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1、What are you doing for vacation?一 设计理念英语课程要面向全体学生，注重素质教育。课程要特别关注学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，以学习语言技能，语言知识，情感态度，学习策略和文化意识的发展为基础，培养学生综合语言运用能力。突出学生主体，尊重个体差异，倡导任务型教学，让学生在教师的指导下，通过感知，体验，实践，参与与合作等方式，感受成功，在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。二教材分析英语教学应该从听说入手，注重听说训练，培养学生的语感和初步运用英语进行简单日常交际的能力，并通过图片
2、，表演，对话等激发学生的学习兴趣，帮助学生养成良好的学习习惯，掌握有效的学习方法，发展自主学习的能力，为进一步学习打下基础。教学内容为八年级上册第三单元Section A 本单元的语言功能项目是“讨论将来计划”。整个单元以“Vacation plan”(假期计划)为话题，引导学生了解假期主要活动，讨论一下下一个假期准备干什么，学会运用相关的表达。三学生分析利用多媒体课件上英语课，学生视听感受明显，表现出极大兴趣，在欣赏和享受中学习英语，学习效果很明显。通过对本单元学习，学生可以巩固所学知识，掌握正确的语言表达结构表达将来的计划。学生学习英语有一年多的时间，学习英语兴趣没有初学时浓厚，在教学中我
3、力求创设有心意的教学环境，以灵活新颖的教学形式，调动学生的积极性，使学生主动参与英语知识的学习，操练与交际活动，注重培养学生语言交际能力和思维发展能力。四教学目标Language goals(1)Key vocabulary: babysit, camp, plan, camping , visiting ,spending time with friends, babysitting , relaxing at home ,going to sports camp ,going to the bench (2)Talk about future plans(3)2Ability goal:
4、Listening skill Writing skill Speaking skill 3 Moral goal learn to make plans for tomorrow Go out for camping when you have time五教学重点1 Key vocabulary: camping, visiting, spending time with friends, babysitting, relaxing, at home, going to sports camp2 Target language: What are you doing for vacation
5、? I am spending time with my friends. When are you going? I am going next week.六教学难点1 What are you doing for vacation? I am babysitting my sister.2 Grammar focus七教学方法 Listening and speaking methods. Writing methods Group work 任务型教学法八教学工具; A tape recorder A large wall calendar A projector九教学过程Step 1
6、Warm up(1) Greet the class and make students sing an English song (2)Ask and answer between teacher and students T: Good morning boys and girls, Nice to see you.Ss; Nice to see you too.T: How are you?Ss: I am fine, thank you.Do you like vacation?Ss: YesDo you want to have a good vacation?Ss: YesT: L
7、ets talk about vacation.(设计意图：课前通过唱英文歌，师生交流，互相问候，引起学生的共鸣，达到交际的目的，并能激发学生学习兴趣，为学习新内容作铺垫)Step2 Presentation1 Look at the picture and talk about it.T: Can you say what you see in the picture?Then write the activities down on the blackboard: camping, babysitting, playing, basketball , watching TV2 Displa
8、y the wall calendar and present the expression:What are you doing for vacation? Im staying on Saturday(设计意图:通过呈现图片实物等引出所学句型，不仅生动灵活的呈现本节课的句型，还让学生感受学以致用的快乐) 3 Listen to the recording and ask students to write a conversation number from 1 to 3 in each box. Check the answers.4 Pair workRead the sample d
9、ialogue in 1c to students.Whats she doing for vacation?Shes babysitting her sister.Then explain babysit and let students ask and answer the questions about the people in the picture .Then ask some pairs to act out the dialogue.In front of the classroom.(设计意图：通过两人一组对话，活跃课堂气氛，让学生大胆开口受英语，发挥学生主体作用，营造宽松，
10、民主，和谐的教学氛围，提高学生的口语能力和语言实际运用能力)Step3 Consolidation Listening: First ask the students to look at the chart. Make them understand the listening task carefully. Then play the recording. For the first time ,point out the sample. Hector is visiting his cousins on Friday. For the second time, let students
11、finish the filling task.(设计意图：听力训练既是对知识的巩固，也为下一步的任务输出提供了输入材料.)Step4 Practice1 Group work: Ask two students to read the dialogue. Then get students into small groups .Let them talk about their vacation plans.A: What are you doing for vacation, Li Chen?B:Im going camping.That sounds nice. Who are you
12、going with?B:Im going with my parents.2 Grrammar FocusReview the grammar box on page 14. Ask and answer about the grammar box in pairs.3TaskDivide the class into several groups, make a survey about “What are you doing next weekend?” Write down the results and then report it. Then ask some students t
13、o answer it.(设计意图：1、设计的活动既突出互动合作，又体现个性化发展，有利于调动各个层面同学的学习积极性，最大限度地提高每位同学的参与意识。2、活动的主题难易顾及到学生的实际情况，操作具有可行性。3、教师导演，学生主演，充分发挥学生的主体作用和积极能动性。4通过让学生分组作调查，真正体现以人为本的任务型语言教学模式.)Step5 SummaryGive Ss a chance to sum up what they have learned in this class.(Ss can talk about it freely.) Then T makes a brief sum-
14、up. This period weve learnt some key vocabularies and done guided Listening and writing exercises. And weve learned grammar rules. Go camping with your family in your spare time. learn to relax ourselves.(设计意图: 让学生来做课堂小结，抓住了学生“敢于开口说英语”的心理，突出主动学习的重要性；教师作综合陈述，犹如给学生一颗定心丸，给学生增添了信心,设计任务型教学活动，培养学生综合运用语言能力
15、。) Step6 Homework Write a plan about your family for vacation .Blackboard Design Unit 3 What are you doing for vacation?Key vocabulary Vacation plans camping ,babysitting, Hes going camping with his parents.spending time with friends, Im babysitting my mother.going to the beach Shes going camping. 案
16、例反思:这节课内容讲解详细，活动丰富，重难点突出，利用多媒体进行教学，关注每个学生的情感，激发学生的学习兴趣，提高教学效率：注重培养学生的听说能力和语言的实际运用能力，让学生大胆开口说;通过两人一组作对话，分小组讨论等，为学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间，鼓励学生通过体验，实践，讨论，合作，探究等方式，发展听书读写的综合语言技能；通过作调查让学生能够探究他们自己感兴趣的问题并自主解决问题，采取任务型的教学策略，依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织学生积极参与，学生通过思考，调查，讨论，交流和合作等方式，学习和使用英语，完成
17、学习任务，培养学生综合运用语言的能力。同时，我也深深意识到，课堂教学中课前要做好充分准备，尽量使用方便易有的实物，利用多媒体强化教学效果；教学中要关注学生的情感，营造宽松，民主，和谐的教学氛围，尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性，把英语教学于情感教育结合，创设各种合作学习的活动，促使学生互相学习，互相帮助，体验集体荣誉感和成就感，发展合作精神，特别关注性格内向或学习有困难的学生，尽可能多地为他们创设语言实践的机会；教学时在开展表演的过程中要循序渐进，由易到难，力求生动，真实自然；合作学习时间要恰到好处，没有合理的学习时间，合作学习将会流于形式，在合作学习之前，还要留给学生独立思考的时间，进行合作学习才会有成效。总之，我认为教学中要用新课程理念改变以前的教学方式，注重教学情景的创设，注重学生的自主参与，交流合作，充分发挥学生的主体作用，倡导任务型教学途径，培养学生综合运用语言的能力。