Unit1 Happy Holiday第1课时 Section A(1a-1d&Pronunciation)教学设计2025-2026学年人教版英语八年级上册

新人教版八年级上册英语Unit1 Happy Holiday 第1课时 Section A(1a-1d&Pronunciation)教学设计 Teaching Goals 教学目标 Learn to talk about how to spend holidays. Teaching Key Points 教学重点 1. Master the main idea of the listening text. 2. Master some key words, phrases and sentences in this period. 3. Master the pronunciation of the letters “a”“e”“i”“y” and letter groups “ee”“ea”. Teaching Difficulties 教学难点 1. Talk about holiday activities and experiences. 2. Help the students to improve their listening ability. Teaching Aids 教学工具 Pictures, a tape recorder, PowerPoint and multimedia. Teaching Steps 教学步骤 Step 1 Lead-in Greet students in English. The teacher shows some pictures about the summer holiday and introduce to them. Then ask students to talk about where they went in their summer holiday. Then lead in the topic: How do people spend their holidays? 学生活动：学生与同桌开展 1 分钟 “快速分享”，说说自己暑假去了哪里；之后邀请 2-3 名学生站起来，向全班分享自己的暑假地点。 设计意图：This step aims to activate students’ prior knowledge and life experiences about holidays via picture - showing and discussion. It builds a natural link between the class and real life, reduces the affective filter, and sparks students’ interest in the topic, preparing them cognitively for subsequent activities. Step 2 Work in 1a-1d 1. Help students brainstorm activities they did on summer vacation. The teacher can give students some inspirations, such as “visited museums” “went to summer camp” “went fishing” “visited families” and so on. 学生活动：4 人一组开展 2 分钟头脑风暴，列出自己暑假做过的活动，每组派 1 名代表将小组活动写在黑板上；之后全班一起补充，丰富活动列表。 2. Show the activities in 1a and teach the new words: ancient, camp. Lead students to read them aloud and ask them to tick the activities they did during the summer holiday. Add more together. 学生活动：学生跟随老师朗读新单词，之后独立完成 1a “勾选自己做过的活动”，再与同桌互相核对，额外说说 1a 中没有的个人活动（如 “played badminton”）。 3. (1) Play the tape for the first time. Let students listen to the conversations and circle the holiday activities they hear in 1a. Check the answers together. (2) Show the two pictures in 1c. Lead students to describe the pictures. Then play the tape for the second time. Let students listen again and complete the two summaries. Check the answers with the class and learn the new words. (3) Play the tape again and ask students to repeat and imitate the intonation. 4. Pair work: Let students talk about Yaming's and Emma's holidays in pairs. Use the sentence structures in 1d: 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... After a few minutes, invite some pairs to share in front of the class. Step 3 Production Present the word list in activity 1. Lead students to read the words and find out the pronunciation of the letters and letter groups in each word. Then the teacher makes a summary: e/i:/, ee/i:/, ea/i:/, i/ɪ/, y/ɪ/, e/e/, ea/e/, a/æ/. After that, play the tape and let students listen and repeat the words. Add one more word to each group. Finally, check the answers together. 学生活动：学生先自主朗读单词，尝试找出相同发音的字母 / 字母组，举手分享发现（如 “ea 在‘eat’中发 /i:/”）；老师总结后，学生以小组为单位，给每个发音组补充 1 个新单词（如给 /ɪ/ 组加 “big”），最后全班投票确认合适的补充词。 Let students read the sentences in activity 2. Play the tape and let the students listen and repeat. Remind them to notice the rhythm. 学生活动：学生先自主朗读句子，标记停顿位置；再听录音对比，之后同桌互相朗读，对方指出节奏是否准确。 设计意图：Through a series of cooperative inquiry activities such as brainstorming holiday activities, listening practice, pair work conversations, and phonetic training, this step helps students learn vocabulary and sentence patterns related to holidays, improve listening comprehension, oral expression, and phonetic perception abilities. At the same time, it guides students to deeply explore the holiday topic in cooperation and master the language structures for describing holiday activities. Step 4 Homework 1. Recite the new words. 2. Make a survey about classmates' holidays. Board Design 板书设计 第1课时 Section A (1a-1d&Pronunciation) 1. Key vocabularies: ancient, camp, landscape, strange, vacation 2. Key sentences: (1)—Where did Yaming/Emma go on holiday/vacation? —He/She went to... (2)—Did he/she do anything interesting? —Yes, he/she... 教学 反思 1. The theme of this unit revolves around "holidays" and talking about past events. Students are required to master the simple past tense, and teachers support their learning of this tense through listening and speaking activities. On the other hand, students can also improve their listening and speaking proficiency through interactions with their peers. 2. The challenge of this lesson is to master the use of indefinite pronouns. During teaching, teachers can create scenarios to help students use indefinite pronouns correctly. They can also assign written homework, such as asking students to fill in the blanks in a short passage with indefinite pronouns, to check whether students have grasped the grammar of this unit. 3. Reading is the most crucial part of this lesson. Before reading, teachers can have casual conversations with students to teach new words and phrases. While reading, teachers can ask students questions to help them understand the two diaries. Completing the timeline exercise in 1c helps students master key words, phrases, and sentence patterns, and fosters their comprehensive reading skills. 4. This is the final lesson of the unit, and writing is the top priority. Teachers can use the passage in 3a and the questions in 3b to teach students how to write holiday stories. Additionally, teachers should help students review the simple past tense, the past forms of verbs, and the usage of indefinite pronouns. 学科网（北京）股份有限公司 $$