化交际意识。 二、单元主题及语言框架 单元主题 框架 单元语言 框架 三、单元教学目标 语言能力 及技能 语言能力： 1．掌握有关假期活动的词汇和常用表达。 Key words and phrases：summer camp，landscape，strange，holiday，scenery，comfortable，somewhere，someone，anywhere，go on vacation，took sb.'s breath away，steamed chicken soup，bored，artwork，felt sick Key sentences： ①—Did you do anything interesting on your holiday？—No，nothing special. ②—Did you go anywhere interesting？—Yes，I went to Yunnan. ③—Did you go with anyone？—Yes，I went with my family. ④—Where did you go on vacation/holiday？—I went to… ⑤We stayed in a comfortable house in the countryside with beautiful scenery. ⑥What a wonderful experience I had! ⑦During dinner，I didn't feel like eating because I felt sick. ⑧It reminds us that war is terrible and peace does not come easily. 2．掌握字母a，e，i，y以及字母组合ee，ea的发音。 语言能力 及技能 语言技能： 1．能准确运用目标语言和恰当的时态清晰而有条理地描述假期活动，如目的地、美食、风土人情等。在与他人交流时，能根据对方的反馈调整自己的表达。 2．通过对字母a，e，i，y以及字母组合ee，ea的发音的学习，能够更准确地拼读单词。能够通过句子中的重读单词，变换声调等感受句子的韵律。 文化 意识 1.了解不同国家和地区的人们的度假方式和文化背景，尊重并欣赏文化差异，培养跨文化交际意识。 2．在假期中积极参与不同文化的活动，亲身体验多元文化，丰富自己的文化内涵，促进文化的交流与融合。 3．意识到自己家乡或所在地区独特的假期文化和传统习俗，增强对本土文化的认同感和自豪感。 思维 品质 1.能够有条理地组织语言，按照一定的逻辑顺序叙述假期见闻，使讲述具有逻辑性和连贯性。 2．能够从不同角度看待问题，提出创新性的想法，对假期中的所见所闻有自己独特的见解和思考。 学习 能力 1.能够对自己的假期经历进行总结和反思，从中吸取经验教训，以便在未来的学习、生活和旅行中更好地调整自己的行为和决策。 2．能够以假期经历为契机，拓展相关知识领域的学习，从而不断丰富自己的知识体系。 四、单元重难点 重点： 1．掌握字母a，e，i，y以及字母组合ee，ea的发音。 2．掌握有关假期活动和感受的词汇和常用句型。 3．学会用一般过去时和不定代词清晰询问或描述假期事件、感受及细节。 难点： 1．将字母a，e，i，y以及字母组合ee，ea的发音规律准确运用到认读单词中。 2．运用所学目标语言从多维度描述假期生活和感受。 第一课时　Section A（1a～1d）& Pronunciation 一、教学内容 1．Talk about different holiday activities. 2．Talk about holiday experiences and feelings. 3．Talk about the pronunciation of letters “a，e，i，y” and letter combinations “ee，ea”，and pay attention to the rhythm in sentences. 二、课时教学目标 Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：vacation，landscape，strange，took music lessons，visited some ancient buildings，went to the mountains，visited my grandparents，went to a festival，went to a summer camp Key sentences：①—Where did…go on holiday/vacation？—He/ She went to… ②—Did he/she do anything interesting？—Yes，he/she… Learning Abilities ●Learn to grasp key words，phrases，and sentences. ●Learn to obtain information from others' sharing，understand different holiday activities and feelings，and integrate and express this information. ●Learn to acquire the pronunciation knowledge of letters “a，e，i，y” and letter combinations “ee，ea” through observation，imitation and practice，and integrate it into their own language system. Thinking Qualities ●Be able to use appropriate description and past－tense verbs to describe travel experiences in chronological order. ●Be able to analyze cause－and－effect relationships when explaining the reasons for choosing a resort. ●Be able to compare different holidays and evaluate the advantages and disadvantages of activities. Cultural Awareness ● Recognize the diversity of world cultures and develop understanding，respect，and tolerance towards multiculturalism. ● Deepen awareness of cultural identity in communication，learn about different ways of life and cultural backgrounds from others，and promote mutual understanding and cultural exchange. 三、重点难点 重点： 1．Students are able to describe holiday experiences chronologically/logically with the words and phrases：holiday，strange，landscape，visited ancient buildings，summer camp，went to a festival，go on vacation 2．Students can correctly use the simple past tense to describe past holiday experiences with the key sentence patterns in this lesson：①—Where did…go on vacation？—He/ She went to…②—Did he/she do anything interesting？—Yes，he/she… 难点： 1．Students can correctly use the past tense forms of verbs and choose appropriate descriptive words to recount past holiday experiences. 2．Students can use proper vocabulary suitable for different travel scenes to describe past travel experiences. 四、教学过程 Step 1　Lead-in(1a) The teacher brings some objects (such as tickets to tourist attractions，special souvenirs，postcards，etc.) related to holidays to the classroom，and asks them what they are. T：What's this? S1：It's a postcard. T：I got this postcard during my holiday in Paris. Did you take anything back from your holidays? Can you tell us the story behind them? S2：… T：Today we are going to talk about your holiday activities. 【设计意图】通过实物导入新课，激发学生的学习兴趣，同时帮助学生回顾假期活动。 Work on 1a 1．Ask students to tick the activities they did during the summer holidays in 1a. 2．Ask students to add more activities. 3．Ask students to read the activity words (both ticked and added) aloud，and the teacher corrects their pronunciations if necessary. Step 2　Listening & Speaking(1b～1d) Work on 1b 1．Ask students to listen to the conversations in 1b and circle the holiday activities they hear in 1a. T：Wow，you know so many holiday activities. Emma and Yaming are talking about their holidays too. What did they do during the summer holiday? Let's listen and circle the activities you hear. 2．Ask students to share their answers. Work on 1c 1．Ask students to listen to the conversations again and complete the two summaries. T：It seems that Yaming and Emma had a great time during the summer holiday. Now，let's listen again and take a close look at what they did. Listen to the recording again and complete the two summaries. 2．Ask students to share their answers and the teacher helps to correct their mistakes if necessary. Work on 1d 1．Ask students to read the listening scripts in 1c and summarize the sentence patterns for asking about holiday activities. 2．Ask students to make a conversation with their deskmates using the sentence patterns in 1d and holiday activities in 1c. T：What did Emma/Yaming do on holiday? Make a conversation in pairs and introduce their holiday activities. You can follow the example in 1d. 3．Invite two or three pairs to share their conversations with the class. 【设计意图】通过两人问答的形式，学生能在对话中熟练运用目标句型。 Step 3　Pronunciation & Speaking(1～2) 1．Show students the phonetic symbols and examples of the words including the letters “a，e，i，y” and letter combinations “ee，ea”． 2．Ask students to read in groups and find out how these letters and letter combinations are pronounced. (The teacher shows the phonetic symbols one by one.) T：Look at these words. How is “e” pronounced in them? Ss：/iː/. T：How is “ee” pronounced in these words? Ss：... Work on 1 1．Ask students to listen to the recording and repeat it. 2．Have students read all the words，and the teacher checks their pronunciation. 3．Instruct students to add one more word to each group based on the pronunciation pattern. Work on 2 1．Have students listen to the recording，repeat，and pay attention to the rhythm in sentences. 2．Lead the class in a choral reading. 【设计意图】 通过跟读音标和对应单词，以及句型，学生能有效地练习发音和掌握目标句型。 Step 4　Summary 1．Ask students to do the exercises about what they have learned today. 2．Ask students to make a summary about what they have learned today. 【设计意图】通过练习和总结，学生能够明确本节课的重难点知识。 Step 5　Homework 1．Finish the task paper. 2．Extended：Interview family members to learn about their activities and feelings during different holidays. Take notes，organize the information into reports，and share them in class. 五、板书设计 Unit 1　Happy Holiday 第一课时　Section A(1a～1d)&Pronunciation Key sentences：①—Where did…go on vacation？—He/She went to... ②—Did he/she do anything interesting？—Yes，he/she... 六、教学反思 学科网（北京）股份有限公司 $$ Unit 1 Happy Holiday　Section B（2a～4c） 一、教学内容 1．Talk about unforgettable holiday experiences. 2．Make a holiday to－do list like activities，places and reasons. 二、课时教学目标 Language Abilities Grasp the following important points as well as be able to read and write correctly. Key phrases：took a train to Scotland，for example，made a noise，turned around，look for food Key sentences：①What a wonderful experience I had！②We stayed in a comfortable house in the countryside with beautiful scenery.③ Everything seemed so different. ④I went to the forest to explore. Learning Abilities ●Learn to collect and recall relevant information about their past holiday experiences，and then integrate this information to present it in an organized way. ●Learn to clearly write down each activity，place，and the reason，which helps to improve their language organization and expression skills. Thinking Qualities ●Be able to describe the holiday story in a certain chronological order or according to the logical development of the events to make the story coherent and organized. ●Be able to evaluate and screen their experiences and various options，and judge which experiences or which conditions are truly valuable and worth sharing or participating in. Cultural Awareness ●Understand and respect different cultures and broaden their cultural horizons. ●Promote cultural exchange and dissemination by communicating with others about different holiday experiences. 三、重点难点 重点： 1．Students are able to master the relevant vocabulary and phrases needed for describing holiday experiences and making holiday plans. 2．Students are able to use the correct tenses and logical manners to describe past holiday experiences (the simple past tense) and express future holiday plans (the simple future tense)． 难点： 1．Students are able to use a rich variety of vocabulary and sentence patterns to enhance the vividness and accuracy of the description of holiday experiences. 2．Students are able to incorporate cultural elements into their descriptions and plans，experience and spread culture through holiday activities. 四、教学过程 Step 1　Practice(2a～2c) Ask students to circle the words in 2a and 2b from the passage and guess the meanings of these words. T：What is the meaning of the words in 2a and 2b? Guess the meaning according to the passage. What is the meaning of “holiday”？ S1：Vacation. T：What is the meaning of “experience”？ S2：… Work on 2a 1．Ask students to make phrases with the words in 2a and write them down. T：Please make phrases with the word. Think of as many phrases as possible and write them down. 2．Ask students to share the phrases together. Work on 2b 1．Ask students to complete the sentences with the correct words in the box. 2．Ask students to find the corresponding English phrases in the text according to the Chinese meanings on the PPT.(走过，看见一件艺术作品，想要做某事，相聚，取出) Ask students to work in groups and discuss the usage and meanings of the three sentence patterns (feel like…，so…that…，remind…that…) with examples from the text. 【设计意图】通过词汇训练、短语句型总结等活动巩固本单元目标语言，帮助学生明确本节课的重难点知识。 Work on 2c 1．Ask students to discuss the question in pairs：When you are on holiday，do you like to go out for fun or just relax at home? 2．Ask students to complete the passage with the correct forms of words in the box. T：Here is a passage about two ways of spending holidays. Fill in the blanks with the correct forms of the words. Step 2　Lead-in Play a video of Scotland and ask students to share their impressions of Scotland. T：Let's watch a short video of Scotland. Pay attention to what impresses you the most—maybe the scenery，the traditions，or the local activities! After watching，tell me：if you visit Scotland，what would you like to do first? S1：The castle looks amazing! I want to visit it and take photos. S2：The bagpipe music is cool. I'd like to learn to play it! 【设计意图】通过播放苏格兰视频，激发学生学习兴趣，以提问引导学生表达对苏格兰的向往，自然引入假期体验与计划的话题，为后续教学作铺垫。 Step 3　Presentation(3a～3b) Work on 3a Ask students to read Gina's holiday story and write down the things that she did. T：Gina went to Scotland last autumn. What did she do during the holiday? Now let's read her story and fill in the chart with what she did. Work on 3b 1．The teacher displays a set of colourful vacation pictures，covering various scenes such as beaches，mountains，and city landmarks，while playing light and relaxing vacation background music. Then, the teacher asks the students two questions. Q1：Which picture reminds you of your most unforgettable holiday? Q2：What do you see in this picture that makes you think of it? 2．The teacher shows students some vocabulary cards describing vacation feelings，such as “exciting” “relaxing” “adventurous” and “memorable”．And the teacher asks students to pick a card and use the word on it to describe one of their vacations. 3．Ask students to think of an important holiday experience and answer the questions in 3b. T：Everyone has their own unforgettable holidays. Where did you go? What did you do? Now it's your time to share your holidays with us. The questions in 3b will help you a lot. Work on 3c Ask students to write their own holiday stories according to the questions in 3b. 【设计意图】通过写出自己难忘的假期经历，学生能够对目标语言进行充分的练习并巩固所学知识，为下文内容作铺垫。 Step 4　Guidance on writing methods 【典型例题】假如你校微信公众号正在开展“假期游记”的英语征文活动，请你根据下面的图示信息，用英语写一篇短文，介绍你和家人的暑假旅行经历。 要求： (1)内容要点齐全，可适当发挥； (2)语言表达要准确，语篇要连贯； (3)词数80左右(短文标题和开头已给出，不计入总词数)。 ◆◆思路点拨 写作注意事项： (1)本文应以第一人称进行叙述； (2)正确使用动词的过去时描述经历； (3)涵盖思维导图中的全部信息。 ◆◆范文欣赏 My Summer Vacation Trip My__family__and__I__went__on__vacation__this__summer. We went to Beijing by plane on 1st August. Beijing is really a big city. We were very tired when we got there，so the first day we rested in the hotel. On the second day，we visited many places，such as the Great Wall and the Palace Museum. We also tasted Beijing roast duck. It was more delicious than we had thought. We also bought a lot of presents for friends. We stayed in Beijing for seven days in total. People there are very friendly. We were very tired but happy. If there is a chance in the future，I would like to go to Beijing again. 【设计意图】通过以思维导图的形式讲解一篇典型例题，学生能够了解如何谋篇布局来完成一篇作文。 Step 5　Project(4a～4c) Work on 4a Ask students to work in groups to make a list of the activities they did during holidays. T：You must have tried a lot of activities during your holidays. Please list the activities you did in groups. Work on 4b Ask students to choose five meaningful activities they think everyone should try，and then give reasons. T：So among all the activities，which five do you think are the most meaningful activities? Why do you think so? Write them down in the chart. (The teacher gives an example first.) Work on 4c Ask students to share their five activities in class，and then vote for the top three activities that everyone likes to do. T：Now let's share the five activities together. Which one do you think is the most meaningful or which one do you want to try? After sharing，let's vote for the top three meaningful activities. One vote is worth one point. The more votes you get，the more points you will have. 【设计意图】通过分享最有意义的假期活动，学生能够充分掌握本单元的目标语言。 Step 6　Summary Ask students to summarize the key sentence patterns of introducing a holiday experience. Step 7　Homework 1．Write an essay to introduce your holiday trip. 2．Do the exercises in students' workbooks. 五、板书设计 Unit 1　Happy Holiday 第五课时　Section B (2a～4c) Holiday Experience 六、教学反思 学科网（北京）股份有限公司 $$