英语教学设计Where_did_you_go_on_vacation

英语教学设计Wheredidyougoonvacation?第二实验中学吴小斌I.Analysisoftheteachingmaterial:ThetopicofUnit10istalkingaboutthepastevents.Thetargetlanguagesare:Wheredidyougo?Whatdidyoudo?Didyou⋯?Howwasyourvacation?Howwere⋯?TherearethreesectionsinUnit10.TheyareSectionA,SectionBandSelfcheck.SectionAisaskingaboutwhatstudentsdidlastSaturdayandhowtheirvacationsare.SectionBisapassageofBob’straveldiary.ItprovidesacomprehensivereviewinSelfcheck.AndnowIamgoingtotalkabouthowIgiveSectionAtomystudents.II.Analysisofthestudents:SofarthestudentshavelearnedBookI,theyhavemasteredafewEnglishwordsandusefulexpressions,butnotmany.TheyhavemuchinterestinlearningEnglish,buttheirabilityisquitepoor,soduringthisperiod,Ithinkgettingthestudentstospeak,listen,getthestudentstocompletetheteachertaskanddoteamworkarestillthemaintasksofEnglishteaching.III.Theteachingperiodaimsanddemands:A.Teachingaimsanddemands:Vocabulary:NewYorkCity,camp,summercamp,museum,guide,central,didn’t=didnot,exam,really,rainy,were,fantastic,unfriendly,awfulUsefulexpressions:Wheredidyougoonvacation?WewenttoNewYorkCity.DidyougotoCentralPark?Yes,Idid.Howwastheweather?Itwashumid.B.Mainpoints:1.Talkaboutthepastevents.2.Talkaboutholidayactivities.3.AcquiretheknowledgeoftheSimplePastTenseandsomepasttensestatements.C.Difficultpoints:Thepasttenseverbsandtheirpronunciations.D.Abilityaims:BylearningUnit10SectionA,thestudentsareaskedtomasterthetargetlanguagesofSectionA,getthestudentstoknowwhentheytalkaboutthepastactivities,theymustusetheSimplePastTense.Thestudentscanalsotalkabouttheirownpastactivitiesfreely.E.Moralaims:1.Byasking“Didyougoto⋯?Whatdoyouthinkof⋯?Isibeautiful?Doyouloveit?GetthestudentstolovethebeautifulsceneryinChina,andlovetheirowncountry.Helpthestudentstogetthespiritofdoteamwork,letthemknowtheymustworktogetheriftheywanttofinishtheteacher’sworksuccessfully.F.Teachingmethods:情景教学法，任务型教学法和小组合作法。适时插入竞争机制，激发学生学习英语的热情。G:Teachingaids:多媒体，录音机。Theteachingprocedure:StepI.Warming-upProducethesongsaboutsomeplacesofinterest,suchastheGrandJiuzhaitheYellowMountain,theWestLakeandsoon.(优美的歌曲能给师生提供一个轻松愉快的课堂氛围，为课堂教学中师生能够默契配合创造条件，同时这些如同仙境的风景地区让学生感受到祖国的美丽、可爱。)StepII.Presentation:WhenitproducesthesongsoftheGrandJiuzhai,theteacherasks:songabout?Canyouguess?”“WhaSs:JiuzhaiGou.Yes,theGrandJiuzhai.Itisaplaceofinterest.Nowtherearesomepicturesofplacesofinterest,too.Guesswhattheyare.(showthestudentssomepicturesofbeautifulplaces,includingthepicturesofNewYorkCity,ShanghaiMuseum,theYellowMountainandthebeaches,teachthemthenewwordsNewYork“City,summercamp,thebeach,themuseums”atthesametime通.(过学生喜爱的歌曲和熟悉的画面，引出本节课的部分生词，为学生展开后面的话题扫除生词障碍。)T:Iwentsomeplacelastsummervacation.GuesswhereIwent.Youcanasklikethis:“Didyougoto⋯?”S1:DidyougototheYellowMountain?T:No,Ididn’t.S2:DidyougototheWestLake?T:No,Ididn.’tS3:DidyougototheGrandJiuzhai?Yes,youareright.Youaresoclever.Iwenttherewithalltheteachersinourschool.Itwasverybeautiful.Thewatertherewasfantastic.Theweatherwasquitecoolinsummer.Thepeoplewereveryfriendly.Butlater,itrained,itwasrainy.Howwasmyvacation,doyouknow?Iwanttotellyoumyvacationwasreallyexciting,butthebustripwasboring.Thengetthestudentstoreadnewwords:vacation,friendly,rainy,fantastic,boring.Letthestudentstrytoguesswhattheymean.(歌曲学生爱听，优美风景学生爱看，猜谜学生更有浓厚的兴趣，通过这些学生喜闻乐见的形式，不知不觉地引出了本课话题，过渡自然。)StepIII.Askandanswer:Getthestudentstoaskandanswerinpairslikethis:Wheredidyougoonvacation?Iwentto⋯onvacation.Howwasyourvacation?B:⋯wasprettygood/exciting/relaxing/boring/awful/beautiful.A:Howwerethemountains/water/lakes/beaches⋯there?B:Theywerebeautiful/fantastic/wonderfulA:Howwastheweatherthere?⋯B:Itwasrainy/sunny/cloudy/snowy/⋯A:Howwerethepeoplethere?B:Theywerekind/friendly/unfriendly⋯Getthestudentstwominutestogetreadyforit,getthemtoaskandanswerinpairs.（采用常见的pairwork，培养学生说的能力，并在说英语的过程中感受过去时态的用法，熟悉本课要求掌握的几个形容词。）StepIV.Playtheguessinggame.Beforeplayingthisgame,giveapieceofpapertoeachstudent,andaskthemtowritedownwhichplacesheorshewenttoonvacation.Afterwritingdowntheanswers,getthemtohandintheirpaper.T:NowIknowallplacesyouwent.Iknowxxxwenttosomeplaceonvacation.Guesswhereshewent.Youcanasklikethis:“Didhe/shegotoTheboysandthegirlshaveagame.Ifyouranswerisright,Iwillgiveyouastar.Let’sseewhichteamhasmore（stars串插.竞赛机制，鼓励学生小组团结合作，活跃课堂氛围，激发学生学英语的兴趣，让学生感受成功的喜悦。）StepV.Grammarfocus:Firstwritesomepresenttenseandpasttensestatementsontheblackboardlikethis:Ioftenstayathome.Istayedathomeyesterday.Hevisitsthemuseum.HevisitedtheScienceMuseumlastweek.Theygotosummercamp.Jimwenttosummercamp.Tellthestudentsthatwhenwetalkaboutthepastevents,wemustusethepasttense,thenunderlinethewordsstayed,visited,“went”.Wemustusethepasttenseverbs.Tellthestudentstheregular“ed”pasttenseverbs,eg:visit—visitedrain—rainedlike—likedhope--hopedplay--playedstay—stayedcarry—carriedhurry—hurried（让学生根据这些单词总结动词过去式的规则变化：1.一般情况下动词后面＋ed2.以不发音的e结尾的，过去式加d3.以y结尾的，y前面是元音字母，直接加ed，y前面是辅音字母，去y变ied。）Theirregularpasttenseverbs:is/am—wasare—werego—wentdo—didhave—hadeat—atefind—foundmake—madefeel—felt.Getthestudentstopayattentiontotheirpronunciation.清辅音后面加ed/d发/t/，浊辅音或元音后面加ed/d/ied发/d/,在t/d后面发/id/.Letthestudentstoreadsomepasttenseverbs（.通过一些简单例句和单词让学生自己去总结、归纳，培养了学生辨别、理解和分析的能力。）StepVI.Teamwork.Inthispart,theteacherwillgiveeachgroup(ingroupsoffour)atask,getthemtofinishthetaskwitheachother’shelp.Getthestudentsingroupsoffourtotalkaboutwheretheyeachwentonvacationandhowtheirtripswere,aftertalkingaboutit,askoneofthemtowritedownapassage,thenlethimtoreaditforus,atthesametimeaskanotheronetodrawthepictureontheblackboard.Giveeachgroupfourminutestogetreadyforit.（运用小组内合作学习法，通过讨论培养了学生探究问题和自主解决问题的能力，培养了学生的团队精神。同时通过画画增强了学生完成这部分任务的趣味性，调动了学生学英语的积极性。）StepVII.Showtheirgeographyknowledge.Thepeoplelikedtravelingandtheytravelledtomanyplaces.Wecallthemtravelers.Thereweretwogreattravelers.Whowerethey?Maybethestudentsknowthem.TheywereaChinesetravelercalledXuXiakeandanItaliantravelerMarcopolo.Theytravelledtomanyplaces.Askthestudents:“didXuXiaketravelandwhendidhegothere?WheredidMarcopolotravelandwhendidMarcopologothere?Whatdoyouthinkoftheseplaces?Didyougothere,too?”Theteachermayaskthestudentstotalkaboutthesequestionsingroupsoffour.Thenaskoneofthemtosayit.（徐霞客和马可波罗两位大旅行家学生们都非常熟悉，而且也很感兴趣。这个话题的提出，必能激发学生参与的热情。）StepVIII.Listeningandwriting:1b,2a,2b,getthestudentstolistentothetapeandwritedowntheanswers（.培养听的能力）StepIX.Writing:3aonPage61,fillintheblanks,thengetthestudentstoreadthesesentences.StepX.Assessment:Afterhavingtheclass,getthestudentstosaywhattheydidbestinclassandwhattheyneedtodobetterinnextclasses.StepXI.Homework:Writeashortpassageaboutwhereyouwentandhowwasyourvacation.(同过学生自我评价来肯定学生在课堂中所取得的成绩，让学生获得成就感。同时也让学生知道分数并不是衡量他们学英语好坏的唯一 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 ，学英语更应注重形成性评价。)在设计这课教学活动时，我主要注意到了以下几点：1）活动的目的性和可操作性；2）活动中以学生的真实生活和兴趣为焦点话题，内容形象生动，学生易理解掌握；3）通过活动让学生习得英语语言知识、更重要的是发展学生的语言技能；4）分组活动时尽量创造机会，促使学生主动获取、处理和使用信息，尝试用英语与他人交流，提高用英语解决实际问题的能力;5）鼓励学生小组团结合作。6）穿插竞争机制，活跃课堂氛围。总之在设计每一课时，教师必须尊重学生个性发展，面向全体学生的基础上，由浅入深，由已知到未知，循序渐进地深化教学内容。展开以教师为主导以学生为主体的师生双边活动。注重教学的直观性和趣味性，加大课堂密度。培养学生辨别、理解、分析、运用语言的能力。