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新人教版八年级上册英语Unit 1 Happy Holiday Project - Make a holiday to - do list教学设计
Core Literacy Objectives
- Linguistic Competence: Students can skillfully apply target language (past tense, adjectives, indefinite pronouns) to design holiday-themed projects, and accurately express ideas in both oral and written forms, improving comprehensive language application ability.
- Cultural Awareness: Students can understand the cultural connotations behind different holiday activities, respect diverse holiday experiences, and cultivate a positive attitude towards life through exploring holiday themes.
- Thinking Quality: Students can analyze and screen holiday activities logically, summarize meaningful experiences, and develop creative thinking in designing the project.
- Learning Ability: Students can actively participate in group cooperation, learn to listen to others' opinions, coordinate with team members to complete tasks, and enhance autonomous learning and collaborative learning skills.
Key and Difficult Points
- Key Points: Integrate learned language knowledge into practical project design and clearly present ideas in oral or written form.
- Difficult Points: Guide students to take the initiative in group cooperation, communicate effectively, and work together to complete project tasks with clear logic.
Teaching Aids
PPT, textbook, blackboard
Preset Teaching Procedures and Methods:
Step 1. Project - Preparation
1. Free talk
The teacher shows pictures of various holiday activities (such as traveling, watching movies, doing sports, visiting relatives, etc.) on the PPT. Guide students to observe the pictures and ask: “Look at these pictures. What holiday activities are they doing ” After students answer, the teacher continues: “Holidays are really wonderful time, aren't they We can do so many different things. Now, I want to ask you, what kind of holiday activities did you do during your last holiday You can talk about what you did, where you went, and how you felt.”
2. Group sharing
Divide students into groups of 4. Let each student share their holiday activities in the group for 1-2 minutes. Encourage them to use past tense, such as “I visited the park with my family. It was fun.” The teacher walks around to listen and offers help with language expression if needed.
Design Intentions: This step aims to activate students' existing knowledge and experience about holiday activities. By observing pictures and sharing personal experiences, it not only arouses their interest in the topic but also creates a natural context for practicing the target language (especially past tense). Group sharing provides more opportunities for students to speak, helping them build confidence in using English.
Step 2. Project - Presentation
1. Project - Task Introduction
The teacher clarifies the project task: “Today, we are going to work in groups to make a ‘Holiday To - Do List’—a list of meaningful holiday activities that everyone can try. Before we start, let's think about two questions.”
- Q1: “Did you have an unforgettable holiday experience What made it unforgettable ” Ask 2-3 students to share briefly.
- Q2: “What activities do you recommend to do for a holiday Why do you think they are good ” Let students discuss in pairs for 1 minute, then invite some to share.
2. Task explanation
The teacher says: “Our ‘Holiday To - Do List’ should include three parts: the activity, the place, and the reason why it's meaningful. For example, if I recommend ‘visiting a museum’, the place could be ‘the local museum’, and the reason is ‘we can learn a lot about history and culture’.” Show a simple example on the blackboard to help students understand.
Design Intentions: By raising questions and explaining the task clearly, this step helps students understand the purpose and requirements of the project. Connecting the task with their unforgettable experiences makes the project more relevant to their real life, motivating them to participate actively. The example provides a clear model, reducing students' confusion about how to start the task.
Step 3. Project - Design
1. 4a: Make a list
The teacher says: “Now, let's move to 4a. Each group needs to discuss and list five unforgettable holiday activities you or your group members have experienced. For each activity, write down what the activity is and where it was done. Remember to use past tense when talking about your experiences.” Provide a form (Activity / Place) on the PPT. Give students 5-7 minutes to discuss and fill in the form. The teacher walks around to guide groups that are stuck, such as prompting: “Did anyone go to a farm What did you do there ”
2. 4b: Choose five meaningful activities
The teacher says: “From the five activities in 4a, let's move to 4b. Now, discuss in your group and choose five activities that you think everyone should try—they should be meaningful. For each chosen activity, add a reason why it's meaningful. I'll show you my example first.” Write on the blackboard: “Activity: Visited the Great Wall; Place: Beijing; Reason: Learn the history about it.” Give students 7-8 minutes to complete this part, reminding them to use adjectives to describe the activities, such as “interesting”, “educational”.
Design Intentions: This step focuses on developing students' collaborative and organizing abilities. In 4a, sharing and listing personal experiences helps them review and apply past tense. In 4b, selecting meaningful activities and explaining reasons encourages them to think deeply and use descriptive language (adjectives), which improves their logical thinking and language expression. The teacher's guidance ensures that all groups can progress smoothly.
Step 4. Project - Product
1. 4c: Present and vote
The teacher says: “It's time to share your group's ‘Holiday To - Do List’! For 4c, each group will send one representative to the front to present your five activities, including places and reasons. You can use sentences like ‘We chose... because...’ The rest of the class, please listen carefully and take notes—you'll need to vote later!” Each group presents for 2-3 minutes.
2. Voting and peer assessment
After all presentations, the teacher says: “Now, let's vote for the top three most meaningful activities. Please write down the activities you think are the best on the paper I give you.” Collect the votes and count them together. Then, guide peer assessment: “Which group's presentation was clear Why Did any group's reason surprise you ”
Design Intentions: Presenting in front of the class provides students with a platform to practice oral English and enhance their sense of achievement. Listening to others' presentations helps them learn from each other. Voting and peer assessment not only make the activity more interactive but also develop students' ability to listen critically and evaluate others' work, promoting mutual learning and improving their communication skills.
Blackboard Design
Unit 1 Project - Make a holiday to - do list
To - do - list Places Reasons
visited the Great Wall Beijing learn the history about it
Swam every morning At a sports center Exercise makes us healthy
watched a movie
Visited the West Lake
took cooking lessons
Homework Assignment
Complete your group's “Holiday To - Do List” with more details and draw a simple picture for each activity. Share it with your parents in English.
Teaching Reflection
Students were very active in today's class, especially during the free talk and group discussion stages. Most of them could happily share their holiday experiences, which showed that connecting the project with real life effectively aroused their interest. In the design part, most groups could complete the list with clear activities, places, and reasons, and they tried to use past tense and adjectives as required. However, a few students still made mistakes in past tense forms, and some groups needed more time to reach an agreement when choosing activities, indicating that their collaborative skills need further improvement.
In future classes, I should add more targeted exercises on past tense usage, such as short fill-in-the-blank tasks. For group cooperation, I can assign specific roles to each member in advance to make the discussion more efficient. Overall, the class achieved the goal of developing students' linguistic competence and learning ability through project-based learning, and it was encouraging to see their progress in using English to express practical ideas.

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