Unit 1 Where did you go on vacation?Section B 2a-2e 旅行日记阅读课教案

Unit 1 Where did you go on vacation
Section B 2a-2e
Part 1 基本信息
单元名称：Unit 1 Where did you go on vacation 你假期去哪里了？
课时主题：Section B 2a-2e Diary Reading 旅行日记阅读课
教 材：人教版Go For It八年级上册
教学对象：初二（1）班学生
Part 2 背景分析
课程标准分析
《义务教育英语课程标准（2022年版）》（以下简称《新课标》）中指出，义务教育英语课程围绕核心素养，体现课程性质，反映课程理念，确立课程目标，其中英语课程要培养的学生核心素养包括语言能力、文化意识、思维品质、学习能力等。
本课选自人教版教材Go For It八年级上册，根据《新课标》中的学段目标的要求，学生能够达到三级目标（7-9年级）。针对本课内容，语言能力目标包括，围绕语篇内容，整体理解和简要概括主要内容，归纳学过的语法知识，梳理语篇的基本结构特征，运用所学语言描述事件表达情感态度；文化意识目标包括，通过语篇简要归纳文化信息，形成正确的价值观和积极向上的情感态度；思维品质目标包括发现语篇中事件的发展和变化，把握语篇的整体意义，发现同类型语篇的相似之处，根据语篇推断人物的心理；学习能力目标包括在学习活动中积极与他人合作共同完成学习任务，积极思考主动探究。
根据《新课标》中主题与语篇的划分，本单元属于“人与自我”主题范畴，涉及的主题群为“生活与学习”，语篇体裁属于应用文中的日记。
教材分析
本单元“Where did you go on vacation”为人教版教材Go For It八年级上册第一单元，主题语境为“人与自我”，涉及的主题群为“生活与学习”，本课时为本单元的第四课时，前三个课时基于主题语境对学生进行听、说、语法的训练，本课需要通过语篇阅读，将所学的词汇与语法进行巩固，并为下一课时的写作打好基础。
What：本课语篇Jane’s diary entries about her trip to Penang in Malaysia是女孩Jane在马来西亚旅行两天的日记。日记中，Jane记录了旅行的时间、天气、地点、具体活动以及感受与心情。第一天，天气晴朗，Jane尝试了降落伞等活动，品尝了当地美食，旅行体验非常愉悦。第二天，Jane与父亲去爬山，但天气截然不同，阴雨连绵，Jane感觉又湿又冷，由于Jane的父亲没有带足够的钱，二人只够吃一碗饭和一些鱼，虽然各种因素让这一天的旅行不太愉快，但是Jane依然以积极乐观的态度对待这次经历。
Why：从Jane两天的游记中，可以看出，她两天的旅行经历截然不同，但无论天气如何，Jane依旧保持积极乐观的态度，使学生明白克服困难需要有坚强的毅力与乐观的精神。假期与旅行与学生的生活息息相关，通过谈论假期与旅行，学习Jane的乐观精神，学生能够逐渐养成健康的生活方式，培养积极的生活态度，具有一定的现实价值与教育意义。
How：通过4W1H分析法，学生能够在教师的引导下，了解Jane的旅行经历，阅读有一定篇幅的文章，并理解和掌握相关词汇表达，包括decide、try paragliding、ride bicycles、wet、below、trader、umbrella等。同时学生能够通过复述Jane的假期旅行经历，复习一般过去时的用法，掌握日记体裁的格式，从而可以进行本单元旅行日记的写作。
学情分析
授课学生为浙江某初中初二（1）班学生，共32人，总体语言能力水平中等偏上，有良好的知识基础，对英语有较高的学习兴趣，上课较为活跃，能够积极参与到课堂活动中来。
在知识储备方面，首先是词汇层面，在七年级上册Unit 7 How much are the socks以及七年级下册Unit 3 How do you get to school的学习过后，学生对于travel主题所涉及的相关话题，如交通、购物等已经比较熟悉，对相关的词汇也有一定量的储备。但是，学生可能对于涉及的旅游场所、娱乐项目等词汇比较生疏，如paragliding滑翔伞运动等。在时态层面，学生在七年级下册Unit 11 How was your school trip与Unit 12 What did you do last weekend中已经学习了如何运用一般过去时来描述过去发生的事情，对一般过去时的意义、结构以及应用功能都较为熟悉了，且在本单元前三个课时听、说、语法的训练的基础上，学生能够较顺利地进行阅读。在体裁层面，学生在七年级下册Unit 11 How was your school trip中的Section B 2b已经接触过日记体裁的语篇，但经过一个暑假，可能对该体裁格式有所遗忘，教师需要重点强调，并为下一课时的写作打好基础。
在能力储备方面，学生经过一年的初中英语学习后，对于任务型教学、交际教学以及PWP阅读教学训练，已经养成了一定的学习行为习惯，能够听懂老师上课的指令，通过小组合作的方式，完成各项任务，在完成任务的过程中提升听说读写译各方面的能力。
Part 3 学习目标
学完本节课的内容后，学生能够：
通过4W1H法阅读语篇，获取Jane的日记内容，包括时间、地点、天气、人物、活动，并组织语言，根据提纲，复述旅行日记的内容。
通过观察两篇日记的格式与结构，概括总结日记的基本格式与要素。
通过参与小组任务，学习与他人合作的方法，愿意在活动中与他人合作。
学习Jane游记中的乐观精神，养成积极生活态度。
Part 4 评价任务
导学任务
Complete the following table based on your preview of the required words before class.
预习检测单
课中任务
Read the diary carefully, then complete the following 4W1H reading sheet. After that, have a group discussion on one part as marked in the sheet, then present your answers to the class.
阅读记录表
When Where What Who How
Monday (G1) (G2) (G3) (G4)
Tuesday (G5) (G6) (G7) (G8)
According to your performance, give your group a score.
合作自评表
评委 标 准 组员一 组员二 组员三 组员四
分工明确（20分）
积极参与（20分）
认真倾听（20分）
共同合作（20分）
氛围融洽（20分）
总分（100分）
评价等级及标准
分数 标准 A(15-20分) B(10-15分) C(10分以下)
分工明确 角色分配合理，分工明确 角色分配比较合理，分工比较明确 角色分配不太合理，分工不太明确
积极参与 积极主动参与 比较积极主动参与 不太积极主动参与
认真倾听 认真倾听他人发言 比较认真倾听他人发言 不愿倾听他人发言
共同合作 在分工明确的基础上共同高效完成任务，以讨论的方式共享观点 在分工明确的基础上基本完成任务，以讨论的方式共享观点 很少进行相互沟通
氛围融洽 自主、合作、探究氛围融洽 自主、合作、探究氛围比较融洽 缺乏自主、合作、探究的氛围
Retell Jane’s diary in your own language with the 4W1H sheet. Then group members give comments and suggestions.
小组评价表
评委 标准 组员一 组员二 组员三 自评
内容全面（20分）
整体流畅（20分）
条理清楚（20分）
衔接顺畅（20分）
用词准确（20分）
总分（100分）
评价等级及标准
分数 标准 A(15-20分) B(10-15分) C(10分以下)
内容全面 全面、准确、具体复述日记内容 基本复述日记内容，缺少部分要点 大量缺乏内容与要点
整体流畅 表达流畅，意群、连读等处理恰当，节奏感强 表达较为流畅，稍有停顿 表达不流畅，常有停顿
条理清楚 逻辑性强 有一定逻辑 缺乏逻辑性
衔接顺畅 熟练运用衔接表达 运用一定的衔接 基本没有衔接表达
用词准确 用词准确，语法基本无误 部分用词不太恰当，语法有部分错误 用词不准确，语法错误较多
Listen to an English song, then fill in the blanks.
When I ___ young
I'd listen to the radio
Waiting for my favorite songs
When they ______ I'd sing along
It _____ me smile
Those _____ such happy times
And not so long ago
How I wondered where they'd gone
课后作业
Imagine Jane went to Penang Hill again and had a great day. Fill in the blanks in her diary entry with the correct forms of the verbs in brackets.
Thursday, July 18th
Today_____(be) a beautiful day. My father and I_____(go) to Penang Hill again, but this time we_____(walk) to the top. We_____(start) at 9:30 a.m. and_____(see) lots of special Malaysian along the way. About one hour later, we_____(stop) and_____(drink) some tea. Then we _____(walk) for another two hours before we_____(get) to the top. I_____(be) quite tired, but the city _____(look) wonderful from the top of the hill!
Role-play with your partner. One of you is Jane and the other is Jane’s friend. Jane is telling her friend about her trip to Penang. And then reverse your role. You can use 2d for your reference. Then give yourself and your partner scores.
同伴评价表
标 准 内容全面 整体流畅 条理清楚 衔接顺畅 用词准确
分数（1-5）
同伴建议：_________________________________________________
评价等级及标准
分数 标准 A(15-20分) B(10-15分) C(10分以下)
内容全面 内容全面、准确、具体 内容基本全面，缺少部分要点 大量缺乏内容与要点
整体流畅 表达流畅，意群、连读等处理恰当，节奏感强 表达较为流畅，稍有停顿 表达不流畅，常有停顿
条理清楚 逻辑性强 有一定逻辑 缺乏逻辑性
衔接顺畅 熟练运用衔接表达 运用一定的衔接 基本没有衔接表达
用词准确 用词准确，语法基本无误 部分用词不太恰当，语法有部分错误 用词不准确，语法错误较多
Part 5 学习、教学与评价过程
(T-teacher, S-student, Ss-students)
Lead in (about 3 minutes)
T: Class begins. Good morning, boys and girls. It’s so nice to see you again. Have you enjoyed the May Day holiday Where did you go Did you go anywhere What did you do on your holiday Yes, Crystal.
S: Go shopping.
T: Ok, you went shopping. With whom Oh, with your mom. Anything else Tom, what did you do
S: Play basketball.
T: Oh, you played basketball. It’s good for your health, right What else Jimmy, what about you
S: Stay at home.
T: You just stayed at home So, you did your homework at home, right I stayed at home, too. Thanks for your sharing. We know that due to COVID-19, we are not expected to travel in another city. So, in today’s class, let’s travel with Jane and read Jane’s diary and see where did she go on vacation.
(T writes down the title “Unit 1 Where did you go on vacation Section B 2a-2e Jane’s Diary” on the blackboard.)
Body (about 32 minutes)
Pre reading (about 6 minutes)
T: I guess all of you have previewed the new words I assigned as homework last Friday. Class, am I right
Ss: Yes.
T: Ok, now I want to give you a short quiz to see if you are lying. Are you ready
Ss: I’m ready.
T: Good, take out the paper I handed out to you before class. Let’s play a game called Crossword. Firstly, read the explanation of each word. Secondly, guess what the word is. And then fill the word in the blank. All the words are selected from the vocabulary sheet. What did I say just now
(At the same time, T shows the instructions on the screen.)
Ss: Read and guess.
T: That’s great, you have 2 minutes. Get started.
(T walks over to Ss and guides Ss who do not understand the instructions to complete the task. At the same time, T observes and records the performance of Ss.)
T: Ok, time is up. Who wants to share your answer with us Yes, Nancy.
(T uses the projector to show the work sheet to the class.)
T: Does anyone have other ideas Lily, you please.
S: Number 3 is enough.
T: Do you agree with her Right, it should be enough. Other answers are correct. If you get 10 or more words correct, please raise your hand and let me know.
(About two-thirds of the Ss raise their hands.)
T: Wow, wonderful. Most of you have done a good job. Now open your book and turn to page 5. Here are two pictures. Could you guess what Jane wrote in her diary You have 30 seconds to think about it. Vivian, you please.
S: Maybe the city’s weather.
T: Right, the first is──sunny, and the second one is──rainy. Yes, you are right. Any other idea What did Jane do Yes, Molly.
S: Paragliding.
T: Exactly, we can see a big parachute in the first picture. Class, read after me, parachute, parachute.
(At the same time, T writes down the word “parachute” on the blackboard.)
T: What else can you see
S: Maybe she climbed the mountains.
T: Good, I agree with you. There are mountains in the second picture.
While reading (about 14 minutes)
T: Now let’s read the two diaries quickly and check your prediction. While reading, think about the questions on the screen. Did Jane have a good time on Monday What about on Tuesday I’ll give you 1 minute. Let’s go.
(At the same time, T writes down “fast reading”, “Monday” and “Tuesday” on the blackboard. Then T observe Ss’ status when reading.)
T: Ok, time is up. Who can share your answer with us Ivy, could you
S: Monday was good, but Tuesday was not good.
T: Do you agree with her
Ss: Yes.
T: Very good. Jane had a good time on Monday, but she didn’t have a good time on Tuesday.
(At the same time, T draws a happy face and a sad face on the blackboard.)
T: She felt so different on Monday and Tuesday. Why Let’s read again and complete the 4W1H sheet on the paper. Do you still remember what is 4W1H We used it last semester. 4W1H includes When──Monday and Tuesday, Where──where did Jane go, What──what did Jane do, Who──who did Jane go with and How──how did Jane feel. After finishing your own sheet, each group should focus on one point, discuss with each other and choose one reporter to present your final answer to the whole class. You can see them on the screen if you forget it.
(T shows the instructions on the screen.)
T: Ok, I will give you 4 minutes.
(T writes down “careful reading” and draws the 4W1H sheet on the blackboard, then observes and joins in Ss’ discussion.)
T: Time is up. Group 1, could you tell me where did Jane go
S: Yes, Jane went to the beach. And Georgetown and Weld Quay.
(T writes down the places that S says on the blackboard.)
T: Yes, beach, Georgetown and Weld Quay. Good. Anyone has other ideas For example, the city is
Ss: Penang.
T: Right, Penang in Malaysia, as you can see on the screen.
(At the same time, T shows the pictures of Penang and Malaysia on the screen.)
T: Then on Monday, what did Jane do, Group 2
S: She tried paragliding. She had Malaysian yellow noodles and she rode bicycles. She also saw the houses of the Chinese traders 100 years ago.
(At the same time, T writes down the phrases on the blackboard and gives S positive eye contact.)
T: Exactly. You found all the information. Class, do you agree
Ss: Yes.
T: Next, Group 3. Who did Jane go with
S: Her family, and she tried paragliding with her sister.
T: Right. Sit down, please.
(T writes downs the words on the blackboard.)
T: Group 4, how did Jane feel
S: She felt excited.
T: Yes, she felt excited. And she had a good time, right
(At the same time, T writes down the word on the blackboard.)
T: And what about Tuesday Group 5, where did Jane go
S: She went to Penang Hill.
T: Yes, it’s a beautiful place, right
(T shows the picture of the hill on the screen and writes down the words on the blackboard.)
T: And Group 6, could you tell me what did Jane do
S: She walked up to the hill, and ate one bowl of rice and some fish.
(T writes down the phrases on the blackboard.)
T: Nice. But something terrible happened when she was climbing, right What happened Yes, Monica, you please.
S: It suddenly started raining. And they didn’t have an umbrella.
T: Yes. So, did her feeling change Let’s invite Group 8 to tell us how did Jane feel first.
S: She felt terrible.
T: Terrible. That’s not quite right. Anyone can help her No one Let’s look at the last sentence.
T: Although Jane experienced a terrible day, she still felt satisfied after eating the food. So, we can say, she is a positive person. Read after me, positive. It means 乐观的 in Chinese. Maybe next time, if you are in trouble, you can also find the good side and be positive. Ok
(T writes down the words on the blackboard.)
T: Then the last one, who did Jane go with, Group 7
S: Her father.
(T writes down the word on the blackboard.)
T: Yeah, correct. All of you have done a good job in searching the details. Now, you have 1 minute to give your own group a score.
(T joins the evaluation process of each group and asks them if there are problems in group discussion.)
Post reading (about 12 minutes)
T: Now we have already known what Jane’s vacation is like. Could you retell her diary with the 4W1H sheet You have 1 minute to prepare. Then show your story to your group members. Everyone should give yourself and your group members scores according to the rules on the paper. Do you know what I mean Anna, what did I say
S: First, retell the story. Then give scores.
T: Exactly, you are a good listener. You can start now.
(T listens to Ss’ retelling, records their performance and gives advices.)
T: Time is up. Who wants to have a try Any volunteers Oh yes, Jason. Choose one day.
S: On Tuesday, Jane went to Penang Hill with her father. However, it started to rain and they didn’t have an umbrella. They waited for a long time for the train. And they were wet and cold. Even worse, they didn’t have enough money, so they only had a little food. But it tasted good because Jane was very hungry.
(T writes down some linking expression on the blackboard.)
T: You speak very fluently and you use many linking words, like however, even worse and so. Let’s give Jason a big hand.
(At the same time, T points to the expressions on the blackboard.)
T: Have you noticed any difference between a diary and a regular text Yes, Jack, what do you find
S: Monday, July 15th and Tuesday, July 16th.
T: That’s it. We have to write the date in our diary. Anything else How about the verb Ok, Anna.
S: It’s 一般过去时.
T: That’s right. we use simple past tense in our diary, because things we write in our diary happened in the—
S: Past.
T: You are right. Do you remember what we have learned about past tense Let me check your knowledge. Let’s listen to a beautiful English song, then take out the work sheet, and fill in the blanks. Are you ready
Ss: Yes.
(T plays the video of the song, and guides Ss to complete the task.)
T: It’s easy, right Ok, class, tell me the answers together. The first is—was, the second is—played, the third one is—made, the last one is—were. Very good! You are correct.
(At the same time, T shows the answers by slide.)
Summary (about 5 minute)
T: All right, it’s almost the end of the class. Who can make a summary for us You have 30 seconds to think about it. How about Rachel
S: We learn some new words, and two diaries of Jane’s vacation. Also, we learn how to retell the story.
T: I like your summary. Thank you very much. And we also learn how to do group discussion, right Do you enjoy discussing with your group members
S: Yes.
T: Alright, all of you have performed well today. Let’s give ourselves a big applause. Ok, here is homework for you. First one, fill in the blanks. The second one is to role play with your partner. Please take it seriously. I will check them in the next class. See you next time!
Part6 板书设计
附：分组安排