Go for it 8A Unit 3What are you doing for vacation?教案
一、教學(xué)內(nèi)容分析
本單元是Go for it八年級(jí)上冊(cè)中第三單元“What are you doing for vacation?”。本單元的核心話題是談?wù)撐磥碛?jì)劃，課文始終圍繞這一主題展開，我們要學(xué)習(xí)如何談?wù)摷倨诘挠?jì)劃（Vacation plans），及對(duì)將來的安排（Future plans）。讓學(xué)生學(xué)會(huì)用what詢問將要干什么并回答；用when, who, where, how long, how等詞圍繞未來計(jì)劃進(jìn)行提問和回答。語言知識(shí)和語言技能部分主要是圍繞核心話題時(shí)設(shè)計(jì)安排了許多聽，說，讀，寫的任務(wù)活動(dòng)，來不斷豐富鞏固這一話題的詞匯及習(xí)慣短語。我將靈活運(yùn)用這些活動(dòng)，并將其中的一些活動(dòng)進(jìn)行變化或整合。
二、教學(xué)目標(biāo)分析
根據(jù)《英語課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合第三單元的教材內(nèi)容，我按語言知識(shí)、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面將本單元的教學(xué)目標(biāo)細(xì)化：
1、語言知識(shí)
1.語音:在日常生活中做到語音、語調(diào)基本正確、自然、流暢。
2.詞匯:（見教參）
3.語法:①現(xiàn)在進(jìn)行時(shí)表示將來用法及去做某事的go doing
②用what, when, where, who 等對(duì)句中的事件、時(shí)間、地點(diǎn)、人物等提問。
4.功能: 談?wù)撐磥淼挠?jì)劃安排
5.話題: 熟悉有關(guān)度假的內(nèi)容。
2、語言技能
1.能聽懂本單元學(xué)習(xí)活動(dòng)中的問題，做出較得體的回答。
2.掌握有關(guān)假期生活的動(dòng)詞且能熟練運(yùn)用；掌握wh-特殊疑問句的運(yùn)用。
3.能運(yùn)用所學(xué)詞匯詢問和表達(dá)未來打算，學(xué)會(huì)使用現(xiàn)在進(jìn)行時(shí)態(tài)表示未來計(jì)劃；
4.能圍繞未來計(jì)劃這一話題作較具體的描述。
5.能讀懂介紹未來打算的文章和日程安排。
6.學(xué)會(huì)書寫即將發(fā)生的假期安排或計(jì)劃和科學(xué)安排自己的假期活動(dòng).
3、情感態(tài)度
1.運(yùn)用所學(xué)語言，積極投身到實(shí)踐活動(dòng)中去，實(shí)踐自己的價(jià)值。
2.能在描述自己的計(jì)劃和打算時(shí)，激起學(xué)生更加熱愛祖國的美好河山和地球，從而為人類的美好明天貢獻(xiàn)自己的一份力量。
4、學(xué)習(xí)策略
1.能根據(jù)需要進(jìn)行有目的預(yù)習(xí)，使其對(duì)教師的教學(xué)內(nèi)容起補(bǔ)充作用。
2.抓住用英語交際的機(jī)會(huì)，在交際中把注意力集中在意思的表達(dá)上，必要時(shí)借助手勢(shì)和表情。
3.主動(dòng)參與學(xué)習(xí)活動(dòng)，善于和他人合作。
4.能利用網(wǎng)絡(luò)上的學(xué)習(xí)資源查找信息，用所學(xué)內(nèi)容進(jìn)行真實(shí)的交際，積極參與課外英語學(xué)習(xí)。
5、文化意識(shí)
1.初步了解英語國家的地理位置、歷史及假日的主要慶祝方式。
2.了解和熟悉當(dāng)?shù)氐乩恚囵B(yǎng)學(xué)生對(duì)本土文化的熱愛，實(shí)現(xiàn)跨學(xué)科交流的目的。
三、教學(xué)重難點(diǎn)
重點(diǎn)是‘talk about future plans’及本單元出現(xiàn)的詞匯、句型和語法。主要句型如下：
What are you doing for vacation? I am spending time with my friends
When are you going? I’m going next week.
How long are you staying? We are staying for two weeks.
難點(diǎn)①如何培養(yǎng)學(xué)生根據(jù)閱讀材料提高寫作能力。
②本單元出現(xiàn)的be+doing均表示“打算做某事”，這與以前所學(xué)的現(xiàn)在進(jìn)行時(shí)表“正在做某事”要學(xué)生注意通過上下文從意思上區(qū)分。
四、學(xué)情分析及教學(xué)策略
在上冊(cè)書中已學(xué)過用一般過去時(shí)談?wù)撨^去度假的表達(dá)，具有了學(xué)習(xí)本單元知識(shí)的認(rèn)知前提，能自然地與本單元話題進(jìn)行銜接。因此，在本單元的對(duì)話中，教師可鼓勵(lì)學(xué)生將過去度假的經(jīng)歷結(jié)合到本單元的對(duì)話中，充實(shí)對(duì)話內(nèi)容，同時(shí)復(fù)習(xí)一般過去時(shí)。談?wù)撐磥碛?jì)劃是人們?nèi)粘Ｉ钪杏龅降脑掝}，故學(xué)生喜于用英語表達(dá)此類知識(shí)。教師可在課前請(qǐng)學(xué)生在各種資料上查閱一些國內(nèi)外風(fēng)景名勝的情況介紹，包括其名稱、所在國、氣候、風(fēng)景特點(diǎn)等， 以便在對(duì)話時(shí)有更大的自由表達(dá)空間，同時(shí)與其他同學(xué)互相學(xué)習(xí)、互通信息。同時(shí)教師也查閱一些資料提供給學(xué)生。教師應(yīng)從學(xué)生的生活經(jīng)驗(yàn)和興趣出發(fā)，在課堂教學(xué)中應(yīng)設(shè)計(jì)任務(wù)型教學(xué)活動(dòng)，體現(xiàn)以學(xué)生為主體的教學(xué)活動(dòng)，讓學(xué)生在完成各項(xiàng)任務(wù)的過程中自主學(xué)習(xí)語言，提高綜合運(yùn)用語言能力。
五、主題語表
Beautiful, warm,
Sunny, nice Sports camp ，at home, on the beach, in the mountain
↑ ↑
Weather Places
↖
↙
Vacation plans ↗
↘
Vacation words
Description of the vacation
↓ ↓
Babysitting, spending time, visiting,
relaxing, going camping, go hiking, Relaxing,
exciting
going sightseeing, going fishing, going
shopping, go swimming, going bike riding, taking walks, renting videos
六、課時(shí)結(jié)構(gòu)
根據(jù)本單元教材的內(nèi)容、學(xué)生學(xué)習(xí)英語的特點(diǎn)和規(guī)律，我把本單元內(nèi)容整合為4課時(shí)：
Period1 (Section A 1a/1b/1c /2c SectionB1a/1b/4)
Period2 (Section A 2a/2b/SectionB2a/2b/ 2c /Selfcheck2)
Period3 (Section B2c / Section A 3a/3b/ 課外閱讀(go camping)/4)
Period4 (Just for fun/SectionB3a/3b/3c/ Selfcheck1/自編的Selfcheck)
每課時(shí)都有一個(gè)主題：Period1---Speaking，Period2---Listening, Period3---Reading, Period4--- Writing。但每課時(shí)都始終堅(jiān)持任務(wù)目標(biāo)→導(dǎo)說領(lǐng)先→活動(dòng)或討論→反饋或筆頭落實(shí)→環(huán)環(huán)相扣，逐步鋪墊。其根本目的在于突出重點(diǎn)，使課堂節(jié)奏緊湊，連貫，達(dá)到知識(shí)到能力的正向遷移。
七、教學(xué)過程設(shè)計(jì)
Period1
I.教學(xué)目標(biāo)：
1.知識(shí)目標(biāo)：
1).單詞： babysit, camp, bike, ride, sightseeing, fish, rent.
2).句型： What are you doing for vacation? I’m visiting my grandmother.
What’s she doing for vacation? She’s going camping.
What are they doing for vacation? They’re relaxing at home.
2.能力目標(biāo)：1）學(xué)完本課，學(xué)會(huì)學(xué)習(xí)談?wù)搶淼挠?jì)劃。
2）學(xué)習(xí)用現(xiàn)在進(jìn)行時(shí)表示將來時(shí)。
3）能積極思維，運(yùn)用所學(xué)單詞，短語及句型，結(jié)合實(shí)際生活進(jìn)行靈活運(yùn)用。
3.情感態(tài)度目標(biāo)：讓學(xué)生熟悉和理解不同的生活和度假方式。
II.教學(xué)重點(diǎn): 掌握本課新單詞和句型和怎樣談?wù)搶淼挠?jì)劃，及提高學(xué)生說的能力。
III．教學(xué)難點(diǎn)：掌握怎樣談?wù)搶淼挠?jì)劃的方法和提高學(xué)生說的能力。
IV. 教學(xué)設(shè)計(jì)：
Step1Brain storm
Collect the names of activities which said by students.
Step2 Revision (pair work)
Revise something about vacation by asking:
Where did you go on vacation?
How was your vacation?
Step3 Lead-in
①通過看a video 進(jìn)行match 來復(fù)習(xí)現(xiàn)在進(jìn)行時(shí)。
②Show students a big calendar which prepared before class, and say:
Today is Thursday. Two days later is Saturday. I am staying at home on Saturday. And I am not going out.
And ask students:
What about you? What are you doing on Saturday?
學(xué)生做出各種不同的回答，教師將句子I am staying at home on Saturday。及學(xué)生回答中的動(dòng)詞短語寫在黑板上，通過朗讀回顧知識(shí)。這里應(yīng)提醒學(xué)生注意be doing sth. 用現(xiàn)在進(jìn)行時(shí)代表將要發(fā)生的動(dòng)作，表示對(duì)未來的計(jì)劃和安排，譯為“我將要…”，“我打算…”，而不是正在做某事。
eg . What’s she doing for vacation? 她假期要做什么？
She’s babysitting her sister. 她要看她妹妹。
這是我們進(jìn)入初中以來第一次接觸到將來時(shí)。這種用現(xiàn)在進(jìn)行時(shí)表示將來動(dòng)作的用法，實(shí)際上在英語中是很常見的。
Step4 Presentation (SectionB1a /SectionA1a)
①National Day is coming. What are you doing for vacation?
(通過各種圖片來教學(xué)詞匯與短語--- going bike riding, going sightseeing, taking walks, going fishing, renting videos, camping, babysitting, exercising etc )
②Finish Section B 1a. Match the words with the pictures. Keys: d b c a e.
教師提醒學(xué)生，這些都是表動(dòng)作的短語，要求學(xué)生朗讀，然后造句。
③Finish Section A 1a. Look at the vacation activities in the picture. Make a list and add some more.
Step5: Listening (Section A 1b)
Listen to the conversations and number the picture[1-3]
We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．
Step6: Practice (Section A 1c)
利用先前出示的圖片來操練
What’s she/he/ doing for vacation?
What are they doing for vacation?
Step7: Survey (Section A 2c)
Ask classmates what they are doing for next vacation.
What are you doing for vacation?
Who are you going with?
Name Vacation plans
Li Chen He’s going camping with his parents.
Step8: Report
Good morning! In my group, Li Chen is …
Step9: Homework
①(P17 Survey) Make a survey about what your classmates’ weekend plans and write a report.
②預(yù)習(xí)Section A 2a/2b2c, Section B 2a/2b/2c
③查詢有關(guān)楠溪江之游的資料。
Period2
I.學(xué)習(xí)目標(biāo)
1.掌握有關(guān)假期生活的動(dòng)詞
2.假期里自己打算的簡(jiǎn)單表達(dá)
3.談?wù)摷倨谝龅氖虑榧翱赡艿那闆r。
4.談?wù)摷倨跁r(shí)旅游的天氣，旅游者以及食物等。
II.學(xué)習(xí)向?qū)?/p>
語言目標(biāo) 學(xué)習(xí)策略與思維技巧 重點(diǎn)詞匯
What are you doing for vacation?
I’m spending time with my friends.
When is she going?
She’s going on Monday / on the 12th /…
How long is she staying?
She’s staying just for four weeks. Role playing
Listening for key words. Spending time, babysitting, bike riding, sightseeing, fishing, take walks, rent, how long
語言結(jié)構(gòu) 語言功能 跨學(xué)科學(xué)習(xí)
Present progressive as future
Where, when, how long questions Talk about future plans 了解和熟悉楠溪江地理
III．主題思維圖及任務(wù)型活動(dòng)
IV．教學(xué)步驟：
Step 1: Warming up
Ask some students to report the result of the survey---weekend plans.
Step 2:Lead-in:
T: Your plans are exciting. Would you like to know the vacation plans of Hector, Susan and Molly.
Step 3: Listening
①Listen to the tape of Section A 2a, Before listening, and ask:
What are they doing for vacation?
②Section A 2b, Before listening, one question is given.
When are they going for vacation?
Who What When
Hector
Susan
Molly
③After checking the answers, and ask students to describe the 3 students’ vacation plans.
Step 4 Task one: show one’s own vacation plan.
Pair work and presentation.
Brain storm: (復(fù)習(xí)Section B 1b) let students speak out the vacation activities they’d like to do.
Step 5: Task two: Travel around.
①Section B2a Listen to the tape and check the questions the reporter asks.
②Section B2b Listen again and write He Yu’s answers to the questions they checked.
Step 6:Class work
Ask classmates about their vacation plan and fill in a chart.
Name Place Weather Activities When How long
Sample:
Name Place Weather Activities When How long
Mary Hongkong Sunny, warm and humid Going to the beaches, going to the Sea Park… Next summer Two weeks
Jim …
…
Step 7: Task three: Susan’s tour in Nanxi River.
Imagine you are a tourist guide from … agency. You plan the schedules with your group mates for Susan in Nanxi River.
The schedule must contains:
Where are you going? What are you doing there? What should tourists take with them?
Where are you leaving from? When are you leaving? What are you eating?
Step 8:Report:
Hi, Susan. I’m glad to tell you ...
Step9:Homework
①Write down your schedule and write a letter to her.
②Finish Section A 2c(Role play.)
教學(xué)點(diǎn)評(píng)及反思：
一．環(huán)節(jié)設(shè)計(jì)思路：
本課以聽說為主線，以三個(gè)環(huán)環(huán)相扣，循序漸進(jìn)的任務(wù)展開知識(shí)學(xué)習(xí)。
首先就以課本中的一段對(duì)話聽力引入，將學(xué)生自然帶入語言環(huán)境，并初步感受到本課的主要話題是談?wù)摷倨诨顒?dòng)。由此引出本課第一個(gè)任務(wù)，學(xué)生自己談?wù)摳髯缘募倨诨顒?dòng)安排，并為第二個(gè)任務(wù)做了鋪墊。學(xué)會(huì)陳述自己的情況之后，還要交流和了解他人的假期活動(dòng)，因此，第二個(gè)任務(wù)接踵而來，學(xué)生開始自由調(diào)查班級(jí)里其他同學(xué)的假期活動(dòng)安排是怎樣的。這個(gè)任務(wù)承上啟下，它引出本課的中心任務(wù)：即為Susan安排楠溪江之旅的日程。
二．課后反思：
本課在設(shè)計(jì)上聽說結(jié)合，相得益彰。首先給學(xué)生創(chuàng)造了一個(gè)語言環(huán)境，讓學(xué)生自然融入，然后，緩緩導(dǎo)入階梯狀任務(wù)鏈，循序漸進(jìn)，難度不斷加大，但坡度平緩，鋪墊充分且扎實(shí)，因此學(xué)生在完成最后的中心任務(wù)時(shí)亦不覺吃力，整堂課學(xué)生活動(dòng)充分，教師的引導(dǎo)點(diǎn)到為止，給學(xué)生較大的空間發(fā)揮和創(chuàng)造。
Period3
I.教學(xué)目標(biāo)：
1.知識(shí)目標(biāo)：
1).單詞： hike, yeah, away, send, get back, post card, how long, San Francisco, Hawaii, Tibet, Hong Kong.
2).句型：復(fù)習(xí)前面句型
2.能力目標(biāo)：1).繼續(xù)提高聽讀能力。2). 學(xué)會(huì)使用現(xiàn)在進(jìn)行時(shí)態(tài)表示未來計(jì)劃；掌握wh-特殊疑問句的運(yùn)用。3). 學(xué)會(huì)科學(xué)安排自己的假期活動(dòng)，能和合作伙伴互相交流，充分交換信息。
3.情感態(tài)度目標(biāo): 能在描述自己的計(jì)劃和打算時(shí)，激起學(xué)生更加熱愛祖國的美好河山。
II.教學(xué)重點(diǎn): 掌握本課新單詞和句型和學(xué)會(huì)科學(xué)安排自己的假期活動(dòng)并能靈活運(yùn)用于生活中。
提高閱讀能力
III．教學(xué)難點(diǎn)：同重點(diǎn)。
IV. 教學(xué)設(shè)計(jì)：
Step1 Make an interview
Role play. Student A is the reporter. Student B is He Yu. Student A , interview Student B.
Ask some groups to act it out in front of class.
這是上節(jié)課的作業(yè)，但在上課時(shí)，也應(yīng)該留點(diǎn)時(shí)間給學(xué)生模仿右邊方框中所給的表達(dá)作為開頭，進(jìn)行對(duì)話練習(xí)，然后在全班表演。學(xué)生應(yīng)盡可能用所學(xué)的的各種疑問詞提問。
Step2 Listening (Section A3a)
①Fill in the chart after listening.
Tony Lin Hui
Where are they going? Hong Kong
How long are they staying?
②Say a few sentences about Tony and Lin Hui. Eg. Tony is going to…
Step3 Read(Section A3a)
①Answer any difficulty raised by students. Meanwhile deal with the new words, phrases and sentences.
②在黑板上寫一些句子，讓學(xué)生對(duì)劃線部分提問。如：
I’m going to Tibet for a week.
He’s staying there next Sunday. etc.
③Read in pairs.
④Act it out before class.
Step4 Pairwork (Section A3b)
①請(qǐng)一名學(xué)生對(duì)左邊的表格作一簡(jiǎn)要的說明。讓學(xué)生說出自己的理解，如：這三列內(nèi)容分別代表人物、將去的地點(diǎn)和將停留的時(shí)間。Friday-Tuesday 應(yīng)讀做from Friday to Tuesday等。
②學(xué)生讀右邊方框中的對(duì)話，然后用左邊內(nèi)容替換相應(yīng)部分進(jìn)行兩人對(duì)話。也可將全班分成boys and girls or halves等，進(jìn)行齊聲問答。
③Say one sentence for everyone. ---Dave is going to his cousin’s house for a week. …
Step5 Reading
短文詞匯 讀完所用時(shí)間 閱讀速度 理解專練 作對(duì)題數(shù) 正確率
共234詞 分鐘 詞/分鐘 5題 %
Let’s go camping
What do we do when we go camp? First, we work out a plan. We take food, clothing, a knife, and things for cooking and eating. We take things to keep us away from insects and the sun.
Then we put everything into the car and we drive to the woods. We look for a place for campers (露營者) and we look for a good place for our tent(帳篷). The place should have a lot of moving air. This will keep some insects (蟲子) away. High land with water on both sides of it is good. Then we put up our tent. We put everything into the tent, and we are ready for fun. We can swim in the lake, walk in the woods, climb a mountain, row a boat, or go fishing.
In the evening we come back to the tent, we build a big fire because it can keep the insects away. We sit around the fire and talk. We may tell interesting stories or we may sing songs.
At night we lie down on the grass. We can look up at the stars. It is a busy day, so we try to go to sleep early.
Everything is dark. Everything is quiet. We hope we won’t hear music from the radio in the next tent. We hope it won’t rain.
Multiple choice:
1.Before going to camp we should first ___________.
A. draw up a plan B. take some food
C. take things to keep us warm D. take something for cooking and eating
2.We go to camp __________.
A. by bus B. by car C. by bike D. on foot
3.Campers can take part in ________ activities.
A. one or two B. only a few C. many D. two or three
4.In the evening we build a fire because ________.
A. it is cold at night B. it can keep us warm
C. it can keep the insects away D. it is dark and quiet
5.The campers like to ____ at night.
A. hear music from the radio B. go to sleep early C. have rain D. be busy
答案：A B C C B
Step6 Vacation Dreams
①Individual work. Write down your vacations dream with a few sentences.
②Group work. Read it aloud in your groups, and let listeners fill the following form.
Name Place Activities When How long
③Classwork. Report
Ask students to make a report in front of class.
Step7學(xué)生旅行社
學(xué)生分小組成立旅行社，根據(jù)學(xué)生人數(shù)最好成立四到五個(gè)。教師可以根據(jù)學(xué)生對(duì)各個(gè)省份和城市的了解及喜愛情況選擇旅行社的項(xiàng)目所在地，然后學(xué)生查找相關(guān)的資料，制定旅行計(jì)劃，撰寫各個(gè)景點(diǎn)的簡(jiǎn)介，計(jì)算旅行的花費(fèi)。教師可以利用綜合活動(dòng)的機(jī)會(huì)讓旅行社展示自己的企劃，用學(xué)生自己評(píng)選最佳創(chuàng)意、最佳路線、最佳導(dǎo)游等，鼓勵(lì)學(xué)生創(chuàng)造。
Step8 Homework
Groupwork: discuss and write a report. The plan of National Day. The plan must contains: who, what, where, when, how, how long, why, what kind of food, the people and the weather.
Period4
Teaching aims and demands
Knowledge: talk about future plans
Learn future tense
Moral education: communication with others freely.
Ability: Talk about things planned to happen
Difficult points：
進(jìn)行時(shí)表計(jì)劃安排, be doing sth表示在計(jì)劃中的將來要做的事情; on schedule打算將要做的事情，或根據(jù)判斷得出的結(jié)論。
Teaching methods: Task based
Step1 Warming-up
Greeting the whole class as usual.
Step2 Revision
1. Just for fun
Enjoy the cartoons together.
2.Free talking
What are you doing for vacation? How are you going there?
Where are you going? When are you going? How long are you staying?
Step3 Listening
1.Pre-listening
Ask some students to say something of the five pictures. eg: the names of the activities…
2.Let the student listen to 3a and answer the following questions:
Where did Ben Lambert’s go at first?
When is Ben Lambert leaving?
Step4 Reading
1. Pre-reading
①Let the students underline the names of the activities in the magazine article.
②Write the number of each picture next to the correct activity.
2. While-reading
What does Ben Lambert do?
Is he taking a long vacation or a short vacation?
Where did he plan to do at last? Why?
Which part of Canada is he going, in the north or in the south?
How many activities is he going to do? What are they?
3. Explain any question which raised by students.
4. Read aloud.
Let students read it loudly.
Step5 writing 3b
1. Ask the students to go through the whole passage, and grasp the main idea and ask the teacher to explain some difficult express.
2. Discuss what kind of words should be filled in the blanks in groups. Eg, places, activities, or time etc.
3. Fill in the blanks. After finishing it, ask some students to read out their own passages and others assess them together.
4. Read their own articles freely.
Step6 task
On the way to Canada, Ben Lambert is staying in Beijing for two days (Saturday and Sunday). Please plan schedules for him.
place of interests in Beijing:
Tian'an men Square 天安門廣場(chǎng) the Palace Museum 故宮
the Temple of Heaven 天壇 the Great Wall 長城
the Ming Tombs 明十三陵 the Fragrant Hills 香山
the Summer Palace 頤和園 the Ruins of Yuanming yuan 圓明園
History Museum 歷史博物館 The World Park 世界公園
Museum of Science and Technology 科技館Beijing Amusement Park 北京游樂園
①Plan schedules in groups
②Report the plan.
Good morning, Ben Lambert. I'm … from … Travel Agency. I'm glad to share the next two days with you…
③Write the plan.
④Correct a report in class.
Step8 Self-check1
①Ask the students to find the sentences with the five words--- leave, hear, plan, ask, hope in Section A and Section B, and pay attention to the meanings and usage of them.
②Let the students make sentences with the five words.
③Get the students to fill in the blanks with the proper forms, then check the answers together.
Step9 Self-check
1. I am going to spend my summer v with my sister.
2. Tom doesn’t have enough money to buy a house, so he has to r one.
3.What’s your p for this term.
4.A: What you ? B: I am my sister.
A: do; do; babysit B: are; doing; babysit
C: did; do; babysitting D: are; doing; babysitting
5.A: What is he doing for vacation? B: He is .
A: going camping B: go camp C: go camping D: going camp
6.I plan abroad.
A: go B: going C: to go D: is going
7. A: what are doing for vacation? B: .
A: Go to see a movie B: Going to see a movie
C: To go to see a movie D: Went to see a movie
8. It is a trip. You will feel very .
A: relaxing; relaxing B: relaxing; relaxed
C: relaxed; relaxed D: relaxed; relaxing
9. I am going hiking the mountain.
A: on B: to C: of D: in
10. A: are you going to stay there? B: a week
A: when; about B: how; for C: how long; for D: what; about
Key: vacation, rent, plan, D, A, C, B, B, D, C
Step8 Homework: (choose one )
①Finish 3c (Pretend you are a famous singer or football player. What are your vacation plans? Write an article.)
②Review the whole unit and preview Unit 4.
教學(xué)點(diǎn)評(píng)及反思：
一．環(huán)節(jié)設(shè)計(jì)思路：
本課從課本入手，用課本內(nèi)容引出課外活動(dòng)，層次清晰。
首先面向全體學(xué)生進(jìn)行簡(jiǎn)單的復(fù)習(xí)，目的在于鞏固幾個(gè)基本句型。然后把課本中閱讀的短文用聽力的方式引入，別出心裁。其主要目的在于營造較輕松的語言環(huán)境，緩解部分學(xué)生對(duì)于讀寫的畏懼心理。接下來，從聽說引入讀寫，給學(xué)生鋪墊知識(shí)的過程。讀寫并不脫離聽說，因?yàn)檎Z言是交流的工具，因此，在讀的過程中適當(dāng)穿插說，既練習(xí)口頭表達(dá)，又鞏固了讀的成效。最后，本課的中心任務(wù)自然引出，要學(xué)生為短文的主人公安排到北京旅游的日程。整個(gè)課堂設(shè)計(jì)由淺入深，循序漸進(jìn)，難度過渡非常自然。
二．課后反思：
學(xué)生是活動(dòng)的主體，課堂上大部分的時(shí)間交給學(xué)生，教師的引導(dǎo)是關(guān)鍵。如何一層層的導(dǎo)入，由易至難的階梯狀任務(wù)何時(shí)引入，如何引入都是關(guān)鍵所在。同時(shí)要注意的是，學(xué)生活動(dòng)之前的范例一定要明確清晰，要每個(gè)孩子都知道做什么和怎么做，活動(dòng)才會(huì)順利的開展，學(xué)生才能在活動(dòng)中有所得。
在課堂設(shè)計(jì)上體現(xiàn)了任務(wù)型教學(xué)的主導(dǎo)思想，以任務(wù)貫穿教師教學(xué)和學(xué)生活動(dòng)的各個(gè)環(huán)節(jié)。學(xué)生活動(dòng)的目的明確，每個(gè)步驟教師都給出了活動(dòng)所需的語言知識(shí)內(nèi)容，學(xué)生亦能準(zhǔn)確的使用目標(biāo)語言，在活動(dòng)中學(xué)習(xí)掌握知識(shí)。
八、 備課體會(huì)
1、本單元教學(xué)設(shè)計(jì)基于教學(xué)參考和課本資料。為了提高學(xué)生的綜合語言運(yùn)用能力，從聽、說、讀、寫這四個(gè)方面對(duì)教材內(nèi)容進(jìn)行合并，掉換順序，增或減，甚至有部分內(nèi)容作為作業(yè)去完成。但每課時(shí)除了突出主要語言技能外，又體現(xiàn)了其他語言技能。
2、教學(xué)任務(wù)設(shè)計(jì)主要圍繞以下幾個(gè)主題：①任務(wù)目標(biāo)。教學(xué)步驟中每一步都將成為下一教學(xué)步驟的鋪墊，在每一步驟中，教師設(shè)計(jì)具體任務(wù)，讓學(xué)生參與到課堂互動(dòng)中，并完成具體的任務(wù)。在寫作課中，Discussion能充分使學(xué)生如釋重負(fù)。②自主學(xué)習(xí)。本單元的主題任務(wù)，都要求學(xué)生在課余進(jìn)行資料收集、整理并在課堂上報(bào)告，對(duì)于基礎(chǔ)較弱的學(xué)校，教師可以事先收集資料讓學(xué)生課前閱讀。③著重思維培養(yǎng)，圍繞話題 future plans 進(jìn)行多方面的擴(kuò)展，并且能較好地利用 reading 部分，引發(fā)學(xué)生積極思維、討論。④課堂總結(jié)，當(dāng)堂鞏固。在授課過程中，在師生互動(dòng)中呈現(xiàn)并教授新學(xué)詞匯，并落實(shí)在課文和練習(xí)鞏固中。對(duì)于長句、難句，教師進(jìn)行控制性提問和分析。⑤盡量引導(dǎo)學(xué)生利用網(wǎng)絡(luò)資源。
3、課堂容量較大，四課時(shí)可能難以完成，在實(shí)際上課中很可能需要調(diào)整課時(shí)。