湖南省怀化市会同三中八年级英语上册《Unit 3 What are you doing for vacation：period 1》教案 人教新目标版.doc

湖南省怀化市会同三中八年级英语上册unit 3 what are you doing for vacation：period 1教案 人教新目标版学习目标掌握有关假期生活的动词假期里自己打算的简单表达谈论假期要做的事情及可能的情况。谈论假期时旅游的天气，旅游者以及食物等。二、学习向导语言目标学习策略与思维技巧重点词汇what are you doing for vacation? im spending time with my friendswhen is she going? shes going on monday / on the 12th / next weekhow long is she staying?shes staying just for four weeksrole playinglistening for key wordsrelaxing, visiting, spending time, babysitting, bike riding, sightseeing, fishing, take walks, rent, how long语言结构语言功能跨学科学习present progressive as futurewhere, when, how long questionstalk about future plans了解和熟悉北京地理三主题思维图及任务型活动四教学步骤：step 1: lead in: listen to the tape of section a 2a,2bbefore listening, two questions are given:what are they doing on vacation?when are they going on vacation?step 2:task one: show ones own vacation planpair work and presentation brain storm: let students speak out the vacation activities theyd like to dostep 3:task two: travel aroundlisten to the tape of section b2a,abstep 4:class work: ask classmates about their vacation plan and fill in a chartnameplaceweatheractivitieswhenhow long sample:nameplaceweatheractivitieswhenhow longmaryhongkongsunny, warm and humidgoing to the beaches, going to the sea parknext summertwo weeksjim step 5:task three: venessas tour in beijingimagine you are a tourist guide from agency you plan the schedules with you group mates for venessa in beijing the schedule must contains:where are you going?what are you doing there?what should tourists take with them?where are you leaving from?what time are you leaving?what are you eating?step 6:report:hi, venessa im glad to tell you the agenda step7:homework: write down your schedule and write a letter to her教学点评及反思：一环节设计思路：本课以听说为主线，以三个环环相扣，循序渐进的任务展开知识学习。首先就以课本中的一段对话听力引入，将学生自然带入语言环境，并初步感受到本课的主要话题是谈论假期活动。由此引出本课第一个任务，学生自己谈论各自的假期活动安排，并为第二个任务做了铺垫。学会陈述自己的情况之后，还要交流和了解他人的假期活动，因此，第二个任务接踵而来，学生开始自由调查班级里其他同学的假期活动安排是怎样的。这个任务承上启下，它引出本课的中心任务：即为venessa安排北京之旅的日程。二课后反思：本课在设计上听说结合，相得益彰。首先给学生创造了一个语言环境，让学生自然融入，然后，缓缓导入阶梯状任务链，循序渐进，难度不断加大，但坡度平缓，铺垫充分且扎实，因此学生在