Unit1 Happy Holiday. Section B (3a-3c)教学设计2025-2026学年人教版（2024）英语八年级上册

该初中英语教学设计聚焦“假期生活”主题，围绕Gina的Scotland之旅展开阅读与写作任务，通过图片导入激发兴趣，借助快速阅读提取关键信息，再以小组讨论收集素材，最终完成个人故事写作，形成从输入到输出的学习支架链条。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在阅读环节引导学生梳理事件顺序，培养逻辑思维；在跨文化对比中感受苏格兰风俗，增强文化理解力；写作展示时采用自评、互评与教师点评相结合的方式，提升表达准确性与创造性。这种任务驱动式教学既强化了学生用英语讲述真实经历的能力，又帮助教师实现分层指导与多元评价，有效促进学生综合语言运用能力和自主学习习惯的发展。

Unit1 Happy Holiday. Section B (3a-3c) I. Analysis of the New Curriculum Standard Theme This content is part of the "Life and Study" sub-theme under the "People and Self" theme. It centers on the topic of holiday life, which is close to students' daily lives. It guides students to review and share their own holiday experiences. This helps students reflect on their lives while learning English, develop a positive attitude towards life and cross-cultural communication awareness. It also improves their ability to tell personal stories, express feelings and ideas in English. All these meet the requirements of the New Curriculum Standard for students to use language in real-life situations and develop comprehensive skills. II. Core Competence Goals (I) Language Ability Students can read English texts about holiday experiences smoothly and get key information correctly. They can use rich words and different sentence patterns to describe their unforgettable holiday experiences clearly and vividly, and finish writing their own stories. (II) Cultural Awareness By learning about Gina's holiday in Scotland, students can feel Scotland's local customs, broaden their cultural horizons. They will learn to understand and respect the cultures of different countries and regions, and realize cultural diversity. (III) Thinking Quality When reading texts, students develop logical thinking and learn to sort out the order of events. When recalling and creating holiday stories, they stimulate creative and critical thinking, and learn to plan and tell stories from different angles. (IV) Learning Ability Through independent reading, group discussions and other ways, students actively gain knowledge. They improve their abilities of independent learning and cooperative learning, and form good habits of English reading, writing and communication. III. Key and Difficult Teaching Points (I) Key Teaching Points 1. Guide students to understand Gina's holiday story well and get key information correctly. 1. Help students use the English knowledge they've learned to describe their unforgettable holiday experiences in order and finish writing stories. (II) Difficult Teaching Points 1. When describing and creating holiday stories, students can use rich words and different sentence patterns flexibly to make their stories more attractive. 2. Help students show logical, creative and critical thinking in English expression. IV. Teaching and Learning Methods (I) Teaching Methods Adopt task-based teaching method. Design a series of graded tasks, such as reading texts to get information, discussing holiday experiences in groups, and creating stories. Guide students to learn language by finishing tasks. Combine with situational teaching method: create a real situation of sharing holiday experiences to arouse students' interest in learning and desire to express themselves. (II) Learning Methods Students use independent learning method to read texts and think about questions by themselves. They also use cooperative learning method: discuss holiday experiences in groups, comment on each other's stories. This helps improve their language use and cooperation abilities. V. Teaching Process Teaching Steps Teacher's Activities Students' Activities Design Purpose Lead-in Show pictures of Scotland's scenery (like highlands, forests) and simple drawings about Gina's holiday. Briefly introduce Scotland's features in English. Guide students to guess what Gina might do during her holiday in Scotland. Observe the pictures, guess actively and share their ideas about Gina's holiday in Scotland. Use vivid pictures and interesting guessing to arouse students' interest in the text and prepare for reading. Reading & Information Extraction 1. Hand out the text of Gina's holiday story. Guide students to read it quickly and ask: "What's the most special thing Gina did during her holiday?" 2. Let students read the text carefully again, finish Task 3a and fill in what Gina did: took a train; stayed in a comfortable house; went to the forest; saw a deer; ran home and told her parents what she saw. 1. Read the text quickly and try to find the most special thing Gina did during her holiday. 2. Read the text carefully, get key information and finish filling in Task 3a. 1. Train the ability of fast reading and catching core information. 2. Develop the ability of careful reading and information extraction to help understand the text details better. Discussion & Material Collection Organize students into groups. Let them recall and discuss one of their unforgettable holiday experiences with the help of Task 3b questions: When did it happen? Where were you? What did you do? How did you feel? What did you learn? Discuss warmly in groups, share their unforgettable holiday experiences actively and record key information. Provide a platform for students to practice language and exchange ideas. It trains their oral English and helps them collect materials for writing later. Writing & Presentation 1. Guide students to finish writing their holiday stories (Task 3c) based on their group discussion. Walk around to give personalized help on word choice and sentence pattern use. 2. Choose students' works of different levels to show. Let the writers evaluate their own works first, then ask other students to comment on the content and language. Finally, the teacher gives a comprehensive comment, praises the advantages and puts forward suggestions for improvement. 1. Write stories with the discussion materials. Ask the teacher for help when meeting problems. 2. Join in self-evaluation and peer evaluation. Listen to the teacher's comment carefully and think about how to improve their writing. 1. Realize the change from spoken English to written English. Improve writing ability and use language knowledge comprehensively. 2. Through multi-evaluation, students learn from each other, know their writing strengths and weaknesses, and improve their writing skills. Summary & Homework 1. Review the class with students. Summarize key points: pay attention to event elements when reading holiday stories; focus on vivid content and correct language when writing. 2. Assign homework: Revise and improve the holiday story and share it with family; Collect an English holiday story and analyze its writing features. Review and summarize with the teacher. Make sure to understand the homework requirements. 1. Help students sort out knowledge and deepen the understanding and memory of the class content. 2. Consolidate what they've learned in class, expand reading and analysis abilities, and further improve their comprehensive English skills. VI. Teaching Reflection 1. In future teaching, prepare "useful expression cards" in advance for students who are weak in word and sentence use. They can refer to the cards when communicating and writing. 2. Arrange class time more properly. Ensure there is enough time for writing presentation and comment, so that each displayed work can get more comprehensive and detailed analysis and guidance. 学科网（北京）股份有限公司 $