初中英语人教版八年级上册UNIT1SectionA 1a-2d .doc

Unit1 Section A 1a2d教师：王佳讯 地址：辽宁省阜新市彰武县后新秋九年制学校一、概述人教2011版，中学英语，八年级上册，八年级英语上册Unit1 Section A 1a2d 第一课时开学第一课，是假期的开始，就假期这个话题展开本课时内容，贴近学生的实际生活，容易引起学生的学习兴趣；听说结合，让学生自主创设情景，表演对话，提高学生口语表达能力。二、教学目标分析1.知识与技能1） 识记词汇：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone,myself,yourself, someone, bored, seem, diary.2） 学会短语：go to the mountains, quite a few, go to the beach, anything special, study for the tests 3) 能掌握以下句型： Where did you go on vacation? I went to Did you go with anyone? Yes ,I went with Did you go anywhere interesting?4) 能了解以下语法 窗体顶端 复合不定代词someone, anyone, something, anything等的用法。 反身代词的构成。 2.过程与方法采用Repeating 和Cooperation的学习策略，充分利用多媒体教学来展开课堂Pairwork问答式的口语交际活动，谈论现在正在发生的事情。 3.情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。三、学习者特征分析1.本班是八年级2班的学生，有初步的英语学习能力，在近一个学年的学习过程中，已经适应并有一定的自主探究的学习意识。2.认知结构分析：通过在七年级的学习中，已经掌握了过去时态，对本课时已经有了一定的学习基础。3.学习态度分析：学生们都有较强的求知欲，一部分学生在学习过程中参与度极高，能积极发言。4.学习动机分析：假期是学生感兴趣的话题之一，作为开学第一课，学生们想要说的话很多，所以学生的兴趣较高，情景符合现在孩子的心里，有利于本节课活动的开展。四、教学重点、难点1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等 的用法。 2) yourself, myself等反身代词的用法5、 。教学过程Step1. Lead-in 1. 教师在ppt上展示自己假期旅游的图片，谈论自己的假期，然后让学生谈论暑假做了些什么事情，谈论过去发生的事情。Step2. presentation1. Show some pictures on the big screen. let ss read the expressions.2. Focus attention on the picture. ask: what can you see? Say: each picture showssomething a person did in the past. Name each activity and ask students to repeat:stayed at home, went to mountains, went to new york city 6. went to the beach,visited my uncle, visited museums, went to summer camp3. Now, please match each phrase with one of the pictures next to the name of theactivity，point to the sample answer.4. Check the answers. answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. dStep3.Listening 1. Point to the picture on the screen.say: Look at the picture a. where did tina go on vacation? she went to mountains.ask: what did the person do in each picture?2. Play the recording the first time.3. Play the recording a second time.say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.4. Check the answers.Step4Pair work 1. Point out the sample conversation. ask two ss to read the conversation to the class.2. Now work with a partner. make your own conversation about the people in the picture.3. Ss work in pairs. as they talk, move around the classroom and give any help they need.4. Let some pairs act out their conversations. Step5. Listening 1. Tell ss they will hear a conversation about three students conversations. Listen for the first time and fill in the chart. Then listen again and check yes, or no.2. Let ss read the phrases in the chart of 2b.3. Play the recording the first time. ss listen and fill in the chart.4. Play the recording a second time for the ss to check “yes, i did.” or “no, i didnt. ”5. Check the answers with the ss.Step6. Pair work 1. let two ss read the conversation between Grace, Kevin and Julie.2. let ss work in pairs and try to role-play the conversation.3. ask some pairs to act out their conversations.Step7.Role-play 1.First let ss read the conversation and match the people and places they went.2. let ss act out the conversations in pairs.3. Some explanations in 2d.Step8.Homework: 用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。完成课后提升作业教学评价设计 英语课堂活动评价量规评价项目 评价内容及评级分值(优秀)（良好）（及格）（需提高）自评师评小组分工1.小组内成员分工明确；2.任务分配合理；3.有小组分工职责明细表。1.小组成员分工较明确；2.任务分配较合理；3.有小组分工职责明细表。1.小组内成员分工明确；2.任务分配不大合理；3.没有有小组分工职责明细表。1.小组成员分工不太明确；2.没有任务分配；3.没有小组分工职责明细表。小组合作1.讨论热烈，发言积极；2.组员之间互相尊重，相互帮助；3.资料和成果共享。1.有一定讨论，发言不很积极；2.组员之间能够互相尊重，能够相互帮助；3.大部分资料和成果共享。1.很少讨论，发言不积极，讨论中经常转移话题；2.不够尊重他人，偶尔能相互帮助；3.偶尔资料与成果与他人共享。1.无兴趣讨论，发言不积极；2.不能够帮助人，不尊重他人；3.资料与成果不与他人共享，无合作意识。信息搜集1.通过网络和图书馆搜集的有关信息符合本研究话题要求；2.难度适中；3.材料丰富。1.通过网络和图书馆搜集的有关信息基本符合研究话题要求；2.难度较适中；3.材料较丰富。1.通过网络和图书馆搜集的有关信息部分符合本研究话题要求；2.内容稍难或稍易；3.材料不很全。1.通过网络和图书馆搜集的有关信息的信息不符合本研究话题要求；2.内容过难或过易；3.材料支离破碎。研究表现1.研究目标明确；2.积极参与小组合作和学习研究；3.研究思路明确；4.陈述思路条理清晰。1.研究目标较明确；2.能够做到积极参与小组合作和学习研究；3.大部分研究思路明确；4.陈述思路条理较清晰。1.研究目标不很明确；2.参与小组合作和学习研究积极性稍差；3.部分研究思路明确；4.陈述思路条理不很清晰。1.研究目标不明确；2.不参与小组合作和学习研究；3.研究思路混乱；4.陈述思路无条理、不清晰。研究结果1.回答出各个环节的问题，并能在