Unit 1 Happy Holiday. Section B (1a-1d)教学设计人教版（2024）英语八年级上册

新人教版八年级上册英语 Unit 1 Happy Holiday. Section B (1a-1d)教学设计 Core Literacy Objectives 1. Language Competence: Correctly understand and apply words such as "peace, sick, remind" to improve accuracy in language use. 2. Cultural Awareness: Accumulate language and cultural knowledge from reading materials and learning strategies to enhance understanding of diverse cultures. 3. Thinking Quality: Foster students' critical thinking and logical thinking abilities through text exploration. 4. Learning Ability: Master reading skills like skimming to improve independent learning efficiency. Teaching Difficulties 1. Guide students to explore the deep meaning from reading materials and cultivate critical thinking. 2. Enable students to use the learned language in writing to express their holiday experiences and feelings. Teaching Methods Task-based teaching method, situational teaching method. Homework Design - Optional: Read the intensive material in Reading Plus (Unit 1). - Compulsory: Choose a short passage about your favorite holiday experience and recite it. Teaching Procedures 1. Step 1: Lead-in Lead in the topic by asking students whether they know about the history and culture of the picture from 1a. Design Intention: Activate students’ prior knowledge through the picture, establish a connection with the theme, and help them feel familiar with the topic before formal learning. 2. Step 2: Pre-reading The teacher shows a short video about Moscow to students and teaches the new words. Design Intention: Help students get a preliminary perception of the new lesson content via the video. With the support of pictures, videos and their existing knowledge, students can make reasonable inferences about the text content, gain a better understanding of Moscow’s background, broaden their global horizons, and develop the habit of predicting before reading. 3. Step 3: While-reading Work on 1b and 1c. (1) Read the first diary carefully and finish the chart. When Where What How Morning _____ went to...; saw ___ Excited Noon _____ had ___ Evening _____ Felt ___; didn't ___; wanted ___ Date: _____ (First day to visit Moscow) (2) Read the first diary again after finding out the basic information and then answer the questions: ① Why did Russian people build the Victory Museum ② What stories did the guide tell ③ What's the deep meaning of the artwork "glass tears" (3) Let students read the second diary and complete the chart to find out the basic information (following the “When/What/How/Where” structure from the first diary entry). (4) Let students read the second diary again and answer the questions: ① How did he make friends with Russian students ② What's the value of this experience Design Intention: Guide students to sort out the diaries in the time order of “When, What, How, Where”. Then, use in-depth thinking questions to help them understand the basic content of the text, train their ability to integrate information, and build a framework for l ... ...