八年级上册英语第3单元教学设计2012至2013上.doc

八年级上册英语第3单元教学设计I 教学理念：本节课遵循新课标的基本理念，以学生语言技能、语言知识、情感态度、学习策略和文化知识的发展为基础，培养学生英语的综合语言运用能力。给学生提供贴近生活实际，内容健康的资源，培养他们的积极性，使他们敢于开口，大胆t说英语，大胆用英语交流，帮助他们建立学习的成就感和自信心 2. Ability object1 Listening and speaking skills Reading and writing skills To train students ability of making future plans3. Moral object Making a good vacation plan can make your trip happy. Learn to care other people and help othersIII Teaching key point Key vocabularyTibet Hong Kong San Francisco HawaiiHow long get back camp Important point. (Target language)Where are they going? How long are they staying?What is Dave doing for vacation?Im going to Hawaii for vacation.Im going in December and Im staying for three weeks. Teaching difficulties。Listening, speaking, reading, and writing practice.V Teaching methods任务型教学(task teaching)1、 Listening and speaking methods (能听懂问题并能回答)2、 Reading and writing methods (读会对话并能编写对话)3、 Pair work. Teach students how to communicate with others根据新课标激发和培养学生的学习兴趣，使学生树立自信心，养成良好的习惯，发展学生自主学习能力和合作精神。VI、Studying way（根据新课标的理念，采用合作学习的方法）Role playing.Group work (Learn to how to communicate with others.)Discuss (学会在合作学习中发现问题并能相互讨论,)VII、Teaching proceduresStep warming-upFirst chant Then sing a songStep Revision Revise the words on page 15 Group workWhat are you doing vacation? What is he/she doing for vacation?(Talk about the pictures on the screen)Step 3aAsk students to open their books and turn to page 15, look at 3a. First you read by yourselves. Then fill in the chart. After that check the answer. Then read after the tape sentence by sentence. Read it together .Discuss the phrases go hiking, like doing sth go away send sb sth or send sth to sb, show sb sth or show sth to sb(This activity provides reading and speaking practice using the target language.)Step 3bFirst let students practice the conversation in 3a. Then use the information below to make their own conversations. Ask two students to read the example m the speech bubbles. Then tell students to use the information in the chart. Point out the example conversation comes from the first information in the chart.Ask students to work in pairs. Take turns to ask and answer. Have different pairs of students perform each of the conversations for class .(This activity provides listening and speaking practive using the target language.)Step GrammarDistinguish the present progressive as now and as futureStep Vacation dreams!There is a note about a dream vacation .Ill ask a student to read it to the class. Write about your dream vacation according the pictures on the screen one that you would love to take .You can make up the answers .please use the note in your books as an example. Then ask some to read their reports.(This activity gives students listening speaking reading and writing practice using the target language)Step Exercise1. Fill in the blanks using the prepositions in, on, from, etc.2. Write out your or your family national holiday plan.(If time permits it shows on the screen)Step Conclusion1. use “be+doing” to talk about future plans2. go camping spend with friendsvacation go hiking have a good timesend me a postcard show me your photo3. That sounds nice./ interesting.Step HomeworkWrite a diary about your coming vacation. You can use the new words and expressions.Step Blackboard designNational Holiday planSuppose(假设) were going to other countries for vacation.Make a vacation plan. Then give a report:Where to go:When to go:What to take:What to do:教学反思一、课堂环节设计：本单元的教学宗旨是通过本单元的学习让学生运用所学目标语言，积极投身到生活实践中去，实现自己的价值。能在描述自己的计划和打算时，激起学生热爱自己的亲人，热爱祖国的大好河山，培养学生美好的生活情感。本节课是本单元的第一课时，是一节听说课，通过本节课学习，让学生学会用现在进行时态表示按计划或安排将要发生的动作。首先我通过提问的方式导入新课，接下来收集学生的假期活动，为下一步pair work做好铺垫。同时向学生展示生动活泼的幻灯片，进行师生问答环节，使学生对本单元目标语言有一个熟悉的过程，也为下一步pair work打好基础。然后在学生小组活动时，对有困难的学生给与帮助，使他们顺利完成教学任务，树立学困生学习英语的信心，激发了他们学习英语的兴趣。在顺利完成前面的教学环节后，及时让学生做课前精心设计的讲义练习，以检测当堂的教学效果。课堂最后一个环节是听力训练，既是对学生听力能力的训练，也是对本节课目标语言知识的巩固。二、课后反思：本节课设计思路非常清晰，从教学设计，组织教学到导入新课，创设情景，整体课堂教学效果很好。教学层次分明，由浅入深，分层教学体现较好。教学课件运用恰当，既起到了直观生动的作用，又扩大了课堂容量。教师创设情景，提供给学生的各种活动，贴近学生生活，激发他们学习的兴趣，学生参与活动的力度大，使得整个课堂活了起来，成为动态的课堂，为学生学习英语创设了良好的环境。当然本节课也有不足之处：1. 板书内容较多，重点内容突出不够，板书设计也不够合理。在下一