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Unit1 Happy Holiday. Section A (1a-1d)教学设计
I. Teaching Objectives (Core Literacy Objectives)
Language Ability
Students can understand the vocabulary and sentences in the diary, answer questions about Vincent's travel experience accurately, and share their insights from the travel experience clearly in English.
Cultural Awareness
By learning about Vincent's trip in Russia, students can enhance their understanding of Russian culture (such as history, architecture, life, etc.) and broaden their international vision.
Thinking Quality
Students can analyze the diary content, sort out the sequence of events, cultivate logical thinking and critical thinking, and learn to extract viewpoints from others' experiences.
Learning Ability
Students can master reading strategies such as skimming and intensive reading, improve their independent reading ability, and learn to cooperate and communicate with peers and share learning results.
II. Teaching Key and Difficult Points
Teaching Key Points
Students can understand the content of Vincent's diary and extract key information (visited places, feelings, etc.).
Students can complete the tasks of sorting out the timeline and sharing insights.
Teaching Difficult Points
Students can deeply analyze Vincent's travel experience, extract in-depth learning insights and express them fluently in English.
III. Teaching Methods
Task - based teaching method, group cooperation method, question - and - answer method.
IV. Teaching Procedures
Teaching Links Teacher's Activities Students' Activities Design Intent Embodiment of Core Literacy
Lead - in Show pictures of Red Square, Alexander Garden and Moscow Metro in Russia, and ask: "Do you know which country these places are in Would you like to visit it What do you know about this country " to arouse students' interest and guide them to discuss their understanding of Russia. Observe the pictures, answer questions actively and share their knowledge about Russia (such as knowing that there is Red Square in Russia and Moscow is the capital, etc.). Stimulate interest through pictures and questions, activate background knowledge and lay the foundation for reading. Language Ability: Practice oral expression; Cultural Awareness: Get in touch with Russian culture initially.
Pre - reading Activities Introduce reading tasks, clarify the questions to be answered: "What places did Vincent visit How did he feel during the trip ", and explain new words that may appear in the diary (such as "accordion") briefly. Clarify reading goals, learn new words and get ready for reading. Let students read with purpose, improve reading efficiency and reduce reading difficulty. Language Ability: Learn new vocabulary; Learning Ability: Cultivate the habit of purposeful reading.
While - reading Activities Guide students to read the diary (July 17th and 18th) quickly to find the places Vincent visited and complete Question 1. Organize students to read the diary carefully again, underline the sentences describing Vincent's feelings and complete Question 2. 3. Lead students to complete the timeline filling task (1c), let them try independently first and then check collectively. 1. Read the diary quickly, circle the places and share the answers. 2. Read the diary carefully, mark the words or sentences describing feelings (such as "excited", "felt sick") and answer Question 2. 3. Complete the timeline filling independently based on the diary content and then check with classmates. Train students' skimming (quickly extract key information) and intensive reading (deeply understand details) skills, help students sort out the structure and content of the article and master the sequence of events. Language Ability: Improve reading skills and understand text details; Thinking Quality: Cultivate logical thinking ability to analyze and sort out information.
Post - reading Activities Organize students to discuss in groups what they can learn from Vincent's travel experience (1d), give examples (such as "I can learn about the history of a country or a city.") and encourage students to think divergently and list more ideas. 2. Expand the discussion: "What can you learn from your own holiday experiences " and let students share combined with their own experiences. 1. Discuss in groups, brainstorm the content learned from Vincent's experience (such as "I can learn about different cultures.", "I can make new friends during travels." etc.) and select representatives to share with the whole class.2. Think about their own holiday experiences and share what they have learned from their own experiences (such as "Learned to be independent when traveling alone." etc.). Deepen the understanding of the text through discussion and sharing, guide students to extract viewpoints from others' and their own experiences, and exercise oral expression and thinking ability. Language Ability: Improve the fluency and accuracy of oral expression; Thinking Quality: Cultivate critical thinking and innovative thinking, learn to summarize from experiences; Cultural Awareness: Understand the significance of travel for cultural learning and personal growth.
Summary and Homework Summarize the key points of this lesson: Vincent's travel experience, insights gained from it and review reading strategies. 2. Assign homework: Write a short passage to introduce one of your holiday experiences and what you have learned from it. Review the content of the class and clarify the requirements of homework. Consolidate classroom knowledge, let students apply what they have learned to practical writing and improve writing ability. Learning Ability: Cultivate the ability of independent learning and knowledge application; Language Ability: Improve writing skills.
V. Teaching Reflection
Through task - based teaching and group cooperation, students participate in the class actively and make progress in language use and thinking development. However, some students still have difficulties in expressing complex insights. In the future, targeted guidance should be strengthened, such as providing more expression templates and carrying out layered exercises.

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