资源简介

第三课时　Section A(Grammar Focus 3a—3c)
Teaching Procedures(教学过程)
Activity 1 Warming up and revision(感知与注意)
T: Review the words and sentences about holidays we learned before. I'll ask some questions, and you answer them.
(The teacher asks questions like“Where did you go on your last holiday？”Students answer.)
设计意图：通过复习旧知识，为新课内容做铺垫，激发学生的兴趣，同时检查学生对上节课知识的掌握情况。
Activity 2 Presentation(获取与梳理)
T: Work on 3a. Read the grammar focus part. Notice the indefinite pronouns.
(Students read.)
T: Let's summarize the usage of indefinite pronouns. First, look at the examples in the grammar focus. In what kind of sentences do we use “something”， “anything”， “nothing”， “someone” and “anyone”？ Discuss in groups of four and make a list.
设计意图：让学生在具体语境中识别不定代词，培养观察和分析能力，加深对不定代词用法的理解。小组讨论引导学生主动探索语法规则，提高学习的积极性和主动性。
Activity 3 Practice(概括与整合)
T: Work on plete the conversation with the correct indefinite pronouns.
(Students read and complete the conversation, and then check the answers.)
T: Explain why you choose these words.
设计意图：让学生在情境中运用不定代词完成对话，巩固对不定代词的用法，提高语言运用能力。
Activity 4 Practice(概括与整合)
T: Work on 3c. Complete the passage with the correct indefinite pronouns.
(Students complete the passage and then share their answers.)
设计意图：采用语篇的形式训练学生对不定代词的综合运用，让学生在真实语境中灵活运用不定代词。
　Activity 5 Homework(课后作业)
Write a short passage about an unforgettable holiday. You can include details like what you did, who you met and what you saw. Then, read it aloud and record yourself. Listen to the recording and check for grammar and pronunciation mistakes.
Blackboard Design(板书设计)
第三课时　Section A(Grammar Focus 3a—3c) Key grammar: Indefinite pronouns: something, anything, nothing, someone, anyone… Sentence examples： Did you do anything interesting on your holiday I met someone special during my trip. Usage notes: When to use different indefinite pronouns
Teaching Reflection(教学反思)
Through this lesson, students should have a better understanding and application of indefinite pronouns in the context of holiday descriptions. Provide more exercises and examples for practice, especially focusing on the differences between “something” and “anything”， “someone” and “anyone”.第四课时　Section B(1a—1d)
Teaching Procedures(教学过程)
Activity 1 Warming up(感知与注意)
T: Look at the photos in 1a. Can you guess the country Share why you'd like to visit it (or not). Use adjectives like “beautiful” and “historic”．
设计意图：通过图片引发兴趣，激活地理和文化相关词汇，自然导入日记主题。
Activity 2 Reading(获取与梳理)
T: Read Vincent's diary entries in 1b.Answer the two questions.
设计意图：训练阅读细节提取能力，理解日记中的活动与情感变化，为后续时间线梳理打基础。
Activity 3 Practice(概括与整合)
T: Now, read Vincent's diary entries again and complete the timeline with the information from Vincent's diary entries.
(Students complete the time line in 1c, and then share and explain their answers.)
T: Now, based on the timeline, write a short paragraph summarizing Vincent's holiday. Use transitional words like “first”， “then”， “after that”， etc.
设计意图：引导学生梳理文章内容，构建知识框架，培养学生的归纳总结和逻辑思维能力，帮助学生更好地理解和记忆 Vincent 的假期经历。
Activity 4 Pair work(内化与运用)
T: Let's have a deep thinking: What can we learn from Vincent's trip List ideas and share with your partner, using sentences like “I can learn about…”and “It shows that…”．
设计意图：引导学生从日记中提炼学习收获，培养批判性思维和跨文化意识，促进语言的实际运用(观点表达)。
　Activity 5 Homework(课后作业)
Write a short passage about your own holiday learning (e.g. From my trip to…， I learned…).
Blackboard Design(板书设计)
第四课时　Section B(1a—1d) Key places: Victory Museum, Red Square… Vincent's experiences: went to the museum, took the Moscow Metro, met Russian students… Feelings and learnings: felt excited, learned about history, had a good time… Summary: holiday ＝ places ＋ activities ＋ feelings ＋ learnings
Teaching Reflection(教学反思)
Through this lesson, students deepened their understanding of reading comprehension skills and learned about different holiday experiences in a foreign country. Consider adding more global perspectives on holidays in future teaching to broaden students' horizons. Also, encourage students to think more deeply about the significance of holiday experiences.第二课时　Section A(2a—2f)
Teaching Procedures(教学过程)
Activity 1 Warming up(感知与注意)
T: Class, let's start by sharing some holiday memories. Think about your last summer holiday. What was the most interesting thing you did Share with your partner in one sentence.
(Students share. The teacher selects a few to share with the class.)
T: Great! Now, we'll look at a conversation about Peter's and Adam's holidays. Let's see how they spent their time.
设计意图：通过分享假期回忆，激活学生对假期话题的兴趣，自然过渡到课文内容。
Activity 2 Listening(获取与梳理)
T: Read the conversation in 2a. There are some blanks in the sentences. Listen to the conversation and choose the correct sentences to complete it.
(Students listen and finish. The teacher checks answers.)
设计意图：通过听力获取具体准备任务，训练学生捕捉关键信息的能力，巩固假期相关词汇及句式。
Activity 3 Reading(获取与梳理)
T: Read the conversation. Complete the table in 2b. Focus on where they went, what they did, and how they felt. After that, share your answers with your partner and discuss if there are any differences.
设计意图：通过阅读理解活动，培养学生的信息提取和整理能力，加深对对话中假期相关信息的了解。
Activity 4 Summary(概括与整合)
T: Now, let's focus on 2c. We've read the conversation about Peter's and Adam's holidays. Let's recall the key details. Peter had an amazing holiday in Yunnan with his family. They stayed in the old town of Lijiang, visited Yulong Mountain, took lots of photos, and tried Yunnan dishes, especially loving the steamed chicken soup. Adam didn't do anything special but still had a great and relaxing holiday at home.
(Look at the blanks in 2c. Students use the information from the conversation to fill them.)
设计意图：活动旨在通过回顾对话细节填空，训练信息提取、语法运用和语境理解能力，为写作铺垫并促进合作学习。
Activity 5 Language practice(内化与运用)
T: Listen to the conversation again. Pay attention to the pronunciation and intonation. Then, role play with your partner.
(Students listen, repeat and role play. The teacher walks around to correct their pronunciation.)
T: Use the sentence patterns from 2f to describe your holiday. Tick the words in 2e that fit, and then share with your partner.
设计意图：听力和角色扮演提升口语表达，词汇勾选帮助学生反思自己的假期经历，促进真实交流。
Activity 6 Homework(课后作业)
Find a photo of your holiday and write a short description about it. You can include details like the place, the people and your feelings. Then, share it on your English learning social media group (if applicable) and respond to others' posts.
Blackboard Design(板书设计)
第二课时　Section A(2a—2f) Key words: took my breath away, stayed at home, fantastic, relaxing, terrible… Key sentence patterns： Where did you go What did you do How was your holiday Did you go anywhere interesting Did you eat anything special？
Teaching Reflection(教学反思)
In this lesson, students actively participated in various activities. However, some students still had problems with pronunciation and intonation during role playing. Provide more individual guidance in future classes.Through this lesson, students' oral and writing abilities related to holiday description have been enhanced, and they have also learned more about different holiday experiences. Consider adding more real life scenarios and cultural elements in future teaching to make the learning more relevant and engaging.第一课时　Section A【(1a—1d)& Pronunciation 1—2】
Teaching Procedures(教学过程)
Activity 1 Warming up and revision(感知与注意)
T: Let's play a quick game! You have 1 minute: write down as many English words as you can think of related to holidays. Work in pairs.
(Students write down words like travel, beach, fun, mountain…)
T: Time's up! Let's see which pair has the most words. Now, circle the ones you did during your last holiday.
设计意图：利用游戏形式激活学生对“假期”话题的兴趣，通过词汇头脑风暴调动学生思维，为新课做好铺垫。
Activity 2 Presentation(获取与梳理)
T: Let's start with 1a. Tick the activities you did during the summer holidays. Then share your choices with your partner.
(Students tick and share.)
T: Now, let's learn some new words.
(Show pictures of different holiday activities and teach the words.)
设计意图：通过勾选活动，帮助学生复习和巩固与假期活动相关的词汇，同时为后续的语言输出做准备。
Activity 3 Listening(获取与梳理)
T: Listen to the conversations in 1b and circle the holiday activities you hear in 1a.
(Play there cording. Students listen and circle.)
T: Let's check the answers.
设计意图：进一步提升学生的听力理解能力，让学生学会在听力中筛选信息，加深对对话内容的理解。
Activity 4 Listening(获取与梳理)
T: Let's work on 1c. Before listening, skim the two summaries quickly and guess the missing words.
(Students read the summaries quickly and make predictions.)
T: Now listen and check your predictions.
(Play there cording. Students listen and fill in the blanks in the summaries.)
设计意图：通过听前预测和听后核对，培养学生的推理能力和听力技巧，提升对对话内容的关注度。
Activity 5 Pair work(想象与创造)
T: Now that you know what Yaming and Emma did during their holidays, try to act out their conversations with your partner. You can use the same sentences, but feel free to change the place or activity.
(Give students an example on the screen.)
A: Where did Yaming/Emma go on holiday/vacation
B: He/She went to…
A: Did he/she do anything interesting
B：Yes, he/she…
T: Now it's your turn. Work in pairs and make your own version of the dialogue.
设计意图：通过仿说练习，让学生在熟悉的语境中练习句型和表达，降低语言输出难度。模仿 Yaming 和 Emma 的对话结构，帮助学生在句式上建立信心，从而更顺利地过渡到 1d 的任务中。
Activity 6 Pronunciation(归纳与应用)
T: Let's listen to the vowel sounds in Pronunciation 1. Repeat after the recording.
T: Now we'll play a relay game! Each group gets 1 minute to write down as many words as possible that have the same vowel sound.
T: Group 1, ready Go!
设计意图：结合竞赛提升学生参与度，通过归纳练习掌握元音发音规律。
Activity 7 Listen and repeat(归纳与应用)
T: Listen to the sentences in Pronunciation 2. Notice the rhythm.
(Play there cording. Students listen and repeat.)
设计意图：帮助学生注意句子的节奏，通过朗读练习，使口语表达更加自然流畅，培养语感，提高口语水平。
Activity 8 Homework(课后作业)
Make a short poster(hand drawn or digital) about a dream holiday, including: where, what, and why. Prepare to introduce it in the class.
Blackboard Design(板书设计)
第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Key words: took music lessons, visited ancient buildings, went to the mountains… Key sentence patterns： Where did you go on holiday/vacation What did you do How was your holiday Pronunciation: Vowel sounds: /i /, / /, /i/, /e/, / /
Teaching Reflection(教学反思)
In this lesson, students actively engaged with real life holiday contexts through games, pair work and performance based speaking. The pronunciation activities effectively reinforced sound patterns in a fun way. Some students needed support with past tense forms; next time, include a brief review chart. Overall, students showed enthusiasm and collaboration. Adding visuals and hands on tasks proved helpful. Future lessons may include more visual aids for lower level students and extend pair work time to deepen oral practice.第六课时　Section B(Project & Reflecting)
Activity 1 Group work(感知与注意)
T: Good morning, class! Today we are going to do a project—making a holiday to do list. First, work in groups. Discuss and make a list of the activities you did during your holidays.
(Students work in groups and write down the activities. Then, some groups share their lists with the class.)
设计意图：通过小组合作列出假期活动清单，激活学生对假期活动的记忆，发学生对 Project 活动的兴趣，同时促进学生之间的交流和合作。
Activity 2 Activity selection(获取与梳理)
T: Now, each group chooses five meaningful activities you think everyone should try from the combined lists. Then, give your reasons for each activity. Fill in the table in 4b.
设计意图：通过选择有意义的活动并给出理由，让学生梳理自己对假期活动的认识，同时通过小组展示和讨论，培养学生的批判性思维和表达能力。
Activity 3 Activity sharing and reflection(概括与整合)
T: Share your five activities with the whole class. Then, as a class, find out the top three activities that everyone likes to do.
(Students share their activities, and the classvotes to find the top three. The teacher records the results.)
T: Now, let's reflect on what we've done in this project. Can you use the simple past tense to describe your holiday experiences When do you use indefinite pronouns How would you describe your last holiday How did you feel What can people learn from travel experiences and other holiday activities Discuss in groups and then share your thoughts with the class.
设计意图：通过分享和投票，让学生概括出大家普遍喜欢的假期活动，同时通过反思问题，巩固学生对语法知识的掌握，引导学生思考假期活动的意义，培养学生的总结和反思能力。
Activity 4 Homework(课后作业)
Make a photo album of your past holidays with English descriptions for each photo. You can also add some reflections on what you learned from those holidays.
Blackboard Design(板书设计)
第六课时　Section B(Project & Reflecting) Activities: visiting mountains, trying local food, learning new skills, volunteering, reading books Places: Tai'an city, hometown, library, community centre, local farm Reasons: to enjoy scenery, to experience culture, to gain knowledge, to help others, to relax Sentences: We should try… in… Because…
Teaching Reflection(教学反思)
In this lesson, students actively participated in various activities and showed great creativity. However, in the group work, some students did not fully participate. Pay more attention to group dynamics in future classes. Through this lesson, students' comprehensive abilities in language use, cooperation and reflection have been improved. They have also had a deeper understanding of the theme of “Happy Holiday”．单元学情分析及教学建议
Learning Situation Analysis(学情分析)
1．Students may have some basic knowledge about holidays, but their English expressions for describing holiday experiences may be limited.
2．The use of indefinite pronouns and the simple past tense may be difficult for students, and they need more practice.
3．Some students may lack the ability to organize their thoughts when writing holiday related compositions.
4．Students may struggle with cross－cultural vocabulary and context when describing international holiday scenes.
5．Many students may underuse emotional adjectives (－ed/－ing forms) to express feelings about holidays, such as “excited”， “surprised”， or “relaxed”．
Teaching Suggestions(教学建议)
1．Use multimedia resources like pictures, videos and music to make teaching more vivid and interesting, and arouse students' interest.
2．Adopt task based and cooperative learning methods. Let students complete tasks in groups, such as group discussions about holiday experiences, to improve their cooperation and communication skills.
3．Provide writing frameworks and examples for writing tasks to help students organize their writing. And give students more opportunities to practise writing and get feedback.
4．Pay attention to individual differences among students. Offer different levels of tasks and guidance to meet the needs of different students.
5．Incorporate cross－cultural comparison activities, such as discussing differences between Chinese and Western holidays (e.g. family reunions vs community festivals) to expand vocabulary and global awareness.
6．Design grammar－focused games (e.g. Indefinite Pronoun Bingo) to make practising “something”， “nothing”and “everyone” more engaging, using examples from textbook dialogues.第五课时　Section B(2a—3c)
Teaching Procedures(教学过程)
Part 1　Vocabulary in Use
Activity 1 Warming up and vocabulary review (感知与注意)
T: Good morning, class! Today we will focus on the vocabulary related to holidays and travel. First, let's review some basic words. I'll show some pictures related to holidays, and you tell me the words they represent.
设计意图：通过图片展示，激活学生已有的假期和旅行相关词汇知识，激发学生对词汇学习的兴趣，同时锻炼学生的反应能力和词汇联想能力。
Activity 2 Vocabulary practice(概括与整合)
T: Work on the vocabulary exercises in 2a—2c. First, complete 2a by thinking of as many words as possible to make phrases with the given words. Then, move on to 2b and 2c, filling in the blanks with the correct words or forms.
(Students do the exercises independently, and then check the answers together. The teacher asks students to explain their choices.)
T: Let's play a “vocabulary quiz”. I'll give some descriptions, and you guess the words or phrases we've learned. For example, “This is a place where people can watch performances or shows—theatre”. The first one to answer correctly gets a point.
设计意图：通过练习和游戏，巩固学生对新学词汇和短语的掌握，提高学生运用词汇的能力，同时检验学生对词汇的理解和记忆情况。
Part 2 Reading for Writing
Activity 1 Reading and comprehension(感知与注意)
T: Read Gina's holiday story “My Holiday in Scotland”. As you read, pay attention to the action she took during her holiday. After reading, write down the things that she did in the blanks below the pictures.
(Students read the story and fill in the blanks. Then, the teacher checks the answers with the whole class.)
T: Great job. So, Gina took a train, stayed in a comfortable house, went to the forest, saw a deer, ran home and told her parents. Review these phrases and make sure you can pronounce them correctly.
设计意图：通过阅读 Gina 的假期故事，培养学生提取关键信息的能力，让学生熟悉描述假期活动的表达方式，同时强化相关词汇和短语的读音与记忆。
Activity 2 Brainstorming for personal holiday experience(内化与运用)
T: Now, move on to 3b. Think of an unforgettable holiday experience of your own. It could be a trip to a beautiful beach, a visit to a historic city, or an adventure in the mountains. Then, answer the five questions: When did it happen Where were you What did you do How did you feel What did you learn
(Students think and write down their answers.)
T: Very interesting! It seems like you all had some amazing holiday experiences. Let's learn from each other's sharing and get more inspiration.
设计意图：引导学生回忆自己难忘的假期经历，通过回答问题的方式梳理思路，锻炼学生的思考能力和英语表达能力，同时为下一步的写作积累素材。
Activity 3 Writing practice(想象与创造)
T: Based on your answers in 3b, it's time to write a holiday story in 3c. Use the questions as clues to organize your story. You can start like this: “Last summer, I went to…” Try to make your story interesting by adding details, such as the beautiful scenery you saw, the delicious food you tasted, or the interesting people you met.
(Students start writing their holiday stories.)
T: Once you've finished writing, you can exchange your stories with your partner and give each other some feedback. Check for grammar mistakes, and also see if the story is well organized and engaging.
设计意图：让学生将之前思考和整理的内容转化为书面文字，提高学生的英语写作能力。同伴间的互评活动有助于学生发现问题，互相学习，进一步提升写作水平。
Activity 4 Homework(课后作业)
Revise your holiday story according to your partner's feedback. Make sure it's error free and well written. Illustrate your holiday story with some drawings and share it with the class next time.
Blackboard Design(板书设计)
第五课时　Section B(2a—3c) Gina's Holiday Writing Structure： Start: Last time, she went to… Activities： ·took a train　　　　　·stayed in a comfortable house　　　·went to the forest ·saw a deer ·ran home and told her parents Feelings：wonderful…
Teaching Reflection(教学反思)
This lesson had both successes and areas for improvement. By capitalizing on the positive aspects and addressing the deficiencies through the proposed strategies, future lessons can be more effective in enhancing students' language proficiency, critical thinking, and writing skills in the context of holiday related topics.

展开更多......

收起↑