Where-did-you-go-on-vacation教学设计

整理文档很辛苦,赏杯茶钱您下走!

免费阅读已结束,点击下载阅读编辑剩下 ...

阅读已结束,您可以下载文档离线阅读编辑

资源描述

1Unit1Wheredidyougoonvacation?SectionA1(1a-2c)教材及学情分析本单元的主题是节日与假期,在进行教学设计时,从学生的兴趣、知识基础、认知特点和智力水平等进行了设计。本节课以假期活动为主线,注重对学生的听说进行训练,目的是让学生运用一般过去时态在情境中进行假期活动的口头描述。让学生在交际活动中学会如何正确用英语谈论自己和询问他人过去的事情与经历,重在培养学生的语言运用能力、实践能力、合作能力及创新意识。同时,一般过去时态是初中学生需掌握的八大时态之一,在日常生活中进行谈话时经常会用到这种时态,因此,于学生而言,学好此种时态并能正确和熟练运用是非常有必要的。教学目标:1.知识目标:1)能掌握以下单词anyone,anywhere,wonderful,quiteafew,most,something的读音,能达到会听说会运用。2)能掌握以下句型:①—Wheredidyougoonvacation?—Iwenttothemountains.②—WheredidTinatoonvacation?—Shewenttothebeach.③—Didyougowithanyone?—Yes,Idid./No,Ididn’t.2)能了解以下语法:复合不定代词someone,anyone,something,anything等的用法。3)一般过去时态的特殊疑问句,一般疑问句及其肯定、否定回答。2.能力目标:1)学习谈论过去发生的事件2)学会谈论度假活动3)能够以用所学举行简单记录自己的假期活动。3.情感目标:本节课学习内容与学生的生活息息相关,容易激发学生的学习兴趣,从而乐于运用简单的英语与他人进行交流。学习活动中学生通过交换对过去发生的事情的2描述及看法,能促进学生之间和师生之间的情感交流,增进友谊。教学重难点1.教学重点:1)用所学的功能语言交流假期去了什么旅行。2)掌握本课时出现的新词汇。2.教学难点:1)复合不定代词someone,anyone,something,anything等的用法。2)一般过去时态的特殊疑问句,一般疑问句及其肯定、否定回答。教学过程Ⅰ.WarmingupApproaches:1.Cheerupthestudentsbyreading“OurSlogan”louder.2.Practicereadingthe“TongueTwister”onthescreen.Purpose:ThisactivitycancreateanEnglish-learningenvironment.Thestudentscanfocusontheclassveryquickly.Readingtonguetwistercanimprovestudents’pronunciationsandoralEnglish.Ⅱ.PresentationApproaches:1.Showthetitleonthebigscreen.Letthestudentsknowthattheyaregoingtolearnsomethingaboutvacation.2.(BrainstormTime)Showthemthekeywords“vacationactivities”,andletthemhaveabrainstorm.3.(VideoTime)Letthestudentswatchavideo,thenanswerthequestions:HowwasZoom’svacation?Whatdidhedolastweekend?ThenwritethestructureoftheSimplePastTenseontheblackboard.Purpose:ThisstepofBrainstormTimecanencouragestudentstothinkasmanywordsorphrasesaspossible,itcanhelpthemthinkinEnglish.ThevideocannotonlyleadinthePastTense,buttrainthestudents’listeningability.III.Practice3Approaches:1.(PairworkTime)Showthemsomeactivitypicturesandkeysentencestructuresonthescreen),andgetthemtoaskandanswerinpairs.Tellthemtheycanalsogiveanswersdifferentfromthepictures.Purpose:ThisstepcancreatearealcommunicativesituationforstudentstopracticespeakingEnglish.2.(MatchingTime)Askstudentstocometoactivity1a,thatistosay,readthesevenphrasesandmatchtheactivitieswiththepictures,thenchecktheiranswers.Purpose:Thestepcanhelpsstudentsreviewvocabularyandphrases.3.(ListeningTime)Tellstudentstofocusmoreonlisteningmaterialsandnumberthepeopleinthepicture.Studentscanalsolimitthepossiblechoicesoftheiranswersbynoticingwhetherthenameismaleorfemalebeforelistening.Afterlistening,checktheiranswersbyasking“whoisthisboy?Orwhoisthisgirl?”.Purpose:Thestepcanhelpstudentsrecognizethetargetlanguageinnaturalspeech.4.(Talkingtime)Askstudentstoworkwithapartner,maketheirownconversationsaboutthepeopleinthepicture.Ifpossible,encouragethemtoaskandanswerwiththeirtextbooksclosed.Astheytalk,movearoundtheclassroomandgiveanyhelptheyneed.Purpose:Thiscanhelpstudentsusethetargetlanguageinnaturalspeech.IV.BingoGameApproaches:1.ShowstudentsaSpeedDial,andtellthemtodrawitononepieceofpaper,thenshowthem12wordsonthescreenandgetthemreadthewordsbythemselvesfirst.2.Tellstudentsthegamerules:chooseninewordstheylikeandfillinthenineboxesonthepaper,listentotheshortpassageyoureadcarefully,whenhearingtheword,youread,theycancrosstheword,thestudentwhocangetthreewordsinonelinecanimmediatelystandupandsay“Bingo”,thenheorsheisthewinner.3.ReadtwoshortpassagesaboutHelen’sandRick’svacation,studentslistencarefullyanddevotetothegame.Whenstudentssay“Bingo”,checktheirresultsandthengivethewinnersaroundofapplause.Purpose:Students’listeningabilitycanbegreatlyimprovedbyplayingthegameoften.4Duringthegame,fromthebeginningtotheend,theyhearlotsofEnglish,meanwhiletheyplaythegamehappily,listeningpracticehasbeenimprovedinthegame.Whatapleasure!V.ConsolidationoflisteningandspeakingApproaches:1.(ListeningTime)1.1TellSstheywillhearconversationsaboutthreestudents’conversations.Listenforthefirsttimeandfillinthechart.ThenlistenagainandcheckYes,orNo.1.2.LetSsreadthephrasesinthechartof2b.1.3.Playtherecordingthefirsttime.Sslistenandfillinthechart.AndthemplaytherecordingasecondtimefortheSstocheck“Yes,Idid.”or“No,Ididn’t.”1.4.ChecktheanswerswiththeSsbyasking“DidGracegowithanyone?DidKevinswim?”andsoon.Afterchecking,write“anythingspecial,anythinginteresting,anywhereinteresting”ontheblackboard,explaintheusageoftheseinfinitivepronounsandinfinitiveadverbs.Purpose:Togivestudentslisteningpracticewiththetargetlanguageandgivestudentspracticeinlisteningforspecificitemsinconversations.2.(Role-playTime)GivestudentsasampleconversationbetweenGraceandJulie,letthemroleplaythemandactoutconversations.Firstletthemfindapartnerandprepareforit,themactouttheirconversation.Ifpossible,withbooksclosed,justlookingatthechartonthescreen.Purpose:Togivestudentstheopportunitytousethetargetlanguageinconversations.3.(StoryTime)ShowstudentsapassageaboutGrace’sandKevin’vacationswithsomewordsmissing,askthemtofillintheblanksandcompletethestory.Tellthemtothinkitoverandtrytothebeststory-teller.Whentimeisup,choosethestudentwhoraisesthehandsfastesttotellthestory.Purpose:Thestorycanalwaysattractstudents.Theyca

1 / 5
下载文档,编辑使用

©2015-2020 m.777doc.com 三七文档.

备案号:鲁ICP备2024069028号-1 客服联系 QQ:2149211541

×
保存成功