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1、
Unit8 How was your school trip?
Section A 3a-4
一、教學目標
語言知識目標:
1.學習談論過去發(fā)生的事情,回顧自己過去的經(jīng)歷(trip),正確運用一般過去時,并能運用“how”questions和“wh-”questions及以下的句子結構來展開談論。
Did you…? ---Yes, I did,/No, I didn’t. I…
Were there any…? ---Yes, there were./ No, there weren’t.
2.掌握一些新詞、連詞及一些動詞的過去式:
(1) new word
2、s: visitor, outdoor, octopus, end, monitor
(2)verbs: see—saw, meet—met, catch—caught, take—took, make—made, eat—ate, have—had, hold—held, feel—felt, is/am—was, are—were, go—went, buy—bought
(3) connective words: first, then, after that, after.., finally, at the end of…
語言技能目標:
能圍繞“how”questions和
3、“wh-”questions來談論、描述自己印象較深刻的一次旅行。
情感態(tài)度目標:
1. 談論日期,感受時間的珍貴,從而更好地珍惜時間。
2. 談論印象較深刻的一次旅行,體會生活的樂趣,珍惜現(xiàn)有的生活和幸福。
二、教學重難點
1. 教學重點
(1) key words: end, monitor, first, then, after that, after.., finally, at the end of…,
以及一些動詞的過去式。
(2) key structures:
Did you…? ---Yes, I did,/No, I didn’t. I…
Wer
4、e there any…? ---Yes, there were./ No, there weren’t.
What did you do?/ How/Where did you…? How was…?
(3) topic: trip
2. 教學難點
(1)掌握并熟練運用一般過去時。
(2)熟練運用連詞和動詞的過去式,圍繞“how”questions和“wh-”questions,來談論過去的一次旅行,進行語篇輸出。
三、教學步驟
Teacher’s activities
Student’s activities
Purposes
I. Revision a
5、nd presentation.
1. Greet and ask the questions “What’s today/tomorrow? ”.
2. Let Ss guess “Did they go to…?”and what they did on the beach.
3. Show what Class7 did.
4. Let Ss choose and complete the sentences.
1. Answer the questions and learn the new word “end”.
2. Learn the
6、new word “monitor, hold--held” and guess.
3. Learn and review some verbs of the past.
4. Choose and complete the sentences.
首先通過greeting,不僅拉近了與學生間的距離,而且引出了本課的重點單詞end,并且讓學生體會到了時間的寶貴。然后通過guessing這一環(huán)節(jié),自然地操練了本單元的重點句型。最后通過activities of Class 7的學習,增添了一些課外詞匯并加以鞏固。
II. Reading, 3a.
1. Let Ss look at
7、the picture and guess “Where did they go?” and “What were there in the aquarium?”.
2. Let Ss read and answer three questions “How was the trip? Where did they go for the trip? How did they feel finally”
3. Let Ss read and correct the statements.
4. Let Ss and underline the activities they did and
8、 write down the original forms besides the verbs of the past.
5. Let Ss pay attention to the connective words, like “first, then, after that, after lunch, finally, at the end of…”
6. Let Ss retell the whole passage according to the chart.
7. Let Ss choose a title for the passage.
8. Make a summa
9、ry about how to describe a trip.
1. Learn the new word “octopus” and guess “Were there any…?”
.
2. Answer the questions.
3. Read and correct the statements.
4. Read, underline the activities and write down the original forms.
5. Circle the connective words.
6. Retell the
10、 whole passage.
7. Ss choose the title.
8. Make a summary together.
利用圖片,引出了本課的新詞 “octopus”,并操練了 “Were there any…?”這一重點句型,啟發(fā)學生思考。再通過fast reading,培養(yǎng)學生快速閱讀、捕捉信息的能力。然后進行careful reading,學生掌握了文章的大部分信息,同時感受了動詞的過去式,也習得了一些有用的連詞。接著通過retell,學生對文章內(nèi)容再作一次深刻的回憶,并操練了連詞,更好地感受文本。最后,讓學生選擇標題并對如何描述trip作了概括,為下面的p
11、airwok和 groupwork做好了準備,學生更明白了寫記敘文的要素。
III. Pairwork. (Talk about your trip.)
Let Ss talk about their trips according to the summary and finish the outline.
Talk about their trips in pairs and finish the outline.
學生談論有關自己的一次旅行,操練了目標語言,同時也體會到旅行帶來的樂趣,從而更熱愛生活。
IV. Groupwork.
Let Ss make a report
12、 about their own trips according to the outline.
One student make a report and the other three listen.
讓學生make a report,是本課的一個大集合,學生充分運用了本課的有用的詞句,進行語言的綜合輸出。小組合作培養(yǎng)了學生的合作精神。
V. Homework
1. Read 3a.
2. Share your trip with your classmate
3. Write down your trip..
培養(yǎng)學生的口頭表達能力和寫作能力。
The Design
13、 of the blackboard:
Unit 8 How was your school trip?
Section A(3a-4)
A/An trip
monitor have—had first Who:
visitor held—hold then Where:
octopus ma
14、ke---made after that How:
outdoor catch—caught after… How long:
indoor go—went finally the weather:
buy—bought at the end of… What:
…
15、 feelings:
An outline(提綱)
Title(標題):A/An trip
When:
Where:
How:
Who:
16、
How long:
The weather:
What (first, then, after that, after…, finally, at the end of…):
17、
Feelings:
Unit 8 How was your school trip?
教學反思
從備課到上課這一緊張而又激動的過程當中,我感受頗深,學到了很多……
這次我上課的內(nèi)容為八上Unit8 SectionA(3a--4), 文本是一篇narration,時態(tài)為一般過去時,這是一節(jié)典型的閱讀課,通過閱讀來指導學生寫作,即read for writing。一般情況下
18、,對此類課的處理,我首先會利用各種閱讀方法和策略帶領學生熟悉文本、讀透文本,進而利用文本框架來指導學生寫作。另外此次上課我想在閱讀教學中滲透一些近兩年較為hot的詞匯教學。再者,也是我一直的想法,我想在我們的課堂當中,除了教會學生一些書本上的東西之外,能否也給學生一些心靈上的東西?讓學生思想堅定些,心靈充實些,方向明確些?;谝陨系娜c思考,本節(jié)課我作了如下設計。
首先與學生簡單的閑聊,通過“What’s today/tomorrow?”自然地呈現(xiàn)了end這一重點單詞,進而詢問 “What was yesterday?”,中間穿插一首小詩,讓學生明白時間一去不復返,倍感時光的寶貴。接著通過談
19、論my students’ trip,有效呈現(xiàn)了monitor, visitor及一些課外的動詞過去式,也復習了 “Did they…”這一句型。至此,這是本課的詞匯呈現(xiàn)及部分動詞過去式的鞏固環(huán)節(jié),也是本課的revision和presentation環(huán)節(jié)。接著進入了本課的reading,在讀之前,呈現(xiàn)了octopus這一新的詞匯,并復習了 “Were there any…”這一重點句型。然后進入真正的閱讀環(huán)節(jié),主要通過scan, read for details, retell構成。在這些閱讀過程當中,教授了新單詞outdoor,并突出連接詞及其連接詞的使用。最后的pairwork和group
20、work是語言的綜合運用環(huán)節(jié)。
從教學目標這一角度來看,本節(jié)課最終要達到以讀促說,以讀促寫的目的,即利用文本框架來指導學生寫作。同時也關注學生的情感態(tài)度。從詞匯教學的角度來看,本節(jié)課的詞匯是分階段來呈現(xiàn),并有側重點通過選詞填空和復述的方式加以鞏固。
在整節(jié)課的教學過程當中,有幾處覺得處理得不夠妥當。比如,在retell這一環(huán)節(jié)中,如果把表格中的動詞過去式改為原形,更好。那樣的話,學生就會多一次動詞過去式的訓練,難度也會有所提升。再如,在語言輸出這一環(huán)節(jié),我讓學生在做pairwork的同時,填好outline。有些學生只顧填,而沒有做語言操練;相反,有些同學做了pairwork,而沒有時間填寫outline??赡苓@個環(huán)節(jié)分兩步做,學生會更清晰。另外,我經(jīng)常犯的一個錯誤,語速太快。尤其是借班上課,語速應該放慢些。語速過快很容易造成學生聽不懂甚至冷場,幸好這次上課學生表現(xiàn)還是挺棒的,衷心感謝他們。
反思今天的成功與不足,是為了讓自己的明天走得更遠,做得更好!讓我們在反思中成長,在實踐中摸索,在學習中進步!