资源简介

(共38张PPT)
Section B
3a-3c 读写课
Unit 1 Happy Holiday
人教版英语（新教材）八年级上册
识别并运用与假期相关的词汇（如 countryside, forest, deer, surprised, wonderful）及短语（turn around, look for）；理解描述假期的核心结构（Before/During/After the event）及句型（如 While there, something made a noise...）。（学习理解）
能分析 Gina 的假期故事，提取 “时间、地点、意外事件、情感” 等关键信息；模仿其结构写一段假期经历，正确使用一般过去时、形容词及连接词。（应用实践）
能根据评价表修改自己的写作，补充 “意外事件” 和 “情感变化”；能向同伴分享自己的假期故事，体现对自然或生活的感悟。（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
Gina had a wonderful holiday.
Can you guess where she went
What do you know about Scotland
What do you know about Scotland
What do you know about Scotland
a part of the UK
beautiful highlands
lakes and valleys
wear tartan
have their own sports
play bagpipes
Pre-writing
Where did Gina stay In a city or in the countryside Try to find some clues.
mountains
trees
grassland
a deer
no tall buildings
in the countryside
What do you want to know about Gina’s holiday in Scotland
When did she go there
Who did she go with
What did she do
How did she feel
What did she learn
Read for the structure
How many paragraphs
1
2
3
Read for the main ideas of each paragraph
1
2
3
When did she go there
Who did she go with
How did she go there
What did she hear and see
How did she feel
What did she learn
Before the event
During the event
After the event
Gina told her story
in the order of ______
time
Read for more details
Before the event
1. How did Gina describe her holiday
in Scotland in Para.1
a comfortable house
beautiful scenery
everything seemed different
a huge forest
2. Why did everything seem different
Because she lived in a big city.
4. Why did Gina mention the forest in Para.1
To attract readers’ attention and something special may happen in the forest.
3. How did Gina feel
She felt curious(好奇的）and everything was new to her.
What information
does “before” include
Time
Transportation
Living Environment
Scenery
Read for more details
During the event
1. Why Gina go to the forest and when
Because she went there to explore.
2. What happened suddenly What did she hear
She heard a noise.
3. What did she see and how did she feel
A deer.
She felt surprised.
Early in the morning.
What information
does “during” include
Time
Action
Unexpected event
Reaction
Read for more details
After the event
1. What did Gina do after seeing the deer
She ran home and told her parents what she saw.
2. What did mom say about the deer
It was probably looking for food and hoping to get some.
3. How did Gina feel Why did her feeling change
First, she might feel scared.
Wonderful.
4. What did Gina learn
Nature has unexpected, lovely surprises.
Wild animals act for natural needs (like
finding food), not to harm humans.
Unexpected moments in nature can become
happy memories.
She hopes to go back again.
Her mom said the deer was just looking for food.
What information
does “after” include
Personal action
Others’ response
Feeling & Wish
How did Gina make her story vivid
1.By using_________________
2.By using_________________
3.By _____________________
4.By_____________________
5.By_____________________
the simple past tense
adjectives and linking words
comparing differences
talking about unexpected things
adding dialogues and
emotion words
Enjoy a song about Gina’s holiday and try to memorize the details
Try to retell the story according to the mind map
Gina’s holiday
When
Who
How
What
How
What
Last autumn
With her family
Took the train
the train
in a comfortable house
the forest
a deer
told her parents
curious/new
surprised/scared
wonderful/ helpful
Nature has unexpected, lovely surprises.
Wild animals act for natural needs (like finding food), not to
harm humans.
Unexpected moments in nature can become happy memories.
Where
Scotland
While-writing
Can you talk about YOUR holiday
1.Where/when/who/how/what/how/what
2.What “unexpected moment” happened in your holiday (saw/heard/did/ate...)
3.How did you feel How did your feelings change during the holiday
4.What did YOU learn
Before the event
Time
Transportation
Living Environment
Scenery
During the event
Time
Action
Unexpected event
Reaction
After the event
Personal action
Others’ response
Feeling & Wish
Post-writing
Show Time
Checklist
content Introduce from at least 4 aspects. 1.Did you use the right tense 2. Is there an unexpected event 3.Do feelings change clearly 4.Does the ending show a lesson
Language Use different adjectives, linking words indefinite pronouns and useful sentences to talk about holiday experiences.
Expression Speak loudly and clearly.
Performance Fluently and confidently
A possible version
My Holiday in Mount Huangshan
Last summer, I went to Mount Huangshan with my parents. It was very different from my busy city. The mountains were quiet and full of green trees. White fog covered the big rocks.
While walking, I heard a strange sound above me. I stopped moving and looked up carefully. Suddenly, I saw a large monkey with brown hair! I felt scared and hid behind my father.
“Don’t be afraid,” he laughed. “They just want your food!” He put some nuts on a rock. The monkey took them happily.
What a special experience! I learned wild animals are not dangerous — they only need food. Now I want to visit nature again!
Summary
Summary
Before the event
Time
Transportation
Living Environment
Scenery
During the event
Time
Action
Unexpected event
Reaction
After the event
Personal action
Others’ response
Feeling & Wish
1.Where/when/who/how/what/how/what
2.What “unexpected moment” happened in your holiday (saw/heard/did/ate...)
3.How did you feel How did your feelings change during the holiday
4.What did YOU learn
How to talk about your holiday
Language points
练
countryside 不可数名词， 乡村；农村
in the countryside 在乡村；在农村
My grandparents live in the countryside.
句
讲
例
Let’s learn and take notes
We stayed in a comfortable house in the countryside with beautiful scenery.
翻译：我在乡下度过了我的寒假。
I spent my winter vacation in the countryside.
练
turn around 转身；翻转 turn on/off/up/down
surprised adj.吃惊的 surprising adj.令人吃惊的 surprise v.使吃惊
deer鹿（单复数同形）
She turned around when she heard her name.
I was so surprised that I couldn’t say a word.
There are many deer in the forest.
句
讲
例
Let’s learn and take notes
I turned around and was surprised to see a deer.
She was completely__________ at the _________news.(surprise)
surprised
surprising
练
probably adv.很可能；大概
look for （强调寻找的过程） find （强调找到的结果）
I’m looking for my keys and I can’t find them.
句
讲
例
Let’s learn and take notes
The deer is probably looking for food and hoping to get some from you.
Can you help me ________my books I lost them.
A. find B. look for C. discover
练
hope to do sth./ hope that+从句
wish (sb.) to do sth/ wish that+从句
I hope to buy a big house near the sea.
I wish that I could be a bird.
句
讲
例
Let’s learn and take notes
The deer is probably looking for food and hoping to get some from you.
She hopes _________(pass) the exam.
to pass
Exercises
The seat is too hard and it’s ______________ (comfortable) to sit on it.
She ______ (see) a boy ______ (fall) into the river yesterday.
Everything ______ (be) so __________ (difference) from her city life.
In the forest, she felt_________ (surprise) to ______ (see) a deer.
She ran home and ______ (tell) her parents about it.
She couldn’t find ___________(somewhere) to go.
Gina thought it was a ___________(wonder) experience.
She was probably ________(look) for her schoolbag.
She saw some_________ (deer) in the forest.
Now she ______ (hope) to ______ (go) back to Scotland.
用所给词的适当形式填空
uncomfortable
saw
fall
is/was
different
surprised
see
told
anywhere
wonderful
looking
deer
hopes
go
Homework
Homework
基础作业：根据师生评价以及评价标准优化自己的课堂写作。
进阶作业：画一张Gina的旅行路线图：标出Scotland→小屋→森林→遇见鹿的地点，在路线旁写关键词：用课文中的动词（went/saw/felt）和形容词（different/surprised）等。
拓展作业：利用AI工具为自己的旅行经历配图或者制作旅行Vlog,并配上音乐。
Unit 1 Happy Holiday
Section B 3a-3c
How to talk about your holiday
Thank you !/ 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 B (3a-3c) 课时 课型 第6课时 读写课
主题情境 人与社会 — 假期生活与写作表达 授课教师
语篇研读 【What】 本语篇以 “假期经历” 为核心，包含 Gina 的假期故事《My Holiday in Scotland》、苏格兰相关背景信息及写作指导内容。Gina 的故事围绕在苏格兰的假期展开，涉及时间（last autumn）、地点（Scotland countryside）、人物（family）、活动（explore forest）、意外事件（see a deer）及感受（surprised, wonderful）等要素；同时包含语篇结构分析（Before/During/After the event）、语言点（一般过去时、形容词等）及写作评价标准。【Why】 帮助学生掌握描述假期经历的写作结构与核心语言，提升读写能力，能连贯叙述假期中的所见所闻所感；通过分析真实假期故事，引导学生关注自然与生活的美好，培养观察与表达能力。 【How】 以 “Gina 的苏格兰假期” 为线索，通过 “导入（Lead in）— 写前分析（Pre-writing）— 写中实践（While-writing）— 写后评价（Post-writing）” 四步展开。先通过情境提问激活兴趣，再拆解语篇结构与语言特点，最后引导学生迁移运用，完成自己的假期写作，辅以评价表和语言点讲解巩固效果。
学情分析 学生已在七年级下和本单元前面课时学习了询问假期的基础句型（如 Where did you go ）及一般过去时的基本用法，能识别简单的假期活动词汇（如 travel, visit）。但在连贯写作中，存在以下困难：一是难以按时间顺序组织内容（Before/During/After）；二是缺乏对 “意外事件” 和 “情感变化” 的细节描写；三是对形容词（如 surprised）、连接词及 “一般过去时” 的准确运用能力不足，需针对性强化。
课标要求 一、内容表达 能围绕主题，用简单的书面语篇描述个人经历、事件或熟悉的事物。 能根据提示（如图片、表格、问题等）写出包含主要信息的连贯语段（如故事概要、活动计划等）。 能表达个人观点和情感（如对某现象的看法、喜好说明等）。 二、语言运用 能正确使用基本句型结构（如一般现在时、过去时、将来时）和常见词汇。 能尝试使用连接词（如 and, but, because, first, then 等）使内容逻辑清晰。 能初步运用形容词、副词等修饰成分丰富表达。 三、语篇结构 能写出结构清晰的简短语篇（如书信、邮件、通知、日记等常见文体）。 能通过分段（如开头、主体、结尾）体现基本组织能力。
教学目标 通过本节课学习，学生能够： 1.识别并运用与假期相关的词汇（如 countryside, forest, deer, surprised, wonderful）及短语（turn around, look for）；理解描述假期的核心结构（Before/During/After the event）及句型（如 While there, something made a noise...）。（学习理解） 2. 能分析 Gina 的假期故事，提取 “时间、地点、意外事件、情感” 等关键信息；模仿其结构写一段假期经历，正确使用一般过去时、形容词及连接词。（应用实践）3. 能根据评价表修改自己的写作，补充 “意外事件” 和 “情感变化”；能向同伴分享自己的假期故事，体现对自然或生活的感悟。（迁移创新）
教学 重难点 重点： 1.掌握假期写作的结构：按 “Before the event（时间、地点、环境）—During the event（活动、意外事件）—After the event（行动、感受、感悟）” 组织内容。 2.正确使用一般过去时、描述性形容词（如 comfortable, surprised）及连接词。 难点： 1.连贯整合 “事件发展” 与 “情感变化”，使故事有逻辑、有细节。 2. 合理加入 “意外事件”（如遇见鹿），让写作更生动。
核心语言 【核心词汇】 假期相关：countryside, forest, explore, deer, scenery, experience 情感形容词：comfortable, different, surprised, wonderful, curious 动词过去式：took, stayed, went, saw, ran, told, made 【核心短语】 turn around, look for, hope to do sth., in the countryside 【核心句型】 描述背景：Last autumn, my family took a train to... We stayed in... 描述意外：While there, something made a noise. I turned around and was surprised to see. 表达感受：What a wonderful experience! I really hope I can go back again.
教学工具 PPT、教材、苏格兰风景及鹿的图片、写作评价表
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
Part1： Lead in （5min） 1.Present the beginning of Gina’s holiday story and ask Ss whether they could guess where Gina went to guide Ss to guess the location. 2.Show a map of Scotland and its features (highlands, tartan, bagpipes), introduce that Scotland is part of the UK, and activate background knowledge. 1. 阅读 Gina 故事片段，猜测假期地点。2. 观察图片，了解苏格兰的自然与文化特色。 通过猜测和背景介绍，激发学生对 “假期写作” 的兴趣，为后续语篇分析铺垫。（感知与注意）
效果评价：师评。观察学生能否积极猜测地点，能否说出苏格兰的 1-2 个特色（如 beautiful highlands），检测背景知识激活效果。
Part 2： Pre-writing （12 min） 1.Encourage Ss to guess where Gina went according to the picture. 2.Lead Ss to think about what they want to know about Gina’s holiday. 3.Present Gina's complete story and guide students to analyze the structure. (Before-during-after the event) 4.Ask Ss to read each part and answer the questions in each part. What’s more, lead Ss to analyze the information included in each part. 5.Lead Ss to discuss: "How did Gina make her story vivid " Summarize methods (simple past tense, adjectives, unexpected events, dialogues, etc.). 6.Guide students to retell Gina’s story according to the mind map to strengthen their understanding of the structure. 1.根据图片，猜测Gina的度假地点是城市还是乡村。 2.思考想要了解Gina哪些方面的信息。 3.找出文本叙事时间顺序，分析文本结构。 4.阅读三个部分，回答相关问题，并分析每个部分所包含的主要信息。 5.思考Gina如何让自己的文章更加生动的。 6.按思维导图（When/Who/What/Feelings）复述故事。 通过语篇分析，帮助学生掌握假期写作的结构和细节描写方法，为独立写作提供框架。（获取与梳理、内化与运用）
效果评价：自评 + 师评。检查学生能否找到文本的关键信息，并准确提取 “Before/During/After” 的关键信息；复述时是否涵盖核心要素（如时间、意外事件）。
Part 3： While-writing（8min） Encourage Ss to write about their own holidays and provide a writing framework for Ss. 1. 回忆自己的假期经历，按框架填写要点。2. 完成初稿，运用一般过去时和形容词描写细节。 通过结构化任务，降低写作难度，引导学生将所学结构和语言迁移到自己的经历中，落实 “应用实践” 目标。（获取与梳理、描述与阐释、内化与运用）
效果评价：师评。观察学生初稿是否包含 “Before/During/After” 三部分；是否正确使用一般过去时（如 went, saw）；是否有 “意外事件” 的描写。
Part 4： Post-writing（10min） 1.Invite 2-3 students to read their works aloud. 2.Ask some Ss to evaluate Ss’ works according to the check list. 3.Ask students to revise their compositions according to the evaluations and supplement details. 1. 自愿分享作品，认真倾听同伴的写作。2. 用评价表给同伴打分，提出修改建议（如 “可补充意外事件的感受”）。3. 修改自己的作文，完善内容和语言。 通过展示和互评，帮助学生发现写作问题，提升修改能力，同时培养合作与表达能力。（迁移创新）
效果评价：互评 + 师评。检查评价表填写的合理性；修改后的作文是否比初稿更完整（如补充了情感变化）。
Part 5： 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 6： 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 7： 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 8： Homework 基础作业：根据师生评价以及评价标准优化自己的课堂写作。 进阶作业：画一张Gina的旅行路线图：标出Scotland→小屋→森林→遇见鹿的地点，在路线旁写关键词：用课文中的动词（went/saw/felt）和形容词（different/surprised）等。 拓展作业：利用AI工具为自己的旅行经历配图或者制作旅行Vlog,并配上音乐。 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 本节课通过 “分析范例 — 模仿写作 — 评价修改” 的流程，落实了读写课的核心目标，学生基本掌握了假期写作的结构。亮点在于语篇分析细致，通过 “Before/During/After” 框架帮助学生理清逻辑；评价表的使用提升了学生的自主修改能力。 不足：部分学生在 “意外事件” 的构思上存在困难，需在写前环节提供更多示例（如 “迷路后找到新路”“遇见小动物”）；语言点讲解可结合学生的错误案例，增强针对性。后续可增加小组合作构思环节，降低写作难度。
21世纪教育网(www.21cnjy.com)

展开更多......

收起↑