下面是小编为大家整理的名师教学设计《Unit,1,Where,did,you,go,on,vacation,Book》完整教学教案,供大家参考。
1 教学设计 课题名称：Unit 1 Where did you go on vacation Book8A
The fourth period
Section B (2a—2e) 学科年级：
初中八年级 教材版本：
Go for it 一、教学内容分析
这节课是读写课，是按照《义务教育英语课程标准》提倡的：“强调学生学习过程，倡导体验参与”的基本理念进行教学设计。根据《义务教育英语课程标准》的指导，本单元的话题是假期，功能是谈论过去的事情，语言结构是一般过去时；本单元在整个教材体系中属于过渡单元，起承前启后作用，承前的是七年级下册 11 与 12 单元，启后的是八年级上册 6 与 7 单元，这样使学生对于同一话题同一语言结构或不同语言结构更容易掌握，形成系统的知识网；对教材 Section B 2a 内容和活动进行了替换，引发学生对阅读内容的思考和预测，产生阅读期待；同时帮助学生解决一些生词障碍。通过任务型教学设计帮助学生在完成任务的过程中收获知识；学生在教师的引导下，通过体验、实践、参与、合作和探究等方式，逐步理解、掌握语言知识和技能，运用阅读策略，提高阅读能力；不断调整情感态度，形成有效的学习策略和自主学习能力；对各个层次的学生，设计不同难度的问题来尽量鼓励扩大学生积极参与课堂活动。这节课借助电子白板优势，改进英语读写课教学方法，激发了学生的阅读欲望，减少了对语篇的畏惧感，受到学生的普遍欢迎，获得较好的课堂效果。
二、教学目标
2 1. 知识与技能
学习、理解并运用语言结构谈论假期生活及感受并用日记形式记录下来； 运用阅读策略进行阅读，并从阅读文章中学习、运用语言结构； 培养学生的读写技能。
2. 过程与方法
重点词与句子组成目标语言，在目标语言的指导下进行读写练习；运用任务型教学模式，交际法，上下文情境，分角色表演。
3.
情感态度与价值观
学生在享受假期生活时，学会运用英语方式记录假期生活及感受。即“英语来源于生活，又服务于生活
四、学习者特征分析
经过一个学年的中学英语学习生活，学生们已经学过由 where, what, how 引导的特殊疑问句及一般过去时，具有学习本单元知识的认知前提。抓住学生对假期感兴趣的因素，就能激发他们的好奇心，使学生想表达假期生活的欲望强烈，有利于学生的学习和兴趣的培养。但学生在本单元学习过程中存在三个问题：1、对动词过去式的规则变化与不规则变化的掌握与运用 2、运用一般过去时完成写作时，学生缺乏对细节知识的处理能力。3、不会合理的运用阅读策略进行阅读，对阅读产生畏惧感。针对学生存在的困难，在设计任务时，采用先易后难，层层递进的方式，让学生都有事情可做；能进一步激发学生的阅读欲望，培养学生良好的英语阅读习惯，帮助学生运用不同阅读微技能，提高阅读能力
3 五、教学过程
教师活动
预设学生活动
设计意图
Step 1 Leading—in
T: A guess game: Ask the students to look at the whiteboard and guess what the word is in order to begin
the topic of this period.
Step2 Presentation
T: Please look at the picture, talk about the
vacation. Help the students guess new words meanings. Step3 Pre—reading (Independent study) (Cooperative learning)
T: We talked about my vacation just now. Do you think Jean had fun on Monday What about on Tuesday Now it is time to read Jean"s diary. S: Look at the picture and read the passage with two questions.
Guess the new words meanings. S: Work in pairs and discuss, then tell the whole class your idea.
S: Students read it for the first time
and answer the following questions. 1. Where did Jean go on vacation 2. What did Jean do on the beach 3. Who did Jean go with 4. How did Jean like walking around the town 5. When did Jean go to Penang Hill 6. What did they eat on Tuesday Why did they eat that S: Read the diary and describe 通过简单的字谜，既巩固了学生的所学及听力，又为下面教
学作铺垫
通 过 合 作 问答，自然地创设英语语言氛围，使学生能使用重点词汇快速的融入到英语语言学习的情境中
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Step4 While—reading (Independent study) TASK 1
T: Help the students to read the passage for the
first time and answer the following questions. TASK 2
T: Help the students to read it for the second time and find out
the words that describe the following things. TASK 3
T: Let the students underline main phrases and sentences,
make sentences using these the following things.
The weather---
Going paragliding---
Walking around the town----
Going to Penang Hill-- Eating Malaysian noodles-- S:Underline main phrases and sentences, make sentences using these language structures. Language structure:
We decided to go to the beach near our hotel.
I felt like I was a bird.
I wonder what life was like here in the past.
The food tasted great.
When we got to the top, it 泛读课文，搜集信息，初步理解，获取主旨大意
精读课文，关注语篇结构，深化理解，使学生对文章深入理解并完成任务
细读课文，使学生对文章深入理解 学习并运用文章中出现的重点知识
5 language structures. Step5 Post――reading
(Independent study) (Cooperative learning)
TASK1 Ｔ：Read the Jean"s diary and fill in the chart. TASK2 Ｔ：Complete the conversation about Jean"s trip using the information in the diary. TASK3: T: Fill in the blanks to complete the passage using the given words. Task 4: was raining really hard. S:
Do it and make the conversation using the information. S: Make the conversation in pairs. Girl: Hi, Jean. _______________________________ last week Jean: I went to Penang in Malaysia. Girl: Who did you go with Jean: ________________________________. Girl: Really Wow! ______________________ on Monday Jean: We went paragliding and rode bicycles to Georgetown on Monday. Girl: Oh, ____________________on Tuesday Jean:
No ， the weather was really bad and rainy, we forgot to bring an umbrella.. Girl: It is so pity. Why were you so hungry Jean: ________________________we only had one bowl of rice and some fish.
巩 固 所 学 知识，学习与生活紧密结合，学以致用。
6 T: Write a travel diary using target language.
Girl: ________________________ Jean: It was delicious. I love Malaysian food.
S: Read the passage to finish the task.
Tuesday, July 18th
Today it
.So we
to a museum. It
kind of boring. I
a small boy crying in the
, he was lost and I
him find his father. That
me feel very happy. I_____have
money for a taxi,so I
back to the hotel. I was really tired.
S: Write a travel diary using target language.
It includes: Weather:
bad /fine/rainy
Places: Where did you go
Activities: What did you do/see rain help walk do some
make be find corner go
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Feelings: How were the places
How was the food
How were the people
Step6 Summary
In this class, we have mainly learnt key vocabularies and done reading and writing practice using the target language.
六、教学评价设计
Reading
Comprehension.
Nancy and Peter like sports. In summer they swim and in winter they ski.
They are planning a ski trip for this weekend，but they don’t know about the weather.
It’s 7∶30 now，and they are listening to the weather report （天气预报）on the radio. The weather man is talking about the weather report for the weekend:
“Friday is going to be cold and cloudy，but it’s not going to rain. The temperature is going to be in thirties（30 多华氏度，相当于零摄氏度上下）. It’s going to snow on
8 Friday night and maybe Saturday afternoon and Sunday are going to be clear，cold and sunny.”
Now Nancy and Peter are excited. The weather is going to be good for a ski trip. They are going to have a wonderful weekend in the mountains. Choose the correct answer: 1．Nancy and Peter like ________. A．music
B．cooking
C．sports
2．They are listening to the ________ on the radio. A．weather report
B．sports news
C．music
3．It’s going to ________ Friday night. A．be clear
B．snow
C．rain
4．Nancy and Peter are very ________ after the weather report. A．bad
B．good
C．happy 七、板书设计
?
where how
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what who vacation