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英语人教版2024八年级上册
Unit 1 Happy HolidaySection B (4a-4c)
科目 英语 授课教材 人教版（2024）八年级上册
授课题目 Unit 1 Happy Holiday Section B (4a-4c) 课时课型 第 7 课时项目课
主题情境 人与社会 — 旅行规划与文化体验 授课教师
语篇研读 【What】本课时以 “设计旅行指南” 为核心情境，涵盖旅行活动回顾、分类、研讨及项目实践等内容。涉及前往黄山游览、参与草莓采摘节庆、探访古镇等旅行场景，包含自然风光、美食体验、文化探秘等活动类别；借助 4a-4c 任务，引导学生筛选有价值的旅行活动、阐述选择依据，并以小组协作形式完成旅行指南设计，明确描述旅行活动需包含的关键要素（地点、内容、选择原因）及相关英文表达。 【Why】助力学生整合本单元所学知识，熟练掌握旅行活动的英文表达与类别划分，提升在真实生活场景中运用英语讨论旅行计划、设计出行方案的能力。通过探究不同旅行活动的价值，培养学生对自然景观、地域文化的理解，发展合作意识与创新思维，体会旅行对个人认知与成长的积极意义。 【How】以 “中秋假期旅行规划” 为切入点，按照 “情境导入 - 知识呈现 - 实践练习 - 成果输出” 四环节推进。先引导学生回顾过往旅行活动并进行分类梳理，再通过专项练习巩固 “描述活动 + 说明理由” 的表达逻辑，最终以小组合作设计旅行指南为核心项目任务，融合图片、示例等多模态输入与讨论、展示等多形式输出，实现语言知识向实践应用的有效迁移。
学情分析 学生在本单元前 6 课时已能运用一般过去时描述过往假期活动，熟悉 climbed、visited 等动词过去式及 “I went to...” 基础句型，可辨识不定代词与情感形容词。但在旅行活动的系统归类、结合文化或自然价值阐述选择依据、小组协作整合信息设计完整旅行指南方面仍需加强，需通过阶梯式任务提升逻辑梳理与实践应用能力。
课标要求 1.能运用所学词汇与句型围绕旅行主题展开简单讨论，清晰说明活动内容及选择理由； 2.能在小组协作中推进项目任务（如旅行指南设计），准确传递信息； 3.表达时能正确运用相关语法知识（如一般过去时、形容词），语音语调基本规范； 4. 能理解不同旅行活动承载的文化与自然意义，培养跨文化意识与实践创新能力。
教学目标 通过本节课学习，学生能够： 1. 识别并掌握旅行活动的类别划分（如自然风光 Natural Scenery、美食体验 Food-tasting 等）及相关英文表达（如 visited ancient towns、tasted local food），明确描述旅行活动需涵盖的关键要素（地点、内容、选择理由）（学习理解）； 2. 在练习中运用核心句型（如 “I consider... in... meaningful. For the reason that...”）描述具体旅行活动，精准阐释选择依据；在小组讨论中与同伴高效交流，分享个人观点（应用实践）； 3. 结合自身旅行经历，以小组为单位合作设计包含 5 项有意义活动的旅行指南，体现对自然与文化的认知；通过班级展示，将所学知识迁移到实际生活场景，培养创新思维（迁移创新）。
教学重难点 重点：1. 掌握旅行活动的类别划分及相关词汇（如 Cultural Exploration、visited ancient towns）；2. 运用核心句型描述旅行活动的地点、内容及选择理由（如 “I consider visiting the Forbidden City meaningful. For the reason that it helps us learn about Chinese history”）。 难点：1. 结合文化、自然价值合理分类旅行活动，并逻辑清晰地阐述选择理由；2. 小组协作中整合不同活动信息，设计结构完整、富有创意的旅行指南。
核心语言 【核心词汇】 旅行活动：climbed Mount Huangshan, visited ancient towns, tasted local food, went to a strawberry festival, visited museums 活动分类：Natural Scenery（自然风光）, Food-tasting（美食体验）, Cultural exploration（文化探秘）, Historical Sites（历史遗迹）, Rural experience（乡村体验） 描述性词汇：beautiful, meaningful, cultural, historical, peaceful 【核心句型】 描述活动：I think [activity] in [place] is meaningful. 说明理由：Because it helps us [learn about history/experience culture/enjoy nature]. 讨论询问：What activity do you think is meaningful Why
教学工具 PPT 课件、旅行活动图片卡片、旅行指南模板、评价量表（Checklist）
教学策略 项目式学习法、小组合作学习法、情境教学法、任务型教学法
教学过程 教学环节 教学活动 学生活动
Part1：Lead in（2min） 1. Show students some pictures of Mid-Autumn Festival trips and ask about their planned destinations for the holiday；2. Present the learning goal of this lesson — designing a travel guide. 1. Share their Mid-Autumn travel plans, trying to express in simple English (e.g., “I plan to visit Suzhou”)；2. Understand the task requirements of “designing a travel guide” and clarify the learning direction.
效果评价 师评。观察学生是否主动回应问题，能否用简单英语表达旅行计划（如 “I want to go to Hangzhou”）；通过学生表述的词汇与句型，了解其对旅行主题的语言储备情况。
Part2：Presentation（5min） 1. Guide students to review travel-related activities learned in this unit, and present picture cards of these activities for matching；2. Inspire students to classify the activities into categories like Natural Scenery and Food-tasting；3. Encourage students to work in groups to add more travel activities that fit each category. 1. Review and read travel activity vocabulary aloud, match pictures with corresponding activities；2. Participate in classification discussions, understand the definition of each activity category；3. Collaborate in groups to supplement activities, then share the results with the whole class.
效果评价 互评 + 师评。评价小组补充活动的准确性（是否符合对应类别），以及语言表达的规范性（如动词过去式的正确使用）。
Part3：Practice（8min） 1. Explain the method of describing meaningful travel activities, focusing on the logic of “activity + place + reason”；2. Present sample dialogues and guide students to complete fill-in-the-blank exercises using core sentence patterns. 1. Understand the key points of describing meaningful activities；2. Imitate the sample dialogues, use core sentence patterns to describe the travel activities they choose, and write down the reasons.
效果评价 自评 + 师评。观察学生是否认真听取教师指令；检查练习中表格要素的完整性，以及对话中句型使用的准确性（如 “for the reason that” 引导的原因状语从句）。
Part4：Production（15min） 1. Arrange students to work in groups of 4-5, assign roles (e.g., activity selector, reason writer, guide editor) and distribute travel guide templates；2. Encourage each group to discuss and complete the guide design, then share their preliminary works；3. Provide evaluation checklists, guide students to self-evaluate and peer-evaluate the guides. 1. Collaborate in groups with clear role division to complete the travel guide design；2. Use the evaluation checklist to self-assess the first draft of the guide and optimize the content；3. Send a representative to present the guide, explain the design ideas clearly；listen carefully to other groups’ presentations and score them.
效果评价 互评 + 师评。依据评价量表，从指南完整性（是否包含 5 项活动）、逻辑合理性（理由是否充分）、创意性（是否有独特设计）及表达清晰度四个维度进行评估。
Part5：Summary（2min） Summarize the key content of the lesson: 1. Classification of travel activities；2. Core vocabulary and sentence patterns；3. Steps of designing a travel guide；4. The meaning of travel. Follow the teacher to review the key content, sort out the knowledge framework in notebooks.
Part6：Language points（5min） 1. Focus on explaining key grammar points (e.g., the correct use of past tense of irregular verbs) and difficult vocabulary (e.g., “cultural exploration”)；2. Analyze the structure of core sentence patterns and guide students to do sentence-making practice. 1. Take notes on language points, mark confusing content；2. Complete sentence-making practice, correct mistakes in time with the teacher’s guidance.
Part7：Exercises（3min） Distribute in-class test papers (including 3 types of questions: activity classification, sentence pattern filling, reason description), require students to complete within 3 minutes. 1. Complete the in-class exercises independently within the time limit；2. Exchange papers with deskmates for mutual correction, then listen to the teacher’s explanation of error-prone questions.
Part8：Homework 基础作业：Write 5 sentences to describe a favorite travel activity, including place, content and simple reason, using the simple past tense；进阶作业：Make “holiday activity cards” with drawings, introduce 3 activities of different categories, and use 2-3 sentences for each category to explain the place, content and reason；拓展作业：Design a 3-day travel plan, write a short passage of 80-100 words, include 5 meaningful activities, and explain their roles in cultural learning, nature experience or personal growth. 1. Record the homework requirements clearly；2. Plan the order of completing homework according to personal learning weaknesses (e.g., if weak in sentence patterns, prioritize the basic homework).
板书设计
教学反思 本节课以 “设计旅行指南” 为核心项目，将语言学习与实践应用紧密结合，有效激发了学生的参与热情。分层练习（从个人句子练习到小组项目）梯度合理，帮助学生逐步突破 “分类” 与 “说明理由” 的难点。但部分学生仍存在活动类别混淆的问题（如将 “Historical Sites” 与 “Cultural Exploration” 混淆），后续需通过对比示例（如 “visiting ancient towns is Cultural Exploration, while visiting the Forbidden City is Historical Sites”）加强区分。此外，小组展示时个别学生表达不够流畅，可在下次课前增加 5 分钟 “小组预演” 环节，提升学生的表达自信。

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