Unit1 SectionB (2a-3c) 教学设计 2025-2026学年人教版（2024）八年级英语上册

该初中英语教学设计聚焦假期叙事写作，核心知识点涵盖旅行相关词汇运用、一般过去时掌握及“背景-事件-情感”叙事结构。通过回顾Vincent的莫斯科之旅建立新旧知识联系，借助图片、例句、头脑风暴等学习支架，帮助学生夯实词汇基础，为写作铺垫。 特色在于融合文化意识（苏格兰乡村生活体验、生态意识培养）与思维品质（5W问题清单梳理写作思路），采用“阅读-分析-模仿-创作”路径，通过分层任务（基础层复述事件、进阶层添加细节）和写作支架（句子模板、评价表）提升语言能力。苏格兰风光短片直观解决文化背景难点，分层作业满足不同需求，为教师提供结构化教学方案，助力学生写作能力与跨文化理解双提升。

课题 Unit 1 Happy Holiday Section B (2a-3c) 学段 初中 年级 八 课型 词汇＆写作课 课时 5 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的第五课时，在词汇运用的基础上过渡到写作。语篇题为"My Holiday in Scotland"的文本是一篇典型的个人叙事写作范例，文章以第一人称讲述了作者在苏格兰乡村度假的经历，特别聚焦于在森林中偶遇野鹿的难忘体验。文本结构清晰，包含背景介绍（时间、地点、人物）、事件发展（探索森林、遇见野鹿）和情感升华（表达重返愿望）三个部分。语言运用上突出使用一般过去时态和感官动词，通过动作链（took-stayed-went-saw-ran-told）推动叙事发展，并巧妙运用对比手法和环境描写来增强故事性。 Why:本文本具有多重教学价值。首先，它为学生提供了记叙文写作的完整范例，展示了如何组织假期见闻的叙事结构。其次，文本包含丰富的语言学习元素，如旅行相关词汇、过去时态运用和情感表达方式。更重要的是，这个故事能够激发学生对自然体验的共鸣，培养观察力和感恩心态。从核心素养角度看，它既能帮助学生提升英语写作能力，又能促进跨文化理解（苏格兰乡村生活）和生态意识（人与野生动物互动），实现语言学习和人文教育的双重目标。How:在教学实施上，采用"阅读-分析-模仿-创作"的渐进式教学路径。首先引导学生通过填表提取关键动作链，分析文本结构；然后通过问题讨论挖掘深层含义（如母亲话语的潜台词）。写作环节可提供结构化支架（5W问题清单）和词汇支持（情感词库），鼓励学生仿写自己的假期故事。对于不同水平学生设置分层任务：基础层侧重事件顺序复述，进阶层要求添加细节描写，拓展层则可尝试加入对话或反思。最后通过"3C标准"（内容、连贯、创意）进行多元评价，并延伸至跨学科讨论（苏格兰地理、鹿的习性等），实现知识的整合运用。 学情分析 1.学生基本情况 基础较弱学生能认读简单词汇如holiday, camp，但短语搭配能力有限;中等水平学生能完成大部分短语搭配和句子填空，但对抽象词的用法不够灵活;能力较强学生可熟练构建词汇网络,在旅行写作中能加入情感和反思。 2.已有知识经验 学生能运用基础旅行词汇和简单过去时，能理解短文的主旨信息（如Gina在苏格兰的活动）。 3.学习难点预测 文化背景知识（如苏格兰的自然生态与城市差异）。 对"ancient tower"或"deer in the forest"缺乏直观认知，影响语境联想。 4.教学对策 播放苏格兰风光短片，直观呈现"landscape"、"forest deer"等场景。 使用思维导图软件协作构建词汇网络。 教学目标 语言 能力 1.Expand holiday-related expressions (eg, "ancient tower," "get together," "take my breath away") and apply them in composition. 2.Correctly employ the simple past tense to describe past holiday experiences. 文化意识 1.Recognize diverse ways people spend holidays globally (e., traveling VS. staying home). 2.Respect for nature and wildlife (eg, Gina’s interaction with the deer). 思维品质 1.Compare and contrast different holiday experiences (eg, city VS. countryside) to identify unique features. 2.Infer implied meanings (eg, why the deer approached Gina). 学习能力 1.Brainstorming and organizing ideas using 5W questions (When, Where, What, How, What learned). 2.Self-editing written work for verb tense consistency and vocabulary accuracy. Collaborating in pairs/groups to share and refine holiday stories. 教学 重难点 教学重点 Related exercises for vocabulary in use. 教学难点 Extract key information from Gina's holiday story, organize the story framework and apply it to your own writing. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Revision 1.T:At the beginning of our class,let’s have a revision about Vincent’s holiday in Moscow.What did Vincent do during his holiday in Moscow?And how did he feel?(Try to retell his holiday according to the timeline.) Students have a revision about Vincent’s holiday in Moscow. 通过对上节课所学的Vincent的莫斯科之旅的回顾，巩固旧知，引入新知，建立起新旧知识间的联系。 Step 2 Vocabulary in use Work on 2a 1.Present the target words in 2a (holiday, experience, scenery, etc.), and explain their meanings with pictures and simple example sentences (eg. scenery: Show a picture of mountains and rivers, say "This is beautiful scenery"). 2.Brainstorming:Think of as many words as possible to make phrases. Then write them down.(Teacher can give some examples such as"unforgettable experience", "natural scenery") 3.Ask some students to share their core collocations. Work on 2b 1.Vocabulary Application Practice: Let students complete the sentence - filling exercise in 2b. They need to fill in the blanks with the correct forms of words like "ancient", "breath", "remind", "peace", "sick", "easily". 2.After students finish, invite several students to share their answers, and ask other students to evaluate and supplement. 3.Teacher focuses on explaining students' mistakes, emphasizing the usage and collocations of vocabulary. Work on 2c Complete the passage with the correct forms of the words in the box. People spend their holidays in different ways. Some travel to see beautiful sights and _______ in strange, faraway places. The amazing scenery makes them smile and ______ their worries. Others stay comfortable at home, ________ when they are tired or not feeling well. They do nothing but relax, sleep, or watch TV. Many people ________with friends and family to have a meal or play sport. There are lots of ways to relax and have fun. However, the most important part of a holiday is to rest your mind and body. Then you can go back to your regular life, and be ______ to see what comes next. 1.Understand word meanings through pictures and example sentences. 2.Students have a brainstorming to make more phrases. 3.Share their core collocations. 4.Complete the sentences with the correct words in the box in 2b. 5.Check the answers,evaluate and write down the usage and collocations of vocabulary. 6.Read the passage in 2c and complete. 教师借助图片和例句，图文并茂，帮助学生快速掌握目标词汇，然后在理解的基础上进行头脑风暴，尽可能地运用词汇组成短语。 2b旨在训练学生词汇运用的能力，同时让学生积累相关词汇短语的用法，扩充词库储备。 2c依托完整语篇，让学生在“理解主题-分析结构-词汇填空”中，掌握词汇在语篇中的语法功能与语义衔接作用，实现从单句到语篇的词汇能力提升，同时渗透语篇结构认知，为写作积累框架。 Step 3 Pre-reading 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 (eg,"They swam in the sea. They felt excited." ) 3.T:Now let’s read another text about Gina’s holiday. Look and predict the main idea according to the title and picture in 3a. -Where did she go on holiday? -What might she see or do during her holiday? 1.Observe the photos, recall holiday-related vocabulary an simple past tense usage. 2.Describe holiday activities and feelings in the pictures with simple sentences. 3.Students have a prediction about Gina’s holiday. 学生观察图片回答问题，激活背景知识，为接下来的读写做准备。 教师引导学生通过3a的标题和图片进行预测文章内容，培养学生读前预测的习惯。 Step 4 While-reading Work on 3a 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...) Scanning 1.Guide students to find time clues:" When did these things happen? (last autumn, on the last day, early in the morning)" 2.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 3a. 2.Scan to find details like time and feelings, and mark them in the text. 3.Discuss the model text structure in groups to grasp the logic of beginning,middle and ending. 通过略读、扫读等阅读策略完成3a的任务、掌握时间线索、分析文章细节和结构，锻炼学生的阅读能力的同时为接下来的写作打下基础。 Step 5 Post-reading Discussion T:Why did Gina think it was a wonderful experience? What details made it special? S1:She lives in a big city,so everything seemed so different in the countryside. S2:She went to the forest to explore,and she was surprised to see a deer. ... Discuss the uniqueness of Gina's experience, learning to support feelings with details. 学生就老师提出的问题展开小组讨论，培养学生的小组合作意识，锻炼学生的口语表达能力。 Step 6 Pre-writing Work on 3b 1.Guide students to transfer: "Gina shared her story. Now let's think about your unforgettable holiday. From which aspects can we write a holiday story?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→ 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.Check your outline. 根据教师的示范回答分享假期故事的五个方面，确定个人假期故事写作的概述，为写作搭好框架。 Step 7 While-writing Work on 3c 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. Body: 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. 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. 学生根据自己的大纲展开写作，教师给学生搭好脚手架，方便学生完成自己的写作。 Step 8 Post-writing 1.Invite 2-3 students to read their compositions,and organize class to comment: "What details do you like? Any good sentences?" 2.Teacher summarizes: Affirm strengths, and emphasize that "details make stories vivid" and "time order makes articles clear". 3.Teacher organizes students to evaluate each other according to the checklist. 1.Listen to classmates’ compositions and evaluate them. 2.Record improvement suggestions to prepare for revising their own compositions. 3.Students peer evaluation. 教师邀请个别学生分享他们的作文并组织学生借鉴和点评，然后学生根据评价表进行生生互评，体现了评价方式的多样化。 Step 9 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 teacher. 2.Share gains from the lesson (eg, "Learned to write a story with details"). 教师带领学生回顾本节课的内容，包括Gina的假期、过去时用法、写作细节等。 Step 10 Homework Level A:1.Read 3a and answer the questions. -How did Gina go to Scotland? ______ -Where did Gina stay in Scotland?___ -What animal did Gina see in the forest? ______ -What did Gina's mum say about the deer? ______ 2.Put these sentences in correct order. ( ) Gina saw a deer in the forest. ( ) Gina's family took a train to Scotland. ( ) Gina ran home and told her parents. ( ) Gina stayed in a house in the countryside. ( ) Gina went to explore the forest. Level B:Rewrite and polish your article about an unforgettable holiday experience.Add more details. Level C: Write a sequel to Gina's story(60-80 words), describing: -What would happen if Gina went back to Scotland? -Would she meet the deer again? -What different experiences would she have this time? 分层作业设计考虑到不同层次的学生，Level A是基于教材3a的相关练习，题型多样且基础，巩固的同时能建立学生的信心；Level B是再写作再创造，进一步训练学生的写作水平；Level C鼓励创造性输出，发挥想象力，对学生具有很强的塑造力。 板书设计 Unit 1 Happy Holiday Section B (2a-3c) Beginning: Last summer, I had an unforgettable trip to … Last autumn, my family took a train to …for a holiday. Body: As I... the beautiful scenery took my breath away. The food was delicious, especially… Ending: All in all, it was such a …trip that… What a wonderful/pleasant/ special experience I have! 教学反思 1、 成功之处: 1.运用视觉化教学策略:通过展示苏格兰风景图片和标志性动物（如高地鹿），迅速抓住了学生的注意力。这种多模态的输入方式有效激活了学生关于假期和自然的相关图式，为后续文本学习奠定了良好基础。 2.分层教学理念得到较好贯彻:针对班级学生英语水平差异较大的现状，我将阅读任务分为三个层次：基础层侧重事实信息提取；提高层要求学生归纳事件顺序和人物感受；拓展层则引导学有余力的学生分析作者语言表达特点。这种差异化处理使得不同水平的学生都能获得适当的挑战，课堂参与度显著提高。 二、存在问题: 1.语言知识的内化不足:虽然学生能较好地理解课文内容，但在自主表达时，动词过去式的错误率仍然较高（约40%）。例如将"see"的过去式写成"seed"，"run"的过去式写成"runned"等。这说明机械性操练不够，学生对不规则动词变化的掌握还不牢固。 2.时间分配不够合理:原计划15分钟的阅读理解环节因部分学生阅读速度较慢延长至22分钟，导致后续写作时间被压缩。只有少数学生能在课堂内完成，多数需要带回家做，影响了即时反馈的效果。 三、改进措施: 1.加强语言形式聚焦:计划设计"过去式闯关游戏"：第一关匹配原形与过去式；第二关用过去式完成句子；第三关纠正常见错误。通过这种梯度练习强化记忆。每周还将安排5分钟的"动词快闪"复习环节。 2.优化课堂时间管理:预备实施"弹性时间块"策略，将原定的单一阅读时段拆分为：10分钟自主阅读+5分钟小组互助+7分钟教师点拨。同时为写作环节设计"快速写作"训练，要求学生先写出关键词汇和短语，再扩展成句。对于未完成的拓展任务，可录制微课供学生课后参考。 学科网（北京）股份有限公司 $$