Unit 5 Happy Holiday Section B 教学设计- 2025-2026学年鲁教版（五四学制）英语七年级上册

Unit 5 Happy Holiday-Section B 1. Content Overview This section of Unit 5 “Happy Holiday” in the English textbook for Grade 7 of the Lu Jiao Ban (5 - 4 academic system, 2024 edition) focuses on holiday experiences and related language expressions. Through a series of reading materials, listening exercises, speaking and writing activities, students will learn to describe their own holiday experiences, including where they went, what they did, and how they felt. The main language structures involve the simple past tense, especially the irregular verb forms in the past tense. The topics also cover different holiday destinations such as the beach, mountains, and big cities, as well as various holiday activities like swimming, hiking, and visiting museums. 教学目标 2.1 Knowledge Objectives Students will be able to master the key vocabulary related to holidays, such as “beach”, “mountain”, “museum”, “camp”, “visit”, “swim”, “hike” etc. Students will understand and correctly use the simple past tense to describe past events, especially the irregular verb forms like “go - went”, “do - did”, “see - saw”, “have - had” etc. Students will learn some useful expressions for talking about holiday experiences, such as “have a great time”, “go on a trip”, “visit sb./sp.”, “do some shopping” etc. 2.2 Ability Objectives Students will be able to listen for specific information about holiday experiences in listening materials, such as the place, activity and feeling. Students will be able to describe their own holiday experiences clearly and fluently in spoken English, using the learned vocabulary and sentence structures. Students will be able to read texts about holiday experiences and understand the main idea, details and the writer's feelings. Students will be able to write a short passage about their holiday, organizing their ideas in a logical way and using correct grammar and spelling. 2.3 Emotional Objectives Students will be inspired to share their holiday experiences with others, enhancing their communication and interaction skills. Through learning about different holiday experiences, students will broaden their horizons and develop an interest in exploring different places and cultures. Students will be encouraged to cherish their holiday memories and enjoy the joy of sharing. 教学重难点 3.1 Key Points The correct usage of the simple past tense, especially the irregular verb forms. The key vocabulary and expressions related to holidays. How to describe holiday experiences in spoken and written English. 3.2 Difficult Points Distinguishing the usage of regular and irregular verb forms in the simple past tense. Organizing ideas and expressing complex holiday experiences clearly in writing. Using appropriate adjectives to describe feelings about holiday experiences. 4.1 Vocabulary Nouns: beach (沙滩), mountain (山), museum (博物馆), camp (营地), holiday (假期), trip (旅行), photo (照片), gift (礼物) Verbs: go (去) - went, do (做) - did, see (看见) - saw, have (有) - had, visit (参观), swim (游泳) - swam, hike (徒步旅行), shop (购物) - shopped, take (拿；取) - took, buy (买) - bought Adjectives and Adverbs: great (很棒的), wonderful (精彩的), exciting (令人兴奋的), interesting (有趣的), happily (快乐地) 4.2 Expressions have a great time = enjoy oneself = have fun 玩得开心 go on a trip 去旅行 visit sb./sp. 拜访某人 / 参观某地 do some shopping 购物 take photos 拍照 buy sth. for sb. = buy sb. sth. 给某人买某物 go swimming/hiking 去游泳 / 徒步旅行 4.3 Grammar Simple Past Tense: Used to describe actions or states that happened in the past. Regular verbs form the past tense by adding “-ed” (e.g., work - worked, play - played). Irregular verbs have special past - tense forms (e.g., go - went, do - did). Structure for affirmative sentences: Subject + past - tense verb + other elements. For example, I visited my grandparents last weekend. Structure for negative sentences: Subject + did not (didn't) + base - form verb + other elements. For example, He didn't go to school yesterday. Structure for general questions: Did + subject + base - form verb + other elements? For example, Did you have a good time? Yes, I did. / No, I didn't. 教学过程 5.1 Warming - up (5 minutes) Greet the students as usual. Show some pictures of different holiday scenes, such as people swimming on the beach, hiking in the mountains, visiting museums. Ask students: “What can you see in the pictures? Have you ever been to these places? What did you do there?” Encourage students to share their simple ideas. This activity can arouse students' interest and lead in the topic of holidays. 5.2 Pre - reading (8 minutes) Present some new words and expressions related to holidays on the PPT, such as “beach”, “mountain”, “go on a trip”, “visit a museum” etc. Teach the pronunciation and meaning of these words and expressions. Let students read after the teacher several times. Divide students into pairs. Ask them to discuss and make a list of places they would like to go on holiday and the activities they would like to do there. Then invite some pairs to share their lists with the class. This can help students activate their prior knowledge and get ready for the reading. 5.3 While - reading (15 minutes) Fast - reading: Give students a passage about a girl's holiday experience. Let them read the passage quickly and answer the question: “Where did the girl go on holiday?” Check the answer together. This can help students get the main idea of the passage. Careful - reading: Let students read the passage carefully again. Ask them some detailed questions, such as “What did she do there? How did she feel? Did she buy any gifts? Who did she go with?” Have students find the relevant sentences in the passage to answer these questions. After that, explain some key sentences and language points in the passage, especially the usage of the simple past tense. For example, “I went to the beach with my family last week. We swam in the sea and played volleyball on the sand. I had a really great time.” Analyze the verb forms “went”, “swam”, “played” and “had” with students. 5.4 Post - reading (10 minutes) Retelling activity: Ask students to retell the girl's holiday experience according to the key words and sentences on the PPT. First, let them practice in pairs, and then invite some students to retell it in front of the class. This can help students better understand and remember the passage, and also improve their speaking ability. Group discussion: Divide students into groups of four. Ask them to discuss their own holiday experiences. Each student should share where they went, what they did, who they went with and how they felt. Encourage them to use the simple past tense and the learned vocabulary and expressions. After the discussion, each group chooses a representative to report their group's discussion results to the class. 5.5 Writing (7 minutes) Guide students to write a short passage about their own holiday. First, let them make an outline, including the place, time, people they went with, activities they did and their feelings. Then ask them to start writing. Walk around the classroom to offer help and guidance when necessary. After they finish writing, ask them to exchange their passages with their partners to check for grammar, spelling and logical mistakes. Finally, invite some students to read their passages to the class. 5.6 Summary and Homework (5 minutes) Summary: Summarize the key vocabulary, expressions and grammar points learned in this class with students. Review the simple past tense and how to describe holiday experiences. Homework: Ask students to write a more detailed passage about their holiday, with at least 80 words, and illustrate it with some pictures if possible. Ask students to make a holiday photo album and write a short description under each photo using the simple past tense. They can share it with their classmates next class. 教学反思 After this class, overall, the teaching objectives were basically achieved. Most students showed great interest in the topic of holidays and actively participated in various classroom activities. Through different reading, speaking and writing tasks, students had a good understanding of the key vocabulary, expressions and the usage of the simple past tense. However, there are still some areas that need improvement. In the grammar teaching part, although much time was spent on explaining the simple past tense, especially the irregular verb forms, some students still had difficulty in using them correctly. In the future, more exercises and examples should be provided to strengthen their understanding and usage. Also, during the group discussion and writing activities, some students were a bit shy and less active. Teachers should pay more attention to these students, encourage them to express themselves more bravely and provide more individual guidance. In addition, the time arrangement for each part could be further optimized. For example, in the writing part, some students didn't have enough time to check and revise their passages carefully. Next time, more time should be allocated to ensure the quality of students' writing. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $