Go for it 8A Unit 3What are you doing for vacation?教案
一、教學(xué)內容分析
本單元是Go for it八年級上冊中第三單元“What are you doing for vacation?”。本單元的核心話(huà)題是談?wù)撐磥?lái)計劃，課文始終圍繞這一主題展開(kāi)，我們要學(xué)習如何談?wù)摷倨诘挠媱潱╒acation plans），及對將來(lái)的安排（Future plans）。讓學(xué)生學(xué)會(huì )用what詢(xún)問(wèn)將要干什么并回答；用when, who, where, how long, how等詞圍繞未來(lái)計劃進(jìn)行提問(wèn)和回答。語(yǔ)言知識和語(yǔ)言技能部分主要是圍繞核心話(huà)題時(shí)設計安排了許多聽(tīng)，說(shuō)，讀，寫(xiě)的任務(wù)活動(dòng)，來(lái)不斷豐富鞏固這一話(huà)題的詞匯及習慣短語(yǔ)。我將靈活運用這些活動(dòng)，并將其中的一些活動(dòng)進(jìn)行變化或整合。
二、教學(xué)目標分析
根據《英語(yǔ)課程標準》關(guān)于總目標的具體描述，結合第三單元的教材內容，我按語(yǔ)言知識、語(yǔ)言技能、學(xué)習策略、情感態(tài)度、文化意識五個(gè)方面將本單元的教學(xué)目標細化：
1、語(yǔ)言知識
1.語(yǔ)音:在日常生活中做到語(yǔ)音、語(yǔ)調基本正確、自然、流暢。
2.詞匯:（見(jiàn)教參）
3.語(yǔ)法:①現在進(jìn)行時(shí)表示將來(lái)用法及去做某事的go doing
②用what, when, where, who 等對句中的事件、時(shí)間、地點(diǎn)、人物等提問(wèn)。
4.功能: 談?wù)撐磥?lái)的計劃安排
5.話(huà)題: 熟悉有關(guān)度假的內容。
2、語(yǔ)言技能
1.能聽(tīng)懂本單元學(xué)習活動(dòng)中的問(wèn)題，做出較得體的回答。
2.掌握有關(guān)假期生活的動(dòng)詞且能熟練運用；掌握wh-特殊疑問(wèn)句的運用。
3.能運用所學(xué)詞匯詢(xún)問(wèn)和表達未來(lái)打算，學(xué)會(huì )使用現在進(jìn)行時(shí)態(tài)表示未來(lái)計劃；
4.能?chē)@未來(lái)計劃這一話(huà)題作較具體的描述。
5.能讀懂介紹未來(lái)打算的文章和日程安排。
6.學(xué)會(huì )書(shū)寫(xiě)即將發(fā)生的假期安排或計劃和科學(xué)安排自己的假期活動(dòng).
3、情感態(tài)度
1.運用所學(xué)語(yǔ)言，積極投身到實(shí)踐活動(dòng)中去，實(shí)踐自己的價(jià)值。
2.能在描述自己的計劃和打算時(shí)，激起學(xué)生更加熱愛(ài)祖國的美好河山和地球，從而為人類(lèi)的美好明天貢獻自己的一份力量。
4、學(xué)習策略
1.能根據需要進(jìn)行有目的預習，使其對教師的教學(xué)內容起補充作用。
2.抓住用英語(yǔ)交際的機會(huì )，在交際中把注意力集中在意思的表達上，必要時(shí)借助手勢和表情。
3.主動(dòng)參與學(xué)習活動(dòng)，善于和他人合作。
4.能利用網(wǎng)絡(luò )上的學(xué)習資源查找信息，用所學(xué)內容進(jìn)行真實(shí)的交際，積極參與課外英語(yǔ)學(xué)習。
5、文化意識
1.初步了解英語(yǔ)國家的地理位置、歷史及假日的主要慶祝方式。
2.了解和熟悉當地地理，培養學(xué)生對本土文化的熱愛(ài)，實(shí)現跨學(xué)科交流的目的。
三、教學(xué)重難點(diǎn)
重點(diǎn)是‘talk about future plans’及本單元出現的詞匯、句型和語(yǔ)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如何培養學(xué)生根據閱讀材料提高寫(xiě)作能力。
②本單元出現的be+doing均表示“打算做某事”，這與以前所學(xué)的現在進(jìn)行時(shí)表“正在做某事”要學(xué)生注意通過(guò)上下文從意思上區分。
四、學(xué)情分析及教學(xué)策略
在上冊書(shū)中已學(xué)過(guò)用一般過(guò)去時(shí)談?wù)撨^(guò)去度假的表達，具有了學(xué)習本單元知識的認知前提，能自然地與本單元話(huà)題進(jìn)行銜接。因此，在本單元的對話(huà)中，教師可鼓勵學(xué)生將過(guò)去度假的經(jīng)歷結合到本單元的對話(huà)中，充實(shí)對話(huà)內容，同時(shí)復習一般過(guò)去時(shí)。談?wù)撐磥?lái)計劃是人們日常生活中遇到的話(huà)題，故學(xué)生喜于用英語(yǔ)表達此類(lèi)知識。教師可在課前請學(xué)生在各種資料上查閱一些國內外風(fēng)景名勝的情況介紹，包括其名稱(chēng)、所在國、氣候、風(fēng)景特點(diǎn)等， 以便在對話(huà)時(shí)有更大的自由表達空間，同時(shí)與其他同學(xué)互相學(xué)習、互通信息。同時(shí)教師也查閱一些資料提供給學(xué)生。教師應從學(xué)生的生活經(jīng)驗和興趣出發(fā)，在課堂教學(xué)中應設計任務(wù)型教學(xué)活動(dòng)，體現以學(xué)生為主體的教學(xué)活動(dòng)，讓學(xué)生在完成各項任務(wù)的過(guò)程中自主學(xué)習語(yǔ)言，提高綜合運用語(yǔ)言能力。
五、主題語(yǔ)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)結構
根據本單元教材的內容、學(xué)生學(xué)習英語(yǔ)的特點(diǎn)和規律，我把本單元內容整合為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)都始終堅持任務(wù)目標→導說(shuō)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)，使課堂節奏緊湊，連貫，達到知識到能力的正向遷移。
七、教學(xué)過(guò)程設計
Period1
I.教學(xué)目標：
1.知識目標：
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：1）學(xué)完本課，學(xué)會(huì )學(xué)習談?wù)搶?lái)的計劃。
2）學(xué)習用現在進(jìn)行時(shí)表示將來(lái)時(shí)。
3）能積極思維，運用所學(xué)單詞，短語(yǔ)及句型，結合實(shí)際生活進(jìn)行靈活運用。
3.情感態(tài)度目標：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?lái)的計劃，及提高學(xué)生說(shuō)的能力。
III．教學(xué)難點(diǎn)：掌握怎樣談?wù)搶?lái)的計劃的方法和提高學(xué)生說(shuō)的能力。
IV. 教學(xué)設計：
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(guò)看a video 進(jìn)行match 來(lái)復習現在進(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(yǔ)寫(xiě)在黑板上，通過(guò)朗讀回顧知識。這里應提醒學(xué)生注意be doing sth. 用現在進(jìn)行時(shí)代表將要發(fā)生的動(dòng)作，表示對未來(lái)的計劃和安排，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(lái)第一次接觸到將來(lái)時(shí)。這種用現在進(jìn)行時(shí)表示將來(lái)動(dòng)作的用法，實(shí)際上在英語(yǔ)中是很常見(jiàn)的。
Step4 Presentation (SectionB1a /SectionA1a)
①National Day is coming. What are you doing for vacation?
(通過(guò)各種圖片來(lái)教學(xué)詞匯與短語(yǔ)--- 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(yǔ)，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(lái)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預習Section A 2a/2b2c, Section B 2a/2b/2c
③查詢(xún)有關(guān)楠溪江之游的資料。
Period2
I.學(xué)習目標
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
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)習向導
語(yǔ)言目標 學(xué)習策略與思維技巧 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(yǔ)言結構 語(yǔ)言功能 跨學(xué)科學(xué)習
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: (復習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)評及反思：
一．環(huán)節設計思路：
本課以聽(tīng)說(shuō)為主線(xiàn)，以三個(gè)環(huán)環(huán)相扣，循序漸進(jìn)的任務(wù)展開(kāi)知識學(xué)習。
首先就以課本中的一段對話(huà)聽(tīng)力引入，將學(xué)生自然帶入語(yǔ)言環(huán)境，并初步感受到本課的主要話(huà)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(lái)，學(xué)生開(kāi)始自由調查班級里其他同學(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：
本課在設計上聽(tīng)說(shuō)結合，相得益彰。首先給學(xué)生創(chuàng )造了一個(gè)語(yǔ)言環(huán)境，讓學(xué)生自然融入，然后，緩緩導入階梯狀任務(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(jué)吃力，整堂課學(xué)生活動(dòng)充分，教師的引導點(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：
1.知識目標：
1).單詞： hike, yeah, away, send, get back, post card, how long, San Francisco, Hawaii, Tibet, Hong Kong.
2).句型：復習前面句型
2.能力目標：1).繼續提高聽(tīng)讀能力。2). 學(xué)會(huì )使用現在進(jìn)行時(shí)態(tài)表示未來(lái)計劃；掌握wh-特殊疑問(wèn)句的運用。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: 能在描述自己的計劃和打算時(shí)，激起學(xué)生更加熱愛(ài)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)設計：
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.
這是上節課的作業(yè)，但在上課時(shí)，也應該留點(diǎn)時(shí)間給學(xué)生模仿右邊方框中所給的表達作為開(kāi)頭，進(jìn)行對話(huà)練習，然后在全班表演。學(xué)生應盡可能用所學(xué)的的各種疑問(wèn)詞提問(wèn)。
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(xiě)一些句子，讓學(xué)生對劃線(xiàn)部分提問(wèn)。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請一名學(xué)生對左邊的表格作一簡(jiǎn)要的說(shuō)明。讓學(xué)生說(shuō)出自己的理解，如：這三列內容分別代表人物、將去的地點(diǎn)和將停留的時(shí)間。Friday-Tuesday 應讀做from Friday to Tuesday等。
②學(xué)生讀右邊方框中的對話(huà)，然后用左邊內容替換相應部分進(jìn)行兩人對話(huà)。也可將全班分成boys and girls or halves等，進(jìn)行齊聲問(wèn)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(zhuān)練 作對題數 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(yíng)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(chóng)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
①I(mǎi)ndividual 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，根據學(xué)生人數最好成立四到五個(gè)。教師可以根據學(xué)生對各個(gè)省份和城市的了解及喜愛(ài)情況選擇旅行社的項目所在地，然后學(xué)生查找相關(guān)的資料，制定旅行計劃，撰寫(xiě)各個(gè)景點(diǎn)的簡(jiǎn)介，計算旅行的花費。教師可以利用綜合活動(dòng)的機會(huì )讓旅行社展示自己的企劃，用學(xué)生自己評選最佳創(chuàng )意、最佳路線(xiàn)、最佳導游等，鼓勵學(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)表計劃安排, be doing sth表示在計劃中的將來(lái)要做的事情; on schedule打算將要做的事情，或根據判斷得出的結論。
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(mén)廣場(chǎng) the Palace Museum 故宮
the Temple of Heaven 天壇 the Great Wall 長(cháng)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(lè )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)評及反思：
一．環(huán)節設計思路：
本課從課本入手，用課本內容引出課外活動(dòng)，層次清晰。
首先面向全體學(xué)生進(jìn)行簡(jiǎn)單的復習，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(tīng)力的方式引入，別出心裁。其主要目的在于營(yíng)造較輕松的語(yǔ)言環(huán)境，緩解部分學(xué)生對于讀寫(xiě)的畏懼心理。接下來(lái)，從聽(tīng)說(shuō)引入讀寫(xiě)，給學(xué)生鋪墊知識的過(guò)程。讀寫(xiě)并不脫離聽(tīng)說(shuō)，因為語(yǔ)言是交流的工具，因此，在讀的過(guò)程中適當穿插說(shuō)，既練習口頭表達，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)課堂設計由淺入深，循序漸進(jìn)，難度過(guò)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，教師的引導是關(guān)鍵。如何一層層的導入，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(kāi)展，學(xué)生才能在活動(dòng)中有所得。
在課堂設計上體現了任務(wù)型教學(xué)的主導思想，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。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(yǔ)言知識內容，學(xué)生亦能準確的使用目標語(yǔ)言，在活動(dòng)中學(xué)習掌握知識。
八、 備課體會(huì )
1、本單元教學(xué)設計基于教學(xué)參考和課本資料。為了提高學(xué)生的綜合語(yǔ)言運用能力，從聽(tīng)、說(shuō)、讀、寫(xiě)這四個(gè)方面對教材內容進(jìn)行合并，掉換順序，增或減，甚至有部分內容作為作業(yè)去完成。但每課時(shí)除了突出主要語(yǔ)言技能外，又體現了其他語(yǔ)言技能。
2、教學(xué)任務(wù)設計主要圍繞以下幾個(gè)主題：①任務(wù)目標。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，教師設計具體任務(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(xiě)作課中，Discussion能充分使學(xué)生如釋重負。②自主學(xué)習。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、整理并在課堂上報告，對于基礎較弱的學(xué)校，教師可以事先收集資料讓學(xué)生課前閱讀。③著(zhù)重思維培養，圍繞話(huà)題 future plans 進(jìn)行多方面的擴展，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，當堂鞏固。在授課過(guò)程中，在師生互動(dòng)中呈現并教授新學(xué)詞匯，并落實(shí)在課文和練習鞏固中。對于長(cháng)句、難句，教師進(jìn)行控制性提問(wèn)和分析。⑤盡量引導學(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整課時(shí)。