1、 人教版八年级上册 Unit 1 Where did you go on vacation? Section B 3a-4 Writing 教学设计 一、教学目标:一、教学目标: 1. 知识目标知识目标: (1)学会用英语谈论节假日的活动; (2)学会应用一般过去时谈论过去所发生的事情 2. 技能目标技能目标: 学会以英语作文的形式记录过去的活动并表达自己的 感想。 3. 情感目标情感目标: 教育学生要学会享受旅行,享受写作。 二、教学重难点:二、教学重难点: 1. 教学重点:教学重点: (1)节假日活动的表达; (2)一般过去时与节假日 活动的结合应用。 2. 教学难点:教学难点:一般过去时
2、和节假日活动结合在一起的使用。 三、教学步骤三、教学步骤: Step 1. Lead-in Let the students watch a video about three students activities and ask them : (1) Where did Xiao Hailong go on vacation? (2) What about Zhong Yangyang? (3) How did Chen Guoqing go to her uncles farm? 【设计意图】通过让学生观本班同学的假日活动视频,形象、直 观、贴近学生的实际情况,学生一看就懂,马上进入正题
3、,而且视频 更能吸引学生的注意力,提高他们学习的积极性。 Step 2. Competition. Divide the students into two groups. 1.Show some pictures of the activities and ask the students: What did they/he/she do? Let the students speak out quickly. 2. Have “Its me” game. Tell the students: If you do the same thing, stand up quickly and sa
4、y “Its me”. See if which group speaks more quickly. 【设计意图】 设计此步的目的是通过图片唤醒学生对一些动词短 语的记忆和一般过去时用法的回忆, 通过游戏进一步巩固前面所复习 的动词短语,让学生乐意参与,提高学生的学习积极性和团队合作精 神。 Step 3 Presentation Show a picture of Xiamen and tell the students: I went to Xiamen with my classmates last summer holiday. Now I want to write it down
5、 and share it with you. What should I write it? Tell the students: There are five steps. That is to say, Analyze the title, Draw an outline, Add sentence components, Connect the sentences and Beautify the passage. Then teach the students how to write the composition step by step. Besides, let the st
6、udents compare these thress passages, find and underline the good sentences that they think. At last, students enjoy and read the good and high-level sentences together. 【设计意图】设计此步的目的是通过由词到句、由句到段落、由 段落到文章,由易到难,层层递进,让学生在不知不觉中学会了如何 写作文,而不是害怕写作文。 Step 4. Practice Get the students recall their memories
7、to describe their trip. Let students write the composition according to the form. 假如上个星期六,天气晴朗,你和几个同学骑自行车去了你叔叔 的农场玩。请根据表格内容,写一篇小短文。词数:80-120 词。 At first, teacher helps the students draw an outline of this composition like this: Next, let the students write their own compositons by themselves. Ask on
8、e students to come to the front to write. Then, ask other students to share their writings. 【设计意图】在 Lead-in 和 Presentation 的基础上,学生有了一 定的输入,接着要让学生进行输出,于是假设你上周六和同学去了叔 叔的农场玩写,写篇小短文,这是一个由输入到输出的过程,过程由 浅入深,层层递进,思维导图的使用,更能帮助学生梳理知识,使学 生思路更清晰,脉络更清楚。 Step 5. Summary Summarize some attentions of writing compos
9、itions. 【设计意图】带领学生自己进行小结,加深印象,巩固所学,提 高他们参与的积极性。 Step 6. Homework 假如上个月你和父母去了通天岩游玩。请根据表格内容,写一 篇小短文。词数:80-120. 【设计意图】布置学生课后抄写新单词并背诵,朗读听力材料, 这样做的目的是让学生在课后及时巩固当天所学的知识。 反思反思: 本节课的内容是关于节假日活动的写作, 这个话题贴近学生的实 际生活,他们比较感兴趣,所以在整个课堂中,学生积极参与,但写 作是学生的薄弱之处,所以在课堂作文中,有些学生怕出丑或丢面子 而不敢积极地表现;另外,因考虑到学生的基础,本节课训练写作从 短语入手,尤其是动词短语,然后叫学生添加句子成分,包括添加主 语、谓语及其它成分,一步一个脚印儿,循序渐进,最后添加到定语 从句、状语从句、非谓语动词等,学生逐渐掌握,因本节课容量较大 给学生在课堂上训练写作的时间有些不够。