Unit1 SectionA (1a-Pronunciation) 教学设计 2025-2026学年人教版英语八年级上册

课题 Unit 1 Happy Holiday Section A (1a-Pronunciation) 学段 初中 年级 八 课型 听说＆语音课 课时 1 学科 English 单元 主题分析 本单元的主题属于“人与社会 ”范畴下的“假期生活与人际交往”主题群，聚焦假期活动和旅行体验，涵盖文化认知、生活方式和跨文化交流等内容,通过典型的中外度假方式介绍，旨在帮助学生掌握描述假期活动的语言表达，同时培养学生的跨文化理解能力。 文本解读 What:本课时是人教版(2024)八年级上册第一单元Happy Holiday的第一课时。本课时以 “Holiday Activities”为主题，本课时听力语篇以同学之间分享假期经历为情境，听力1和2为学生 Yaming和Emma分享各自假期活动，涉及游览安徽黄山、参加美国草莓节等内容；通过设置文本填空和对话练习，引导学生探讨假期旅行中的所见所闻所感；通过真实的假期场景，呈现了询间假期信息的关键要素：地点（Where）、人物（Who）、活动（What）、感受（Feelings），以及不定代词（anyone, anything）和描述性形容词的用法。 Why:通过本课时的学习，帮助学生掌握描述假期经历的核心词汇和句型，提升在真实语境中运用英语询问和分享假期体验的能力。通过对不同假期活动的讨论，培养学生对多元生活的热爱和跨文化交际意识，同时引导学生关注情感体验，理解陪伴与分享的重要性。 How:首先通过一首关于假期的歌曲“Summer Vibe”进行导入,接着教师顺势进行提问：The summer holiday has just passed. How was your summer holiday? What did you do during your summer holiday?然后通过图片观察、听力输入、对话操练和实践活动等多模态形式展开围绕假期活动的话题。听力材料结构清晰，从整体假期体验到具体活动细节逐步深入；对话内容自然真实，包含问候、提问、回应等日常交际功能，便于学生模仿和迁移。 学情分析 1.学生基本情况 本单元面向初中二年级学生（约13-14岁），班级学生英语水平存在分层现象:约30%能熟练运用一般过去时描述活动，但细节表达不足；50%可理解基础听力内容，但信息抓取和口语转述能力较弱； 20%词汇量有限,过去时态使用不熟练，需额外支持。 2.已有知识经验 语言基础:已学习一般过去时规则动词变化,但对不规则动词（如went, saw）掌握不牢； 主题经验:多数学生有国内旅行经历,但缺乏跨文化假期体验的认知； 学习习惯:依赖视觉辅助（如图片视频），听力专注力约持续8-10分钟。 3.学习难点预测 听力障碍:专有名词（如"Guest-Greeting Pine"）和连读影响理解； 表达困难:描述活动时易混淆动词时态（如用"go"代替"went"）； 文化隔阂:对西方节日活动（如strawberry festival）缺乏背景知识。 4. 教学对策 分层任务:基础组填空补全句子，进阶组添加细节描述； 多模态输入:用黄山云海视频、节日图片辅助理解； 语法强化:设计"动词过去式配对游戏"巩固不规则变化； 文化铺垫:通过短视频对比中西方典型度假方式。 教学目标 语言 能力 1.Students will be able to recognize, pronounce, and use holiday-related vocabulary (eg, visited some ancient buildings, went to the mountains, went a festival...). 2.Students will extract key details from listening passages about holiday experiences. 3.Students will describe personal or others' holiday activities using simple past tense. 文化意识 Recognize diverse holiday traditions (eg, Chinese mountain trips vs. American festivals). Respect different cultural perspectives on leisure activities. 思维品质 1.Compare and contrast different holiday experiences (eg, cultural differences). 2.Imagine and describe holiday scenarios using learned vocabulary. 学习能力 1.Develop listening skills(identifying specific information, note-taking). 2.Improve oral communication through pair/small-group discussions.Strengthen information-transfer skills from listening to speaking. 教学 重难点 教学重点 1.Holiday activity vocabulary. 2.Listening for specific details. 3.Retelling others' experiences. 教学难点 1.Filtering key information from extended listening. 2.Accurate use of past tense (especially third-person singular). 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. 3.Look at the cover page of this unit and think the questions in Look and share: -What is the relationship of the people in the photo? -Where do you think these people are? -What are they doing? 1.Greeting. 2.Learn about learning objectives in this unit. 3.Observe the photo and share ideas about the relationship, location, and activities. 通过封面页的介绍使学生对于本单元的话题有一个整体初步的了解，为后续导入做铺垫。 Step 2 Lead-in 1.Get students to enjoy a song named “Summer Vibe” and try to get the general meaning. T:What’s the song about? 2.After enjoying,teacher asks students about their summer holiday. T: The summer holiday has just passed. How was your summer holiday? What did you do during your summer holiday? S1:It was great.I went to Beijing with my family... S2:It was boring.I just stayed at home... S3:... 1.Enjoy the song and discuss the general meaning. 2.Students have a free talk about their summer holiday. 通过歌曲Summer Vibe进行导入，引入话题的同时为接下来的分享定下了轻松愉快的基调；接着教师对学生的假期进行提问，引导学生自由讨论，回顾一般过去时的句型。 Step 3 Pre-listening Work on 1a 1.Get students to look at the pictures and try to answer some questions. T:What activities are related in the pictures? Ss:took music lessons,visited some ancient buildings, went to the mountains, visited my grandparents,went a festival,went to a summer camp. 2.Tick the activities you did during the summer holidays. You can add more activities during summer holiday. 3.Prediction Present the two pictures in 1c,encourage students to observe what information they can get from them. T:Emma and Yaming are talking about their summer holidays. Look at the photos, what activities did they experience for the summer holiday? 1.Catch some information according to the pictures. 2.Finish the task 1a and add some more activities you did during summer holiday. 3.Students have a prediction. 通过展示与1a相关的图片引导学生完成1a并注意动词过去式的使用；通过对于1c中的图片进行猜测和分析，从而培养学生获取细节和听前预测的能力。 Step 4 While-listening Work on 1b 1.Listen to the conversations and circle the holiday activities you hear in 1a. 2.Invite one student to share answers. Listening practice 1.Listen to conversation 1 and answer the following questions. ①Where did Yaming go on holiday? ②How was the vacation? ③ Whom did he go with? ④What did he see on Mount Huangshan? 2.Listen to conversation 2 and answer the following questions. ①Where did Emma go on holiday? ②What did Emma do there? ③What’s the Strawberry Festival like? ④How long does Emma stay in Seattle? Work on 1c 1.Listen again and complete the two summaries. 2.Check the answers together. 1.Finish 1b. 2.Check the answers. 3.Answer the questions in listening practice. 4.Finish 1c. 5.Check the answers. 播放1b的对话，圈出活动，核对答案时强调发音；通过两段对话详细的问题链，帮助学生了解听力内容，为下一步的问答交流奠定基础；通过1c的两段总结，培养学生对于听力文本的复述能力。 Step 5 Post-listening Work on 1d Talk about Yaming’s and Emma’s holidays. A:Where did Yaming/Emma go on holiday/vacation? B:He / She went to… A:Did he/she do anything interesting? B:Yes, he/she... Further thinking 1.Do you think Mount Huangshan is an amazing place? 2.What do you know about American strawberry festival? 1.Make a conversation with partners. 2.Students have a short discussion about these questions. 进一步巩固重点句型，培养学生的口语表达能力，加强语言输出。 通过两个与听力文本相关的问题激发学生的进一步思考，并引入黄山云海视频和美国草莓节的相关图片作为辅助，培养学生对多元生活的热爱和跨文化交际意识。 Step 6 Pronunciation Revision T:Do you know how to make these sounds “/iː/, /ɪ/, /i/, /e/, /æ/”? /iː/:舌尖抵下齿，舌前部尽力向口腔上壁抬起。双唇微微张开，呈扁平口形; /ɪ/, /i/:舌尖抵下齿，舌前部向口腔上壁抬起。双唇呈扁平口形，但比发/i:/音时稍开大些; /e/:舌尖抵下齿，舌前部向口腔上壁抬起。双唇呈扁平口形，但比发/ɪ/音时开大些,上下齿之间可容一指; /æ/:舌尖抵下齿，舌前部稍抬起。双唇张开，呈扁平状，比发/e/音时大,上下齿之间可容二指。 Work on 1 Listen and repeat. Add one more word to each group. Work on 2 Listen and repeat. Notice the rhythm. 1.A: How was your holiday? B: My holiday? Great! A: What did you do? B: I went to Beijing and saw the Great Wall.Oh, how great it was! 2. A:How was your holiday? B:My holiday? Really good! A: What did you do? B: I hiked in the mountains and saw the sunrise.Oh, how beautiful it was! 英语是一种节奏较强的语言。英语句子中有的词重读，有的词不重读。一般来说，名词、动词、形容词、副词和数词等重读,冠词、介词、连词、人称代词、助动词、情态动词肯定式等不重读。英语单词中重读音节和非重读音节，重读和非重读音节在句中形成一强一弱或一重一轻的变化，这样就形成了英语的节奏。 1.Make these sounds. 2.Finish Pronunciation 1. 3.Listen the two short conversations and understand the general meanings. 4.Repeat and notice the rhythm. 引导学生复习几个元音的发音要领并完成Pronunciation 1;通过两个简短的对话引入节奏的概念，同时对于七年级所学的重读与弱读进行简单地回顾。 Step 7 Summary Words: ancient, camp, landscape, strange, vacation, fantastic... Phrases: took music lessons, visited my grandparents/ some ancient buildings, went to a festival/ the mountains/ a summer camp, go on holiday/vacation Sentences: A:Where did Yaming/Emma go on holiday/vacation? B:He / She went to… A:Did he/she do anything interesting? B:Yes, he/she... Remember what they have learned and summarize with teacher. 学生跟随老师的节奏总结本节课的重点内容:与假期相关的单词、短语及重点句型，确保能够调动相关知识储备谈论自己或他人假期的所做所见所闻所感。 Step 8 Homework Level A:Write 5 sentences using the holiday activities from the checklist (eg,I visited my grandparents last summer). Circle all past tense verbs in your sentences. Level B:Interview a family member about their past holiday. Write 4 sentences using the structure: My [family member] went to ______. They ______ and saw ______. It was ______!" Level C:Compare Yaming’s and Emma’s holidays in a paragraph (5-6 sentences). Include: - Locations - Activities - Cultural differences (eg, Chinese VS American traditions) 此环节为课外分层作业，以听读说促写作，让学生学以致用，通过布置相关假期活动的方式既巩固复习了本节课所学内容，也是一次写作的锻炼，将所学内容以书面方式输出。 板书设计 Unit 1 Happy Holiday Section A (1a-Pronunciation)Listening Summary: Yaming's Holiday: -Where?____ -With whom?______ - Saw: ____________ Emma's Holiday: -Where?____ -Activity:______ -Tried:cookies&______ Holiday Activities: ✓ took music lessons ✓ visited my grandparents ✓ visited some ancient buildings ✓ went to a festival ✓ went to the mountains ✓ went to a summer camp 教学反思 一、成功之处: 1.目标达成情况:本节课通过听力填空、小组对话和角色扮演，90%的学生能准确提取Yaming和Emma的假期信息，并运用一般过去时描述活动，基本达成语言能力目标。文化对比环节中，学生能列举2-3项中西方度假差异，体现了文化意识的培养。 2.活动设计亮点:角色扮演环节学生创意十足，有人模仿导游介绍黄山，有人用道具（如画草莓）辅助表达，课堂氛围活跃。 二、存在问题: 1.听力难点未完全突破:部分学生对连读（如"Sea of Clouds"）和专有名词（如"Guest-Greeting Pine"）理解困难，需增加预听环节，提前输入关键词的发音和意义。 2.语法错误集中:第三人称过去式错误率高（如"She go to..."），需在下节课加入针对性练习，如动词卡片配对游戏（go→went, see→saw）。 三、改进措施: 1.差异化支持:为听力较弱学生提供图文词汇表（如黄山景点图片+中英文标注）,设计"过去式转盘"游戏，让语法薄弱生通过趣味活动强化记忆。 2.真实情境延伸:下节课可引入学生假期照片分享会，用目标句型（"I went to... It was...") 描述真实经历，增强语言运用的真实性。 学科网（北京）股份有限公司 $$