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Unit 1 Happy Holiday
一、单元主题分析
本单元标题为Happy Holiday，话题为“What makes a great holiday？”，语言功能为Talk about holiday experiences，语法为indefinite pronouns和a review of the simple past tense。
本单元主题是“人与自我”范畴下的“生活与学习”，子主题是“丰富、充实、积极向上的生活”。本单元紧紧围绕“分享假期活动或经历——分享假期感受——制订合理的假期计划”这一主线开展教学探究活动，交流丰富的假期活动，让学生看到多样化生活，拓宽视野，激发其对生活的热爱。
本单元主要以听力、对话、阅读等多模态语篇阐述了这一主题，对如何正确运用目标句型进行询问或介绍“自己或他人的假期活动”这一话题进行了探究，在探究过程中，学生需要思考如何按照一定的逻辑顺序介绍假期活动，这有助于培养他们的逻辑思维能力。通过询问和介绍自己及他人的假期活动，学生有机会接触到不同文化背景下人们的假期生活方式和习俗，这有助于拓宽学生的文化视野，增进他们对不同文化的理解和尊重，培养跨文化交际意识。
二、单元主题及语言框架
单元主题框架
单元语言框架
三、单元教学目标
语言能力及技能 语言能力：1．掌握有关假期活动的词汇和常用表达。Key words and phrases：summer camp，landscape，strange，holiday，scenery，comfortable，somewhere，someone，anywhere，go on vacation，took sb.'s breath away，steamed chicken soup，bored，artwork，felt sickKey sentences：①—Did you do anything interesting on your holiday？—No，nothing special.②—Did you go anywhere interesting？—Yes，I went to Yunnan.③—Did you go with anyone？—Yes，I went with my family.④—Where did you go on vacation/holiday？—I went to…⑤We stayed in a comfortable house in the countryside with beautiful scenery.⑥What a wonderful experience I had!⑦During dinner，I didn't feel like eating because I felt sick.⑧It reminds us that war is terrible and peace does not come easily.2．掌握字母a，e，i，y以及字母组合ee，ea的发音。
语言能力及技能 语言技能：1．能准确运用目标语言和恰当的时态清晰而有条理地描述假期活动，如目的地、美食、风土人情等。在与他人交流时，能根据对方的反馈调整自己的表达。2．通过对字母a，e，i，y以及字母组合ee，ea的发音的学习，能够更准确地拼读单词。能够通过句子中的重读单词，变换声调等感受句子的韵律。
文化意识 1.了解不同国家和地区的人们的度假方式和文化背景，尊重并欣赏文化差异，培养跨文化交际意识。2．在假期中积极参与不同文化的活动，亲身体验多元文化，丰富自己的文化内涵，促进文化的交流与融合。3．意识到自己家乡或所在地区独特的假期文化和传统习俗，增强对本土文化的认同感和自豪感。
思维品质 1.能够有条理地组织语言，按照一定的逻辑顺序叙述假期见闻，使讲述具有逻辑性和连贯性。2．能够从不同角度看待问题，提出创新性的想法，对假期中的所见所闻有自己独特的见解和思考。
学习能力 1.能够对自己的假期经历进行总结和反思，从中吸取经验教训，以便在未来的学习、生活和旅行中更好地调整自己的行为和决策。2．能够以假期经历为契机，拓展相关知识领域的学习，从而不断丰富自己的知识体系。
四、单元重难点
重点：
1．掌握字母a，e，i，y以及字母组合ee，ea的发音。
2．掌握有关假期活动和感受的词汇和常用句型。
3．学会用一般过去时和不定代词清晰询问或描述假期事件、感受及细节。
难点：
1．将字母a，e，i，y以及字母组合ee，ea的发音规律准确运用到认读单词中。
2．运用所学目标语言从多维度描述假期生活和感受。
第一课时　Section A（1a～1d）& Pronunciation
一、教学内容
1．Talk about different holiday activities.
2．Talk about holiday experiences and feelings.
3．Talk about the pronunciation of letters “a，e，i，y” and letter combinations “ee，ea”，and pay attention to the rhythm in sentences.
二、课时教学目标
Language AbilitiesGrasp the following important points as well as be able to read and write correctly.Key words and phrases：vacation，landscape，strange，took music lessons，visited some ancient buildings，went to the mountains，visited my grandparents，went to a festival，went to a summer campKey sentences：①—Where did…go on holiday/vacation？—He/ She went to…②—Did he/she do anything interesting？—Yes，he/she…
Learning Abilities●Learn to grasp key words，phrases，and sentences.●Learn to obtain information from others' sharing，understand different holiday activities and feelings，and integrate and express this information.●Learn to acquire the pronunciation knowledge of letters “a，e，i，y” and letter combinations “ee，ea” through observation，imitation and practice，and integrate it into their own language system.
Thinking Qualities●Be able to use appropriate description and past－tense verbs to describe travel experiences in chronological order.●Be able to analyze cause－and－effect relationships when explaining the reasons for choosing a resort.●Be able to compare different holidays and evaluate the advantages and disadvantages of activities.
Cultural Awareness● Recognize the diversity of world cultures and develop understanding，respect，and tolerance towards multiculturalism.● Deepen awareness of cultural identity in communication，learn about different ways of life and cultural backgrounds from others，and promote mutual understanding and cultural exchange.
三、重点难点
重点：
1．Students are able to describe holiday experiences chronologically/logically with the words and phrases：holiday，strange，landscape，visited ancient buildings，summer camp，went to a festival，go on vacation
2．Students can correctly use the simple past tense to describe past holiday experiences with the key sentence patterns in this lesson：①—Where did…go on vacation？—He/ She went to…②—Did he/she do anything interesting？—Yes，he/she…
难点：
1．Students can correctly use the past tense forms of verbs and choose appropriate descriptive words to recount past holiday experiences.
2．Students can use proper vocabulary suitable for different travel scenes to describe past travel experiences.
四、教学过程
Step 1　Lead-in(1a)
The teacher brings some objects (such as tickets to tourist attractions，special souvenirs，postcards，etc.) related to holidays to the classroom，and asks them what they are.
T：What's this
S1：It's a postcard.
T：I got this postcard during my holiday in Paris. Did you take anything back from your holidays Can you tell us the story behind them
S2：…
T：Today we are going to talk about your holiday activities.
【设计意图】通过实物导入新课，激发学生的学习兴趣，同时帮助学生回顾假期活动。
Work on 1a
1．Ask students to tick the activities they did during the summer holidays in 1a.
2．Ask students to add more activities.
3．Ask students to read the activity words (both ticked and added) aloud，and the teacher corrects their pronunciations if necessary.
Step 2　Listening & Speaking(1b～1d)
Work on 1b
1．Ask students to listen to the conversations in 1b and circle the holiday activities they hear in 1a.
T：Wow，you know so many holiday activities. Emma and Yaming are talking about their holidays too. What did they do during the summer holiday Let's listen and circle the activities you hear.
2．Ask students to share their answers.
Work on 1c
1．Ask students to listen to the conversations again and complete the two summaries.
T：It seems that Yaming and Emma had a great time during the summer holiday. Now，let's listen again and take a close look at what they did. Listen to the recording again and complete the two summaries.
2．Ask students to share their answers and the teacher helps to correct their mistakes if necessary.
Work on 1d
1．Ask students to read the listening scripts in 1c and summarize the sentence patterns for asking about holiday activities.
2．Ask students to make a conversation with their deskmates using the sentence patterns in 1d and holiday activities in 1c.
T：What did Emma/Yaming do on holiday Make a conversation in pairs and introduce their holiday activities. You can follow the example in 1d.
3．Invite two or three pairs to share their conversations with the class.
【设计意图】通过两人问答的形式，学生能在对话中熟练运用目标句型。
Step 3　Pronunciation & Speaking(1～2)
1．Show students the phonetic symbols and examples of the words including the letters “a，e，i，y” and letter combinations “ee，ea”．
2．Ask students to read in groups and find out how these letters and letter combinations are pronounced.
(The teacher shows the phonetic symbols one by one.)
T：Look at these words. How is “e” pronounced in them
Ss：/i /.
T：How is “ee” pronounced in these words
Ss：...
Work on 1
1．Ask students to listen to the recording and repeat it.
2．Have students read all the words，and the teacher checks their pronunciation.
3．Instruct students to add one more word to each group based on the pronunciation pattern.
Work on 2
1．Have students listen to the recording，repeat，and pay attention to the rhythm in sentences.
2．Lead the class in a choral reading.
【设计意图】 通过跟读音标和对应单词，以及句型，学生能有效地练习发音和掌握目标句型。
Step 4　Summary
1．Ask students to do the exercises about what they have learned today.
2．Ask students to make a summary about what they have learned today.
【设计意图】通过练习和总结，学生能够明确本节课的重难点知识。
Step 5　Homework
1．Finish the task paper.
2．Extended：Interview family members to learn about their activities and feelings during different holidays. Take notes，organize the information into reports，and share them in class.
五、板书设计
Unit 1　Happy Holiday第一课时　Section A(1a～1d)&PronunciationKey sentences：①—Where did…go on vacation？—He/She went to...②—Did he/she do anything interesting？—Yes，he/she...
六、教学反思

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