1、Unit 1 Where did you go on vacation?Section A 1 (1a-2c)教材及學(xué)情分析本單元的主題是節(jié)日與假期，在進行教學(xué)設(shè)計時，從學(xué)生的興趣、知識基礎(chǔ)、認知特點和智力水平等進行了設(shè)計。本節(jié)課以假期活動為主線，注重對學(xué)生的聽說進行訓(xùn)練，目的是讓學(xué)生運用一般過去時態(tài)在情境中進行假期活動的口頭描述。讓學(xué)生在交際活動中學(xué)會如何正確用英語談?wù)撟约汉驮儐査诉^去的事情與經(jīng)歷，重在培養(yǎng)學(xué)生的語言運用能力、實踐能力、合作能力及創(chuàng)新意識。同時，一般過去時態(tài)是初中學(xué)生需掌握的八大時態(tài)之一，在日常生活中進行談話時經(jīng)常會用到這種時態(tài)，因此，于學(xué)生而言，學(xué)好此種時態(tài)并能正確和熟練

2、運用是非常有必要的。教學(xué)目標： 1. 知識目標：1) 能掌握以下單詞anyone, anywhere, wonderful, quite a few, most, something的讀音，能達到會聽說會運用。 2）能掌握以下句型： Where did you go on vacation? I went to the mountains. Where did Tina to on vacation? She went to the beach. Did you go with anyone? Yes, I did./No, I didnt. 2) 能了解以下語法： 復(fù)合不定代詞someone

3、, anyone, something, anything等的用法。3）一般過去時態(tài)的特殊疑問句，一般疑問句及其肯定、否定回答。2能力目標：1）學(xué)習(xí)談?wù)撨^去發(fā)生的事件2）學(xué)會談?wù)摱燃倩顒?）能夠以用所學(xué)舉行簡單記錄自己的假期活動。3. 情感目標：本節(jié)課學(xué)習(xí)內(nèi)容與學(xué)生的生活息息相關(guān)，容易激發(fā)學(xué)生的學(xué)習(xí)興趣，從而樂于運用簡單的英語與他人進行交流。學(xué)習(xí)活動中學(xué)生通過交換對過去發(fā)生的事情的描述及看法，能促進學(xué)生之間和師生之間的情感交流，增進友誼。教學(xué)重難點1. 教學(xué)重點：1) 用所學(xué)的功能語言交流假期去了什么旅行。2) 掌握本課時出現(xiàn)的新詞匯。2. 教學(xué)難點：1) 復(fù)合不定代詞someone, any

4、one, something, anything等 的用法。2) 一般過去時態(tài)的特殊疑問句，一般疑問句及其肯定、否定回答。教學(xué)過程.Warming upApproaches:1.Cheer up the students by reading “Our Slogan” louder.2.Practice reading the “Tongue Twister” on the screen.Purpose: This activity can create an English-learning environment. The students can focus on the class v

5、ery quickly. Reading tongue twister can improve students pronunciations and oral English.Presentation Approaches:1. Show the title on the big screen. Let the students know that they are going to learn something about vacation. 2. (Brainstorm Time) Show them the key words “vacation activities”, and l

6、et them have a brainstorm.3. (Video Time) Let the students watch a video, then answer the questions: How was Zooms vacation? What did he do last weekend? Then write the structure of the Simple Past Tense on the blackboard.Purpose: This step of Brainstorm Time can encourage students to think as many

7、words or phrases as possible, it can help them think in English. The video can not only lead in the Past Tense, but train the students listening ability.III.PracticeApproaches:1. (Pair work Time) Show them some activity pictures and key sentence structures on the screen), and get them to ask and ans

8、wer in pairs. Tell them they can also give answers different from the pictures.Purpose: This step can create a real communicative situation for students to practice speaking English.2. (Matching Time)Ask students to come to activity 1a, that is to say, read the seven phrases and match the activities

9、 with the pictures, then check their answers.Purpose: The step can helps students review vocabulary and phrases.3.(Listening Time) Tell students to focus more on listening materials and number the people in the picture. Students can also limit the possible choices of their answers by noticing whethe

10、r the name is male or female before listening. After listening, check their answers by asking “who is this boy? Or who is this girl?” .Purpose: The step can help students recognize the target language in natural speech.4.(Talking time) Ask students to work with a partner, make their own conversation

11、s about the people in the picture. If possible, encourage them to ask and answer with their textbooks closed. As they talk, move around the classroom and give any help they need. Purpose: This can help students use the target language in natural speech. IV.Bingo GameApproaches:1.Show students a Spee

12、d Dial, and tell them to draw it on one piece of paper, then show them 12 words on the screen and get them read the words by themselves first.2. Tell students the game rules: choose nine words they like and fill in the nine boxes on the paper, listen to the short passage you read carefully, when hea

13、ring the word, you read, they can cross the word, the student who can get three words in one line can immediately stand up and say “Bingo”, then he or she is the winner.3. Read two short passages about Helens and Ricks vacation, students listen carefully and devote to the game. When students say “Bi

14、ngo”, check their results and then give the winners a round of applause.Purpose: Students listening ability can be greatly improved by playing the game often. During the game, from the beginning to the end, they hear lots of English, meanwhile they play the game happily, listening practice has been

15、improved in the game. What a pleasure!V. Consolidation of listening and speakingApproaches:1.(Listening Time)1.1Tell Ss they will hear conversations about three students conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No. 1.2. Let Ss read the phras

16、es in the chart of 2b. 1.3. Play the recording the first time. Ss listen and fill in the chart. And them play the recording a second time for the Ss to check “Yes, I did.” or “No, I didnt. ” 1.4. Check the answers with the Ss by asking “Did Grace go with anyone? Did Kevin swim? ” and so on. After ch

17、ecking, write “anything special, anything interesting, anywhere interesting” on the blackboard, explain the usage of these infinitive pronouns and infinitive adverbs.Purpose: To give students listening practice with the target language and give students practice in listening for specific items in co

18、nversations.2.(Role-play Time) Give students a sample conversation between Grace and Julie, let them role play them and act out conversations. First let them find a partner and prepare for it, them act out their conversation. If possible, with books closed, just looking at the chart on the screen.Purpose: To give students the opportunity to use the target language in conversations. 3.(Story Time) Show students a passage about Graces and Kevin vacations with some words missing, ask them to fill in the blanks and complete the story