Unit 1 课时教案 2025-2026学年人教版英语八年级上册

该初中英语教案围绕“假期活动描述”核心，聚焦一般过去时、不定代词用法及“Where did...go?”等句型。课堂导入通过假期场景图片、1分钟莫斯科地标视频等激活旧知，如展示黄山图片引导用“visited ancient buildings”交流，再过渡新词汇，搭建“旧知—新知”学习支架。 特色体现在情境化任务链与核心素养融合，如阅读课用思维导图梳理Gina苏格兰假期“时间—活动—感受”结构，培养逻辑组织能力（思维品质），同时融入俄罗斯胜利博物馆、苏格兰乡村等文化元素（文化意识）。小组合作完成“假期活动清单”任务，提升信息整合与合作能力（学习能力），助力学生系统掌握知识，教师可直接应用活动设计提升课堂效率。

XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 1 Section A 1a-2 总课时 1 课时教学目标 语言能力：能运用 “took music lessons”“visited ancient buildings” 等短语描述假期活动；掌握句型 “Where did...go? He/She went to...”“Did he/she do anything interesting? Yes, he/she...”；理解并使用不定代词 “something”“anyone”。 学习能力：通过听力训练提升信息筛选与总结能力；在对话练习中学会合作交流，梳理个人假期经历。 思维品质：能对比不同假期活动的特点，理性表达个人偏好与感受；通过分析听力材料中的细节，培养逻辑归纳能力。 文化意识：了解中外不同的假期习俗（如中国名山游览、美国地方节日），尊重文化多样性。 教材及学情分析 教学重点：Use the words and sentences to talk about holiday activities and describe experiences: e.g., "took music lessons", "visited grandparents", "Where did he go? He went to Mount Huangshan". 教学难点： 1. 准确运用一般过去时描述假期活动（如 “saw”“tasted” 等不规则动词）； 2. 区分并正确发音含 /ɪː/、/ɪ/、/eɪ/ 的单词（如 “see”“trip”“great”）； 3. 恰当使用不定代词 “anything”“someone” 谈论不确定的人或事。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Lead in 1. Show a picture of a holiday scene (e.g., beaches, mountains) and ask: "What can you see in the picture? Do you have a happy holiday experience?" 2. Guide students to speak freely and write down key vocabulary on the blackboard (e.g., "mountain", "festival"). Observe the picture and share their personal holiday experiences with simple sentences (e.g., "I went to the mountains last summer."). Step 2 Pre-listening 1. Present the list of activities in 1a, lead students to read the phrases aloud (correct the pronunciation of words like "visited" and "ancient"). 2. Ask students to tick the activities they did during the summer vacation and share with their desk-mates: "I took music lessons. What about you?" Finish the ticking task in 1a and communicate with desk-mates about holiday activities using simple sentence patterns. Step 3 While-listening 1. Play the recording of 1c and ask students to circle the activities they hear (corresponding to 1a). 2. Play the recording again, guide students to complete the summary blanks in 2a (Yaming's trip to Mount Huangshan: fill in "Sea of Clouds", "strange rocks", etc.; Emma's experience: fill in "family", "made cookies", etc.). 3. Emphasize past tense verbs (e.g., "saw", "stayed") when checking answers. 1. Listen to the recording for the first time and circle the key activities; 2. Listen for the second time, fill in the missing information, and check answers in groups. Step 4 Post-listening 1. Present the dialogue framework in 2b and demonstrate questions and answers (e.g., "Where did Yaming go? He went to Mount Huangshan. Did he see anything interesting? Yes, he saw..."). 2. Ask students to work in pairs to talk about Yaming's and Emma's holidays respectively, and invite 2-3 groups to present in class. Cooperate in pairs to practice dialogues based on the information in 2a, present on stage and receive comments. Step 5 Pronunciation 1.Ask students to listen to the words in 3 and repeat them. 2.Ask students to write down more words in 3. 3.Let students listen to and repeat the words in 3, and try to summarize the rules. 4. Play the recording, ask students to listen and repeat, and notice the pronunciation of unstressed words. Repeat the words and sentences after the recording. Try to summarize the rules. Step 6 Summary& Practice 1. Lead Ss to sum up the important knowledge. 2. Finish the exercises in the workbook. Try to sum up the knowledge and finish the exercises. 板书设计 Unit 1 Happy Holiday（Section A 1a-2） - took music lessons - visited grandparents/ancient buildings - went to a festival/summer camp - Where did...go? He/She went to... - Did he/she do anything interesting? Yes, he/she... Pronunciation： /ɪː/：see, beach /ɪ/：trip, city XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 1 Section A 2a-2f 总课时 2 课时教学目标 语言能力：能运用 “stayed in the old town”“visited Yulong Mountain”“tasted delicious food” 等短语；掌握句型 “How was your holiday? It was...”“Did you go anywhere interesting? Yes, I went to...”；正确使用不定代词 “anything”“anywhere”。 学习能力：通过听力训练提升细节信息捕捉能力；在角色扮演中学会合作交流，连贯表达假期经历。 思维品质：能根据对话信息梳理逻辑（地点→活动→感受），理性对比不同假期的特点。 文化意识：了解中国著名旅游景点（如丽江古城、玉龙雪山），增强对本土文化的认知与热爱。 教材及学情分析 教学重点：用核心短语和句子描述详细的假期经历：例如： "stayed in the old town", "visited Yulong Mountain", "How was your holiday? It was fantastic". 教学难点：1. 准确运用不规则动词过去式（e.g., "took", "tasted", "went"）； 2. 灵活使用不定代词 “anything”“anywhere” 在疑问句中的表达（e.g., "Did you do anything special?"）； 3. 对话中自然衔接与情感表达（e.g., "Wow! That sounds great."）。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Lead in 1. Show pictures of Yunnan (old town, Yulong Mountain) and ask: "Have you ever been to these places? What do you know about them?" 2. Introduce key words: "old town", "mountain", "delicious food" and write on the blackboard. Look at the pictures, share known information about Yunnan, and read new words aloud. Step 2 While-listening 1. Play the recording of Adam and Peter's conversation. Ask students to finish 2a (choose correct sentences to complete the dialogue). 2. Play again, guide students to fill in the table in 2b (Name, Where, What did, How felt). 3. Check answers and emphasize past tense verbs (e.g., "went", "stayed", "tasted"). 1. Listen to the recording and complete 2a. 2. Listen again, extract information to fill in the table, then check in pairs. Step 3 Dialogue Practice 1. Present the completed table and demonstrate the dialogue with a student: "How was Peter's holiday? It was fantastic. Where did he go? He went to Yunnan..." 2. Ask students to practice in pairs using the table (2c). Practice dialogues in pairs, using the table information to ask and answer about Peter's and Adam's holidays. Step 4 Role-play 1. Play the dialogue again, and let the students imitate the dialogue. 2. Introduce the role-play task (2e): "Work in pairs, act as Adam and Peter, and try to add more details (e.g., 'The steamed chicken soup was so delicious!')." 3. Invite 2-3 pairs to perform in class and give feedback. 1. Listen and imitate the dialogue. 2. Prepare and perform the role-play, adding personal details to make the dialogue natural. Step 5 Share Experiences 1. Guide students to tick adjectives in 2e that describe their last summer holiday. 2. Organize a group discussion: "Share your holiday with group members using 'How was your holiday? Did you go anywhere...?'". Tick adjectives, then share personal holiday experiences in groups, using the target sentences. Step 6 Summary& Practice 1. Lead students to summarize key phrases and sentences. 2. Assign workbook exercises on 2a-2f. Review key language points and finish exercises. 板书设计 Unit 1 Happy Holiday（Section A 2a-2f） Key phrases： - stayed in the old town - visited Yulong Mountain - took photos - tasted delicious food Key sentences： - How was your holiday? It was fantastic/relaxing. - Did you go anywhere interesting? Yes, I went to... - Did you do anything special? Yes, I... Adjectives：fantastic, wonderful, relaxing XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 1 Section A Grammar Focus 总课时 3 课时教学目标 语言能力：能辨析并使用 “something/anything” “someone/anyone” “somewhere/anywhere” 等不定代词；掌握句型 “Did you do anything interesting? No, nothing special.” “I went somewhere beautiful.”；理解不定代词与形容词的搭配规则（形容词后置）。 学习能力：通过语法归纳与情境练习，提升自主总结语法规则的能力；在小组合作中共同解决语法问题，强化应用能力。 思维品质：能分析不定代词的使用语境，归纳 “some-”“any-” 类代词的使用规律，培养逻辑推理能力。 文化意识：结合假期经历描述，体会中外交流中不定代词的使用差异，增强跨文化交际敏感性。 教材及学情分析 教学重点：掌握不定代词在不同句型中的用法：例如，“something” 用于肯定句中，“anything” 用于否定句和疑问句中；“someone” 与 “anyone” 的区别。 教学难点：1. 准确区分 “some-” 与 “any-” 类不定代词的句型适用范围； 2. 掌握 “不定代词 + 形容词” 的正确语序（e.g., "something interesting" 而非 "interesting something"）； 3. 不定代词作主语时的主谓一致（e.g., "Everyone loved it."）。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Lead in 1. Show a short dialogue from Period 2 (e.g., "Did you do anything special? Yes, I tasted delicious food.") and highlight "anything special". 2. Ask: "Why do we use 'anything' here? What about in 'I tried something new'?" Review the dialogue, observe the underlined words, and try to answer the teacher's questions. Step 2 Grammar Focus 1. Present the sentences in 3a, ask students to read aloud and underline indefinite pronouns. 2. Guide students to summarize rules: "something/somewhere" for affirmative sentences; "anything/anywhere" for negative sentences and questions. 3. Emphasize the word order: "adjective after indefinite pronouns" (e.g., "something interesting"). 1. Read and underline indefinite pronouns in 3a. 2. Discuss in pairs to summarize usage rules, then share with the class. 3. Take notes on key rules (e.g., 形容词后置). Step 3 Practice 3b 1. Explain the conversation in 3b and ask students to fill in blanks with correct indefinite pronouns. 2. Check answers as a class, and explain mistakes (e.g., why "anything" is used in "Did you do...?"). 1. Complete 3b individually. 2. Check answers in groups, then discuss reasons for each choice. 3. Correct mistakes based on teacher's explanation. Step 4 Practice 3c 1. Introduce the passage in 3c and ask students to fill in blanks with "someone, no one, everyone, something, nothing, everything". 2. Guide students to pay attention to context clues (e.g., "I could do nothing but stay..." because of rain). 1. Read the passage and fill in blanks. 2. Explain their choices in pairs, focusing on context logic. 3. Share answers with the class and justify reasoning. Step 5 Consolidation 1. Organize a game: "Finish the sentence". Teacher says the start (e.g., "I went somewhere..."), students complete with "interesting/beautiful" (practicing adjective order). 2. Ask students to make 5 sentences about their holidays using indefinite pronouns. 1. Play the game and practice adjective placement. 2. Write 5 sentences individually, then exchange with a partner to check for errors. Step 6 Summary& Practice 1. Lead students to review key rules of indefinite pronouns. 2. Assign additional exercises from the workbook (focusing on 3a-3c). 1. Retell the usage rules of indefinite pronouns. 2. Finish workbook exercises. 板书设计 Unit 1 Happy Holiday（Section A 3a-3c） Indefinite Pronouns： 1. some-（肯定句）：something, someone, somewhere e.g., I tried something new. He met someone interesting. 2. any-（否定 / 疑问句）：anything, anyone, anywhere e.g., Did you do anything special? I didn't go anywhere. 3. 其他：everyone, everything, no one, nothing Rules： - 形容词后置：something interesting（√）；interesting something（×） - 主谓一致：Everyone loved it. Everything tasted good. XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 1 Section B 1a-1d 总课时 4 课时教学目标 语言能力：能运用 “visited the Victory Museum”“took the Moscow Metro” 等短语描述旅行活动；掌握句型 “What places did he visit? He went to...”“How did he feel? He felt excited/sick.”；理解过去时态在日记中的连贯使用。 学习能力：通过略读与精读，提升提取关键信息（地点、活动、感受）的能力；在小组讨论中学会梳理观点，用英语表达个人感悟。 思维品质：能按时间顺序梳理事件脉络，从具体经历中归纳抽象意义（如历史教训、文化包容），培养辩证思维。 文化意识：了解俄罗斯的历史遗迹（胜利博物馆）与文化特色（莫斯科地铁、手风琴），尊重不同国家的历史记忆与文化表达。 教材及学情分析 教学重点：从日记条目中提取关键信息（地点、活动、感受），并按时间顺序整理事件；讨论从假期经历中获得的启示。 教学难点：1. 理解含历史背景的词汇与句子（如 “fight against the Nazis”“peace does not come easily”）； 2. 按时间线索（17 July-18 July）梳理多件活动的逻辑顺序； 3. 将具体经历（如与俄罗斯学生互动）升华为抽象感悟（跨文化友谊）。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Lead in 1. Show pictures of Red Square and Alexander Garden, ask: "Do you know this country? What famous places do you know here?" 2. Play a 1-minute video about Moscow's landmarks to introduce cultural background. 3. Write key words: "Victory Museum", "Moscow Metro" on the blackboard. Look at pictures and video, share known information about Russia; read and repeat new words. Step 2 Pre-reading 1. Introduce Vincent's diary: "He wrote about his holiday in Moscow. Let's find out what he did." 2. Ask prediction questions: "What places might he visit? How might he feel?" Predict content based on pictures and background, share ideas in pairs. Step 3 While-reading 1. Skimming: Ask students to read 17-18 July entries quickly and answer 1b questions (places visited, feelings). 2. Scanning: Guide students to complete the timeline in 1c (fill in activities for each time period). 3. Explain difficult points: "fight against the Nazis" (结合历史短片)、"glass 'tears'" (联系 “战争的悲伤”)。 1. Skim to find main information and answer 1b. 2. Scan for time phrases (in the morning/afternoon) to fill in the timeline. 3. Note down difficult points and discuss with teacher's explanation. Step 4 Post-reading 1. Organize group discussion on 1d: "What can we learn from Vincent's experience?" Provide examples: "Learn about history". 2. Ask groups to list 3 lessons and share with the class (e.g., "Make friends with people from other countries"). 1. Discuss in groups, connect details (e.g., visiting museum → history learning) to summarize lessons. 2. Present group ideas and take notes on others' opinions. Step 5 Language Consolidation 1. Highlight past tense verbs in the diary (went, saw, felt) and ask students to list more (e.g., took, met). 2. Practice: "Vincent ____ (visit) Red Square. He ____ (feel) excited." 1. List past tense verbs from the text. 2. Complete sentences with correct past forms, check in pairs. Step 6 Summary& Practice 1. Lead students to review the timeline and key lessons. 2. Assign a short exercise: Match activities with feelings (e.g., "visited the museum" → "felt moved"). 1. Retell Vincent's holiday in chronological order. 2. Finish matching exercise to reinforce activity-feeling connections. 板书设计 Unit 1 Happy Holiday（Section B 1a-1d） Key phrases： - visited the Victory Museum - took the Moscow Metro - met Russian students - sang and danced with accordion Timeline： 17 July: morning (Victory Museum) → noon (restaurant) → dinner (felt sick) 18 July: morning (Metro/Red Square) → afternoon (school interaction) Key sentences： - What places did he visit? He went to... - How did he feel? He felt... Lessons：Learn about history; Make friends; Value peace XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 1 Section B 2a-2c 总课时 5 课时教学目标 语言能力：能运用 “summer holiday”“unforgettable experience”“beautiful scenery” 等短语；掌握 “ancient”“breath”“remind” 等词汇的含义及用法；理解并正确使用词汇的词形变化（如 “forget→forgot”“get together→got together”）。 学习能力：通过短语搭配、句子填空、短文补全，提升词汇辨析、语境适配及词形转换能力；在小组讨论中学会分享词汇运用技巧。 思维品质：能根据上下文推断生词含义（如从 “the small town was finally at...” 推断 “peace” 的含义），建立词汇与语境的关联逻辑。 文化意识：在假期主题语境中，感受不同文化中假期的共通意义（如 “get together” 体现家庭团聚，“peace” 反映对安宁的共同追求）。 教材及学情分析 教学重点：1. 掌握目标词汇的常见搭配（如 “go on holiday”“take one's breath away”“ancient building”）； 2. 在句子和短文中正确运用词汇（包括根据时态、语境进行词形变化）。 教学难点：1. 区分易混淆词汇（如 “scenery”（自然风景，不可数）与 “view”（特定视角的风景，可数））； 2. 理解词汇的语境义（如 “ready” 在 “be ready to” 中表示 “准备好做某事”）； 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Lead in 1. Show pictures related to holidays (e.g., beaches, family gatherings, historical buildings) and ask: "What do you usually do on holiday? What words can you think of?" 2. Write down the words mentioned by students (e.g. holiday, travel, family) on the blackboard, and guide them to associate more words. 1. Look at the pictures and say words related to holidays; 2. Try to add word collocations and share with partners. Step 2 Pre- vocabulary 1. Present the target words in 2a (holiday, experience, scenery, etc.), and explain their meanings with pictures and simple example sentences. 2. Explain core collocations: e.g., "experience" → "unforgettable experience", "scenery" → "natural scenery", and demonstrate with word cards. 1. Understand word meanings through pictures and example sentences; 2. Repeat and record word collocations, and check each other in groups. Step 3 While- vocabulary 1. Exercise 2a: Guide students to complete phrase collocations. Walk around to observe, and supplement collocations of "experience" . 2. Exercise 2b: - Explain the words in the box, focusing on the usage of "remind" (remind sb. to do sth.); - Ask students to complete sentence filling independently, then check with deskmates, and the teacher corrects (e.g., Sentence 1 "I felt sick..."). 3. Exercise 2c: - Guide students to read through the short passage and predict the context (different ways of spending holidays); - Explain key points of word form changes (e.g., "forget" is used as "forgot" in past context); - Students complete the filling, discuss answers in groups, and the teacher explains difficult points. 1. Complete 2a phrase collocations and expand more holiday-related phrases; 2. Finish 2b sentence filling, understand word usage in context, and correct mistakes; 3. Complete 2c short passage filling, discuss the reasons for word form changes in groups, and record error-prone points. Step 4 Post- vocabulary 1. Organize a "Vocabulary Chain" game: Start with "holiday", and each student says a related word or phrase (e.g., holiday→experience→unforgettable...). 2. Theme sentence-making: Ask students to make one sentence related to holidays with "remind", "get together" and "peace" respectively, share in groups and select the best sentences. 1. Participate in the vocabulary chain to activate vocabulary association ability; 2. Make sentences and share, using words in real contexts. Step 5 Summary& Practice 1. Guide students to summarize key words and collocations in this lesson (sort out on the blackboard), and emphasize key points of word form changes (e.g., forget→forgot). 2. Distribute exercises: Complete 3 short sentences with given words (scenery, ancient, ready) to consolidate usage. 1. Review the words in this lesson and organize notes; 2. Finish the exercises and check answers with deskmates. 板书设计 Unit 1 Happy Holiday（Section B 2a-2c） Key Words & Phrases： Nouns: holiday (summer holiday), experience (unforgettable experience), scenery (beautiful scenery), breath, peace Verbs: remind (remind sb. to do), forget (forgot), get together (got together) Adjectives: ancient (ancient tower), sick, ready (be ready to) Key Sentences： - I felt sick after eating too much on holiday. - The beautiful scenery took my breath away. - We got together with family during the holiday. XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 1 Section B 3a-3c 总课时 6 课时教学目标 语言能力：能读懂 Gina 的假期故事，提取关键信息（时间、地点、活动、感受）； 能正确使用一般过去时描述假期活动（如 “took a train”“explored the forest”）和感受（如 “surprised”“wonderful”）； 能模仿范文结构，写出包含 “时间 + 地点 + 活动 + 感受 + 收获” 的假期短文。 学习能力：通过略读找主线、精读析细节，提升信息提取能力；通过模仿范文框架和句式，提高书面表达的条理性。 思维品质：能按时间顺序梳理事件脉络，培养逻辑组织能力； 能从具体经历中提炼意义（如 Gina 的经历体现 “探索的乐趣”），培养归纳思维。 文化意识：了解不同地域的假期特色（如苏格兰的乡村与森林风光），感受假期文化的多样性；体会分享假期经历对增进情感的意义，培养跨文化交流意识。 教材及学情分析 教学重点：1. 阅读 Gina 的故事，提取并梳理关键信息（活动、时间、感受）； 2. 模仿范文结构，用一般过去时写个人假期经历。 教学难点：1. 如何将零散的假期经历按 “时间顺序” 或 “逻辑顺序” 组织成短文； 2. 如何用具体细节（如 “the deer looked at me quietly”）代替笼统描述（如 “saw an animal”），使文章生动； 3. 准确运用一般过去时的不规则动词（如 “take→took”“feel→felt”）。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Warm-up 1. Show a set of holiday photos and ask: What did they do in these holidays? How did they feel? 2. Guide students to describe briefly in the simple past tense (e.g., “They swam in the sea. They felt excited.”) 1. Observe the photos, recall holiday-related vocabulary and simple past tense usage; 2. Describe holiday activities and feelings in the pictures with simple sentences. Step 2 Pre-reading 1. Introduce Gina’s holiday: “Gina had a special holiday in Scotland. Let's read her story and find out what happened.” 2. Ask for predictions: “What do you think she did in the countryside? 1. Predict Gina’s activities based on words like “countryside” 2. Share predictions with a deskmate to activate prior knowledge. Step 3 While-reading 1. Skimming: Ask students to read 3a quickly and complete the task “Write down the things Gina did”. 2. Scanning: - Guide students to find time clues: “When did these things happen? - Analyze feelings and gains: “How did she feel? “What made it special?” 3. Sort out the structure: Use a mind map to show the model text framework: Beginning (time + place) → Middle (activities + details) → Ending (feelings + wishes). 1. Skim to extract Gina’s activities and complete the 3a task; 2. Scan to find details like time and feelings, and mark them in the text; 3. Discuss the model text structure in groups to understand the logic of “beginning—middle—ending”. Step 4 Post-reading 1. Group discussion: “Why did Gina think it was a wonderful experience? What details made it special? ” 2. Language focus: Present past tense verbs in the text, emphasize irregular changes and conduct quick checks with verb cards. 1. Discuss the uniqueness of Gina’s experience, learning to support feelings with details; 2. Review irregular verbs in the past tense and complete card-matching exercises. Step 5 Writing Preparation 1. Guide students to transfer: “Gina shared her story. Now let's think about your unforgettable holiday. Use 3b questions to help you.” 2. Demonstrate filling in the 3b form (with the teacher’s own experience as an example: When?Where? What? How? Learned? ). 3. Instruct to make an outline in the order of “time→place→activities→feelings→gains” based on the form content. 1. Independently complete 3b questions to sort out personal holiday experiences; 2. Turn answers into a writing outline with reference to the teacher’s demonstration; 3. Peer review of outlines: “Is the time order clear? Any interesting details?” Step 6 Writing 1. Assign the writing task: “Write your holiday story like Gina's. Use your outline. Remember to use past tense and add details.” 2. Provide sentence pattern support: “Last [season], I went to... with my family. One day, I... Suddenly, I... It was... It was a... experience. I hope to... again.” 3. Circulate for guidance, focusing on helping students with difficulties add details. 1. Write the 3c short passage independently (about 80 words) with reference to the outline and sentence patterns; 2. Consult notes or group members when encountering grammatical problems during writing. Step 7 Sharing & Feedback 1. Invite 2-3 students to read their compositions, and organize class comments: “What details do you like? Any good sentences?” 2. Teacher summary: Affirm strengths, and emphasize that “details make stories vivid” and “time order makes articles clear”. 1. Listen to classmates’ compositions and evaluate using the “Star and Wish” method. 2. Record improvement suggestions to prepare for revising their own compositions. 板书设计 Unit 1 Happy Holiday（Section B 3a-3c） Gina's Story Structure： 1. When & Where? Last autumn, Scotland 2. What did she do? took a train, stayed in a house, explored the forest, saw a deer... 3. How did she feel? surprised, wonderful My Story Outline： - Time + Place - Activities + Details（e.g., who/what/how） - Feelings + Learnings XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit 1 Section B 4a-4c 总课时 7 课时教学目标 语言能力：能运用一般过去时描述假期活动（如 “I climbed mountains with my family”）；能正确使用不定代词（如 “something interesting”“everything special”）； 能清晰阐述活动理由（如 “The reason is that it helps us learn about history”）。 学习能力：通过分组讨论、清单制作、班级分享，提升信息整合与合作沟通能力；在反思中巩固语法知识的实际应用。 思维品质：能对假期活动进行分类筛选（如从 “娱乐”“学习”“社交” 维度选择有意义的活动），培养批判性思维； 能从活动中提炼普遍价值（如 “团队合作”“文化认知”），提升归纳能力。 文化意识：了解不同假期活动的文化内涵（如登山体现对自然的敬畏，参观博物馆反映对历史的尊重）；体会假期活动在跨文化中的共通意义（如放松、社交、成长）。 教材及学情分析 教学重点：1. 用一般过去时列举并描述假期活动； 2. 选择有意义的活动并阐述合理理由； 3. 正确使用不定代词描述活动特征（如 “something meaningful”）。 教学难点：1. 如何从个人经历中提炼具有普遍意义的活动（避免过于个性化的选择）； 2. 用连贯的语言阐述理由（如结合 “活动内容 — 个人感受 — 普遍价值” 的逻辑）； 3. 准确区分不定代词的用法（如 “someone” 与 “anyone” 的语境差异）。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Warm-up 1. Show pictures of diverse holiday activities (hiking, visiting museums, volunteering) and ask: “What did you do during your last holiday? Use one sentence to describe it.” 2. Highlight past tense verbs (e.g., “climbed” “visited”) and 不定代词 (e.g., “something fun”) in students’ answers. 1. Look at pictures and share personal holiday activities using past tense; 2. Identify and underline past tense verbs and indefinite pronouns in their sentences. Step 2 Project Launch 1. Introduce the project: “Today we’ll work in groups to make a ‘Holiday To-Do List’ and find the most popular activities.” 2. Explain 4a requirements: “List all activities you did during holidays. Don’t forget to use past tense!” 1. Listen to project instructions and clarify tasks; 2. Work in groups (4-5 students) to brainstorm and list holiday activities in the worksheet. Step 3 Activity Selection (4b) 1. Guide groups to screen activities: “Choose 5 activities everyone should try. Think about: Are they meaningful? Can others learn from them?” 2. Provide reason templates: “The reason is that it helps us... / We can enjoy... / It teaches us...” 3. Walk around to assist (e.g., help express “团队合作” as “learn teamwork”). 1. Discuss in groups to select 5 activities and fill in the 4b table (activity, place, reason); 2. Use templates to refine reasons, ensuring clarity and logic. Step 4 Class Sharing & Voting (4c) 1. Invite each group to present their 5 activities (1-2 minutes per group), emphasizing: “Use ‘We chose... because...’” 2. Distribute vote sheets: “Mark your top 3 favorite activities from all groups.” 3. Count votes and announce the “Top 3 Holiday Activities.” 1. Present group’s activities and reasons to the class; 2. Listen to other groups and vote for top 3 activities; 3. Discuss: “Why do these activities become popular?” Step 5 Reflection 1. Lead class discussion on reflecting questions: - “Did you use simple past tense correctly? Show one example.” - “When did you use indefinite pronouns? (e.g., ‘something interesting’)” - “What can we learn from these top activities? (e.g., culture, nature, friendship)” 2. Summarize: “Holidays are not just for fun, but for learning and growing.” 1. Answer reflection questions in pairs, then share with the class; 2. Take notes on key points (e.g., past tense usage, activity values). 板书设计 Unit 1 Happy Holiday（Section B 4a-4c） Useful Expressions： - Past Tense: visited, climbed, volunteered... - Indefinite Pronouns: something meaningful, everything special... - Reasons: It helps us... / We can learn... / It’s a good way to... Top 3 Activities： 1. ________ 2. ________ 3. ________ 2. XX市XX区中（小）学教师统一备课用纸 班级 备课时间 月 日 上课时间 月 日 课题 Unit1 Section A 1a-2 总课时 8 课时教学目标 语言能力：能运用 “pack up things”“sweep the floor” 等短语描述家务；掌握句型 “Can/Could you please...? Sure./Sorry, I have to...”；理解并区分 /ɒ/、/ͻː/、/uː/、/u/ 等音素。 学习能力：通过听力训练提升信息匹配能力；在对话练习中学会合作交流，梳理家庭分工。 思维品质：能理性分配家务任务，表达个人观点；通过分析对话细节，培养逻辑推理能力。 文化意识：理解家庭责任感的普遍性，认识不同家庭分工模式的合理性。 教材及学情分析 教学重点：使用英语词组和句子谈论家务，并提出礼貌的请求。如："sweep the floor", "hang up photos", "Could you please pack up your things?". 教学难点：1. 准确使用礼貌请求句型回应（如区分 “Can” 与 “Could” 的语气差异）； 2. 区分并正确发音含 /ɒ/（如 “drop”）与/ͻː/（如：“short”）, 含/uː/（如：“blue”)与/ʊ/（如 “cook”）的单词； 3. 恰当运用动词短语描述家务（如 “sort things into boxes” 与 “pack up things” 的区别）。 教 学 过 程 设 计 教学内容 教师活动 学生活动 Step 1 Lead in 1. Show a picture of a family doing housework (e.g., parents cleaning, kids packing) and ask: "What are they doing? Do you help with housework at home?" 2. Guide students to share their housework experiences and write key phrases on the blackboard (e.g., "clean the bathroom", "water the plants"). Observe the picture and share personal experiences with simple sentences (e.g., "I water the plants every day."). Step 2 Pre-listening 1. Present the housework list in 1a, lead students to read aloud and correct pronunciation (e.g., "sweep" /swiːp/, "bathroom" /ˈbɑ:θruːm/). 2. Ask students to tick the chores they do and discuss with partners: "I sweep the floor. What do you do?" Finish the ticking task in 1a and communicate with partners about daily housework. Step 3 While-listening 1. Play the first recording of 1b, ask students to tick what Jim's dad asks him to do. 2. Play the second recording of 1c, guide students to match people (Jim, Peter, etc.) with their chores (A-F). 3. Check answers and emphasize key verbs (e.g., "sort", "hang up"). 1. Listen to the first recording and tick the correct items; 2. Listen to the second recording, complete the matching, and check in groups. Step 4 Post-listening 1. Demonstrate the dialogue in 1d with a student (e.g., "Could you please clean the bathroom? Sorry, I have to feed the fish."). 2. Ask students to practice in pairs using chores from 1a, then invite 2-3 pairs to perform. Practice dialogues in pairs and present in class, using polite requests and responses. Step 5 Pronunciation 1. Play the recording of pronunciation part, ask students to listen and repeat words with /ɒ/, /uː/, /u/ (e.g., "drop", "spoon", "cook"). 2. Guide students to add one more word to each group (e.g., /ɒ/: "shop"). 3. Play the dialogue recording, ask students to repeat and notice sense groups and pauses. Repeat the words and sentences after the recording. Try to summarize the rules. Step 6 Summary& Practice 1. Lead students to review key phrases, sentences, and pronunciation rules. 2. Assign workbook exercises on housework vocabulary and requests Summarize key knowledge and finish exercises. 板书设计 Unit 2 Home Sweet Home（Section A 1a-1d & Pronunciation） Key phrases： - pack up things - sweep the floor - clean the bathroom - feed the fish - hang up photos - water the plants Key sentences： - Can/Could you please...? - Sure. / Sorry, I have to... Pronunciation： /ɒ/: drop, borrow  /ͻː/:short,door /uː/: spoon, food /ʊ/: cook, good /a:/:far,party /Ʌ/:but, hunt 学科网（北京）股份有限公司 $$