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新人教版七年级上册英语Unit 1. Section A (2a-2f)教学设计
Core Competence Goals:
- Linguistic Competence: Students can master vocabulary and sentence structures related to holiday experiences, and use them to describe and discuss holidays fluently.
- Cultural Awareness: Students can understand the cultural connotations behind different holiday activities and respect diverse ways of spending holidays.
- Thinking Quality: Students can analyze and compare different holiday experiences, and develop critical thinking when sharing their own opinions.
- Learning Ability: Students can improve their listening, speaking, reading and writing skills through various activities, and learn to cooperate with peers in learning.
Teaching Important and Difficult Points:
1. Compare Adam’s and Peter’s holiday experiences and make a summary.
2. Share your summer holiday experiences with a partner.
Teaching Method:
Situational Teaching Method
Teaching Procedures:
Step 1: Warm-up & Review
To kick off the lesson, the teacher starts a class discussion by asking: “Boys and girls, let's recall what we learned last time. Do you remember where Yaming and Emma went on their holidays ”
Then, invite a few students to share their answers aloud. After that, summarize together: “Yes, Yaming went to Mount Huangshan, and Emma went to a strawberry festival.”
Design Intent: This warm-up and review not only helps students recall prior knowledge about holiday destinations but also energizes the classroom, preparing students for the new lesson in a collaborative and interactive manner.
Step 2: Input & Exploration
1. Look and Say
The teacher shows photos of Peter’s and Adam’s holidays and says: “In this lesson, we’re going to talk about Peter’s and Adam’s holidays. First, look at these photos carefully. What can you see in them Take a moment to observe, then share your ideas.”
After students reply with “snow mountain, ancient street and buildings”, the teacher follows up: “Good observations! Now, can you guess what kind of places these photos show Let’s think about it.” Guide students to conclude: “They show a culture trip.”
2. Skim and Answer
Next, distribute or display the conversation text. Instruct students: “Now, skim the conversation quickly—skimming means reading fast to get the main idea. Try to find: ① Who went to Yunnan during the holiday ② Did Adam go anywhere You have 2 minutes.” Afterward, check answers with the class.
3. Listen and Complete
Tell students: “Let’s listen to the conversation. As you listen, focus on the missing parts and choose correct sentences to complete it. We’ll listen twice—first for the general idea, then carefully to fill in blanks.” Play the audio, let students complete the task, then check together.
4. Read and Fill in the Table
Provide a table about “A culture trip” (with columns like “Who”, “Where”, “Activities”). Ask: “Now, read the conversation in detail. While reading, pick out key info and complete this table. Work with a partner to find answers.” After a few minutes, invite pairs to share their tables.
5. Summarize the Conversation
Say: “Let’s put all info together. Try to complete the conversation summary—this helps you grasp Peter and Adam’s holiday story.” Give students time to work, then go through the summary as a class.
Design Intent: These activities build students’ reading and listening skills progressively. From skimming for gist to detailed reading/listening for specific info, students develop reading strategies and improve information extraction/organization. Collaborative work also boosts peer interaction.
Step 3: Output & Extension
1. Further Thinking
Pose these questions: “Peter and Adam spent holidays very differently. First, were they satisfied with their holidays Then, how did they make their holidays meaningful and enjoyable Discuss in groups and share your thoughts.” After group discussions, have each group present.
2. Listen and Role-play
Tell students: “Let’s listen to the conversation again. This time, notice pronunciation and intonation. Then, role-play with a partner—imitate the tone to make it natural.” Walk around to guide, then invite some pairs to perform.
Design Intent: The thinking questions push students to analyze beyond surface info, developing critical thinking and emotion interpretation. Role-playing gives practical language practice, improving speaking fluency and confidence in simulated real life.
Blackboard Design:
Where did you go What did you do
Summer holiday experiences
Who did you go with How did you feel
A: How was your summer holiday
B: It was...
A: Did you go anywhere...
B: ...
Teaching Reflection:
This lesson aimed to develop students' listening and speaking via dialogue practice and tasks. Most students engaged actively and improved in discussing holidays in English. However, some struggled to remember vocabulary like "old town" and "steamed chicken soup" during the summary task, leading to errors. In future lessons, I’ll use more visual aids (pictures, short clips) to strengthen visual memory of these words. I’ll also create more practice opportunities in varied contexts to boost retention. Also, some students hesitated during role-playing, so I’ll plan more scaffolded speaking activities ahead to build their confidence in oral expression.

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