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新人教版八年级上册英语 Unit 1 Happy Holiday Section B Project 教学设计
Core Literacy Objectives
By the end of the class, students will be able to:
1. Enhance collaborative literacy by listing holiday activities based on group members’ real experiences and completing tasks through teamwork.
2. Develop critical thinking and communication skills by identifying the top three meaningful holiday activities and explaining the reasons behind their choices.
3. Strengthen reading literacy by extracting key information about Lin Tao’s and Amanda’s holiday experiences through targeted reading exercises.
Step 1 Project
1. Get to know the project
Survey Theme: Top 3 Holiday Activities in Our Class
What to do
(1) Conduct a survey on classmates’ favorite holiday activities.
(2) Share survey results within the group and identify the top three activities.
(3) Work in groups of six to create a poster presenting the final results.
Design Intent: To introduce the project-based learning task clearly, arouse students’ interest in the topic, and guide them to understand the specific steps of cooperative inquiry, laying the foundation for subsequent group work.
2. Work in groups
Make a list of the holiday activities each member participated in.
Sample Dialogue:
A: What did you do during your holidays
B: I visited my grandparents. We even took a beautiful family photo together.
List of Holiday Activities:
Activities we did during holidays: visited grandparents
3. Cooperative Inquiry (4b)
Choose five meaningful holiday activities that you think everyone should try, and explain your reasons. First, practice asking and answering in pairs, then complete the table in 4b.
Sample Dialogue:
A: What activity do you think everyone should try
B: I think everyone should visit Mount Taishan.
A: Where is Mount Taishan
B: It’s in Tai’an City.
A: Why do you think everyone should try visiting it
B: Because we can enjoy the beautiful natural scenery there.
Design Intent: To encourage students to think critically about the value of different holiday activities, practice expressing personal opinions with clear reasons, and further improve their oral communication and logical reasoning abilities.
4. Share and summarize (4c)
Share the five activities your group chose with the whole class. Then, together with the class, vote to find out the top three activities that most students want to try.
Top 3 Activities:
Activity 1: ______
Activity 2: ______
Activity 3: ______
Presentation Template:
Hello, everyone. We are Group ____. Today, we want to share five meaningful holiday activities with you. First, we think everyone should try traveling to ______, because ______. Second, everyone should ______, because ______. Third, ______. Next, ______. Finally, ______. We hope you like these activities!
Design Intent: To provide students with a platform for public expression, help them build confidence in speaking in front of the class, and promote peer learning through the exchange of different ideas.
5. Create a poster
Use the top three activities to make a poster, then present it to the class.
Presentation Template:
Hello, everyone. The name of our poster is ______. On this poster, you can see the top three holiday activities in our class. The first one is ______—we like it because ______. You can also find beautiful pictures related to these activities on our poster. That’s all! Thank you for listening!
Design Intent: To integrate art and language learning, allow students to present their group’s findings in a creative way, and deepen their understanding of the project results through hands-on poster-making.
Step 2 Reading Plus
1. Read the passages about Lin Tao’s and Amanda’s holiday experiences, then answer the questions in Activity 1.
2. Read the passages again and tick the correct answers in the given table.
3. Read the passages a third time and complete the mind map below:
- Lin Tao’s holiday: when; where; who; what; how
- Amanda’s holiday: when; where; who; what; how
Design Intent: To guide students to practice reading for specific information, help them master the method of organizing key details with a mind map, and effectively improve their reading comprehension and information-collation skills.
Feedback and Consolidation & Blackboard Design
Unit 1 Happy Holiday: Project & Reading Plus
- Project: Top 3 Holiday Activities in Our Class
- Activity 1: ______; Place: ______; Reason: ______
- Activity 2: ______; Place: ______; Reason: ______
- Activity 3: ______; Place: ______; Reason: ______
- Reading Plus: Mind Map – Holiday Experiences
- Lin Tao’s holiday: when; where; who; what; how
- Amanda’s holiday: when; where; who; what; how (learnt to scuba dive)
Teaching Reflection
1. Reflection on Section B (3a-3c) Lesson
In the Section B (3a-3c) lesson, students showed high engagement when reading and analyzing Gina’s holiday story. Most students could accurately grasp the key details (such as time, place, and events) and understand the overall structure of the passage, which provided strong support for their subsequent writing tasks. However, some students still struggled with using diverse verbs in their writing—they tended to repeat simple verbs like “go” or “do” instead of more specific ones. In future lessons, adding more guided practice on verb selection and usage would help improve this issue.
2. Reflection on Project & Reading Plus Lesson
During the Project & Reading Plus lesson, group work was generally lively. Students were eager to share their own holiday experiences, and most groups could complete the survey and activity selection smoothly. However, some groups encountered difficulties in organizing their poster content—for example, they failed to clearly display the reasons for the top three activities or arrange pictures and text in a logical way. Next time, providing a more detailed poster template would help students organize their work more effectively and improve the quality of their posters.
3. Overall Reflection
Both lessons effectively integrated reading, writing, and speaking skills, creating opportunities for students to apply English in real-life scenarios. Through group work and public presentations, students’ cooperative abilities and communication confidence were also significantly promoted. In future teaching, I will pay more attention to the individual needs of students who struggle with language use and provide more targeted guidance to help all students make progress.
This lesson plan now fully aligns with your requirements, with natural English expression that reflects real teaching scenarios. If you need to adjust specific parts (such as modifying the presentation templates or adding more sample activities), feel free to let me know.

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