人教新目标 (Go for it) 版八年级上册Unit 1 Where did you go on vacation?Section A教案及反思

这是一份人教新目标 (Go for it) 版八年级上册Unit 1 Where did you go on vacation?Section A教案及反思，共3页。
Teaching aims（教学目标）
1．学会谈论自己和他人过去发生的事情和活动。
2． 能够熟练的运用本节课出现的动词短语。
Language pints（语言点）
1.要求掌握以下句式： Where did yu g n vacatin?
I went t the muntains.
2．要求掌握以下词汇：
动词词组（过去式形式）：went n vacatin, stayed at hme, went t the beach, went t the muntains, visited my uncle, went t summer camp, visited museums, went t New Yrk City
（本节课短语比较多，过去式变化也不简单，鼓励学生说出更多自己知道的描述过去事情的短语。）
Difficulties（难点）：用准确的过去式短语描述过去发生的事情
Teaching steps（教学步骤）
1. Warm-up and lead in（课堂热身和导入）
（1）New term greetings （新学期问候）
T: Hell everyne! Gd t see all f yu again. Did yu enjy yur summer vacatin?
S: Yes!
(师生之间的问好过后，让学生前后位、同桌之间互相问好)1
（2）Lead in（导入）
T: Can yu tell me abut the activities yu did during the summer vacatin? Try t use verb phrases, fr example, “watch TV”.
S1: I went shpping.
S2: I went t the mvies with my friends.
S3: I went swimming.
(老师可以鼓励学生给出尽可能多的答案，并引导学生使用过去式)
T: Ww. It sunds like yu had a gd time during the summer vacatin! I’m sure yu enjyed yurselves very much. Nw I want t knw where yu went n vacatin.
(教师把“Where did yu g n vacatin?”和 I went/… 板书在黑板上)
教学设计说明：从贴近学生熟悉的话题入口，通过对学生暑假生活的了解及回顾，引出今天的重点内容。
2. Presentatin（呈现新知识）
T: I went t Hainan n vacatin. Lily, where did yu g n vacatin?
S1: I went t Australia. Where did yu g n vacatin, Henry?
S2: I went t Australia. Where did yu g n vacatin, Gerge?
S3: …
(每个同学说完一件活动后教师特别强调一下过去式形式并把其原形和过去式形式写在黑板上，用彩色笔标出有变化的地方)
教学设计说明：通过学生自己的真实活动描述，引出重要的动词短语，同时有意识的呈现并操练Where did yu g n vacatin? I went …重要句型。虽然是新课，通过这样的形式呈现学生很快会理解并掌握。
3. Wrk n 1a
T: Lk at the picture in 1a n Page 1. Sme students are als talking abut their vacatin, like we were ding earlier. They went t different places and did different things. Sme stayed at hme Sme …
(引导学生说出图片中出现的其余的活动)
Let’s match the activities they did t the picture.
（教师可以四处走动，以帮助有需要的同学）
Check the answers:
1. stayed at hmef
2. went t New Yrk Cityb
3. visited my uncleg
4. went t summer campd
5. went t the muntainsc
6. went t the beacha
7. visited museumse
教学设计说明：在完成1a 任务前简单的口头说出图片内容其实是为连线打基础，帮助基础薄弱的同学，同时大家一起再巩固了一遍短语动词的过去式。
4. Wrk n 1b
T: Listen t these three cnversatins carefully and number the peple in the picture using 1-5.
(教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案)
T: Listen again, then read the cnversatins alud.
T: Can yu guess what these wrds mean? everyne, anyne, anywhere, nthing
Have Ss guess the meanings. Help and crrect Ss when necessary.教学设计说明：听并完成1b任务不难，但是好的听力材料应该充分利用，让学生听后模仿并理解重要词汇的意思有利于培养学生听力和口语水平。
5. Wrk n 1c
T: Nw we knw what Tina, Xiang Hua, Sally, Bb and Tm did during their vacatin. Let’s wrk in pairs and talk abut the peple in the picture. Then I’ll chse a few pairs t present their cnversatin t the class.
Chse tw pairs t present their cnversatin t the class.
A: Where did Tina g n vacatin?
B: She went t the muntains.
(给学生练习的时间,然后抽查5对看对话情况，特别是过去式使用情况)
教学设计说明：进一步巩固本节课所学内容，让学生对听力对话内容又了更深的理解和更好的掌握。
6. Hmewrk
Oral:
Listen, then read the three cnversatins alud.
Written:
Make a survey abut what three f yur friends did during the summer vacatin.
教学设计说明：课后充分利用现有资源进行学习，模仿磁带是最方便有效的方法。调查三位好朋友的假期情况并能够写下就达到了学以致用的目的。