英语人教版八年级上册Unit1 A 1a-2b.doc

教学设计人教版新目标八年级上册Unit 1. Where did you go on vacation？Section A 1a-2b 牛莎莎Goals（教学目标）：1 知识技能:1. words & expressions：90%学生能够听，说，读，写以下短语：stayed at home； visited my uncle； went to summer camp； went to the mountains； went to the beach; visited museums.2. Language Structure :Students will learn how to use the following conversations to talk about vacations happened in the past: (past tense)1） 关于假期的话题的特殊疑问句的问与答： Where did you go on vacation？ .2）一般疑问句的问与答。需要注意的是助动词变为过去时，后面的动词要用原型。 A: Did you buy anything special? B: Yes, I bought 3）学生能够以综合性的语言整理并复述对话后获得的信息。如下：Last summer, Tina went to New York City with her family. The weather was sunny and hot. They went there by plane. They bought something special and took some photos. Tinas vacation was relaxing and wonderful.3. Learning Strategies（学习策略）：能利用话题思维导图对有关假期的话题词汇以及句型进行归类整理，并能够根据这些信息和别人交流关于假期的话题。二Emotional Values（情感态度价值观）：本节课旨在激活学生关于假期的背景知识。让学生对下一步即将学习和了解到的中外名胜古迹词产生探索和学习的兴趣。Key Points（教学重点）：1. 通过本节课的学习，学生应学习并掌握一般过去时的特殊疑问句及答语。学生要会运用一般过去时讨论以前的假期活动。在讨论假期活动的同时要会运用话题思维导图的形式谈论假期中涉及到的相关话题和内容。2. 通过学习，学生学会运用综合性的语言叙述自己或者别人的假期。Difficult Points（教学难点）：1. 如何帮助学生建立使用助动词did提问的意识，以及对谓语动词原型的使用。2. 如何充分调动发散思维，灵活运用曾经学习过的分类词汇对既定话题进行顺畅交流。Material Analyzing（教材分析）：本节课呈现了本单元的重点词汇，基本语言结构，通过匹配活动和初步听力输入，让学生了解人物及他们的假期活动，激活学生关于假期的背景知识。这部分的图文和听力输入了本单元重点句型：Where did you go onvacation? I went to / I visited 2a-2b是一组听力练习，在训练发展学生听力的同时，让他们感知一般过去时的问答语句结构。由最初的去哪了，拓展到如何更完善的讨论假期。运用思维导图的形式拓展学生思维，召回以前学习过的相关内容，并口头输出目标语言。Students Analyzing (学情分析) ：本节课主要学习如何运用目标语言对发生在过去的假期进行讨论。在七年级下册已经学习过一般过去时。本单元为这学期的开篇，主要对一般过去时进行复习，并学习讨论发生在过去的假期。学生已经具备一定的时态基础。本节课运用思维导图的形式召回学生以往的关于假期的背景知识，学生需提前对相关假期的话题进行提前复习与准备工作，可以更有效的对本节课的目标语言进行输出。Teaching Progress（教学步骤）：Step1：lead in（导入） (2mins)1. Introduce my vacation to students.Show some photos of my vacation to Hainan last winter. Use the information in the photos to describe my vacation to students.T: “ Last winter, I went to Sanya for vacation. My vacation was great. I went there with my friends. The weather was sunny and warm. I ate many kinds of fruit, they tasted really good.”2. Lead into new sentences. (1mins)1) The teacher ask: “ Where did I go on vacation? ” Ss: “ You went to Hainnan.” 2) T: “ Yes great, there are some students talking about their vacations. Where did they go on vacation? Lets go to learn about their vacations.设计意图：用真实的人物和图片向学生展示我的假期。初步让学生了解如何谈论假期以及从哪些方面对假期进行描述。然后由我的假期引出问句“where did they go on vacation?”白板技术运用：按所需要的顺序导出图片和文字，以达到看图说话继而图文并茂的教学效果。Step 2: Teach and Learn（教与学）1. Learn New Verb Phrases (4mins)Show some pictures to learn the activities of past tense. 1) T：“Where did they go on vacation?”Ss：“They went to the beach.”2) T: “This is the Statue of Liberty(自由女神像），its the symbol of the US. So where did he go on vacation?”Ss: “He went to New York City.” (教师领读本短语）3） T: “ Whats this?” ss: “Its a mountain.” T: “ So, where did they go on vacation?” Ss: “They went to the mountains.”用同样的启发方式引出另外4组动词短语。运用音标教学强调词汇summer camp和museum的读音。2. Practice the Phrases. (2mins)1) Students match the activities with the people in 1a. 2) A student come to the screen to write his/her answers in the blanks. Then he/she will ask by pointing to the people in the pictures: A: Where did they go on vacation ? B: He / She .过渡语：Lets listen to what they are talking about.3. Listen and practice (3mins)1) Students will listen to the recording and match the activities with the people. 2) students can check the answers together: Bob visited his uncle. Sally stayed at home. .4. Pair work (4mins) Students will make conversations after listening, the conversations can be like this: A: Did Sally stay at home? B: Yes, she did. A: Did Sally go to the beach? B: No, she didnt. She stayed at home. 设计意图：复习本课出现的过去时的短语，完成书本上的匹配练习以及听力练习，强调练习如何以助动词did提问以及动词原形的使用。本环节侧重于对假期相关活动的一般过去时的复习。白板技术运用：图文展示推进教学。在听力练习环节使用了白板中的课堂活动这一功能。过渡语：T: “we have known about some ss vacations. Now, we have another three new friends talking about their vacations. Lets go to see what happened on their vacations.”Step 3：Listen and Talk（听与说） 1. Before listening（听前）：(2mins)Predict before listening.Encourage students to look at the picture on the screen. And ask the following questions: 1) What can you see in the pictures？(people，trees, tall buildings.)2) How many people are there in the picture? 3) Who are they? (Theyre Grace, Kevin and Julie. )4) Where did Grace go ? What can you see in her hand? (traveling map; Central Park)5) Where was Central Park? (New York City)设计意图：做好听前的预设和准备工作。让学生观察听力图片，设计简单的问题引导学生进行听前的预设和预测，为后续听力练习做好准备工作并降低难度。白板技术运用：图片，文字的插入和使用。2. While listening（听中）：(4mins）1) Play the record for the first time. Students listen to the conversations and complete the chart. (Teacher should lead students to pay attention to the places and take notes of key words. )The teacher gives ss an example. Then ss check the answers in the following way: (encourage students to answer in complete sentences.) where did go on vacation? He / She .过渡语：T: “We got some information about Grace, Kevin and Julie. So, Did Grace go to New York City?” SS: “yes, she did.” T: “Did Kevin stay at home?” SS: “No, he didnt. He went to the beach. T: “Then, lets listen again and get more information.”2) Play the record for the second time and students finish 2b. Use conversations to check the answers. Eg: Did Grace go with anyone? Yes,she did.设计意图：听力材料总共听两遍，第一遍写出活动内容，第二遍一般疑问句的回答，让学生在听的过程中注意到由did引导的一般疑问句的问与答。整个听力练习是对目标语言的再次输入。白板技术运用：运用了音频材料的插入与播放功能。3. After listening （听后）：（7mins）T: “Lets enjoy a movie to relax.”1）A movie about Mr Beans vacation to relax.Play a part of movie about Mr Beans vacation for students to enjoy. 设计意图：这部电影预告片里展示了憨豆先生旅行过程中所使用的交通工具，活动，天气，地点等信息。播放此短片的目的，第一是激发学生学习本节课的兴趣和热情；第二是引出本课谈论到的与旅行相关的交通工具，天气，活动，地点等话题信息，为后续的语言输出做好铺垫准备。白板技术运用：运用白板功能，插入视频并快捷播放。起到了良好的课堂激活的作用。T: “ OK, after the movie, I have some questions for you to answer.”2)some questions about Mr Beans vacation. Mr Beans vacation: 1. Where did he go on vacation ? 2. How was the weather ? 3. How did he go to the beach? 4. What did he do ? 5. Who did he go with? 6. How was his vacation? 7. When did he go to the beach ?Ss answer the questions together.设计意图：根据电影短片中呈现出的信息设计相关问题，鼓励学生回忆电影内容并回答。以此来“唤醒”并激活学生以前学习过的相关话题知识。为下一步学习做进一步的准备。白板技术运用：先呈现出问题，然后根据问题顺序一一呈现出答语。3) . Mind map of vacation. How to talk about your vacation?Brainstorming Show the pictures of different clues, one picture and one key point of talking about vacation: time, place, people, weather, transportation, activities, feelings.4) Show the posters on the screen which students prepared before the class. They are about time, place, people, weather, transportation, activities, feelings.海报以及前置性作业呈现的内容：Time : last year / month / week / spring / summer / autumn / winter .Place : Shanghai, Beijing, Hong Kong, New York City, .People: family, father, mother, parents, grandparents, uncle, aunt, sister, brother, cousin, friends, classmates, .Weather: sunny, cloudy, windy, rainy, snowy, hot, cold, warm, cool, humid, dry, .Transportation: by bus, train, plane, subway, boat, bike, car, on foot, .Activities: visited museums, visited my uncle, went to the mountains, stayed at home, bought sth special, met someone interesting, Feelings: great, good, not bad, interesting, boring, relaxing, exciting, wonderful, fantastic, terrible, meaningful, meaningless, educational, helpful, .5) Show the key points and the sentences, how to ask and answer about these points. 引导学生结合海报内容，以及自己做的前置性作业，逐步说出以下句式： A: When did you go on vacation？ B: I went for vacation last . A: Where did you go on vacation? B: I went to . A: Who did you go with? B: I went with my . A: How was the weather？ B: It was . A: How did you go there？ B: I went for vacation by . A: What did you do on your vacation? B: I bought/ ate/ met / . A: How was your vacation? B: It was . and .设计意图：运用头脑风暴的方式将学生曾经学习过的词汇进行分类召回。提前布置的海报制作作为学生前置性的作业在此时展示。并让学生对该组海报内容写出相关对话然后进行分组展示。根据谈论假期所总结出的信息最终导出针对重要信息的对话，以此作为讨论假期的问答句式。为下一步的调查和汇报的语言输出活动做好语言输入的铺垫工作。白板技术运用：利用了思维导图的功能向学生展示头脑风暴出的内容。并且达到了图文并茂的效果，运用白板功能当场手机导入学生课前制作好的海报，集体分析使学生对所学知识的记忆更深刻。过渡语：we have talked so much about vacation. So how about your own vacation? Now its time for you to tell us about your vacation.Step 4. Survey and compete (调查&竞赛）: （10mins）Ask students to make a survey and report. Make a survey with your classmates in class. There are three groups in class, every group has a name. After your survey, if you make a report, you will get a point for your group. Lets see which group will win! 1) Walk around the class and interview the classmates. Students will use the target language to make a survey. 2) While interviewing, fill in the table first and then make a oral report like the following example.Interviewing Table:nametimeplace peopleweathertransportationactivitiesFeelingsTinalast summerNewYorkCityfamilysunny