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Unit1 Period 5 Section B(2a－Reflecting)
【教学分析】
教学内容 1. 学习重点单词和词组的变形和运用。
2. 阅读理解，体验苏格兰之旅。
3. 项目学习：制作一份假期活动清单。
核心素养 1. 学生能够运用所学单词和词组造句，并组句成篇。
2. 学生能够提取阅读中的关键信息，并能概括篇章大意。
3. 学生能够用英语描述自己的假期活动。
4. 学生能够通过小组合作制作活动清单，并运用所学英语表达进行展示，增强语言运用能力和团队合作精神。
重点难点 重点：学会运用所学单词和词组的适当形式造句并组句成篇。
难点：如何用英语准确、完整地描述自己的假期活动，并高效流利地进行口头展示。
【教学过程】
Step 1 Lead－in
Review what they have learnt in the past lessons, including the key words and phrases, and read loudly together.
Step 2 Work on 2a
1. Ask students to think of as many words as possible to make phrases and write them down.
2. Encourage students to make as many as phrases for every word. The answers are: (2) happy experience, unforgettable experience, … (3) beautiful scenery, colourful scenery, … (4) railway station, subway station, … (5) tennis camp, summer camp, … (6) Times Square, public square, …
Step 3 Work on 2b
1. Teach the meanings and usage of the words in the box.
2. Complete the sentences with the correct words in the box.
3. Check the answers: sick, ancient, easily, peace, breath, remind.
Step 4 Work on 2c
1. Read the passage with blanks and a word box. Have students complete the passage by filling in the blanks with the correct words.
2. Check the answers. The answers are: landscape, forget, especially, get together, ready.
3. Review and practise the vocabulary and language structures used in the passage.
Step 5 Work on 3a
1. Read Gina’s holiday story silently and write down the things that she did.
2. Check the answers. The answers are: a train, in a comfortable house, the forest, a deer, told my parents what I saw.
3. Lead the students to summarize the whole passage and draw the students’ attention to a series of verbs, like took, stayed, went, saw, ran and so on.
Step 6 Work on 3b and 3c
1. Create a situation: You are going to post a story about your unforgettable holiday experience on the website. What can you write Use the questions [(1) When did it happen (2) Where were you (3) What did you do (4) How did you feel (5) What did you learn ] to help them structure their stories.
2. Try to use the ideas above to write a holiday story. Then have a few students volunteer to read their stories aloud. Provide constructive feedback on their use of language, accuracy, and ability to evaluate and encourage them.
Step 7 Work on 4a
Divide students into groups. Each group makes a list of the activities they did during their holidays. Encourage each group to think as many activities as possible.
Step 8 Work on 4b & 4c
1. After finishing the lists, each group choose five meaningful activities they think everyone should try. Then they should give their reasons. They can fill in a form like this:
Holiday activity Place Reason
visiting Mount Taishan Tai'an city to enjoy the beautiful scenery and…
visiting Tian'anmen Beijing be proud of my great country
visiting National Museum England know more about the history of England
… … …
… … …
2. Each group presents its list to the class. All the students have a discussion about it and vote for the top three activities that everyone likes to do.
Step 9 Work on Reflecting
1. Each group make up a story using the lists above. Pay attention to use the simple past tense to describe their holiday experiences.
2. Guide students to polish the story by using indefinite pronouns and the reasons why they like them and how they felt during the holiday, what they have learnt from travel experiences.
Step 10 Summary
Summarize the key words and phrases of this period.
Step 11 Homework
Assign homework: choose five words and phrases they learnt in the class and make five sentences with them.
【随堂作业】
根据汉语意思完成句子，每空一词。
1. 村子里的人都到大城市去找工作了。
People from the village went to the big city to look for jobs.
2. 在阳光下看书对眼睛不好。
It’s bad for eyes to read books in the sun.
3. 他转向朋友们，露出了大大的微笑。
He turned around to his friends and gave a big smile.
【板书设计】
Unit 1 Happy Holiday
Section B What can we learn from holiday experiences (2a－Reflecting)
Holiday activity Place Reason
visiting Mount Taishan Tai'an city to enjoy the beautiful scenery and…
visiting Tian'anmen Beijing be proud of my great country
visiting National Museum England know more about the history of England
… … …
… … …
【教学反思】
Period 5 Section B(2a－Reflecting)
本次课整合词汇、语法与项目式学习，围绕“假期生活”主题开展多维度教学，现就教学效果进行总结反思。
(1) 优势：
- 词汇教学情境化：通过“holiday”“scenery”等词的词组拓展，学生能自主生成“camping holiday”“scenery spot”等搭配，词汇运用灵活度提升明显。
- 任务驱动效果显著：在项目式学习中，小组合作设计的“五大必体验活动”包含文化元素，如“学习制作当地美食”等创意建议。
- 语言能力螺旋上升：从词汇填空到语篇运用，学生正确使用“landscape”“get together”等词完成段落。
(2) 存在问题：
- 高阶思维不足：活动推荐环节中，大多数理由停留在“fun/beautiful”等基础表达，缺乏“broaden horizons”等深度思考。
- 时态混用明显：反思环节中，30% 的学生在描述经历时混淆一般过去时与现在完成时。
- 文化迁移薄弱：仅 20% 的小组在推荐活动时提及中外假期文化差异。
(3) 改进措施：
- 搭建语言支架：提供“理由表达锦囊”，包含三个层次：
- 基础层: It’s fun/relaxing.
- 提高层: It helps me understand…
- 拓展层: It shows cultural differences…
- 设计“时态检核表”：用★标记过去时间状语（last summer/yesterday），强化时态意识。
- 开展“中外假期 PK”：对比春节与圣诞节活动，用图片归纳异同。

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