新目标初中英语八年级上册Unit8 How was your school trip教案

1、unit8 how was your school trip?section a 3a-4一、教学目标语言知识目标：1.学习谈论过去发生的事情，回顾自己过去的经历（trip），正确运用一般过去时，并能运用“how”questions和“wh-”questions及以下的句子结构来展开谈论。did you? -yes, i did,/no, i didnt. iwere there any? -yes, there were./ no, there werent.2.掌握一些新词、连词及一些动词的过去式：(1) new words: visitor, outdoor, octopus, end,

2、 monitor(2)verbs: seesaw, meetmet, catchcaught, taketook, makemade, eatate, havehad, holdheld, feelfelt, is/amwas, arewere, gowent, buybought(3) connective words: first, then, after that, after., finally, at the end of语言技能目标：能围绕“how”questions和“wh-”questions来谈论、描述自己印象较深刻的一次旅行。情感态度目标：1. 谈论日期，感受时间的珍贵，从

3、而更好地珍惜时间。2. 谈论印象较深刻的一次旅行，体会生活的乐趣，珍惜现有的生活和幸福。二、教学重难点1. 教学重点(1) key words: end, monitor, first, then, after that, after., finally, at the end of,以及一些动词的过去式。(2) key structures: did you? -yes, i did,/no, i didnt. iwere there any? -yes, there were./ no, there werent. what did you do?/ how/where did you?

4、how was?(3) topic: trip2. 教学难点(1)掌握并熟练运用一般过去时。(2)熟练运用连词和动词的过去式，围绕“how”questions和“wh-”questions,来谈论过去的一次旅行，进行语篇输出。三、教学步骤teachers activitiesstudents activitiespurposesi. revision and presentation. 1. greet and ask the questions “whats today/tomorrow? ”. 2. let ss guess “did they go to?”and what they d

5、id on the beach.3. show what class7 did.4. let ss choose and complete the sentences.1. answer the questions and learn the new word “end”.2. learn the new word “monitor, hold-held” and guess.3. learn and review some verbs of the past.4. choose and complete the sentences.首先通过greeting,不仅拉近了与学生间的距离，而且引出

6、了本课的重点单词end，并且让学生体会到了时间的宝贵。然后通过guessing这一环节，自然地操练了本单元的重点句型。最后通过activities of class 7的学习，增添了一些课外词汇并加以巩固。ii. reading, 3a.1. let ss look at the picture and guess “where did they go?” and “what were there in the aquarium?”.2. let ss read and answer three questions “how was the trip? where did they go fo

7、r the trip? how did they feel finally”3. let ss read and correct the statements.4. let ss and underline the activities they did and write down the original forms besides the verbs of the past.5. let ss pay attention to the connective words, like “first, then, after that, after lunch, finally, at the

8、 end of”6. let ss retell the whole passage according to the chart.7. let ss choose a title for the passage.8. make a summary about how to describe a trip.1. learn the new word “octopus” and guess “were there any?”.2. answer the questions.3. read and correct the statements.4. read, underline the acti

9、vities and write down the original forms.5. circle the connective words.6. retell the whole passage.7. ss choose the title.8. make a summary together.利用图片，引出了本课的新词 “octopus”，并操练了 “were there any?”这一重点句型，启发学生思考。再通过fast reading，培养学生快速阅读、捕捉信息的能力。然后进行careful reading，学生掌握了文章的大部分信息，同时感受了动词的过去式，也习得了一些有用的连词

10、。接着通过retell，学生对文章内容再作一次深刻的回忆，并操练了连词，更好地感受文本。最后，让学生选择标题并对如何描述trip作了概括，为下面的pairwok和 groupwork做好了准备，学生更明白了写记叙文的要素。iii. pairwork. (talk about your trip.) let ss talk about their trips according to the summary and finish the outline.talk about their trips in pairs and finish the outline.学生谈论有关自己的一次旅行，操练了

11、目标语言，同时也体会到旅行带来的乐趣，从而更热爱生活。iv. groupwork.let ss make a report about their own trips according to the outline.one student make a report and the other three listen.让学生make a report，是本课的一个大集合，学生充分运用了本课的有用的词句，进行语言的综合输出。小组合作培养了学生的合作精神。 v. homework1. read 3a.2. share your trip with your classmate3. write

12、down your trip.培养学生的口头表达能力和写作能力。the design of the blackboard： unit 8 how was your school trip? section a(3a-4)a/an tripmonitor havehad first who: visitor heldhold then where: octopus make-made after that how: outdoor catchcaught after how long: indoor gowent finally the weather: buybought at the end

13、 of what: feelings: an outline(提纲)title(标题)：a/an tripwhen: where: how: who: how long: the weather: what (first, then, after that, after, finally, at the end of): feelings: unit 8 how was your school trip?教学反思 从备课到上课这一紧张而又激动的过程当中，我感受颇深，学到了很多这次我上课的内容为八上unit8 sectiona(3a-4), 文本是一篇narration，时态为一般过去时，这是一

14、节典型的阅读课，通过阅读来指导学生写作，即read for writing。一般情况下，对此类课的处理，我首先会利用各种阅读方法和策略带领学生熟悉文本、读透文本，进而利用文本框架来指导学生写作。另外此次上课我想在阅读教学中渗透一些近两年较为hot的词汇教学。再者，也是我一直的想法，我想在我们的课堂当中，除了教会学生一些书本上的东西之外，能否也给学生一些心灵上的东西？让学生思想坚定些，心灵充实些，方向明确些。基于以上的三点思考，本节课我作了如下设计。首先与学生简单的闲聊，通过“whats today/tomorrow?”自然地呈现了end这一重点单词，进而询问 “what was yesterd

15、ay?”，中间穿插一首小诗，让学生明白时间一去不复返，倍感时光的宝贵。接着通过谈论my students trip，有效呈现了monitor, visitor及一些课外的动词过去式，也复习了 “did they”这一句型。至此，这是本课的词汇呈现及部分动词过去式的巩固环节，也是本课的revision和presentation环节。接着进入了本课的reading，在读之前，呈现了octopus这一新的词汇，并复习了 “were there any”这一重点句型。然后进入真正的阅读环节，主要通过scan, read for details, retell构成。在这些阅读过程当中，教授了新单词outdoor，并突出连接词及其连接词的使用。最后的pairwork和groupwork是语言的综合运用环节。从教学目标这一角度来看，本节课最终要达到以读促说，以读促写的目的，即利用文本框架来指导学生写作。同时也关注学生的情感态度。从词汇教学的角度来看，本节课的词汇是分阶段来呈现，并有侧重点通过选词填空和复述的方式加以巩固。在整节课的教学过程当中，有几处觉得处理得不够妥当。比如，在retell这一环节中，如果把表格中的动词过去式改为原形，更好。那样的话，学生就会多一次动词过去式的训练