初中英语 人教版八上Unit 1 Where did you go on vacation Section B Reading and Writing上课教案

Unit1Wheredidyougoonvacation?SectionBReadingandWritingTeachingPlanPart1GeneralIntroductionGuidingideologyCoreCompetenceofEnglishSubject,theViewofEnglishLearningActivitiesandStructuredOverviewOrganizer.AnalysisofteachingmaterialThethemeofthepassageisHumansandSociety.What:Thethemeofthispassageishumansandsociety.Thetopicofthisunitisholidaysandvacations.Thefunctionistotalkaboutpastevents.Thetypeofthislessonisreadingandwriting.Thematerialsaretwoparts.Thefirstpartistwodiaries,whichrecordJane’svacationinMalaysia.Thesecondisawritingtaskaboutatraveldiary.Why:Thereadingmaterialcanbeusedasanexcellentmodeldiary.Itnotonlyhelpsstudentsreviewsometargetsentenceslearned,butalsohelpsthemlearnhowtowriteatraveldiaryinthecorrectformat.Studentsareexpectedtorecordtheirtravels,vacations,thesceneryofthecountryintheirlife.Besides,thematerialisintendedtoencouragestudentstorecordthebeautyofourdailylifeandloveourlife.How:Thereadingmaterialprovidestwotraveldiariesforstudentswithsomeimportantinformationsuchaswho,where,when,what,whyandthefeelingsofpeople.Thewritershowsthedifferencesbetweenthetwodays’travelsinthediary.Theyarekeptinsimplepasttenseandfollowedtheorderoftime.ThewriternotonlydescribedJane’sactivitiesbutalsodescribedthechangesofherfeelings.What’smore,thematerialalsoprovidesstudentswithsomenewwordsandsentencestructurestohelpexpresswhatpeopleseeandthink.Inmypointofview,thewritertriedtoencouragestudentstorecorddailylifeandfindthebeautyandloveinourcommonlife.AnalysisofthestudentsThetargetstudentsareEnglishlearnersinGradeEight.Besides,theyhavebasicEnglishreadingandwritingskills.Whattheyknew:TheyhavemasteredtheformofsimplepasttenseinUnit11andUnit12sincelastsemester.Theyhavealreadylearnedbasiclanguageknowledgetotalkaboutthevacations.Soitwillbeeasierforthemtodescribetheirvacationactivitiesinsimplepasttense.Whattheywonder:Somestudentshaveproblemsinwritingthetraveldiarybyusingthecorrectformtodescribethevacations,sotheywanttolearnandimprove.Somestudentsmaywonderhowtowritetheirowndiariesbyusingthecorrectformtodescribethevacations.Whattheywilllearn:Theywillreadandfindthekeyelementsinthetraveldiariesthenlearnhowtowriteatraveldiary.TeachingObjectivesAttheendoftheclass,studentswillbeableto:concludethekeypointswhenwritingatraveldiary;analysethewritingstructureafterreadingthetwodiaryentries;createtheirowntraveldiariesbyimitatingthewritingofJane;improvetheirwritingbydifferentwaysofevaluation.Important&difficultpointsTeachingimportantpoints:helpstudentsconcludethekeypointswhenwritingatraveldiaryandanalyzethewritingstructureafterreadingthetwodiaryentries.Teachingdifficultpoints:helpthemtocreatetheirowntraveldiariesbyimitatingthewritingofJaneandimprovetheirwritingbydifferentwaysofevaluation.TeachingapproachandaidsActivity-basedapproach,Cooperativelearningapproach,learningsheetsandablackboard.Part2TeachingProcedures教学目标教学活动教学评价Leadinthetopic（学习与理解）Freetalkaboutvacationactivitiesandshowstudentsmywayofrecordingtripsandaskabouttheirs.Lead-inJane’swayofrecordinghertrips.根据学生实际回答问题的情况，了解学生对于该话题的已知和未知。根据匹配活动结果评价学生对于新授词的掌握程度，并给予及时纠正和指导。设计意图：通过图片及freetalk创设语境，激发学习兴趣，为接下来的阅读活动顺利开展做好准备；利用视频，激活学生已知知识，培养学生的预测能力。（感知与注意、获取与梳理、概括与整合）concludethekeypointswhenwritingatraveldiary（学习与理解）AskstudentstoreadquicklythenchoosetheproperstyleofthepassageAskstudentstomatchthephraseswiththeirChinesemeanings.Leadthemtoreadthefirst2sentencesofthe1stdiaryandconcludesomeoftheelementsinwritingdiaries.根据学生作答情况，及时给予反馈和协助，观察学生回答问题的表现。通过追问了解学生对于日记文体的了解程度，观察学生获取的信息是否准确，回答问题时使用的语言是否正确。引导学生关注文章时态，根据问题回答给予及时的纠正和指导。设计意图：读中活动通过设计不同层次类型的活动如readforthestyle,readforthedetails等帮助学生理解文本，进一步感知文本，梳理并学习范文结构。（获取与梳理、概括与整合）concludethekeypointswhenwritingatraveldiary（学习与理解）Studentsreadthe1stdiarythenfindsomeofthewritingelementsReadtofindtheactivitiesJanedidinthefirstdiary.Askstudentstoreadthelast3sentencesandanalyze.观察学生梳理的内容和结构是否清晰，要点是否清楚。观察学生小组讨论和小组展示中能否较准确地表达自己的观点和想法。根据需要给出必要的指导和反馈。设计意图：通过深入研读第一篇日记，通过发现，归纳然后总结，深入感知文本，为接下来的应用与实践做好准备。（获取与梳理、概括与整合）analysethewritingstructureafterreadingthetwodiaryentries（应用与实践）Studentsarerequiredtoreadthe2nddiarythenanswerthequestionsAskthemtothinkandanswerthequestion:whichdaydoyoulike?Concludethewritingdetailsofthepassagewiththestudents.观察学生回答问题时的语言是否准确，时态是否正确。对于学生的回答给予及时的评价。引导学生联系生活实际，深入思考。总结文本结构时，关注学生对于日记要素的掌握情况，并作出指导。设计意图：通过自己研读第二篇日记的写作结构，通过发现，归纳然后总结，内化写作方法，为接下来的迁移与创新环节做好准备。此外，通过对比感知，深入思考，揭示本节课的育人价值:It’snormaltomeetdifficulties,butwestillneedtobeoptimisticandloveourlife.艰难险阻是常态，风雨无阻是心态。（分析与判断，内化与运用）createtheirowntraveldiariesbyimitatingJane’sdiariesandimprovetheirwritingbydifferentwaysofevaluation（迁移与创新）Askstudentstowritetheirowndiariesthenchoosesomestudentstojudgeandaskstudentstomutual-evaluateothers’观察学生能否在写作过程中表达自己的观点，并及时给予帮助。评价学生初稿中综合语言的运用，给予指导和反馈。设计意图：引导学生综合运用本课所学知识与框架，写出初稿。通过给出学生具体评价模板（附后），让学生在互评环节有据可依，同时为后续的二稿修改指明方向。（批判与评价、想象与创造）HomeworkCompulsory:Pleasegiveyourselvesascoreandpolishyourwritingaccordingtothechart.Optional:1.JanewenttoPenangHillagainonJuly17th.Itwasas