Unit 1 Happy Holiday Section A 1a1d 教学设计2026-2027学年人教版英语八年级上册

该初中英语教学设计聚焦假期活动短语及一般过去时核心句型，通过封面图提问激活学生假期经历，搭建从已知到新知的学习支架，衔接听力提取信息与口语交流环节。 亮点在于听力分层训练与口语递进练习，1b抓活动信息，1c提取细节，口语先模仿对话再真实交流，结合黄山、草莓节等文化元素，培养语言能力与文化意识，助力学生真实表达，为教师提供清晰流程与可操作活动。

新人教版八年级上Unit 1 Happy Holiday Section A 1a1d 全英文教案 Grade: Grade 8 (New PEP) Period: Period 1 Listening & Speaking Topic: How do people spend their holidays? Class Time: 40 minutes Material: Unit1 Section A 1a‑1d I. Teaching Objectives 1. Knowledge Objectives Master holiday‑activity phrases: took music lessons, visited some ancient buildings, went to the mountains, visited my grandparents, went to a festival, went to a summer camp. Master core sentence patterns (Simple Past Tense): —Where did … go on holiday? —He / She went to… —Did he / she do anything interesting? —Yes, he / she… Understand and use indefinite pronoun anything in questions for uncertain things. Extract key facts about Yaming’s Huangshan trip and Emma’s strawberry‑festival trip from listening texts. 2. Ability Objectives Listening: Be able to catch specific information: holiday destinations, partners and activities from short conversations. Speaking: Be able to interview partners and talk about personal or others’ holiday experiences with simple past tense. Communicative competence: Be able to exchange real‑life holiday stories in pair work. 3. Emotional & Cultural Objectives Learn to value wonderful holiday moments, appreciate natural views and local festival culture. Be willing to share personal stories and listen to classmates’ experiences politely. II. Key & Difficult Points ✅ Key Points Holiday‑related activity phrases. Simple‑past‑tense questions and responses about holiday trips. Listening for specific information. ⚠️ Difficult Points Correct oral use of simple past tense in questions. Proper use of indefinite pronoun anything in interrogative sentences. III. Teaching Aids Textbook, PPT, 1b &1c audio clips, relevant pictures (family hiking, Mount Huangshan, strawberry festival) IV. Teaching Procedures (40 mins total) Step 1 Warm‑up & Lead‑in (4 mins) Greet students. Show the unit cover picture. T: Good morning, class. Look at the cover picture. What can you see? Yes, a family are enjoying their holiday outdoors. The big question is “What makes a great holiday?” Think quickly and tell me one word or idea. Invite 2‑3 students to share briefly. Topic transition: T: Summer holiday is over. Everyone had different holiday stories. Today our lesson focuses on How do people spend their holidays? Let’s open our books to Page 2. Step 2 Presentation & Activity 1a (7 mins) Present the new phrases with pictures. Read after the teacher, stress past‑form verbs. T: Look at 1a. Here are some holiday activities. Let’s read them together: took music lessons, visited some ancient buildings… Pay attention: these are all past activities, so we use verb past forms. Task instruction for 1a: T: Tick the activities you did in your summer holidays. You can add one more activity in the blank lines. You have 2 minutes. Go! Quick share: Ask several students to report. T: Who would like to tell us what you did in summer holidays? For example: I visited my grandparents. S: … T: Nice. Now let’s listen and find out what activities Yaming and Emma did on their holidays. Step 3 Listening 1b & 1c (14 mins) 1b Listen & circle (5 mins) Give clear task directions. T: Now look at 1b. We will listen to two conversations. While listening, circle the holiday activities you hear from 1a. Before listening, read through the phrases again silently. Play audio for 1b. Students circle answers. Play once more if necessary. Check answers together. 1c Listen again & complete summaries (9 mins) Pre‑listening guidance: T: Great job. Now 1c. Listen again. Fill in each blank. Pay attention to who they went with, what they saw and what they did. Look at the two short passages and predict possible words. Play the audio. Students fill blanks. Play a second time for students to check. Check answers with the whole class. Read the two completed passages aloud together. T: Let’s read Yaming’s story first, then Emma’s. Ready? One, two, start. T: Highlight the sentence “Did he do anything interesting?” We use anything in questions to talk about things we are not sure about. Step 4 Speaking Practice 1d (12 mins) Present the core dialogue frame on PPT. Model the conversation with one student as demonstration. T: Look at 1d. We can talk about Yaming’s and Emma’s holidays with these two key questions. Watch my example with Tom. T: Where did Yaming go on holiday? S: He went to Mount Huangshan. T: Did he do anything interesting? S: Yes, he saw many great sights. Pair work: Students work in pairs, practice talking about Yaming and Emma’s holidays using the given dialogue boxes. Walk around the classroom to offer help. T: Now work in pairs. Talk about Yaming and Emma. 4 minutes. Output extension: Change to talk about their own summer holidays. T: Good. Now turn to your partner. Use the same questions to talk about your real summer holidays. Model: —Where did you go on holiday? —I went to… —Did you do anything interesting? —Yes, I … Invite 2‑3 pairs to perform in front of the class. Give positive feedback. Step 5 Summary & Homework (3 mins) Brief summary T: Let’s review what we learned today. We learned holiday activity phrases. We practiced asking and answering about past holidays with simple past tense. Remember: use anything in questions. Assign homework ① Read and recite the key phrases and the two summaries in 1c. ② Write down 3 sentences about your own summer holiday. Use the sentence patterns we learned. V. Blackboard Design Unit1 Happy Holiday Section A How do people spend their holidays? Phrases: took music lessons visited ancient buildings went to the mountains visited grandparents went to a festival went to a summer camp Patterns: —Where did … go on holiday? —He / She went to… —Did … do anything interesting? —Yes, … Important word: anything (used in questions) VI. Teaching Reflection (For teacher’s post‑class note) Whether students can use simple past tense correctly in oral output. Whether students understand the usage of indefinite pronoun anything. Adjustment for next class: more practice time if oral output is weak. 学科网（北京）股份有限公司 $