初中英语-Where would you like to visit英语教学设计学情分析教材分析课后反思

课标分析《英语课程标准》要求以素质教育和学生的发展为根本宗旨，以培养学生的综合语言运用能力为目标。Wherewouldyouliketovisit?这一单元侧重于培养学生语言交际素养和综合人文素养，为实现这一目的，在设计本单元时本着教授学生在学习英语语言信息的基础上，充分利用语言技能、语言知识、英语思维和英语学习策略，进行创造性学习，扩大接触异国文化的范围，拓展视野，提高中外文化异同的敏感性和鉴别能力，进而提升语言交际能力。同时，涉及中外景点，引导学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观与价值观。教材分析本单元是鲁教版八年级下第三单元第五课时，围绕旅游话题展开讨论学习。诣在培养学生合作学习，从枯燥的学习中放松。通过探讨“where”,“why”让学生学会“wouldlike”谈论自己喜欢的名胜和愿望。本节课内容和学生生活密切相关，易于激发学生谈论和写作的兴趣。本节课中将以去哪儿、为什么为主话题设计各种教学任务。通过引导学生重读八上、八下两篇已学过的旅游景点介绍的文章来提炼写作要素和句型结构，为自己的写作扫清障碍。同时了解世界各地的一些名胜古迹，从而能逐步树立起保护地球、保护环境的意识。学情分析六、七年级学生接触过旅游的话题，学生已经对本话题有了一定的认知和了解。而本单元话题为Vacations，在此基础上增加了wouldliketo/hopeto等语言知识，因此需要学生灵活运用句型-wherewouldyouliketovisit?-I’dliketosomewhererelaxing.Wouldyouliketotravel?IhopetovisitFrancesomeday.谈论自己向往的旅游目的地及原因。学生学习障碍主要有：一是知识的掌握程度；二是句型的灵活运用；三是对介绍旅游景点写作要素的收集。教学设计Unit3Wherewouldyouliketovisit?Period5WritingTeachingObjectivesAttheendofthislesson,studentsareexpectedto：1.Getvacabulariesandsentencestructuresfortravelplansfrompassagestheyhavelearned.2.UseMindmaptobuildthewritingstructuresandelements3.Useconjunctionwordscorrectly.4.Learndifferentcultures.ImportantPoints1.Getvacabulariesandsentencestructuresfortravelplansfrompassagestheyhavelearned.2.UseMindmaptobuildthewritingstructuresandelements3.Useconjunctionwordscorrectly.DifficultPointsUserichsentencestoexpressthereasonsthey‘dliketogoespeciallythefeelingofthewriter.TeachingMethods1.Task—basedLanguageTeaching.2.SituationalApproach.3.CommunicativeApproach.7.培养学生归纳、总结的学习策略。TeachingAidsCAILearningstrategiesStudywithagroupTeachingProcedureStageTeacher’sguideLearners'activityAimofstageStage1GreetingsShowthetopicandlearningobjectives.Graspthelearningobjectives明确本节课主题及学习目标Stage2Leadin

Playavideo:ColorfulvacationandgiveSsthetask:What’sitabout?1.Watchthevideo2.Sharetheideasaboutit以短片的形式呈现多彩的假期活动，通过问题What’sitabout?Whatwouldyouliketodoonvacation?导入话题travel，同时也起到了激趣的作用Stage3Study1.ShowstudentsthecalendarofMay.LeadSstosaywe’llhaveavacation2.PlayavideoaboutTeacher’stravelplanandshowstudentsthetask:WherewouldIliketogo?WhatdoIhopetodo?PairworkTeacherandtwostudentsmaketwomodelsabouttalkingabouttheirtravelplansforthecomingvacation.A:Wherewouldyouliketogoonvacation?/Wheredoyouhopetogo?B:I’dliketogoto.../Ihopetogoto---A:Whywouldyouliketogothere?/Whydoyouhopetogothere/B:Because...4.Showthewritingsituationandrequests5.Showstudentstwopassagesandaskthemtofindouttheplacesthewriterswouldliketogo.6.FindoutmoreelementsShowstudentsamodel.UnderlinesentencesabouteveryelementsinthearticlesTeachergivesamodelaboutplaces.Summarize:

1.Whynotconsidervisiting---2.Haveyoueverbeento---Dothesamewiththeotherelements.Findouttheconjunctionwordsandphrases.Summary:Travelplanincludesplace,reason,conjunctionwords.Writing:Dividetheclassintothreegroups.12.Teacherwalksaroundtheclassandhelpthestudentswhoneedhelp

1.TrytoguessTeacher’svacationplan.WhatamIgoingtodo?2.Watchthevideoandtrytogettheplaceandreasonsfromit,Atthesametime,takeanote.3.Practiceinpairsandshare3-4groups.4.Studentsgothroughthewritingsituationandrequests.Gothroughthepassagesandcirclethenamesoftheplaces(Paris\Singapore).6.Readandcircle(cost\sight\transportation\language\location\food\weather)

7.StudentsreadthepassagesandunderlinethesentencesShareonebyoneAddmore:

3.I’dliketogoto---Ihopetogoto---10.Gothroughthemtogether.11.Studentschooseonetopicandchangetheirseats.12.OnestudentwritesonBlackboard,theotherswritetheirtravelplanonPaperfor10minutes.通过日历截图创设情境，劳动节假期安排更真实、自然。观看老师的五一安排，在短文中初步感知如何介绍自己想去的地方及原因。并通过回答两个问题提炼写作框架：place和reason.手写软件的运用也让学生倍感新鲜。3.通过对话唤起旧知功能句：wouldliketo\hopeto.4.创设真实的情景，激发学生表达自己的愿望。.5.从学生熟悉的文章入手，教师通过设置找写作要素和划功能句及连接词的任务，引导学生一步步得到Mindmap，确定写作结构及表达各要素的功能句。既减轻了难度又为中下等学生写出正确、地道的句子打下基础。培养学生归纳、总结的学习策略。10.培养学生归纳、总结的学习策略。11.自主选择想写的话题，尊重学生的意愿。通过交换位置，写同一话题的学生坐在一起便于下面互批习作的开展。Stage4Comment

ShowtherulesonScreenGuidethestudentstoexchangewritingsShowamodelwritingandguidethestudentstocomparewiththewritingonblackboard.4.Asktwostudentstosharetheircomposition.1.Commentthewritingonblackboardtogether.2.SharePartner’swritingandgiveasuitablemark3.Findouttheadvantagesofmodelwritingandperfecttheirowns.4.Sharetwodifferentgroups’writings1.批改标准的呈现有利于指导学生修改完善自己的作文。2.同伴互批习作有利于互相学习。3.通过与佳作欣赏比较，让优秀生的作文更丰满，更贴近生活。4.展示不同话题的习作，让所有学生都有学习的对象。

评测练习WritingAGreatPlaceforSchoolTrip五一，我们学校打算进行一个为期2天的旅行，现收到春秋旅行社提供的三款旅游线路。你更中意那条线路？为什么？请发一封邮件给校长，告知他你们想法吧！注意：1.结合以下旅游信息，从中选出你想去的地方；2.说明选择此地的原因（至少4点）；3.以下信息只做参考，不必全部使用；也可作适当补充。（字数80~100,开头已给出）●southwestofChina●Lively/moderncity●beaches;sunshine;sand●ErHai;Xianggelila●Convienttraffic●talkawalk;beachvolleyball;swimming;gosurfing(冲浪）●ricenoods;●Shoppingcenter；●seafoodDisneyland;●practicespokenEnglish●nationalcostume●Specialfood●relaxing;touristy(民族服装）;woodenhouse●nottoocoldorhotDearMsGao，Forourschooltrip,wehavesomeadviceforyou.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Wehopeouradvicewillbeofsomehelptoyou.Yours,效果分析教学环节从旧知导入并以旧知作为载体，通过设置找写作要素和划功能句及连接词的任务，引导学生一步步得到Mindmap，确定写作结构及表达各要素的功能句。体现了由易到难，层层递进，符合学生认知规律。既减轻了难度又为中下等学生写出正确、地道的句子打下基础。通过日历截图和CorelVideoStudioProX7，VideoScribe等软件的运用为PPT增色，