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Unit 1 Happy Holiday Section B (3a~Project) 教案
—— Happy Holiday（人教版八年级上册 2026-2027学年）
课题 Unit 1 Happy Holiday Section B (3a~Project) 学科 英语
年级 八年级 教材版本 人教版（2024）
课时 第5课时 课型 写作与项目展示课
教学方法 阅读支架、写作指导、项目合作、展示评价 教学用具 多媒体课件、学习单、小组活动表
学情分析 学生已经学习了假期经历的听说、阅读和语法表达，具备描述旅行地点、活动和感受的基础。本课需要学生把已有词汇、一般过去时、叙事六要素和项目合作整合起来，完成 holiday story 写作和 meaningful activities 分享。
教学目标 语言能力：能读懂 Gina’s holiday story，提取 took / stayed / went / saw / ran home and told 等事件信息，能根据 3b 问题支架完成 holiday story 写作；文化意识：了解 Scotland、kilt、Edinburgh Castle、Highland Cow、Scotch Whisky 等文化元素；思维品质：能用 When / Where / Who / What / Why / How 六要素组织故事并评价假期活动意义；学习能力：能在 Project 中列举、筛选并分享有意义的假期活动。
教学重难点 重点：3a 阅读提取、3b 写作支架、3c 假期故事写作、4a-4c Project 和 Reflecting。难点：完整使用叙事六要素写出有逻辑的 holiday story，并正确使用 seem、turn around、be surprised to do sth 等语言点。
一、教学过程
Step 1 Warm-up（复习导入+学习目标呈现）（5 min）
1a Countries and Symbols Lead-in（3 min）
【教师活动】T: Do you know which countries these pictures stand for 教师展示图片，引导学生快速说出国家、标志性景物和可能的 holiday activities。T: What do you know about these countries What would you like to do there
【学生活动】Ss: Students say the countries and symbols they know. They may say: I would like to visit famous places, take photos, walk around city streets and try local food.
【过渡语】从国家象征过渡到苏格兰文化：Today we will read Gina’s holiday story in Scotland and learn how to write our own holiday story.
【知识点】通过国家和景点图片激活假期旅行话题，为 Scotland 文化导入和写作任务做准备。
国家与图片符号导入截图。
国家图片导入补充截图。
1b Scotland Culture Preview（2 min）
【教师活动】T: Do you know anything about Scotland 教师呈现 kilt, Edinburgh Castle, Highland Cow, Scotch Whisky，帮助学生建立阅读背景。
【学生活动】Ss: Scotland is a part of the UK. Kilt is a traditional Scottish skirt. Edinburgh Castle is a famous castle. Highland Cow is a special animal in Scotland. Scotch Whisky is a famous drink.
【过渡语】了解背景后，学生进入 3a 阅读：Now let’s read Gina’s holiday story and find what she did.
【知识点】文化背景词包括 Scotland、kilt、Edinburgh Castle、Highland Cow、Scotch Whisky。
Scotland kilt与Edinburgh Castle预读截图。
Highland Cow与Scotch Whisky预读截图。
【理解要点】文化背景铺垫 写作课也需要先建立语境。了解 Scotland 的文化元素后，学生更容易理解 Gina 在 forest、comfortable house 和 deer 情境中的旅行体验。
Step 2 Presentation（知识呈现：3a 阅读与叙事六要素）（15 min）
2a 3a Read Gina’s Holiday Story（5 min）
【教师活动】T: Read Gina’s holiday story and write down the things that she did. 教师引导学生关注动词短语，完成 took, stayed, went to, saw, ran home and told。
【学生活动】Ss: Students complete the task: took a train to Scotland; stayed in a comfortable house; went to the forest to explore; saw a deer; ran home and told her parents.
【过渡语】提取事件后，教师追问这些事件如何连成一个完整故事：How can we tell a holiday story clearly
【知识点】3a 训练学生从故事中提取关键动作和一般过去时动词短语。
3a Gina假期故事信息提取截图。
2b How to Tell a Story: Six Elements（5 min）
【教师活动】T: Think about how to tell a story. 教师呈现 When, Where, Who, What, Why, How 六要素，并逐项解释。
【学生活动】Ss: Students answer: When tells time. Where tells place. Who tells the main character. What tells key events. Why tells the reason. How tells the ending and feelings.
【过渡语】掌握故事结构后，学生将使用 3b 问题支架准备自己的 unforgettable holiday experience。
【知识点】完整故事应覆盖时间、地点、人物、事件发展、事件诱因、结局感悟六大要素。
讲述故事六要素英文框架截图。
讲述故事六要素中文说明截图。
2c 3b Writing Questions: Build the Outline（5 min）
【教师活动】T: Think of an unforgettable holiday experience and answer the questions. 教师带学生分析课件范例：When did it happen Where were you What did you do How did you feel What did you learn
【学生活动】Ss: Students complete the outline: It happened last summer vacation. I was at a beach in Qingdao with my parents. I walked along the sea, learned to swim and tried delicious local seafood. I felt relaxed and really happy every day. I learned to be brave when facing new challenges.
【过渡语】大纲完成后，教师示范如何把短答案扩展成连贯段落。
【知识点】3b 是写作前支架，帮助学生从五个问题生成写作素材。
3b 难忘假期经历问题支架与范例答案截图。
【判断技巧】写作支架转段落 回答问题时句子可以较短；写成故事时要加入连接词、细节描写和感受句，让 When / Where / Who / What / Why / How 连成完整语篇。
Step 3 Practice（操练巩固：3c 写作 + Project + Language points + Exercises）（18 min）
3a 3c Model Writing: An Unforgettable Holiday（4 min）
【教师活动】T: Read the model writing and underline the sentences about time, place, activities, feelings and lesson. 教师讲解范文如何从 3b 答案扩展为三段式故事。
【学生活动】Ss: Students identify: Last summer vacation; the beautiful beach in Qingdao; walked on the soft sand, learned to swim, tried fresh seafood; felt relaxed and joyful; learned to be brave to try new things.
【过渡语】写作范文学习后，学生进入 Project，先列出假期活动，再筛选五个有意义的活动。
【知识点】3c 范文使用一般过去时、细节描写、感受表达和成长收获，体现完整叙事结构。
3c 假期故事范文前半部分截图。
3c 假期故事范文后半部分截图。
3b 4a Make a List of Holiday Activities（3 min）
【教师活动】T: Work in groups. Make a list of the activities you did during your holidays. 教师引导学生按 sightseeing, culture, nature, diary, sports, rest 分类。
【学生活动】Ss: Students list activities: Visit famous places of interest; take photos of beautiful buildings; take the underground to travel around; walk around the city streets; visit local museums; walk in the forest and explore nature; read travel stories; write travel diaries; sing and dance with new friends; have a rest in quiet parks; do sports such as running and cycling; watch movies.
【过渡语】列出活动后，学生需要选择五个最有意义的活动并说明理由。
【知识点】4a 训练项目合作中的头脑风暴和活动分类表达。
4a 假期活动清单截图。
3c 4b Choose Five Meaningful Activities（3 min）
【教师活动】T: Choose five meaningful activities you think everyone should try. Then give your reasons. 教师示范：visiting the Palace Museum in Beijing to know more about the history of ancient China。
【学生活动】Ss: Students choose and explain: visiting the Palace Museum in Beijing to know more about the history of ancient China; visiting Mount Taishan to enjoy beautiful scenery and exercise; writing travel diaries to record feelings; visiting local museums to learn culture; walking in the forest to explore nature.
【过渡语】选择活动后，学生将向全班分享，选出最受欢迎的前三项。
【知识点】4b 要求学生用 to do 结构说明活动目的和意义。
4b 五项有意义假期活动选择截图。
3d 4c Share and Vote for Top Three Activities（2 min）
【教师活动】T: Share your five activities with your class. Then find out the top three activities that everyone likes to do. 教师组织小组展示和投票。
【学生活动】Ss: Students share: We chose visiting Mount Taishan to enjoy the beautiful scenery and exercise, visiting the Palace Museum to know more about history, and walking in the forest to explore nature. Then the class votes for the top three activities.
【过渡语】Project 展示后，教师引导学生进行 Reflecting，自评本单元学习成果。
【知识点】4c 强调分享、倾听、投票和归纳全班共同偏好的项目学习过程。
4c 分享五项活动并选出前三项截图。
3e Reflecting: Self-assessment（2 min）
【教师活动】T: Read the Reflecting questions and check what you can do. 教师逐项追问：Can you use the simple past tense When do you use indefinite pronouns How would you describe your last holiday What can people learn from travel experiences
【学生活动】Ss: Students answer: Yes, I can use the simple past tense to describe holiday experiences. I use indefinite pronouns when I talk about unknown people or things. I can describe my last holiday by place, activities and feelings. People can learn culture, courage and friendship from travel experiences.
【过渡语】Reflecting 后进入语言点讲解，帮助学生解决阅读和写作中的重点表达。
【知识点】Reflecting 促进学生回顾一般过去时、不定代词、假期描述和旅行意义。
Reflecting 单元自评问题截图。
3f Language Point 1: seem（2 min）
【教师活动】T: Read: I live in a big city, so everything there seemed so different. 教师讲解 seem (to be) + 名词/形容词，seem to do sth，It seems/seemed that...，It seems as if...。
【学生活动】Ss: Students make sentences: He seemed excited about the coming trip to Russia. They seem to enjoy travelling around different countries. It seems that the forest is full of lovely wild animals. It seems as if the beautiful metro station is a fancy palace.
【过渡语】seem 可用于描写观察感受，接着讲解故事情节中的动作 turn around。
【知识点】seem 是系动词，表示“好像；似乎；看来”，常用于描述人物感受或观察判断。
seem语言点第一组结构截图。
seem语言点It seems结构截图。
3g Language Point 2: turn around（2 min）
【教师活动】T: Read: I turned around and was surprised to see a deer. 教师讲解 turn around、turn on、turn off、turn up、turn down。
【学生活动】Ss: Students read and match: She heard a strange noise and turned around quickly. Please turn on the light. Turn up the heater, it’s cold outside. Please turn down the radio.
【过渡语】turn around 描写动作转折，接着讲解 surprised 的感受表达。
【知识点】turn around 表示“转身；翻转”；turn on/off/up/down 是常见动词短语。
turn around与turn短语语言点截图。
3h Language Point 3: surprised（2 min）
【教师活动】T: Explain surprised: be surprised at sth and be surprised to do sth. 教师区分 surprised 修饰人，surprising 修饰事物。
【学生活动】Ss: Students make sentences: My parents were surprised at what I saw in the forest. We were surprised to meet so many foreign visitors on Red Square. The story was surprising, and I was surprised.
【过渡语】语言点讲解结束后，教师用课件练习检测词汇和短语。
【知识点】surprised 表示“惊奇的；惊讶的”，主语通常是人；常用 be surprised at sth / be surprised to do sth。
surprised语言点讲解截图。
【重点强调】写作中的感受表达 seemed so different、was surprised to see a deer、What a wonderful experience I had 都能让 holiday story 更生动。
3i Exercises: Multiple Choice（2 min）
【教师活动】T: Finish the multiple-choice questions and explain your reasons. 教师提示学生关注 probably、countryside、surprised、look for。
【学生活动】Ss: 1. Nick will probably visit Shanghai next month, but he isn’t sure. → D 2. We often go to countryside to enjoy the beautiful nature. → D 3. They felt surprised when they saw us at the station. → B 4. Tina is planning to look for a job to work in a coffee shop. → D
【过渡语】单选题检测完成后，教师进入完成句子，巩固本课核心表达。
【知识点】probably 表示“大概；可能”；countryside 表示“乡下”；look for 表示“寻找”。
单选题课堂练习截图。
3j Exercises: Complete the Sentences（2 min）
【教师活动】T: Complete the sentences according to the Chinese meanings. 教师强调 turned around、in the countryside with beautiful scenery、What a wonderful experience、seemed happy。
【学生活动】Ss: 1. Jack turned around and looked at the desk. 2. We stayed in a comfortable house in the countryside with beautiful scenery. 3. What a wonderful experience I had! 4. Everyone seemed very happy just now.
【过渡语】完成练习后，学生进入写作输出，尝试写自己的 holiday story。
【知识点】完成句子整合动作、地点环境、感叹句和 seem 表达。
完成句子课堂练习与答案截图。
【易错提示】experience 可数用法 表达“一次美好的经历”要写 a wonderful experience；感叹句为 What a wonderful experience I had!
Step 4 Production（拓展输出：Holiday Story 写作与展示）（5 min）
4a Write and Share Your Holiday Story（5 min）
【教师活动】T: Use your own ideas from 3b and the model in 3c to write a short holiday story. 教师要求学生至少包含 when, where, who, what, how, what learned 六个要素，并使用一般过去时。
【学生活动】Ss: Students write and share: Last winter holiday, I went to the countryside with my grandparents. I stayed in a comfortable house with beautiful scenery. I walked in the forest and explored nature. I turned around and saw a lovely bird. I felt surprised and happy. I learned to enjoy nature and be brave to try new things.
【过渡语】学生展示后，教师回扣 Summary，总结重点词汇、句式和写作策略。
【知识点】写作输出要求学生整合 3a 阅读、3b 支架、3c 范文和语言点，形成完整叙事。
Summary 新词与句式截图。
【知识拓展】三段式假期故事 第一段写时间、地点、人物和背景；第二段按时间顺序写活动和事件；第三段写感受、收获和评价。
Step 5 Summary & Homework（总结与作业）（2 min）
5a Summary（1 min）
【教师活动】T: Let’s summarize the new words and sentences. 教师带学生回顾 comfortable, scenery, seem, surprised, probably, wonderful 以及本课句式。
【学生活动】Ss: Students read: We stayed in a comfortable house in the countryside with beautiful scenery. The deer is probably looking for food and hoping to get some from you. What a wonderful experience I had!
【过渡语】总结后布置背诵和预习作业。
【知识点】Summary 复现写作核心词汇和句式，为课后巩固服务。
Summary 重点词汇与句式截图。
5b Homework（1 min）
【教师活动】T: Please recite the key words and sentences of this lesson. Preview the next lesson. 教师提醒学生完善课堂写作并准备下节课学习。
【学生活动】Ss: Students record homework: 1. Recite the key words and sentences of this lesson. 2. Preview the next lesson.
【过渡语】本课结束，学生通过背诵与预习巩固本单元写作与项目学习内容。
【知识点】作业与课件一致，聚焦重点词句背诵和下一课预习。
Homework 作业任务截图。
二、板书设计（三栏式）
Writing Structure（写作结构） Key Vocabulary（重点词汇） Useful Expressions（重点句式）
When / Where / Who What / Why / How Beginning: background Body: key events Ending: feelings and lesson comfortable adj. 舒服的 scenery n. 风景 seem v. 好像；似乎 surprised adj. 惊讶的 probably adv. 可能 wonderful adj. 精彩的 took a train to Scotland stayed in a comfortable house went to the forest to explore turned around was surprised to see a deer
Project 4a list activities 4b choose five activities 4c share and vote seem to do sth It seems that... turn around / turn on / turn off be surprised at sth be surprised to do sth We stayed in a comfortable house in the countryside with beautiful scenery. What a wonderful experience I had! I learned to be brave when facing new challenges.
Unit 1 Happy Holiday Section B (3a~Project) Writing and Project
三、教学反思
1. Scotland 文化导入是否帮助学生理解 Gina’s holiday story 的情境？
2. 3a 阅读中，学生是否能准确提取 took、stayed、went to、saw、ran home and told 等动作？
3. When / Where / Who / What / Why / How 六要素是否让学生清楚理解故事结构？
4. 3b 问题支架是否帮助学生生成自己的 unforgettable holiday experience 素材？
5. 3c 范文分析是否让学生理解三段式假期故事写法？
6. 4a-4c Project 中，学生是否能积极列举、筛选并分享有意义的 holiday activities？
7. Reflecting 问题是否促使学生回顾一般过去时、不定代词、假期描述和旅行意义？
8. seem、turn around、surprised 三个语言点是否能在学生写作中迁移使用？
9. 课堂练习中 probably、countryside、look for、What a wonderful experience 等是否掌握到位？
10. 学生最终写作是否包含时间、地点、人物、活动、感受和收获，是否逻辑完整？

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