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新人教版八年级上册英语Unit 1 Happy Holiday Section A 2a-2f教学设计
Core Literacy Goals
1. Language Ability
- To enable students to understand conversations and materials about vacation activities, and accurately capture key information such as characters, places, and specific activities.
- To master the use of the simple past tense in inquiring about and describing past vacation experiences, with a clear grasp of regular verb past tense forms (adding -ed) and common irregular verb past tense forms.
- To skillfully use special questions and declarative sentences in the simple past tense for communication.
2. Cultural Awareness
- To learn about different vacation customs and activities through listening and speaking, and initially understand how people in different contexts describe their past experiences, fostering a sense of observing and comparing cultural differences.
3. Thinking Quality
- To develop logical thinking by organizing information about "when, where, who, what to do" during vacations, and to improve the ability to connect past experiences with language expressions.
- To enhance the ability to ask and answer questions in a clear and organized manner when talking about past events.
4. Learning Ability
- To improve listening skills and speaking skills through interactive activities.
- To cultivate the habit of taking notes while listening and summarizing information, and to learn to cooperate with peers in language practice.
Key and Difficult Points
1. Mastering the structures of special questions and declarative sentences in the simple past tense .
2. Grasping the rules for forming regular verb past tense forms and memorizing common irregular verb past tense forms.
3. Using the simple past tense correctly to describe and inquire about past vacation activities in real communication.
Teaching Aids
PPT, textbook, blackboard, a multi-media computer
Teaching Procedures and Methods
Step 1: Lead in (5 minutes)
- Activity: The teacher shows 4-5 vivid vacation photos on the PPT. For each photo, the teacher briefly describes: "Look, this is a photo from my last vacation. I went to Sanya. I swam in the sea and ate seafood. It was great!" Then, the teacher asks: "Who had a wonderful vacation this summer Can you share one thing you did You can say, 'I...'" Invite 2-3 students to share briefly, and give encouragement like "That sounds fun!" or "Great experience!".
- Design Intent: This activity connects the lesson with students' real life, activating their prior knowledge of vacation experiences. By sharing, students naturally start using simple past tense expressions, reducing their anxiety about new language points. The vivid photos also arouse their interest in the topic, creating an active classroom atmosphere.
Step 2: Pre-listening (7 minutes)
- Activity 1 (Focus on 2a conversation): Ask students to open their textbooks and read the incomplete conversation in 2a quickly. Then, guide them to find answers to the questions:
- Q1: How was Peter's vacation Where did he go
- Q2: How was Adam's vacation Where did he go
After 2 minutes, ask 2 students to report their answers, and check together.
- Activity 2 (Analyze sentences A-F): Ask students to read sentences A-F in the column carefully. The teacher can highlight key verbs in past tense and ask: "What do these words tell us They are about past actions, right " Then, let students discuss in pairs: "Which sentence might fit the conversation Why "
- Design Intent: Pre-reading the conversation helps students get familiar with the context and characters, laying a foundation for better understanding during listening. Analyzing sentences A-F guides students to predict the content, training their predictive ability. Highlighting past tense verbs also subtly introduces the key grammar point, preparing them for the listening task.
Step 3: While-listening (10 minutes)
- Activity 1 (First listening): Play the recording of 2a once. Ask students to listen carefully and choose the correct sentences (A-F) to complete the conversation. Remind them: "Don't worry about every word. Focus on the main ideas and match the sentences with the context."
- Activity 2 (Second listening): Play the recording again. Students check their answers. Then, the teacher plays the recording sentence by sentence, pausing to explain difficult parts. Invite students to repeat the key sentences to practice pronunciation.
- Design Intent: The first listening focuses on overall understanding and information matching, training students' ability to grasp main ideas. The second listening allows them to verify details and correct mistakes, enhancing their accuracy in capturing specific information. Repeating sentences helps improve their listening and speaking skills simultaneously.
Step 4: Post-listening (15 minutes)
- Activity 1 (Work on 2b): Show a table on the PPT with columns: "Name", "How was the vacation ", "Where did he go ", "What did he do ". Ask students to read the conversation again (or refer to the completed 2a) and fill in the table with information about Peter and Adam. After 3 minutes, ask a student to present the table, and check as a class.
- Design Intent: Filling in the table helps students sort out key information systematically, strengthening their ability to extract and organize details from the text. It also reinforces their understanding of the simple past tense in context.
- Activity 2 (Work on 2c): Provide a summary of the conversation with blanks. Students complete it using information from 2a. They can work in pairs to discuss and check.
- Design Intent: This activity trains students' ability to summarize information, helping them grasp the main thread of the conversation. Pair work encourages cooperation and mutual learning.
- Activity 3 (Work on 2d):
- First, the teacher reads the conversation in 2d with a clear pronunciation and natural intonation, emphasizing the rhythm.
- Then, ask students to practice role-play in pairs: one as Lucy, the other as Mike. Remind them to pay attention to imitating the tone and stress, and to feel the way people talk about vacations.
- Invite 2 pairs to perform in front of the class, and give comments like "Good intonation!" or "Clear pronunciation!".
- Design Intent: Role-playing makes language learning more vivid and practical. By imitating pronunciation and intonation, students improve their oral expression skills and learn to communicate naturally in real-life situations.
- Activity 4 (Work on 2e): Divide students into groups of 4. Each group gets a list of questions: "Where did you go on summer vacation ", "What did you do there ", "Who did you go with ", "How was it ". Ask them to take turns answering the questions in their groups, using the simple past tense. The teacher walks around to offer help.
- Design Intent: Group discussion provides more opportunities for students to speak, allowing them to apply the simple past tense in real communication. It also helps shy students participate more easily in a small group, boosting their confidence.
Step 5: Summary (3 minutes)
- The teacher leads students to review: "Today we talked about vacations. What tense did we use (Simple past tense) What key questions did we learn " Write the key structures on the blackboard and ask students to read them together.
- Design Intent: A brief summary helps students consolidate the key language points and clarify the focus of the lesson, ensuring they grasp the core content.
Blackboard Design
Unit 1 Happy Holiday Section A 2a～2f
Key questions:
- When did you go
- Where did you go
- Who did you go with
- What did you do
- How was it
Simple past tense examples:
go → went; do → did; stay → stayed; visit → visited
Homework
1. Write a short passage (50-60 words) about your unforgettable vacation, answering the questions in 2f: "Where did you go ", "What did you do ", "How was it ". Prepare to share it in the next class.
2. Copy the irregular verb past tense forms 3 times and memorize them.
Teaching Reflection
This lesson focused on listening and speaking practice about past vacations, centered on the simple past tense. Students showed great interest in the topic, especially during the lead-in and group discussion, as sharing their own experiences made them more engaged.
In terms of language points, most students could understand the structure of special questions in the simple past tense and use regular verb past forms correctly. However, irregular verbs remained a difficulty—some students still mixed up forms like "go" → "goed" instead of "went". This suggests that more targeted practice is needed in future lessons.
During the listening activities, most students could capture key information, but a few struggled with fast speech. Next time, I can play the recording at a slightly slower speed for the first listening to help them build confidence.
In the role-play and group work, active students participated well, but some quieter ones spoke little. Assigning specific roles might encourage them to join in more.
Overall, the lesson achieved the basic goals, but more attention should be paid to individual differences and reinforcing irregular verbs to ensure all students master the key points.

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