Unit1教学设计 -2025-2026学年人教版（2024）英语八年级上册

Unit1 Happy Holiday单元整体设计 一.单元主题分析 本单元话题为What makes a great holiday?语言功能为Talk about holiday experiences.语法为indefinite pronouns和 a review of the simple past tense. 本单元主题是"人与自我"范畴下的"生活与学习.子主题是"丰富充实,积极向上的生活."本单元将围绕"分享假期活动或经历分享假期感受制订合理假期计划"这一主线开展教学探究活动,交流假期活动,激发对生活的热爱. 本单元主要以听力.对话、阅读等多模态语篇阐述了这一主题,通过询问和介绍自己及他人的假期活动,学生有机会接触到不同文化背景下人们的假期生活方式和习俗,拓宽了学生的文化视野,增强对不同文化的理解和尊重,培养跨文化交际意识. 二.课标分析: <一>教学内容分析 1.根据读音规则和音标拼读单词; 2在语篇中围绕相关主题,在语境中运用所学语法知识,进行简单交流 3.梳理书面语篇的脉络,梗概和发展变化,提取关键信息,归纳内容要点 4.以口语或书面形式简单转述语篇的主要内容 <二>学业质量分析 1.能运用一定的阅读策略,借助表格,思维导图等工具梳理主要信息,理解大意. 2.能选用正确的词语、句式、时态,表达个人观点. 3.能参照范例,仿写简单文段,语言准确,表意得体。 三.学情分析: 1.学生具有较强自主意识,乐于分享,但在归纳总结和深度表达上仍需引导, 2学生已掌握一般现在时、现在进行时等,但动词不定式,不定代词描述不确定信息,及用一般过去时准确叙述假期经历时,可能存在混淆或表达不畅. 3.部分学生对假期的意义的理解较为单一,难以从文化社会多角度分析. 四、单元重难点 1、单元教学重点 1>语法核心:掌握不定代词在疑问句、否定句及肯定句中的用法,理解其指代"不确定的人/事)物'的语义功能. 2>时态运用:熟练使用一般过去时描述假期经历.掌握规则动词和不规则动词的过去式变化. 3>语篇结构:理解旅行叙事中"时间叙事"+"地点转换"+"活动描述"+"情感表达"的逻辑结构,能梳理阅读材料中的时间线索和事件脉络, 2.单元教学难点: 1>不定代词辨析:区分something/anything在问句中的使用差异，以及nothing/nowhere等否定含义代词的准确搭配. 2>过去时态不规则变化:记忆特殊动词过去式.避免与规则动词加ed形式混淆; 3>叙事逻辑连贯性:在写作中整合:时间一地点 -活动--感受"的要素,避免信息碎片化,并正确使用连接词. 五.单元课时安排: 第一课时:Opening page - Section A la-l d 第二课时:Pronunciation -SectionA2a-2f 第三课时:Grammar Focus第四课时:Section Bla-1d 第五课时:Vocabulary in use 2a-2c第六课时:Section B 3a-Project Unit1 Happy Holiday 第1课时Opening Page -Section A la-l d 主题情境:人与社会-假期生活与人际交往 课型:新授听说课 一.语篇研读 本语篇以分享假期经历为情境,包含师生、生生间关于假期的对话及听力材料,从整体概述到细节描述.自然融入询问假期经历的关键信息要素和目标语言.旨在帮助学生超越简单的语言操练,在真实,有意义的交际中,学会用英语分享个人经历,询问他人体验.从而提升跨文化沟通能力与社交情感能力. 二.学情分析: 学生已掌握一般过去时的基本用法和简单的日常交际用语，如:Where did you go? I went to.....能够识别与假期相关的常见活动词汇.但在连贯描述假班经历.准确使用不定代词等方面存在困难. 三、课标要求: 1.能听懂发音清晰.语速较慢的简短口头表达,获取关键信息 。 2.在语篇中围绕相关主题,在语境中运用所学语法知识描述经历和感受,进行简单交流. 3.在教师的指导下进行简单的角色扮演. 4.在口语表达中使用较为准确的词语和表达法,语语调基本正确. 四.教学重、难点 <一>重点: 1.掌握询问假期经历的核心句型及问答 2.正确使用不定代词1anyone.anything)和描述性形容词(relaxing. exciting...) <二>难点: 1.连贯性描述假期经历,逻辑清晰地整合地点,活动和感受. 2.在语境中准确运用不定代词+形容词"结构 五.教学目标: 1.能识别并朗读与假期活动相关的词汇;能理询问假期信息的核心句型 2.在听力活动中准确捕捉关键信息,正确使用不定代词和形容词. 3. 能从4个要素（where,who,what,Feelings)分享自己的假期经历。 六.核心语言 1.核心词汇及短语 someone. anyone. Relaxing，exciting. visited my grandparents. take good care of... 2.核心句型 How was your vacation? What's it like? Did you go with anyone? No one wanted to leave. 7、 教学过程 Step1:Lead in 1. Observe the cover page and share ideas about the relationship, location and activities. 2.Share a We chat moment example and encourage Ss to ask the teacher's holiday guess the elements. Step 2.Pre- listening 1. Present a list of holiday activities and ask Ss to tick those they did during summer holidays. 2 Present So Yaming and Emma's Wechat Moments and encourage them to observe what information they can get from the moments . Step 3.while - listening 1. listen to the conversations for the first time. 2. Listen again,pay attention to the details 3.Show Ss two videos and lead them to know more about Mount Huangshan and the strawberry festival. 4.Ask ss to listen to the conversation again and fill in the blanks. Step4. Post-listening 1.Ask Ss to find out how to talk about holidays. 2. Lead Ss to distribute we chat Moment Cards’, instruct Ss to design a post with at least 4 elements (whet Who/ what /Feelings) 3. Organize group sharing 4.Ask Ss to think deeply: Why do we share our holidays on we chat? Is the place or people more important for a holiday? Step8 Homework 基础作业:添加2张图片用英语描述"假期朋友圈" 进阶作业:录制一分钟视频,用英语分享"最难忘假期; 包含"Where/ Who/ what/ How"四个要素 Step9.Blackboard design: Unit1 Happy Holiday Section A l a-l d How to ask and talk about holidays? where: where did you go on holiday? I went ( back) to... what: What did you see there?I saw Did you do anything interesting there? Yes.I went to... I ate... Who Did you go with anyone ? Yes, I went with. Unit1 Happy Holiday 第2课时Section APronunciation-2f 主题情境:人与社会--假期生活与人际交往 课型:语音+听说课 一.语篇研读: 本语篇以"假期经历分享"为情境载体,聚焦字母组合(e/ee/ea/ily)在单词中的发音规则通过双重度假模式.展现单元主题.本语篇的核心价值在于解构假期的本质意义,采用"情景导入一规则归纳一实践应用一迁移创新四步教学法,让学生在真实的语境中学习和掌握关于假期活动的相关词汇和表达方式,培养学生的健康生活的积极向上的态度. 二.学情分析 学生已掌握一般过去时的基本用法和简单的日常交际用语,如:Where did you go?I went to..."能够识别与假期相关的常见活动词汇,但在连贯描述假期经历准确使用不定代词和情感形容词方面存在困准字母组合发音混淆,单词重音错位.句型语调单一、 三.课标要求 1.能听懂发音清晰.语速较慢的口头表达,获取信息. 2.在语篇中围绕相关主题在语境中运用所学语法知识描述经历和感受,进行简单交流. 3.在教师的指导下进行简单的角色扮演 4.口语表达中使用较为准确的词语和表达法.语音语调基本正确 四.教学目标 1.精准识别字母组合在单词中对应的发音规则 2.根据发音规则准确拼读新单词.规范标注字母的发音,灵活运用升调、重读 3.围绕假期话题.自主录制30秒左右音频 五.教学重难点 <一>重点 1.识别字母组合在单词中发音规律. 2.熟练掌握核心句型的语音语调 <二>难点: 能够运用正确的词汇、时态和句型来描述过去发生的 六.核心语言 1.核心词汇及短语:someone, anyone, nothing, OK, great, amazing, not too bad 2.核心句型:How was your holiday? Did you go anywhere interesting? It took my breath away. 七.教学过程 Part1:Lead in Present Yaming's and Emma's moments to the Ss and lead them to review their holidays. Part 2:Pronunciation 1. Present Ss some words that contain the related phonemes and ask them to summarize. 2.Ask ss to listen and repeat after the tape. Part3:Pre-listening Present Ss Peter's Wechat Moment and encourage them to observe what information they can get from the moments. Part4:while-listening 1.Ask ss to analyse the sentences and predict the right answers. 2.Ask ss to finish the task in 2a. 3. Encourage So to read the conversation and complete the table in 2b and then lead Ss to think why Adam still thought his holiday was fun. Part 5: Post-listening 1.Ask Ss to find out how to talk about holidays. 2.Discuss which way Ss want to spend their holidays.3Think about words/phrases that can describe holidays Part6. Summary Summarize the key content in this lesson. Part7:Homework 录制一分钟视频,用英语介绍假期经历. Part8:Blackboard design Unit Happy Holiday Section A Pronunciation-If Name Where did he go/stay? What did he do? How did he feel Peter /Adam Unit1 Happy Holiday第3课时Section A 3a-3c 主题情境:人与社会--假期生活与人际交往 课型:语法课 一.语篇研读 本语篇以"假期经历分享"为情境载体,聚焦复合不定代词和不定副词的用法,提升在真实语境中运用英语询问和分享假期体验的能力.培养学生对多元生活的热爱和跨文化交际意识,同时引导学生关注情感体验,理解不同度假方式的优点. 二、课标要求 1.理解不定代词的核心概念,深入理解"形式一意义一使用"的统一性 2.结合课堂旅行故事续写任务 三、教学目标 1.识别并掌握不定代词的形式与基本含义,理解其在不司语境中的用法规则,及常见用法 2.能在语法填空、句子改写等练习中,准确运用不定代词. 3.结合课堂旅行故事续写,运用不定代词创新故事片断,假期分享文案 四.教学重准点 <一>重点 1.识别并掌握不定代词的形式与基本含义,理解其在不同语境中的用法规则 2.掌握一般过去时的基本信息 <二>难点 学生能理解并正确区分一些在意义和用法上存在细微差异的不定代词 五.核心语言 1.核心词汇及短语. go anywhere interesting. do something special. nothing special. everyone says 2.核心句型 I went to... and spent a few days there. How amazing! Did you go there with anyone? 六、教学过程 Part1: Lead in Play a video and ask some questions: where did she go for vacation? what did she do there? How did she feel? Part 2: Presentation 1. Explain the definition of Indefinite pronouns formed by some/ any/no/ every/-body /-one/ -thing/-where). 2. show a table to list categories(some-. any-, no-, every and encourage so to get to know all the indefinite pronouns and adverbs 3.Lead S to summarize usage rules in groups: subject-verb agreement, adjective post-position. and context differences Part 3:Practice: 1. Encourage Ss to complete the conversation in3b with indefinite pronouns. 2.Guide Ss to complete 3C passage filling 3.Share the answers. 4. Summarize what aspects David talked about in the passage. Part 4: Production I. show some key words and pictures to ask S to retell a story. 2.Inspire So to continue David's holiday story Part 5: Summary Summarize the key content in this lesson. Part6: Homework 总结本单元不定代词和一般过去时的用法,并以恩维导图的形式呈现 Part7:Blackboard design: Unit1 Happy. Holiday SectionA3a-3c 类别 -body -one -thing -where no类 nobody no one nothing nowhere any类 anybody anyone anything anywhere every类 everybody everyone everything everywhere some类 somebody someone something somewhere. Unit1 Happy Holiday第5课时SectionB2a-2c 主题情境:人与社会--假期生活与人际交往 课型:词汇课 一语篇研读 本节课语篇围绕旅行经历分享"展开,其核心功能是交流与分享":通过词汇和句式的组合,清晰传递旅行中的关键信息,实现情感共鸣与经验交换,结构遵循"叙事+感悟"框架,先介绍旅行地点(I went to.)再描述关键经历,最后提炼感悟.二课标要求 <一>词汇学习要求: 1.词义理解:理解多义词在特定语境中的含义 2.词汇运用:在语境中正确使用词汇及短语 3.学习策略:通过语境推测生词含义,运用思维导图整理词汇搭配.养成在运用中记忆"的习惯. <二>语篇学习要求: 1.语篇理解:能识别简单语篇的结构,能理解语篇中信息的逻辑关系 2.语篇创作:能根据提示完成简单的语篇,能运用基础衔接词组织信息. 3.主题关联结合生活经验,围绕"旅行与成长.题表达个人观点. 三教学目标 1.精准掌握holiday等词汇的多元词义,理解其在旅主题语境中的表意功能 2.灵活拓展词汇的短语搭配 3.结合旅行经历.运用目标词汇表达个人旅行感悟 四.教学重准点: 重点: 1.掌握目标词汇的词义及短语搭配 2.能在旅行主题语境中完成练习男点:灵活运用词汇进行短语拓展及语篇创作 五.教学环节 Part.1 Lead in 1,Show pictures related to holiday travel. Ask So What comes to your mind when talking about your holiday? 3. Guide Ss to brainstorm around Holiday"from six dimensions : Where/ when/who/what did you do/How/ what did you learn Part 2: Presentation Present target words with travel context examples. Organize a "Phrase PK" activity:Ss work in groups to list phrases for each word. Part 3: Practice. 1 First , present the first part of 2b. Explain the problem- solving ideas. 2. Then, provide the second part of 2b. Guide So to pay attention to word collocations in the passage. Part 4: Production 1.Assign the task Travel Sharing Preview". Require So to write 3-5 sentences. including Where they went for the holiday, beautiful scenery or interesting moments remembered, what they learned from the trip, and use at least 2 new words learned in this class, 2.Invite Ss to share on the stage and evaluate according to the Checklist. Part 5 Summary Summarize the key content in this lesson. Part6 Homework 基础作业:完成旅行分享预告 进阶作业:预习读写课文本,标记与"旅行感悟"关联的词汇、句子. Part7 Blackboard design Unit1 Happy Holiday Section B2a-2c.g 1.Where did you go for your holiday? 2.What beautiful scenery or interesting moments do you remember? 3. What did you learn from this trip? I went to.../ My holiday trip was to... I remember the ... From this trip, I learned that..It taught me... Unit1 Happy Holiday第6课时:SectonB3a-3c 主题情境:人与社会-假期生活与写作表达. 课型:读写课 一.语篇研读: 本语篇以"假期经历"为核心,包含Gina的假期、苏格兰相关背景信息及写作指导内容帮助学生掌握描述假期经历的写作结构与核心语言,提升读写能力,能连贯叙述假期中的所见所闻所感,通过导入-写前分析-写中实践--写后评价"四步展开.引导学生迁移运用,完成自己的假期写作. 二.课标要求 1.正确使用基本句型结构和常见词汇 2.围绕主题,用简单的书面语篇描述个人经历、事件或熟悉的事物. 三.教学目标: 1.识别并运用与假期相关的词汇及短语.理解描述假期的核心结构及句型. 2.分析Gina的假期故事,提取关键信息,模仿其结构写一段假期经历. 四.教学重难点: <一>重点: 1.掌握假期写作的结构 2.正确使用一般过去时.描述性形容词及连接词 <二>难点: 连贯整合"事件发展"与"情感变化",使故事有逻辑,有 5、 教学过程 Part l:Lead in 1. Present the beginning of Gina's holiday story and ask Ss whether they could guess where Gina went to guide So to guess the location. 2.Show a map of Scotland and its feature. introduce that Scotland is part of the UK on activate background knowledge . Part2:Pre-writing 1. Encourage So to guess where Gina went according to the picture. 2 Lead Ss to think about what they want to know about Gina's holiday. 3 Present Gina's complete story and guide Ss to analyze the structure. 4 Ask So to read each part and answer the Qs in each part. What's more, lead Ss to analyze the information included in each part. 5. Lead Ss to discuss"How did Gina make her story vivid ?" Summarize methods. 6. Guide Ss to retell Gina's story according to the mind map to strengthen their understanding of the structure. Part 3:While-writing Encourage So to write about their own holidays and provide a writing framework for Ss. Part4: Past-writing. 1.Invite 2-3 5s to read their words aloud 2.Ask some 8s to evaluate Ss works according to the check list. 3.Ask ss to revise their compositions according to the evaluations and supplement details. Part5 Summary Summarize the key content in this lesson. Part6 Homework 画一张Gina的旅行路线图:标出Scotland→小屋.森林→遇见鹿的地点,在路线旁写关键词,用文中动词和形容词 Part7.Blackboard design Unit1 Happy Holiday SectionB3a-3c Time Before the event Transportation /Living Environment/Scenery During the event Time/ Action /Unexpected event/Reaction After the event Personal action/Other's response/Feeling & wish 1 学科网（北京）股份有限公司 $