Unit2 Lesson 1～3教学案 -2025-2026学年冀教版(2024)八年级英语上册

主备教师

马玉霞

参与教师

八年级全体英语教师

缺课学生

审核人

张莉

课    时

授课时间

核心

素养目标

Key Competencies Objectives

Language Competence：Master key vocabulary (e.g., quite, lantern, labour, national, ceremony) and phrases.

Cultural Awareness：Learn about traditional Chinese festivals (e.g., Spring Festival, Mid-Autumn Festival) and public holidays (e.g., Labour Day, National Day).

Compare Chinese and foreign festivals to understand cultural diversity.

Thinking Quality：Develop logical thinking by organizing information about festivals (e.g., customs, food, activities).

Learning Ability：Improve listening and speaking skills through interactive activities.

Cultivate teamwork by participating in group discussions and interviews.

教学重难点

Key and Difficult Points

Key Points:Names and customs of major Chinese festivals and holidays.

Difficult Points:Correct use of quantifiers: quite a few, a few, few, a little, little.

Fluently introducing festival customs in English.

教学准备Preparation

textbook, exercise book, notebook, recorder,  ppt

教学过程 Teaching Process

注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式

教学环节Teaching Segments

集体备课设计

Collaborative Lesson Planning Design

教学评一体化

个人备课设计

Individual Lesson Planning Design

情景导入

Situational Lead-in

Show pictures of festival symbols (e.g., dumplings for Spring Festival, lanterns for Lantern Festival, zongzi for Dragon Boat Festival, mooncakes for Mid-Autumn Festival).Ask students to guess the corresponding festivals and share what they know about them.

活动设计

Activity Design

Listening Comprehension

Play the conversation between Danny and Li Ming.

Task 1: Students tick the festivals/holidays mentioned (e.g., Spring Festival, Labour Day).

Task 2: Answer questions based on the conversation (e.g., "What project is Danny working on?", "What is Li Ming’s plan for National Day?").

Aim: Improve listening skills and extract key information.

Role-play

Students work in pairs to act out the dialogue between Danny and Li Ming.

Encourage them to use expressions like "I like... best because...", "I

plan to...".

Aim: Practice speaking and master target sentence patterns.

Group Interview

Students form groups of 3-4. Each student interviews others about their favorite festivals and reasons.

Grammar Practice

Focus on quantifiers: quite a few, a few, few, a little, little.

Complete fill-in-the-blank exercises (e.g., "There are ____ eggs in the fridge.").

Aim: Clarify usage differences and consolidate grammar.

Homework Design

Basic Homework:Complete the exercise book for Lesson 1 to reinforce vocabulary and grammar.

Expansive Homework:Write a short passage titled "My Favorite Festival" (80-100 words), including reasons and customs.

Practical Homework:Research online and create a mind map comparing Chinese and foreign festivals (e.g., Spring Festival vs. Christmas) in terms of time, customs, and meanings.

思政渗透与学科育人有机融合点Subject-based Character Education

Cultural Confidence: By learning about traditional Chinese festivals, students understand the rich cultural heritage of China and develop a sense of national pride.Cultural Respect: Encourage students to recognize differences between Chinese and foreign festivals.

板书设计

Blackboard Design

教学反思Teaching Reflection

审  查

意  见

签 字：                   年    月    日

主备教师

马玉霞

参与教师

八年级全体英语教师

缺课学生

审核人

张莉

课    时

授课时间

核心

素养目标

Key Competencies Objectives

Language Competence：Students can effectively use English in listening, speaking, reading, and writing activities within the "Harmonious and Beautiful Classroom" framework.

Cultural Awareness：Students will perceive cultural connotations in language learning, understand the connections between language and culture, and develop respect for both native and foreign cultures.

Thinking Quality：Guided by problem-oriented tasks, students will learn to observe, analyze, and summarize language rules and learning materials.

Learning Ability：Under the paradigm of "teacher-led, student-centered", students will cultivate autonomous learning habits such as previewing, collaborating, and reflecting.

教学重难点

Key and Difficult Points

Key Points:Mastery of core language knowledge (vocabulary, sentence patterns) and the ability to apply them in communicative activities.

Difficult Points:Balancing language skill training with ideological and political infiltration

教学准备Preparation

textbook, exercise book, notebook, recorder,  ppt

教学过程 Teaching Process

注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式

教学环节Teaching Segments

集体备课设计

Collaborative Lesson Planning Design

教学评一体化

个人备课设计

Individual Lesson Planning Design

情景导入

Situational Lead-in

Create a real-life situation (e.g., a dialogue about daily life, a short video of cultural customs) to arouse students' interest. Guide students to connect with prior knowledge and naturally enter the learning theme.

活动设计

Activity Design

Design layered tasks (individual, pair, group) based on learning objectives:
- Basic task: Complete vocabulary matching or sentence filling to consolidate language knowledge.
- Advanced task: Conduct role-plays or topic discussions using target language.Aim: Improve listening skills and extract key information.

Put forward exploratory questions (e.g., "How does this sentence reflect cultural values?" "What can we learn from the dialogue?") to guide students to think deeply, analyze language materials, and