Unit 1 Section B (3a～3c) 教学设计 2026-2027学年英语人教版八年级上册

该初中英语教学设计聚焦假期故事写作，核心知识点包括一般过去时运用、文章结构（开头-经历-结尾）及动作描写。课堂导入通过旅行经历讨论激活前几课时一般过去时和不定代词知识，引入校刊征文情境，搭建“以读促写”学习支架，衔接前后知识。 特色在于采用过程写作法，通过范文分析（3a提取动作、结构）、框架构思（3b五要素）、同伴互评（三维度评价表）培养思维品质（分析归纳）和学习能力（自主写作策略）。任务型教学结合情境，提升学生语言运用与细节描写能力，为教师提供可操作的写作教学流程与评价工具。

Unit 1 Section B (3a~3c) 教案 —— Happy Holiday（人教版八年级上册 2026-2027学年） 课题 Unit 1 Section B (3a~3c) Happy Holiday 学科 英语 年级 八年级上册 教材版本 人教版（2024） 课时 1课时 课型 写作课 教学方法 任务型教学法、过程写作法、情境教学法 教学用具 多媒体课件、教材、黑板、写作评价表 学情分析 学生在前几课时已学习一般过去时基本用法和不定代词，能简单描述假期经历，但在运用一般过去时进行完整语篇写作、合理组织文章结构（开头-经历-结尾）、运用动作描写体现人物情感方面仍有困难。本课通过范文分析、构思框架、起草初稿、同伴互评、修改完善的写作过程，帮助学生掌握假期故事写作方法。 教学目标 语言能力：阅读Gina的假期故事，提取她所做的事情，运用一般过去时和核心词汇写假期故事。 文化意识：了解苏格兰乡村风光与生活方式，感受旅行带来的跨文化体验。 思维品质：分析范文结构，归纳叙事逻辑，借鉴动作描写体现人物情感。 学习能力：运用范文分析-构思-起草-互评-修改的写作策略，提升自主写作能力。 教学重难点 重点：范文分析（3a Gina的苏格兰假期故事）、写作框架（When/Where/What/How/What learned）、一般过去时的运用、核心词汇（countryside/turn around/surprised/deer/probably/look for）。 难点：运用一般过去时完整描述假期经历、合理组织文章结构、运用动作描写和细节丰富写作内容。 一、教学过程 Step 1 情景导入 Speaking & 写作情境引入（3~5 min） 【教师活动】T: Hello, everyone! Have you been to a place with beautiful scenery? What was the holiday like? Today we're going to learn how to write a holiday story. 【学生活动】Ss: Students think about their own holiday experiences and share with partners. Some describe places with beautiful scenery using simple past tense sentences like 'I went to...' / 'I saw...' / 'It was beautiful.' 图1-2 Speaking 风景旅行经历讨论 讨论话题：Have you been to a place with beautiful scenery? What was the holiday like? 学生分享：I went to the mountains/sea/countryside. The scenery was beautiful. I felt relaxed/happy. 写作情境引入 【教师活动】T: Our school magazine is holding an essay competition. The topic is 'My holiday in _____'. You need to write a short passage about your holiday experience. Let's learn how to write a good holiday story! 【学生活动】Ss: Students read the writing task requirements: 1) Complete the title (a country, city, or scenic spot); 2) Introduce holiday experience and feelings; 3) About 100 words. 图1-3 写作情境引入（校刊征文 My holiday in _____） 写作任务：校刊英语专栏以"My holiday in _____"为题面向学生征文。 写作要求：1）补全题目（国家/城市/景点）；2）介绍假期经历并谈感受；3）词数100左右。 写作策略：以读促写——阅读优秀范文，积累词汇句式，学习写作结构与逻辑，拓展写作思维。 【知识点】情景导入：通过讨论美丽风景旅行经历激活学生背景知识，引入校刊征文写作情境，明确写作任务要求，激发写作动机 【过渡语】了解了写作任务，让我们先来阅读一篇范文，学习如何写好假期故事。 Step 2 读前预测 Look and guess（2~3 min） 【教师活动】T: Before we read, let's look at the title and pictures. The title is 'My Holiday in Scotland'. Guess what the writer might write about. 【学生活动】Ss: Students look at the title and pictures of Scotland scenery and a deer, and predict the content of the story. 图1-4 读前预测（苏格兰风景图与鹿） 预测内容： · 标题：My Holiday in Scotland（在苏格兰的假期） · 图片：苏格兰乡村风景、deer（鹿） · 预测：作者可能在苏格兰乡村度假，看到了鹿等动物，经历了有趣的事情 【知识点】读前预测：通过标题和图片预测文章内容，培养利用视觉信息辅助阅读理解的策略意识 【过渡语】做好了预测，现在让我们快速阅读范文，分析文章结构。 Step 3 3a 范文分析——结构分析+精读+提取信息（12~15 min） 3a Read Gina's holiday story. My Holiday in Scotland Last autumn, my family took a train to Scotland for a holiday. We stayed in a comfortable house in the countryside with beautiful scenery. I live in a big city, so everything there seemed so different. For example, beside the house, there was a huge forest. On the last day, early in the morning, I went to the forest to explore. While there, something made a noise. I turned around and was surprised to see a deer. I ran home and told my parents what I saw. My mum smiled and said, "The deer is probably looking for food and hoping to get some from you." What a wonderful experience I had! I really hope I can go back again. 快速阅读：选择文章结构 【教师活动】T: Now read fast and choose the structure of the story. What's the structure? A. ①/②/③ B. ①/②③ C. ①②/③ 【学生活动】Ss: Students read the story quickly and choose the correct structure. The answer is B: ①/②③ (Paragraph 1 is general introduction; Paragraphs 2&3 are the experience). 图1-5 快速阅读选择文章结构（答案B ①/②③） 文章结构：B. ①/②③ · Para. 1：General introduction（总体介绍）——时间、地点、人物、出行方式 · Para. 2 & 3：An interesting / unforgettable experience（一件有趣/难忘的经历） 图1-6 文章结构分析（总体介绍→有趣经历） 精读第一段：回答问题 【教师活动】T: Now read Paragraph 1 carefully and answer these questions: When did 'I' go to Scotland? Who did 'I' go with? How did 'we' get to Scotland? Did 'we' stay in a hotel? What did 'I' think of the place? 【学生活动】Ss: Students read Paragraph 1 and answer the questions, underlining the key information in the text. 图1-7 精读第一段回答问题（When/Who/How） 第一段精读答案： · When: Last autumn（去年秋天） · Who: my family（和家人） · How: took a train（乘火车） · Stay: stayed in a comfortable house in the countryside（住在乡下舒适的房子里，没住酒店） · Feeling: everything there seemed so different（一切看起来都不一样） 【理解要点】第一段写作技巧 语言简练：一句话介绍清楚旅行的时间、地点、人物及出行方式。 例：Last autumn, my family took a train to Scotland for a holiday. 介绍特殊之处：没住酒店，而是住在乡下的大房子里。 例：We stayed in a comfortable house in the countryside. 讲述自己的感受并举例说明。 例：I live in a big city, so everything there seemed so different. 精读第二三段：填空 【教师活动】T: Now read Paragraphs 2 & 3 and complete the passage. Pay attention to the verb forms — they should be in the simple past tense. 【学生活动】Ss: Students read Paragraphs 2 & 3 and fill in the blanks with the correct words, paying attention to the context and verb forms. 图1-8 精读第二三段填空（动词过去式） 第二三段填空： I went to the forest to explore. Something made a noise. I turned around and was surprised to see a deer. I ran home and told my parents what I saw. My mum smiled and said the deer was probably looking for food. What a wonderful experience I had! I hope I can go back again. 深度思考：Think and share 【教师活动】T: Now let's think deeply. Why do you think Gina 'ran' home? And why did mum 'smile'? Discuss with your partner. 【学生活动】Ss: Students discuss in pairs and share their ideas. Possible answers: Gina ran home because she wanted to share with her parents at once / she was a little afraid. Mum smiled because she wanted to make Gina not be afraid / she was glad that Gina saw a deer. 图1-9 深度思考（Why did Gina run home? Why did mum smile?） 深度思考答案： · Why did Gina 'ran' home? — Because she wanted to share with her parents at once. / Because she was a little afraid. · Why did mum 'smile'? — Maybe she wanted to make Gina not be afraid. / Maybe she was glad that Gina saw a deer. 【理解要点】动作描写体现人物情感 通过动作描写（如 ran home; turned around; smiled），体现人物的情感或心理活动。 · ran home — 体现Gina的兴奋/紧张/急于分享 · turned around — 体现Gina的好奇与警觉 · smiled — 体现妈妈的温柔与安慰 写作启示：在假期故事中，用生动的动作描写让人物鲜活，让经历更有画面感。 3a 提取Gina做的事情 【教师活动】T: Now read Gina's holiday story again and write down the things that she did. Then try to retell the story using these key phrases. 【学生活动】Ss: Students read the story and extract the things Gina did, then practice retelling the story in pairs using the key phrases. 图1-10 3a 提取Gina做的事情（Things that Gina did） 3a 答案——Things that Gina did： 动词短语 补充内容 took a train (to Scotland) stayed in a comfortable house (in the countryside) went to the forest (to explore) saw a deer ran home and told her parents (what she saw) 复述提示：Last autumn, Gina's family took a train to Scotland. They stayed in... On the last day, she went to... She saw... She ran home and told... 【重难点突破】假期故事写作 · Step 1 范文分析：阅读3a，提取Gina做的事情（took/stayed/went to/saw/ran home and told） · Step 2 构思框架：回答3b问题，确定写作要素（When/Where/What/How/What learned） · Step 3 起草初稿：运用一般过去时和本单元词汇写初稿 · Step 4 同伴互评：交换初稿，互相评价和修改 · Step 5 修改完善：根据反馈修改文章，注意时态和词汇运用 【重点强调】一般过去时动词变化 写作假期故事时，描述过去发生的事情要用一般过去时。 规则变化：stay→stayed, smile→smiled（直接加-ed） 不规则变化：take→took, go→went, see→saw, run→ran, tell→told, turn→turned, make→made 注意：Did引导的疑问句中动词用原形，如 Did you go...?（非Did you went） 【知识点】3a范文分析：分析文章结构（①总体介绍/②③有趣经历），精读提取关键信息，掌握Gina做的事情5项，学习动作描写体现人物情感的写作技巧 【过渡语】分析了范文，现在让我们仿写句子，练习核心句型。 Step 4 句子仿写——汉译英练习（6~8 min） Let's practice: 句子仿写（汉译英） 【教师活动】T: Now let's practice sentence writing. Translate the Chinese sentences into English, using the phrases and sentence patterns we learned from the story. 【学生活动】Ss: Students translate the sentences individually, then check answers with the class. Pay attention to the simple past tense and key phrases. 图1-11 句子仿写汉译英（去年夏天乘船去三亚） 句子仿写（1-3）： (1) 去年夏天，我们一家人乘船去三亚度假。 → Last summer, my family took a ship to Sanya for a holiday. (2) 我们住在海边一家舒适的酒店。 → We stayed in a comfortable hotel near the sea. (3) 酒店里，有一个超大的游泳池。 → In the hotel, there was a huge swimming pool. 图1-12 句子仿写继续（海滩探索/贝壳/难忘经历） 句子仿写（4-6）： (4) 第二天，一大早，我去了海滩探索。 → On the second day, early in the morning, I went to the beach to explore. (5) 看到很多贝壳，我感到很惊讶。 → I was surprised to see many seashells. (6) 多么难忘的经历啊！ → What an unforgettable experience (I had)! 【易错提示】感叹句结构 What引导的感叹句结构：What + (a/an) + 形容词 + 名词 (+ 主语 + 谓语)! 例：What a wonderful experience I had!（多么美妙的经历啊！） 例：What an unforgettable experience!（多么难忘的经历！） 注意：可数名词单数前要加a/an，不可数名词或复数名词不加。 错误：How wonderful experience → 正确：What a wonderful experience 【知识点】句子仿写：通过汉译英练习核心句型（take a train to/stay in/be surprised to/What a...experience），巩固一般过去时和核心短语运用 【过渡语】掌握了核心句型，现在让我们构思自己的假期故事框架。 Step 5 3b 构思框架——回答5个问题（5~7 min） 3b Think of an unforgettable holiday experience and answer the questions. 【教师活动】T: Now think of your own unforgettable holiday experience. Answer these five questions to plan your story. This will be the framework for your writing. 【学生活动】Ss: Students think about their own holiday experiences and answer the five questions individually, preparing the framework for their writing. 图1-13 3b 构思框架（When/Where/What/How/What learned） 3b 写作框架5个问题： (1) When did it happen?（时间） (2) Where were you?（地点） (3) What did you do?（活动） (4) How did you feel?（感受） (5) What did you learn?（收获） 参考回答示例： (1) When: Last summer holiday.（去年暑假） (2) Where: I was in Qingdao.（我在青岛） (3) What: I went to the beach and collected seashells.（我去海滩收集贝壳） (4) How: I felt excited and happy.（我感到兴奋和快乐） (5) What learned: I learned that nature is wonderful.（我学到自然很奇妙） 写作细节拓展 【教师活动】T: What other details can you add to make your holiday story more interesting? Think about the weather, environment, feelings, actions, and examples. 【学生活动】Ss: Students brainstorm additional details to enrich their stories, considering weather, environment, feelings, actions, and examples. 图1-14 写作细节拓展（weather/environment/feelings/actions/examples） 可添加的细节： · The weather（天气描写） · The environment（环境描写） · Feelings and emotions（感受与情感） · Actions（动作描写） · Examples（举例说明） 【知识拓展】细节描写让故事更生动 天气描写：It was a sunny day. / It rained heavily last night. 环境描写：The beach was beautiful with soft sand and clear water. 感受描写：I was surprised/excited/happy to see... 动作描写：I ran to the beach. / I picked up the seashells carefully. 举例说明：For example, I found a shell with beautiful colors. 写作秘诀：用生动细节让经历鲜活，避免简单罗列事件。 【知识点】3b构思框架：回答When/Where/What/How/What learned五个问题，确定写作要素，并通过天气/环境/感受/动作/举例等细节丰富写作内容 【过渡语】构思好了框架，现在让我们开始写作实践。 Step 6 3c 写作实践——起草初稿（10~12 min） 3c Use your ideas above to write a holiday story. 【教师活动】T: Now use your ideas from 3b to write your holiday story. The title is 'My holiday in _____'. Remember to use the simple past tense and include time, place, activities, feelings, and what you learned. 【学生活动】Ss: Students write their first draft individually, following the framework from 3b and using the simple past tense, core vocabulary, and details. 图1-15 3c 写作实践（My holiday in _____） 写作要求： · 题目：My holiday in _____（补全地点） · 时态：一般过去时（描述过去假期经历） · 结构：开头引入假期 → 中间经历（活动+细节） → 结尾感受/收获 · 词数：约100词 写作指导 【教师活动】T: Here are three tips for your writing. Keep them in mind as you write. 图1-16 写作指导（内容完整/细节丰富/语言正确） (1) 内容完整：开头引入假期，结尾自然收束（如感受/期待），中间经历按合理顺序推进，逻辑清晰。 (2) 细节丰富：用生动细节（环境描写、心理/动作刻画）展现，让经历鲜活，避免简单罗列事件、泛泛而谈。 (3) 语言正确：语法、拼写错误极少，词汇、句式运用贴合语境，表意精准。 【解题口诀】假期故事写作三步法 第一步 范文分析：读3a，学结构（总体介绍→有趣经历），学句型（take/stay/be surprised to）。 第二步 构思框架：答3b，定要素（When/Where/What/How/What learned），加细节（天气/环境/动作）。 第三步 起草修改：写3c，用过去时，重细节；同伴评，改初稿，求完善。 口诀：读范文-搭框架-写初稿-互评价-改完善，五步写出好文章。 【知识点】3c写作实践：运用一般过去时和核心词汇起草假期故事初稿，遵循内容完整/细节丰富/语言正确三要点，完成约100词的语篇写作 【过渡语】完成了初稿，现在让我们进行同伴互评和分享展示。 Step 7 评价与分享——同伴互评+修改+展示（6~8 min） Let's revise: 同伴互评 【教师活动】T: Now exchange your drafts with your partner. Use the evaluation table to score and give suggestions. Then revise your draft according to the suggestions. 【学生活动】Ss: Students exchange drafts with partners, use the evaluation table to score (10 points each), give suggestions, and revise their drafts accordingly. 图1-17 同伴互评表（内容/细节/语言三维度） 同伴互评表： 评价指标 分数 得分 建议 开头引入假期、结尾自然收束（如感受/期待），中间经历按合理顺序推进，逻辑清晰。 10 用生动细节（环境描写、心理/动作刻画）展现，让经历鲜活。 10 语法、拼写错误极少，词汇、句式运用贴合语境，表意精准。 10 Let's share: 分享展示 【教师活动】T: Now share your holiday story in groups or with the class. Listen carefully to others and learn from their good writing. 【学生活动】Ss: Students share their revised stories in groups or with the class. Some students read their stories aloud; others listen and give positive feedback. 图1-18 分享展示（Share your holiday story） 分享要求： · 大声朗读自己的假期故事 · 认真倾听同学的分享，学习优秀写法 · 给予积极反馈和建议 【知识点】评价与分享：通过同伴互评（内容/细节/语言三维度）修改完善初稿，分享展示提升用英语表达个人体验、传递情感的积极性 【过渡语】通过本课学习，我们掌握了假期故事写作方法。让我们进行课堂总结。 Step 8 课堂总结与作业（3~5 min） 【教师活动】T: Let's summarize what we learned today. What did we learn from Gina's story? What are the key steps of writing a holiday story? 【学生活动】Ss: Students review and summarize the key vocabulary, writing framework, and writing strategies learned in this lesson. 图1-19 课堂总结 通过本课的学习，我能够： 1. 正确朗读并运用本课单词和短语：countryside, turn around, surprised, deer, probably, look for 2. 梳理文本细节，提取Gina假期活动，把握旅行经历的叙事逻辑。 3. 模仿文本结构，借鉴文本的短语、句式和动作描写，运用一般过去时创作个人假期故事。 4. 通过分享假期经历，感受旅行乐趣，提升用英语表达个人体验、传递情感的积极性。 Homework 【教师活动】T: Here's your homework. First, make a 'Things I did' chart for your own holiday story like the one in 3a. Second, polish and complete your class composition. 作业内容： (1) 仿照3a图表梳理自己假期故事的关键动作与事件，绘制"Things I did"图表。 (2) 完善课堂作文，修改语法和拼写错误，丰富细节描写，最终定稿。 【知识点】课堂总结：梳理核心词汇6个、写作框架5要素、写作三要点、动词过去时变化，形成假期故事写作知识网络 二、板书设计 核心词汇 写作框架 动词过去时 countryside 乡村 turn around 转身 Para.1 总体介绍 When/Where/Who/How take → took stay → stayed surprised 惊讶的 deer 鹿 Para.2&3 有趣经历 What did you do? go → went see → saw probably 可能 look for 寻找 细节丰富 天气/环境/感受/动作 run → ran tell → told explore 探索 comfortable 舒适的 结尾感受/收获 What did you learn? turn → turned make → made wonderful 极好的 experience 经历 What a ... experience! smile → smiled 学科网（北京）股份有限公司 $