Unit 1 Happy Holiday Section A Lesson 1（1a-1d）教学设计 2025-2026学年人教版英语八年级上册

Unit 1 Happy Holiday Section A Lesson 1 Core Vocabulary and Listening (1a-1d)教学设计 I. Teaching Objectives Knowledge Objectives Master 8 - 10 core vocabulary related to holiday activities, such as take music lessons, visit ancient buildings, go to a summer camp, hike in the mountains. Be able to read, spell, and understand their meanings correctly. Get a preliminary understanding of the conversation context in Section A 1a - 1c. Ability Objectives Extract key information of “person + holiday activity” from the listening materials of 1b - 1c, and complete tasks like “tick activities” and “match people with behaviors”. Use core vocabulary to briefly describe personal holiday activities. Affective Objectives Stimulate learning interest through sharing holiday experiences and be willing to participate in classroom vocabulary interactions. II. Teaching Key and Difficult Points Key Points Pronunciation, recognition, and understanding of holiday - activity vocabulary. Extraction of “activity details” in listening. Difficult Points Difficulty in capturing information due to liaison and weak forms in listening materials (e.g., liaison in “summer camp”“ancient buildings”). III. Teaching Preparations Original audio of Section A 1a - 1c in the textbook. Real - object pictures or simple drawings of holiday activities (e.g., “summer camp scene”, “ancient building photos”, “music textbooks”). Vocabulary cards (with words/phrases on the front and pictures on the back). IV. Teaching Procedures (一)Warm - up and Introduction: Activate Holiday Topics (5 minutes) The teacher starts with a daily question: “Boys and girls, we just had a holiday. Who wants to share one thing you did? For example: ‘I watched a movie last holiday.’” Invite 3 - 4 students to share briefly. The teacher uses body movements (e.g., imitating “mountain climbing”“playing the piano”) to assist in understanding and naturally leads to the theme of “holiday activities”. (二)Vocabulary Learning: Pronunciation and Understanding (15 minutes) Present Vocabulary Show vocabulary such as take music lessons, visit ancient buildings, go to a summer camp one by one with real - object pictures or simple drawings. The teacher leads the reading (emphasizing stress: e.g., / s m k mp/), and students repeat 3 times. Vocabulary Matching Scramble the vocabulary cards and distribute them to students. Ask students to quickly raise the corresponding vocabulary cards according to the pictures shown by the teacher. The group with the highest correct - rate wins the “Best Response Award”. Situational Application The teacher gives instructions, and students perform actions or descriptions. For example: “Say ‘go to a summer camp’ and tell me what you do there.” (Students may answer: “I play games at summer camp.”), to strengthen the connection between vocabulary and life. (三)Listening Training: Capture Key Information (20 minutes) Pre - listening Prediction Show the activity list in 1a of the textbook. Ask: “Look at these activities. Which do you think will be in the audio? Tick your guess.” Let students listen with predictions. First Listening (1b) Play the audio. Students circle the activities heard in 1a. The teacher does not check the answers immediately but guides students to say: “What did you hear? Let’s write the words on the blackboard.” Second Listening (1b) Play the audio again. Students check the activities they circled. The teacher combines the 1b task in the textbook and confirms the answers one by one (e.g., “Did Jim’s dad ask him to ‘pack up things’? Yes/No?”). Third Listening (1c) Focus on “matching people with activities”. Before playing the audio, let students read the people (Yaming, Emma) and activities in 1c first. While listening, use “ ” to connect people with corresponding activities. After listening, check within groups, and the teacher spot - checks 2 groups to show the results. (四)Class Summary and Homework (5 minutes) Summary The teacher and students review the vocabulary of this lesson together (the teacher points to pictures, and students say phrases together). Emphasize the method of “catching key words” in listening (e.g., circle the corresponding activity when hearing “summer camp”). Homework Basic: Copy the 10 core vocabulary of this lesson 3 times each and write 1 simple sentence for 3 of them (e.g., “I go to a summer camp every year.”). Extension: Ask family members about “their holiday activities” and record 1 - 2 in English (e.g., “My mom visited ancient buildings.”). 学科网(北京)股份有限公司 $$