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人教新目标 (Go for it) 版八年级上册Unit 1 Where did you go on vacation?Section B教案
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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 B教案，共15页。教案主要包含了课程标准，学习内容分析，学情分析，素养目标，学习重，教学资源准备，教学过程，板书设计等内容，欢迎下载使用。
八上 Unit 1 Where did yu g n vacatin?Sectin B 1a-2e（第3课时）
主备教师
年级
八年级
学科
英语
课时
1
课型
R新授课 £复习课 £练习课 £讲评课 £实验课 £其他_______________
一、课程标准
本单元属于“人与社会”主题范畴，子主题是“常见节假日，文化体验”。关于阅读理解能力，新课程标准要求八年级学生达到三级能力目标的语言技能内容要求：
1.梳理书面语篇的脉络，梗概和发展变化，提取关键信息，归纳内容要点;
2.理解并解释书面语篇中提供的信息;
3.识别用语较正式的简短对话中谈话内容的递进和转换;
4.整体理解主要内容，对所读内容进行简要概括，描述与评价;
5.正确，流利地朗读短文，有逻辑地讲述短文主要内容
学习策略内容要求：
了解和运用各种阅读技巧和策略，如预测，略读，猜测词义，推断，理解篇章结构和指示代词的指代意义等，提升阅读的兴趣和能力。
二、学习内容分析
本课时围绕单元话题进一步丰富“假期生活”的内容，增加目标语言的输入。la-1e的听说活动首先提供了许多描述感受的形容词，让学生能运用听力策略听懂和正确使用形容词来表达对假期活动的感受。然后通过听女孩和Lisa谈论假期生活，使学生进一步感知一般过去时在口头交际中的语用功能，通过回答问题以及听填信息的方式训练学生抓住对话重要信息，随后1e说的任务主要为了实现语言输出，让学生在与同学进行真实交流的过程中能够正确运用所学的目标语言。2a至2e是阅读教学部分，该部分帮助学生通过预测、快读和细读的方式去获取文中信息，并设计表格和思维导图，利用思维导图中的逻辑架构，帮助学生理清文章思路以及写旅行日记的关键要素，培养学生的归纳、概括思维能力，同时增加学生跨文化意识。
三、学情分析
本课在学生已经学习了过去式及运用过去式来谈论节日和假期的基础上进一步对假期的活动和评价进行问答，课堂教学设计以谈论假期的安排为主线,将Where did yu g..?句型结合日常生活中所涉及的语言、调汇等融入系列任务中，完成任务，最终达到交际目标。学生大都具备一定的英语阅读素养，能对阅读材料进行简单的归纳和分析，能用英语表达他们的所见所闻、所思所想，本单元课题贴近学生的生活，更能激发学生参与课堂积极性。
四、素养目标
1.掌握以下单词来谈论假期生活：delicius, exciting, terrible，enjyable, activity, decide, try, paragliding, feel like, bird, bicycle, building, trader, wnder, difference, tp, wait, umbrella, wet, because f, belw, enugh, hungry, as, hill, duck.
2.通过听力练习，训练在听的过程中快速、准确地获取信息的能力。
3.学会使用恰当的形容词来描述对过去事件的评价和看法
4.通过读前的预测、读中的快读、细读，提升阅读策略。
5.通过利用思维导图来完成阅读任务，培养学生归纳、概括思维能力。
6.通过对文章的学习，了解马来西亚槟城山和海墘街，增进对其他国家的了解，培养跨国文化意识。
五、学习重、难点
学习重点：
1.能运用听力策略听懂和正确使用形容词来表达对假期活动的感受。
2.能综合运用所学的重难点词汇来完成相关任务。
3.能读懂英语日记并掌握格式要求，运用阅读策略读懂文章，了解文章人物的感受。
4.能运用英语根据相关提示来记录自己某次旅行的经历。
学习难点：
掌握英语日记的格式并能根据相关提示，使用日记来记录自己某次旅行的经历。
六、教、学方法与策略选择
教法：
1. Listening, Speaking, Reading and Writing.
2. Cmmunicatin Task-Based Teaching.
学法：
1. Preview, Review, Activities & Practice.
2. Pair wrk & Grup wrk
七、教学资源准备
多媒体课件，图片
八、教学过程
教师教学流程
学生学习任务说明
评价重点
Step 1Warm-up
1. Answer the questins:
Where did yu g n vacatin?
What did yu d?
2. Talk abut them with where, what, why and hw.
Have a discussin abut the vacatin activities.
能否自然引出今天的听力主题Lisa’s vacatin.
Step 2 Presentatin
1. Lk at the pictures and answer the questins.
Where did she g n vacatin?
Did she d anything interesting?
Hw was her vacatin?
2. Guide Ss t brainstrm adjectives t describe vacatins.
3. Divide these adjectives int tw different kinds.
4. Practice these adjectives.
Hw
It was /They
Wrk n 1a and 1b.
Read the wrds and match them with the pictures, then divide the wrds int tw different kinds.
Answer the questins.
Brainstrm adjectives t describe vacatins.
Use the adjectives t make sentences.
Read the wrds and match them with the pictures.
学生能否通过这些图片进行相关的问答。导出形容词，并进入头脑风暴，汇总所有形容词。
Step3 Listening
Pre-listening
Tell Ss that Lisa went t Hng Kng with her family. Then shw sme pictures and make Ss discuss Lisa’s vacatin.
While-listening
1. Play the tape fr Ss t listen then answer the questins in 1c.
2. Ask sme Ss t try t answer them.
3.Check answers.
4. Play the tape fr the secnd time fr Ss t fill in the blanks in 1d.
5. Check the answers and read them tgether.
Pst–listening
1. Make Ss ask and answer questins abut Lisa’s vacatin accrding t 1e.
2. Rle -play the cnversatin.
3. Shw a shrt passage abut Lisa's vacatin, ask Ss t fill in blanks.
4. Check the answers and read them tgether.
Lk at sme pictures and discuss Lisa’s vacatin.
Listen the tape then answer the questins in 1c.
Say the answer and check it.
Listen the tape again and fill in the blanks in 1d.
Check the answers and read them tgether.
Rle -play the cnversatin with a partner.
设置听前-听中-听后不同的任务，学生能否得到充分练习听力及口语表达能力，并学会在不同的情境中运用语言。
Step 4 Pre-reading
1.Ask students t discuss the questins in 2a with their partners. Then invite sme students t present their pinins.
2.Present sme pictures t teach sme new wrds.
Talk abut the questins in 2a actively and learn the new wrds.
Discuss the questins in 2a with partners.
Learn sme new wrds abut adjectives.
读前对于新词的认知和理解是否充分。
Step 5 While-reading
1. Get the students t read quickly and answer the questins in 2b. Then check the answers.
2. Ask the students t read the passage carefully and fill in the chart in 2c. Then crrect the answers with the students tgether.
3. Let the students read Jane’s diary entries again and cmplete the cnversatin abut Jane’s trip t Penang using the infrmatin in the passage.
4. Get students t find ut the difficulties they can’t understand and discuss them in grups. The teacher explains if necessary.
Read the passage and finish the tasks in 2b, 2c & 2d.
Read tw diaries quickly and answer the questins in 2b.
Read the passage carefully and fill in the chart in 2c.
Read Jane’s diary entries again and cmplete the cnversatin abut Jane’s trip t Penang.
Read the passage and finish the tasks in 2b, 2c & 2d.
读中能否通过一系列的教学活动更好的理解两篇日记的相关内容。
Step 6 Pst-reading
1. Ask Ss t read the diary in 2e and try t fill in the blanks. Check the answers.
2. Let Ss retell Jane’s diary entries in grups.
Invite several grups t present their wrk.
Finish 2e and retell the diary.
Read the diary in 2e and try t fill in the blanks.
Retell Jane’s diary entries in grups.
读后学生是否能通过关键词蒋日记主要内容复述出来。
Step7:Exercises
D sme exercises abut language pints.
D sme exercises abut language pints.
学生能否达到学以致用。
Step 7 Summary
1. Make a summary f the pints in this part.
2. Check the answers f the guidance case.
Review the knwledge tgether.
Summarize what we have learned in this lessn.
学生能否进行有序的梳理本课重点知识点。
Step7:Hmewrk
Finish exercise bk abut Sectin B 1a-2e.
作业布置是否达到巩固复习效果。
九、板书设计
Unit 1 Where did yu g n vacatin?
Sectin B( 1a-2e)
Wrds: decide, try, paragliding, feel like, bird, bicycle, building, trader, wnder, difference, tp, wait, umbrella, wet, because f, belw, enugh, hungry
Sentences：
①Did Jane have a gd time n Mnday?
②What abut n Tuesday?
十、目标检测
一．用括号内所给单词的适当形式填空。
1．Students have many kinds f ________ (activity) after class.
2．Yu can see lts f new _________ (building) n this street.
3．His parents are ______ (trader) and they sell fruit and vegetables.
4．Mrs. Sun is such a gd teacher. Her lessns are always _________ (enjy).
5．Alice always _____ (try) t help ther students t learn English well.
十一、教学反思
八上 Unit 1 Where did yu g n vacatin?Sectin B 1a-2e（第3课时）
主备教师
年级
八年级
学科
英语
课时
1
课型
R新授课 £复习课 £练习课 £讲评课 £实验课 £其他_______________
一、课程标准
本单元属于“人与社会”主题范畴，子主题是“常见节假日，文化体验”。关于阅读理解能力，新课程标准要求八年级学生达到三级能力目标的语言技能内容要求：
1.梳理书面语篇的脉络，梗概和发展变化，提取关键信息，归纳内容要点;
2.理解并解释书面语篇中提供的信息;
3.识别用语较正式的简短对话中谈话内容的递进和转换;
4.整体理解主要内容，对所读内容进行简要概括，描述与评价;
5.正确，流利地朗读短文，有逻辑地讲述短文主要内容
学习策略内容要求：
了解和运用各种阅读技巧和策略，如预测，略读，猜测词义，推断，理解篇章结构和指示代词的指代意义等，提升阅读的兴趣和能力。
二、学习内容分析
本课时围绕单元话题进一步丰富“假期生活”的内容，增加目标语言的输入。la-1e的听说活动首先提供了许多描述感受的形容词，让学生能运用听力策略听懂和正确使用形容词来表达对假期活动的感受。然后通过听女孩和Lisa谈论假期生活，使学生进一步感知一般过去时在口头交际中的语用功能，通过回答问题以及听填信息的方式训练学生抓住对话重要信息，随后1e说的任务主要为了实现语言输出，让学生在与同学进行真实交流的过程中能够正确运用所学的目标语言。2a至2e是阅读教学部分，该部分帮助学生通过预测、快读和细读的方式去获取文中信息，并设计表格和思维导图，利用思维导图中的逻辑架构，帮助学生理清文章思路以及写旅行日记的关键要素，培养学生的归纳、概括思维能力，同时增加学生跨文化意识。
三、学情分析
本课在学生已经学习了过去式及运用过去式来谈论节日和假期的基础上进一步对假期的活动和评价进行问答，课堂教学设计以谈论假期的安排为主线,将Where did yu g..?句型结合日常生活中所涉及的语言、调汇等融入系列任务中，完成任务，最终达到交际目标。学生大都具备一定的英语阅读素养，能对阅读材料进行简单的归纳和分析，能用英语表达他们的所见所闻、所思所想，本单元课题贴近学生的生活，更能激发学生参与课堂积极性。
四、素养目标
1.掌握以下单词来谈论假期生活：delicius, exciting, terrible，enjyable, activity, decide, try, paragliding, feel like, bird, bicycle, building, trader, wnder, difference, tp, wait, umbrella, wet, because f, belw, enugh, hungry, as, hill, duck.
2.通过听力练习，训练在听的过程中快速、准确地获取信息的能力。
3.学会使用恰当的形容词来描述对过去事件的评价和看法
4.通过读前的预测、读中的快读、细读，提升阅读策略。
5.通过利用思维导图来完成阅读任务，培养学生归纳、概括思维能力。
6.通过对文章的学习，了解马来西亚槟城山和海墘街，增进对其他国家的了解，培养跨国文化意识。
五、学习重、难点
学习重点：
1.能运用听力策略听懂和正确使用形容词来表达对假期活动的感受。
2.能综合运用所学的重难点词汇来完成相关任务。
3.能读懂英语日记并掌握格式要求，运用阅读策略读懂文章，了解文章人物的感受。
4.能运用英语根据相关提示来记录自己某次旅行的经历。
学习难点：
掌握英语日记的格式并能根据相关提示，使用日记来记录自己某次旅行的经历。
六、教、学方法与策略选择
教法：
1. Listening, Speaking, Reading and Writing.
2. Cmmunicatin Task-Based Teaching.
学法：
1. Preview, Review, Activities & Practice.
2. Pair wrk & Grup wrk
七、教学资源准备
多媒体课件，图片
八、教学过程
教师教学流程
学生学习任务说明
评价重点
Step 1Warm-up
1. Answer the questins:
Where did yu g n vacatin?
What did yu d?
2. Talk abut them with where, what, why and hw.
Have a discussin abut the vacatin activities.
能否自然引出今天的听力主题Lisa’s vacatin.
Step 2 Presentatin
1. Lk at the pictures and answer the questins.
Where did she g n vacatin?
Did she d anything interesting?
Hw was her vacatin?
2. Guide Ss t brainstrm adjectives t describe vacatins.
3. Divide these adjectives int tw different kinds.
4. Practice these adjectives.
Hw
It was /They
Wrk n 1a and 1b.
Read the wrds and match them with the pictures, then divide the wrds int tw different kinds.
Answer the questins.
Brainstrm adjectives t describe vacatins.
Use the adjectives t make sentences.
Read the wrds and match them with the pictures.
学生能否通过这些图片进行相关的问答。导出形容词，并进入头脑风暴，汇总所有形容词。
Step3 Listening
Pre-listening
Tell Ss that Lisa went t Hng Kng with her family. Then shw sme pictures and make Ss discuss Lisa’s vacatin.
While-listening
1. Play the tape fr Ss t listen then answer the questins in 1c.
2. Ask sme Ss t try t answer them.
3.Check answers.
4. Play the tape fr the secnd time fr Ss t fill in the blanks in 1d.
5. Check the answers and read them tgether.
Pst–listening
1. Make Ss ask and answer questins abut Lisa’s vacatin accrding t 1e.
2. Rle -play the cnversatin.
3. Shw a shrt passage abut Lisa's vacatin, ask Ss t fill in blanks.
4. Check the answers and read them tgether.
Lk at sme pictures and discuss Lisa’s vacatin.
Listen the tape then answer the questins in 1c.
Say the answer and check it.
Listen the tape again and fill in the blanks in 1d.
Check the answers and read them tgether.
Rle -play the cnversatin with a partner.
设置听前-听中-听后不同的任务，学生能否得到充分练习听力及口语表达能力，并学会在不同的情境中运用语言。
Step 4 Pre-reading
1.Ask students t discuss the questins in 2a with their partners. Then invite sme students t present their pinins.
2.Present sme pictures t teach sme new wrds.
Talk abut the questins in 2a actively and learn the new wrds.
Discuss the questins in 2a with partners.
Learn sme new wrds abut adjectives.
读前对于新词的认知和理解是否充分。
Step 5 While-reading
1. Get the students t read quickly and answer the questins in 2b. Then check the answers.
2. Ask the students t read the passage carefully and fill in the chart in 2c. Then crrect the answers with the students tgether.
3. Let the students read Jane’s diary entries again and cmplete the cnversatin abut Jane’s trip t Penang using the infrmatin in the passage.
4. Get students t find ut the difficulties they can’t understand and discuss them in grups. The teacher explains if necessary.
Read the passage and finish the tasks in 2b, 2c & 2d.
Read tw diaries quickly and answer the questins in 2b.
Read the passage carefully and fill in the chart in 2c.
Read Jane’s diary entries again and cmplete the cnversatin abut Jane’s trip t Penang.
Read the passage and finish the tasks in 2b, 2c & 2d.
读中能否通过一系列的教学活动更好的理解两篇日记的相关内容。
Step 6 Pst-reading
1. Ask Ss t read the diary in 2e and try t fill in the blanks. Check the answers.
2. Let Ss retell Jane’s diary entries in grups.
Invite several grups t present their wrk.
Finish 2e and retell the diary.
Read the diary in 2e and try t fill in the blanks.
Retell Jane’s diary entries in grups.
读后学生是否能通过关键词蒋日记主要内容复述出来。
Step7:Exercises
D sme exercises abut language pints.
D sme exercises abut language pints.
学生能否达到学以致用。
Step 7 Summary
1. Make a summary f the pints in this part.
2. Check the answers f the guidance case.
Review the knwledge tgether.
Summarize what we have learned in this lessn.
学生能否进行有序的梳理本课重点知识点。
Step7:Hmewrk
Finish exercise bk abut Sectin B 1a-2e.
作业布置是否达到巩固复习效果。
九、板书设计
Unit 1 Where did yu g n vacatin?
Sectin B( 1a-2e)
Wrds: decide, try, paragliding, feel like, bird, bicycle, building, trader, wnder, difference, tp, wait, umbrella, wet, because f, belw, enugh, hungry
Sentences：
①Did Jane have a gd time n Mnday?
②What abut n Tuesday?
十、目标检测
一．用括号内所给单词的适当形式填空。
1．Students have many kinds f ________ (activity) after class.
2．Yu can see lts f new _________ (building) n this street.
3．His parents are ______ (trader) and they sell fruit and vegetables.
4．Mrs. Sun is such a gd teacher. Her lessns are always _________ (enjy).
5．Alice always _____ (try) t help ther students t learn English well.
十一、教学反思
相关教案
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