人教版八年级英语上册教案 Unit 1 Where did you go on vacation Section B

人教版八年级英语上册教案Unit1WheredidyougoonvacationSectionB一、教学目标1.语言知识目标学生能够掌握并运用以下单词和短语：paragliding,try,bird,bicycle,building,trader,wonder,difference,top,wait,umbrella,wet,becauseof。熟练运用以下句型进行交流：Whatadifferenceadaymakes!Andbecauseofthebadweather,wecouldn'tseeanythingbelow.MyfatherandIdecidedtogotoPenangHilltoday.Wewaitedoveranhourforthetrainbecausethereweretoomanypeople.Itwasrainingreallyhard.Wedidn'thaveanumbrellasowewerewetandcold.2.语言技能目标能够读懂关于假期经历的短文，获取关键信息，提高阅读理解能力。能够根据所给提示，用英语描述自己的假期经历，锻炼写作能力。能就假期活动进行流畅的交流，提升口语表达能力。3.情感态度目标培养学生积极分享生活经历的意识，增强学习英语的兴趣和自信心。通过了解不同的假期活动，拓宽学生的视野，激发学生对世界的好奇心。4.学习策略目标指导学生运用略读、扫读等阅读技巧获取文章大意和细节信息。鼓励学生在写作中运用正确的语法和丰富的词汇，提高语言组织能力。

二、教学重难点1.教学重点掌握重点单词和短语的用法。理解并运用相关句型描述假期经历。提高学生的阅读理解和写作能力。2.教学难点准确运用所学词汇和句型进行连贯、准确的写作。引导学生体会不同语境中语言的灵活运用，特别是一些较复杂句子结构的理解和运用。

三、教学方法1.情景教学法：创设各种与假期相关的情景，让学生在真实的语境中感受和运用英语。2.任务驱动法：通过布置阅读、写作等任务，引导学生自主学习和合作探究，提高语言综合运用能力。3.多媒体辅助教学法：运用图片、音频、视频等多媒体资源，丰富教学内容，增强教学的直观性和趣味性。

四、教学过程

1.Warmup(5minutes)GreetthestudentsGoodmorning/afternoon,class!Howareyoutoday?ShowsomepicturesofdifferentvacationsDisplaypicturesofbeautifulbeaches,mountains,bigcities,etc.onthescreen.Askstudents:Whatcanyouseeinthepictures?Wherewouldyouliketogoonvacation?Encourageseveralstudentstosharetheirideasbriefly.

2.Presentation(10minutes)NewwordsandphrasesShowapictureofapersonparagliding.Teachtheword"paragliding"andreaditaloud:/ˈpærəɡlaɪdɪŋ/.Letstudentsrepeatafter.Explainwhatparaglidingis:It'sakindofextremesportwhereapersonflieswithaspecialparachute.Showapictureofsomeonetryingtodosomethingdifficult.Presenttheword"try"anditspronunciation/traɪ/.Useitinasentencelike"ItrytolearnEnglishhard."Havestudentsrepeatthesentence.Displayapictureofabird.Teachtheword"bird"/bɜːd/.Showapictureofabicycle.Introducetheword"bicycle"/ˈbaɪsɪkl/andexplainitmeansatwowheeledvehicleforonepersontoride.Presentapictureofatallbuilding.Teachtheword"building"/ˈbɪldɪŋ/.Showapictureofatraderbargaining.Introducetheword"trader"/ˈtreɪdə(r)/andexplainitreferstoapersonwhobuysandsellsthings.Displayabeautifulviewandsay:"Iwonderwhatitwouldbeliketolivethere."Teachtheword"wonder"/ˈwʌndə(r)/anditsusageasaverbhere.Showtwopictureswithobviousdifferences.Presenttheword"difference"/ˈdɪfrəns/andusesentenceslike"Therearemanydifferencesbetweenthesetwopictures."Havestudentsreadandrepeat.Showapictureofthetopofamountain.Teachtheword"top"/tɒp/.Displaypeoplewaitingatabusstop.Teachtheword"wait"/weɪt/anduseitinsentenceslike"Wehavetowaitforthebus."Showanumbrella.Introducetheword"umbrella"/ʌmˈbrelə/.Showawetperson.Teachtheword"wet"/wet/anduseitinasentence:"Hegotwetintherain."Writethephrase"becauseof"ontheboardandexplainitsusage.Forexample,"Wedidn'tgotoschoolbecauseoftheheavysnow."Havestudentsmakesentenceswithit.

3.1aMatching(5minutes)TaskintroductionPresentthesixwordsandphrasesontheleftsideof1a:paragliding,try,bird,bicycle,building,trader.Showthesixpicturesontherightsidewhicharerelatedtothesewords.MatchingactivityLetstudentsmatcheachwordorphrasewiththecorrectpictureindependently.Walkaroundtheclasstocheckstudents'progressandofferhelpifnecessary.AnswerscheckingInviteastudenttoetothefrontoftheclassandpointoutthematches.Explainthereasonsforeachmatchtoreinforcestudents'understanding.

4.Reading(15minutes)PrereadingShowapictureofPenangHillandaskstudentssomequestions:DoyouknowwherePenangHillis?Whatdoyouthinkyoucandothere?Presentthetitleofthereadingpassage"WhataDifferenceaDayMakes!"andaskstudentstopredictwhatthepassagemightbeabout.WhilereadingHavestudentsreadthepassagequicklytogetthemainidea.Ask:What'sthemainideaofthispassage?Encouragestudentstoanswerinoneortwosentences.Themainideaisaboutthewriter'striptoPenangHillwithhisfatherandtheunexpectedthingsthathappened.Readthepassageagainandaskstudentstoanswerthefollowingquestions:Whatdidthewriterandhisfatherdecidetodotoday?(TheydecidedtogotoPenangHill.)Whydidtheyhavetowaitoveranhourforthetrain?(Becausethereweretoomanypeople.)Whatwastheweatherlikeonthetopofthehill?(Itwasreallybad,cloudyandrainy.)Couldtheyseeanythingbelow?Why?(No,becauseofthebadweather,theycouldn'tseeanythingbelow.)Letstudentsworkinpairstodiscusstheanswersandhelpeachotherifthereareanydifficulties.PostreadingChecktheanswerswiththewholeclass.Explainsomedifficultsentences:"Whatadifferenceadaymakes!"Thisisanexclamatorysentence.Itmeansthatthesituationhaschangedalotinjustoneday."Andbecauseofthebadweather,wecouldn'tseeanythingbelow."Explaintheusageof"becauseof"here,whichisfollowedbyanounoranounphrase.

5.Languagepoints(10minutes)重点词汇讲解paragliding继续拓展其用法，如：Ihadanexcitingexperienceofparaglidinglastyear.（去年我有一次刺激的滑翔伞体验。）让学生用"paragliding"造句，互相分享。try讲解其常见短语，如：trytodosth.（尽力做某事）和trydoingsth.（尝试做某事）。举例：Itrytogetupearlyeverymorning.（我每天早上尽力早起。）Shetriedrunningtoloseweight.（她尝试跑步来减肥。）wonder除了作动词"想知道"，还可作名词"奇迹"。例如：TheGreatWallisoneofthewondersoftheworld.（长城是世界奇迹之一。）让学生用"wonder"的不同词性造句。difference讲解其形容词形式"different"和短语"makeadifference"（有影响，起作用）。例如：Weshouldmakeadifferencetotheenvironment.（我们应该对环境产生影响。）重点句型讲解Whatadifferenceadaymakes!强调这是一个感叹句结构，引导学生分析其语法：What+(a/an)+形容词+可数名词单数+其他成分！让学生模仿这个句型造一些感叹句。becauseof再次强调其与"because"的区别：becauseof后接名词、代词或动名词等；because后接句子。举例对比：Hedidn'tgotoschoolbecausehewasill.（他没去上学因为他病了。）Hedidn'tgotoschoolbecauseofhisillness.（他没去上学因为他的病。）

6.1bListening(5minutes)TaskintroductionExplaintostudentsthattheywilllistentoaconversationaboutavacationandtheyneedtofillintheblanksinthechart.ListeningPlaytherecordingof1bforthefirsttime.Studentsjustlistenandgetageneralidea.Playtherecordingagain.Studentsfillintheblanksinthechart.AnswerscheckingAskstudentstoreadouttheiranswersonebyone.Playtherecordingonemoretimeiftherearestillsomeunclearanswers.

7.1cPairwork(5minutes)ActivityinstructionsHavestudentsworkinpairs.OnestudentisAandtheotherisB.StudentAlooksatthechartin1bandasksStudentBquestionsabouthis/hervacationusingtheinformationinthechart.StudentBanswersaccordingtohis/herownsituation.Forexample:A:Wheredidyougoonvacation?B:Iwenttothemountains.A:Whatdidyoudothere?B:Iwentparagliding.ModeldemonstrationInviteapairofstudentstoetothefrontoftheclassanddoamodeldemonstration.GrouppracticeLetallthepairspracticetheconversationintheclassroom.Walkaroundtolistentotheirconversationsandoffersomelanguagehelpifneeded.

8.2aPrediction(3minutes)TaskpresentationShowapicturerelatedtothecontentofthesecondreadingpassage.Presentthetitleofthepassage"TheWorld'sMostDangerousSports?"andthethreequestionsbelowit.PredictionactivityAskstudentstolookatthequestionsandpredictwhatthepassagemighttalkabout.Encouragestudentstosharetheirpredictionsingroupsoffour.

9.2bReading(10minutes)WhilereadingHavestudentsreadthepassagequicklytoanswerthequestion:Whatarethetwodangeroussportsmentionedinthepassage?Theanswersarebungeejumpingandrockclimbing.Thenreadthepassageagainandaskstudentstofillintheblanksinthechartonpage9:DangeroussportsBungeejumping:Peoplejumpfromaveryhighplacewitharopetiedtotheirlegs.Rockclimbing:Peopleclimbupordownsteeprocks.ReasonfordangerBungeejumping:Youmayhitthegroundorotherobjects.Rockclimbing:Youmayfallandgethurt.PostreadingChecktheanswerswiththewholeclass.Explainsomenewwordsandphrasesinthepassage,suchas"risk"(n.风险；危险),"challenge"(n.&v.挑战),etc.

10.2cDiscussion(5minutes)DiscussiontopicAskstudentstodiscussingroups:Whydosomepeoplelikedangeroussports?GroupdiscussionDividetheclassintogroupsoffourorfive.Eachgrouphasadiscussionandwritesdowntheirideasonapieceofpaper.GroupsharingInviteeachgrouptosharetheirideaswiththewholeclass.Somepossiblereasonscouldbe:Theyliketheexcitement,theywanttochallengethemselves,theyenjoythefeelingofaplishmentafteroveingthedanger,etc.

11.2dRoleplay(10minutes)RoleplaypreparationHavestudentsreadtheconversationin2dcarefully.Askthemtopracticereadingitinpairs,payingattentiontothepronunciation,intonationandexpressions.RoleplayperformanceInviteseveralpairsofstudentstoetothefrontoftheclassandperformtheroleplay.Aftereachperformance,asktheotherstudentstogivesomements,suchasthefluencyofthelanguage,thenaturalnessoftheexpressions.LanguageimprovementBasedonthements,havetheperformersimprovetheirroleplayandperformagainifpossible.

12.Writing(10minutes)WritingtopicAskstudentstowriteashortpassageabouttheirownvacationexperiences.Theycanusethewordsandphrasestheyhavelearnedinthissection,suchastheactivitiestheydid,theplacestheywent,thepeopletheymet,etc.WritingstepsStep1:BrainstormingLetstudentsthinkabouttheirvacationmemoriesforafewminutesandwritedownsomekeypointsonadraftpaper.Step2:DraftingHavestudentsstartwritingtheirpassagesaccordingtothekeypoints.Remindthemtousecorrect