英语教学设计Wheredidyougoonvacation

八年级上册英语教学设计新化县曹家镇胜利学校潘桃利Unit1Wheredidyougoonvacation?

SectionA1a-2dI.Analysisoftheteachingmaterial:

ThetopicofUnit1istalkingaboutthepastevents.Thetargetlanguagesare:Wheredidyougo?Whatdidyoudo?Didyou…?Howwasyourvacation?Howwere…?TherearethreesectionsinUnit1.TheyareSectionA,SectionBandSelfcheck.SectionAisaskingaboutwhatstudentsdidlastSaturdayandhowtheirvacationsare.SectionBisapassageofBob’straveldiary.ItprovidesacomprehensivereviewinSelfcheck.AndnowIamgoingtotalkabouthowIgiveSectionAtomystudents.

II.Analysisofthestudents:

SofarthestudentshavelearnedBookI,andtheyhavemasteredafewEnglishwordsandusefulexpressions,butnotmany.TheyhavemuchinterestinlearningEnglish,buttheirabilityisquitepoor.Soduringthisperiod,Ithinkgettingthestudentstospeak,listen,getthestudentstocompletetheteacher’staskanddoteamworkarestillthemaintasksofEnglishteaching.III.Theteachingperiodaimsanddemands:A.Teachingaimsanddemands:

Vocabulary:

NewYorkCity,camp,summercamp,museum,guide,central,

didn’t=didnot,

exam,really,

rainy,were,

fantastic,unfriendly,

awful

Usefulexpressions:

Wheredidyougoonvacation?WewenttoNewYorkCity.

DidyougotoCentralPark?Yes,Idid.Howwastheweather?Itwashumid.B.Mainpoints:1.Talkaboutthepastevents.2.Talkaboutholidayactivities.3.AcquiretheknowledgeoftheSimplePastTenseandsomepasttensestatements.C.Difficultpoints:Thepasttenseverbsandtheirpronunciations.D.Abilityaims:BylearningUnit1SectionA,thestudentsareaskedtomasterthetargetlanguagesofSectionA,getthestudentstoknowwhentheytalkaboutthepastactivities,theymustusetheSimplePastTense.Thestudentscanalsotalkabouttheirownpastactivitiesfreely.E.Moralaims:1.Byasking“Didyougoto…?Whatdoyouthinkof…?Isitbeautiful?Doyouloveit?GetthestudentstolovethebeautifulsceneryinChina,andlovetheirowncountry.Helpthestudentstogetthespiritofdoingteamwork,andletthemknowtheymustworktogetheriftheywanttofinishtheteacher’sworksuccessfully.F.Teachingmethods:情景教学法，任务型教学法和小组合作法。适时插入竞争机制，激发学生学习英语的热情。G:Teachingaids:多媒体，录音机。IV.Theteachingprocedure:StepI.Warming-upProducethesongsaboutsomeplacesofinterest,suchastheGrandJiuzhaitheYellowMountain,theWestLakeandsoon.(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。)StepII.Presentation:WhenitproducesthesongsoftheGrandJiuzhai,theteacherasks:“Whatisthesongabout?Canyouguess?”Ss:JiuzhaiGou.T:Yes,theGrandJiuzhai.Itisaplaceofinterest.Nowtherearesomepicturesofplacesofinterest,too.Guesswhattheyare.(showthestudentssomepicturesofbeautifulplaces,includingthepicturesofNewYorkCity,ShanghaiMuseum,theYellowMountainandthebeaches,teachthemthenewwords“NewYorkCity,summercamp,thebeach,themuseums”atthesametime.(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。)T:Iwentsomeplacelastsummervacation.GuesswhereIwent.Youcanasklikethis:“Didyougoto…?”S1:DidyougototheYellowMountain?T:No,Ididn’t.S2:DidyougototheWestLake?T:No,Ididn’t.S3:DidyougototheGrandJiuzhai?T:Yes,youareright.Youaresoclever.Iwenttherewithalltheteachersinourschool.Itwasverybeautiful.Thewatertherewasfantastic.Theweatherwasquitecoolinsummer.Thepeoplewereveryfriendly.Butlater,itrained,itwasrainy.Howwasmyvacation,doyouknow?Iwanttotellyoumyvacationwasreallyexciting,butthebustripwasboring.Thengetthestudentstoreadnewwords:vacation,friendly,rainy,fantastic,boring.Letthestudentstrytoguesswhattheymean.(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。)StepIII.Askandanswer:Getthestudentstoaskandanswerinpairslikethis:A:Wheredidyougoonvacation?B:Iwentto…onvacation.A:Howwasyourvacation?B:…wasprettygood/exciting/relaxing/boring/awful/beautiful.A:Howwerethemountains/water/lakes/beaches…there?B:Theywerebeautiful/fantastic/wonderful…A:Howwastheweatherthere?B:Itwasrainy/sunny/cloudy/snowy/…A:Howwerethepeoplethere?B:Theywerekind/friendly/unfriendly…Getthestudentstwominutestogetreadyforit,getthemtoaskandanswerinpairs.（采用常见的pairwork，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。）StepV.Grammarfocus:Firstwritesomepresenttenseandpasttensestatementsontheblackboardlikethis:Ioftenstayathome.

Istayedathomeyesterday.Hevisitsthemuseum.

HevisitedtheScienceMuseumlastweek.Theygotosummercamp.

Jimwenttosummercamp.Tellthestudentsthatwhenwetalkaboutthepastevents,wemustusethepasttense,thenunderlinethewords“stayed,visited,went”.Wemustusethepasttenseverbs.Tellthestudentstheregular“ed”pasttenseverbs,eg:

visit—visited

rain—rained

like—liked

hope--hopedplay--played

stay—stayed

carry—carried

hurry—hurried（让学生根据这些单词总结动词过去式的规则变化：1.一般情况下动词后面＋ed.

2.以不发音的e结尾的，过去式加d.

3.以y结尾的，y前面是元音字母,直接加ed，y前面是辅音字母，去y变i,再加ed。）Theirregularpasttenseverbs:is/am—was

are—were

go—went

do—did

have—had

eat—ate

find—found

make—made

feel—felt.Getthestudentstopayattentiontotheirpronunciation.清辅音后面加ed/d

发/t/，浊辅音或元音后面加ed/d/ied发/d/,在t/d后面发/id/.Letthestudentstoreadsomepasttenseverbs.（通过一些简单例句和单词让学生自己去总结、归纳，培养了学生辨别、理解和分析的能力。）StepVI.Teamwork.Inthispart,theteacherwillgiveeachgroup(ingroupsoffour)atask,getthemtofinishthetaskwitheachother’shelp.Getthestudentsingroupsoffourtotalkaboutwheretheyeachwentonvacationandhowtheirtripswere,aftertalkingaboutit,askoneofthemtowritedownapassage,thenlethimtoreaditforus.Giveeachgroupfourminutestogetreadyforit.（运用小组内合作学习法，通过讨论培养学生探究问题和自主解决问题的能力，培养学生的团队精神。以此增强学生完成这部分任务的趣味性，调动学生学英语的积极性。）StepVII.Listeningandwriting:1b,2a,2b,getthestudentsto