英语人教版八年级上册课题14.doc

单元题目 Unit1Where did you go on vacation? Section A 1a-2d P1-2Teaching and learning Goals:一、功能：Talk about past events二、词汇和常用表达Learn to use “someone, anyone, anywhere, something, wonderful, most and so on.”三、文化知识：know something about places of interest, for example : Huangguoshu Waterfall, Central ParkTeaching and learning steps:Step I. Pre-listening activities1. PreviewAsk the Ss to translate the following Chinese into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.1) .去度假_ 2).去纽约 _ 3).去爬山 _4).去海滩_5).参观博物馆_ 6).拍很多照片_7).买特殊的东西_8).去夏令营_Ask the Ss to translate the following sentences.（1）-你去哪里度假了？-我去爬山了。_（2） 你的假期怎么样？相当不错！【设计意图】本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。2.Warming up and leading inT: Hello, boys and girls！Welcome back to school! Im your new English teacher. Did you have a good vacation? On my vacation. I went to Beijing with my friends. We visited many places of interest, such as Tiananmen Square, Peking University and the Great WallThe weather was very sunny and hot. We took quite a few photos. I bought something special for my parents. It was very wonderful. Can you tell me about your vacation? 3.Presentation1)T: Did you go out with your parents?(write it on the blackboard)S1:Yes/No.T: Where did you go on vacation? (write it on the blackboard)S2:I went to QingdaoS3:I just stayed at home.S4:I visited a museum.S5:T: How was the vacation? (write it on the blackboard)S: It was wonderful/boring/exciting/2).T: Im glad to know you had a happy vacation. Many people are talking about their vacation. Lets see where they went and what they did. Look at 1a and match the activities with the picturesa-g.1. stayed at home_ 2. went to New York City _ 3.visited my uncle_ 4. went to summer camp _ 5.went to the mountains_ 6.went to the beach_ 7.visited museums_【设计意图】老师结合照片带着感情向学生介绍自己的假期生活，激发学生学习的兴趣，激活他们头脑中假期活动的相关知识，通过师生对话，自然引出本节课的三个重点句型：Did you?Where did you go on vacation? How was? 并以此引导学生观察教材的主题图，按要求完成活动。Step II. While-listening activities1. Listen and find the general idea.The general idea of the conversation is about_A .summer vacation B. some places of interestC. some students summer vacation activities2. Listen to the conversation more carefully and find the specific ideas1)Listen and number the people in the picture.(2) listen again and fill in the blanks like this：Name Activities1. Tina2. Xiang Hua3. Sally4. Bob5. TomTalk with in groups and check their answers in pairs.【设计意图】听力的教学依据创设情景引入教学，第一遍听文章大意，第二遍听学生的名字，第三遍听相应的活动，层层递进，由易到难，训练到位。Step III. Post-listening activities1.Look at the blanks, ask and answer like this:A: Where did Tina go on vacation?B: She went to the mountains.A: Where did Xiang Hua go on vacation?B: He went toA: What about Sally?B:2. Look at the blanks and report like this:Many people had a good vacation. Tina went to Xiang Hua went to Sally stayed Bob visited and Tom went to 3.Finish the conversations . Conversation 1Xiang Hua: Hey, Tina. Where did you go _ _?Tina: I _ _ _ _with my family.Xiang Hua: Did everyone have a good time?Tina: Oh, yes. Everything was _. Where did you go, Xiang Hua?Xiang Hua: I_ _ _ _ _.Conversation 2Girl: Where did you go on vacation, Sally?Sally: Nothing. I just_ _ _.Girl: And where did you do _ _, Bob?Bob: I_ _ _.We went fishing, but we didnt get any fish.Conversation 3Boy:Did you go _on vacation, Tom?Tom: I_ _ _ _. Boy 1: Did you go_ _?Tom:Yes.I went with my friends. Everyone_ _ _ _.【设计意图】听后的任务设计了三个：1看表格做对话，让学生对听力内容有更清晰的了解2看表格，完成口头作文，听力再设计，培养学生的口头表达能力3.不看原文，完成对话，当堂内容，当堂掌握。Step IV. Pre-listening activitieswarming up and leading in Look at the picture. Imagine that you are a reporter from Shungeng TV and you want to interview some students about their vacation.R: How was your summer vacation ?S: It wasR: Did you go anywhere interesting/beautiful?S: Yes, I did. /No, I didnt.R: Where did you go on vacation?S:I went toR: Did you do anything special/great?S: Yes, I did. No, I didnt.Practice the dialogue in groups【设计意图】这是一个舜耕记者的采访活动。一方面巩固前面所学内容，另一方面为下面的2a,2b部分做好铺垫，更重要的是活跃课堂气氛，提升学生语言运用和表达能力。同时在此过程中讲授anything, anywhere,复合代词和副词。）Step V. While-listening activities1.T: Lets interview another three students. They are Grace, Kevin and Julie. Please listen for the general idea of 2a.The general idea of the conversation is about_A. three students. B. three students hobbies C. three students vacation activities2.Listen for the specific ideas of 2a.1).Where did Grace, Kevin, and Julie go on vacation? Match the person with the place. People Places1. Grace2.Kevin3.Julie2).Listen again. For each question check ()“Yes, I did.” or “ No, I didnt.” as you hear them talk. Did you Yes, I didNo, I didntGracego with anyone?go to Central Park?buy anything special?Kevinplay volleyball?swim?meet anyone interesting?Juliedo anything interesting?study for tests?go out with anyone?【设计意图】本部分的内容重在培养学生们听寻大意,和听寻细节信息的能力Step VI. Post-listening activities1. Listen to the tape and repeat.2. Role-play conversations between Grace, Kevin and Julie.A: Grace, where did you go on vacation?B: I went to New York City. A: Oh, really? Did you go with anyone?B: Yes, I went with my mother.A: B: 3.A small report. T: Now lets have a small report. Tell me what they did on vacation and what they didnt do on vacation.Do it like this:I am a reporter from Shungeng TV. Now I will report about students vacations. Grace went toand she went with But she didnt buy anything special Kevin .Practice in groups in groups and have a PK.【设计意图】有小记者的采访活动做铺垫，学生能很容易完成2a, 2b部分。报道活动进一步锻炼了学生语言输出及语言的综合运用能力，是对本课内容的提升。小组竞争的形式激发学生动力，促进小组成员的合作。Step VII. Reading and practice1. T: Look at the picture. This is Huangguoshu Waterfall. Its beautiful, right？S: Yes. T: Now Rick and Helen are talking about their vacation. Lets find what happened. Read and answer some questions.1).Where is Huangguoshu Waterfall?_2).What did Rick do last month?_3).When Helen saw Huangguoshu Waterfall, what did she do?_2.Read again and find out the key points.3.Read carefully and finish the conversion.Rick: Hi, Helen._.Helen: Hi,Rick. Yes, I was _last month.Rick: Oh, did you go_?Helen: Yes, I went to Guizhou with my family.Rick: Wow! Did you see _Helen: Yes, I did. It was wonderful! We took _photos there. What about you? Did you do _last month?Rick: Not really. I just stayed at home most of the time_.3. Talk show T: Lets see some pictures .There are many beautiful places in our country. Please make up a conversation and you can choose one. Or you can talk about a place you visited.【设计意图】通过看图片回答问题，找出重点短语，漏空等形式夯实学生基础，通过最后的脱口秀是对本节课知识的综合运用。同时让学生感受我们祖国大好河山之美，这是本课的升华。)Step VIII Summary：Inquiry into knowledge by translationAsk the Ss to look at the following sentences and try to summarize the language rules about how to use “someone, anyone, something, anything, anywhere” to make inferences and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.Did you go anywhere interesting?Did you do anything special?Did you meet anyone interesting?复合不定代词和不定副词的构成及其用法一、构成：由some, any, no, every分别加上-body, -thing, -one构成的不定代词叫做复合成不定代词；加上-where构成副词。二、用法：1.复合不定代词在句中可以作主语，谓语动词用作单数。1)Somebody _ (be) waiting for you at our school gate.2) He _ (want) something to eat.3)There_ (be) nothing wrong with the TV.4. Everybody _ (like) to be free.2.some-不定代词，通常用于肯定句中；any-不定代词则多用于否定句、疑问句和条件状语从句中。但some-可用于表请求、邀请、预料对方会作肯定回答时的疑问句中。1). _ called on her last week.2). There isnt _ else there.3). Is _ over there?4). Could you give me _ to eat?3.形容词修饰不定代词时，通常要放在不定代词之后。1). There is _ （一些新的东西）in todays newspaper.2).Did you buy _ (一些特别的东西)【设计意图】引导学生观察、发现、归纳知识点，让学生积极主动发现问题，教师和学生共同解决问题，变老师讲解知识为学生自主学习，以多种形式讨论互助，若还不会，教师在学生还不会的地方进行精讲，落实了以学定教。Step IX. Exercises: the end-of- class testI. 用不定代词或副词填空。1. I cant hear anything = I can hear _.2. There is _ on the floor. Please pick it up.3. Did _ go to play basketball with you ?4. I phoned you last night, but _ answered it.5. I dont think _ telephoned.9. Dont worry. Theres _ wrong with your ears.10. Theres _ in the box. Its empty.11. Maybe _ put my pencil _. I cant find it _.II.翻译1.我给妈妈买了特别的东西。_2.假期你去一些有趣的地方了吗？3.我大部分时间只是待在家里读书休息。_4.我们在那里拍了不少照片。_5.你和别人一起出去的吗？_【设计意图】以学评教、强化落实。精讲精练，当堂达标.当堂检测主要是由本节内容组成的形成性评价。Step X. Homework1. Read 1b and 2a after the tape and recite them.( )2. Rewrite 2a into a short text. ( )3. Preview 2d.( ) 教学反思： 本节课先做几个小题来检查预习情况，再由老师结合照片带着感情向学生介绍自己的假期生活，激发学生学习的兴趣，激活他们头脑中假期活动的相关知识，使学生易于接受，也乐于接受。然后通过师生对话，自然引出本节课的三个重点句型：Did you?Where did you go on vacation? How was? 并以此引导学生观察教材的主题图，按要求完成活动。接下来的第一个听力活动依据创设情景引入教学，第一遍听文章大意，第二遍听学生的名字，第三遍听相应的活动，层层递进，由易到难，训练到位。接下来的2a,2b都是听力练习，如果连续听学生容易感到枯燥和疲惫，所以我创设了舜耕中学小记者采访学生假期生活的情景，以小记者的身份先进行一次调查。一方面巩固前面所学内容，另一方面为下面的2a,2b部分做好铺垫，更重要的是活跃课堂气氛，提升学生语言运用和表达能力。同时在此过程中讲授anything, anywhere,复合代词和副词。由于前面已做了大量的铺垫，所以学生能在愉快的气氛中训练了听力练习。随后的三个听后环节，环环相扣，由易到难，层层递进，既巩固了对基本句型的掌握，通过report环节，让学生学以致用，采用了小组互助合作活动，训练了学生的说、写能力。2d是本课综合运用的体现。通过看图片回答问题，找出重点短语，漏空等形式夯实学生基础，通过最后的脱口秀是对本节课知识的综合运用。同时让学生感受我们祖国大好河山之美，这是本课的升华。亮点：导入比较贴合学生实际，尤其是舜耕小记者的引入，容易激发学生的学习兴趣，调动学生的学习积极性。听力环节竞赛形式的设计，提高了学生的主动性，而阅读和报告环节更是满足了一些优生在学习上“吃得饱，吃得好”的需求。最后情感升华部分的设计，从情感教育的角度达到了师生共同成长的目的，效果很好。不足之处：这节课内容设计的点多，容量优点大，所以每一个环节的时间都比较紧，因此有的地方处理不深，有点蜻蜓点水。另外，由于时间紧，对于成绩较差的同学关注不够，分层教学做得不够好。使用建议：1预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。2导入部分，不必要求学生们就都能快速掌握不定代词的用法，在接下的活动中学生们会逐步感知。Keys:Step I. Phrases: 1)went on vacation 2)went to New York City 3)went to the mountains 4)went to the beach5)visited museums6)took quite photos 7)bought something special 8)went to summer campSentences: 1)Where did you go on vacation?