whatareyoudoingforvacation.doc

Unit 3 What are you doing for vacation?一、教学内容：新目标英语八年级上Unit 3SectionA1a-2c部分；二、教材分析：本单元谈论的话题是Vacation plans。通过本单元的学习，要求学生掌握如何用be + doing结构来谈论假期的安排或计划。另外，学生还将掌握what, who, where, when和how long引导的特殊疑问句的构成和用法。三、学生主体性的分析：在七年级下册书中学生就已经学过许多活动的英语表达，也学过现在进行时态的用法，但要在本单元中用进行时表达将来的计划和安排，并在一定的情景进行深层次的谈论，还有待于加强学习。四、教学设计理念和思路 1学生是学习活动的主体，教师是学生活动的组织者和引导者。在英语教学中，把英语课程生活化，把一个个教学目标活动化，在活动中掌握学习方式，充分发挥师生双方在教学中的主动性和创造性。 2本课采用任务型的教学模式，把语言应用的基本词汇和表达法转为具有实践意义的课程任务，学生在完成任务的过程中，通过感知、体验、实践、参与创作等方式，完成任务目标，感受成功。 3小组合作学习是学生学习的主要形式，让学生在自主创作的过程中，自主地表达，自主地学习，实现对知识的融合，信息的交流，资源的共享，为学生搭建展示自我的平台。教师在学生展示过程中适时给予肯定和赞扬，有利于增进师生感情，建立民主平等和谐的师生关系。五、教学目标：情感态度与价值观1、通过学习，教育学生要热爱大自然，热爱我们伟大的祖国。2.、通过活动的开展，培养学生合作学习的能力。过程与方法1、利用课件或图片从学习各种活动开始，进而学习将来计划的对话。2、学习并掌握关于将来计划的情景交际。知识与技能1、掌握本课时出现的生词及常用短语。2、通过学习，学生能自主地谈论将来的计划。六、教学重难点：重点：掌握词汇：plan, away, send, postcard, bike, ride, famous, Europe, something, lake, leave, countryside, nature, forest, finish, tourist 掌握句型：Where are you going for vacation?What are you doing there?When are you going there?How long are you staying?语法：When, where, how long, who and what questions难点：如何谈论将来假期计划的会话。七、教具准备：幻灯片和教学图片，磁带和录音机，多媒体课件一套。八、教学过程：Step1 arming-up创设情景，导入新课。（1）给学生展示一些风景图片，问学生是否喜欢这些地方。假期(National day is coming)即将到来，自然引入Unit3 What are you doing for vacation?（2）多媒体课件展示一些活动的情景。在老师的指导下，学生们列举出多媒体上展示的活动名称。（设计说明：用课件展示一些活动的情景，能有效地集中学生的注意力。也能激起学生学习知识的兴趣。）T : Cheguan Middle School is a beautiful place. Do you like your school?S :T : Here are some beautiful places.World you like to have a look?S : T : Do you know where it is?S : T : National Day is coming. Im going to Shanghai for vacation.What ae you doing for vacation?Step2 Presentation屏幕上展示野营，打排球等图片，利用be+doing 结构学习现在进行时表示将来的新知识： What is he/she doing for vacation? He/She is 。（设计说明：图片学习活动，能让学生熟练地运用这些活动进行交际。）T: What is he/she doing for vacation?S : He/She is T : Is he/she ?S : Step3 Work on 1aT: Open your books to page13. Lets look at 1a, What are they doing for vacation? Please do it.Ss do 1a,then check the answers.在完成课本1a 后要进一步加深对这些活动的说法和写法。教师在学生积极表现时， 要多倾听多鼓励。（设计说明：在学生的反复操练中，既复习了基础知识，又加深了对新知识的掌握。）Step4 PairworkHave Ss work in pairs to make up short dialogues. Try to use the three questions:What are you doing for vacation?Who are you going with?When are you going?Then choose some of them to act.Ask the other Students to write down some information about the dialogues.（设计说明：通过这个练习让学生初步熟悉由who和when提出的新问题。同时为了让学生的对话表演所引起更多同学的关注，有意识地要求学生记录相关信息，为下一个memory game 作铺垫。）Step5 Memory gameAfter some students act out their dialogues. Have Ss play a game.The teacher can ask three questions:What is XX doing for vacation?Who is XX going with?When is XX going?Let Ss use shes or Hes to answer. If the student can answer the most questions， She/He can get a present. （设计说明：这个游戏可以检测学生在上一步中练习的情况，活跃课堂气氛，更主要的是操练了第三人称疑问句的答句，而且也激发了学生自主学习的积极性，提高了学生的学习兴趣和参与意识。）Step6 Listening (2a, 2b)T: I like your ideas very much. Ill think about them.Thank you very much.Ill have a good time. Now Molly,Susan and Hector are talking about their vacation plans. What are they doing and when are they going? Lets listen to the tape and fill in the chart. Who What When Hectorvisiting cousinsSusan Molly Play the tape and Ss listen and finish the chart. Check the answers.（设计说明：训练学生的听力能力，并检查他们掌握所学内容的情况。）Step7 Make a survey. 引导学生 Im a journalist from CCTV. The National Day is coming. Lets make a survey about vacation plans. Where are you going? What are you doing for vacation? When are you going? Who are you going with? How long are you staying?Name What Where When With who How long各小组成员拿着问卷调查去调查访问其他学生。小组选派代表上台汇报调查结果。Group 1 Here are the results of our vacation plans. We interviewed _ people. _ is _. （设计说明：给学生提供实践锻炼的机会，培养学生的动手能力，合作学习能力，以及灵活运用语言的能力）Step8 A game named Passing on a message.Have Ss form eight lists . The teacher tells the first student of each list a sentence. eg: Han Mei is going to Tibet next Saturday and staying there for two days. The first student should pass the message to the next. In the end. the last student of the list should stand up and t