资源简介

Unit 1 Happy Holiday
Section B (Vocabulary in Use & 3a-3c) 教学设计（第五课时·词汇与写作课）
2026—2027学年　人教版（2024）英语八年级上册
课　　题 Happy Holiday（Unit 1 Section B Vocabulary in Use & 3a-3c）
课　　型 词汇与写作课（Vocabulary & Writing）
课　　时 第5课时（45分钟）
授课年级 八年级上册
核心素养目标
素养维度 目标描述
语言能力 掌握 tower, might, budget, passport, forgetful, countryside, surprised, probably 等词汇（课本 p.8-9）与 in the sun / turn around / look for 等短语；通过 2a 词汇联想、2b 选词填空、2c 语篇填空在语境中运用目标词汇；读懂 Gina 的苏格兰假期故事并仿写自己的假期经历。
学习能力 运用“词块联想”（word web）扩充短语库；依据上下文判断空格词性的完形策略；借助 3b 五问支架（When/Where/What/How/What learn）搭建写作框架。
思维品质 归纳“假期故事”的文体要素（记叙文、一般过去时、第一人称、时间顺序）与篇章结构（Beginning—Body—Ending）；评价范文中的 vivid adjectives、connection words、sensory details。
文化意识 了解苏格兰文化符号（爱丁堡城堡、风笛、苏格兰裙、尼斯湖、高地牛）；体会“走进自然、亲近生命”（偶遇小鹿）的度假乐趣与英伦乡村生活图景。
教学重难点
教学重点：①2a-2c 词汇在语境中的准确运用（课本 p.8）；②读懂 3a Gina 的故事并提取活动链；③3c 依据五问支架与结构模板完成假期故事写作。
教学难点：①2b 六个词汇的词性与语义辨析；②假期故事中生动形容词、连接词与感官细节的运用；③从支架到独立写作的迁移。
教学过程
教学环节 师生活动 活动观层次 评价要点
Step 1 复述复习 激活旧知 (4’) ①依据时间线复述 Vincent 两篇日记：17 July（Victory Museum—the artwork—the tour guide—lunch ice cream—dinner sick）→18 July（Moscow Metro—Red Square—school—Russian students—accordion）；②情感词链：excited—moved—sick—amazed—happy。 学习理解 感知与注意 复述完整度与情感词准确率（诊断性评价）
Step 2 Work on 2a 词汇联想 (6’) ①完成 2a：Think of as many words as possible to make phrases. Then write them down.（p.8）——holiday: summer holiday(s) / go on holiday / holiday plan；experience: travel experience / work experience / learning experience；scenery: beautiful scenery / mountain scenery / city scenery；station: train station / bus station / subway station / TV station；camp: summer camp / winter camp / camp fire；square: Tian'anmen Square / city square / shopping square；②小组比拼谁联想多并互查纠错。 学习理解 获取与梳理 概括与整合 短语联想数量与正确率（对应学习能力目标）
Step 3 Work on 2b 选词填空 (6’) ①完成 2b：Complete the sentences with the correct words in the box（ancient/breath/remind/peace/sick/easily）（p.8）——1. I felt sick after staying in the sun for too long.（adj.）2. The tour guide told us the ancient tower was over 1,000 years old.（adj.）3. Don't spend too much on holiday shopping, or you might easily go over budget.（adv.）4. When the night fell, the small town was finally at peace.（n.）5. The mountain scenery was so beautiful that it took my breath away!（n.）6. Please remind me to take my passport before I leave.（v.）；②策略点拨：理解句子语义，根据上下文确定空格部分的词性和所缺内容；③生词：tower 塔；塔楼 / might 可能；可以 / budget 预算；精打细算 / passport 护照 / forgetful 健忘的。 应用实践 内化与运用 2b 正确率；词性判断依据说理（对应语言能力目标）
Step 4 Work on 2c 语篇填空 (6’) ①完成 2c：Complete the passage with the correct forms of the words in the box（especially/ready/forget/landscape/get together）（p.8）——People spend their holidays in different ways. Some travel to see beautiful sights and landscapes in strange, faraway places. The amazing scenery makes them smile and forget their worries. Others stay comfortable at home, especially when they are tired or not feeling well. They do nothing but relax, sleep, or watch TV. Many people get together with friends and family to have a meal or play sport. …the most important part of a holiday is to rest your mind and body. Then you can go back to your regular life, and be ready to see what comes next.；②结构归纳：Way 1 travel to see sights and landscapes / Way 2 stay at home, do nothing but relax / Way 3 get together with friends and family——The most important part: rest your mind and body; be ready for what comes next.；③生词：faraway 远方的；regular 平常的；有规律的。 应用实践 内化与运用 2c 正确率；三种度假方式结构归纳完整性
Step 5 读前铺垫 苏格兰文化 (4’) ①Pre-reading：Did you have an unforgettable holiday Gina went to Scotland for a holiday. Can you guess what she did there ；②文化呈现：The United Kingdom (UK) is made up of Scotland, England, Wales and the Northern Ireland.；Scotland 文化符号——Edinburgh Castle 爱丁堡城堡 / Bagpipes 风笛 / kilt 苏格兰裙 / Loch Ness 尼斯湖 / Highland Cow 高地牛 / Unicorn 独角兽。 学习理解 感知与注意 文化符号认读与预测发言（对应文化意识目标）
Step 6 Work on 3a 读故事 理活动链 (7’) ①完成 3a：Read Gina's holiday story and write down the things that she did.（p.9）——took a train / stayed in a comfortable house in the countryside / went to the forest to explore / saw a deer / ran home and told her parents what she saw；②文体分析：主题假期经历 / 文体记叙文 / 人称第一人称 / 时态一般过去时；③细节问答：Q1 How did the writer's family go to Scotland —They took a train. Q2 Where did they stay —In a comfortable house in the countryside. Q3 What surprised the writer in the forest —A deer. Q4 What did her mum think of the deer —It was probably looking for food and hoping to get some from the writer.；④生词：countryside 乡村 / turn around 转身 / surprised 惊讶的 / probably 很可能 / look for 寻找。 学习理解→应用实践 获取梳理→内化运用 活动链提取完整度；四问正确率
Step 7 结构分析 3b 支架 (5’) ①篇章结构分析：When/Who/Where/What Gina did and saw/How Gina felt + 写作亮点（Vivid adjectives / Connection words / Sensory details）；②完成 3b：Think of an unforgettable holiday experience and answer the questions（p.9）——1. When did it happen 2. Where were you 3. What did you do 4. How did you feel 5. What did you learn ；③提示参考：last summer/winter/autumn… / Sanya/Beijing/Shanghai… / went to a festival / went to the mountains… / fantastic/surprised/a wonderful experience / long history/make friends… 应用实践 分析与判断 五问作答的真实性与具体度（写作支架）
Step 8 Work on 3c 写作输出 (6’) ①3c：Use your ideas above to write a holiday story.（p.9）——明确五要素：Topic 假期经历 / Type 记叙文（Narration）/ Tense 一般过去时 / Person 第一人称 / Order 时间顺序；②结构模板：Beginning（Last summer/winter… The weather was… I went to…with…）→ Body（I/We visited/saw/climbed/took/had… 活动链）→ Ending（I liked this place because I learned something important… What an unforgettable experience!）；③研读范文 An unforgettable trip to Hainan Island（Last summer vacation, I went to Hainan. …The cool water made me feel like a happy fish. …Each bite was full of the sea's taste. …From this experience, I learned that different places have different views and cultures.）；④学生成文并互评。 迁移创新 想象与创造 初稿五要素齐全度与亮点词句（表现性评价）
Step 9 检测与作业 (1’) ①当堂完成巩固检测；②布置分层作业：基础——抄写课本 p.8-9 单词；提升——写一篇度假短文（至少用本课 5 个单词和词组）；拓展——采访同伴的难忘假期，用英文记录 3 个关键信息（where, what, how）。 学习理解 概括与整合 当堂检测正确率；作业要求明确度
作业设计（分层）
【基础·必做】①在英语本上抄写课本 p.8-9 的单词（每个 5 遍，注意四线三格）；②完成“巩固检测一、二”。
巩固检测一　用括号内单词的正确形式填空
1. He often reminds me ________ (write) to my parents.
2. I was __________ (surprise) to know that Sam pulled a rabbit out of the hole.
3. David can't solve the math problem alone. He __________ (probable) needs to ask the teacher for help.
4. As people get older, some may become __________ (forget) and miss important dates.
巩固检测二　根据汉语意思补全句子，每空一词
1. 他们转过身，但什么也没看见。They ________ ________ but saw nothing.
2. 在阳光下走了很长一段时间后，我想喝点冷的东西。After walking for a long time _______ _______ _______, I wanted to drink something cold.
3. 当你感到累了时，你可以寻找有趣的事情去做。When you feel tired, you can ______ _____ _________ ________ to do.
4. 这是多么有趣的一次经历啊! What ______ ___________ ___________ it is!
【提升·选做】完成“巩固检测三”。
巩固检测三　假期短文（依据教材 3c 活动改编）
写一篇关于你上次度假的小短文（6-8 句），至少使用本课学到的 5 个单词和词组，按 Beginning—Body—Ending 三段展开。
【拓展·挑战】完成“巩固检测四”。
巩固检测四　采访记录（依据教材 3b 活动改编）
采访同伴的难忘假期，用英文记录 3 个关键信息（where, what, how），并在下节课转述给小组。
巩固检测参考答案
一：1. to write（remind sb. to do sth.）　2. surprised（人作主语用 -ed 形容词）　3. probably（修饰动词用副词）　4. forgetful（become 后接形容词）
二：1. turned around　2. in the sun　3. look for something interesting　4. an interesting experience
三：示例—Last winter holiday, I went to Harbin with my family. The weather was cold but the ice sculptures were amazing. We visited the Ice and Snow World and took lots of photos. I tried skating for the first time and fell down many times, but I didn't give up. From this experience, I learned that trying new things makes life wonderful. What an unforgettable experience!（答案不唯一）
四：按 where/what/how 三要素记录的完整性评价，不设唯一答案。
板书设计
Unit 1 Happy Holiday — Vocabulary in Use & A Holiday Story Word web: holiday → summer holiday / go on holiday / holiday plan scenery → beautiful / mountain / city scenery 2b words: ancient breath remind peace sick easily Story: When → Where → Who → What (activities) → How (feelings) Writing: Topic 假期经历 | Type 记叙文 | Tense 一般过去时 | Person 第一人称 | Order 时间顺序；Beginning → Body → Ending Tips: vivid adjectives / connection words / sensory details
教学评价与反思
1. 目标—评价对应（教-学-评一体化）：
素养目标 课堂评价任务与证据
语言能力目标 2a/2b/2c 完成正确率；3a 活动链提取与问答质量；巩固检测一、二完成质量
学习能力目标 词块联想策略与“词性判断”完形策略的运用；五问支架的搭建
思维品质目标 假期故事文体五要素的归纳准确度；范文亮点的赏析质量
文化意识目标 对苏格兰文化符号的认知；对亲近自然、偶遇生命的美好体会
2. 预设反思点：①词块联想是否给出示例后放手让学生生成；②2b 词性标注是否由学生先判后核；③3c 写作时间是否充足，范文是否作支架而非替代；④互评是否聚焦亮点词句而非泛泛而谈。

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