Unit 2 Travelling Reading 教学设计 2024-2025学年译林版（2024）八年级英语下册

Unit 2 Travelling Reading 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will understand Kitty’s Hong Kong Disneyland trip letter, mastering vocabulary like roller coaster, parade, fireworks, 4 - D film. Students will analyze the text to extract details about travel activities and experiences. 2. Ability Objectives Improve reading skills: identifying key events, sequencing activities, and answering comprehension questions. Enhance critical thinking by discussing favorite parts of the trip and personal travel preferences. 3. Affective Objectives Inspire enthusiasm for travel and theme park experiences, fostering appreciation for joyful memories. Encourage empathy by relating to Kitty’s excitement and sharing personal travel stories. II. Language Knowledge 1. Key Words & Phrases Disneyland - related: roller coaster, parade, fireworks, 4 - D film; Travel experiences: “had fun on,” “hurried to,” “couldn’t stop taking photos”; Expressions: “We’re having a fantastic time here,” “It was the best part of the day.” 2. Key Sentences “My parents and I have been in Hong Kong for two days. We’re having a fantastic time here. Today we spent the whole day at Disneyland.” “Everybody got excited when a parade of Disney characters began later in the afternoon. It was the best part of the day.” 3. Key and Challenging Points Key Points: Comprehend the trip narrative, sequence activities, and extract emotional details. Challenging Points: Understanding descriptive language (e.g., “4 - D film was like magic”); analyzing why certain parts were “best.” III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - reading (8 Minutes) Show the letter title “A trip to Hong Kong” and ask: “What do you know about Hong Kong Disneyland? What activities might Kitty do there?” Introduce the task: “Today, we’ll explore Kitty’s Disneyland adventure, learn travel - related words, and share our own dream trips!” Step 2 While - reading (18 Minutes) Activity 1: Key Event Identification (8 Minutes) Students read the letter, underlining main activities (e.g., Space Mountain, parade, 4 - D film). Walk around to clarify vocabulary (e.g., “roller coaster”—thrill ride; “parade”—character procession). Activity 2: Comprehension Questions (7 Minutes) Students answer Activity B1/B2 questions, extracting details like “who went with Kitty,” “how they traveled,” and “favorite part.” Discuss answers, emphasizing text evidence (e.g., “best part: parade” from “It was the best part of the day”). Activity 3: Vocabulary Check (3 Minutes) Quick review of key words (e.g., “fireworks”—night show; “hurried”—rushed). Step 3 Post - reading (15 Minutes) Activity 1: Conversation Completion—Activity B3 (10 Minutes) Students fill in Kitty & Amy’s conversation (Activity B3) with trip details (e.g., “indoor roller coaster,” “Disney characters”). Highlight emotional language: “excited,” “fantastic time”—how these show enjoyment. Activity 2: Critical Reflection (5 Minutes) Use discussion questions: “What’s your favorite part of Kitty’s trip? What would you do in Disneyland?” Groups share ideas, linking to personal travel desires (e.g., “I’d love the parade—meeting Mickey Mouse!”). Step 4 Summary & Homework (4 Minutes) Summary (2 Minutes): Recap Kitty’s trip activities, emotional highlights, and key vocabulary. Homework (2 Minutes): Writing: Describe your dream theme park activity, using 3 new vocabulary words. Reflection: List 2 reasons why travel creates happy memories. IV. Assessment of Teaching Effectiveness Check Activity B1/B2 answers for accurate detail extraction. Evaluate Activity B3 conversation for text - based content and emotional expression. Observe post - reading discussions for creative travel connections. V. Design Purpose Pre - reading: Activate theme park knowledge, building relevance to Kitty’s story. While - reading: Practice detail extraction and vocabulary, core skills for narrative texts. Post - reading: Apply knowledge in conversation and reflection, linking to personal travel joy. VI. Blackboard Design Unit 2 Reading—Kitty’s Disneyland Trip Key Activities: Space Mountain → parade → 4 - D film → fireworks Emotional Language: “fantastic time,” “excited,” “best part” Key Vocabulary: roller coaster, parade, 4 - D film, fireworks Homework: Write your dream theme park activity! VII. Teaching Reflection Strengths: Trip narrative engages students, activities balance skills and emotional connection. Weaknesses: Some students may struggle to interpret “best part” beyond surface details. Improvements: Add a “feeling mapping” activity: Map Kitty’s emotions to each event. This deepens understanding of how experiences create joy. 学科网（北京）股份有限公司 $$