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中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
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授课时间： 年 月 日
课题 U1 Section B(1a-2c) What can we learn from holiday experiences 课型 新授课（读写） 课时 4 主备人
审核人
语篇研读 【What】本课阅读文本是两篇日记，主要呈现了Vincent在7月17日和18日的莫斯科假期经历。17日，先参观胜利博物馆（Victory Museum），了解俄罗斯二战抗德历史，馆内玻璃“泪滴”艺术品传递战争残酷与和平珍贵；中午在公园附近餐厅用餐，因吃太多冰淇淋晚餐不适。18日，乘莫斯科地铁（Moscow Metro），感受站点如宫殿般的美丽；下午到学校和俄罗斯学生互动，玩游戏、因手风琴演奏而唱歌跳舞，收获友谊与快乐。【Why】本课语篇在知识维度上，传递莫斯科景点（胜利博物馆、地铁、红场等）及二战历史文化信息，展现当地人文风貌；在情感态度上，借博物馆体验引导学生反思战争与和平，借和外国学生交流，传递跨文化沟通、收获友谊的积极情感，让读者体会假期能拓展视野、丰富情感；在能力培养上，助力学生掌握通过日记记录假期、按时间顺序叙事的方法，提升阅读提取细节（如行程、感受）、理解文化内涵的能力，契合单元借假期经历积累成长的目标。【How】采用日记体裁，以第一人称，按时间顺序叙事，使经历清晰连贯。语言风格日常、真实，如“I liked the ice cream there, so I ate a lot of it. But, during dinner, I didn’t feel like eating because I felt sick.”，用简洁语句记录感受；描写景点时，“The metro stations are really beautiful. Sometimes I felt like I was walking inside a palace.” 用比喻（palace）增强画面感；阐述博物馆意义时，“It reminds us that war is terrible and peace does not come easily.” ，借艺术品引发思考，实现叙事、抒情、表意融合，便于读者代入体验。
学情分析 K (Know) — 已知 W (Wonder) — 想知 L (Learn) — 能知
学生已掌握基础假期相关词汇，也熟悉简单时间表达，具备基本的句子认读与简单信息提取能力，能识别日记里的行程描述；对“假期”概念有生活体验，知晓假期可旅行、参观等活动；对战争与和平有基础认知，了解战争残酷、和平珍贵的基本价值观。 好奇日记中复杂表达的含义与用法，如“thousands of glass ‘tears’ falling down” 的修辞理解，“felt like I was walking inside a palace” 等比喻句的运用；想掌握如何用英语精准描述假期经历中的感受、活动细节，提升叙事写作能力；渴望深入了解俄罗斯更多文化。 通过阅读日记，提升抓取关键信息（行程、感受、文化内涵）的能力，学会用英语按时间顺序清晰叙事；掌握新词汇，能在语境中正确运用，丰富语言表达，助力口语分享与书面写作；深入了解俄罗斯二战历史、莫斯科城市文化，拓宽国际视野；领悟假期经历对个人成长的价值。
学习重点难点 重点：掌握日记中高频词汇、重点短语；从日记文本提取关键信息，梳理时间线；模仿日记结构，用英语清晰叙述假期活动；
难点：体会复杂表达，理解深层文化、情感表意；不同假期场景中灵活运用关键词汇；从假期经历中提炼普适性成长启示（如如何通过旅行深化对和平的理解），并转化为自身认知与行动。
学习目标 能够通过阅读文本，通过略读、寻读等策略，获取、日记时间线，提取每日行程、感受等关键信息，概述Vincent 的假期经历；(学习理解)能够使用表格和时间线梳理日记内容，表达从该经历中学到的道理；基于结构化知识和文本内容，运用目标语言（如不定代词someone/everyone、情感形容词fantastic/happy）以第三人称视角复述旅行经历；(应用实践)能够结合所学知识，通过说的方式，创建对话分享假期片段；结合个人旅游经历，写一段关于“最难忘的旅行”的文段，在班级中展示，同时强化跨文化理解与和平珍视的意识。(迁移创新)
当堂评价 能够准确说出日记词汇的词义、词性；独立完成时间线梳理、经历概述，关键信息（行程、感受、文化点）提取完整、逻辑清晰，概述语句通顺；（检测学习目标1）2. 能够主动运用目标语言，表达清晰、回应合理，围绕假期经历展开有意义交流，互动流畅；（检测学习目标2）3. 按结构完成假期片段描述，词汇短语运用恰当，语句通顺、逻辑合理，无明显语法错误。（检测学习目标3）
教学活动设计
学习活动 教师导学 学习评价
Step 1. Lead-in. Have a free talk about their holiday trips. Enjoy the video. T: Do you like traveling on vacation Did you travel anywhere this summer vacation Play a video about different places of interest in the world. 师评。观察学生在自由谈论假期旅行时，能否流畅分享经历、表达观点；欣赏视频后，能否回应教师关于旅行问题时，语言表达准确、丰富、流畅。
【设计意图】通过自由谈论假期旅行，激活学生已有的旅行经历与相关语言储备，营造轻松交流氛围，拉近师生距离。播放世界名胜视频，丰富学生对不同旅游地的认知，为后续教学内容（结合旅行场景的语言学习等）做情境铺垫，激发学生兴趣，借助真实话题与视听素材，锻炼其口语表达、信息提取及关联旧知与新知的能力。
Step 2. Reading.Prediction. Observe the pictures and learn about some information about them. Try to guess the place Vincent went on holiday.Fast reading.Look through the text and try to find out the anwers to the questions and talk about their reasons.Sa: They are diary entries.Sb: To share the two-day travel experience in Moscow.Sc: In the time order.Sd: It was fine on the first day and rainy on the second day.Careful reading.Read the diary entries again and complete the timeline. Report their answers by retelling Vincent’s travel experience simply. Get to know about some background knowledge about World WarⅡ. Read the first diary entry carefully and try to find out the asnwers to the plete the mind map and then retell it. Read the second diary entry and complete the timeline. Try to find out the answers to the plete the mind map and then retell it. T: My friend Vincent also went on vacation in his summer holiday. Can you predict which country he visited based on the photos Show some pictures of places of interest in Russia and introduce them simply.Ask some questions to guide Ss to recognize the type and main idea of the text.T: What’s the type of the article T: What’s the main idea of Vincent’s dairy entries T: In what order are the diary entries written Ask more questions to guide Ss to catch the key information about Vincent’s trip to Russia.T: How was the weather on each day T: What places did Vincent visit T: How did he feel during the trip Let Ss finish the timeline of the 1st day with some activities. Explain World WarⅡto Ss. Ask Ss to read the first diary entry and pay more attention to the specific information. T: Why did Russian people build the Victory Museum Encourage Ss to finish the mind map and retell the trip. Let Ss finish the timeline of the 2nd day with activities. Ask more questions about the specific information about the second day. Provide the mind map and encourage Ss to finish it and retell Vincent’s trip. 师评。观察学生能否通过观察图片，准确提取俄罗斯景点（如莫斯科花园、胜利博物馆等）相关信息，合理推测Vincent度假国家，判断其对地理知识、景点特征的理解及逻辑推理能力。自评、师评。观察学生快速浏览文本时，能否高效定位关键信息（文本类型、主旨、写作顺序），判断其略读（skimming）技巧的运用熟练度，如是否抓住标题、首尾句、关键时间词等提取核心内容。自评、师评。观察学生能否正确完成时间线、准确回答关于俄罗斯胜利博物馆等问题，判断其能否精准抓取文本中旅行活动、博物馆背景（如修建原因）等关键细节，检验细节阅读（scanning）能力。自评、师评。观察学生能否准确完成思维导图，并用正确、连贯的语言复述旅行经历情况。自评、师评。观察学生能否完成第二天行程时间线、正确回答具体问题（如天气、出行方式等情况），判断其能否精准抓取文本中第二天旅行活动细节信息，检验跳读技能运用水平。自评、师评。观察学生能否绘制思维导图、复述旅行经历，评估其对第二天行程信息的梳理整合能力，考察信息归纳与口语表达的逻辑性、准确性。
【设计意图】本阅读环节围绕俄罗斯旅行日记，依“预测-略读-精读”分层推进。借景点图猜度假地，激活知识、激发阅读期待；略读抓文本类型、主旨等宏观信息，培养略读技巧；精读拆分行程，用时间线、思维导图，借跳读挖细节，融入二战知识，提升信息提取与整合、口语复述能力，培养逻辑阅读思维。多元评价保障目标达成，关联生活、渗透文化，实现语言与素养协同发展。
Step 3. Post-reading.Work with their partners and try to find two clues to this travelogue. Make a list of their ideas and share them in group and in class.Sa: I can learn that war is terrible and peace does not come easily.Sb: I can learn that we should eat properly during our trips. Sc: I can learn about different building styles. Suppose they are Vincent, retell “their” travel experience in Moscow. Sd: Hello, everyone! I’m Vincent. This summer holiday, I went to Moscow. ... Work with their partners and make a conversation according to the diary entries.Make their own conversation about the activities and feelings of their summer holidays. Think about the questions about one of their unforgettable trips. Try to list some information in the chart.Based on the evaluation standards and sample writing, polish their writing. Let Ss work in groups and have a discussion about the clues.T: What can you learn from Vincent’s travel experience Encourage Ss to write down their opinions and share in class. Help them correct mistakes if necessary and have a summary.T: From Vincent’s trip, we can learn history, art and culture. Create a situation of a live streaming about Moscow travel experience sharing. Create another situation.T: When Vincent came back to school, he talked with Anna about his trip. Provide some useful expressions to help Ss. Invite some pairs to show their conversations. Encourage Ss to work in pairs and talk about their own holidays. Offer some sentence structures and evaluation standards to help them.Invite some pairs to show their conversations. Ask Ss to write about their own wonderful holidays and share their works in class.T: There are many beautiful sceneriesin China. You must have an unforgettable trip. Please reply to Vincent’s email and share your holiday. While Ss are writing, walk around the classroom to help if necessary. 自评、师评。观察学生能否从旅行日志中精准找出2天对应的时间线索和情感线索，检验细节阅读与信息筛选能力。关注小组讨论中，学生参与度、协作性，语言表达的准确性、连贯性，判断学习的有效性。自评、师评。观察学生从Vincent旅行经历中提炼观点（如对战争与和平、旅行生活细节、建筑文化等的感悟）的深度与独特性，判断其文本理解、知识迁移及批判性和创新性思维水平。自评、互评、师评。观察学生扮演Vincent复述旅行经历时，是否顺畅表述、准确运用语法和词汇、贴合人物视角；在对话表演中，语言是否符合情境、表达是否自然。自评、互评、师评。观察学生能否与同伴积极交流合作，围绕假期活动、感受展开，有独特经历分享、真情实感表达，以此评估思维的创新性与内容的丰富性。自评、互评、师评。观察学生能否围绕“难忘的旅行”梳理清晰信息（时间、同行者、行程、感受等），运用恰当语言（语法、词汇）描述旅行经历、传递感受，并依据评价标准自我完善。
【设计意图】本环节以旅行日志为依托，设计多元读后活动。小组合作找旅行线索，借细节阅读深化文本理解，锻炼信息筛选与协作能力；提炼旅行感悟，促进文本知识迁移，培养批判性与创新性思维。模拟“直播分享”“校园交流”等真实情境，让学生扮演Vincent复述、编对话，强化语言运用与情境适配力，借自评互评提升表达精准度。创编个人假期对话、撰写旅行经历，连接生活实际，激活自身体验，实现语言输出从模仿到创新。通过多样活动，融合阅读、口语、写作技能，深化文化认知，在语言实践中提升综合素养，达成以读促用、以用固学的目标。
Step 4. Conclusion. With T’s help, try to sum up what they have learned this lesson. Think about the meaning of traveling. Talk about their understanding. Guide Ss to have a conclusion and think deeper.T: What’s the meaning of traveling 自评、师评。观察学生在总结本课所学内容时，能否涵盖阅读技巧、语言知识、旅行文化等要点，判断知识梳理的完整性与系统性；在探讨“旅行意义”时，观点是否有深度和广度，如结合经历阐述独特感悟，关联历史、文化、个人成长等维度。
【设计意图】知识整合：通过引导总结本课内容，帮助学生梳理零散知识，构建清晰的知识体系，强化对阅读策略、语言知识、旅行文化的整体认知。价值引领：借“旅行意义”探讨，关联生活体验与文化视野，激发学生对旅行的深度思考，渗透人文素养教育，传递“旅行促成长”的价值观念。思维拓展：创设开放性话题，鼓励学生多元解读，推动思维从知识复现向深度探究延伸，培养独立思考与表达自我观点的能力。
课 时 达 标 检 测
根据句意，从方框中选择合适的单词或短语并用其正确形式填空。We took the ______ to the city center because it was fast.The old photos ______ me ______ my happy childhood.I ate too much junk food yesterday and I felt ______ today.We visited a history ______ and saw many old things there.Looking at the beautiful sea, I ______ I was a free bird.二、模仿日记中的句子结构，根据提示完成句子。1. 原句：The metro stations are really beautiful. Sometimes I felt like I was walking inside a palace.提示：the garden，a colorful world仿写：__________________________________________________________原句：It reminds us that war is terrible and peace does not come easily.提示：the story，help others is important仿写：__________________________________________________________三、阅读下面短文，根据上下文和所给提示，在空白处填入适当的单词或短语。Last summer holiday, I went to Beijing. On the first day, I visited the Palace ______（博物馆）. It was so great! I learned a lot about Chinese history there. The next day, I took the ______ to Wangfujing Street. I bought many beautiful things there. In the afternoon, I met some foreign visitors. We talked a lot and I ______（感觉像）a real guide. It ______（使我想起）me of my English study. I decided to study harder to make more friends from other countries.
课时教学设计尾页
板书设计
作业设计 必做 Write 5 sentences using key words/phrases from Vincent’s diary (e.g., metro, feel like, remind). For example: "The beautiful paintings in the museum reminded me of history."Summarize Vincent’s 2-day Moscow trip in 3-4 sentences, highlighting key activities and feelings.
选做 Write a short diary entry about your own holiday experience (4-5 sentences). Incorporate at least 3 vocabulary items from the lesson and use the "time + activity + reflection" structure.
教学反思 【优点】目标达成度高：紧扣学习理解、应用实践、迁移创新目标设计活动，通过日记阅读、词汇练习夯实基础，仿写日记、对话活动推动语言运用，文化对比与假期规划实现知识迁移，多数学生能完成对应层级任务，实现语言与认知的阶梯式提升。分层设计有效：作业与课堂活动分层明确，基础层侧重词汇巩固与信息提取，适合基础薄弱学生；提高层聚焦语言应用与文化思考，满足能力较强学生需求，兼顾不同学习进度，提升学生参与度与成就感。【不足】课堂时间分配欠妥：在引导学生深度讨论博物馆文化内涵时，耗时过长，导致后续迁移创新环节部分学生未能充分展示成果，影响教学完整性。评价反馈单一：教学评价多以教师点评为主，学生自评、互评环节流于形式，且评价标准的解读与落实不够细致，未能充分发挥评价对学习的促进作用。【改进】优化时间管理：提前预设各环节时长，采用倒计时提醒、小组限时合作等方式，确保每个教学目标都有充分且合理的时间保障；将未完成的迁移创新内容延伸至课后，鼓励学生通过学习小组分享、线上平台展示等形式完成。完善评价体系：细化各层级作业与活动评价标准，以清单形式呈现；增加学生自评（如对照标准打星）、互评（如小组内分享并投票选出优秀案例）环节，引导学生深度参与评价过程，同时利用评价结果动态调整教学策略。
museum，metro，feel like，remind...of...，sick
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