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“教-学-评”一体化全英文教学设计
PEP八上 Unit 1 Happy Holiday Period I Section A（1a-Pronunciation）
The analysis of the text Emma and Yaming discuss their respective holiday experiences. Through two conversations, the author presents scenes of people sharing their holiday experiences in daily life, conveying a friendly atmosphere of daily communication and sharing of different life experiences, reflecting people's attention and communication towards holiday life under different cultural backgrounds. Belonging to the daily dialogue genre, the language is natural and colloquial, using simple and easy to understand vocabulary and short sentences, in line with daily communication situations. Simple sentences such as "Oh, really " "Wow!" "Cool!" "That sounds fantastic!" are used to express emotions, vividly portraying the speaker's emotions; They also use a large number of simple declarative sentences to state facts, with concise and clear language that conforms to the language habits of daily conversations.
The analysis of students Students have already learned about the past simple tense and storytelling in Unit 7 and are able to use the past simple tense for simple conversations. Students are very interested in vacation topics and are familiar with related language chunks.Students do not have a solid grasp of the past tense form of irregular verbs; Students have limited perspectives on discussing vacation topics and have fewer rounds of dialogue; Students have limited understanding of compound indefinite pronouns and need to focus on them.Through listening exercises and sorting activities, students become familiar with the plot and tense usage of the story, and reinforce the use of the past simple tense by retelling the story.
Core competences　　　 Students can accurately use vocabulary related to holiday activities (such as “took music lessons”, “visited ancient buildings”) to describe experiences. Students can feel the differences and commonalities of holiday activities under different cultural backgrounds, understand and respect diverse holiday lifestyles, enhance cross - cultural tolerance and understanding, With the help of links such as independently selecting activities, cooperative discussions, listening and speaking training, master learning strategies like effective listening, active communication, and summarization. Cultivate logical thinking by listening to and sorting out information about holiday activities.
Teaching thoughts The teacher sticks to the principle of student-center, leads students to work in groups or in pairs and learn English through activities, it aims to develop students’ core competence.
Course Resources Textbook, the recorder
Teaching Methods 1. Communicative Language Teaching 2. Task-based Language Teaching 3.Group work
Teaching Aids PPT, blackboard, and chalks.
Teaching points Key Points: Describing experiences using simple past tense. Sentence structures: Where didi you go on vacation Did you do..... Difficult Points: Correctly and flexibly use indefinite pronouns to express uncertain people or things.
Teaching Procedures
Steps Teacher’s Activities Students’ Activities Evaluation
Step I Warm up Greetings. 2.Show the cover page and ask students about the relationship, location, and activities. 3. Have students share their summer holiday vacation experiences. 4.Introduce the topic of animals. 1.Look at the cover page of this unit and answer questions. 2. Students share their summer holiday vacation experiences. Teachers observe students' performance in answering questions and understand their language reserves about the topic based on the sentence patterns they use.
Purpose Activate students' existing cognition about holidays through visual images and real social situations, introduce core elements (location, people, activities, feelings), and stimulate communication interest.
Step II Pre-listening Vocabulary Presentation. T invites students to finish the task in 1a--tick the activities they did during summer holidays, then they can add more. T asks students to Match the suitable adjectives with the animals and describe them. Students learn the words and finish 1a. evaluate whether students can correctly use sentence structures such as "went to..." to describe their experiences and match them with appropriate adjectives (such as "exciting").
Purpose Accumulate holiday activity vocabulary through multimodal input, establish the association between activities and emotional adjectives,and lay the foundation for listening activities.
Step III While-listening Ask students to listen to the teacher's instructions. Circle activities mentioned. Play Listening 1c, guiding students to complete blanks with details. Show students two videos and leads them to know more about Mount Huangshan and the strawberry festival in California. Ask students to listen to the conversation again and fill in the blanks. T asks students to listen and repeat. Finnish the listening tasks and repeat after the recorder and the teacher. Observe whether students can listen to listening content quietly and attentively, whether the completed content is accurate, whether the language is accurate, and whether the expression is smooth.
Purpose Enhance information capture ability through detail based listening tasks, use question chains to organize dialogue logic, help students familiarize themselves with listening texts through fill in the blanks.
Step IV Post-listening T leads students to finish 1d.-Talk about Yaming’s and Emma’s holidays. T ask students to think and learn : What makes a great holiday To think about the true meaning of holiday. Students talk about Yaming’s and Emma’s holidays and think about the true meaning of holiday. Teachers provide guidance or encouragement based on students' ability levels to read dialogues aloud.
Purpose Cultivate students' emotional value and deeply understand the importance of holidays.
Step V Pronunciation 1.The teacher plays the recording of the Pronunciation section and asks students to listen and read along. 2.Listen and repeat. Notice the pronunciation of -e/ee/ea/i/y/e/ea/a 3.Listen and repeat. Notice how the rhythm. Listen and repeat. Pay attention to the sounds. Listen and repeat. To observe whether students can follow the audio accurately and fluently.
Purpose Students can read and memorize words accurately with the help of phonetic symbols.
Step VI Summary The teacher leads students to summarize what they have learned. The teacher guides students to complete the assessment. Students recall the learned knowledge of today and complete the assessment form. To check if students can summarize the knowledge they learned.
Purpose Students can talk with each other with the expressions learned.
Step VII Homework You must do: To share their summar vacation experiences with friends. If you can: Record a 1-minute video and share your "most unforgettable vacation" in English, including at least four elements: "where/where/what/how" To help students strengthen the knowledge which they have learned.
Blackboard Design Unit 1 Happy Holiday Section A 1a-Pronunciation took music lessons went to the mountains Where did ... go on vacation I did/went/visited... Did you see/go... Yes, I .../No, I...
Teaching Reflection This lesson constructs a situational teaching framework around the theme of "holiday life", implementing the principle of "teaching learning evaluation" consistency through a three-stage teaching strategy of pre listening prediction, listening recording, and post listening transfer. The listening task gradient is reasonable, from information capture to viewpoint expression, to enhance students' discourse analysis ability.

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