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Unit1 Happy Holiday. Section A(2a-2f)英文版教学设计
一I. Theme Analysis (新课标主题分析)
Aligned with China’s New Curriculum Standards, this lesson centers on the "People and Self" thematic context, specifically the sub - theme of "Personal Experiences: Holiday Communication". It enables students to master the language for inquiring about and describing holiday experiences, reflecting the instrumental nature of language in real - life interactions.
II. Core Literacy Objectives (核心素养目标)
Literacy Dimension Specific Objectives
Language Competence 1. Understand and use key sentence patterns (Did you go anywhere interesting What did you do How did you feel ) in listening and speaking. 2. Extract and retell information from dialogues accurately.
Cultural Awareness Compare communication habits of sharing holidays between China and Western countries (e.g., politeness in questioning).
Thinking Quality 1. Develop logical thinking through predicting listening content and summarizing information. 2. Foster creative thinking in role - playing and personal holiday sharing.
Learning Ability 1. Master listening strategies (prediction, key information catching). 2. Enhance cooperation skills in group work.
III. Teaching Focus & Difficulties (教学重难点)
Focus: Grasp core sentence patterns for holiday communication. Extract and retell information from the dialogue.
Difficulties: Capture key information (e.g., places, activities) in listening. Use target patterns fluently and vividly in oral communication.
IV. Teaching & Learning Methods (教法学法)
Teaching Methods: Task - based Language Teaching (TBL); Communicative Language Teaching (CLT);Scaffolding Instruction
Learning Methods: Independent Learning; Cooperative Learning
V. Teaching Procedures (教学过程)
Stage Activity Details Teacher’s Role Students’ Role Design Purpose
1. Warm - up & Lead - in Show pictures of holidays (e.g., scenic spots, family gatherings). Ask: How was your holiday Did you go anywhere interesting 1. Display pictures to arouse interest. 2. Use target patterns to guide discussion. 1. Observe pictures and recall holiday experiences. 2. Answer questions with simple sentences. Activate prior knowledge. Introduce the theme and target patterns naturally.
2. Listening Practice (2a) Pre - listening: Predict dialogue content by analyzing options (e.g., guess where Peter might go). While - listening: Listen and choose sentences to complete the dialogue. Post - listening: Check answers and discuss listening strategies. Teach strategies (prediction, key word catching). 2. Play the recording and monitor. 3. Explain difficult points (e.g., sentence meanings). 1. Predict content based on options. 2. Listen and mark answers. 3. Discuss answers in groups and share thinking processes. Improve listening skills and strategy awareness. Familiarize with target patterns in context.
3. Reading & Information Extraction (2b & 2c) 2b: Read the dialogue and complete the table (Name, Where, What, How). 2c: Complete the summary by retelling information. Guide text structure analysis (question - answer format). 2. Demonstrate information extraction (e.g., Peter’s location: Yunnan). 3. Teach retelling skills (third - person conversion). 1. Read independently and fill in the table. 2. Collaborate in groups to check answers. 3. Complete the summary and pay attention to grammar. Enhance reading and information - processing abilities. Consolidate vocabulary and sentence patterns.
4. Language Output (2d & 2f) 2d: Role - play the dialogue (focus on pronunciation, intonation, and body language). 2f: - Tick feelings in 2e to describe personal holidays. - Share holidays with a partner using target patterns: How was your holiday Did you... Model role - play (voice, gestures). 2. Provide sentence frames for 2f: What made it special How did you feel when... 3. Monitor and give feedback on language use. 1. Role - play in groups, imitating pronunciation and intonation. 2. Tick feelings in 2e and prepare for sharing. 3. Communicate in pairs, record each other’s information. Improve oral fluency and authenticity. Apply target language in real - life communication.
5. Summary & Reflection Summarize core sentence patterns: Did you... Where did... What did... How did... Reflect on learning difficulties (e.g., listening problems, oral expression issues). Guide students to generalize key knowledge. 2. Collect and address students’ questions. Independently summarize what they have learned. 2. Share difficulties and suggestions for improvement. Construct a knowledge system. Develop metacognitive skills for self - improvement.
VI. Teaching Reflection (教学反思)
Strengths
Well - structured Tasks: The sequence from input (listening, reading) to output (speaking, sharing) follows language acquisition rules, ensuring smooth transitions between stages.
Literacy Integration: The lesson not only hones language skills but also promotes cultural awareness (holiday communication habits) and thinking quality (information summarization).
Student - Centered: Cooperative and independent learning activities fully engage students, boosting their initiative.
Weaknesses
Limited Listening Support: Low - proficiency students struggle with listening prediction; there is a lack of differentiated guidance (e.g., slower playback for some).
Shallow Oral Depth: The 2f sharing activity is superficial; it fails to guide students to expand on details (e.g., Why did you like it ).
Insufficient Cultural Exploration: The exploration of cultural differences between Chinese and Western holiday traditions is inadequate.
Improvements
Differentiated Listening: Provide pre - listening text outlines for low - level students or offer optional slow - speed playback.
Enhanced Oral Scaffolds: Add probing questions for 2f (e.g., What was the most unforgettable moment ) to deepen communication.
Cultural Expansion: Introduce short videos/pictures about Chinese and Western holiday differences and organize comparative discussions.

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