人教版八年级英语上Unit 1 Where did you go on vacation第二课时

1、教学内容Unit 1 Where did you go on vacation?课时Period 2教学对象八年级学生执教者一、教材内容分析本节课是人教版义务教育新目标Go for it八年级上册第一单元Section A的2a-2d部分。这节课以谈论假期活动展开话题，通过这一话题的展开，引导学生复习巩固对一般过去时的理解及运用，并学习常用不定代词以及不定代词的用法。学生通过上一节课的学习，对Where引导的过去时态的特殊疑问句，已经基本掌握能口头上运用。能自然地与本课知识相衔接，让学生回忆他们的假期情况，引出一般过去时态的句型。本节课在继续巩固学习的基础上主要教学任务应该为学习Did you

2、/ she/ he/we/they do .? 句型及其肯定和否定回答。并进一步学习How be句型。二、教学目标（知识，能力，情感态度与价值观）（一）知识与技能1. Master the vocabulary: central, exam, rainy, were, relaxing, awful2. Master and use: Did you/he/she go to central park? How was your vacation? How were the beaches？ 3学习不定代词的用法。（二）过程与方法通过听说活动，引导学生学会谈论去哪，和谁去，去干了些什么，感觉怎

3、么样，并初步掌握不定代词以及形容词后置修饰不定代词的用法。（三）情感态度与价值观：通过谈论国内外的名胜风景，使学生了解中国了解世界旅游文化。三、重点、难点重点：1. Language：Did you go to the beach? How was the vacation? How were the beaches? 2不定代词的初步运用。难点：Use the language to talk about past events.四、教法选择、学法指导教法:以任务型教学法为主，辅助于朗读法、启发性讲解法、听说法、读写法、认知法、交际法、图片直观引导法，自主学习与合作探究法。学法:结合学生的已

4、有的知识经验，根据教法的引导，学生也相应的采取听说与读写相结合，自主学习与小组合作探究相结合，知识学习与技能培养相结合。五、资源准备录音机，磁带，多媒体。六、教学过程教学任务教师活动学生活动设计意图Step 1、创设情境，导入新知。Review（4分钟）1Greet Ss.2. Show pictures and practice these sentences：Wheredid you/he/she/they go on vacation？Students ask and answer in pairs. 为了很自然地导入到本节课的话题学习，在与学生寒喧交流之后，通过出示几组图片引导学生复习

5、巩固句型“Where did you/he/she/they go on vacation?”和动词过去式短语。通过图片直观引导既能激发学生对对上节课的重点句型，短语进行复习再现又能导入本节课的学习。Step 2、出示单元课题和本节课的教学目标。（1分钟）T: Today well talk about past things and do some listening practice.Ss listen出示单元课题和本节课的学习目标，使学生明白本节课要做什么，为学习过程做好心理准备。Step 3、引导观察，探究新知。Task 12d（8分钟）Show 3 pictures of Huang

6、guoshu Waterfall. Ask Ss: What is it? Where is it?Introduce Huangguoshu Waterfall .Show the conversation.Ask Ss to answer the questions.Discuss how to use the Indefinite pronounsComplete the conversation with the information in 2d.Role-play the conversation.1.Answer the questions.2. Listen and appre

7、ciate.3. Read the conversation.4. Answer the questions.5. Discuss and summarize.6. Finish the conversation.7. Role-play the conversation. 从上一环节引导学生谈论假期游玩过的地方引入到黄果树瀑布，通过这段对话的学习，学生尝试谈论某个名胜风景，初步认识不定代词并了解不定代词的用法，再通过完成对话和角色扮演充分练习，形成语感，也为后面的学习和话题交流准备好第一手资料。Step 4 变式训练，应用新知。Task 12a Listening（5分钟）Ask Ss to

8、 listen and complete the place.Grace New York CityKevinthe beachJuliehomeListen twice, and then check the answers.这一环节从听力上温习句型，Where did you?学生着重注意对地点信息的捕捉。Task 22b Listening（10分钟）1. Listen again. For each question check（）“Yes, I did.”“No, I didnt”2. Lead Ss to make conversations with the informatio

9、n in the chart.3. Ask Ss to look at the information in the chart, fill in the blanks.1. Read the activities loudly first. Then check.2. Make the conversations.3. Fill in the blanks and read.通过对听力信息的捕捉与理解，感知新句型过去时的一般疑问句:Did you? Yes, I did/No, I didnt.再通过把表格信息转换成对话练习形式，培养学生理解能力，同时加深对不定代词的理解与运用，在学生熟练对

10、话的基础上再对听力内容整合，要求学生完成短文填空，这样训练不仅对听力材料进行了二次处理，同时也能培养学生的综合运用能力。Task 3Pair-work（4分钟）This activity provides guided oral practice using the target language.Point out the example conversation.2. Work with your partner. Make your own conversation about the pictures.1. Two students read.2. Make conversations

11、 in pairs.通过口语训练的形式引导学生练习目标语言，及时巩固学以致用。Task 43a 3b （5分钟）Show the conversation and the words in 3a.Ask Ss to complete the conversation.Check the answer and ask Ss to read together.Show the letter and the words in 3b.Ask Ss to finish the blanks.Check the answers and read.Lead Ss to understand the mean

12、ing.Ss follow the teacher to finish 3a and 3b, then read and understand.这两部分主要针对不定代词进行练习，以对话和短文两种不同形式反复操练，使学生充分理解运用不定代词，习得巩固语言。Step 5 归纳总结，内化新知。 （2分钟）1.Review the key phrases2.Review the key sentencesSummarize and read them aloud为使所学新知识尽快纳入已有的认知结构，帮助学生理清40分钟的收获，建构知识网络，小结采取学生自主小结与引导概括相合。小结中学生“谈收获、议困惑

13、”及时梳理记忆。使学生加固知识结构，一目了然。Step 6分层作业，延伸新知。（1分钟）Make a survey:1.Ask and write: Ask your group questions in the box, and write down the information. 2. Report like this: In our group, everyone ate something special at a restaurant. Ss choose and do the homework.针对不同学生的实际，本次节作业分为homework1 and homework 2两项作业，以适应不同层次的学生。作业a比较简单，作业b要求根据所调查的信息写一份报告，无疑是为中上等学生准备的一道丰盛的午餐。这种分层设计使每一个学生都有所获，有事做。让每一个学生“跳一跳，够的着”，避免 “一刀切、一锅煮”现象，体现新课程的理念尊重学生的个体差异。七、板