Unit 1 Happy Holiday! Section B (1a - 2c)教学设计2025-2026学年人教版（2024）八年级上册英语

新人教版八年级上册英语Unit 1 Happy Holiday! Section B (1a - 2c)教学设计 Core Literacy Objectives - Linguistic Competence: Students can accurately understand and use words like "peace", "sick", "remind" in context; they can retell Vincent's trip to Russia fluently using a timeline with proper sentence structures. - Cultural Awareness: Students gain basic knowledge about Russia's culture, history, and landmarks, fostering respect for cultural diversity and understanding of Sino-Russian ties. - Thinking Quality: Students develop critical thinking by analyzing Vincent's experiences, exploring the deeper meaning of travel, and making connections to their own lives. - Learning Ability: Students master reading strategies (skimming, scanning) through practice, actively participate in group discussions, and cultivate the habit of summarizing and reflecting on what they’ve learned. Key and Difficult Points 1. Enabling students to talk about what Vincent learned during his trip using specific details from the text. 2. Guiding students to explore the deeper meaning of the reading material and develop critical thinking skills. 3. Encouraging students to share insights gained from Vincent's trip with partners effectively. Teaching Aids PPT, textbook, blackboard Predicted Teaching Procedures and Methods Teacher's Guidance Students' Learning Design Intention Step 1: Lead-in (5 mins)Show PPT slides with iconic Russian images: Red Square, the Kremlin, Matryoshka dolls, and traditional Russian dance. Ask: "These pictures show a country neighboring China. What is it?" After students guess "Russia", say: "Today, we’ll follow a student named Vincent to explore Russia. Let’s see what he experienced there." Look at the pictures, discuss in pairs briefly, and guess the country. Share their initial impressions of Russia based on the images. To activate students’ prior knowledge about Russia, arouse their interest in the topic, and create a natural transition to the reading material. Visual aids help build a direct connection between students and the target country. Step 2: Pre-reading (8 mins)1. Free Talk: "What else do you know about Russia? Food? Festivals? Famous places?" Write down students’ answers on the blackboard. Then show more photos of Russian landmarks (Victory Museum, Moscow Metro) and add brief introductions.2. Prediction: "Look at these photos of Vincent’s trip (Victory Museum, a Russian school, Red Square). What do you think he saw or did there? Discuss in groups of three and share your ideas." 1. Share what they know about Russia and take notes on new information.2. Discuss in groups, predict Vincent’s activities, and share predictions with the class. 1. To expand students’ cultural knowledge about Russia, bridging their existing understanding with new information, which helps them better grasp the context of the reading.2. To develop students’ prediction skills, a key reading strategy, and encourage active thinking before diving into the text. Step 3: While-reading (20 mins)1. Work on 1b: "Read Vincent’s diaries quickly (skimming) and answer these questions:- Q1: What type of writing is this? (A diary)- Q2: What places did he visit? (Victory Museum, Moscow Metro, Red Square, a Russian school)- Q3: How did he feel? (Excited, happy, amazed)After checking answers, say: "Diaries usually include when, where, what happened, and how the writer felt. Let’s keep that in mind."2. Work on 1c: "Now read the diaries carefully (scanning). Let’s complete the timeline together. First, find the dates. On Day 1, what did he do at Victory Museum? On Day 2, what happened at the Russian school?" Explain cultural background when needed. After finishing, ask students to read the second diary aloud in pairs and check each other’s answers. 1. Skim the text, find answers to the questions, and confirm with the teacher. Take notes on the features of a diary.2. Scan for specific details, fill in the timeline , and practice reading the diary in pairs. 1. To train students’ skimming skill, helping them grasp the main idea and text type quickly. Highlighting diary features builds their genre awareness.2. To develop scanning skill, enabling students to locate specific information efficiently. Explaining cultural background removes comprehension barriers, and pair reading enhances familiarity with the text. Step 4: Post-reading (10 mins)Work on 1d: "Vincent’s trip was more than just visiting places. What do you think he learned? List your ideas and share with your partner. Then, let’s have a few pairs present their ideas to the class." Walk around to guide: "Did he learn about courage from the war stories? Did he learn about friendship from the school visit?" Discuss in pairs, list insights, and share with the class. To help students go beyond surface details, explore the deeper meaning of the text, and connect Vincent’s experiences to broader values (peace, friendship). Pair discussion encourages active communication and critical thinking. Step 5: Summary (2 mins)"Today, we followed Vincent to Russia. We learned new words, practiced skimming and scanning, and talked about what he gained from the trip. Who can briefly retell his trip using the timeline?" One or two students retell Vincent’s trip based on the timeline. The class takes notes on key points. To consolidate what students have learned, reinforcing the text structure, key details, and core insights. Retelling helps check their understanding and language application. Step 6: Homework (5 mins)1. Basic: Finish the exercise book and recite new words, phrases, and key sentences from the text.2. Intermediate: Write a short paragraph (50 words) retelling Vincent’s trip using the timeline.3. Advanced: Think about a trip you’ve taken. What did you learn from it? Write a 80-word diary entry and share it in the next class. Note down homework and ask questions if confused. To cater to students of different levels, reinforcing basic knowledge (Basic), training language output (Intermediate), and connecting learning to real life (Advanced). This encourages continuous practice and application. Blackboard Design Unit 1 Happy Holiday! Section B (1a - 2c) Places visited: Victory Museum, Moscow Metro, Red Square, Russian school What he did: Learned war stories; Took a trip around; Visited landmarks; Sang & danced; Played games; Saw an artwork How he felt: Excited, Beautiful, Happy, Like a palace, Fantastic Teaching Reflection The lesson focused on developing students’ reading skills and cultural awareness. Most students actively participated in the lead-in and prediction activities, showing strong interest in Russia’s culture. Their performance in skimming (finding main ideas) was good, but some struggled with scanning for specific details in the timeline, especially distinguishing activities on different days. This suggests more practice on scanning with time-related clues is needed. In post-reading discussions, students could list basic insights but found it hard to connect them to deeper values. Next time, I’ll provide more guiding questions to help them dig deeper. Vocabulary like "remind" and "sick" was less used in discussions; integrating more oral practice with new words during group work would strengthen their application. Overall, the task-based activities worked well, but balancing individual and group work needs adjustment to ensure all students get enough practice. 学科网（北京）股份有限公司 $