Unit1Happy Holiday period6 SectionB(3a～3c) 教学设计 2025-2026学年人教版（2024）英语八年级上册

2025年秋基于英语核心素养教学设计 Unit 1 Happy Holiday（Section B 3a-3c） Period 6教 学 设 计 课题 Section B 3a-3c 单元 Unit 1 Happy Holiday 课型 Reading & Writing 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 本课时为读写课型，以 “难忘的假期经历” 为主题，通过 “以读促写” 实现从输入到输出的转化。 3a 要求阅读 Gina 的苏格兰假期故事，提取她所做的事情（如 “took a train”“stayed in a countryside house”“explored the forest” 等），感知叙事结构； 3b 通过五个问题（时间、地点、事件、感受、收获）引导学生梳理个人经历，搭建写作框架； 3c 要求学生模仿 Gina 的故事结构，结合 3b 的思路，完成一篇关于自己难忘假期经历的短文。范文运用过去时态连贯描述事件发展，包含 “活动 — 感受 — 收获” 的逻辑链条，为学生写作提供清晰范例。 学情 分析 学生已掌握 “go on holiday”“take a train” 等假期相关短语及一般过去时的基本用法（如 “took”“stayed”），但存在三方面不足：一是阅读时难以快速定位关键事件（如分不清 Gina 的 “主要活动” 与 “次要细节”）；二是写作中结构松散（如时间顺序混乱）；三是描述感受时词汇单一（如仅用 “happy” 表达所有积极情绪）。需通过范文解析和结构化指导，帮助学生建立 “事件 — 感受 — 意义” 的写作逻辑。 学习 目标 1. 语言能力： 能读懂 Gina 的假期故事，提取关键信息（时间、地点、活动、感受）； 能正确使用一般过去时描述假期活动（如 “took a train”“explored the forest”）和感受（如 “surprised”“wonderful”）； 能模仿范文结构，写出包含 “时间 + 地点 + 活动 + 感受 + 收获” 的假期短文。 2. 学习能力：通过略读找主线、精读析细节，提升信息提取能力；通过模仿范文框架和句式，提高书面表达的条理性。 3. 思维品质： 能按时间顺序梳理事件脉络，培养逻辑组织能力； 能从具体经历中提炼意义（如 Gina 的经历体现 “探索的乐趣”），培养归纳思维。 4. 文化意识： 了解不同地域的假期特色（如苏格兰的乡村与森林风光），感受假期文化的多样性； 体会分享假期经历对增进情感的意义，培养跨文化交流意识。 学习 重点 1. 阅读 Gina 的故事，提取并梳理关键信息（活动、时间、感受）； 2. 模仿范文结构（开头引入 — 中间叙事 — 结尾总结），用一般过去时写个人假期经历。 学习 难点 1. 如何将零散的假期经历按 “时间顺序” 或 “逻辑顺序” 组织成连贯短文； 2. 如何用具体细节（如 “the deer looked at me quietly”）代替笼统描述（如 “saw an animal”），使文章生动； 3. 准确运用一般过去时的不规则动词（如 “take→took”“feel→felt”）。 教学 方法 ask-based Language Teaching（TBLT）、Interactive Reading、Model-based Writing 教学 工具 PPT（含苏格兰风光图片、Gina 故事思维导图）、reading worksheets（3a 问题清单）、writing outlines（3b 问题表格）、past tense verb cards（不规则动词卡片） 教学过程 教学环节 教师活动 学生活动 Step 1 Warm-up 1. Show a set of holiday photos (beaches, countryside, cities, etc.) and ask: What did they do in these holidays? How did they feel? 2. Guide students to describe briefly in the simple past tense (e.g., “They swam in the sea. They felt excited.”) 1. Observe the photos, recall holiday-related vocabulary and simple past tense usage; 2. Describe holiday activities and feelings in the pictures with simple sentences. Step 2 Pre-reading 1. Introduce Gina’s holiday: “Gina had a special holiday in Scotland. Let's read her story and find out what happened.” 2. Ask for predictions: “What do you think she did in the countryside? (e.g., picked fruits, walked in the forest)” 1. Predict Gina’s activities based on words like “countryside” and “forest”; 2. Share predictions with a deskmate to activate prior knowledge. Step 3 While-reading 1. Skimming: Ask students to read 3a quickly and complete the task “Write down the things Gina did” (check answers: took a train, stayed in a countryside house, explored the forest, saw a deer, ran home, told parents...). 2. Scanning: - Guide students to find time clues: “When did these things happen? (last autumn, on the last day, early in the morning)” - Analyze feelings and gains: “How did she feel? (surprised, wonderful)” “What made it special? (saw a deer in the forest)” 3. Sort out the structure: Use a mind map to show the model text framework: Beginning (time + place) → Middle (activities + details) → Ending (feelings + wishes). 1. Skim to extract Gina’s activities and complete the 3a task; 2. Scan to find details like time and feelings, and mark them in the text; 3. Discuss the model text structure in groups to understand the logic of “beginning—middle—ending”. Step 4 Post-reading 1. Group discussion: “Why did Gina think it was a wonderful experience? What details made it special? (e.g., the deer surprised her)” 2. Language focus: Present past tense verbs in the text (took, stayed, saw, ran), emphasize irregular changes (e.g., “see→saw”), and conduct quick checks with verb cards. 1. Discuss the uniqueness of Gina’s experience, learning to support feelings with details; 2. Review irregular verbs in the past tense and complete card-matching exercises. Step 5 Writing Preparation 1. Guide students to transfer: “Gina shared her story. Now let's think about your unforgettable holiday. Use 3b questions to help you.” 2. Demonstrate filling in the 3b form (with the teacher’s own experience as an example: When? Last summer. Where? Beijing. What? Visited the Great Wall. How? Tired but excited. Learned? History is amazing.). 3. Instruct to make an outline: Organize ideas in the order of “time→place→activities (+details)→feelings→gains” based on the form content. 1. Independently complete 3b questions to sort out personal holiday experiences; 2. Turn answers into a writing outline with reference to the teacher’s demonstration; 3. Peer review of outlines: “Is the time order clear? Any interesting details?” Step 6 Writing 1. Assign the writing task: “Write your holiday story like Gina's. Use your outline. Remember to use past tense and add details.” 2. Provide sentence pattern support: - Beginning: “Last [season], I went to... with my family.” - Middle: “One day, I... Suddenly, I... It was... ” - Ending: “It was a... experience. I hope to... again.” 3. Circulate for guidance, focusing on helping students with difficulties add details (e.g., changing “I went to the park” to “I flew a kite in the park. The wind was strong, and the kite flew very high.”) 1. Write the 3c short passage independently (about 80 words) with reference to the outline and sentence patterns; 2. Consult notes or group members when encountering grammatical problems during writing. Step 7 Sharing & Feedback 1. Invite 2-3 students to read their compositions, and organize class comments: “What details do you like? Any good sentences?” 2. Teacher summary: Affirm strengths, and emphasize that “details make stories vivid” and “time order makes articles clear”. 1. Listen to classmates’ compositions and evaluate using the “Star and Wish” method (e.g., “Star: You described the food well. Wish: Add when you ate it.”); 2. Record improvement suggestions to prepare for revising their own compositions. Step 8 Summary 1. Review key points of the lesson: model text structure, past tense usage, writing details; 2. Encourage: “Holidays are full of stories. Writing them down helps us remember good times.” 1. Review learning key points with the teacher; 2. Share gains from the lesson (e.g., “Learned to write a story with details”). 家庭作业 1. Extended task: Read the composition to family members, record their holiday stories, and share in the next class. 2. Accumulation: Copy 3 wonderful sentences from the text or classmates’ compositions (e.g., “The deer looked at me like a friend.”). 板书设计 Unit 1 Happy Holiday（Section B 3a-3c） Gina's Story Structure： 1. When & Where? Last autumn, Scotland 2. What did she do? took a train, stayed in a house, explored the forest, saw a deer... 3. How did she feel? surprised, wonderful My Story Outline： - Time + Place - Activities + Details（e.g., who/what/how） - Feelings + Learnings Use Past Tense： take→took, see→saw, feel→felt, run→ran 教学反思 学科网（北京）股份有限公司 $$