Unit1Happy Holiday period4 SectionB(1a-1d) 教学设计2024-2025学年人教版英语七年级上册

2025年秋基于英语核心素养教学设计 Unit 1 Happy Holiday（Section B 1a-1d ） Period 4教 学 设 计 课题 Section B 1a-1d 单元 Unit 1 Happy Holiday 课型 Reading 使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人 学习 内容 分析 本课围绕 “从假期经历中学习” 展开，通过 Vincent 的莫斯科旅行日记，训练学生提取细节信息、梳理时间线及归纳感悟的能力。 1a 通过图片识别（红场、亚历山大花园）引入俄罗斯文化背景；1b-1c 为阅读任务，阅读日记回答问题（参观地点、感受）并完成时间线（17 日：胜利博物馆、餐厅；18 日：莫斯科地铁、红场、学校交流）；1d 引导学生讨论从旅行中获得的启示（如历史认知、跨文化友谊），深化对假期意义的理解。 学情 分析 学生已能阅读简单记叙文，但对含历史背景（如二战、胜利博物馆）的文本理解较弱，时间状语（in the morning/afternoon）引导的事件顺序梳理能力不足。在提炼文本深层意义（如 “战争与和平”“文化交流”）时，缺乏逻辑归纳能力，需结合具象事例引导思考。 学习 目标 语言能力：能运用 “visited the Victory Museum”“took the Moscow Metro” 等短语描述旅行活动；掌握句型 “What places did he visit? He went to...”“How did he feel? He felt excited/sick.”；理解过去时态在日记中的连贯使用。 学习能力：通过略读与精读，提升提取关键信息（地点、活动、感受）的能力；在小组讨论中学会梳理观点，用英语表达个人感悟。 思维品质：能按时间顺序梳理事件脉络，从具体经历中归纳抽象意义（如历史教训、文化包容），培养辩证思维。 文化意识：了解俄罗斯的历史遗迹（胜利博物馆）与文化特色（莫斯科地铁、手风琴），尊重不同国家的历史记忆与文化表达。 学习 重点 从日记条目中提取关键信息（地点、活动、感受），并按时间顺序整理事件；讨论从假期经历中获得的启示。 学习 难点 1. 理解含历史背景的词汇与句子（如 “fight against the Nazis”“peace does not come easily”）； 2. 按时间线索（17 July-18 July）梳理多件活动的逻辑顺序； 3. 将具体经历（如与俄罗斯学生互动）升华为抽象感悟（跨文化友谊）。 教学 方法 Task-based Language Teaching（TBLT）、Interactive Reading、Cooperative Learning 教学 工具 PPT（含莫斯科景点图片、历史背景短片）、diary worksheets（1b-1c 问题与时间线表格）、key phrase cards 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in 1. Show pictures of Red Square and Alexander Garden, ask: "Do you know this country? What famous places do you know here?" 2. Play a 1-minute video about Moscow's landmarks to introduce cultural background. 3. Write key words: "Victory Museum", "Moscow Metro" on the blackboard. Look at pictures and video, share known information about Russia; read and repeat new words. Step 2 Pre-reading 1. Introduce Vincent's diary: "He wrote about his holiday in Moscow. Let's find out what he did." 2. Ask prediction questions: "What places might he visit? How might he feel?" Predict content based on pictures and background, share ideas in pairs. Step 3 While-reading 1. Skimming: Ask students to read 17-18 July entries quickly and answer 1b questions (places visited, feelings). 2. Scanning: Guide students to complete the timeline in 1c (fill in activities for each time period). 3. Explain difficult points: "fight against the Nazis" (结合历史短片)、"glass 'tears'" (联系 “战争的悲伤”)。 1. Skim to find main information and answer 1b. 2. Scan for time phrases (in the morning/afternoon) to fill in the timeline. 3. Note down difficult points and discuss with teacher's explanation. Step 4 Post-reading 1. Organize group discussion on 1d: "What can we learn from Vincent's experience?" Provide examples: "Learn about history". 2. Ask groups to list 3 lessons and share with the class (e.g., "Make friends with people from other countries"). 1. Discuss in groups, connect details (e.g., visiting museum → history learning) to summarize lessons. 2. Present group ideas and take notes on others' opinions. Step 5 Language Consolidation 1. Highlight past tense verbs in the diary (went, saw, felt) and ask students to list more (e.g., took, met). 2. Practice: "Vincent ____ (visit) Red Square. He ____ (feel) excited." 1. List past tense verbs from the text. 2. Complete sentences with correct past forms, check in pairs. Step 6 Summary&Practice 1. Lead students to review the timeline and key lessons. 2. Assign a short exercise: Match activities with feelings (e.g., "visited the museum" → "felt moved"). 1. Retell Vincent's holiday in chronological order. 2. Finish matching exercise to reinforce activity-feeling connections. 家庭作业 1. Rewrite Vincent's diary in 3 sentences, focusing on his most important experience. 2. Write a short paragraph: "My most meaningful holiday experience" (include place, activity, and what you learned). 3. Search for one fact about the Victory Museum and share in next class. 板书设计 Unit 1 Happy Holiday（Section B 1a-1d） Key phrases： - visited the Victory Museum - took the Moscow Metro - met Russian students - sang and danced with accordion Timeline： 17 July: morning (Victory Museum) → noon (restaurant) → dinner (felt sick) 18 July: morning (Metro/Red Square) → afternoon (school interaction) Key sentences： - What places did he visit? He went to... - How did he feel? He felt... Lessons：Learn about history; Make friends; Value peace 教学反思 学科网（北京）股份有限公司 $$