Unit1Happy Holiday period5 SectionB(2a-2c) 教学设计（表格版）2025-2026学年人教版（2024）八年级英语上册

2025年秋基于英语核心素养教学设计 Unit 1 Happy Holiday（Section B 2a-2c） Period 5教 学 设 计 课题 Section B 2a-2c 单元 Unit 1 Happy Holiday 课型 Vocabulary 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 “假期相关词汇运用” 展开，通过 2a-2c 的阶梯式练习，实现从词到句再到篇的词汇学习。 2a 通过短语搭配（如 “holiday” 搭配 “summer holiday”“go on holiday”）训练词汇组合能力； 2b 借助句子填空（如用 “sick”“peace” 等词）强化词汇在语境中的运用；2c 通过短文填空（涉及 “forget”“get together” 等词形变化）提升词汇在语篇中的综合运用能力。目标词汇涵盖假期活动、感受、场景等（如 experience, scenery, ancient, peace），助力学生构建假期主题词汇网络。 学情 分析 学生已掌握 “holiday”“travel” 等基础词汇，但在三方面存在不足：一是词汇搭配意识薄弱（如不知 “scenery” 常与 “beautiful” 搭配，而非 “big”）；二是语境中选词能力欠缺（如混淆 “remind” 与 “remember”）；三是词形变化易错（如 “get together” 在过去时语境中误用为 “geted together”）。需通过针对性练习强化词汇在不同语境中的灵活运用。 学习 目标 语言能力：能运用 “summer holiday”“unforgettable experience”“beautiful scenery” 等短语；掌握 “ancient”“breath”“remind” 等词汇的含义及用法；理解并正确使用词汇的词形变化（如 “forget→forgot”“get together→got together”）。 学习能力：通过短语搭配、句子填空、短文补全，提升词汇辨析、语境适配及词形转换能力；在小组讨论中学会分享词汇运用技巧。 思维品质：能根据上下文推断生词含义（如从 “the small town was finally at...” 推断 “peace” 的含义），建立词汇与语境的关联逻辑。 文化意识：在假期主题语境中，感受不同文化中假期的共通意义（如 “get together” 体现家庭团聚，“peace” 反映对安宁的共同追求）。 学习 重点 1. 掌握目标词汇的常见搭配（如 “go on holiday”“take one's breath away”“ancient building”）； 2. 在句子和短文中正确运用词汇（包括根据时态、语境进行词形变化）。 学习 难点 1. 区分易混淆词汇（如 “scenery”（自然风景，不可数）与 “view”（特定视角的风景，可数））； 2. 理解词汇的语境义（如 “ready” 在 “be ready to” 中表示 “准备好做某事”）； 教学 方法 Task-based Language Teaching（TBLT）、Interactive Practice、Cooperative Learning 教学 工具 PPT（含词汇图片、例句、语境场景图）、vocabulary worksheets（2a-2c 练习表格）、word cards（目标词汇及搭配卡片） 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in 1. Show pictures related to holidays (e.g., beaches, family gatherings, historical buildings) and ask: "What do you usually do on holiday? What words can you think of?" 2. Write down the words mentioned by students (e.g. holiday, travel, family) on the blackboard, and guide them to associate more words (e.g., "holiday" → "summer holiday"). 1. Look at the pictures and say words related to holidays; 2. Try to add word collocations and share with partners. Step 2 Pre-vocabulary 1. Present the target words in 2a (holiday, experience, scenery, etc.), and explain their meanings with pictures and simple example sentences (e.g., "scenery": Show a picture of mountains and rivers, say "This is beautiful scenery"). 2. Explain core collocations: e.g., "experience" → "unforgettable experience", "scenery" → "natural scenery", and demonstrate with word cards. 1. Understand word meanings through pictures and example sentences; 2. Repeat and record word collocations, and check each other in groups. Step 3 While-vocabulary 1. Exercise 2a: Guide students to complete phrase collocations. Walk around to observe, and supplement collocations of "experience" (e.g., "good experience" "bad experience"). 2. Exercise 2b: - Explain the words in the box (ancient, breath, etc.), focusing on the usage of "remind" (remind sb. to do sth.); - Ask students to complete sentence filling independently, then check with deskmates, and the teacher corrects (e.g., Sentence 1 "I felt sick..."). 3. Exercise 2c: - Guide students to read through the short passage and predict the context (different ways of spending holidays); - Explain key points of word form changes (e.g., "forget" is used as "forgot" in past context, "get together" is used as "got together" in past tense); - Students complete the filling, discuss answers in groups, and the teacher explains difficult points (e.g., the subtle difference between "landscape" and "scenery"). 1. Complete 2a phrase collocations and expand more holiday-related phrases; 2. Finish 2b sentence filling, understand word usage in context, and correct mistakes; 3. Complete 2c short passage filling, discuss the reasons for word form changes in groups, and record error-prone points. Step 4 Post-vocabulary 1. Organize a "Vocabulary Chain" game: Start with "holiday", and each student says a related word or phrase (e.g., holiday→experience→unforgettable...). 2. Theme sentence-making: Ask students to make one sentence related to holidays with "remind", "get together" and "peace" respectively, share in groups and select the best sentences. 1. Participate in the vocabulary chain to activate vocabulary association ability; 2. Make sentences and share, using words in real contexts. Step 5 Summary&Practice 1. Guide students to summarize key words and collocations in this lesson (sort out on the blackboard), and emphasize key points of word form changes (e.g., forget→forgot). 2. Distribute exercises: Complete 3 short sentences with given words (scenery, ancient, ready) to consolidate usage. 1. Review the words in this lesson and organize notes; 2. Finish the exercises and check answers with deskmates. 家庭作业 1. Write 1 phrase and 1 sentence for each of the 8 target words in 2a-2c; 2. Write a short passage of about 50 words "My Holiday Vocabulary Story", including at least 5 words from this lesson. 板书设计 Unit 1 Happy Holiday（Section B 2a-2c） Key Words & Phrases： Nouns: holiday (summer holiday), experience (unforgettable experience), scenery (beautiful scenery), breath, peace Verbs: remind (remind sb. to do), forget (forgot), get together (got together) Adjectives: ancient (ancient tower), sick, ready (be ready to) Key Sentences： - I felt sick after eating too much on holiday. - The beautiful scenery took my breath away. - We got together with family during the holiday. Tips： - 词形变化：forget→forgot; get→got - 易混词：scenery（自然风景，不可数） vs view（特定视角风景，可数） 教学反思 学科网（北京）股份有限公司 $$