Unit1 SectionB (1a-1d) 教学设计 2025-2026学年人教版（2024）八年级英语上册

课题 Unit 1 Happy Holiday Section B (1a-1d) 学段 初中 年级 八 课型 阅读课 课时 4 学科 English 单元 主题分析 本单元的主题属于“人与社会 ”范畴下的“假期生活与人际交往”主题群，聚焦假期活动和旅行体验，涵盖文化认知、生活方式和跨文化交流等内容,通过典型的中外度假方式介绍，旨在帮助学生掌握描述假期活动的语言表达，同时培养学生的跨文化理解能力。 文本解读 What:本课时是人教版(2024)八年级上册第一单元Happy Holiday的第四课时的阅读课，语篇以Vincent的旅行日记为载体，围绕“我们从假期经历中学到什么”这一主题展开。日记详细记录了Vincent在Moscow两天的行程，包括参观胜利博物馆、体验莫斯科地铁、游览红场以及与当地学生互动等。语篇通过第一人称叙述，生动呈现了旅行中的所见所感，同时融入了历史、文化、人际交往等多维度内容。 Why:通过本课时两篇日记的学习，能够训练学生提取细节信息的能力（如“What places did Vincent visit?”）、概括事件（时间轴任务）及表达观点,学习旅行日记的文体特征;通过莫斯科的景点与历史，引导学生尊重文化差异，理解战争与和平的深刻意义(如胜利博物馆的“玻璃眼泪”象征),体会跨文化交流的乐趣。 How:读前通过图片进行预测，展示红场、地铁站图片，提问“Which country is it?”，激活学生地理知识，围绕“What can we learn from holiday experiences?”进行头脑风暴，铺垫主题。读中进行细节理解，回答日记中的两个问题(地点与感受)，训练定位信息能力；补全时间轴表格，强化时间顺序意识。讨论“Why does the museum have glass ‘tears’?”，挖掘符号意义。对比Vincent两天的情绪变化，分析原因。 读后进行反思迁移，小组合作完成清单“What can you learn from Vincent’s travel experience?” 学情分析 1.学生基本情况 本课适用于初中阶段学生（13-15岁），该年龄段学生好奇心强，对异国文化、旅行经历等话题兴趣浓厚，但逻辑思维和抽象理解能力仍在发展中，需借助直观素材（如图片、时间轴）辅助学习。 2.已有知识经验 学生已掌握基础英语词汇和一般过去时态，能理解简单日记文体,熟悉日常活动词汇和时间表达,初步接触过旅行相关话题。 3.学习难点预测 部分抽象词汇（如“remind”“experience”）和隐喻表达（如“glass ‘tears’”）需结合语境解释。 对俄罗斯的地理位置、著名景点（如红场）可能有模糊印象，但缺乏深度了解（如胜利博物馆的历史意义）。 4. 教学对策 播放莫斯科相关视频，增进学生对文中相关景点的了解。 补充二战简史图文，帮助学生理解博物馆的象征意义。 教学目标 语言 能力 1.Students will expand their topic-related vocabulary(eg, "museum," "metro," "accordion," "peace"). 2.Students will extract key details (eg, places, emotions) from Vincent’s diary entries. 3.Students will complete a timeline to demonstrate understanding of chronological order. 文化意识 1.Students will learn about Russian landmarks (Red Square, Moscow Metro) and their significance. 2.Students will respect cultural differences by comparing Russian and local traditions. 思维品质 1.Students will analyze the symbolism in the museum’s "glass tears" and discuss why peace is important. 2.Students will compare Vincent’s emotional changes and explain possible reasons. 学习能力 1.Students will use context clues to infer the meaning of unfamiliar words (eg, "accordion," "Nazis"). 2.Students will skim and scan the diary to locate specific information. 3.Students will exchange ideas in pairs or groups to complete tasks (eg, sharing "What can you learn from Vincent’s travel experiences?" lists). 教学 重难点 教学重点 Recognize and use past tense verbs(eg, "visited," "felt," "ate") and time markers(eg, "in the morning," "at noon") to describe travel experiences. 教学难点 Write a short reflective paragraph about what they can learn from Vincent’s travel experience(e.g., "I can learn about history and culture"). 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Lead-in Free talk T:If you get a chance to travel abroad, which country would you like to travel to? What do you want to see/do in that country? S1: I want to go to France. I want to see the Eiffel Tower and taste French food like croissants. S2:I'd like to visit Japan I want to see the cherry blossoms and visit some ancient temples. S3:... Students have a free talk about teacher’s questions. 通过自由讨论引出外国游的话题，激发学生的兴趣，活跃课堂氛围，为接下来的学习做铺垫。 Step 2 Pre-reading Work on 1a 1.Show the two pictures and ask students whether they know the history and culture of the pictures. T:Do you know which country it is?Would you like to visit it?What do you know about this country? 2.Teacher shows a short video about Moscow. 3.Teacher teaches the new words. 1.Students observe the pictures and answer questions. 2.Watch the video and learn about the city Moscow. 3.Learn new words. 借助图片激活学生已有知识体系，与主题建立关联；借助视频为学生补充莫斯科相关背景知识，正确推测语篇内容；教授新单词，提前为学生扫清阅读障碍。 Step 3 While-reading Work on 1b Fast reading 1.T:A boy named Vincent visited Moscow, Russia and wrote something about his holiday. What’s the type of the two texts? A. Letters B. Diary entries C. E-mails. 2.Read Vincent’s diary entries about his holiday. Then answer the questions. -What places did Vincent visit? -How did he feel during the trip?(Read through the passage quickly and mark the key information about places and feelings.) Careful reading 1.Read the Paras 2-3 in the first diary entry and answer the questions below. ①Why did Russian people build Victory Museum? ②What did Vincent hear from the tour guide? ③What did Vincent see in one hall? What does it remind us? ④How might he feel at the Victory Museum? 2.Read the Para 2 in the second diary entry and fill in the blanks. We________________to travel around. The metro stations are really _______. Sometimes I ______I was walking inside a ______. After that, we went to ___________. We saw many ______________there. 3.Teacher shows the pictures and cultural introductions about Moscow Metro and Red Square and asks: How might Vincent feel when he visited Moscow metro stations and Red Square? 4.Read the Para 3 in the second diary entry and judge T (True) or F (False). ①Vincent met a group of Asian students at a school. ②Everyone got together to sing and dance with the accordion happily. Work on 1c Read the diary entries again. Complete the timeline. 1.Students look through the two texts and judge their type. 2.Read quickly and answer the questions in1b. 3.Students read carefully and answer the questions. 4.Read carefully and fill in the blanks. 5.Think and infer. 6.Read again and finish 1c. 学生浏览文章，快速判断其文体，快读文章，通过抓住关键信息来回答问题。 通过精读细读进一步走进文章，捕捉细节信息回答问题，加深对作者日记所表达的情感的理解。 通过补全段落的任务，训练学生的阅读策略，进一步理解文章;通过展示Moscow Metro和Red Square细节图片和文化介绍，使学生进一步了解外国文化，推断作者的情感，更深入地了解文章，通过判断对错，培养学生细节捕捉的能力。 再次整体阅读两篇日记，完成时间线，为接下来的复述做铺垫。 Step 4 Post-reading Retelling 1.Teacher guides the students to retell the two diaries based on the timeline of 1c. 2.Teacher gives the students time to retell them to their partners. 3.Teacher invites one or two students to retell the diary entries. Work on 1d T:What can you learn from Vincent’s travel experience? Make a list of your ideas and share them with a partner. Eg,I can learn about the history of a country or a city. S1:I can explore different cultures. S2:I can make new friends from different countries. S3:I can try different local foods, such as the ice cream in Moscow. 1.Retell according to 1c. 2.Practice with partners. 3.Show time. 4.Discuss and share. 通过复述两篇日记，学生能够锻炼自己的口语表达能力和逻辑思维能力，再次整体把握文本；通过和同伴讨论和分享能从Vincent的旅行经历学到什么，使学生明白旅行的意义。 Step 5 Discussion Think and share T:Which place do you like best during the trip in Moscow? Please tell the reason. S1:My favourite place is the Victory Museum.Because it reminds us that peace does not come easily. S2:I like Red Square. Because I can see many fantastic old buildings. ... Students have a discussion and speak freely. 学生畅所欲言，发表他们个人关于莫斯科最喜欢的地方及原因，使其更加了解外国文化，尊重差异性。 Step 6 Summary Teacher lead students to review the content of this reading class, including the famous scenic spots in Moscow, relevant new words, diary retelling, the writer's feelings, etc. Review what they learned today. 教师带领学生回顾本节阅读课的内容，包括莫斯科的著名景点、相关的生词、日记的复述、作者的感受等。 Step 7 Homework Level A:1.Read the diary entries fluently and retell Vincent’s holiday in Moscow. 2.-Vincent visited the Victory Museum to learn about: a) Russian art b) World War II history c) Moscow’s weather -How did Vincent feel after eating too much ice cream? a) Excited b) Sick c) Hungry Level B:Suppose Vincent visited Alexander Garden on the 19th of July, continue his diary with 50 words, including feelings and details. Level C: 1.Choose a landmark in Moscow (such as Red Square), design a poster that attracts tourists, with 5-6 English introductions. 2.Debate Topic: “It is more important to learn history than to experience food when traveling.” Do you agree? Write your opinion ( least 3 reasons). 分层作业设计是本课时设计的一大亮点，响应双减政策的要求，考虑到不同层次的学生，Level A侧重文本提取，适合英语较弱的学生；Level B联系实际场景，培养写作能力；Level C鼓励创造性输出，适合能力较强的学生。 板书设计 Unit 1 Happy Holiday Section B (1a-1d) 教学反思 1、 成功之处: 1.教学目标有效达成:本节课围绕Vincent的旅行日记展开，学生能够通过阅读提取关键信息（如地点、时间、活动），理解文本中的情感变化（如兴奋、反思、快乐），并联系自身旅行经历展开讨论。2.分层教学落实到位:作业设计兼顾基础、进阶和拓展三个层次，满足了学生的差异化需求。 3.课堂互动氛围活跃:通过观看视频图片和小组讨论，学生积极性被充分调动。部分学生能结合课文提出深刻观点，如“旅行不仅是游玩，更是学习历史和文化的机会”，体现了思维能力的提升。 二、存在问题: 1.文化背景知识储备不足:在描述莫斯科地铁的任务中，部分学生因缺乏对莫斯科地铁的直观认知，未能深入分析建筑风格或历史背景的差异。这说明课前对文化背景的铺垫不够充分。 2.情感教育的深度不够:文中Vincent因贪吃冰淇淋生病的情节可引申为“自我管理”或“健康旅行”的教育点，但课堂上未作进一步探讨，错失了生活教育的契机。 三、改进措施: 1.加强文化背景铺垫:预习阶段加入多媒体资源,帮助学生建立直观印象;设计“国家文化小测验”，激活学生的背景知识，为文化对比任务奠定基础。 2.深化情感与生活教育:在讨论环节增设“健康旅行小贴士”活动，引导学生从Vincent的经历中总结教训（如“饮食适量”“注意天气”）。 结合“玻璃眼泪”的艺术品，引入简短的历史资料（如二战中苏联的牺牲），强化和平教育的感染力。 学科网（北京）股份有限公司 $$