Unit 1 Happy Holiday Section B 1a～1d 教学设计- 2025-2026学年人教版英语八年级上册

该初中英语教学设计聚焦旅行主题词汇、句型及信息提取技能，通过假期自由讨论和旅行图片展示激活学生已知，搭建从个人经验到文本学习的支架，衔接前后知识。 特色在于分层阅读策略（略读抓景点、扫读填时间线、深层讨论玻璃“眼泪”象征意义）培养思维品质，融入莫斯科历史文化元素提升文化意识，任务型活动促进语言能力，助力学生提升综合运用能力，为教师提供结构化分层教学方案。

Unit 1 Happy Holiday-Section B 1a-1d This part of Section B in Unit 1 of the People's Education Press (2024) English textbook for Grade 8 focuses on a student Vincent's two - day travel diaries in Moscow, Russia. Through reading these diaries, students will be exposed to rich vocabulary related to travel, historical events, and cultural elements. The text vividly describes Vincent's experiences, such as visiting the Victory Museum, learning about World War II history, seeing symbolic artworks like the glass "tears", taking the Moscow Metro, visiting Red Square, and interacting with Russian students. It contains essential elements of travel description including time, place, activities, weather, and feelings. This section aims to improve students' language skills in reading comprehension, vocabulary acquisition, and oral expression, as well as enhance their cultural awareness and understanding of different historical and cultural backgrounds. 教学目标 Students will be able to recognize and master travel - related vocabulary, such as "Victory Museum", "Moscow Metro", "Red Square", "accordion", "peace", "fight against", "thousands of", "get together", etc. They can understand and use sentence patterns for describing activities and feelings in the diaries, like "We went to...", "I felt...", "It reminds us that...". Students are expected to extract detailed information about Vincent's two - day trip, including time, place, activities, and feelings. 教学重难点 Mastery of core vocabulary and sentence patterns for travel description. Teachers need to ensure students can correctly pronounce, understand the meaning, and use words like "victory", "artwork", "peace", "accordion", and sentence patterns such as "feel excited to do", "fight against" in appropriate contexts. Extracting key information from the diaries, including activities and feelings, and sorting them out according to the timeline. Teachers should guide students to effectively read and analyze the text to accurately obtain relevant information. A. New Words square /skweə(r)/n. 广场 e.g. Red Square is very famous in the world. during /ˈdjʊərɪŋ/prep. 在…… 期间 e.g. I read a lot of books during the summer holiday. victory /ˈvɪktəri/n. 胜利 e.g. The victory of our team made us very excited. Russian /ˈrʌʃn/adj. 俄罗斯的；俄罗斯人的；俄语的 n. 俄罗斯人；俄语 e.g. He can speak Russian very well. fight /faɪt/v. & n. 打架；战斗；斗争 e.g. They fought against the invaders bravely. against /əˈɡenst/prep. 反对；与…… 相反；对…… 不利 e.g. Are you for or against this plan? artwork /ˈɑːtwɜːk/n. 艺术品 e.g. There are many wonderful artworks in the museum. tear /tɪə(r)/n. 眼泪（常用复数形式 tears） e.g. Her eyes were full of tears. remind /rɪˈmaɪnd/v. 提醒；使想起 e.g. The photo reminds me of my childhood. peace /piːs/n. 和平 e.g. We all hope for world peace. easily /ˈiːzəli/adv. 容易地 e.g. He can solve the problem easily. forget /fəˈɡet/v. 忘记 e.g. Don't forget to turn off the lights when you leave. noon /nuːn/n. 中午 e.g. We usually have lunch at noon. sick /sɪk/adj. 生病的；恶心的 e.g. She felt sick after eating too much ice - cream. metro /ˈmetrəʊ/n. 地铁 e.g. The metro is a convenient way to travel in big cities. station /ˈsteɪʃn/n. 车站 e.g. I'll meet you at the train station. palace /ˈpæləs/n. 宫殿 e.g. The Summer Palace is a beautiful place. accordion /əˈkɔːdiən/n. 手风琴 B. Phrases fight against sb. 与某人作斗争 e.g. They fought against the strong wind to save the little boat. thousands of 成千上万的 e.g. Thousands of tourists visit the Great Wall every year. get together 相聚；聚集 e.g. We often get together on weekends. C. Sentence Patterns 描述活动： In the morning, we went to... 早上，我们去了…… We took... to travel around. 我们乘坐…… 四处游玩。 特殊表达： It reminds us that... 它提醒我们…… with thousands of...falling down 有着成千上万的…… 落下 feel like doing sth. 想要做某事 e.g. I feel like going for a walk. 教学过程 A. Warming - up (5 minutes) Greet the students and have a free talk about their recent holidays. Ask some questions like "Did you have a good holiday? What did you do during your holiday?" Show some pictures of different holiday activities around the world, such as skiing in winter, visiting famous museums, and having a picnic on the beach. Let students describe what they see in the pictures briefly. This step can activate students' prior knowledge about holidays and arouse their interest in the topic of this class. B. Pre - reading (8 minutes) Present the pictures in 1a and let students match the words and phrases with the pictures. Check the answers together. This can help students familiarize themselves with some key vocabulary related to travel. Ask students to predict: "What places might Vincent visit in Moscow?" Show some pictures of Moscow's famous attractions, like the Victory Museum, Red Square, and Moscow Metro. Let students use the sentence pattern "I guess he visited... because..." to make predictions and write down their key words in a pre - reading form. This prediction activity can train students' reading prediction strategy and activate their existing knowledge, reducing reading anxiety. C. While - reading (12 minutes) Skimming (1b) Play the recording of Vincent's diaries. Students listen carefully and circle the places Vincent visited, namely the Victory Museum, Red Square, and school. Check the answers and briefly introduce these places if necessary. This skimming activity can help students get a general idea of the text content. Scanning (1b - 1c) Guide students to read the diaries again carefully. Provide a timeline form with columns of "When", "Where", "What", and "How (feelings)". Let students fill in the form according to the diaries. Pay special attention to marking the emotional words, such as "excited", "sick", "happy". After students finish, ask some of them to share their filled - in forms in class and check and correct together. This scanning activity can train students' ability to extract detailed information from the text. Deep Comprehension Ask some questions to promote students' deep understanding of the text. For example: Why did the Russian people build the Victory Museum? What stories do you think the guide told in the Victory Museum? What's the deep meaning of the glass "tears"? Why didn't Vincent eat dinner? Let students think about these questions and discuss them in small groups. Then invite some groups to share their opinions. This can help students understand the historical and cultural connotations in the text and improve their logical thinking and communication skills. D. Post - reading (10 minutes) Lead students to summarize the two writing clues in the diaries, that is, the time sequence and the change of feelings. Let students discuss and summarize: What did Vincent learn from his holiday experiences? Encourage students to use the sentence pattern "I think museums remind us to..." to express their views. This can help students better understand the text structure and the significance of travel. Organize a group discussion. Divide students into groups of four or five. Ask them to discuss what they can learn from a trip. Each group selects a representative to share their group's ideas in class. Through this discussion, students can further understand the meaning of travel and enhance their cross - cultural awareness. E. Language Points Explanation (7 minutes) Phrase Explanation Explain the new phrases, such as "fight against", "thousands of", "get together" in detail. Use examples and pictures to help students understand their meanings and usage. For example, show a picture of people fighting against a flood to explain "fight against"; show a picture of a crowded beach with many people to explain "thousands of"; and show a picture of a family gathering to explain "get together". Sentence Pattern Breakthrough Compare and explain some important sentence patterns. For example, compare "so... that..." and "such... that...": The metro stations were so beautiful that I felt in a palace. It was such a good experience that I forgot the time. Use more examples and let students do some sentence - making exercises to strengthen their understanding and application of these patterns. Difficult Point Resolution Use situational teaching methods to explain difficult points. For example, when explaining "remind sb. that...", create a situation: Show a picture of a birthday cake and say "This picture reminds me that tomorrow is my mother's birthday." Let students imitate and practice this pattern. F. Summary and Homework Assignment (3 minutes) Summary Briefly review the key vocabulary, phrases, sentence patterns, and the main content of Vincent's travel diaries with students. Emphasize the importance of understanding different cultures and historical events through travel. Homework Assignment Basic Level: Ask students to make a vocabulary card for the new words and phrases learned in this class, including the word, its pronunciation, meaning, and an example sentence. Improvement Level: Let students write a short passage to retell Vincent's travel experiences, using the timeline and key information they learned in class. Expansion Level: Require students to search for information about a famous travel destination they are interested in and write a short travel guide, including the attractions, transportation, and local food. 教学反思 After teaching this class, several aspects need to be reflected on. A. Teaching Highlights The pre - reading prediction activity was quite successful. By showing pictures of Moscow's attractions and guiding students to make predictions, students' interest was highly aroused, and they were more actively involved in the subsequent reading process. Most students were able to make reasonable predictions using the given sentence pattern, which effectively activated their prior knowledge. The use of the timeline form during while - reading was very helpful for students to organize information. Through filling in the form, students clearly understood the time sequence of Vincent's travel, as well as the corresponding activities and feelings. This not only improved their reading comprehension ability but also trained their logical thinking. The group discussion in the post - reading stage promoted students' communication and cooperation skills. Students actively shared their ideas about what they could learn from a trip, and through listening to others' opinions, they broadened their horizons and deepened their understanding of the meaning of travel. B. Areas for Improvement When explaining the symbolic meaning of the glass "tears", although some historical background information was provided, some students still had difficulty fully understanding its profound meaning. In the future, more vivid teaching methods, such as showing relevant historical documentaries or more detailed pictures, could be used to help students better understand such abstract and difficult content. In the language points explanation part, although examples and exercises were used, the practice time for some students was not sufficient. In the next class, more time can be allocated for students to practice using new words, phrases, and sentence patterns to ensure that all students can master and apply them proficiently. During the group discussion, some students were a bit shy and did not actively participate. In future group activities, more encouragement and guidance should be given to these students to make sure everyone can fully engage in the discussion and express their views. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$