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Period 4 Section B 1a~1d
What can we learn from holiday experiences
Ⅰ. Learning Objectives
1. Understand the main idea and supporting details of the text, master reading skills. Such as inferring word meanings from context, understanding text structure, grasping the author's emotional changes. Improve reading comprehension skills.
2. Master the format and structure of diary writing, learn to use the simple past tense and rich descriptive language to narrate personal holiday experiences logically in chronological order, and improve writing skills and language expression ability.
3. Read the text aloud fluently and retell its content, imitating the pronunciation, intonation, and pace in the text, to enhance the accuracy and fluency of oral expression.
Ⅱ. Language Knowledge
1. Key words & Phrases:
square, during, victory, fight, against, guide, remind, peace, easily, forget, noon, sick, station, palace; fight against, thousands of, fall down, feel like, get together
2. Key sentence patterns:
(1) The Russian people built this museum to remember their fight against the Nazis during World War Ⅱ.
(2) As we walked through the halls, the tour guide told us stories about the war.
CUE
(3) In one hall, I saw an artwork with thousand of glass "tears" falling down.
(4) But, during dinner, I didn't feel like eating because I felt sick.
(5) We were so happy that we didn't notice the time.
3. Key & Challenging Points:
(1) Apply simple past tense to recount past experiences or feelings and identify event timelines.
(2) Through global travel contexts. Share holiday experiences with peers; Appreciate culture differences and human geography across countries; Observe the world from cross - cultural perspectives; Cultivate positive mindset through nature appreciation.
Ⅲ. Teaching Procedures
Learning Activities
Step 1 Lead - in
Introduce topic by asking, "Do you know the history and culture shown in Picture 1a "
Step 2 Pre - reading
T shows a short video for Ss about Moscow and teach the new words.
Assessment of Teaching Effectiveness:
Ss can: Activate prior knowledge using visual cues; Establish thematic connections; Grasp new context through video aids.
Design Purpose
Predict textual content; Build background knowledge; Develop pre - reading prediction skills; Broaden global exposure channels.
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Step 3 While - reading
Work on 1b and 1c
1. Read the first diary carefully and finish the chart.
First day to visit Moscow
Morning:
Location: Victory Museum
Purpose of Construction: To remember the fight against the ①.
Visiting Experience: The tour guide ② stories.
Special Exhibition: Saw an ③ with thousands of glass "tears".
Noon:
Location: Restaurant near the park
Activity: Have ④
Personal Preference: Liked the ice cream there and ate a lot.
Evening:
Feelings: Felt ⑤ and didn't feel like eating.
Wish: Have a good night's sleep.
2. Read the first diary again and finish the timeline of 1c (the first part).
3. Read the second diary carefully and finish the form.
Things Vincent did/saw Did he like it Why or why not
Went to the metro station to take the Moscow Metro Yes They are beautiful.
Went to Red Square. Yes It was fantastic.
Went to a school, met a group of Russian students, played games, sang and danced together. Yes They made some friends.
4. Read the second diary again and finish the timeline of 1c (the second chart).
5. Answer the question of 1b.
Assessment of Teaching Effectiveness:
Observe whether Ss can complete the plot line based on the article content.
Design Purpose:
Ss will deepen the understanding of the text, consolidate the use of the simple past tense, develop the ability to extract and synthesize information from the text, build logical thinking frameworks, and cultivate autonomous and collaborative learning skills through independent thinking and group discussion by guiding Ss to chronologically organize the travel diary entries from text 1b and complete the 1c timeline task.
Step 4 Post - reading
1. Read the diary entries again and retell them according to 1c.
2. Show more about Moscow such as the weather, the food and more places of interest by showing a video.
3. Ask the Ss to think about the great places in China, and where they want to go most. Why
Assessment of Teaching Effectiveness
Ss will master the structural elements of a travel diary through task - chain reading activities and comprehensively apply target language.
Design Purpose:
Use the task chain to help Ss analyze the text, extract key diary components (time, place, people, weather, events), and recognize how travel allows them to experience local customs and traditions across different regions and cultures. This fosters a cross - cultural perspective for observing and understanding the world, cultivating logical and innovative thinking.
Step 5 Language points and discussion
1. Explain the key words, phrases and sentences in the article.
2. Work on 1d. Talk about Vincent's travel experience.
T: What can you learn from Vincent's travel experience
S : We should try our best to overcome the difficulties we meet in our vacations.
S : I can learn about the history of a country or a city…
Assessment of Teaching Effectiveness
Observe whether students can grasp the significance of travel through discussion.
Design Purpose
Develop students’ inductive and summarizing skills while guiding them to reflect on the meaning of travel.
CUE
Ⅳ. Blackboard Design
Unit 1 Happy Holiday
Section B 1a~1d
Read ten thousand books and travel ten thousand miles.
Important Phrases:
fight against sb./sth.
fall down get together
thousands of feel like
Ⅴ. Homework
1. Recite the key words, phrases and sentences in the text.
2. Summarize the author's route in Moscow based on these two diaries.
3. Draw a mind map of your own vacation trip.
Ⅵ. Teaching Reflection
This lesson effectively integrates fast reading, close reading, and detailed comprehension. It aims to help Ss achieve both a holistic understanding of the text and the ability to explore and infer details. The ultimate goal is to unify overall comprehension with attention to specifics, enabling students to develop their own insights into the lesson's theme — from its structure and content to its deeper meaning. In future teaching, greater emphasis should be placed on guidance for reading strategies to achieve optimal outcomes.

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