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Unit1 Period 5 Section B(2a－Reflecting)
【教學分析】
教學內容 1. 學習重點單詞和詞組的變形和運用。
2. 閱讀理解，體驗蘇格蘭之旅。
3. 項目學習：制作一份假期活動清單。
核心素養 1. 學生能夠運用所學單詞和詞組造句，并組句成篇。
2. 學生能夠提取閱讀中的關鍵信息，并能概括篇章大意。
3. 學生能夠用英語描述自己的假期活動。
4. 學生能夠通過小組合作制作活動清單，并運用所學英語表達進行展示，增強語言運用能力和團隊合作精神。
重點難點 重點：學會運用所學單詞和詞組的適當形式造句并組句成篇。
難點：如何用英語準確、完整地描述自己的假期活動，并高效流利地進行口頭展示。
【教學過程】
Step 1 Lead－in
Review what they have learnt in the past lessons, including the key words and phrases, and read loudly together.
Step 2 Work on 2a
1. Ask students to think of as many words as possible to make phrases and write them down.
2. Encourage students to make as many as phrases for every word. The answers are: (2) happy experience, unforgettable experience, … (3) beautiful scenery, colourful scenery, … (4) railway station, subway station, … (5) tennis camp, summer camp, … (6) Times Square, public square, …
Step 3 Work on 2b
1. Teach the meanings and usage of the words in the box.
2. Complete the sentences with the correct words in the box.
3. Check the answers: sick, ancient, easily, peace, breath, remind.
Step 4 Work on 2c
1. Read the passage with blanks and a word box. Have students complete the passage by filling in the blanks with the correct words.
2. Check the answers. The answers are: landscape, forget, especially, get together, ready.
3. Review and practise the vocabulary and language structures used in the passage.
Step 5 Work on 3a
1. Read Gina’s holiday story silently and write down the things that she did.
2. Check the answers. The answers are: a train, in a comfortable house, the forest, a deer, told my parents what I saw.
3. Lead the students to summarize the whole passage and draw the students’ attention to a series of verbs, like took, stayed, went, saw, ran and so on.
Step 6 Work on 3b and 3c
1. Create a situation: You are going to post a story about your unforgettable holiday experience on the website. What can you write Use the questions [(1) When did it happen (2) Where were you (3) What did you do (4) How did you feel (5) What did you learn ] to help them structure their stories.
2. Try to use the ideas above to write a holiday story. Then have a few students volunteer to read their stories aloud. Provide constructive feedback on their use of language, accuracy, and ability to evaluate and encourage them.
Step 7 Work on 4a
Divide students into groups. Each group makes a list of the activities they did during their holidays. Encourage each group to think as many activities as possible.
Step 8 Work on 4b & 4c
1. After finishing the lists, each group choose five meaningful activities they think everyone should try. Then they should give their reasons. They can fill in a form like this:
Holiday activity Place Reason
visiting Mount Taishan Tai'an city to enjoy the beautiful scenery and…
visiting Tian'anmen Beijing be proud of my great country
visiting National Museum England know more about the history of England
… … …
… … …
2. Each group presents its list to the class. All the students have a discussion about it and vote for the top three activities that everyone likes to do.
Step 9 Work on Reflecting
1. Each group make up a story using the lists above. Pay attention to use the simple past tense to describe their holiday experiences.
2. Guide students to polish the story by using indefinite pronouns and the reasons why they like them and how they felt during the holiday, what they have learnt from travel experiences.
Step 10 Summary
Summarize the key words and phrases of this period.
Step 11 Homework
Assign homework: choose five words and phrases they learnt in the class and make five sentences with them.
【隨堂作業】
根據漢語意思完成句子，每空一詞。
1. 村子里的人都到大城市去找工作了。
People from the village went to the big city to look for jobs.
2. 在陽光下看書對眼睛不好。
It’s bad for eyes to read books in the sun.
3. 他轉向朋友們，露出了大大的微笑。
He turned around to his friends and gave a big smile.
【板書設計】
Unit 1 Happy Holiday
Section B What can we learn from holiday experiences (2a－Reflecting)
Holiday activity Place Reason
visiting Mount Taishan Tai'an city to enjoy the beautiful scenery and…
visiting Tian'anmen Beijing be proud of my great country
visiting National Museum England know more about the history of England
… … …
… … …
【教學反思】
Period 5 Section B(2a－Reflecting)
本次課整合詞匯、語法與項目式學習，圍繞“假期生活”主題開展多維度教學，現就教學效果進行總結反思。
(1) 優勢：
- 詞匯教學情境化：通過“holiday”“scenery”等詞的詞組拓展，學生能自主生成“camping holiday”“scenery spot”等搭配，詞匯運用靈活度提升明顯。
- 任務驅動效果顯著：在項目式學習中，小組合作設計的“五大必體驗活動”包含文化元素，如“學習制作當地美食”等創意建議。
- 語言能力螺旋上升：從詞匯填空到語篇運用，學生正確使用“landscape”“get together”等詞完成段落。
(2) 存在問題：
- 高階思維不足：活動推薦環節中，大多數理由停留在“fun/beautiful”等基礎表達，缺乏“broaden horizons”等深度思考。
- 時態混用明顯：反思環節中，30% 的學生在描述經歷時混淆一般過去時與現在完成時。
- 文化遷移薄弱：僅 20% 的小組在推薦活動時提及中外假期文化差異。
(3) 改進措施：
- 搭建語言支架：提供“理由表達錦囊”，包含三個層次：
- 基礎層: It’s fun/relaxing.
- 提高層: It helps me understand…
- 拓展層: It shows cultural differences…
- 設計“時態檢核表”：用★標記過去時間狀語（last summer/yesterday），強化時態意識。
- 開展“中外假期 PK”：對比春節與圣誕節活動，用圖片歸納異同。

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