八年级英语上册 Unit 3 What are you doing for vacation 教案示例二 人教新目标版.doc

教学资料参考范本八年级英语上册 Unit 3 What are you doing for vacation 教案示例二 人教新目标版撰写人：_时 间：_Teaching aims and demandsKnowledge: talk about future plans Learn future tenseAbility: Talk about things planned to happenKey points: What are you doing for vacation? Im spending time with my friends.What is she doing for vacation? Shes babysitting her brother.Where is she going for vacation? Shes going to Italy.4. When is she going? Shes going on Monday / on the 12th / next week.5. How long is she staying? Shes staying just for four weeks.Difficult points进行时间表计划安排be doing sth表示在计划中的将来，要做的事情on schedule打算将要做的事情，或根据判断得出的结论。Teaching methods: Task based Step 1 RevisionWhat are you doing for vacation?How are you going there?Where are you going?When are you going?How long are you staying?Step 2 ListeningWhere did Pierre go at first?When is Pierre leaving?Step 3 Reading Is he taking a long vacation or a short vacation?Where did he plan to do at last? Why?Which part of Canada is he going, in the north or in the south?How many activities is he going to do?Step 4 writingFinish off 3a.Step 5 task On the way to Canada, Pierre is staying in Beijing for two days (Saturday and Sunday). Please plan schedules for him.place of interests in Beijing:Tianan men Square 天安门广场the Palace Museum 故宫the Temple of Heaven 天坛the Great Wall 长城the Ming Tombs 明十三陵the Fragrant Hills 香山the Summer Palace 颐和园the Ruins of Yuanming yuan圆明园History Museum 历史博物馆 The World Park 世界公园 Museum of Science and Technology科技馆Beijing Amusement Park 北京游乐园Plan schedules in groupsReport the plan.Good morning, Pierre. Im from Travel Agency. Im glad to share the next two days with youWrite the plan.Correct a report in class.Homework: Rewrite the report.教学点评及反思：一环节设计思路：本课从课本入手，用课本内容引出课外活动，层次清晰。首先面向全体学生进行简单的复习，目的在于巩固几个基本句型。然后把课本中阅读的短文用听力的方式引入，别出心裁。其主要目的在于营造较轻松的语言环境，缓解部分学生对于读写的畏惧心理。接下来，从听说引入读写，给学生铺垫知识的过程。读写并不脱离听说，因为语言是交流的工具，因此，在读的过程中适当穿插说，既练习口头表达，又巩固了读的成效。最后，本课的中心任务自然引出，要学生为短文的主人公安排到北京旅游的日程。整个课堂设计由浅入深，循序渐进，难度过渡非常自然。二课后反思：学生是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何一层层的导入，由易至难的阶梯状任务何时引入，如何引入都是关键所在。同时要注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利的开展，学生才能