Unit 1 Section A (1a-1d+Pronunciation) 教学设计 2026-2027学年英语人教版八年级上册

Unit 1 Happy Holiday Section A (1a-1d + Pronunciation) 教学设计（第一课时·听说课） 2026—2027学年　人教版（2024）英语八年级上册 课　　题 Happy Holiday（Unit 1 Section A 1a-1d + Pronunciation） 课　　型 听说课（Listening & Speaking） 课　　时 第1课时（45分钟） 授课年级 八年级上册 核心素养目标 素养维度 目标描述 语言能力 听懂并掌握 ancient, camp, landscape, strange, vacation 等词汇（课本 p.2）与 go to the mountains / go to a festival / go to a summer camp / go back to 等短语；能听懂 Yaming 与 Emma 关于假期经历的对话并完成勾选与补全；能用 Where did you go…? / Did you do anything interesting? 谈论假期。 学习能力 听前预测（猜词性：n./v./num.）的听力策略运用；借助音标表归纳 e, i, y, a 及字母组合 ee, ea 的发音；感知英语句子的重音、停顿与语调节奏。 思维品质 梳理对话中的 What/Where/Who/Feelings 四要素，建立“假期叙事”信息框架；在 Further thinking 中辨析“地点重要还是同行人重要”，发展思辨能力。 文化意识 了解黄山四绝（迎客松、怪石、温泉、云海）与美国草莓节等中外假日文化，体会分享假期经历的乐趣。 教学重难点 教学重点：①1a 假期活动短语与一般过去时问答（课本 p.1-2）；②1b-1c 听力中假期活动与经历信息的获取；③Where did you go…? / Did you do anything interesting? 句型运用。 教学难点：①复合不定代词 anything 的疑问句、否定句用法及形容词后置（anything interesting）；②英语句子的重音、停顿与语调的听辨与模仿；③听前根据空格预测词性的策略。 教学过程 教学环节 师生活动 活动观层次 评价要点 Step 1 视频导入 激活话题 (4’) ①播放 Peppa Pig 度假视频并问答：How was Peppa's summer holiday? —It was great. / Where did they go? —They went to an Italian village for their holiday.；②追问学生：How was your summer holiday? What activities did you do? 引出课题。 学习理解 感知与注意 假期话题旧知复现流利度（诊断性评价） Step 2 Work on 1a 勾选活动 (5’) ①完成 1a：Tick the activities you did during the summer holidays（p.2）：took music lessons / visited some ancient buildings / went to the mountains / visited my grandparents / went to a festival / went to a summer camp；②补充拓展：went to the beach / took part in football matches / went on a picnic / went to the gym / went shopping；③同伴互问：Did you…? —Yes, I did. / No, I didn't. 学习理解 获取与梳理 活动短语认读与勾选真实度 Step 3 读前铺垫 黄山四绝 (3’) ①观察 1b 两幅图片预测对话内容；②呈现 Four Wonders of Mount Huangshan：Guest-Greeting Pine 迎客松 / strange rocks 怪石 / hot springs 温泉 / the Sea of Clouds 云海，扫清听力生词。 学习理解 感知与注意 预测发言质量；生词认读达标 Step 4 听力策略 词性预测 (4’) ①读 1c 两段总结，观察每个空格旁的词性标注（n./v./num.）；②引导听前预测：his______（family）、the Sea of______（Clouds）、for______days（数词）；③点拨策略：Before listening, please guess the part of speech in each blank! 学习理解 概括与整合 词性预测准确率（对应学习能力目标） Step 5 听力输入 1b-1c (9’) ①1b 一听圈出听到的假期活动（p.2）；②1c 二听补全两段总结并核对（p.2）：Yaming went to Mount Huangshan with his family. He saw the Guest-Greeting Pine, the Sea of Clouds, lots of strange rocks, and many ancient buildings. / Emma went back to the US with her mum and sister. She went to a strawberry festival near her grandparents' house in California. She ate strawberry cookies and chocolates and stayed with her grandparents for ten days.；③同桌互查。 学习理解 获取与梳理 1b/1c 完成正确率即时反馈（对应语言能力目标） Step 6 对话内化 填空朗读 (6’) ①再听并补全两段对话文本（p.2）：Conversation 1—How was your vacation? / I went to Mount Huangshan. / It was so beautiful. No one wanted to leave. / I went with my family. Everyone said they wanted to go again.；Conversation 2—Where did you go on holiday? / I went back to the US… / Did you do anything interesting there? / They were delicious! / we stayed for ten days.；②全班朗读，圈出 What/Where/Who/Feelings 四类信息。 学习理解→应用实践 获取梳理→内化运用 填空正确率；四要素圈画完整性 Step 7 角色扮演 1d 转述 (7’) ①Role-play：两人分饰 Yaming 与 Emma，按三星标准（使用正确语言✭✭✭、大声清晰有感情✭✭、正确语调与身体语言、脱离课本✭✭✭）表演；②1d 依据范例谈论两人假期：Where did Yaming go on vacation? —He went to Mount Huangshan. Did he do anything interesting? —Yes, he saw the Guest-Greeting Pine, the Sea of Clouds, lots of strange rocks, and many ancient buildings.；③Further thinking：What's more important for you, the place you go or the people you're with? 应用实践 内化与运用 表演的语音语调与流利度；1d 转述完整性 Step 8 语言聚焦 探究导学 (4’) ①Did you do anything interesting there?——anything 为复合不定代词，常用于疑问句和否定句；形容词修饰复合不定代词须后置（anything interesting）；②拓展：I didn't see anyone special. / There is something wrong with my bike. / He heard nothing strange.；③归纳常见复合不定代词：everything/everyone/everybody、something/someone/somebody、anything/anyone/anybody、nothing/no one/nobody。 学习理解 概括与整合 语境造句正确率（为语法课铺垫） Step 9 语音聚焦 总结作业 (3’) ①Pronunciation 1：听音认读 /iː/（we, even, eagle, leave, teeth, succeed）、/ɪ/（ship, rabbit, if, factory, duty）、/e/（wet, special, feather, heavily）、/æ/（match, happen）四组并每组加一词；②Pronunciation 2：Listen and repeat. Notice the rhythm——朗读 How was your holiday? 两段小对话，标注重音（ˈ）、停顿（/）与降调（↘）；③布置分层作业。 迁移创新 概括与整合 音素归纳与节奏模仿质量（对应学习能力目标） 作业设计（分层） 【基础·必做】①在英语本上抄写本课词汇（每个 4 遍），注意四线三格；②复习 /iː/ /ɪ/ /e/ /æ/ 四个音素并各补两词；③完成“巩固检测一”。 巩固检测一　单项选择 1. —How was your holiday? 　　—It was ______. We enjoyed every moment. 　　A. boring　　B. great　　C. terrible　　D. tiring 2. —________ did you go on vacation? 　　—I ________ to Hainan. 　　A. Where; go　　B. Where; went　　C. How; go　　D. Why; went 【提升·选做】完成“巩固检测二”。 巩固检测二　用括号内所给单词的适当形式填空 1. The boy said nothing to his mum and dad and chose to follow his _________ (parent) advice this time. 2. We can find some ___________ (amaze) stories about adventures. 3. My friends _______ (see) a funny show and _________ (buy) me some presents a week ago. 4. Where do you like to go on _________ (vacation)? 【拓展·挑战】完成“巩固检测三”。 巩固检测三　仿写与录制（依据教材 1d 活动改编） 仿照 Yaming 和 Emma 的对话模式，写一段关于“假期活动”的对话（含 where/who/what/how 四要素）。 录制一段 1 分钟视频，用英语分享你的“最难忘假期”，至少包含 where/who/what/how 四个要素。 巩固检测参考答案（供教师批阅） 一：1—2　B　B（1.由 We enjoyed every moment 可知假期很棒；2.问地点用 where，过去式用 went） 二：1. parents'（父母的建议，复数所有格）　2. amazing（修饰物用 -ing 形容词）　3. saw; bought（a week ago 表过去）　4. vacation（go on vacation 去度假） 三：对话示例—A: Where did you go on holiday? B: I went to the mountains with my family. A: Did you do anything interesting? B: Yes, we went to a summer camp. It was fantastic!（答案不唯一，四要素齐全即可） 板书设计 Unit 1 Happy Holiday — Where did you go on holiday/vacation? Words: ancient camp landscape strange vacation Phrases: go to the mountains / go to a festival / go to a summer camp / go back to Drills: —Where did you go…? —I went to… —Did you do anything interesting? —Yes, I… Pron.: /iː/ we /ɪ/ ship /e/ wet /æ/ match；重音 ˈ · 停顿 / · 降调 ↘ Tips: 形容词修饰复合不定代词要后置（anything interesting） 教学评价与反思 1. 目标—评价对应（教-学-评一体化）： 素养目标 课堂评价任务与证据 语言能力目标 1b/1c 听力正确率；1d 转述与角色扮演表现；巩固检测一、二完成质量 学习能力目标 听前词性预测策略的运用；音素与节奏的自主归纳质量 思维品质目标 对话四要素框架的梳理完整性；Further thinking 的思辨发言 文化意识目标 对黄山四绝与国外节日文化的理解与分享意愿 2. 预设反思点：①视频导入是否快速聚焦假期话题；②词性预测策略是否由学生先尝试再归纳；③anything 后置用法是否为第 3 课时语法课做好铺垫而不展开过度；④节奏模仿是否人人开口。 学科网（北京）股份有限公司 $