英語人教版八年級上冊Unit 1 Section B 3a-3c.doc

Unit 1 Where did you go on vacation?Section B 3a-3c襄陽市諸葛亮中學(xué) 張焰教學(xué)內(nèi)容分析：八年級上冊Unit 1圍繞 “節(jié)日和假期（Holidays and vacations）”為話題而展開活動。Section B 3a-3c活動以北京為假想旅游地，引導(dǎo)學(xué)生展開寫作活動。3a為學(xué)生提供了語境以及語言結(jié)構(gòu)。學(xué)生在完成填空后，該語篇就形成了學(xué)生可模仿的寫作模板。3b通過一系列有關(guān)假期的問題為學(xué)生提供了寫作要點(diǎn)和思路，3c要求學(xué)生將寫作落實(shí)到語篇，要求學(xué)生在寫作中熟練運(yùn)用過去式，并且能模仿閱讀語篇寫出日記這種應(yīng)用文體裁。學(xué)生對所寫內(nèi)容越感興趣和熟悉，就越有話可說，也更易于在寫作練習(xí)中將思維的焦點(diǎn)放在運(yùn)用語言表達(dá)自己的意思上。學(xué)生情況分析： 寫作是一種難度較高的語言輸出活動。對于剛上八年級的學(xué)生來說還是困難較大的。但本課的寫作內(nèi)容“旅游”與他們的現(xiàn)實(shí)生活緊密相連，也是他們非常感興趣的話題，他們有話可說，有事情可寫。本節(jié)課為了幫助學(xué)生較好的進(jìn)行英語寫作，教師采用寫前、寫中、寫后的過程性寫作模式。在本節(jié)課的教學(xué)中，教師讓學(xué)生通過討論寫作的話題、分析范文結(jié)構(gòu)、就話題展開調(diào)查等活動分解寫作過程，以降低寫作任務(wù)的難度，減少學(xué)生在寫作過程中的焦慮感。這些活動不僅有助于學(xué)生用英語構(gòu)思，形成合理的寫作思路，順利完成寫作任務(wù)，還能讓學(xué)生養(yǎng)成良好的寫作習(xí)慣，增強(qiáng)學(xué)生用英語寫作的自信心。根據(jù)本課時在教材中的地位和作用，依據(jù)教學(xué)大綱，確定以下教學(xué)目標(biāo)：1. 知識目標(biāo)在本節(jié)課結(jié)束時，學(xué)生能掌握詞匯：Tiananmen Square, the Palace Museum, duck, dislike語法：一般過去時的正確運(yùn)用2. 能力目標(biāo)：在本節(jié)課結(jié)束時，學(xué)生能夠(1) 用英語寫出描寫自己真實(shí)旅行經(jīng)歷的旅游日記。(2) 寫出日記的結(jié)構(gòu)比較完整、內(nèi)容比較豐富。(3) 意識到要形成良好的英語寫作習(xí)慣。3. 情感目標(biāo)：通過本節(jié)寫作課的學(xué)習(xí)，讓學(xué)生們懂得旅行能夠開拓我們的視野、豐富我們的經(jīng)歷。進(jìn)而讓學(xué)生們要學(xué)會享受旅行、享受寫作、享受生活。教學(xué)重點(diǎn)及難點(diǎn)：幫助學(xué)生搭建寫作“支架”，讓學(xué)生用英語寫出關(guān)于自身真實(shí)旅行經(jīng)歷的旅游日記，在教學(xué)中滲透對學(xué)生寫作策略的培養(yǎng)。教學(xué)方法：PWP過程性寫作法教學(xué)設(shè)計：Step 1 GreetingStep 2 Pre-writing 1. Review Janes two travel diaries in 2a&2bReview the diaries about Janes vacation by asking the questions: “Where did Jane go? When did she go? Who did she go with? With the help of the pictures, on July 15th (16th) what did Jane do? How was the weather? Did Jane have the same feelings in the two days?”But they are all the things Jane cant forget on her vacation. So she wrote her diaries to remember. Dont you think so?（設(shè)計意圖：教材中的寫作任務(wù)是與2a、2b的閱讀語篇有關(guān)，其話題和文體特征與閱讀語篇類似，可以說是模仿性的寫作，因此回顧文本的內(nèi)容，展示文本的結(jié)構(gòu)對我們開展寫作教學(xué)是有必要的。） 2. Leading inAsk the students about their vacation. “Did you go anywhere on your vacation like Jane? Where did you go? / How was your trip?”Present a photo of the teachers trip to Beijing, let the students ask the teacher questions to get the information they want. “I went somewhere on my vacation. Look, where did I go? Do you want to know more about my vacation？If you want to know, you can ask me the questions, I answer. The key words can help you.”Play the video about the teachers trip to Beijing. “What do you think of my trip?” “Well. My trip was wonderful, there are so many things I cant forget it, what can I do to remember the trip forever? (Write a diary).” “Look at 3a, there are three pictures: Tiananmen Square; the Palace Museum; a Beijing hutong. And here is a travel diary about my trip, but some information I cant remember clearly. Would you like to help me complete the diary about my trip to one of these places by using the words and phrases.”（設(shè)計意圖：通過猜測和觀看教師的北京之旅，拉近師生間的距離，為學(xué)生營造了輕松的學(xué)習(xí)氛圍，使其快速融入課堂，同時自然流暢地過渡到3a的模仿寫作上。學(xué)生問問題時的關(guān)鍵詞也為后來寫作框架的搭建埋下伏筆。）Step 3 While-writing1. 3a. Complete the diary about a trip to one of these places by using the words and phrases,2. According to the diary in 3a, explain the basic framework of writing a travel diary. “Watch it carefully, think it over. What did we write in our diary?”Help the students summarize the points of writing a travel diary, such as: “date, weather, place” beginning; and activities, we wrote a lot, this part is main body; and we wrote our feelings here, that is the ending.”（設(shè)計意圖：3a為學(xué)生提供了語境以及語言結(jié)構(gòu)，學(xué)生在完成填空后，該語篇就形成了學(xué)生可模仿的寫作模板。通過讓學(xué)生自己觀察3a旅行日記的寫作內(nèi)容，提煉關(guān)鍵詞，準(zhǔn)備搭建寫作框架。）Step 4 Pre-writing 1. Build the framework of writing a travel diary.“3a is too simple, we need to write a better one. But how to write a better one?（PPT呈現(xiàn)思維導(dǎo)圖）Look at the points. Do you still remember the points? What can be put in the beginning? How about main body? How about the ending?” （PPT動態(tài)圖）In the diary, we write the things we cant forget. So look, it is the framework of a travel diary. (展示完整的框架圖)（設(shè)計意圖：3a搭建的寫作框架是個基本的框架，在此環(huán)節(jié)中可引導(dǎo)學(xué)生展開聯(lián)想，豐富所寫內(nèi)容的線索，從而激活旅游的背景知識，讓學(xué)生的思維更開放，鼓勵學(xué)生創(chuàng)新思維。）2. Present the model essay about the teachers trip to Beijing. And summarize the tips for writing a travel diary.T: “According to the framework, I wrote another travel diary. It is longer with more information. Lets read it together, OK?”“Is that a better travel diary? Why did you say so? In what way do you think is good?/ What is good?” Guide the students to think about how to write a good travel diary and help them to summarize the tips for writing. TIP1：Frame and content TIP2：Good languageTIP3: Correct grammarTIP4: Good handwriting（設(shè)計意圖：此環(huán)節(jié)提供給學(xué)生一個更好的寫作模板。引導(dǎo)學(xué)生通過觀察，發(fā)現(xiàn)、評價這篇旅行日記的寫作內(nèi)容，進(jìn)而總結(jié)出寫英語日記及英語作文應(yīng)注意的四大問題，讓學(xué)生理清好自己用英語寫作的思路。教師在寫作前給予學(xué)生有針對性的指導(dǎo)，讓學(xué)生更好地關(guān)注了篇章的結(jié)構(gòu)和內(nèi)容，了解英語寫作中常見的問題，為學(xué)生的寫作做足了準(zhǔn)備。）3. Pair work. List the information about the students trips in the chart by asking and answering the questions in 3b.BeginningtimeplacePartner(with whom)weatherMain body (activities)Ending (feelings)（設(shè)計意圖：讓學(xué)生在小組活動中通過問題的引導(dǎo)回顧自己真實(shí)的旅游經(jīng)歷。本環(huán)節(jié)的設(shè)計在于為學(xué)生提供了寫作的要點(diǎn)和思路，學(xué)生只有在寫之前搭建好框架，準(zhǔn)備好寫的素材才能游刃有余地去寫作。）Step 5 While-writingWith the help of the chart, its your turn to write your own travel diary. 8 minutes for you. Volunteers, write on the blackboard. （二名學(xué)生在黑板上寫作）Step 6 Post-writing1. Check (Modify) one of the two students diaries together with the symbols. (PPT顯示修改符號;評價標(biāo)準(zhǔn)以及總評的標(biāo)準(zhǔn))（設(shè)計意圖：課堂上教師應(yīng)對學(xué)生的作品作出及時的反饋，在此環(huán)節(jié)教師教會學(xué)生如何通過writing tips來評價作文（包括使用一定的符號），讓學(xué)生學(xué)會點(diǎn)評。在批改時教師帶著欣賞的眼光，努力發(fā)現(xiàn)“閃光點(diǎn)”，幫助學(xué)生建立自信。）2. Exchange the diary with a partner. And modify and evaluate each other. Ask the students to pay attention to the tips. And ask someone to talk about how he/she modify the diary.（設(shè)計意圖：評價的主體不應(yīng)局限于教師，還應(yīng)體現(xiàn)學(xué)生的主體地位，讓學(xué)生通過修改同伴的作文，肯定進(jìn)步，反思問題。）3. The teacher shoul