人教版新目標七年級下冊教案及反思《Unit10Wheredidyougoonvacation》

1、.人教版新目標七年級下冊教案及反思Unit10 Where did you go on vacation? Teaching Design for Section A 1a-Grammar Focus (Unit10 Where did you go on vacation? Go For It Book 2) 教材分析：本單元學習談論過去所發(fā)生的事情繼Unit9之后，進一步學習一般過去時的用法；學習規(guī)則與不規(guī)則動詞的過去式；學會談論節(jié)假日的活動；學會以日記的形式記錄一天的活動并表達感想。 Section A 1a-Grammar Focus 圍繞Where did + 主語 + g

2、o on vacation ? 談論假日里的活動，并且練習一般疑問句：Did +主語+原形動詞+其他？及其回答。學情分析：通過對Unit9的學習,學生已經對一般過去使用有所了解，學習并掌握了一些有關動詞過去式的構成，能夠運用簡單的一般過去時談論上個周末等過去發(fā)生地事情。本單元繼續(xù)學習一般過去時，從上一單元的談論過去的周末的活動過度遷移到假日活動，銜接自然，形成拓展，學生更樂于參與話題，易于接受。教學目標(Teaching Aims)：1.知識目標：掌握New York City, summer camp, museum, guide, central , didnt, exam, really

3、等詞匯.掌握句型：Where did you go on vacation? We went to summer camp. Did you go to Central Park? Yes, I did. / No, I didnt.2.能力目標：能運用一般過去時態(tài)描述假日活動（過去）。3.情感目標：通過描述假日活動，同學們互相了解假日里的活動，增進彼此了解。 通過聽力能力的訓練，及聽力材料的運用，鼓勵學生多聽、讀英語，樂于模仿，敢于開口，積極參與小組活動并能和他人愉快合作；幫助學生樹立學習英語的自信心，鍛煉他們克服困難的意志。 學習策略：利用學生的地域知識及好奇心激發(fā)學生的學習熱情；利用（多

4、媒體）圖片進行直觀教學，呈現新詞，幫助學生理解記憶；利用Unit9學過的句子結構，通過遷移手段介紹人物的活動，拓展學生的表達能力；利用三組聽力練習加深對新知識的理解，進行聽力訓練；利用單句描述、聽力練習、情景對話、角色扮演逐步提升學生的語感和聽說能力；通過談論自己真實的照片綜合性地使用語言，培養(yǎng)學生的邏輯表述能力、英語實踐能力。 教學重點：1要求掌握以下句式：-Where did you go on vacation?-We went to -Did you go to ?-Yes, I did./ No, I didnt.2要求掌握以下動詞及它的過去式：stay(ed), visit(ed)

5、, go(went).教學難點：難點是本課時所涉及動詞的過去式以及在不同句式中動詞形式變化的把握。教學方法：任務型教學法、多媒體課件輔助教學法教具：多媒體課件、假日旅行照片、磁帶、放音機學生課前準備：自帶假日旅行照片、預習板書設計：New York Citysummer campmuseumguide examcentralreally Unit10 Where did you g on vacation? Section A 1a-2c-Where did you go on vacation?-We went to -Did you go to ?-Yes, I did./ No, I d

6、idnt.教學過程：Step1 Warming up(熱身活動)點評：此熱身活動自然能激發(fā)學生的興趣，并能自然導入新課。當然教師在出示名勝古跡的同時最好結合當地學生能夠去到的地方借機讓學生用英語談論自己到過的地方就更能起到復習和導入的雙重效能。教師活動1. T: Do you like going on trips? Did you go to Mount Meng? What other interesting places did you visit? Now, lets go and enjoy some of them. (老師：你喜歡旅行嗎？你去過蒙山嗎？（當地的一些名勝）你還參觀過

7、哪些名勝？現在， 就讓我們一起去欣賞吧。)2. Play the pictures on multi-media and sweet music.（播放課件上的圖片及優(yōu)美音樂。）3. T: Where are we now? Can you tell me in English? Who went there before? Did you go there? How was it?（我們現在到哪了？你能用英語告訴我嗎？誰去過？你去過嗎？怎么樣？）學生活動Go after the teacher to enjoy the beautiful places and try to say them

8、 in English and say something about it, if went there before.（跟隨老師一塊欣賞名勝并盡量用英語說出所看到的名勝; 如果可能，說說這些名勝。）設計意圖This activity provides students a chance to say interesting places that they know or interested in to arouse their enthusiasm and start their knowledge and experiences on vacation.(該熱身活動旨在給學生一個七嘴

9、八舌話說旅游勝地的機會以便激發(fā)學生的學習熱情、激活其相關知識。)Step2 Presentation教師活動1. T: Lets see more pictures. Show the students pictures of New York City/ summer camp/ museum/guide/(taking an )exam, say What city is this? /Whats this? /What are they doing? etc. And then say: Its New York City/Its a museum /Its a summer camp/

10、Shes a guide/Theyre taking an examwhen the students can not answer.(向學生展示于新詞相關的圖片，并向學生發(fā)問，當學生不會回答時可幫助學生回答。)2. Get the students to repeat the new words and expressions after you .（讓學生跟著你重復新詞。）3. Get students practice reading in pairs.(讓學生兩人一組練習讀。)4. Check up reading.(檢查朗讀。)學生活動1. Focus attention on th

11、e pictures and try to answer teachers questions.(注意看圖片并努力回答老師的問題。)2. Repeat the new words after the teacher.(跟讀新詞。)3. Practice reading in pairs.（兩人一組練習讀。）4. Read the new words and expressions to the class.（讀給同學們聽。）設計意圖This activity introduces the new vocabulary using real pictures by object teaching

12、 .Its helpful for students to understand and remember them.（該活動旨在利用圖片進行直觀教學，呈現新詞，幫助學生理解記憶。）點評：此活動利用直觀的圖片來呈現新的單詞和詞組，有利于學生記憶。但純粹的直觀教學單詞還不夠，還應結合其音、義來加以內化，才能更利于學生掌握詞形，最后達到音形義全面掌握。Step3 1a教師活動1. Using multi-media , show students similar pictures to 1a separately and tell them each picture shows something

13、 a person did last weekend, then ask the students to talk about the pictures like this: T: What did the girl do last weekends? Ss: She went to the mountains.Give help as needed.( 通過多媒體向學生分別展示與1a中類似的圖片，讓學生談論圖片中的活動。)2. Then ask students to look at the pictures in 1a and match each phrase with one of t

14、he pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.(然后讓學生看1a 中的圖片并與相應短語匹配。)3. Check the answers.（核對答案。）學生活動1.Talk about activities in the pictures using what did he/she do last weekend?(利用上一單元所學的句型what did he/she do last weekend?談論圖片中的活動)

15、2. Look at the pictures and match the activities with the pictures.（看圖并匹配。）設計意圖This activity naturally introduces the names of activities done by some persons last weekend, using the structures learned in Unit 9, like What did he/she do last weekend?（該項活動利用Unit9學過的句子結構，通過遷移手段介紹圖片中人物的活動。 ）點評：教師在完成Ste

16、p2 Presentation后，接著進行這個活動，即完成教材中的1a,其教學目的就是復習剛剛學到的單詞和詞匯，應該說不是很困難。更深層次的活動應該是讓學生利用這些詞匯和情境進行小組活動，訓練口語表達能力。Step4 1b教師活動1. Ask students to listen and number the people 1-5 in the picture. Play the recording twice. Before playing say, There are three conversations. The people talk about what they did on v

17、acation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers.(讓學生聽并對圖片中人物編號；放兩遍錄音。在播放錄音前，先向學生介紹錄音內容：There are three conversations . The people talk about what they did on vacation. Listen to the recording and write numbers of the n

18、ames in the white boxes in the picture. Please write only five numbers .)2. Check the answers.（核對答案。）4. Get students to repeat after the tape.(讓學生跟讀錄音。)學生活動1. Describe the peoples activities in whole sentences.（用完整句子描述圖片中人物的活動。）2. Listen and number.(聽并編號。)3. Check the answers.（核對答案。）設計意圖This activit

19、y provides practice in understanding the target language in spoken conversation. Get students to read after the tape to correct their wrong pronunciations,to practice good intonations . （該活動旨在練習對所學目的語在對話中的理解及對Where did + 主語+ 動詞原形? 的初步理解；讓學生跟讀錄音，以便糾正發(fā)音，練習語音語調，增強語感，為后面交際作鋪墊。）點評：學生聽兩遍完成1b的聽力配對區(qū)別人物是很簡單的

20、任務，聽完后要是讓學生跟讀一遍聽力材料，體驗標準的英語就更利于學生的聽說能力的培養(yǎng)。Step5 1c教師活動1. Go through the example conversation together the class.(和學生一塊通一遍對話舉例。)2. Get the students practice the example conversation repeatedly: read after the teacher/boys &girls/（讓學生反復操練對話舉例，跟讀/男女生讀/）3. Then have students work in pairs .As they t

21、alk, move around the room and check on their progress.(Offer language or pronunciationAssistance as needed.)(兩人小組練習，必要時提供語言、語音幫助。)4. Check up(檢查).學生活動1. Go through the example conversation with the teacher;（和老師一塊通一遍對話舉例。）2. Practice the example conversation repeatedly;（反復練習對話舉例。）3. Work in pairs mak

22、ing new conversations.（兩人一組練習新對話。）設計意圖This activity provides guided oral practice using the target language. （ 該活動為學生提供有指導的口頭練習，進一步熟悉句子結構。）點評：該活動中，學生個人探究、同伴互助、小組合作和師生合作進行得很充分，而且學生的參與度高，有利于學生掌握基本教學內容。Step6 2a 教師活動1. Point to the three peoples names and read the names to the class. Point to the three

23、vacation activities and ask a student to read the activities to the class.（指著三個人名并向學生讀出，然后指向三項假期活動并讓一學生讀出。）2. Teacher: This is a recording about three peoples vacations. Please match the people with the places they went to on vacation.（老師向學生介紹對話背景及要求：There are three conversations. The people talk ab

24、out what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers .）3. Play the recoding once.（播放一遍錄音。）4. Check the answers and get students to under line the key expressions in listening materials.（核對答案并讓學生在聽力原文中畫

25、出關鍵語句。）學生活動1. Go through the chart in 2a.（過一遍2a中的表格。）2. Listen, match the person with the places.（聽錄音，并把人物和地點匹配。）3. Check the answers.（核對答案。）設計意圖This activity provides practice in understanding the key structures in spoken conversation, eg. Where did you go on vacation? I went to/stayed (at)(該活動意圖旨在

26、練習學生對口語對話中重點語句的聽解，即：Where did you go on vacation ? I went to/stayed (at)點評：這個活動共三個短對話，且句式相似。在完成這個匹配活動后，讓學生找出關鍵句和關鍵短語，既有利于培養(yǎng)學生良好的聽力習慣也有利于下一個活動的進行。Step7 2b教師活動1. Call attention to the chart. Ask a student to read through the names and activities listed.（讓學生看著表格，并讓一學生通讀表中名字及活動。）2. Teacher: Now listen t

27、o the recording again. This time, please listen to the conversations and put a check-mark in the “Yes, I did.” or “No, I didnt.” blank after each activity.（老師提出聽解要求）3. Play the recording the first time. Students only listen.（第一次放錄音，學生只聽。）4. Play the recording again. Ask students to put checkmarks in

28、 the correct blanks.（放第二遍錄音，讓學生在正確的位置打上勾號。）5. Check the answers like this: Did ? （通過問答核對答案。如：Did ?）學生活動1. Go through the names and activities listed.（過一遍表中的人名和活動。）2. Listen and put checkmarks in the correct blanks.（聽錄音并在正確位置打勾號。）3. Check the answers.（核對答案。）設計意圖This activity provides listening practi

29、ce using the target language. （該項活動為學生提供聽力練習，并為下一活動提供材料，作好鋪墊。）點評：這個活動是上一個活動的延伸，有了上一個活動的支撐，學生很容易完成這個活動，此時應趁熱打鐵，進行有意義句型操練。Step8 2c教師活動1. Teacher: Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the act

30、ivities from the chart in 2b or about any other activities you like.（表中的信息，讓學生進行三人組分角色練習。）2. As students talk, move around the room, monitoring the conversations and offering help as needed.（在教室內巡視，必要時給予學生指導幫助。）3. A competition: Have groups of students present their conversations to the class.（小競賽：讓

31、幾組學生在同些們面前做對話表演。）學生活動1. Work in groups（小組練習）2. Take part in a competition.（對話表演比賽。）設計意圖This activity provides guided oral practice using the target language.（該項活動為學生提供有指導的口頭練習， 為下面的語言的實際運用作進一步的充分準備。）點評：教師為學生提供了充足的時間和空間進行口語訓練，目的是讓學生熟練掌握這些語言表達，效果會是較好的，但注意學生如是掌握較好的情況下不易在此耗時過多，因為這個語言項目不是太難。應迅速轉入語言訓練。Ste

32、p9 Talk about your vacation教師活動1. Tell students to take out their own tour photos taken on vacation. If possible, they may use more expressions like（讓學生拿出他們的旅行照片，進行對話練習，如果可能它們可運用更多如下語句） ： Where did you go on vacation?When did you go?Who went with you?Did you?How was your vacation?3. Move around the

33、room and offer help as needed.（教室內巡視，必要時給予幫助。）4. Ask several pairs or groups to act out their conversations before class.5. Writing - A Tour Diary6. Correct the possible mistakes in their writing.學生活動1. Talk about their tour photos with their partners freely.（和同伴就他們自己的照片自由交際。）2. Acting.3. Write a to

34、ur diary.設計意圖This activity provides students a real context to talk their own vacation freely using some related expressions learnt so far.(該項活動提供給學生一個真實的語境運用所學的相關的語句稀有的談論他們的假期活動，把語言知識轉變?yōu)檎Z言能力。)點評：教師設計這個活動可以和一定的語言知識訓練結合，達到兼顧聽說讀寫的目的。Step10 Grammar Focus/ Summary教師活動Help students sum up the grammar lea

35、rned in this class by questions like this（通過向學生作如下提問的方式幫助學生總結本節(jié)課的語法）: T: What did we talk about today?Ss: Activities on vacation.T: Right, How do we say “你去哪兒度假了？”in English?Ss：Where did you go on vacation?T: How about “你去中心公園了嗎”？Ss: Did you go to Central Park?T: How to answer it?Ss: Yes, I did OR N

36、o, I didnt. 學生活動Useful ExpressionsAsk the students to sum up the grammar directed by the teacher(讓學生在老師引導下總結語法。):Our Title Today1.Where 引導的特殊疑問句Where did +主語+go on vacation?2.一般疑問句-Did +主語+動詞原形?-Yes, I /we/he/she/they did. OR: No, I /we/he/she/they didnt. Activities on vacation 設計意圖By this activity,

37、 the teacher help students to sum up the grammar and relate “Activities on vacation(Title)” with “Expressions(Structures)”（通過這項活動，老師幫助學生總結語法并幫助學生建立起“談論假期活動（話題）”與“語句（語言結構）”之間的練習，從而幫助學生提高交際能力。）點評：本節(jié)課進行到尾聲階段，教師和學生針對本節(jié)課的教學內容和活動對重點的語言項目進行總結是必要的。特別是幫助學生建立起“談論假期活動（話題）”與“語句（語言結構）”之間的練習，是教師對教材整合的靈活處理。但應通過這一環(huán)節(jié)，幫助學生自己發(fā)現的規(guī)律比教師講解的規(guī)律印象更深刻，理解更透徹，留給學生更多思考的空間，使本節(jié)課的新知識得到內化。Step11 Exercises 按要求改寫下列句子。1. We went to Yunmeng Lake last week. ( 對劃線部分提問) _ _you _ last week?2. My family had a party yesterday. ( 改為一