资源简介

单元分课时教学设计
年级科目 2025新版八上英语科 目英语
授课名称 Unit 1　Happy Holiday
授课课时 第四课时Section B 1a-1d Section A (1a-2d) What is fun in a yard
授课类型 Reading and writing
授课文本
一、教材分析 Analysis of teaching material
What:- 主题：围绕假期经历（holiday experiences ）展开，以 Vincent 游览俄罗斯莫斯科的日记为依托，包含对莫斯科景点（胜利博物馆、莫斯科地铁、红场等 ）、活动及感受的呈现。- 板块任务：- 1a ：识别红场（Red Square ）、亚历山大花园（Alexander Garden ）所属国家，引发对旅游地的兴趣。- 1b ：阅读日记，回答游览地点（places visited ）和旅行感受（feelings during the trip ）的问题。- 1c ：根据日记，完成时间线（timeline ）填写，梳理不同日期、时段的行程。- 1d ：从 Vincent 的旅行经历中总结可学习到的内容（learn from travel experience ），如了解国家/城市历史等。Why:- 语言知识层面：通过真实的旅行日记文本，让学习者接触、理解与旅行相关的词汇（如 “Victory Museum（胜利博物馆）”“Moscow Metro（莫斯科地铁）” 等景点名称，“excited（兴奋的）”“fantastic（极好的）” 等描述感受的形容词 ）、短语（“walk through（走过；穿过）”“get together（相聚；在一起）” ）和句式（如 “It was + 形容词 + that...” 等 ），积累语言素材，提升阅读理解中处理叙事性文本的能力。- 文化意识层面：借助对莫斯科景点、俄罗斯二战相关历史（胜利博物馆体现的反法西斯历史 ）、当地学生交流活动等内容，拓宽学习者对俄罗斯文化、历史、社会生活的认知，培养跨文化理解与交流能力，明白不同国家的历史传承和人文特色。- 思维能力层面：1b 回答问题锻炼提取关键信息能力；1c 梳理时间线培养逻辑思维和文本梳理能力；1d 总结学习点，促进批判性思维和归纳能力发展，让学习者学会从他人经历中提炼价值。
How:- 1a 环节：可先展示图片，让学生观察讨论，猜测国家，分享对该国家旅游的向往或了解，激活背景知识，营造旅游话题氛围，为后续日记阅读做铺垫。- 1b 环节：先让学生快速浏览日记，梳理大致内容，再针对问题精读，找关键信息（如地点：Victory Museum、Red Square 等；感受：excited、happy 等 ），可通过小组讨论、个人发言形式交流答案，教师引导纠正、补充，强化对文本细节的理解。- 1c 环节：学生再次回顾日记，按日期、时段分类提取信息，填写时间线，可同桌互助检查，教师巡视指导，之后展示正确范例，梳理清晰的行程脉络，加深对叙事顺序的把握。- 1d 环节：引导学生思考旅行经历的价值，从知识、情感、文化交流等角度启发（如 “I can learn about different local customs（了解不同当地习俗）”“I can improve communication skills by interacting with foreigners（通过与外国人互动提升沟通技巧）” ），鼓励小组头脑风暴、分享，最后全班交流，拓展对旅行意义的认知，实现语言输出与思维拓展融合 。
二、教学内容 Teaching content
1. 围绕 “从假期经历中学到什么” 主题，先以红场、亚历山大花园图片，引导识别国家并激发游览兴趣 。2. 借助 Vincent 游览莫斯科的日记，设计阅读任务，让学生回答游览地点及旅行感受相关问题 。3. 安排再次阅读日记，梳理 17 日、18 日不同时段行程，完成时间线填写，强化信息提取与梳理 。4. 设置从 Vincent 旅行经历中总结收获的环节，鼓励学生思考并与同伴分享，深化对假期经历价值的理解 。
三、教学目标Teaching objectives
Language Abilities (语言能力)Learn to master the new words, phrases and sentences.Learn to read and understand texts about holiday experiences.Learn to use simple past tense and relevant words to describe their own or others' holidays.Learning Abilities (学习能力)Learn to extract key information from reading texts and complete related tasks.Learn to cooperate effectively in group activities during the class.Thinking Qualities (思维品质)Learn to stimulate the interest of English learning.Learn to lead Ss to express their thoughts.Learn to analyze and summarize what can be learned from holiday experiences.Learn to think critically about the significance of holidays.Cultural Awareness (文化意识)Learn about Russian culture through the reading materials and enhance cross - cultural understanding.
四、教学重难点Teaching important and difficult points
Teaching important points: Learn to read and understand texts about holiday experiences.Teaching difficult points: Learn to use simple past tense and relevant words to describe their own or others' holidays.
五、教学步骤Teaching procedures
Step1. Warm upStep2. Pre-readingStep3. While-readingStep4. Post-readingStep5. SummaryStep6. Language pointsStep7. Exercise
六、教学评一体化教学过程设计Teaching process
教学步骤 教学活动 效果评价
Step1. Warm up 1.Do you know what a travel vlog is Let's watch a travel vlog together!Do you like this vlog What can you see in this video Can you think of other ways to record a trip 【设计目的】观看视频，导入主题，引发学生兴趣，活跃课堂气氛。 观察学生是否认真观看视频，是否进入课堂状态。
Step2. Pre-reading 1.Think:What are other ways to record a trip 【设计目的】问询学生记录假期的方式。2.1a.Look at the photos below.Do you know which country it is Would you like to visit it I think it’s .../Maybe it’s...Yes, I'd like to visit it. Because...No, I'm interested because...【设计目的】根据图片猜测国家，激活学生的背景知识。营造旅游话题氛围，为后续日记阅读做铺垫。Read quickly and answer.【设计目的】检查学生通过快速阅读获取问题答案和预测文章大概内容的能力。 观察学生是否积极回答问题，内容是否准确。观察学生是否能根据图片猜测相应的国家，猜测是否正确。
Step3.While-readingStep4.Post-readingStep5. Language pointsStep6. Exercise 1.1b.Read Vincent's diary entries about his holiday. Then answer the questions.What places did Vincent visit How did he feel during the trip 【设计目的】快速浏览日记，梳理大致内容，再针对问题精读，找关键信息。2.1c. Read the diary entries again. Complete the timeline.【设计目的】按日期、时段分类提取信息，填写时间线，梳理清晰的行程脉络，加深对叙事顺序的把握。3.Read again. Put the following places in order by time and find the details.【设计目的】检查学生对文章内容的掌握。Watch the video and learn【设计目的】通过AI视频更好地理解阅读内容，身临其境，深刻体会，使得阅读内容具象化、简单化，更容易理解。5.Careful readingWhat did he learned in the museum What did he see in the museum 【设计目的】细读文章，通过问题定位，找到相应词句填空并回答问题，提升学生的细读技巧。6.Watch the video and learn【设计目的】通过AI视频更好地理解阅读内容，身临其境，深刻体会，使得阅读内容具象化、简单化，更容易理解。7.Careful reading【设计目的】细读文章，通过问题定位，找到相应词句填空并回答问题，提升学生的细读技巧。1.1d. What can you learn from Vincent's travel experience Make a list of your ideas and share them with a partner.【设计目的】从 Vincent 旅行经历中总结收获，鼓励学生思考并与同伴分享，深化对假期经历价值的理解 。Think and learn:【设计目的】情感引导,拓宽学习者对俄罗斯文化、历史、社会生活的认知，培养跨文化理解与交流能力，明白不同国家的历史传承和人文特色。1.fight2.against3.guide4.tear5.remind6.peace7.forget8.sick9.thousands of10.feel like【设计目的】检查学生对本节课重点词汇的掌握。1.选出合适的选项。根据句意及首字母提示完成单词。翻译【设计目的】检查学生对本节课重点知识的掌握和应用。 观察学生是否会快速阅读找准关键词进行问题回答。学生是否会根据关键词句梳理范文结构和内容。观察学生是否会正确排序。观察学生是否在认真观看学习。学生是否会细读定位，找到问题的答案，进行正确的填空。学生是否会细读定位，找到问题的答案，进行正确的填空。观察学生是否在认真观看学习。学生是否会细读定位，找到问题的答案，进行正确的填空。学生是否理解掌握文章内容，回答是否准确。学生是否读懂其中的意义。学生是否掌握本节课的重点词汇。观察学生是否能根据题目要求完成测试任务。
七、教学评价Teaching evaluation
Before the class, I will tell students how to participate in the class and evaluate themselves according to the following evaluation form.During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. After class, I will ask the students to evaluate themselves in the following evaluation form.The purpose is to check the students' grasp of the key and difficult points of the class. And I can also make teaching improvements.YesNo1.I can read and write key words and sentences correctly.2.I can extract key information from reading texts and complete related tasks.3.I can analyze and summarize what can be learned from holiday experiences.4.I can use simple past tense and relevant words to describe holidays.5.I can think critically about the significance of holidays.
八、板书设计Blackboard design
Unit 1 Happy HolidaySection B 1a-1d
九、家庭作业Homework
必做Must-do 1. Make a mind map of holiday activity words and write 4 sentences about holidays.2. Imitate "such...that..." and "so...that..." to write 5 sentences.
选做Choose-to-do1. Write a short essay comparing holiday cultures, using target grammar.2. Write an 8 - exchange dialogue about holiday sharing.
十、教学反思Teaching reflection
In this class, I guided students to extract key information from reading texts and complete related tasks. Most of students can finish the reading tasks and catch up with the class.In addition, we analyzed and summarized what can be learned from holiday experiences. To my surprise and joy, each student can say something which is meaningful and rewarding.

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