英语人教版八年级上册Unit 1 Where did you go on vac.docx

Unit 1 Where did you go on vacation?Period 1 Section A（1a-2c）Teaching aims（教学目标）1学会谈论自己和他人过去发生的事情和活动。2 能够熟练的运用本节课出现的动词短语。Language points（语言点）1.要求掌握以下句式： Where did you go on vacation? I went to the mountains.2要求掌握以下词汇： 动词词组（过去式形式）：went on vacation, stayed at home, went to the beach, went to the mountains, visited my uncle, went to summer camp, visited museums, went to New York City（本节课短语比较多，过去式变化也不简单，鼓励学生说出更多自己知道的描述过去事情的短语。）Difficulties（难点）：用准确的过去式短语描述过去发生的事情Teaching steps（教学步骤）Step 1 Warm-up and lead in（课堂热身和导入）（1）New term greetings （新学期问候）T: Hello everyone! Good to see all of you again. Did you enjoy your summer vacation? S: Yes!(师生之间的问好过后，让学生前后位、同桌之间互相问好)1（2）Lead in（导入）T: Can you tell me about the activities you did during the summer vacation? Try to use verb phrases, for example, “watch TV”.S1: I went shopping. S2: I went to the movies with my friends.S3: I went swimming.(老师可以鼓励学生给出尽可能多的答案，并引导学生使用过去式)T: Wow. It sounds like you had a good time during the summer vacation! Im sure you enjoyed yourselves very much. Now I want to know where you went on vacation.(教师把“Where did you go on vacation?”和 I went/ 板书在黑板上)教学设计说明：从贴近学生熟悉的话题入口，通过对学生暑假生活的了解及回顾，引出今天的重点内容。Step 2 Presentation（呈现新知识）T: I went to Hainan on vacation. Lily, where did you go on vacation?S1: I went to Australia. Where did you go on vacation, Henry?S2: I went to Australia. Where did you go on vacation, George?S3: (每个同学说完一件活动后教师特别强调一下过去式形式并把其原形和过去式形式写在黑板上，用彩色笔标出有变化的地方) 教学设计说明：通过学生自己的真实活动描述，引出重要的动词短语，同时有意识的呈现并操练Where did you go on vacation? I went 重要句型。虽然是新课，通过这样的形式呈现学生很快会理解并掌握。Step 3 Work on 1aT: Look at the picture in 1a on Page 1. Some students are also talking about their vacation, like we were doing earlier. They went to different places and did different things. Some stayed at home Some (引导学生说出图片中出现的其余的活动)Lets match the activities they did to the picture.（教师可以四处走动，以帮助有需要的同学）Check the answers:1. stayed at homef 2. went to New York Cityb3. visited my uncleg4. went to summer campd5. went to the mountainsc6. went to the beacha7. visited museumse教学设计说明：在完成1a 任务前简单的口头说出图片内容其实是为连线打基础，帮助基础薄弱的同学，同时大家一起再巩固了一遍短语动词的过去式。Step 4 Work on 1bT: Listen to these three conversations carefully and number the people in the picture using 1-5.(教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案)T: Listen again, then read the conversations aloud.T: Can you guess what these words mean? everyone, anyone, anywhere, nothing Have Ss guess the meanings. Help and correct Ss when necessary.教学设计说明：听并完成1b任务不难，但是好的听力材料应该充分利用，让学生听后模仿并理解重要词汇的意思有利于培养学生听力和口语水平。Step 5 Work on 1cT: Now we know what Tina, Xiang Hua, Sally, Bob and Tom did during their vacation. Lets work in pairs and talk about the people in the picture. Then Ill choose a few pairs to present their conversation to the class.Choose two pairs to present their conversation to the class.A: Where did Tina go on vacation?B: She went to the mountains. (给学生练习的时间,然后抽查5对看对话情况，特别是过去式使用情况)教学设计说明：进一步巩固本节课所学内容，让学生对听力对话内容又了更深的理解和更好的掌握。Step 6 Presentation（呈现新知识）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 sth about their vacations?Ss: OK.T: Great! Lets listen to what they have to say, then.Step 7 Work on 2a & 2bT: 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.T: 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）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 教学设计说明：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 8 Work on 2c & 2dT: Now suppose you are Grace, Kevin and Julie. Get into pairs and role-play the conversation. You can change the words used.教学设计说明：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。Step 9 Homework1.Lis