Unit 1 Happy Holiday Section A Grammar Focus教案（表格式） 人教版（2024）八年级上册

课程基本信息
学科 英语 课 型 新知探究课
年级 八年级 主备人
课题 Unit1 Happy Holiday SectionA Grammar Focus
素养目标
Language Competence： Students will master the usage of indefinite pronouns (such as something, anything, nothing, someone, anyone, everyone, everything, somewhere, anywhere, nowhere) in different sentence patterns (affirmative, negative, interrogative). They can accurately use these indefinite pronouns in conversations and texts to vividly describe their holiday experiences. Cultural Awareness: Through learning, students will understand the different communication habits of sharing holiday experiences in Chinese and Western cultures. They can perceive the cultural logic behind the language, respect cultural diversity, and enhance their cross - cultural communication awareness. Thinking Quality: By inductive and comparative learning methods, students will develop logical thinking ability, such as clearly distinguishing the usage differences between something and anything. They can also improve their practical thinking ability by analyzing the logical order of texts. Learning Ability: Students will learn to independently summarize grammar rules, master the learning strategy of "discovering - summarizing - applying", and improve their self - learning ability. Through group cooperation, they will enhance their communication and collaboration skills, and learn to reflect on and adjust their learning process.
教学重难点分析
Teaching Key Points: The usage of indefinite pronouns in different sentence patterns. Teaching Difficult Points: Distinguish between easily confused pronouns (such as someone/anyone, something/anything), and use them accurately in complex texts.
课程思政元素
1.Cultivate students' sense of the Chinese national community. 2.Foster students' love for the country and family.
教学过程
1. New Lesson Introduction (5 minutes) Teacher's Activity: Show some pictures of holidays, including both Chinese and Western holiday scenes, such as the Spring Festival in China with family reunions and Christmas in Western countries with Christmas trees and Santa Claus. Then ask students, "Did you do anything interesting on your holiday Did you go anywhere with anyone Also, think about how people in different cultures share their holiday experiences." Student's Activity: Observe the pictures carefully, recall their own holiday experiences, and try to answer the teacher's questions. Some students may share their Chinese New Year celebrations, while others may talk about summer vacations. They also start to think about cultural differences in holiday sharing. 2. Teaching Link 1: Knowledge Inquiry (10 minutes) Student's Thinking and Discussion: Divide students into groups. Let them analyze the sentences in 3a, which are about holiday experiences and contain indefinite pronouns. They need to summarize the usage of indefinite pronouns in different sentence patterns. For example, in affirmative sentences like "I did something special on my holiday.", "some -" type indefinite pronouns are often used; in interrogative sentences such as "Did you meet anyone interesting ", "any -" type ones are used. Teacher's Activity: Guide students to observe the example sentences in 3a in detail. Organize group discussions, moving around the groups to listen to their opinions and offer timely guidance. After that, summarize the rules with students. Explain special cases, for instance, using "something" in interrogative sentences when the speaker hopes for a positive answer, like "Would you like something to drink ". Also, compare the usage of "some -" and "any -" in different cultural backgrounds, such as in Western cultures, "any -" might be more commonly used in offers to show more openness. Student's Activity: Analyze the example sentences actively in groups, raise questions about confusing points (such as the difference between someone and anyone), and participate in the whole - class discussion to clarify their doubts. 3. Teaching Link 2: Basic Consolidation (10 minutes) Teacher's Activity: Explain the context of 3b, which is about a holiday conversation. Walk around the classroom to guide students to fill in the blanks with appropriate indefinite pronouns. Then assign the task of creating new holiday conversations. Provide sentence - pattern scaffolds like "Did you eat something special What did you do Did you go anywhere exciting ". Also, encourage students to consider cultural elements in their conversations Student's Activity: Independently complete the blanks in 3b, check the answers with classmates, and then cooperate in groups to create conversations. They should try to use the correct indefinite pronouns and incorporate cultural details. After that, present their conversations on stage, with one group member acting as a narrator to briefly introduce the cultural background of their conversation. 4. Teaching Link 3: Text Application (10 minutes) Teacher's Activity: Guide students to analyze the logical order of the text in 3c, which is a holiday - related passage. Point out the time order, like "decide to travel - encounter rain - at the hotel - find a book - see a rainbow". Remind them of the basis for choosing pronouns in the text. For example, "looking for someone to travel with" - anyone, as it implies an open - ended search; "a scene never seen before" - anything, emphasizing the novelty. Also, ask students to think about how different cultures might describe similar travel experiences in terms of language use. Student's Activity: Independently fill in the blanks in 3c, then discuss the sequencing logic in groups. They need to explain why they choose certain indefinite pronouns. After that, tell the story on stage and analyze the usage of pronouns in detail. Some students may also compare the way the text describes the holiday with how they would describe a similar holiday in Chinese culture. 5. Expansion and Extension (8 minutes) Teacher's Activity: Provide creative scaffolds for 3d story - continuation, such as suggesting "accidental events" like getting lost in a foreign - themed park during a holiday. Organize group cooperation to select the "most creative story". Also, encourage students to consider cultural misunderstandings or interesting cultural exchanges that might occur in the story. Student's Activity: Cooperate in groups to continue writing the story. They use indefinite pronouns to enrich the details, such as "Suddenly, we found something strange in the corner." or "Anyone could have been scared in that situation." After finishing, present their works and conduct peer - to - peer evaluation. During the evaluation, they can discuss not only the use of indefinite pronouns but also the cultural authenticity and creativity of the story. 7. Blackboard Design Unit 1 Happy Holiday - Section A Grammar Focus Interrogative Sentences: anything, anywhere, anyone Affirmative Sentences: someone, something, everything, everyone Negative Sentences: nothing 8. Homework Hierarchical Arrangement Read the sentences and dialogues in Grammar Focus carefully, paying attention to the correct pronunciation
教学反思（手写）