Unit1 Happy Holiday Section B 1a~2c教学设计 （表格式） 2025-2026学年人教版英语八年级上册

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 Section B 1a-1d 教学目标 1. 能够读懂 Vincent 的旅行日记，理解日记的结构（开头、主体、结尾）和主要内容，提取关键信息（地点、活动、感受等），用一般过去时准确描述假期旅行中发生的事件。 2. 能够理解并运用“汉堡式写作结构”，结合时间顺序、细节描述（Wh-问题及how问题）和多样的情感表达句式，清晰、生动地完成假期旅行分享（口头或视频）。 3. 了解俄罗斯的地理、文化、著名景点等相关知识，拓宽国际视野，增强对不同国家文化的理解和尊重。 教学重难点 教学重点： 1. 学会运用时间顺序组织旅行事件，通过回答Wh-问题及how问题补充细节，丰富分享内容。 2. 理解并运用 “汉堡式写作结构”，完成有开头（时间、地点、天气、感受）、主体（事件、情感）、结尾（感悟、整体感受）的旅行分享。 教学难点： 1. 运用多样的情感表达句式生动传达旅行中的情绪变化。 2. 在旅行分享结尾自然融入个人感悟，使分享更具深度，避免生硬堆砌。 教学过程 教学目标 学习活动 设计意图 创设并导入分享旅游故事的情境，了解俄罗斯的相关知识，拓宽国际视野，增强文化理解与尊重。 Review & Lead-in T introduces “Holiday Travel Sharing Session” from The Teens WeChat official account, guides Ss to talk about their own holiday trips briefly (e.g., where they went, what they did). 2. T presents Vincent’s trip to Russia, shows pictures of Russia’s famous places (Red Square, Moscow Metro, etc.) and asks Ss what places he has been to. Connect with real-life activities to stimulate Ss’ interest in travel sharing; introduce Russian culture to broaden Ss’ international vision and lay the foundation for understanding Vincent’s diary. 读懂Vincent的旅行日记，提取其游览地点与活动时间顺序；2理解日记“汉堡式”结构（开头含时间等要素、主体用过去时和时间标志词、结尾可加感悟）；掌握细节描述及情感表达方法并进行相关练习。 Reading & Writing Knowledge Explanation Guide Ss to read Vincent’s diary quickly, find out the places he visited (Victory Museum, Russian restaurant, Moscow Metro, Red Square, Russian school) and the time order of his activities. Analyze the diary structure with Ss: Beginning: T takes Vincent’s diary opening ("Today was our first day to visit Moscow...") as an example, guides Ss to summarize the elements of a good beginning (time, place, weather, feelings), and asks Ss to practice making their own opening sentences. Body: T asks Ss to find Vincent’s activities at the Victory Museum, guides them to answer Wh- questions (who built the museum, why it was built, what can be seen there) to extract details; emphasizes the use of simple past tense and time order markers (e.g., "in the morning"). Then, takes Jane’s travel share as an example, lets Ss discuss how to add details to make the share more vivid. Ending: T points out that Vincent’s diary lacks an ending, guides Ss to analyze the difficulties Vincent faced with Russian students and what brought them together, then asks Ss to try writing an ending with personal thoughts (e.g., "Happiness can break language barriers"). Emotional expression: T collects emotional sentences from the diary (e.g., “I felt ... ...