Unit 1 Happy holiday. Section A(1a-1d)英文教学设计2025-2026学年人教版八年级英语上册

该初中英语教学设计聚焦用“Where did...go on holiday?”等句型谈论假期活动，通过展示不同地区假期活动图片导入，引导学生分享经历激活已知，再经1a勾选活动、1b-1c听力提取信息、1d结对对话，搭建从输入到输出的学习支架。 特色在于任务型与情境教学结合，创设真实假期交流情境，通过听、说、小组合作任务（如1d结对谈论他人假期）贯穿核心素养。语言能力上提升句型运用与听力提取能力，文化意识上借图片理解多元假期文化，思维品质上通过听力总结训练逻辑思维。助力学生提升语言运用与跨文化沟通能力，为教师提供分层任务设计，高效落实课标要求。

Unit 1 Happy holiday. Section A(1a-1d)英文教学设计 Ⅰ. Theme Analysis Based on the New Curriculum Standard This lesson falls under the "Person and Society" theme, specifically the "Social Communication" sub - theme. The New Curriculum Standard emphasizes that English teaching should guide students to use language to communicate about holiday life in real social interaction situations, develop language ability, and at the same time enhance students' understanding of people's holiday lifestyles in different cultural backgrounds, cultivating cross - cultural awareness and social communication ability. Ⅱ. Core Literacy Goals Language Ability Students can use sentence patterns such as "Where did...go on holiday/vacation?" and "Did he/she do anything interesting?" to ask about and talk about holiday activities. They can accurately understand the descriptions of holiday experiences in listening materials and improve their comprehensive language skills in listening, speaking, reading and writing. Cultural Awareness Understand the holiday life culture of people in different regions, feel cultural diversity, and cultivate respect and appreciation for multiculturalism. Thinking Quality By analyzing listening content, completing summaries and having dialogue exchanges, improve logical thinking and critical thinking ability, and learn to organize and express views in an orderly manner. Learning Ability Can independently use listening strategies to obtain key information, actively communicate in group cooperation, actively reflect on the learning process, and optimize learning methods. Ⅲ. Teaching Key and Difficult Points Teaching Key Points Master the core sentence patterns for asking about and talking about holiday activities; can accurately extract key information from listening materials. Teaching Difficult Points Flexibly use target language for natural and fluent communication in real situations; deeply understand the cultural connotation of holiday life in different cultural backgrounds. Ⅳ. Teaching Methods and Learning Methods Teaching Methods Task - based Teaching Method: Design tasks such as listening, speaking, reading and writing to guide students to learn language while completing tasks. Situational Teaching Method: Create real situations of holiday communication to let students use language in situations. Multimedia - assisted Teaching Method: Use multimedia resources such as audio and pictures to enhance the intuitiveness and interest of teaching. Learning Methods Independent Learning Method: Students complete tasks such as listening and reading independently to cultivate independent inquiry ability. Cooperative Learning Method: Improve cooperation and communication ability by completing activities such as summary and dialogue exchange in groups. Inquiry Learning Method: Under the guidance of teachers, explore language rules and cultural connotations to develop thinking ability. Ⅴ. Teaching Procedures Teaching Links Teacher's Activities Students' Activities Design Intentions Lead - in Show some pictures of people's holiday activities in different regions, such as climbing mountains and participating in festivals, and ask: "What do you usually do during your holidays? Can you share your holiday stories?" Watch the pictures, think and share their holiday experiences. Arouse students' interest, lead to the theme of this lesson, and lay the foundation for subsequent learning. Pre - task (1a) Guide students to look at the activity options in 1a, tick the activities they did during the summer holidays, and they can also add more activities. Then ask students to share their choices with their deskmates. Tick the activities, and share their choices with deskmates. Activate students' prior knowledge and prepare for the listening activity. Listening Practice (1b, 1c) 1. Play the conversation audio and let students listen with the task "Listen to the conversations and circle the holiday activities you hear in 1a."2. Play the audio again and guide students to complete the two summaries in 1c. Explain the difficult parts if necessary. 1. Listen to the recording for the first time and circle the heard holiday activities.2. Listen to the recording again, complete the summaries, and ask the teacher questions if there are doubts. Train students' listening skills and let students initially perceive the use of target language in the dialogue. Language Use and Expansion (1d) Organize students to talk about Yaming's and Emma's holidays in pairs. Provide the sentence patterns "Where did Yaming / Emma go on holiday / vacation?" and "Did he / she do anything interesting?" for reference. Walk around and give guidance and feedback. Work in pairs, use the given sentence patterns to talk about Yaming's and Emma's holidays, and then some pairs show their dialogues. Let students use target language in real situations and improve language use ability and communicative ability. Summary and Homework Assignment 1. Review the core sentence patterns and vocabulary learned in this lesson with students and summarize the key points.2. Assign homework: Interview your family or friends about their holiday life and write a short English passage to introduce their holiday experiences. Review and summarize with the teacher and record the homework content. Summarize the knowledge of this lesson, consolidate the learning results; further improve students' written expression ability through writing homework. Ⅵ. Teaching Reflection Successes 1. The teaching link design is relatively reasonable. From lead - in to the implementation of various tasks, it progresses layer by layer, which is in line with students' cognitive laws. Through various activities such as listening, speaking, and group communication, students' enthusiasm is fully mobilized, and students learn and use language in participation. 1. The core literacy goals run through the whole process. While cultivating students' language ability, attention is paid to the improvement of cultural awareness, thinking quality and learning ability. For example, by sharing holiday experiences, students understand different lifestyles and improve their cultural awareness; students' logical thinking ability is trained by completing summaries. 1. Multimedia - assisted teaching is effective. The use of pictures enhances the intuitiveness and interest of teaching and helps students better understand and learn content. Shortcomings 1. In the listening training link, some students with weak foundations may have difficulty completing tasks accurately due to listening speed or vocabulary problems. Teachers can pay more attention to these students when guiding. 2. In pair work, the participation of individual students is not balanced enough. Some students are active, while others participate less. Teachers need to further strengthen guidance and regulation. Improvement Measures 1. For students with weak listening ability, relevant vocabulary and sentence patterns can be provided for preview before class, or more hints can be given before listening training to reduce the difficulty of listening; provide additional listening practice materials for these students after class to strengthen training. 2. When doing pair work, clearly guide each student to have the opportunity to participate; teachers should strengthen patrols, give guidance and encouragement in time, and mobilize the enthusiasm of each student. 学科网（北京）股份有限公司 $$