八年级上册英语 unit1 where did you go on vacation？教案

Unit 1. Where did you go on vacation ?

一．教材分析

本教材是人民教育出版制定的义务教育教科书，教学内容为八年级上册第一单元Where did you go on vacation? 单元核心话题是用一般过去式谈论度假等发生在过去的事情，本节写作课需要立足教材内容，通过反复使用动词的过去式进行写作，掌握英语旅行日记的写法。

二．学情分析

我校农村学生虽然受外界语言环境的限制，但通过日常课堂学习，大部分学生已经能够掌握本单元的话题词汇，程度较好的学生有能力在教师的引导下对话题相关词汇进行拓展与迁移使用。

三．教学目标

According to the new standard curriculum and the syllabus, after studying the teaching material, the teaching aims are the followings:

1. Knowledge objects:

(1)     The students can master the usage of the important words and expressions.

(2)     The students can use the simple past tense in the proper situation.

(3)     The students can understand the content of the lesson, talk about holidays and vacations and get their own ideas about how to keep an English diary about travelling.

2. Ability objects:

(1)     To develop the students’ abilities of listening, speaking, reading and writing.

(2)     To guide students to set up effective studying strategies.

(3)     To improve the students’ writing ability.

3. Emotion or moral objects:

By completing the task, Students increase their interest in travelling and set up self-confidence in Chinese Culture.

四．教学重难点

Based on the requirement of syllabus.

The important points is the usage of the simple past tense, such as the correct forms of the regular and irregular verbs.

The difficult points are the English writing structures and skills, such as the logical order and the conjunctions.

五．教学方法

As is known to us all, a good teaching method requires that the teacher should help students develop good sense of the English language. For achieving these teaching aims,I will use the following methods according to the modern social communication teaching theories.

(1)     Communicative approach

(2)     Total Situational Action

六．教学过程

Step1. Lead in

Discuss the Pictures on RMB including the scenery spots and the exact places.

100-The great hall of the people 50-the Po-tala Palace 20-Guilin Scenery

10-Three Gorges 5-Mount Tai  1-Three Pools Mirroring the Moon

设计意图：从学生所熟悉的实物入手，激发学生开口说英语的兴趣，引导学生说出旅游见到的基本元素及地理位置，再看中华山水与实际生活的完美结合，激发学生对祖国文化的自信，逐步进入主题。

Step2. Presentation

Look at the pictures on page7 and discuss the following questions:

Where did we go on vacation ?

What did we do there ?

How’s the weather there ?

How’s your feeling?

设计意图：在使用好课程的核心资源教材的同时，充分挖掘学生的自身资源，给学生提供展示自我的机会，使课堂教学充满活力。

Finish exercises on page 7 and discuss the structure of the passage.

Basic writing elements: Where, Who, What, 2 When,2 How

设计意图：通过小组合作，共同探究的方式，在较为真实的练习中，学会使用语言，例如第一个活动要求学生通过词--句--篇的层层推进和组内的通力合作，达成对核心词汇的掌握与运用。然后在教师的协助下，通过第二个活动，了解英语日记格式，构建学生英语语言的思维能力。

Speaking and Writing

            A vacation to the zoo

Beginning：Last Sunday, I went to... with...,The weather is sunny...

→ chant: sun, sun, sunny;  rain,rain,rainy

  Students go on with wind, cloud, fog.

→ It’s sunny/ windy/ cloudy...

设计意图：在上一步中，学生通过小组内对文章结构的分析及整合，已经可以进行话题的延续与运用，所以写作开端靠自主学习的方式，推理出写作常见句型，交代出基本要素；教师则通过chant的方式，与学生合作产出以下词性转换与天气的地道性表达方式：It’s sunny/ windy/ cloudy...

wind-windy;cloud-cloudy;fog-foggy.

Body：irregular verbs and the simple past tense.

Discuss what did we do in the zoo by using verbs.

See(saw) animals ---- watch(watched) the shows --- take(took) photos.

设计意图：通过头脑风暴的方法，调动学生原有语言的积累，进而进行输出，用动词短语列举在动物园的各项活动，并以比赛的形式写出本节课需要用到的过去式，强化学生的语言学习与语言应用能力。

Logical order：first（ly） --  second（ly）--   third(ly)

设计意图：对英语逻辑思维能力的培养，是教师教学中常常忽略的环节，也是学生不够关注的地方，所以这一过程以教师讲授为主，通过对文章基本逻辑词的添加，培养学生的逻辑思维能力，分清楚干事情的主次顺序与先后顺序，为今后英语写作打下基础。

Add details：

1. We saw quite a few animals such as...
2. We experienced something interesting, that is, we watched the shows. On the show, the monkeys rode bicycles.
3. We took photos together. There were so many photos to take, I felt like I was a bee!(仿写)

设计意图：为满足不同层次学生对英语学习的要求，达到学有所用的目标，设置本环节内容，主要以教师为主导，引导学生回顾本单元个别词汇，语法及修辞方法句式，让学生学有所思，进而靠学生为主体，进行细节的添加，强化语言知识及修辞手法的运用能力，并进行组内交流与拓展。

Ending:  We had a fun time.

        We were a little tired but we were happy.

（仿写）I wondered what life was like for the animals.

        I wish I can go there again if I have a chance.

设计意图：作文的结尾有不同的表述方式，可以是总结式，可以是开放式，也可以是真实情感的流露，通过师生间的交流，共同探讨四种结尾句式，表达旅行感想，使作文结构完整。

七．板书设计

设计意图：分块板书，做到书之有用，书之有度，便于学生把握重难点。

八．作业布置

Writing: A visit to …

设计意图：根据本节课内容，运用本节课词汇及写作框架进行自主练习，巩固写作水平。