資源簡介

Unit 1 Happy Holiday
一、單元內容分析
本單元的主題是“快樂假期”，圍繞人們在假期的活動與經歷展開，旨在讓學生了解并談論世界各地的山水景觀以及風土人情。所謂“讀萬卷書不如行萬里路”，學生不僅可以通過假期的見聞拓展眼界，還能更深入地了解這個世界，熱愛這個世界。
Section A部分主要圍繞“How do people spend their holidays ”展開，通過聽力練習、對話練習和發音練習等活動，幫助學生掌握相關的單詞和句型，提高口語表達能力。由于假期見聞都是發生過的事情，學生在表達的時候須頻繁運用過去式。
Section B部分以“What can we learn from holiday experiences ”為主題，通過閱讀活動、小組活動和寫作活動，引導學生打開視野，了解世界各地的山水名勝和文化內涵。通過俄羅斯的Victory Museum之行，讓學生認識到戰爭的可怕和和平的珍貴；通過蘇格蘭的旅行，讓學生見識到大自然的奇妙與美好。最后，通過小組分享活動，讓學生能夠運用過去式，把所學知識運用到實際生活中，提高他們的綜合運用能力。
二、單元教學目標
1. 學生能夠運用過去式談論假期的活動與經歷。
2. 學生能夠運用不定式談論不確定的人、物或地點。
3. 學生能夠通過聽力練習和對話練習，提高英語聽說能力。
4. 學習/i / / / /i/ /e/ / /的發音，掌握句子的節奏。
5. 學生能夠通過閱讀理解和寫作練習，理解并表達自己對于假期的感受。
6. 學生能夠通過假期的活動與經歷，培養對世界的好奇心，并深入探索名山大川和風土人情。
三、單元重難點
- 重點：學生能夠正確地運用過去式來描述過去的經歷；能夠正確使用不定代詞。
- 難點：
1. 學生須正確使用動詞的過去形式（包括規則動詞與不規則動詞）。
2. 在小組活動中，學生在進行經驗分享與討論時可能遇到溝通和協作上的困難，需要教師及時引導并協助。
核心素養
語言能力 Students will be able to use indefinite pronouns and the simple past tense to talk about their holiday experiences.
文化意識 Students will learn more about the different landscapes and cultures around the world and develop their interests in nature.
思維品質 Students will develop critical thinking skills by analyzing and evaluating the advantages and disadvantages of holiday activities.
學習能力 Key words and phrases:
ancient, camp, landscape, strange, vacation, fantastic, town, breath, take sb's breath away, especially, steamed chicken soup, anywhere, nothing, guide, silk, scarf, ready, ready to do sth, somewhere, myself, nothing but, hotel, comfortable, bored, sky, towards, rainbow, square, during, victory, fight against, fight against sb/sth, thousands of, remind, peace, easily, forget, noon, sick, metro, station, country, get together, in the sun, tower, might, budget, passport, forgetful, palace, turn around, surprised, probably, look for
Key sentences:
—Where did you go on holiday —I didn't go anywhere special, but I tried something new—I worked as a tour guide at a museum.
—Did you do anything interesting on your holiday —No, nothing special. But I met someone interesting.
—Did you go anywhere interesting —Yes, I went to Yunnan.
—Did you go with anyone —Yes, I went with my family.
—Did you eat anything special —Yes, we did! Everything tasted good, especially the steamed chicken soup. Everyone loved it.
Key grammar: Indefinite pronouns and the simple past tense.
課時劃分：Five periods
Period 1: Section A (1a－1d) & Pronunciation (1－2)
Period 2: Section A (2a－2f)
Period 3: Section A Grammar Focus (3a－3c)
Period 4: Section B (1a－1d)
Period 5: Section B (2a－Reflecting)
Period 1 Section A (1a－1d) & Pronunciation (1－2)
【教學分析】
教學內容 1. 談論假期的活動。
2. 學習 /i // //i//e// / 的發音，并掌握句子的節奏。
核心素養 1. 學生能夠運用過去式詢問對方假期的活動并給出回答。
2. 學生能通過聽力練習理解對話內容，回答相關問題。
3. 學生能夠運用所學句型談論自己最感興趣的度假地點與活動并給出原因。
4. 學生能掌握 /i // //i//e// / 的發音，并用正確的節奏讀出句子。
重點難點 重點：掌握假期各種活動的表達，運用句型談論自己感興趣的活動。
難點：理解對話內容，掌握動詞過去式的運用。
【教學分析】
教學內容 1. 談論假期的活動。
2. 學習 /i // //i//e// / 的發音，并掌握句子的節奏。
核心素養 1. 學生能夠運用過去式詢問對方假期的活動并給出回答。
2. 學生能通過聽力練習理解對話內容，回答相關問題。
3. 學生能夠運用所學句型談論自己最感興趣的度假地點與活動并給出原因。
4. 學生能掌握 /i // //i//e// / 的發音，并用正確的節奏讀出句子。
重點難點 重點：掌握假期各種活動的表達，運用句型談論自己感興趣的活動。
難點：理解對話內容，掌握動詞過去式的運用。
【教學過程】
Step 1 Lead－in
1. Greet the class.
2. Ask students where they went and what they did during the summer holidays.
3. Share teacher's own holiday experiences with the students and lead to the topic: How do people spend their holidays
Step 2 Work on 1a
1. Ask the students to tick the activities they did during the summer holidays.
2. Encourage the students to add more and write them on the blackboard.
3. Ask the students to read these phrases together and pay attention to the simple past tense.
Step 3 Work on 1b
1. Listen to the conversations and ask the students to circle the holiday activities they hear in 1a.
2. Check the answers and lead the students to pay attention to the key words.
Step 4 Work on 1c
1. Read the following two passages. Ask the students to guess the missing words according to the pictures.
2. Listen to the audio and fill in the blanks.
3. After listening, discuss the answers and correct the misunderstandings.
4. Read the two passages together loudly.
Step 5 Work on 1d
1. Pair students up. Model the conversation with two students using the target structures:
- A: Where did Yaming/Emma go on holiday/vacation
- B: He/She went to …
- A: Did he/she do anything interesting
- B: Yes, he/she …
- A: How was his/her holiday/vacation
- B: Wonderful. He/She had a good time there.
2. Give them time to practise the conversation using the example provided. Encourage them to use their own words and creativity.
3. Ask some pairs to act out their conversations in class. Teacher should praise them and correct their mistakes.
Step 6 Work on Pronunciation 1－2
1. Introduce the target sounds /i / / / /i/ /e/ / / with example words. Demonstrate how to pronounce each sound correctly.
2. Divide students into groups and give them a set of words to practise together. Each group should focus on one sound and add more words to the list. The following words can be added to each group as examples: key, meet, meat, sit, happy, egg, sweater, bag.
3. Listen to the audio for 1, asking students to repeat after the recording.
4. Play the audio for 2. Students listen and repeat. Pay attention to the rhythm.
5. Ask some students to act out the conversations in class. Other students choose the best actor according to their accuracy, fluency, and content.
Step 7 Summary
Recap the day's lesson, emphasizing the conversations about holiday experiences and the pronunciation of the target sounds.
Step 8 Homework
1. Write a short paragraph about your holiday experience, including when, where, what you did, and why you like the experience.
2. Practise the pronunciation of the target sounds and words at home.
【隨堂作業】
根據句意及首字母或漢語提示填寫單詞。
1. —Where did you go on vacation ______, Li Hua
—I went to Sanya, Hainan.
2. People in ______ (古代的) times didn't know how to use phones.
3. Every year lots of tourists go to Guilin to enjoy the beautiful ______ (風景).
【板書設計】
Unit 1 Happy Holiday
Section A How do people spend their holidays
(1a－1d) & Pronunciation (1－2)
- Words: ancient, camp, landscape, strange, vacation
- Structures:
- A: Where did Yaming/ Emma go on holiday/vacation
- B: He/She went to …
- A: Did he/ she do anything interesting
- B: Yes, he/she …
- Pronunciation:
| /i / | / / | /i/ | /e/ | / / |
| e, ee, ea | i | y | e, ea | a |
教學反思
Unit 1 Happy Holiday
Period 1 Section A (1a－1d) & Pronunciation (1－2)
本次聽說課圍繞“假期活動”展開，通過多模態任務設計，學生整體參與度較高。
(1) 優勢：通過勾選暑期活動調動學生已有知識經驗，為聽力任務作好鋪墊。學生在討論自身經歷時積極性高，如“visited my grandparents”和“went to the mountains”等選項引發共鳴。從識別關鍵詞到細節填空，難度梯度明顯。Yaming 和 Emma 的旅行故事中，學生能準確捕捉“Mount Huangshan”“strawberry festival”等核心信息；通過節奏練習強化疑問句語調，學生模仿“How great it was!”時情感表達到位。
(2) 不足：學生對“Sea of Clouds”“Guest-Greeting Pine”等專有名詞需加強預習；部分同學/i /和/ /發音（如“beach”vs. “trip”）仍需糾音；基礎薄弱學生在討論環節僅能回答“Where did… go ”，思維深度不足。
(3) 改進措施：結合圖片或短視頻輔助理解景點名稱；設計分層問題卡（如“Why did… choose this place ”）提升思維深度；作業增加“設計理想假期計劃”的寫作任務，銜接生活。
總體而言，本單元聽力教學實現了“輸入—內化—輸出”的閉環，但需在文化滲透和分層教學上進一步優化。

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