Unit1 Happy Holiday Reading Plus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八年级Unit 1 Happy Holiday Reading Plus，核心通过Wh-How Questions梳理Lin Tao和Amanda的假期经历文本信息。课堂以视频导入激活假期活动背景知识，结合图片预测和阅读问题搭建学习支架，为学生描述自己的假期经历奠定基础。 此资料亮点在于融合语言能力与思维品质培养，通过小组讨论分析假期好处，结合Li Mei范文总结“假期不仅是娱乐更是成长与记忆”的意义，提升学生用英语精准描述经历的能力，为教师提供结构化教学流程，助力高效课堂与学生核心素养发展。

教学设计 课程基本信息 学科 英语 年级 八年级 学期 秋季 课题 Unit 1 Happy Holiday Reading Plus 教学目标 经过本课时的学习，学生能够： 1.读懂Lin Tao和Amanda的假期经历文本，通过Wh- & How Questions(when, where, who, what, how)梳理出两人假期经历的关键信息，并从中学到假期的好处。 2.基于所学运用Wh- & How Questions梳理自己的假期，用英语描述自己最好的假期经历并说明理由。 3.意识到假期的意义:Holidays are not just for fun but for growing and remembering. A holiday is a time to relax, enjoy life and make memories. 学情分析 K（已知） 1. 熟悉常见假期活动词汇以及表达情感的词汇。 2. 掌握一般过去时句型结构。 3. 具备小组协作分享经验。 W（想知） 1. 读懂Lin Tao和Amanda的假期经历文本并回答细节信息。 2. 如何用Wh- & How Questions精准描述自己的假期活动。 L（将学） 1. 基于Wh- & How Questions分析Lin Tao和Amanda的假期经历文本。 2. 用Wh- & How Questions精准描述假期活动。 3. 假期的意义与好处。 教学重难点 教学重点： 1.学生能读懂Lin Tao和Amanda的假期经历文本，通过Wh- & How Questions (when, where,who,what,how)梳理出两人假期经历的关键信息； 2. 学生能基于所学运用Wh- & How Questions梳理自己最好的假期经历，写成文章并分享。 教学难点： 学生能真正理解假期的意义并从中学到假期的好处。 教学过程 教学目标 学习活动 设计意图 1.学生能读懂Lin Tao和Amanda的假期经历文本，通过Wh- & How Questions (when,where,who,what,how)梳理出两人假期经历的关键信息并从中学到假期的好处。 1.Enjoy a video Teacher asks students to watch a video and asks them: What is the video about? Ask them to watch the video again and answer the following questions: 1. Where did he go? 2. What did he do? 3. What did he learn? 4. What did he think of his summer holiday? 2. Look and predict Today, you need to be a“Best Travel Storyteller” to share your best holiday experience! Teacher asks students: Look at these two pictures! Can you guess what Lin Tao and Amanda did during their holidays? 3. Read and answer Teacher asks students to read Lin Tao’s and Amanda’s passages and answer: 1.When was Lin Tao’s/Amanda’s best holiday experience? 2. Where did Lin Tao/Amanda go? 3. Who did Lin Tao/Amanda go with? 4. What did Lin Tao/Amanda do? 5. Why was it the best experience? 6. What was his/her feeling? (How did he/she feel?) 4. Discuss and think Students work in groups to think the question: What can you learn from Lin Tao’s and Amanda’s holiday experiences？ 通过视频导入主题令人惊叹的动物，激活学生有假期活动的背景知识，引入 To be a “Best Travel Storyteller” 这个任务。 通过图片预测文章内容，帮助学生扫除阅读障碍。 通过Wh- & How Questions更好地帮助学生梳理Lin Tao和Amanda的假期经历，同时也为最后的产出内容: Share your best holiday expe-riences 做了铺垫。 通过小组合作讨论并分享从Lin Tao和 Amanda的旅行经历中学到什么旨在帮助学生更好地理解假期的好处。 2.学生能基于所学运用Wh- & How-Questions梳理自己的假期，用英语描述自己最好的假期经历并说明理由。 5. Share your best holiday experience Teacher asks students to be a “Best Travel Storyteller”. Students talk about their best holiday experiences based on Wh- & How Questions and write them down, and then give a report like this: 通过分享自己的假期经历，实现了对知识的应用实践，学生进一步巩固操练本节课的重点。 2. 学生能真正意识到假期的意义与好处。 6. Sample reading Teacher asks students to read the passage and answer the question: 1.When was Li Mei’s best holiday experience? 2. Who did Li Mei go with? 3. Where did Li Mei go? 4. What did Li Mei do? 5. Why was it the best experience for Li Mei? 6. How did she feel? Teacher asks students to think in groups: What is the meaning of a holiday? Holidays are not just for fun but for growing and remembering. A holiday is a time to relax, enjoy life and make memories. 通过阅读Li Mei写的的假期经历，并结合Lin Tao and Amanda的假期经历，让学生去讨论并总结出假期的意义。 Homework Must-do: Rewrite a passage to introduce one of your most meaningful holiday. Explain why you like it and what you can learn from it. Choose-to-do: Interview your family or friends about their best holiday experiences. Then, write an English report to summarize their stories. 学科网（北京）股份有限公司 $