人教版（2024）八年級上冊英語全冊教案

Unit1HappyHoliday

單元教材分析

UnitThemeAnalysis（單元主題分析）

Thethemeofthisunitis“HappyHoliday”.Throughaseriesofactivitiesand

tasks,itaimstoguidestudentstotalkaboutholidayactivitiesandexperiences,use

indefinitepronounscorrectly,expresstheirfeelingsaboutholidays,andexplorethe

benefitsofholidayexperiences.Bysharingdifferentholidaystoriesandexperiences,

studentscanunderstandvariouswaysofspendingholidaysandthesignificanceof

holidaysinpeople'slives.

OverviewofUnitEmphasisandDifficulties（單元重難點一覽）

1.Masterthevocabularyandsentencepatternsrelatedto

holidays.

KeyPoints2.Beabletouseindefinitepronounscorrectly.

3.Usethesimplepasttensetodescribeholiday

experiences.

1.Useindefinitepronounsaccuratelyinvarioussentence

structures.

Key

2.Organiseideasandwriteaclearandcoherentholiday

Difficulties

story.

3.Expressfeelingsandbenefitsofholidaysvividly.

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單元學情分析及教學建議

LearningSituationAnalysis（學情分析）

1.Studentsmayhavesomebasicknowledgeaboutholidays,buttheirEnglish

expressionsfordescribingholidayexperiencesmaybelimited.

2.Theuseofindefinitepronounsandthesimplepasttensemaybedifficultfor

students,andtheyneedmorepractice.

3.Somestudentsmaylacktheabilitytoorganizetheirthoughtswhenwriting

holiday-relatedcompositions.

4.Studentsmaystrugglewithcross-culturalvocabularyandcontextwhen

describinginternationalholidayscenes.

5.Manystudentsmayunderuseemotionaladjectives（—ed/—ingforms）to

expressfeelingsaboutholidays,suchas“excited”,“surprised”,or"relaxed”.

TeachingSuggestions（教學愛議）

1.Usemultimediaresourceslikepictures,videosandmusictomaketeaching

morevividandinteresting,andarousestudents*interest.

2.Adopttask-basedandcooperativelearningmethods.Letstudentscomplete

tasksingroups,suchasgroupdiscussionsaboutholidayexperiences,toimprovetheir

cooperationandcommunicationskills.

3.Providewritingframeworksandexamplesforwritingtaskstohelpstudents

organizetheirwriting.Andgivestudentsmoreopportunitiestopractisewritingand

getfeedback.

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4.Payattentiontoindividualdifferencesamongstudents.Offerdifferentlevelsof

tasksandguidancetomeettheneedsofdifferentstudents.

5.Incorporatecross-culturalcomparisonactivities,suchasdiscussing

differencesbetweenChineseandWesternholidays(e.g.familyreunionsvs

communityfestivals)toexpandvocabularyandglobalawareness.

6.Designgrammar-focusedgames(e.g.IndefinitePronounBingo)tomake

practising“something","nothing"and"everyone"moreengaging,usingexamples

fromtextbookdialogues.

單元整體目標

1.Masterthevocabularyandsentencepatternsrelatedtoholidays

andindefinitepronouns.

2.Understandholiday-relatedconversationsandtextsinEnglish

Language

throughlisteningandreading.

Proficiency

3.Talkaboutholidayexperiences,askandanswerquestionsabout

(語言能力)

holidaysfluently.

4.Writeshortpassagesorstoriesaboutholidayswithcorrect

grammarandvocabulary.

Cultural1.Understanddifferentholidayculturesandtraditionsaroundthe

Awarenessworld.

（文化意識）2.Respectandappreciatethediversityofholidaycelebrations.

Thinking1.Analyzeandcomparedifferentholidayexperiences,andexpress

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Qualitypersonalopinionslogically.

（思維品質(zhì)）2.Developcreativitywhenwritingholidaystoriesorplanning

holidayactivities.

1.StimulateinterestinlearningEnglishbydiscussingholidays.

Learning

2.Learntocollectandorganizeinformationaboutholidays.

Capability

3.Improvelearningefficiencythroughlistening,speakingzreading

(學習能力)

andwritingpractice.

單元課時分配

第一課時SectionA[(la—ld)&Pronunciation1—2]

第二課時SectionA(2a—2f)

第三課時SectionA(GrammarFocus3a—3c)

第四課時SectionB(la—Id)

第五課時SectionB(2a—3c)

第六課時SectionB(Project&Reflecting)

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第一課時SectionA[（la—ld）&Pronunciation1—2]

TeachingProcedures（教學過程）

Activity1Warmingupandrevision（感矢口與注意）

T:Let'splayaquickgame!Youhave1minute:writedownasmanyEnglish

wordsasyoucanthinkofrelatedtoholidays.Workinpairs.

（Studentswritedownwordsliketravel,beach,fun,mountain*

T:Time'sup!Let'sseewhichpairhasthemostwords.Now,circletheonesyou

didduringyourlastholiday.

設計意圖：利用游戲形式激活學生對“假期”話題的興趣，通過詞匯頭腦風

暴調(diào)動學生思維，為新課做好鋪墊。

Activity2Presentation（獲取與梳理）

T:Letsstartwithla.Ticktheactivitiesyoudidduringthesummerholidays.

Thenshareyourchoiceswithyourpartner.

（Studentstickandshare.）

T:Now,let'slearnsomenewwords.

（Showpicturesofdifferentholidayactivitiesandteachthewords.）

設計意圖：通過勾選活動，幫助學生復習和鞏固與假期活動相關的詞匯，同

時為后續(xù)的語言輸出做準備。

Activity3Listening（獲取與梳理）

T:Listentotheconversationsinlbandcircletheholidayactivitiesyouhearin

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la.

{Playtherecording.StudentslistenandcircleJ)

T:Let'schecktheanswers.

設計意圖：進一步提升學生的聽力理解能力，讓學生學會在聽力中篩選信息，

加深對對話內(nèi)容的理解。

Activity4Listening(獲取與梳理)

T:Let'sworkonlc.Beforelistening,skimthetwosummariesquicklyandguess

themissingwords.

(Studentsreadthesummariesquicklyandmakepredictions.)

T:Nowlistenandcheckyourpredictions.

(Playtherecording.Studentslistenandfillmtheblanksinthesummaries.)

設計意圖：通過聽前預測和聽后核對，培養(yǎng)學生的推理能力和聽力技巧，提

升對對話內(nèi)容的關注度。

Activity5Pairwork(想象與創(chuàng)造)

T:NowthatyouknowwhatYarningandEmmadidduringtheirholidays,tryto

actouttheirconversationswithyourpartner.Youcanusethesamesentences,butfeel

freetochangetheplaceoractivity.

(Givestudentsanexampleonthescreen.)

A:WheredidYaming/Emmagoonholiday/vacation?

B:He/Sheiventto-9'

A:Didhe/shedoanythinginteresting?

BzYes,hekhe…

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T:Nowit'syourturn.Workinpairsandmakeyourownversionofthedialogue.

設計意圖：通過仿說練習，讓學生在熟悉的語境中練習句型和表達，降低語

言輸出難度。模仿Yarning和Emma的對話結(jié)構(gòu)，幫助學生在句式上建立信心，

從而更順利地過渡到id的任務中。

Activity6Pronunciation（歸納與應用）

T:Let'slistentothevowelsoundsinPronunciation1.Repeataftertherecording.

T:Nowwe'llplayarelaygame!Eachgroupgets1minutetowritedownasmany

wordsaspossiblethathavethesamevowelsound.

T:Group1,ready?Go!

設計意圖：結(jié)合競賽提升學生參與度，通過歸納練習掌握元音發(fā)音規(guī)律。

Activity7Listenandrepeat（歸納與應用）

T:ListentothesentencesinPronunciation2.Noticetherhythm.

（Playtherecording.Stuclentslistenandrepeat.）

設計意圖：幫助學生注意句子的節(jié)奏，通過朗讀練習，使口語表達更加自然

流暢，培養(yǎng)語感，提高口語水平。

Activity8Homework（課后作業(yè)）

Makeashortposter（hand-drawnordigital）aboutadreamholiday,including:

where,what,andwhy.Preparetointroduceitinnextclass.

BlackboardDesign（板書設計）

第一課時SectionA[（la—ld）&Pronunciation1—2]

Keywords:tookmusiclessons,visitedancientbuildings,went

tothemountains

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Keysentencepatterns：

Wheredidyougoonholiday/vacation?

Whatdidyoudo?

Howwasyourholiday?

Pronunciation:Vowelsounds:/i：/?/i/,/i/?/e/?/ae/

TeachingReflection（教學反思）

Inthislesson,studentsactivelyengagedwithreal-lifeholidaycontextsthrough

games,pairworkandperformance-basedspeaking.Thepronunciationactivities

effectivelyreinforcedsoundpatternsinafunway.Somestudentsneededsupportwith

pasttenseforms;nexttime,includeabriefreviewchart.Overall,studentsshowed

enthusiasmandcollaboration.Addingvisualsandhands-ontasksprovedhelpful.

Futurelessonsmayincludemorevisualaidsforlower-levelstudentsandextendpair

worktimetodeepenoralpractice.

第二課時SectionA（2a—2f）

TeachingProcedures（教學過程）

Activity1Warmingup（感知與注意）

T:Class,let'sstartbysharingsomeholidaymemories.Thinkaboutyourlast

summerholiday.Whatwasthemostinterestingthingyoudid?Sharewithyourpartner

inonesentence.

（Studentsshare.Theteacherselectsafewtosharewiththeclass^）

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T:Great!Now,we'lllookataconversationaboutPeter'sandAdam'sholidays.

Let'sseehowtheyspenttheirtime.

設計意圖：通過分享假期回憶，激活學生對假期話題的興趣，自然過渡到課

文內(nèi)容。

Activity2Listening（獲取與梳理）

T:Readtheconversationin2a.Therearesomeblanksinthesentences.Listento

theconversationandchoosethecorrectsentencestocompleteit.

{Studentslistenandfinish.Theteacherchecksansivers.）

設計意圖：通過聽力獲取具體準備任務，訓練學生捕捉關鍵信息的能力，鞏

固假期相關詞匯及句式。

Activity3Reading（獲取與梳理）

T:Readtheconversation.Completethetablein2b.Focusonwheretheywent,

whattheydid,andhowtheyfelt.Afterthat,shareyouranswerswithyourpartnerand

discussifthereareanydifferences.

設計意圖：通過閱讀理解活動，培養(yǎng)學生的信息提取和整理能力，加深對對

話中假期相關信息的了解。

Activity4Summary（概括與整合）

T:Now,letsfocuson2c.We'vereadtheconversationaboutPeter'sandAdam's

holidays.Let'srecallthekeydetails.PeterhadanamazingholidayinYunnanwithhis

family.TheystayedintheoldtownofLijiang,visitedYulongMountain,tooklotsof

photos,andtriedYunnandishes,especiallylovingthesteamedchickensoup.Adam

didn'tdoanythingspecialbutstillhadagreatandrelaxingholidayathome.

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{Lookattheblanksin2c.Studentsusetheinfonnationfromtheconversationtofillthem.)

設計意圖：活動旨在通過回顧對話細節(jié)填空，訓練信息提取、語法運用和語

境理解能力，為寫作鋪墊并促進合作學習。

Activity5Languagepractice（內(nèi)化與運用）

T:Listentotheconversationagain.Payattentiontothepronunciationand

intonation.Then,role-playwithyourpartner.

（Studentslisten,repecitandrole-play.

Theteachenvalksaroundtocorrecttheirproiumciation^

T:Usethesentencepatternsfrom2ftodescribeyourholiday.Tickthewordsin

2ethatfit,andthensharewithyourpartner.

設計意圖：聽力和角色扮演提升口語表達，詞匯勾選幫助學生反思自己的假

期經(jīng)歷，促進真實交流。

Activity6Homework（課后作業(yè)）

Findaphotoofyourholidayandwriteashortdescriptionaboutit.Youcan

includedetailsliketheplace,thepeopleandyourfeelings.Then,shareitonyour

English-learningsocialmediagroup（ifapplicable）andrespondtoothers1posts.

BlackboardDesign（板書設計）

第二課時SectionA（2a—2f）

Keywords:tookmybreathaway,stayedat

home,fantastic,relaxing,terrible,,,

Keysentencepatterns：

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Wheredidyougo?Whatdidyoudo?How

wasyourholiday?

Didyougoanywhereinteresting?Didyou

eatanythingspecial?

TeachingReflection（教學反思）

Inthislesson,studentsactivelyparticipatedinvariousactivities.However,some

studentsstillhadproblemswithpronunciationandintonationduringrole-playing.

Providemoreindividualguidanceinfutureclasses.Throughthislesson,students*oral

andwritingabilitiesrelatedtoholidaydescriptionhavebeenenhanced,andtheyhave

alsolearnedmoreaboutdifferentholidayexperiences.Consideraddingmorereal-life

scenariosandculturalelementsinfutureteachingtomakethelearningmorerelevant

andengaging.

第三課時SectionA（GrammarFocus3a—3c）

TeachingProcedures（教學過程）

Activity1Warmingupandrevision（感知與注意）

T:Reviewthewordsandsentencesaboutholidayswelearnedbefore.Filask

somequestions,andyouanswerthem.

（TheteacherasksquestionsIike“Wheredidyougoonyourlastholiday^”Studentsan

swer.）

設計意圖：通過復習舊知識，為新課內(nèi)容做鋪墊，激發(fā)學生的興趣，同時檢

查學生對上節(jié)課知識的掌握情況。

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Activity2Presentation獲取與梳理）

T:Workon3a.Readthegrammarfocuspart.Noticetheindefinitepronouns.

（Studentsread.）

T:Let'ssummarizetheusageofindefinitepronouns.First,lookattheexamples

inthegrammarfocus.Inwhatkindofsentencesdoweuse“something"，“anything”,

“nothing","someone"and"anyone"?Discussingroupsoffourandmakealist.

設計意圖：讓學生在具體語境中識別不定代詞，培養(yǎng)觀察和分析能力，加深

對不定代詞用法的理解。小組討論引導學生主動探索語法規(guī)則，提高學習的積極

性和主動性。

Activity3Practice（概括與整合）

T:Workon3b.Completetheconversationwiththecorrectindefinitepronouns.

（Studentsreadandcompletetheconversation,cindthenchecktheanswers.）

T:Explainwhyyouchoosethesewords.

設計意圖：讓學生在情境中運用不定代詞完成對話，鞏固對不定代詞的用法，

提高語言運用能力。

Activity4Practice（概括與整合）

T:Workon3c.Completethepassagewiththecorrectindefinitepronouns.

{Studentscompletethepassageandthensharetheircinszoers^

設計意圖：采用語篇的形式訓練學生對不定代詞的綜合運用，讓學生在真實

語境中靈活運用不定代詞。

Activity5Homework（課后作業(yè)）

Writeashortpassageaboutanunforgettableholiday.Youcanincludedetailslike

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whatyoudid,whoyoumetandwhatyousaw.Then,readitaloudandrecordyourself.

Listentotherecordingandcheckforgrammarandpronunciationmistakes.

BlackboardDesign（板書設計）

第三課時SectionA（GrammarFocus3a—3c）

Keygrammar:Indefinitepronouns:something,

anything,nothing,someone,anyone

Sentenceexamples：

Didyoudoanythinginterestingonyourholiday?

Imetsomeonespecialduringmytrip.

Usagenotes:Whentousedifferentindefinitepronouns

TeachingReflection（教學反思）

Throughthislesson,studentsshouldhaveabetterunderstandingandapplication

ofindefinitepronounsinthecontextofholidaydescriptions.Providemoreexercises

andexamplesforpractice,especiallyfocusingonthedifferencesbetween“something”

and“anything”,"someone”and"anyone”.

第四課時SectionB（la—Id）

TeachingProcedures（教學過程）

Activity1Warmingup（感知與注意）

T:Lookatthephotosinla.Canyouguessthecountry?Sharewhyyoudliketo

visitit（ornot）.Useadjectiveslike“beautifUl”and"historic”.

設計意圖：通過圖片引發(fā)興趣，激活地理和文化相關詞匯，自然導入日記主

題。

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Activity2Reading（獲取與梳理）

T:ReadVincent'sdiaryentriesinlb.Answerthetwoquestions.

設計意圖：訓練閱讀細節(jié)提取能力，理解日記中的活動與情感變化，為后續(xù)

時間線梳理打基礎。

Activity3Practice（概括與整合）

T:Now,readVincent'sdiaryentriesagainandcompletethetimelinewiththe

informationfromVincent'sdiaryentries.

（Studentscompletethetimelinein1c,andthenshareandexplaintheiranswers^

T:Now,basedonthetimeline,writeashortparagraphsummarizingVincent's

holiday.Usetransitionalwordslike"first","then","afterthat"，etc.

設計意圖：引導學生梳理文章內(nèi)容，構(gòu)建知識框架，培養(yǎng)學生的歸納總結(jié)和

邏輯思維能力，幫助學生更好地理解和記憶Vincent的假期經(jīng)歷。

Activity4Pairwork（內(nèi)化與運用）

T:Letshaveadeepthinking:WhatcanwelearnfromVincent'strip?Listideas

andsharewithyourpartner,usingsentenceslike“Icanlearnabout,,?"and“It

showsthat…”.

設計意圖：引導學生從日記中提煉學習收獲，培養(yǎng)批判性思維和跨文化意識，

促進語言的實際運用（觀點表達）。

Activity5Homework（課后作業(yè)）

Writeashortpassageaboutyourownholidaylearning（e.g.Frommytripto…，

Ilearned…）.

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BlackboardDesign（板書設計）

第四課時SectionB（la—Id）

Keyplaces:VictoryMuseum,RedSquare-?,

Vincenfsexperiences:wenttothemuseum,

tooktheMoscowMetro,metRussian

students,?,

Feelingsandlearnings:feltexcited,learned

abouthistory,hadagoodtime--

Summary:holiday=places+activities

+feelings+learnings

TeachingReflection（教學反思）

Throughthislesson,studentsdeepenedtheirunderstandingofreading

comprehensionskillsandlearnedaboutdifferentholidayexperiencesinaforeign

country.Consideraddingmoreglobalperspectivesonholidaysinfutureteachingto

broadenstudents'horizons.Also,encouragestudentstothinkmoredeeplyaboutthe

significanceofholidayexperiences.

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第五課時SectionB（2a—3c）

TeachingProcedures（教學過程）

Part1VocabularyinUse

Activity1Warming-upandvocabularyreview（感矢口與;主意）

T:Goodmorning,class!Todaywewillfocusonthevocabularyrelatedto

holidaysandtravel.First,let'sreviewsomebasicwords.Tilshowsomepictures

relatedtoholidays,andyoutellmethewordstheyrepresent.

設計意圖：通過圖片展示，激活學生已有的假期和旅行相關詞匯知識，激發(fā)

學生對詞匯學習的興趣，同時鍛煉學生的反應能力和詞匯聯(lián)想能力。

Activity2Vocabularypractice（概括與整合）

T:Workonthevocabularyexercisesin2a—2c.First,complete2abythinkingof

asmanywordsaspossibletomakephraseswiththegivenwords.Then,moveonto2b

and2c,fillingintheblankswiththecorrectwordsorforms.

（Studentsdotheexercisesindependently,andthenchecktheanswerstogether.

Theteacherasksstudentstoexplaintheirchoices^

T:Letsplaya"vocabularyquiz”.Hlgivesomedescriptions,andyouguessthe

wordsorphraseswe*velearned.Forexample,“Thisisaplacewherepeoplecan

watchperformancesorshows-theatre”.Thefirstonetoanswercorrectlygetsa

point.

設計意圖：通過練習和游戲，鞏固學生對新學詞匯和短語的掌握，提高學生

運用詞匯的能力，同時檢驗學生對詞匯的理解和記憶情況。

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Part2ReadingforWriting

Activity1Readingandcomprehension感知與注意）

T:ReadGina'sholidaystory“MyHolidayinScotland”.Asyouread,pay

attentiontotheactionshetookduringherholiday.Afterreading,writedownthe

thingsthatshedidintheblanksbelowthepictures.

{Studentsreadthestoryandfillintheblanks.Then,

theteachercheckstheanswerswiththewholeclass.）

T:Greatjob.So,Ginatookatrain,stayedinacomfortablehouse,wenttothe

forest,sawadeer,ranhomeandtoldherparents.Reviewthesephrasesandmakesure

youcanpronouncethemcorrectly.

設計意圖：通過閱讀Gina的假期故事，培養(yǎng)學生提取關鍵信息的能力，讓

學生熟悉描述假期活動的表達方式，同時強化相關詞匯和短語的讀音與記憶。

Activity2Brainstormingforpersonalholidayexperience（內(nèi)化與運用）

T:Now,moveonto3b.Thinkofanunforgettableholidayexperienceofyour

own.Itcouldbeatriptoabeautifulbeach,avisittoahistoriccity,oranadventurein

themountains.Then,answerthefivequestions:Whendidithappen?Wherewereyou?

Whatdidyoudo?Howdidyoufeel?Whatdidyoulearn?

{StudentsthinkandwritedoTuntheiranswers^

T:Veryinteresting!Itseemslikeyouallhadsomeamazingholidayexperiences.

Let'slearnfromeachother'ssharingandgetmoreinspiration.

設計意圖：引導學生回憶自己難忘的假期經(jīng)歷，通過回答問題的方式梳理思

路，鍛煉學生的思考能力和英語表達能力，同時為下一步的寫作積累素材。

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Activity3Writingpractice（想象與創(chuàng)造）

T:Basedonyouranswersin3b,it*stimetowriteaholidaystoryin3c.Usethe

questionsascluestoorganizeyourstory.Youcanstartlikethis:"Lastsummer,I

wentto…"Trytomakeyourstoryinterestingbyaddingdetails,suchasthebeautiful

sceneryyousaw,thedeliciousfoodyoutasted,ortheinterestingpeopleyoumet.

（Studentsstcirtzuritm^theirholidaystories^

T:Onceyou'vefinishedwriting,youcanexchangeyourstorieswithyourpartner

andgiveeachothersomefeedback.Checkforgrammarmistakes,andalsoseeifthe

storyiswell-organizedandengaging.

設計意圖：讓學生將之前思考和整理的內(nèi)容轉(zhuǎn)化為書面文字，提高學生的英

語寫作能力。同伴間的互評活動有助于學生發(fā)現(xiàn)問題，互相學習，進一步提升寫

作水平。

Activity4Homework（課后作業(yè)）

Reviseyourholidaystoryaccordingtoyourpartner'sfeedback.Makesureit's

error-freeandwell-written.Illustrateyourholidaystorywithsomedrawingsandshare

itwiththeclassnexttime.

BlackboardDesign（板書設計）

第五課時SectionB（2a—3c）

Gina'sHoliday

WritingStructure：

Start:Lasttime,shewentto…

Activities：

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?tookatrain-stayedina

comfortablehouse-wenttotheforest

?sawadeerranhomeandtoldher

parents

Feelings：wonderful,??

TeachingReflection（教學反思）

Thislessonhadbothsuccessesandareasforimprovement.Bycapitalizingonthe

positiveaspectsandaddressingthedeficienciesthroughtheproposedstrategies,future

lessonscanbemoreeffectiveinenhancingstudents'languageproficiency,critical

thinking,andwritingskillsinthecontextofholiday-relatedtopics.

第六課時SectionB（Project&Reflecting）

TeachingProcedures（教學過程）

Activity1Groupwork（感知與注意）

T:Goodmorning,class!Todaywearegoingtodoaproject——makingaholiday

to-dolist.First,workingroups.Discussandmakealistoftheactivitiesyoudid

duringyourholidays.

{Studentsworkingroupsandwritedowntheactivities.Then,

somegroupssharetheirlistswiththeclass^

設計意圖：通過小組合作列出假期活動清單，激活學生對假期活動的記憶,

激發(fā)學生對Project活動的興趣，同時促進學生之間的交流和合作。

Activity2Activityselection（獲取與梳理）

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T:Now,eachgroupchoosesfivemeaningfulactivitiesyouthinkeveryoneshould

tryfromthecombinedlists.Then,giveyourreasonsforeachactivity.Fillinthetable

in4b.

設計意圖：通過選擇有意義的活動并給出理由，讓學生梳理自己對假期活動

的認識，同時通過小組展示和討論，培養(yǎng)學生的批判性思維和表達能力。

Activity3Activitysharingandreflection（概括與整合）

T:Shareyourfiveactivitieswiththewholeclass.Then,asaclass,findoutthe

topthreeactivitiesthateveryonelikestodo.

（Studentssharetheiractivities,andtheclassvotestofindthetopthree.

Theteacherrecordstheresults.）

T:Now,let'sreflectonwhatwe'vedoneinthisproject.Canyouusethesimple

pasttensetodescribeyourholidayexperiences?Whendoyouuseindefinitepronouns?

Howwouldyoudescribeyourlastholiday?Howdidyoufeel?Whatcanpeoplelearn

fromtravelexperiencesandotherholidayactivities?Discussingroupsandthenshare

yourthoughtswiththeclass.

設計意圖：通過分享和投票，讓學生概括出大家普遍喜歡的假期活動，同時

通過反思問題，鞏固學生對語法知識的掌握，引導學生思考假期活動的意義，培

養(yǎng)學生的總結(jié)和反思能力。

Activity4Homework（課后作業(yè)）

MakeaphotoalbumofyourpastholidayswithEnglishdescriptionsfbreach

photo.Youcanalsoaddsomereflectionsonwhatyoulearnedfromthoseholidays.

BlackboardDesign（板書設計）

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第六課時SectionB(Project&Reflecting)

Activities:visitingmountains,tryinglocalfood,learning

newskills,volunteering,readingbooks

Places:Tai*ancity,hometown,libraiycommunitycentre,

localfarm

Reasons:toenjoyscenery,toexperienceculture,togain

knowledge,tohelpothers,torelax

Sentences:Weshouldtry…in…Because--"

TeachingReflection(教學反思)

Inthislesson,studentsactivelyparticipatedinvariousactivitiesandshowedgreat

creativity.However,inthegroupwork,somestudentsdidnotfullyparticipate.Pay

moreattentiontogroupdynamicsinfutureclasses.Throughthislesson,students*

comprehensiveabilitiesinlanguageuse,cooperationandreflectionhavebeen

improved.Theyhavealsohadadeeperunderstandingofthethemeof“Happy

Holiday”.

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Unit2HomeSweetHome

單元教材分析

UnitThemeAnalysis（單元主題分析）

Thethemeofthisunitis“HomeSweetHome”.Throughaseriesofactivitiesand

tasks,itaimstoguidestudentstoexplorethemeaningofhome,learntodothingsfor

theirhomes,makepoliterequestsandaskforpermission,findmorewaystomake

theirhomescomfortable,anddeeplyunderstandtheconnotationofhome.Students

willsharehome-relatedexperiencesandrecognizetheimportanceofhomeinlife.

OverviewofUnitEmphasisandDifficulties（單元重難點一覽）

1.Masterthevocabularyandsentencepatternsrelatedtohome,

suchaswordsforhouseholdchores,expressionsforpoliterequests

andaskingforpermission.

KeyPoints2.Conectlyuse"can"and"could”forpoliterequestsandasking

forpermission.

3.Describewhattheydofortheirhomesandtheirfeelingsabout

homeinEnglish.

1.Accuratelyuse"can"and"could“forpoliteexpressionsin

real-lifesituations.

KeyDiflHculties

2.Organizethoughtsandcoherentlydescribemethodstomakea

homecomfortableandthemeaningofhome.

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3.Understandanduseabstractconceptsandemotionalexpressions

relatedtohome.

單元學情分析及教學建議

LearningSituationAnalysis（學情分析）

1.Studentshaveacertainlife-basedunderstandingofhome,buttheirabilityto

accuratelyexpresshome-relatedaffairsandemotionsinEnglishislimited.

2.Theusageof“can”and“could“forpoliterequestsandaskingforpcnnission

maybedifficultforstudents,a