《Unit 3 What are you doing for vacation》教案2.docx

1、Unit 3 What are you doing for vacation教案2湖南省怀化市会同三中八年级英语上册Unit 3 What are you doing for vacation教案2 人教新目标版一、教学内容分析 本单元是Go for it八年级上册中第三单元“What are you doing for vacation?”。本单元的核心话题是谈论未来计划，课文始终围绕这一主题展开，我们要学习如何谈论假期的计划（Vacation plans），及对将来的安排（Future plans）。让学生学会用what询问将要干什么并回答；用when, who, where, how l

2、ong, how等词围绕未来计划进行提问和回答。语言知识和语言技能部分主要是围绕核心话题时设计安排了许多听，说，读，写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化或整合。二、教学目标分析根据英语课程标准关于总目标的具体描述，结合第三单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：1、语言知识1.语音:在日常生活中做到语音、语调基本正确、自然、流畅。2.词汇:（见教参）3.语法:现在进行时表示将来用法及去做某事的go doing 用what, when, where, who 等对句中的事

3、件、时间、地点、人物等提问。4.功能: 谈论未来的计划安排5.话题: 熟悉有关度假的内容。2、语言技能1.能听懂本单元学习活动中的问题，做出较得体的回答。2.掌握有关假期生活的动词且能熟练运用；掌握wh-特殊疑问句的运用。3.能运用所学词汇询问和表达未来打算，学会使用现在进行时态表示未来计划； 4.能围绕未来计划这一话题作较具体的描述。5.能读懂介绍未来打算的文章和日程安排。6.学会书写即将发生的假期安排或计划和科学安排自己的假期活动.3、情感态度1.运用所学语言，积极投身到实践活动中去，实践自己的价值。2.能在描述自己的计划和打算时，激起学生更加热爱祖国的美好河山和地球，从而为人类的美好明天

4、贡献自己的一份力量。4、学习策略1.能根据需要进行有目的预习，使其对教师的教学内容起补充作用。2.抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借助手势和表情。3.主动参与学习活动，善于和他人合作。4.能利用网络上的学习资源查找信息，用所学内容进行真实的交际，积极参与课外英语学习。5、文化意识1.初步了解英语国家的地理位置、历史及假日的主要庆祝方式。2.了解和熟悉当地地理，培养学生对本土文化的热爱，实现跨学科交流的目的。三、教学重难点 重点是talk about future plans及本单元出现的词汇、句型和语法。主要句型如下：What are you doing for

5、 vacation? I am spending time with my friendsWhen are you going? Im going next week.How long are you staying?We are staying for two weeks.难点如何培养学生根据阅读材料提高写作能力。本单元出现的be+doing均表示“打算做某事”，这与以前所学的现在进行时表“正在做某事”要学生注意通过上下文从意思上区分。四、学情分析及教学策略在上册书中已学过用一般过去时谈论过去度假的表达，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。因此，在本单元的对话中，教

6、师可鼓励学生将过去度假的经历结合到本单元的对话中，充实对话内容，同时复习一般过去时。谈论未来计划是人们日常生活中遇到的话题，故学生喜于用英语表达此类知识。教师可在课前请学生在各种资料上查阅一些国内外风景名胜的情况介绍，包括其名称、所在国、气候、风景特点等， 以便在对话时有更大的自由表达空间，同时与其他同学互相学习、互通信息。同时教师也查阅一些资料提供给学生。教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。五、主题语表Beautiful, warm,Sunny, niceSports

7、camp ，at home, on the beach, in the mountain WeatherPlacesVacation plansVacation wordsDescription of the vacation Babysitting, spending time, visiting,relaxing, going camping, go hiking, Relaxing, excitinggoing sightseeing, going fishing, going shopping, go swimming, going bike riding, taking walks,

8、 renting videos六、课时结构根据本单元教材的内容、学生学习英语的特点和规律，我把本单元内容整合为4课时： Period1 (Section A 1a/1b/1c /2c SectionB1a/1b/4) Period2 (Section A 2a/2b/SectionB2a/2b/ 2c /Selfcheck2) Period3 (Section B2c / Section A 3a/3b/ 课外阅读(go camping)/4) Period4 (Just for fun/SectionB3a/3b/3c/ Selfcheck1/自编的Selfcheck) 每课时都有一个主题：

9、Period1-Speaking，Period2-Listening, Period3-Reading, Period4- Writing。但每课时都始终坚持任务目标导说领先活动或讨论反馈或笔头落实环环相扣，逐步铺垫。其根本目的在于突出重点，使课堂节奏紧凑，连贯，达到知识到能力的正向迁移。七、教学过程设计Period1I.教学目标：1.知识目标：1).单词： babysit, camp, bike, ride, sightseeing, fish, rent. 2).句型： What are you doing for vacation? Im visiting my grandmother.

10、Whats she doing for vacation? Shes going camping.What are they doing for vacation? Theyre relaxing at home.2.能力目标：1）学完本课，学会学习谈论将来的计划。 2）学习用现在进行时表示将来时。3）能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。3.情感态度目标：让学生熟悉和理解不同的生活和度假方式。II.教学重点: 掌握本课新单词和句型和怎样谈论将来的计划，及提高学生说的能力。III教学难点：掌握怎样谈论将来的计划的方法和提高学生说的能力。IV. 教学设计：Step1Br

11、ain stormCollect the names of activities which said by students.Step2 Revision(pair work)Revise something about vacation by asking: Where did you go on vacation? How was your vacation?Step3 Lead-in 通过看a video 进行match 来复习现在进行时。 Show students a big calendar which prepared before class, and say:Today i

12、s Thursday. Two days later is Saturday. I am staying at home on Saturday. And I am not going out.And ask students:What about you? What are you doing on Saturday?学生做出各种不同的回答，教师将句子I am staying at home on Saturday。及学生回答中的动词短语写在黑板上，通过朗读回顾知识。这里应提醒学生注意be doing sth. 用现在进行时代表将要发生的动作，表示对未来的计划和安排，译为“我将要”，“我打算

13、”，而不是正在做某事。eg . Whats she doing for vacation? 她假期要做什么？ Shes babysitting her sister. 她要看她妹妹。这是我们进入初中以来第一次接触到将来时。这种用现在进行时表示将来动作的用法，实际上在英语中是很常见的。Step4 Presentation (SectionB1a /SectionA1a)National Day is coming. What are you doing for vacation? (通过各种图片来教学词汇与短语- going bike riding, going sightseeing, tak

14、ing walks, going fishing, renting videos, camping, babysitting, exercising etc )Finish Section B 1a. Match the words with the pictures. Keys: d b c a e. 教师提醒学生，这些都是表动作的短语，要求学生朗读，然后造句。Finish Section A 1a. Look at the vacation activities in the picture. Make a list and add some more.Step5: Listening (

15、Section A 1b)Listen to the conversations and number the picture1-3 We will listen twiceThe first time, just listenThe second time，listen and fill in the blanksStep6: Practice (Section A 1c)利用先前出示的图片来操练Whats she/he/ doing for vacation?What are they doing for vacation?Step7: Survey (Section A 2c) Ask

16、classmates what they are doing for next vacation.What are you doing for vacation?Who are you going with?NameVacation plansLi ChenHes going camping with his parents.Step8: ReportGood morning! In my group, Li Chen is Step9: Homework (P17 Survey) Make a survey about what your classmates weekend plans a

17、nd write a report.预习Section A 2a/2b2c, Section B 2a/2b/2c查询有关楠溪江之游的资料。Period2I.学习目标1.掌握有关假期生活的动词2.假期里自己打算的简单表达3.谈论假期要做的事情及可能的情况。4.谈论假期时旅游的天气，旅游者以及食物等。II.学习向导语言目标学习策略与思维技巧重点词汇What are you doing for vacation?Im spending time with my friends.When is she going?Shes going on Monday / on the 12th /How lon

18、g is she staying?Shes staying just for four weeks.Role playingListening for key words.Spending time, babysitting, bike riding, sightseeing, fishing, take walks, rent, how long语言结构语言功能跨学科学习Present progressive as futureWhere, when, how long questionsTalk about future plans了解和熟悉楠溪江地理III主题思维图及任务型活动IV教学步

19、骤：Step 1: Warming up Ask some students to report the result of the survey-weekend plans.Step 2:Lead-in: T: Your plans are exciting. Would you like to know the vacation plans of Hector, Susan and Molly.Step 3: ListeningListen to the tape of Section A 2a,Before listening, and ask: What are they doing

20、for vacation? Section A 2b, Before listening, one question is given.When are they going for vacation?WhoWhatWhenHectorSusanMollyAfter checking the answers, and ask students to describe the 3 students vacation plans. Step 4 Task one: show ones own vacation plan. Pair work and presentation. Brain stor

21、m: (复习Section B 1b) let students speak out the vacation activities theyd like to do.Step 5: Task two: Travel around.Section B2a Listen to the tape and check the questions the reporter asks.Section B2b Listen again and write He Yus answers to the questions they checked.Step 6:Class workAsk classmates

22、 about their vacation plan and fill in a chart.NamePlaceWeatherActivitiesWhenHow longSample:NamePlaceWeatherActivitiesWhenHow longMaryHongkongSunny, warm and humidGoing to the beaches, going to the Sea ParkNext summerTwo weeksJimStep 7: Task three: Susans tour in Nanxi River.Imagine you are a touris

23、t guide from agency. You plan the schedules with your group mates for Susan in Nanxi River. The schedule must contains:Where are you going?What are you doing there?What should tourists take with them?Where are you leaving from?When are you leaving?What are you eating?Step 8:Report:Hi, Susan. Im glad

24、 to tell you .Step9:HomeworkWrite down your schedule and write a letter to her.Finish Section A 2c(Role play.)教学点评及反思：一环节设计思路：本课以听说为主线，以三个环环相扣，循序渐进的任务展开知识学习。首先就以课本中的一段对话听力引入，将学生自然带入语言环境，并初步感受到本课的主要话题是谈论假期活动。由此引出本课第一个任务，学生自己谈论各自的假期活动安排，并为第二个任务做了铺垫。学会陈述自己的情况之后，还要交流和了解他人的假期活动，因此，第二个任务接踵而来，学生开始自由调查班级里其他

25、同学的假期活动安排是怎样的。这个任务承上启下，它引出本课的中心任务：即为Susan安排楠溪江之旅的日程。二课后反思：本课在设计上听说结合，相得益彰。首先给学生创造了一个语言环境，让学生自然融入，然后，缓缓导入阶梯状任务链，循序渐进，难度不断加大，但坡度平缓，铺垫充分且扎实，因此学生在完成最后的中心任务时亦不觉吃力，整堂课学生活动充分，教师的引导点到为止，给学生较大的空间发挥和创造。Period3I.教学目标：1.知识目标：1).单词： hike, yeah, away, send, get back, post card, how long, San Francisco, Hawaii, Ti

26、bet, Hong Kong.2).句型：复习前面句型2.能力目标：1).继续提高听读能力。2). 学会使用现在进行时态表示未来计划；掌握wh-特殊疑问句的运用。3). 学会科学安排自己的假期活动，能和合作伙伴互相交流，充分交换信息。3.情感态度目标: 能在描述自己的计划和打算时，激起学生更加热爱祖国的美好河山。II.教学重点: 掌握本课新单词和句型和学会科学安排自己的假期活动并能灵活运用于生活中。 提高阅读能力III教学难点：同重点。IV. 教学设计：Step1 Make an interview Role play. Student A is the reporter. Student B

27、 is He Yu. Student A , interview Student B. Ask some groups to act it out in front of class.这是上节课的作业，但在上课时，也应该留点时间给学生模仿右边方框中所给的表达作为开头，进行对话练习，然后在全班表演。学生应尽可能用所学的各种疑问词提问。Step2 Listening (Section A3a)Fill in the chart after listening.TonyLin HuiWhere are they going?Hong KongHow long are they staying?Say

28、 a few sentences about Tony and Lin Hui. Eg. Tony is going toStep3 Read(Section A3a)Answer any difficulty raised by students. Meanwhile deal with the new words, phrases and sentences.在黑板上写一些句子，让学生对划线部分提问。如：Im going to Tibet for a week.Hes staying there next Sunday. etc.Read in pairs. Act it out befo

29、re class.Step4 Pairwork (Section A3b)请一名学生对左边的表格作一简要的说明。让学生说出自己的理解，如：这三列内容分别代表人物、将去的地点和将停留的时间。Friday-Tuesday 应读做from Friday to Tuesday等。学生读右边方框中的对话，然后用左边内容替换相应部分进行两人对话。也可将全班分成boys and girls or halves等，进行齐声问答。Say one sentence for everyone. -Dave is going to his cousins house for a week. Step5 Reading

30、短文词汇读完所用时间阅读速度理解专练作对题数正确率共234词分钟词/分钟5题%Lets go campingWhat do we do when we go camp? First, we work out a plan. We take food, clothing, a knife, and things for cooking and eating. We take things to keep us away from insects and the sun.Then we put everything into the car and we drive to the woods. We look for a place for campers (露营者) and we look for a good place for our tent(帐篷). The place shoul