(共51张PPT)
Section A Pronunciation-2f
Unit 1 Happy Holiday
人教版英语（新教材）八年级上册
精准识别e/ee/ea/i/y 字母组合在单词中对应的发音规则，清晰区分 /i /、/ /、/e/等音素；在听力活动里，可高效听懂含这些目标音素的假期主题对话，敏锐捕捉像 amazing、delicious 这类体现假期感受、需重读的关键词，理解语音语调与语义表达的关联 。（学习理解）
能依据归纳的发音规则，准确拼读 peace、trip 等新单词，规范标注字母组合对应的发音；模仿教材或教师示范的对话，灵活运用升调、重读（等语音技巧，用目标句型，与同伴开展假期经历问答互动，自然流畅地交流，正确传递假期感受 。（应用实践）
围绕假期话题，设计 “语音朋友圈” 内容，自主录制 30 秒左右音频，合理融入至少 3个含目标字母组合（e/ee/ea/i/y ）的单词，让语音语调贴合语义，生动分享假期；深入挖掘语音知识在不同语境的运用，实现知识迁移与创新表达 。（迁移创新）
核
心
素
养
目
标
01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
Lead in
Yaming
July30, 2025 20:40
Chenjie
July 30, 2025 20:45
A memorable holiday!
Cindy
July 30, 2025 22:10
I just can’t wait to visit Mount Huangshan!
Emma
August3, 2025 20:40
Lucy
August3, 2025 20:45
Seem delicious!
Helen
August3, 2025 22:10
Fantastic!!
Do you still remember
Yaming’s and Emma’s holidays
Let’s review according to the pictures.
Yaming went to
________________
with ___________.
The ___________there was _________.
Mount Huangshan
his family
landscape
amazing
Let’s review according to the pictures.
He saw _____________________,
Yaming went to Mount Huangshan with his family.
The landscape there was amazing.
the Guest-Greeting Pine
He saw the Guest-Greeting Pine,
___________________
Yaming went to Mount Huangshan with his family.
The landscape there was amazing.
Let’s review according to the pictures.
the sea of clouds，
the sea of clouds，
—————————
Let’s review according to the pictures.
a lot of strange rocks
He saw the Guest-Greeting Pine,
Yaming went to Mount Huangshan with his family.
The landscape there was amazing.
Let’s review according to the pictures.
and______________________ .
a lot of strange rocks
He saw the Guest-Greeting Pine,
Yaming went to Mount Huangshan with his family.
The landscape there was amazing.
the sea of clouds，
Nobody_______________ .
many ancient buildings
wanted to leave
Let’s review according to the pictures.
Emma____________________
with her mum and sister.
She went to_________________ near her ____________________.
At the festival, ____________ had strawberries in it,
like_________________________________________________
She stayed with_________________________
went back to the Us
a strawberry festival
grandparents’ house
everything
strawberry cookies
and chocolates.
her grandparents for ten days.
Emma went back to the Us
with her mum and sister. She went to a strawberry festival near her grandparents’ house.At the festival, everything had strawberries in it,like strawberry cookies and chocolates.She stayed with her grandparents for ten days.
Yaming went to Mount Huangshan with his family.The landscape there was amazing. He saw the Guest-Greeting Pine, the sea of clouds, a lot of strange rocks and many ancient buildings. Nobody wanted to leave.
family
landscape
Guest-Greeting
sea
many
leave
back
sister
strawberry
festival
grandparents
everything
had
ten
Do you know the pronunciation of these letters
Can you summarize them
He
She
Pronunciation
family
landscape
Guest
sea
many
leave
sister
strawberry
festival
grandparents
everything
had
ten
he
she
Try to find out the pronunciation of these letters
-Greeting
family
many
e
ee
ea
e
a
/i /
/ /
/i/
/e/
/ /
strawberry
everything
y
i
family
landscape
Guest
sea
many
leave
sister
strawberry
festival
grandparents
everything
had
ten
he
she
Listen and repeat.
Greeting
family
many
/i /
/ /
/i/
/e/
/ /
strawberry
e
ee
ea
i
y
e
ea
a
see
need
beach
peace
trip
swim
city
busy
fresh
forget
bread
ready
camp
relax
1
/i /
/ /
/i/
/e/
/ /
e
ee
ea
i
y
e
ea
a
teacher
be
sleep
sit
country
begin
get
head
let
cat
map
Classify game
1.A: How was your holiday
B: My holiday Great!
A: What did you do
B: I went to Beijing
and saw the Great Wall.
Oh, how great it was!
2
Listen and repeat. Notice the rhythm.
2.A: How was your holiday
B: My holiday Really good!
A: What did you do
B: I hiked in the mountains
and saw the sunrise.
Oh, how beautiful it was!
1.A: How was your holiday
B: My holiday Great!
A: What did you do
B: I went to Beijing
and saw the Great Wall.
Oh, how great it was!
2.A: How was your holiday
B: My holiday Really good!
A: What did you do
B: I hiked in the mountains
and saw the sunrise.
Oh, how beautiful it was!
Can you find out the stress
in these sentences!
2
Listen and repeat. Notice the ryhthm.
1.A: How was your holiday
B: My holiday Great!
A: What did you do
B: I went to Beijing
and saw the Great Wall.
Oh, how great it was!
2.A: How was your holiday
B: My holiday Really good!
A: What did you do
B: I hiked in the mountains
and saw the sunrise.
Oh, how beautiful it was!
/
/
Can you find out the pause
in these sentences!
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Can you find out the intonation
in these sentences!
Pre-listening
Peter
August11, 2025 20:40
Lucy
August11, 2025 20:45
Share more photos!
Adam
August11, 2025 22:10
I just can’t wait to know about your trip!
Where did Peter go
Who did he go with
What did he do
How did he feel ”
What key information
should we catch
What can you know from
Peter’s Wechat Moment
What do you know about Yunnan
While-listening
Adam: Hi, Peter. How are you
Peter: Hi, Adam. I’m fine, thanks.
Adam: How was your holiday
Peter: It was fantastic.
Adam: ______________________________
Peter: Yes, I went to Yunnan with my family.
Adam: Wow! That sounds great.
______________________________
Peter: Yes, we stayed in the old town for a few days, and we enjoyed it very much.
Adam: Did you visit Yulong Mountain _________________________________
Peter: It is! It just took my breath away. We took a lot of great photos there.
Adam: _________________________________________
Peter: Yes, we did! Everything tasted good, especially the steamed chicken soup.
What about you ________________________
Adam: No, not this holiday. _________________ I just stayed at home to read, play
games, and relax, but it was still fun.
Listen to the conversation and choose the correct sentences to complete it.
2a
A. Did you eat anything special
B. Did you go anywhere interesting
C. I did nothing special.
D. Did you go to Lijiang
E. Everyone says it’s beautiful.
F. Someone said you went to Beijing.
Yes/No question
place
Yes/No question
place
scenery
Yes/No question
food
holiday
holiday
通过分析答语找出正确问句。
Adam: Hi, Peter. How are you
Peter: Hi, Adam. I’m fine, thanks.
Adam: How was your holiday
Peter: It was fantastic.
Adam: ______________________________
Peter: Yes, I went to Yunnan with my family.
Adam: Wow! That sounds great.
_______________________________
Peter: Yes, we stayed in the old town for a few days, and we enjoyed it very much.
Adam: Did you visit Yulong Mountain _________________________________
Peter: It is! It just took my breath away. We took a lot of great photos there.
Adam: _________________________________________
Peter: Yes, we did! Everything tasted good, especially the steamed chicken soup.
What about you _________________________________
Adam: No, not this holiday. ______________________ I just stayed at home to read,
play games, and relax, but it was still fun.
Listen to the conversation and choose the correct sentences to complete it.
2a
A. Did you eat anything special
B. Did you go anywhere interesting
C. I did nothing special.
D. Did you go to Lijiang
E. Everyone says it’s beautiful.
F. Someone said you went to Beijing.
Did you go anywhere interesting
Did you go to Lijiang
Everyone says it’s beautiful.
Did you eat anything special
Someone said you went to Beijing.
I did nothing special.
2b
Read the conversation and complete the table.
Name Where did he go/stay What did he do How did he feel
Peter
Adam
Yunnan
stayed in Lijiang for a few days
visited Yulong Mountain
took a lot of great photos
tried some Yunan dishes
fantastic
stayed
at home
read, played games and relaxed
fun
2c
Complete the summary of the conversation.
Peter had a _________holiday. He went to Yunnan with his ________. They stayed in the old _________of Lijiang for a few days and _________it very much. They _______Yulong Mountain and took a lot of photos there. They also tried some Yunnan dishes, and they _______the steamed chicken soup. Adam didn’t do _________special, but he still had a relaxing and _____holiday.
fantastic
family
town
enjoyed
visited
ate
anything
fun
Why did Adam still think his holiday was fun even he just stayed at home
Staying at home is also a way to relax himself and enjoy his life !
2d
Listen to the conversation again. Then role-play it.
Adam: Hi, Peter. How are you
Peter: Hi, Adam. I’m fine, thanks.
Adam: How was your holiday
Peter: It was fantastic.
Adam: Did you go anywhere interesting
Peter: Yes, I went to Yunnan with my family.
Adam: Wow! That sounds great.
Did you go to Lijiang
Peter: Yes, we stayed in the old town for a few days, and we enjoyed it very much.
Adam: Did you visit Yulong Mountain Everyone says it’s beautiful.
Peter: It is! It just took my breath away. We took a lot of great photos there.
Adam: Did you eat anything special
Peter: Yes, we did! Everything tasted good, especially the steamed chicken soup.
What about you Someone said you went to Beijing.
Adam: No, not this holiday. I did nothing special.I just stayed at home to read,
play games, and relax, but it was still fun.
Pay attention to the intonation!
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Post-listening
Adam: Hi, Peter. How are you
Peter: Hi, Adam. I’m fine, thanks.
Adam: How was your holiday
Peter: It was fantastic.
Adam: Did you go anywhere interesting
Peter: Yes, I went to Yunnan with my family.
Adam: Wow! That sounds great.
Did you go to Lijiang
Peter: Yes, we stayed in the old town for a few days, and we enjoyed it very much.
Adam: Did you visit Yulong Mountain Everyone says it’s beautiful.
Peter: It is! It just took my breath away. We took a lot of great photos there.
Adam: Did you eat anything special
Peter: Yes, we did! Everything tasted good, especially the steamed chicken soup.
What about you Someone said you went to Beijing.
Adam: No, not this holiday. I did nothing special.I just stayed at home to read,
play games, and relax, but it was still fun.
How to talk about holidays
Feelings
Where
What
Food
Who
Which way of having holidays do you like better Go out or stay at home
broaden my horizons
learn about history and culture
it’s a good chance to exercise
makes me healthier
strengthen our relationships
take photos
share happy moments
Go out
very relaxing
read my favorite books or watch movies comfortably on the sofa
have more time to develop hobbies
help my parents do some housework
At home
2e
Think about words or phrases that can describe holiday experiences.
great, amazing, excellent, fantastic, relaxing, wonderful,
beautiful, enjoyable,
amazing, fantastic,
wonderful, delicious,
friendly, nice,kind, warm-hearted
take my breath away,
make my mouth
watering
OK, not too bad,
just so so...
boring, terrible
tiring, meaningless,
awful, really bad...
Which words can you use to describe your last summer holiday
2f
Share your summer holiday experiences with a partner.
How was your holiday
Did you go anywhere
interesting
Really Did you do anything special
It was...
Yes, I.../No, I didn’t.
Well...
Feelings
Where
What
Food
Who
...
Show Time
Checklist
content Introduce from at least 4 aspects. (Where, with whom, what, how-feelings)
Language Use different adjectives,indefinite pronouns and useful sentences to talk about holiday experiences.
Expression Speak loudly and clearly.
Pronunciation Clearly & Fluently& Stress &Intonation
Whether you go out for a trip or stay at home, a good holiday is a time for you to ___________________.
relax and enjoy your life
Summary
How to ask and talk about holidays
Food
Where
What
Feelings
Who
How was your holiday
It was fantastic.
That sounds great.
We enjoyed it very much.
Everyone says it’s beautiful.
It just took my breath away.
Everything tasted good.
It was still fun.
Did you go anywhere interesting
Did you go to Lijiang
Did you visit Yulong Mountain
I went to Yunnan with my family.
We stayed in the old town for a few days.
We took a lot of great photos there.
I did nothing special.I just stayed at home to read, play games, and relax。
Did you eat anything special
especially the steamed chicken soup.
I went to Yunnan with my family.
Language points
练
How was your trip —It was ______. I really enjoyed it.
A. terrible B. fantastic C. boring
fantastic /f n t st k/ adj. 极好的；极出色的
用于形容体验、感受或事物非常令人满意。
近义词 ：wonderful; amazing
Peter had a fantastic holiday in Yunnan.
词
讲
例
Let’s learn and take notes
练
The old castle is on the edge of the ______.
A. village B. city C. town
town /ta n/ n.镇；市镇
指规模小于城市、有一定居民和商业活动的区域，也可泛指 “城区、商业区”。
city大城市；village 村庄 hometown 家乡
Our town has a lovely park in the center.
词
讲
例
Let’s learn and take notes
练
The beautiful sunset over the ocean _______________________every day.
海洋上的美丽日落每天都让游客惊叹 。
breath /breθ/ n. 呼吸的空气；一口气
可指生理上的呼吸气体，也用于固定表达描述 “惊叹、屏息” 等状态 。
breathe /bri / v. 呼吸 breathless /breθl s/ adj. 喘不过气的；屏息的
take sb’s breath away 令人惊叹；让人叹为观止
The view of the waterfall took my breath away
when I first saw it.
词
讲
例
Let’s learn and take notes
takes tourists’ breath away
练
I like all seasons, ___________ （尤其）spring.
especially / spe li/ adv. 尤其；特别
用于强调在众多事物中，某一个或某类情况更突出、更受关注 。
especial adj. 特别的；特殊的 special adj. 常用 “特别的” ，更口语化
“especial” 更侧重 “专为… 的、独特的” ，但日常交流 “special” 用得更频繁
I love fruits, especially strawberries.
词
讲
例
Let’s learn and take notes
especially
练
__________fish is healthier than fried fish.
（蒸的鱼比油炸的健康。 ）
steamed /sti md/（动词过去式 / 过去分词作形容词 ）
蒸熟的 ，用于描述经 “蒸” 这种烹饪方式处理后的食物状态。
steamed chicken汽锅鸡
steam v. 蒸；散发水汽 n. 蒸汽
近义词：boiled（煮熟的，侧重 “煮” 的方式 ，如：boiled eggs 煮鸡蛋 ）
反义词：fried（油炸的 ，如：fried chicken 炸鸡 ）
Steamed buns are a common breakfast in China.
（包子是中国常见的早餐 ）
词
讲
例
Let’s learn and take notes
Steamed
练
She didn’t ____________________ during the holiday.
她没去任何特别的地方。
Did you go anywhere interesting
“anywhere” 是不定副词，用于疑问句或否定句，“interesting” 作后置定语。
Did you go anywhere interesting last summer
句
讲
例
Let’s learn and take notes
go anywhere special
练
翻译：我们去年夏天在一个小镇待了一个星期。
We stayed in the old town for a few days.
stay in/at + 地点” 表示 “待在某地”
for+ 一段时间
Last summer holiday, I stayed in my grandparents’ home for a month.
句
讲
例
Let’s learn and take notes
We stayed in a small town for a week last summer.
练
__________is more important than your health.
A. Anything B. Everything C. Nothing
I did nothing special.
“nothing” 是不定代词，“没有任何东西，没有事”，“special” 作后置定语。
There’s nothing in the box.
句
讲
例
Let’s learn and take notes
Exercises
1.The view of this ancient town ______ ______ _____ _____.
（这座古老小镇的景色令我们惊叹。）
2.During the holiday, we went to _________ __________ (有趣的地方). The scenery there
is wonderful.（假期里，我们去了一个美丽的地方，那里的风景好极了。 ）
3.The ______ ________ made by mom is delicious. It's a ________ dish in the local area.（妈妈做的汽锅鸡味道鲜美，是当地特别的菜肴。 ）
4.When he hung out in the ______ (镇上), he found a _________ (极好的) coffee shop.
（他在镇上闲逛时，发现了一家极好的咖啡店。 ）
5.I don't want to go _________ . I just want to stay at home and ______.
（我不想去任何地方，就想待在家里放松。 ）
6.There is ______ __________in the movie. （这部电影没有什么有意思的地方。 ）
7.Fenghuang is such a beautiful place that we _______ ______ ______ten days.
（凤凰是如此漂亮的一个地方，我们在那里待了10天。）
一、翻译填空
took our breath away
somewhere interesting
steamed chicken
special
town
fantastic
anywhere
relax
nothing interesting
stayed there for
二、单项选择
The ______ view of the waterfall ______ my breath away.
A. fantastic; took B. boring; took C. fantastic; tooked
2.We should ______ for a while after a long walk to ______.
A. breath; relax B. breathe; relaxed C. breathe; relax
3.—Did you try ______ special food in Yunnan —Yes, I had steamed chicken soup.
A. something B. anything C. nothing
4.There’s ______ in the bag. It's empty.
A. everything B. nothing C. anything
5.She likes all fruits, ______ strawberries. They are her favorite.
A. especially B. generally C. usually
6.Let's go ______ to have fun this weekend. Any place is OK.
A. somewhere B. anywhere C. nowhere
7.—______ did you do in the old town —We visited the museum and took many photos.
A. How B. Where C. What
Homework
Homework
基础作业：根据评价量表和课堂上的师生互评，优化课堂的对话内容。
进阶作业：录制一段1分钟的视频，用英语分享你假期外出旅行或者待在家的经历，至少包含“where/who/what/how”四个要素。
拓展作业：选择宣传一个你喜欢的旅游景点，需包含景点名称、特色介绍（使用至少3个本课重点单词和2个重点短语），并配上相关图片或手绘插图。
Thank you !
Unit 1 Happy Holiday
Section A Pronunciation-2f/ 让教学更有效 高效备课 | 英语学科
基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版（2025）八年级上册
授课题目 Unit 1 Happy Holiday Section A (Pronunciation-2f) 课时 课型 第2课时 语音+听说课
主题情境 人与社会 — 假期生活与人际交往 授课教师
语篇研读 【What】 本语篇以 “假期经历分享” 为情境载体，聚焦字母组合（e/ee/ea/i/y）在单词中的发音规则（如 /i /、/ /、/e/ 音素），通过微信朋友圈对话、听力材料和角色扮演活动，呈现含目标音素的假期相关词汇（如sea、strawberry、family），并融入核心句型的语音语调训练（如 “How was your holiday ” 的重读与连读）。 【Why】 帮助学生掌握描述假期经历的核心词汇和句型，提升在真实语境中运用英语询问和分享假期体验的能力。通过对不同假期活动的讨论，培养学生对多元生活的热爱和跨文化交际意识，同时引导学生关注情感体验，理解不同度假方式的优点。 【How】 采用 “情境导入 — 规则归纳 — 实践应用 — 迁移创新” 四步教学法，以朋友圈语音动态、听力对话为真实语境，通过对比发音、绕口令挑战、角色扮演等活动，将语音规则融入交际场景。
学情分析 学生在小学阶段和七年级下册已掌握一般过去时的基本用法和简单的日常交际用语，如 “Where did you go ”“I went to...”。能够识别与假期相关的常见活动词汇（如 travel, visit, camp），但在连贯描述假期经历、准确使用不定代词（如 anything interesting）和情感形容词（如 amazing, unforgettable）方面存在困难。字母组合发音混淆（如 ea 在sea与bread中的不同发音）； 单词重音错位（如strawberry的重音位置）；句型语调单一（陈述句与疑问句语调无区分）。
课标要求 能听懂发音清晰、语速较慢的简短口头表达，获取关键信息。 在语篇中围绕相关主题，在语境中运用所学语法知识描述经历和感受，进行简单交流。 在教师的指导下进行简单的角色扮演。 在口语表达中使用较为准确的词语和表达法，语音、语调基本正确。
教学目标 通过本节课学习，学生能够： 1.精准识别e/ee/ea/i/y 字母组合在单词中对应的发音规则，清晰区分 /i /（如 see、meet ）、/ /（如 city、family ）、/e/（如 bread、strawberry ）等音素；在听力活动里，可高效听懂含这些目标音素的假期主题对话，敏锐捕捉像 amazing、delicious 这类体现假期感受、需重读的关键词，理解语音语调与语义表达的关联 。（学习理解） 2.能依据归纳的发音规则，准确拼读 peace、trip 等新单词，规范标注字母组合对应的 发音；模仿教材或教师示范的对话，灵活运用升调（如 “Did you go anywhere interesting ” 这类疑问句）、重读（突出假期体验关键词）等语音技巧，用 “How was your holiday ”“Did you... ” 等目标句型，与同伴开展假期经历问答互动，自然流畅地交流， 正确传递假期感受 。（应用实践） 3.围绕假期话题，设计 “语音朋友圈” 内容，自主录制 30 秒左右音频，合理融入至少 3个含目标字母组合（e/ee/ea/i/y ）的单词，让语音语调贴合语义，生动分享假期；还可拓展查找英文歌曲中含相关字母组合的歌词，分析其发音规律，制作创意简报，深入挖掘语音知识在不同语境的运用，实现知识迁移与创新表达 。（迁移创新）
教学 重难点 重点： 1.学生需精准识别 e/ee/ea/i/y 字母组合在单词中的发音规律，清晰区分 /i /（如 see、meet、tea ）、/e/（如 bread、head、strawberry ）、/ /（如 city、family、holiday ）音素，能结合假期主题词汇（如 sea、strawberry 等 ），准确朗读、辨析发音 。 2.熟练掌握核心句型的语音语调，在 “How was your holiday ” 中重读关键词体现询问意图，“Did you go anywhere interesting ” 用升调表达疑问，“Everything was amazing!” 重读感受类词汇传递情绪，借助假期对话场景，自然运用这些语调、重读规则交流 。 难点： 1.区分易混淆音素，如 /i / 与 / /（see vs sit ）、/e/ 与 / /（head vs hat ），不仅要听辨差异，还要在朗读、表达中克服习惯发音错误，准确发出目标音，保证语音的清晰、地道 。 2.在假期主题对话交流里，将连读（如 “did you” 自然连读为 /d d ju / ）、重读、语调规则融合，克服逐词朗读的生硬感，让语流顺畅、表意自然，契合真实交际场景的语言节奏 。
核心语言 【核心词汇】 假期活动：stayed, visited, tasted, relax, tried, steamed chicken soup 情感形容词：great, amazing, excellent, fantastic, relaxing, wonderful, OK, not too bad,boring, terrible 不定代词：someone, anyone, something, anything, everything, nothing 不定副词：anywhere, somewhere 【核心短语】 sounds great, stayed in the old town for a few days, took my breath away, nothing special 【核心句型】 问候与询问：How are you How was your holiday Did you go anywhere interesting Did you go to Lijiang Did you visit Yulong Mountain Did you eat anything special 描述经历：I went to Yunnan with my family. We stayed in the old town for a few days. We took a lot of great photos there. Everything tasted good. I just stayed at home to read, play games and relax. 表达感受：It took my breath away. That sounds great! We enjoyed it very much. It took my breath away. Everyone says it’s beautiful.
教学工具 PPT，教材
教学策略 情景体验式教学、启发式教学，任务型教学，游戏教学法
教学过程
教学环节 教学活动 学生活动 设计意图
Part 1： Lead in （3min） 1.Present Yaming’s and Emma’s moments to the Ss and lead them to review their holidays. 根据图片复习Yaming和Emma的假期。 通过复习上节课内容激活学生已有知识，引发学习兴趣；
Part2： Pronunciation（6min） 2.Present Ss some words that contain the related phonemes and ask them to summarize. 3.Ask Ss to listen and repeat after the tape. 找出含有本课重点音素的单词并分类。 听音频并模仿发音。 通过音素对比引入发音主题，为后续学习铺垫。通过归纳法帮助学生自主发现发音规则，提升拼读能力；多模态输入（视觉 + 听觉）强化记忆。 录音对比促进自我修正。（感知与注意）
效果评价：自评、师评。教师观察学生能否准确地答出上节课的重点内容，并总结发音规律。
Part 3： Pre-listening（3min） 1.Present Ss Peter’s Wechat Moment and encourage them to observe what information they can get from the moments. T 观察Peter的朋友圈然后找出相关的假期信息。 通过图片预测激活背景知识，明确听力目标；问题框架引导学生有目的地捕捉信息，提升听力效率。
效果评价：自评、师评。观察学生是否能根据图片预测 Peter的假期经历，用句型 “Peter might have... in Lijiang.” 表达猜想。是否能通过小组讨论找出听力中需关注的信息点，列出关键词。
Part 4： While-listening（12min） 1.Ask students to analyse the sentences and predict the right answers. 2.Ask Ss to finish the task in 2a. 3.Encourage Ss to read the conversation and complete the table in 2b and then lead Ss to think why Adam still thought his holiday was fun even he just stayed at home. 4.Listen to the conversation again, pay attention to the intonation and role play the conversation. 听前分析各空的设空特点，预设答案。 完成2a的听力任务。 完成2b任务然后进行深度思考。 听录音模仿语音语调并做角色扮演。 梯度听力任务训练信息捕捉能力，从整体理解到细节记录；通过角色扮演强化关键句型和词汇的掌握。 （获取与梳理、描述与阐释、内化与运用）
效果评价：观察学生能否安静、认真地听取听力内容，完成的内容是否准确，语言是否准确，表达是否流畅。教师根据学生在听对话时记录的关键词，判断其获取并记录信息的全面和准确程度，把握学生对重点语言表达的学习和内化情况。
Part 5： Post-listening（11min） 1.Ask Ss to find out how to talk about holidays. 2.Lead Ss to discuss which way they want to spend their holidays. 3.Inspire Ss to think about words or phrases that can describe holiday experiences. 4.Encourage Ss to work in pairs and share their summer holiday experiences. 5.Check their performance according to the checklist. 根据听力文本总结谈论假期的关键要素。 思考他们想怎样度过他们的假期。 思考哪些形容词可以描述自己的假期。 小组展示对话内容，并根据评价量表评价展示效果。 通过小组假期分享活动指导学生完成交际任务，学以致用，培养学生在真实情境中运用语言和文化知识解决实际问题的能力，推动迁移创新。 培养学生的情感价值，深入体会假期的重要性。无论是哪种度假方式，只要是放松自我和享受生活，就是最佳度假方式。
效果评价：评估学生是否能够积极参与对话活动，语言是否准确（如不定代词 "something special"）；观察小组讨论中是否能运用本堂课的目标语言，逻辑是否清晰。教师根据不同能力水平学生朗读对话的情况，给予指导或鼓励。教师观察学生在班内运用所学语言交流的情况， 给予鼓励或帮助，评价教与学的成效。
Part 6： Summary（2min） Summarize the key content in this lesson. 跟随老师一起进行内容总结。 总结本课所学内容，巩固加深印象。 利用将思维导图给学生进行有序的梳理。
Part 7： Language points （5min） T explains language points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 8： Exercises（3min） T assigns the test. 完成课堂练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 9： Homework 基础作业：根据评价量表和课堂上的师生互评，优化课堂的对话内容。 进阶作业：录制一段1分钟的视频，用英语分享你假期外出旅行或者待在家的经历，至少包含 “where/who/what/how” 四个要素。 拓展作业：选择宣传一个你喜欢的旅游景点，需包含景点名称、特色介绍（使用至少 3 个本课重点单词和 2 个重点短语），并配上相关图片或手绘插图。 将家庭作业做好记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思 一、亮点 （一）情境创设真实 以 “假期经历分享” 为贯穿情境，关联微信朋友圈语音动态、角色扮演等真实社交场景，将语音知识融入日常交流，激发学生兴趣，让发音学习摆脱机械操练，更具实用性 。比如 “语音朋友圈” 任务，学生能自然运用所学语音规则分享假期，增强知识与生活的联结。 （二）评价方式多元 融合星级表、录音对比、思维导图等评价工具，从发音准确性、语用得体性等多维度评估。小组互评、教师抽查结合，还有音频波形图对比，及时反馈问题，帮助学生清晰认知自身发音优势与不足，提升学习主动性 。像绕口令挑战的星级评分，直观量化学生进步。 二、不足 （一）发音辨析深度欠缺 虽设计听辨练习，但对 /i / 与 / /、/e/ 与 / / 等易混淆音素，仅停留基础对比，未针对顽固错误发音（如学生长期误读 /sit/ 为 /si t/ ），设计专项纠错训练，部分学生仍未完全掌握精准发音 。 （二）个体差异关注不足 教学活动多以小组或全班推进，对发音基础薄弱、语调感知慢的学生，缺乏一对一指导。比如角色扮演中，部分学生因语调错误影响表意，却未得到及时、个性化纠正，可能导致问题积累 。 三、改进方向 （一）强化专项发音训练 针对易混淆音素，设计 “错音诊疗室” 环节。收集学生典型错误发音（如通过作业音频、课堂朗读记录 ），制作对比练习（如 /i / 与 / / 单词串读：see - sit - sea - city ），搭配口型示范视频，让学生精准模仿、反复跟读，突破发音难点 。 （二）增加分层指导 课前通过小测试（如发音辨析题、简短语调模仿 ），快速分层学生语音基础。课堂设置 “基础巩固组”（侧重音素跟读、简单句型语调 ）和 “提升挑战组”（尝试复杂对话连读、创意语调设计 ），利用课间或课后，对基础组学生一对一辅导，关注个体发音进步 。
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