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新人教版八年级上册英语Unit 1 Happy Holiday Section A 1a-1d教学设计
1. Key Competence Objectives
- Language Competence: Students can master new holiday-related words and phrases.
- Cultural Awareness: Students can learn about diverse holiday activities and understand that sharing holiday experiences is a common way to connect with others across cultures.
- Thinking Quality: Students can improve their ability to summarize key information from listening materials and analyze questions related to holiday values.
- Learning Ability: Students can enhance their listening skills and speaking skills. They can also actively participate in pair or class discussions to share personal experiences.
2. Key and Difficult Points
1. Key Points: Analyzing holiday experiences through listening and speaking; mastering simple past tense structures and interrogative sentences for holiday inquiries.
2. Difficult Points: Correctly using the simple past tense in oral communication; effectively summarizing key information from listening materials.
3. Teaching Methods
Audio-lingual method, Task-based approach
4. Teaching Procedures
Step 1: Warm-up
Activity: Play a short video about summer holiday activities. Ask students to repeat the holiday-related words/phrases in the video.
Design Intent: This activity activates students’ prior knowledge of holiday vocabulary and creates a relaxed English-learning atmosphere. Repeating after the video helps students familiarize themselves with correct pronunciation and builds confidence for subsequent tasks.
Step 2: Lead-in
Activity: Show a photo of a family on holiday. Ask students the following questions and invite 3-4 students to share answers:
1. What makes a great holiday
2. What’s the relationship of the people in the photo
3. Where do you think these people are
4. What are they doing
Design Intent: The photo and questions guide students to observe, think, and connect the topic to their own lives. It encourages students to express personal opinions in simple English, laying the foundation for discussing “summer holidays” later. Additionally, it trains students’ ability to analyze visual information and develop logical thinking.
Step 3: Pre-listening (1a)
Activity: Present pictures of 1a’s activities. Ask students to tick the activities they did during their summer holidays. Then, invite a few students to share: “I ticked ‘went to the mountains’ because I went there with my family.”
Design Intent: This task links the textbook content to students’ real-life experiences, making the learning topic more relatable. Ticking activities helps students recall their own summer holidays and activates the simple past tense implicitly, preparing them for the upcoming listening task.
Step 4: While-listening
1b:
Activity: Tell students to listen to the conversation and circle the holiday activities mentioned. Play the audio once; then check answers with the whole class.
Design Intent: This activity focuses on training students’ listening skill of “grasping key information.” Circling familiar activities reduces listening anxiety, and checking answers together helps students confirm their understanding, enhancing their sense of achievement.
1c:
Activity: Ask students to listen to the conversation again and complete two short summaries about Yaming’s and Emma’s holidays. Play the audio twice; then ask pairs to exchange answers and share with the class.
Design Intent: Re-listening and completing summaries deepen students’ understanding of the listening content. It trains their ability to extract detailed information and use the simple past tense correctly. Pair work also promotes collaborative learning.
Step 5: Post-listening (Speaking - 1d)
Activity: Introduce the target sentence patterns:
- Where did... go on holiday/vacation
- He/She went to...
- Did he/she do anything interesting
- Yes, he/she did. He/She...
Ask students to work in pairs to talk about Yaming’s and Emma’s holidays using the patterns. After 5 minutes, invite 2-3 pairs to perform their conversations in front of the class.
Design Intent: This speaking task connects listening input to oral output. Using fixed sentence patterns helps students practice the simple past tense and holiday inquiry language in a structured way. Pair work provides more opportunities for students to speak, reducing shyness and improving their oral communication skills.
Step 6: Further Thinking
Activity: Raise two open questions and guide a class discussion:
1. Why do we share our holidays on WeChat
2. What’s more important for you: the places you go or the people you go with
Design Intent: These questions go beyond basic language practice and encourage students to think about cultural habits and personal values. It cultivates their critical thinking and cultural awareness, making the lesson more meaningful.
Step 7: Homework
1. Translate 5 sentences about summer holidays into English.
2. Review the 1a activities and write down 3 activities you didn’t tick but want to try.
3. Make a short conversation with your deskmate about your own summer holiday and record it.
Design Intent: Homework reinforces what students learned in class: translation practices the simple past tense; reviewing 1a expands their holiday vocabulary; and the conversation task extends speaking practice to after class, promoting autonomous learning.
Blackboard Design
Unit 1 Happy Holiday Section A 1a-1d
Where did... go on holiday/vacation He/She went to...
Did he/she do anything interesting Yes, he/she did. He/She...No, he/she didn’t.
5. Teaching Reflection
Strengths
1. The warm-up activity effectively reviewed holiday-related vocabulary from Unit 6 “Rain or Shine,” which students responded to actively—most could repeat the words/phrases correctly and recall relevant experiences.
2. The lead-in photo and questions successfully engaged students: many volunteered to share their ideas about “great holidays,” and the connection to real life made the topic more attractive.
3. The listening tasks (1b, 1c) were designed step by step , which matched students’ listening ability. Most students could complete the tasks independently, and pair work in 1c boosted their participation.
Areas for Improvement
1. Some students still made mistakes with irregular past tense verbs during the 1d speaking task. I didn’t provide timely targeted practice for this.
2. The “Further Thinking” discussion was cut short because the previous listening and speaking tasks took more time. Some students didn’t get a chance to share their opinions about “places vs. people.”
Improvement Measures
1. Add a 3-minute “irregular past tense quick drill” before the 1d task. This will help students use correct forms in speaking.
2. Adjust the time allocation: reduce the warm-up video to 1 minute and shorten the 1c pair-check time to 2 minutes. This will leave more time for the “Further Thinking” discussion.

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