Unit 1 Section B 3a-3c 教案 2024-2025学年人教版英语八年级上册

教学设计 课程基本信息 学科 英语 年级 八年级 学期 秋季 课题 Unit 1 Where did you go on vacation? (Section B 3a-3c) 教学目标 1. 通过“大数据”助力旅游业进行导入,以三个耳熟能详的旅行app为主线,通过将点评中的词汇分类等活动,学生提高了综合、概括等逻辑思维能力。学生将分类的意识迁移应用到旅行日志的写作中来,进而能准确而有条理地表达自己思维过程。 2. 3a以北京为假想旅游地,拓展相关表达,提升语言能力,引导学生开展写作活动。3a也为学生提供了语境以及语言结构,学生在完成填空之后,在练习中形成了学生可模仿的写作模版。 3. 学生通过回答一系列有关旅行的问题,为日志写作提供了要点和思路。通过阅读补充材料“我的旅行日志”,提炼出写作内容:经历和感受,观点和收获等。有了新的思路和表达,学生能感受到英语写作不仅是写出正确的句子,而是要用正确的句子表达合乎逻辑的思维,有独到的观点,准确而生动的描述和叙述等。最后将写作落实到语篇,学生在写作中熟练运用过去式,并且能模仿阅读语篇写出日记这种应用文体裁。最后在写出日志的基础上,进一步充实,使日志更加地丰富和生动。 4. “疫情”之下,树立“云旅行”的意识,通过写自己家乡的旅游日志,把自己的家乡介绍给其他人,树立家国情怀,爱家乡,爱祖国。旅行其实不仅是欣赏美景,更重要的是体验文化,青少年应将传播中国文化的使命感根植于心,展示中国美景,展现中国民俗,增强民族自信,提升文化自信,进一步加深对中国文化的理解和认同,让世界听到我们的声音,听到中国的声音,听到中华民族的声音。 教学重难点 教学重点: 1. 学生在活动中感知旅行日志撰写的框架结构,总结日志内容:经历、感受、观点、收获等。 2. 从补充阅读材料中学习更好的表达,使日志更为充实和丰富。 教学难点: 1. 提炼旅行日志的写作结构,并且在写出日志的基础上,进一步充实,使日志更加丰富和生动。 2. 在练习中提升综合、概括等逻辑思维能力,从而能准确且有条理地表达自己的思维过程。 教学过程 I. Lead in: The teacher recommends some apps that may help travelers make plans including Mafengwo,Dazhongdianping and travel diaries, students get the idea of the new tourism trend. II. How to write a travel diary: 1. The teacher shows a video about a city in China and students guess which city it is. It’s Beijing. Students help the teacher make a travel plan with the help of Mafengwo, and students look at the pictures and learn how to say some places of interest in English. 2. The teacher chooses to go to a Beijing hutong, and searches for it on Dianping. Students divides the key words from reviews into different parts: food, weather, description words, activities. After visiting a Beijing hutong, students learn to write a diary. What we write in the diary is similar to what we write in the reviews. Students complete the diary. 3. The teacher asks different questions about the diary, and students learn the structure of the travel diary and things they can write about in the diary. III. Deeper thinking: What else can we write about in the diary? The teacher shows different parts from the teachers’ travel diaries and students can learn some useful expressions and know they can also write about opinions and improvement at the same time. IV. How to make your diary richer and more vivid? Because of Covid-19, it’s impossible for us to go to many places. There is a new way to travel called “cloud travel”. The teacher guides students to cloud travel to her hometown. Students try to write a travel diary after cloud traveling. Students can use what the teacher taught and make the diary richer and more vivid. V. Join the cloud travel project. Students write a diary about their hometowns and let other people cloud travel there. We not only admire the beautiful scenery, but also experience the local culture. Traveling is also like a bridge, connecting home with the abroad. Students realize the responsibility to spread local culture to the world. 备注:教学设计应至少含教学目标、教学内容、教学过程等三个部分,如有其它内容,可自行补充增加。 学科网(北京)股份有限公司 $$