资源简介

新人教版八年级上册英语 Unit 1 Happy Holiday. Section B (1a-1d)教学设计
Core Literacy Objectives
1. Language Competence: Correctly understand and apply words such as "peace, sick, remind" to improve accuracy in language use.
2. Cultural Awareness: Accumulate language and cultural knowledge from reading materials and learning strategies to enhance understanding of diverse cultures.
3. Thinking Quality: Foster students' critical thinking and logical thinking abilities through text exploration.
4. Learning Ability: Master reading skills like skimming to improve independent learning efficiency.
Teaching Difficulties
1. Guide students to explore the deep meaning from reading materials and cultivate critical thinking.
2. Enable students to use the learned language in writing to express their holiday experiences and feelings.
Teaching Methods
Task-based teaching method, situational teaching method.
Homework Design
- Optional: Read the intensive material in Reading Plus (Unit 1).
- Compulsory: Choose a short passage about your favorite holiday experience and recite it.
Teaching Procedures
1. Step 1: Lead-in
Lead in the topic by asking students whether they know about the history and culture of the picture from 1a.
Design Intention: Activate students’ prior knowledge through the picture, establish a connection with the theme, and help them feel familiar with the topic before formal learning.
2. Step 2: Pre-reading
The teacher shows a short video about Moscow to students and teaches the new words.
Design Intention: Help students get a preliminary perception of the new lesson content via the video. With the support of pictures, videos and their existing knowledge, students can make reasonable inferences about the text content, gain a better understanding of Moscow’s background, broaden their global horizons, and develop the habit of predicting before reading.
3. Step 3: While-reading
Work on 1b and 1c.
(1) Read the first diary carefully and finish the chart.
When Where What How
Morning _____ went to...; saw ___ Excited
Noon _____ had ___
Evening _____ Felt ___; didn't ___; wanted ___
Date: ______ (First day to visit Moscow)
(2) Read the first diary again after finding out the basic information and then answer the questions:
① Why did Russian people build the Victory Museum
② What stories did the guide tell
③ What's the deep meaning of the artwork "glass tears"
(3) Let students read the second diary and complete the chart to find out the basic information (following the “When/What/How/Where” structure from the first diary entry).
(4) Let students read the second diary again and answer the questions:
① How did he make friends with Russian students
② What's the value of this experience
Design Intention: Guide students to sort out the diaries in the time order of “When, What, How, Where”. Then, use in-depth thinking questions to help them understand the basic content of the text, train their ability to integrate information, and build a framework for logical thinking.
4. Step 4: Post-reading
(1) Read the diary entries again and retell them according to the mind map.
(2) Ask students about the value of holidays and what they can learn from the diary entries.
(3) Ask students to think about great places in China, where they want to go most, and why.
Design Intention: Integrate learning with thinking. Set up task chains to help students extract and sort out text information and key details from the diaries. Enable students to realize that they can experience local customs of different regions through traveling and understand the world from a cross-cultural perspective.
5. Step 5: Language Points
(Teach key words, phrases, and sentence structures from the text, e.g., “remind sb. of sth.”, “feel like doing”, etc.)
6. Step 6: Summary
(Invite students to summarize what they’ve learned in this lesson, including vocabulary, reading skills, and cultural insights.)
Mind Map (for Retelling)
Unit 1 Happy Holiday (Reading)
- Date: 17th; 18th
- Where: Moscow; Moscow Metro Station; Victory Museum; Russian school; Restaurant; Red Square
- What: went to the... Museum; took the Moscow Metro; saw...; went to Red Square; had lunch...; arrived at... and met a...; didn't feel like... and wanted to...
- How: Excited → sick → much better → happy
Teaching Reflection
This lesson focuses on skimming, detailed reading, and comprehension of details, aiming to help students fully understand the text while exploring and reasoning about specific information. Eventually, students achieve a balance between overall understanding and grasp of details, forming their own perspectives on the lesson’s theme from form to content and connotation. However, in actual teaching, some students still face difficulties in quickly integrating information. In future lessons, more targeted exercises will be designed to enhance their information processing skills. Additionally, more interactive activities could be added to encourage students to use the learned vocabulary and expressions in communication, thereby better connecting language learning with practical application.

展开更多......

收起↑