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教学设计
主备人 单元 8AUnit1Happy Holiday
学情分析 Student Profile This unit is designed for second-year junior high school students (approximately 13–14 years old). The class exhibits varying levels of English proficiency: about 30% can skillfully use the simple past tense to describe activities but lack detail in their expressions; 50% can comprehend basic listening materials but struggle with information extraction and oral retelling;20% have a limited vocabulary and are not yet proficient in using the past tense, requiring additional support. Prior Knowledge and Experience Language Foundation Students have learned the regular verb changes in the simple past tense but have not fully mastered irregular verbs (e.g., “went,” “saw”). Thematic Experience Most students have domestic travel experience but lack awareness of cross-cultural holiday experiences.Learning Habits: They rely on visual aids (e.g., images, videos), and their listening attention span lasts approximately 8–10 minutes. Predicted Learning Challenges (1)Listening Barriers Proper nouns (e.g., “Guest-Greeting Pine”) and connected speech may hinder comprehension. (2)Expressive Difficulties Students tend to confuse verb tenses when describing activities (e.g., using “go”instead of “went”). Cultural Gap Lack of background knowledge about Western holiday activities (e.g., strawberry festival).
单元学习目标与重难点 Teaching Objectives （1）Students will be able to use the past tense to discuss holiday activities and experiences. （2）Students will be able to use indefinite pronouns to talk about uncertain people, objects, or places. （3）Through listening and dialogue exercises, students will improve their English listening and speaking skills. （4）Students will learn the pronunciation of /l /, /l/, /li/, /le/, /le/, /le/ and master sentence rhythm. （5）Through reading comprehension and writing exercises, students will understand and express their feelings about holidays. （6）Through holiday activities and experiences, students will develop curiosity about the world and deeply explore famous mountains, rivers, and local customs. 2. Key and Difficult Points of the Unit （1）Key Points Students will be able to correctly use the past tense to describe past experiences and properly use indefinite pronouns. （2）Difficult Points Students must correctly use the past tense forms of verbs (including regular and irregular verbs). During group activities, students may encounter communication and collaboration challenges when sharing and discussing experiences, requiring timely guidance and assistance from the teacher.
课时安排 Period 1 Opening page—Section A 1a-1d Period 2 Section A Pronunciation-2f Period 3 Section A Grammar Focus Period 4 Section B 1a-1d Period 5 Section B Vocabulary in use-Section B 3a-3c Period 6 Section B Project Period 7 Reading Plus
教学设计
姓名 课题 8A Unit1 Happy holiday Section A 1a-1d
课型 Listening&Speaking
教学内容分析 This lesson revolves around “holiday activities and experiences,” using the theme “Happy Holiday” to guide students in discussing holiday trips, activities, and feelings. 1a activates prior experience by checking off summer activities experienced(e.g., attending a music festival, visiting grandparents, etc.); 1b-1c are listening exercises focusing on dialogues about Yaming visiting Mount Huangshan and Emma attending the US Strawberry Festival, aiming to develop information capture and summarization skills; 1d focuses on oral output, reinforcing the use of the past tense by imitating dialogues and retelling others' holiday experiences.
素养学习目标 Language Competence: Able to use phrases like “took music lessons,” “visited ancient buildings,”etc., to describe holiday activities; master sentence patterns like “Where did...go He/She went to...”and “Did he/she do anything interesting Yes, he/she...”; understand and use indefinite pronouns like “something”, “anyone.” Learning Ability:Improve information filtering and summarization skills through listening training; learn cooperative communication and organizing personal holiday experiences through dialogue practice. Thinking Quality:Able to compare the characteristics of different holiday activities and rationally express personal preferences and feelings; develop logical induction skills by analyzing details in the listening materials. Cultural Awareness:Understand different holiday customs in China and abroad (e.g., visiting famous Chinese mountains, local American festivals) and respect cultural diversity.
重点 难点 The key point: Use the words and sentences to talk about holiday activities and describe experiences: e.g., “took music lessons,” “visited grandparents”, “Where did he go He went to Mount Huangshan”. The difficult points: 1. Accurately using the simple past tense to describe holiday activities (e.g., irregular verbs like “saw,” “tasted”). 2. Appropriately using indefinite pronouns like “anything,” “someone” to talk about uncertain people or things.
教学 方法 Task-based Language Teaching（TBLT）、Cooperative Learning、Audio-lingual Method
课时 安排 Period 1 Opening page—Section A 1a-1d
第一课时
教 学 过 程 二备批注
Step 1 Lead in 1.Look at the cover page of this unit and think. 2.Observe the photo and share ideas about the relationship, location,and activities. 3.Share a WeChat moment example and encourage students to ask the teacher some questions about the teacher’s holiday guess the elements. Lead Ss learn about the teacher’s holiday. Step 2 Pre-listening Present a list of holiday activities (e.g., visited ancient buildings, went to the mountains) and ask students to tick those they did during summer holidays. 2.Present Ss Yaming and Emma’s Wechat Moments and encourage them to observe what information they can get from the moments. Step 3 While-listening 1.Ask students to listen to the teacher's instructions. Circle activities mentioned. 2.Play Listening 1c, guiding students to complete blanks with details (e.g., "family", "clouds"). 3.Show students two videos and leads them to know more about Mount Huangshan and the strawberry festival in California. 4.Ask students to listen to the conversation again and fill in the blanks. Step 4 Post-listening 1.Ask Ss to find out how to talk about holidays. 2.Lead Ss to distribute "WeChat Moment Cards", instructing students to design a post with at least 4 elements (Where/Who/What/Feelings). 3.Organize group sharing: Each student presents their card using target language.Then assess their sharing according to the checklist. 4.Ask Ss to think deeply: ①Why do we share our holidays on Wechat ②Is the place or people more important for a holiday 5.Share a poem about holiday with Ss and lead them to think about the true meaning of holiday. Step 5 Summary Summarize the key content in this lesson. Step 6 Homework Basic Homework: Optimize the “Holiday Social Media Post”designed in class by adding at least 2 picture descriptions (in English). Advanced Homework: Record a 1-minute video sharing your “Most Unforgettable Holiday” in English, including at least the four elements: “where/who/what/how”. Extension Homework: Research more unique holiday activities from other countries online, take notes in English, and share them with the class. Step 7 Blackboard Design Unit 1 Happy Holiday Section A1a-1d 教学反思：

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