1、 Unit1 Section B 2a-2e 教案 【教材版本与册数】新目标人教版八年级上册【单元名称】Unit 1 Where did you go on vacation? 【课时】Section B2a-2e（第4课时）【课型】Reading（阅读课）教材分析本单元围绕“节日和假日 ( holidays and vacations)”这一话题，展开形式多样的听、说、读、写学习活动。能正确使用一般过去时和不定代词的用法来询问及叙述假期活动和谈论度假的感受。本单元Section A通过谈论假期活动，首先复习、巩固对一般过去时的理解和运用，侧重与假期活动有关的词汇和语言结构的学习，以及该话题下
2、的听说训练。Section B 进一步拓展了此话题，由对假期活动的询问及叙述转向描述及谈论度假的感受；在语言上，除进一步综合训练、巩固section A所学重点语言内容外，学习正确、得体地运用相关形容词描绘假期活动，表达自己的感受成为这一部分的一项重要任务；在语言技能上，则由听、说转向综合性地听、读、写的训练。通过本单元的学习使学生学会用得体的语言询问及叙述假期活动和谈论度假的感受，了解国内外著名游览胜地。2a-2e为本单元阅读板块。活动2a从学生的已有认知出发，要求学生谈论假期干了些什么事以及哪些活动是有乐趣的，为2b的阅读活动做准备。2b以英语日记的形式，讲述了一名学生和家人在马来西亚度假
3、期间的见闻和趣事。阅读文本拓展了常用词汇和短语，也为后面书面表达提供了参考词汇。2c部分通过问题形式加深对文本的理解和巩固。2d是语篇于都知识的迁移和延伸，让学生完成一个以对话的方式来复述文本内容。2e 是读后拓展活动，是对阅读信息的迁移运用，也是对一般过去时用法的一个巩固。同时对比三篇日记的感受，思考并运用所学知识表达自己的观点。教学目标（一）语言知识目标：1.语音、词汇：通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、和短语：activity， decide ，try ，bird ，bicycle， building ，
4、trader， wonder， difference top ，wait ，umbrella，wet ，below， enough， hungry， hill， duck， dislike，feel like ， because of.2.语法：能正确使用一般过去时和不定代词的用法来询问及叙述假期活动和谈论度假的感受。3.功能：能用以下句型谈论假期活动A: Where did you go on vacation ?B: I went to New York City.A:Oh,really?Did you go with anyone?B: Yes, I went with my famil
5、y.A:What did you do ?B: I went to the Center Park.A:How was your trip?B:It was excellent.4. 话题：能谈论过去的假期活动及度假感受。（二）语言技能目标：1.听：学生能听懂全堂课英语课堂组织语言并执行相关指令。2.说：学生能运用目标语言就度假活动表达他人及自己的相关经历跟思想。如：A: Where did Lisa go on vacation ?B: Shewent to Hong Kong.A:Did she do anything special?B: Yes. A:What did she do?
6、B:She went to a fun park,went shopping,bought something for her best friend. A:How was her trip? B: It was excellent.3. 读：学生能读懂阅读材料获取相关信息。4. 写：学生能够完成书上2c,2d,2e的空格填写。（三） 学习策略目标：1.能运用阅读技巧来获取信息，据信息有所思辨，养成有阅读策略的良好习惯。3.能利用话题思维导图加工文本知识，重视文本结构。（四） 情感态度目标：能以积极的情感态度，有克服学习中的一些困难的勇气有合作学习精神去主动学习。同时通过分享他人度假经历去热爱
7、大自然热爱生活。（五） 文化意识目标：了解国内外著名游览胜地，如：马来西亚、槟城山等。教学重难点教学重点：1. 通过学习掌握生词、短语和语言点用法。2. 通过运用阅读技巧语篇阅读，获得相关信息，提高学生们的综合阅读能力。教学难点：1.通过语篇阅读，识记词汇短语语言点用法。2通过运用阅读技巧语篇阅读，获得相关信息，提高学生们的综合阅读能力。建议教法阅读课的“3P”教学模式 ： Ppresentation（读前呈现）P-practice（读中理解记忆）P-production（信息及语篇输出）设置情景意义操练 设计读后活动任务，先模仿再迁移总结并设置任务提升学生语言运用能力教学流程（详见相应教学活
8、动）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2.阅读活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3.阅读的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。附：教学活动设计步骤过程教师活动与学生活动目的持续性评价1预备与激活先期知识Step 1Greeting and Leading in 问候、热身、导入学习文本谈论过生日事宜。(3mins )1.T:Check the answers that Ss have done through the “IIQEE strategies”. S
9、: Ss prepares and reviews and finishes something.T:T asks and show the pictures “I had a summer vacation. Do you want to know where I went and what I did?” And Ss can ask me some questions. T show the pictures and talk about where I went and what I did. S：Ss. See the pictures ,guess and ask some que
10、stions“Where did you go on vacation? Did you go out with anyone? How was the food and weather? Did you buy any gifts?”T:Ask Ss to talk about themselves as T with these questions.S:Ss talk about themselves as T with these questions.利用IQEE策略利用旧的词汇来与本堂课的话题词汇建立起记忆连接。简单有效的激活学生与此话题相关的背景知识激活学生的前期知识。通过课前的预习
11、，培养学生的“IIQEE”学习策略，培养学生良好的预习习惯,扫清部分听力阅读词汇障碍。真实情景式导入话题，与生生活经验产生共鸣，既是对旧知识的复习也能激发学生本堂课的学习兴趣，为后续阅读教学活动做铺垫。大部分学生是否能据灯片提示准确回答出词义。大部分学生是否对分享的旅游及图片感兴趣。大部分学生是否能举手主动谈论话题内容；2获取新知识3深度加工知识4评价学生学习Step2Before reading (3mins)Step3While reading (15 min.s)Step 4After reading(7mins)Step5 free talk（5mins）Step6 practice
12、and sum up2. T：Theres a survey about vacation. Please help me finish. And check.“ What do people usually do on vacation? What activities do you find enjoyable?” S:Ss. read and finish the exercise.1.T：Jane had a good time in Penang，too. Now lets read her diary to know something about this beautiful p
13、lace.S：Ss follow.2.T：Read Janes diary entries about her vacation and answer the questions：Did Jane have a good time on Monday?Yes, she was. B. No, she wasnt. Did Jane have fun on Tuesday? A. Yes, she was. B. No, she wasnt.S： Read and find the answers.答案：A,B3. T：Please read the first diary and answer
14、 the following questions. Group check, then check with T.S: Ss read Janes first diary with questions and fill in the blanks.And check.答案：3.Read Janes second diary and write “T” or “F”.Group check, then check with T.They went to the top of Penang Hill on foot. Only a few of people waited for the trai
15、n. The weather was terrible. Janes father brought enough money. The food tasted boring.S: Ss read Janes first diary with questions and fill in the blanks. And check.答案：F,F,T,F,F4. T:Read Janes diary entries again. Fill in the chart of 2c.Group check, then check with T. S:Ss. read Janes diary entries
16、 again. Fill in the chart. Then check. 答案：1.T：Complete the conversation about Janes trip to Penang of 2d using the information in the diary entries. Group check, then check with T.S：Ss finish the task and check.答案：went,Malaysia,did,family,sunny,paragliding,rode,father,was,waited,wet,umbrella,enough.
17、2.T：Imagine Jane went to Penang Hill again and had a great day. Fill in the blanks in her diary entry with the correct forms of the verbs in brackets. Group check, then check with T.S：Ss finish the task and check.T:Did Jane have the same feelings of the three-day holiday?S:Ss say “no”.答案：was, went,
18、walked, started, saw,stopped, drank, walked, got ,was, looked.1.T: T ask Ss” Do you want to go out to enjoy the nature?”And Lead Ss. to know “the same person may have different feeling about same things .And different people have different feelings about same things. Be yourself!”S：Listen, answer an
19、d think. 2 .T:Lets see a mind-map to retell the diary and get t to know the structure of a passage to help us read a and write.SS:Ss. retell them together ,and get to know the structure of a passage.4.T:Lets learn some language points . S: Observe, listen and write.1.T: Lets do some practice then ch
20、eck. S: Finish some exercise and check. 2.Summary.T：Sum up what we learnt this lesson. 1).The structure of the passage. 2) .the skills of reading-skim and scan.3. Homework.1) . Write a letter to your friend about what you did on your vacation. 2) . Preview the new words and expressions of p7-8 on th
21、e textbook.既是对旧知识的复习也能激发学生本堂课的学习兴趣，为后续阅读教学活动做铺垫。基于前面的铺垫顺其自然的导入新课。“read for information”培养学生快读的阅读技巧，体现skimming 略读的阅读策略渗透。“read for information”培养学生寻读的阅读技巧，体现scan 略读的阅读策略渗透。“read for information”培养学生寻读的阅读技巧，体现scan 略读的阅读策略渗透。“read for information”培养学生寻读的阅读技巧，体现scan 略读的阅读策略渗透。检测学生细读略读懂文本，也是对文本信息的一个迁移运用。
22、培养学生的想象力，同时复习运用一般过去时。“read for thinking”就文本故事三日假期日记事件及感受让学生外出享受大自然热爱生活，让学生思辨“不同的让不同的感受，做好自己。”培养学生重视文本结构来帮助我们读阅读和写作。通过前面对语言的感知后再来学习重点语言点。 通过小结本堂课所学来当堂练，再次检测和巩固本堂课所学。【提示：此处课堂上教师可让学生使用优教同步学习卡进行抢答，根据结果反馈，进行精准教学。】再次为学生理清本堂课重点，小结本堂课所学。检测学生在课后是否能基本运用本堂课的目标语言，体现对学生的可持续性评价。同时培养学生养成良好的预习习惯。大部分学生是否能举手主动谈论话题内容；大部分学生能否跟着老师的引导走。学生能否运用阅读技巧完成任务。学生能否运用阅读技巧完成任务。学生能否运用阅读技巧完成任务。学生能否运用阅读技巧完成任务。学生是否能正确填空。学生是否能正确填空。大部分学生能完成任务。学生能否通过思维导图能否感知并重视文本结构。大部分学生是否能准确理解并记录下语言点。大部分学生能否正确给出答案。大部分学生根据老师提示能否回忆起本堂课内容。大部分学生能否及时的有质量的完成作业。
