【教学设计】Unit 1 Section A（英语人教八上）.docx

Unit 1 Where did you go on vacation?SectionA教学设计 本课时编写：武侯实验中学 周丹凤 Period 1 1a-1c教材分析本节课是一节听说课。首先通过图文将学生带入刚刚过去的暑假，回忆在暑假期间做过的事情，在这语境中，引入相关短语以及目标语言。因为这是本单元第一课时，对其基础地位和铺垫作用应予以高度重视，课堂任务应该追求语言学习的实践和应用能力的提升。教学目标1. 学生能学会重点单词、短语以及目标语句。重点单词及短语： went to summer camp, stayed at home，went to the beach, visited museums, have a good time目标语句：- Where did you go on vacation?- I went to New York City.2. 熟练运用目标语言谈论发生在假期的事情。3在听的过程中体验并感知目标语言的内容，学会提取所需要的关键信息。教学重难点：【教学重点】要求学生掌握一般过去时的疑问句及其答语。【教学难点】学生能流利的说出自己发生在假期的事情。课前准备：1. 搜集中国乃至世界的名胜景点。2. 了解学生的暑假经历。3. 准备好录音机、制作多媒体课件及学案。教学过程：Step 1 Lead-inAsk students what he/she did last weekend using the verbs they learned. Focus their attention on the form of verbs, using the flash cards on the computer.went to the mountains stayed at home went to New York City went to the beachvisited my uncle visited museumswent to summer camp【设计意图】从教师谈论自己入口，抛砖引玉，让同学们简单分享假期有趣的事情，引出今天的重点内容。Step 2 Presentation1. Let students say out the activities and the teacher can help them say as many as possible, and then ask them to recall their activities in summer vacation.Ask students:Did you stay at home yesterday?Did you stay at school last weekend?Where did you go on vacation?Where did your parents go on vacation?How was your vacation?【设计意图】问题贴近生活实际，让学生有表达的欲望，有话可说并能诉诸表达的实际行动，在保持较高兴趣的过程中快乐高效地学习英语。2. Work on 1aT: Look at the theme picture. How many speech bubbles are there in this picture?S: 7T:How many people are there in the picture?S:7T: Where did they go on vacation?S: He went to the beach.T: Yes very good, Now do 1a. Match the activities with the pictures.【设计意图】通过1a的练习巩固重点短语，有利于接下来的听力输出。Step 3: Listening (Work on lb)1. Before listeningAsk students to read the five names in the box. Tell the boys names and girls names.T: Look at the names in 1b. We know Tina and Sally are girls. Xiang Hua ,Bob and Tom are boys. Look at the pictures to get some information.T: In the picture, How many people are boys?S: 4T:How many people are girls?S:3T:But look at the boxes.There are 5boxes here. How many are boys and how many are girls?S: 2girls and 3boysAsk students to predict where they go on vacation.Picture g ,where did the boy go on vacation?Picture b,Where did he go on vacation?Picture c,where did she go on vacation?Picture d, where did he go on vacation?Picture f,where did she go on vacation?【设计意图】通过浏览信息，观察图片获取信息，为获取准确的听力信息做好准备；同时预测达成对获取听力信息的期待。2. While listeningAsk students to listen for the first time and number the people in the picture.Listen and check the answers.S1: Tina went to the mountains S2: Xiang Hua went to New York CityS3: Sally stayed at homeS4:Bob visited his uncle.S5: Tom went to summer camp.Ask students to listen and repeat.【设计意图】通过听的方式输入功能句型，达成知识目标。听录音并跟读，模仿语音语调，培养学生用! 标准流利的英语表达的良好习惯。3. After listeningStep 4: Work on lcAsk students to make conversations according to their prediction in pairs.Ask students to correct their prediction and report.Ask several pairs to act out.评价标准：LoudlyClearlyFluentlyCorrectlyBody language Longer and better【设计意图】通过一定意义的交流进一步体验过去时态的用法。而这种体验又恰恰是理解语言、习得语言的一个重要环节。Homework: 用英语询问你的一位好朋友，问她（他）假期去了哪里？看到了什么？并将此对话写在作业上。 A: How was your vacation?B: It was great/interesting/boring.A: Where did you go?S: I went to.教学反思：本节课的设计体现了任务型教学的设计理念，同时在整个任务链的设计中均围绕学生的假期生活实际，由易至难，逐层递进，逐步完成各个任务，使学生在每一个愉快的学习任务中体验英语的乐趣，最大限度地使每一位学生都参与进来；对于听力部分，在听之前都做了相关的渗透与铺垫，有利于培养学生学习英语的良好习惯。Period 2 2a-2d教材分析本节课是本单元Section A的第二课时，仍然是一节听说课。继续首先通过图文将学生带入刚刚过去的暑假，回忆在暑假期间做过的事情，在这语境中，引入相关短语以及目标语言。因为这是本单元第二课时，对其基础地位和铺垫作用应予以高度重视，课堂任务应该追求语言学习的实践和应用能力的提升。教学目标1. 学生能学会重点单词、短语以及目标语言。重点单词及短语：anyone, anywhere, wonderful, few, most目标语言：- Where did you go on vacation? - I went to New York City.- Did you see.?- Yes, I did.2. 熟练运用目标语言谈论发生在假期的事情。3. 在听的过程中体验并感知目标语言的内容，学会提取所需要的关键信息。教学重难点重点：要求学生掌握一般过去时的疑问句及其答语。难点：1. 助动词did提问的使用及谓语动词原形的使用。 2. 正确使用不定代词。课前准备：1搜集中国乃至世界的名胜景点。2. 了解学生的暑假经历。3. 准备好录音机、制作多媒体课件及学案。教学过程：Step 1 Review & Lead in（复习和导入）1. Show some pictures of Ms Li (their favorite teacher) T: Last class we have known Ms Li went to Beijing on vacation. Did she go with anyone?S: She went with her family and friends.T: Did she eat anything special?S: She ate Beijing roast duck and noodles.T: Did she meet anyone special?S: She met a singer.2. Free talkWhere did you go on vacation?Did you go with anyone.Did you eat anything special?Did you buy anything special?Did you meet someone interesting?Did you do anything interesting?【设计意图】 以他们最喜欢的老师的旅行入手，分享假期有趣的事情，讨论本单元重点目标句型，然后让他们说出自己的旅行。降低听力的难度同时又复习了前一课时的内容。Step 2 Listening (Work on 2a & 2b)1. Prepare before listening.T: Everyone likes to go on a vacation. We have three friends Grace, Kevin and Julie. They are talking about their vacations. Do you want to know something about their vacations?Ss: OK.T: Great! Lets listen to what they have to say, then listen for more information by listening to the tape another time and check the answers.2. Listen carefully and complete the chart in 2a.PeoplePlacesGraceNew York CityKevinbeachJulieAt homeCheck the answers. Encourage Ss to answers in full sentences:Grace went to New York City. Kevin went to the beach. Julie stayed at home.3. Listen again. Check Yes, I did. or No, I didnt. for each question.Did you Yes, I did. No, I didnt. Grace go with anyone? go to Central Park? buy anything special? Kevin play volleyball? swim? meet anyone interesting? Julie do anyone interesting? study for tests? go out with anyone? After listening, check the answers. Help Ss understand the new words and target language.（教师可以四处走动,了解同学们听的情况。）4. Listen to 2b again and ask Ss to retell what they hear about Graces vacation. Do the same for Kevin and Julie.Grace went to New York on vacation with her mother. She went to Central Park and bought sth for her father.Kevin Julie 5. Repeat the conversation . Focus on pronunciation and intonation.【设计意图】听力对学生来说并不难，听完后的模仿有利于学生语音语调的提高。复述所听内容对学生是个挑战，可以尝试以培养学生复述能力。Step 3. Work on 2c and 2d1. Work on 2c T: Now suppose you are Grace, Kevin and Julie. Get into pairs and role-play the conversation. You can change the words used【设计意图】在学生角色扮演时，鼓励学生在原对话掌握的基础上编自己的对话，这样真实的交际才会降低难度的同时达到学以致用。2. Work on 2d. T: There are many places of interest in China. Did you see Huangguoshu Waterfall? Show some pictures of Huangguoshu waterfall. 引出单词和短语（wonderful, quite a few) T: Rick and Helen also went on vacation Where did they go on vacation? Now read the conversation. Match the people with the right places.S: Rick just stayed at home. Helen went to Guizhou with her family.T: Read the conversation again and answer the questions. Where did Helen go to Guizhou with? What did she see there? What did she do there? What did Rick do when he stayed at home?2. Role-play the conversationT: I believe all of you did all kinds of interesting things. Now talk with your partner about you vacation.评价标准：Loudly Clearly Fluently Correctly Body language 【设计意图】给予学生必要的辅助信息，结合学生暑假旅游情况，让学生有表达的欲望，有话可说，从而快乐高效地学习英语。挖空练习更加巩固了这篇对话的理解。HomeworkOral:Listen, then read the three conversations aloud. Written:Read the conversation in 2d and repeat the conversation with your own words. Then write it down in your exercise book.教学反思：本课时激发学生多说的兴趣，高效，最大限度的让每位同学都参与其中，学生们的良好习惯。Period 3 3a-3c 教材分析本课内容通过Grammar对话，找出其中的不定代词，并观察形容如何对它们修饰；二是对单元重点语言结构的总结和训练。“语法聚焦”表格呈现两个语言结构：一是一般过去时的疑问结构，二是不定代词的用法。因为这是本单元第三课时，学生有了第一、第二课时的语言铺垫，在语言输出方面难度会觉得小很多，课堂任务应该追求语言学习的实践和应用能力的提升。教学目标1. 学生能学会重点单词、短语以及目标语言。重点单词： anywhere, anything, everyone, something, nothing, myself, yourself, hen, pig, seem, bored, diary目标语言：- Did you go anywhere interesting? - I bought something for my parents,but nothing for myself.2. 熟练运用目标语言谈论发生在假期的外出旅游经历及感受。3. 在说的过程中体验感知目标语言的内容，并学会运用所学简单地口头写作。教学重难点【教学重点】要求学生掌握一般过去时的疑问结构及不定代词的用法。【教学难点】1. 个别不规则动词过去式的记忆。2. 形容词修饰不定代词时的位置。课前准备1. 了解学生的暑假经历。2. 准备好录音机、制作多媒体课件及学案。教学过程Step 1 Lead-in and revisionPair workA: Where did. go on vacation?B: . stayed at home/ went to the beach/ went shopping/ went to a friends farmA: Did you.on vacation?B: Yes, I did / No, I didnt.【设计意图】复习单元目标句型，让生尽快进入这个单元的语法学习。Step 2:Work on Grammar FocusAsk students to read the sentences in Grammar Focus.Ask students to work in groups of four to summarize the characteristics about the Past Simple Tense.Read again and find out “anywhere, anything” and tell students the usage of them.Learn some grammar rules about the indefinite pronouns and add more. Teach s