Unit 1 Happy Holiday Section A 1a-1d 教学设计 2025-2026学年人教版（2024）八年级英语上册

Unit 1 Happy Holiday Section A 1a-1d 教学设计 The subsequent 1b - 1c are listening - based activities. In 1b, students listen to conversations and circle the holiday activities they hear from the list in 1a. The conversations might involve students sharing their holiday stories, such as Yaming visiting Mount Huangshan, where he saw the Guest - Greeting Pine, the Sea of Clouds, strange rocks, and ancient buildings. Another example could be Emma going to a strawberry festival in Seattle, US. These listening materials not only test students' ability to catch key information but also expose them to real - life holiday scenarios. In 1c, students may have further practice related to the listening content, perhaps answering more detailed questions about the speakers' holidays. In 1d, students engage in speaking practice. They are likely to create their own conversations based on the examples provided, using the target language they have learned from the previous activities to discuss their holiday experiences with their partners. The overall section combines vocabulary learning, listening comprehension, and speaking practice in the context of holiday activities, aiming to improve students' language skills in a practical and engaging way. 教学目标 0. Students should be able to recognize, read, and write the holiday - related vocabulary presented in 1a, such as "visited some ancient buildings", "went to a summer camp", etc. with at least 80% accuracy. 0. They can understand and use the key sentence patterns for inquiring about and describing holiday experiences, like "How was your vacation?", "Where did you go?", "What did you do/see?", "Did you do anything interesting?" correctly in conversations with a minimum accuracy of 75%. 0. Students are expected to use these sentence patterns and relevant vocabulary to describe their own or others' holiday experiences clearly and fluently in speaking tasks, improving their language expression accuracy and fluency. 教学重难点 0. The learning and application of key vocabulary related to holiday activities. Students need to master the spelling, pronunciation, and basic meaning of these words and phrases. 0. Mastering the structures of special interrogative sentences and declarative sentences in the simple past tense to skillfully inquire about and describe holiday activities. 0. Understanding and correctly using the key sentence patterns for holiday - related conversations. 0. In real - life situations, students need to flexibly use the learned vocabulary and sentence patterns to describe holiday experiences naturally and accurately, avoiding grammar mistakes and inappropriate expressions. 0. The correct use of the past forms of irregular verbs, such as "go - went", "see - saw", "do - did", etc. Students often find it challenging to accurately remember and apply these irregular verb forms in their language output. 0. Coherently and comprehensively describing holiday experiences, including details about the place, activities, people involved, and personal feelings. 1. Vocabulary 0. Holiday activities: visited my grandparents, took music lessons, visited some ancient buildings, went to a music festival, went to the mountains, went to a summer camp, went to a strawberry festival, stayed at home, etc. 0. Related nouns: holiday, vacation, mountain, festival, camp, music, etc. 0. Emotional adjectives: relaxing, interesting, exciting, meaningful, amazing, fantastic, etc. 0. Indefinite pronouns: anyone, someone, something, anything, everything, no one, nothing, etc. 1. Sentence Patterns 0. Greeting and inquiring about holidays: How was your vacation? What's it like? 0. Asking about the place: Where did you go? 0. Asking about activities: What did you do/see there? 0. Asking about companions: Did you go with anyone? 0. Describing experiences: I went to... I saw... 0. Expressing feelings: Everyone said they wanted to go again. No one wanted to leave. It was... 2. Grammar 0. Simple past tense: Used to talk about actions or states that happened in the past. For regular verbs, the past form is usually created by adding "-ed", e.g., "visit - visited". But for irregular verbs like "go", "see", "do", their past forms are "went", "saw", "did" respectively. 0. Use of indefinite pronouns: These are used to refer to non - specific people, things, or places. For example, "Did you do anything interesting on your vacation?" Here, "anything" is an indefinite pronoun, and when an adjective modifies an indefinite pronoun, the adjective comes after the pronoun, like "something special", "anything interesting". 教学过程 1. Warming - up and Lead - in (5 minutes) 0. Greet the students with enthusiasm. Then, play a short, lively video compilation that features various holiday scenes from around the world. These scenes can include people visiting famous landmarks like the Eiffel Tower during their vacations, kids having fun at summer camps, and families gathering during festivals. 0. After the video, initiate a quick - fire question - and - answer session. Ask students, “What holiday activities did you spot in the video?” and “Which activity looked the most exciting to you?” Encourage students to raise their hands and share their thoughts. This activity aims to quickly capture students' attention, activate their prior knowledge about holidays, and create an engaging atmosphere for the class. 4. Vocabulary Presentation (8 minutes) 0. Use a large - screen PPT to display the holiday - related activities from 1a one by one. For each activity, such as “took music lessons”, show an associated picture - perhaps a student playing a piano. Pronounce the phrase clearly, break it down into syllables if necessary, and ask students to repeat after you several times. 0. To enhance understanding and retention, use body language and simple explanations. For example, when presenting “visited some ancient buildings”, point to the picture of an old temple and say, “This is an ancient building. People go to visit these old and historical places during their holidays.” 0. Conduct a “Vocabulary Relay” game. Divide the class into two or more groups. Start by saying a holiday - activity phrase. The first student in each group has to quickly repeat the phrase and add a new one from the list. If a student makes a mistake or can't come up with a new phrase in time, their group is eliminated. This game not only helps students remember the vocabulary but also promotes friendly competition and quick thinking. 5. Listening Exercises (10 minutes) 0. Pre - listening (2 minutes) 27. Direct students' attention to the 1a activity list again. Say, “Now, we are going to listen to some conversations. Before we start, take a moment to look at these activities and predict which ones you might hear in the conversations.” Encourage students to discuss their predictions in pairs briefly. 0. While - listening (6 minutes) 28. Play the 1b audio for the first time. Instruct students to listen carefully and circle the holiday activities they hear on their 1a worksheets. Walk around the classroom to observe students' progress and offer any necessary assistance. 28. After the first play, play the audio again. This time, ask students to pay more attention to the details of the conversations, such as who did what during the holiday. Then, have them complete the summary tasks in 1c. Provide some guidance if needed, like saying, “Listen for the names of the people and the places they visited.” 0. Post - listening (2 minutes) 29. Check the answers with the whole class. Select a few students to share the answers they filled in for 1c and ask them to explain how they arrived at those answers based on the audio. This helps clarify any misunderstandings and reinforces the listening comprehension skills. 6. Speaking Practice (10 minutes) 0. Modeling (3 minutes) 30. Choose a volunteer student to come to the front of the class. Using the examples in 1d, start a conversation with the student about Yaming's or Emma's holiday. For instance, you can say, “Where did Yaming go on holiday?” and prompt the student to answer, “He went to Mount Huangshan.” Then continue with questions like “Did he do anything interesting there?” and guide the student to respond using the information from the listening. During this process, emphasize correct grammar usage, clear pronunciation, and natural intonation. 0. Group Work (5 minutes) 31. Divide the students into pairs. Instruct each pair to create their own conversations about Yaming's and Emma's holidays, following the model you just demonstrated. Encourage them to use as many details as possible and to ask follow - up questions. Walk around the classroom, listen to their conversations, and offer corrections and suggestions. For example, if a student says, “He goed to the park,” gently correct them by saying, “Remember, the past form of 'go' is 'went'. So, it should be 'He went to the park'.” 0. Presentation and Feedback (2 minutes) 32. Invite two or three pairs to come to the front of the class and perform their conversations for the rest of the class. After each pair presents, ask the other students to give positive feedback first, such as “I like how clearly they spoke” or “They used a lot of good vocabulary.” Then, provide your own comprehensive feedback, highlighting both the strengths and areas for improvement. 7. Summary and Wrap - up (2 minutes) 0. Briefly review the key vocabulary related to holiday activities that were covered in the class, such as “visited ancient buildings”, “went to a music festival”, etc. Write them on the blackboard or display them on the PPT. 0. Recap the important sentence patterns for asking about and describing holidays, like “Where did you go on holiday?”, “What did you do?”, and “Did you do anything interesting?” 0. Encourage students to use these words and sentences to talk about their own holidays outside of class. Assign a simple homework task, such as asking them to write a short paragraph about their last holiday using at least three of the new words and two sentence patterns. 学科网（北京）股份有限公司 $$