济水一中苏颖的教学设计（教案）(1)

1、教学设计（教案）模板基本信息学 科英语年 级八年级教学形式新授课教 师苏颖单 位济源市济水一中课题名称Unit 1 Where did you go on vacation ?学情分析本单元核心话题是通过谈论假日旅游，来继续学习如何谈论过去发生的事情。本节课为本单元的第一课时，针对教材特点和教学要求，重点培养学生的语言掌握能力和联系实际语言应用能力，同时加强听，说技能的培养。这个阶段的孩子有一定的归纳总结能力，但还不够完善；有一定的英语基础，但是他们的说和听的能力较差；有一定的自我组织和合作学习能力，愿意参与彼此的讨论学习，但仍然有待提高和正确引导。本节课课文难度不大，易于学生理解，但活动较多

2、。要注意把握好活动时间，确保各项活动顺利完成。教学过程中应注意词汇拓展，引导学生综合运用语言的能力。教学目标一、情感态度与价值观 1.教育学生渗透合作精神和社会公德意识。 2. 教育学生外出旅游或爬山时, 要保护我们的环境远离污染.。 二、过程与方法 1.通过朗读新单词、新短语、新句型来学习并且熟练掌握本节课所学内容。 2.通过听英语磁带，加强听力训练来学习并且熟练在情景中运用本单元所学的句型。 3.通过分组讨论、英语对话，来加强说的能力并且熟练运用日常交际用语 三、知识与技能 1.充分激发学生的学习积极性和创造性，培养学生自主学习的能力； 2.老师引导，学生回顾七年级下Unit9学过的有关怎

3、么度过周末的信息，以pairwork（结对）的形式运用新句型询问假期的旅游情况，引导学生的自主学习性 3.鼓励学生自我展示，结合多媒体的帮助，熟练掌握运用过去式谈论度假等发生在过去的事情。让他们成为学习过程的积极参与者和主动探索者，提高学生的信息素养，创新精神和实践能力重点：学习本节课出现的新词汇和新句型。 难点：利用学过的新词汇和新句型以及七年级下Unit9学过的与假期有关的词语和句型展开对话，培养学生的英语交际能力教学过程Step I. Greeting and warming-up Let students listen to the musics about some places o

4、f interest, such as the Grand Jiuzhai ,the Yellow Mountain, the West Lake and so on. Step II. Presentation: When they listen to the musics of the Grand Jiuzhai, the teacher asks: “Whats the music about? Can you guess?” Ss: Jiuzhai Gou. T: Yes, the Grand Jiuzhai. Its beautiful. Now there are some pic

5、tures of places, theyre beautiful too. Guess what they are. (show the students some pictures of beautiful places, including the pictures of New York City, Shanghai Museum, the Yellow Mountain and the beaches.) teach them the new words “New York City, summer camp, the beach, the museums” at the same

6、time. T: I went some place last summer vacation.Guess where I went. You can ask like this: “Did you go to?” S1: Did you go to the Yellow Mountain? T: No, I didnt. S2: Did you go to the West Lake? T: No, I didnt. S3: Did you go to the Grand Jiuzhai?T: Yes, you are right. You are so clever. I went the

7、re with all the teachers in our school. It was very beautiful. How was my vacation? Do you know? Ss: Sorry./No, How was your vacation? T: my vacation was really exciting, The water there was fantastic. The weather was quite cool in summer. The people were very friendly. But at last, it rained, it wa

8、s rainy. The bus trip was boring. Then get the students to read new words: vacation, friendly, rainy, fantastic, boring. Let the students try to guess what they mean. Step III. Ask and answer: Get the students to ask and answer in pairs like this: A: Where did you go on vacation?B: I went toon vacat

9、ion. A: How was your vacation? B: It was pretty exciting / relaxing / boring / awful / beautiful. A: How were the mountains / water / lakes / beachesthere? B: They were beautiful / fantastic / wonderful A: How was the weather there? B: It was rainy / sunny / cloudy / snowy / A: How were the people t

10、here? B: They were kind / friendly / unfriendly Get the students two minutes to get ready for it, get them to ask and answer in pairs. Step IV. Play the guessing game. Before playing this game, give a piece of paper to each student, and ask them to write down which places he or she went to on vacati

11、on。After writing down the answers, get them to hand in their paper. T: Now I know all places you went. I know xxx went to some place on vacation. Guess where she went. You can ask like this: “Did he / she go to?” The boys and the girls have a game. If your answer is right, I will give you a star. Le

12、ts see which team has more stars. Step V Teamwork. In this part, the teacher will give each group (in groups of four) a task, get them to finish the task with each others help. Get the students in groups of four to talk about where they each went on vacation, and how their trips were.After talking a

13、bout it, ask one of them to write down a passage, then let him to read it for us, (at the same time ask another one to draw the picture on the blackboard) Give each group four minutes to get ready for it. Step VI. Show their geography knowledge. The people liked traveling and they travelled to many

14、places. We call them travelers. There were two great travelers. Who were they? Maybe the students know them. They were a Chinese traveler called Xu Xiake and an Italian traveler Marco polo. They travelled to many places. Ask the students: “Where did Xu Xiake travel and when did he go there? Where di

15、d Marco polo travel and when did Marco polo go there? What do you think of these places? Did you go there, too?” The teacher may ask the students to talk about these questions in groups of four. Then ask one of them to say it. Step VII. Listening and writing:1b, 2a, 2b, get the students to listen to

16、 the tape and write down the answers.Step VIII. Writing:( If time permits. ) 3a on Page 61, fill in the blanks, then get the students to read these sentences. Step IX. Assessment: After having the class, get the students to say what they did best in class and what they need to do better in next clas

17、ses. Step X . Homework: Write a short passage about where you went and how was your vacation.Unit 1 Where did you go on vacation ?A: Where did you go on vacation ?B: I went to A: What was the weather there ?B: It was A: How was the food there ？B: It was .作业或预习Write a short passage about where you went and how was your vacation.自我评价1.优美的歌曲能给师生提供一个轻松愉快的课堂氛围，为课堂教学中师生能够默契配合创造条件， 同时这些如同仙境的风景地区让学生感受到祖国的美丽、可爱。 2.通过学生喜爱的歌曲和熟悉的画面，引出本节课的部分生词， 为学生展开后面的话题扫除生词障碍 3.歌曲学生爱听，优美风景学生爱看， 猜谜学生更有浓厚的兴趣， 通过这些学生喜闻乐见的形式，不知不觉地引出了本课话题，过渡自然。 4.采用常见的pair work， 培养学生说的能力， 并在说英语的过程中感受过去时态的用法，熟悉本课要求掌握的几个形容词。组长评议或同行