Unit 1 Where did you go on vacation 教案 2024-2025学年人教版八年级英语上册

初中英语 教学设计示例（词汇课） 1、 教学背景 （一）教材分析 本课的教学内容选自义务教育教科书·英语八年级上册Unit 1Where did you go on vacation?词汇课。该教学语篇主题为Holidays and vacations，文本的功能句Talk about past events. 能为学生介绍不同假期安排提供句型框架。本节课的目标词汇为stayed at home, went to New York City, visited my uncle, went to the mountains, went to the beach, visited museums, went to summer camp此类词汇的掌握有助于学生描述假期状况。此外，Group Discussion环节不仅可以用于巩固操练核心词汇，还能丰富话题内容，引导学生进行紧扣主题的语言交流。 （2） 学情分析 学生进入八年级后，有了一定的英语基础和语言学习能力，语言感知能力比较强。这是英语学习的优势。一方面学生学习英语的积极性比较高；另一方面，进入了八年级，学生在学习上出现了分化现象，有的学生英语语言基础薄弱，语言拓展的运用能力比较差，而且学习过程缺乏耐性，所以作为老师要鼓励学生积极学习，激发学生的学习兴趣，同时辅以灵活多样的教学设计和主富的活动设计，效励学生深入语言实践，渗透学法指导并引导学生逐步英语学习习惯。 2、 教学目标 1. 语言交际目标： （1） 能够在语境中理解假期相关话题常用的词汇和表达，并正确发音；能听、说、认读单词：stayed at home, went to New York City, visited my uncle, went to the mountains, went to the beach, visited museums, went to summer camp并能在语境中正确使用功能句Talk about past events. 以假期报告形式，来介绍不同学生的假期状况。 （2） 能够在图片、表格等帮助下看懂并跟读对话； （3） 能够通过表格信息，进行快速反应活动，将词汇与功能句灵活使用。 2. 思维认知目标： （1） 通过对比跟读词汇发音，提升判断分析能力。 （2） 通过小组讨论、班级展示等学习方式，学生能够扩展词汇量，能够描述过去的活动和事件。 3. 社会文化目标： （1）了解并尊重不同文化背景下学生对于过去假期的不同看法和表达方式。（2）能够通过语言表达对不同假期文化观念的理解和尊重。 3、 教学重难点 1. 教学重点 能掌握词汇stayed at home, went to New York City, visited my uncle, went to the mountains, went to the beach, visited museums, went to summer camp的音、形、义，并正确运用句型Talk about past events来介绍不同学生的假期状况。 2. 教学难点 能够通过表格信息，进行快速反应活动，将词汇与功能句灵活使用，并用功能句Talk about past events. 以假期报告形式，介绍不同学生假期状况。 4、 教学准备 多媒体课件、预置视频、妙答元宇宙教育平台等。 5、 教学过程 Stage 1 Warm up & Lead-in (3 mins) Step 1 Warm up Activity1 Greeting Teachers and students say hello to each other. Activity2 Small Talk Free talk about the students’ last weekend. 【设计说明】课前师生英文问好与生活化交流，有助于营造积极的学习氛围，建立师生互动和良好关系，提升学生课堂参与度。 Step 2 Lead-in Activity Enjoy a video Enjoy a video about the topic. 【设计说明】导入话题，让学生提前感知语境，引发学生的求知欲望，快速进入学习的状态。 Stage 2 Presentation (12 mins) Activity1 Look and Say After watching the film attentively, the teacher asks questions about the video. Teachers show pictures of vacation to guide students to describe past events about holidays. T: Now, take a look at the screen and tell me,“Where did the girl go on vacation? ” Raise your hand, and let’s see who’s up for it! S1: Teacher, I know! She went to the the mountains. S2: I know! The girl went to the the mountains. S3: The girl went to the the mountains. S4: She went to the the mountains. ... 【设计说明】针对视频内容提出教学相关问题，有助于激发学生的思考和讨论，促进深度理解，培养批判性思维，从而增强学生的学习参与度和对话题的理解能力。 Activity2 Listen and Repeat Students listen to the teacher's pronunciation and repeat it. T: Now, please join me in reading this sentence: “Where did you go on vacation? I went to the the mountains.” Ss: Where did you go on vacation? I went to the the mountains. 【设计说明】学生模仿教师发音并跟读，可以帮助学生准确掌握英语发音，培养良好的语音习惯，提升口语流利度和准确性，增强英语学习信心等。 Activity3 Have a Try Teachers show pictures of activities to guide students to describe past events about holidays. T: There are some new phrases in 1a. Can you try to read them aloud? S1: I can read them. Stayed at home, went to New York City, visited my uncle, went to the mountains, went to the beach, visited museums, went to summer camp. S2: stayed at home, went to New York City, visited my uncle, went to the mountains, went to the beach, visited museums. S3: stayed at home, went to New York City, visited my uncle. S4: stayed at home, went to New York City, visited my uncle, went to the mountains. ... 【设计说明】引导学生尝试阅读短语，有利于培养学生的观察力、思维能力和推理能力，促进他们对所学知识的理解和应用。 Activity4 Repeat and Think Students imitate the teacher’s English pronunciation and think about how they would use it in conversation as they repeat. T: Let’s repeat these phrases and think, how you would talk about your holidays? Ss: stayed at home, went to New York City, visited my uncle, went to the mountains, went to the beach, visited museums, went to summer camp. 【设计说明】让学生在模仿中主动思考的重要性在于激发他们的观察力和分析能力，培养批判性思维和创造力，促进对短语结构和表达方式的深入理解。 Stage 3: Practice (8 mins) Activity 1: Respond quickly The teacher asks questions according to the holidays and vacation information on the screen, and the students use the vocabulary and sentence patterns learned in this lesson to answer the questions. T: Now, let’s play a game. Please carefully observe these pictures, but feel free to think beyond them. When I ask you, “Where did you go on vacation?”you simply respond with “I...” S1: I visited museums. Exploring the museums opened my eyes to a world of art, history, and culture. S2: I stayed at home. It was a relaxing break, allowing me to catch up on my favorite books and spend quality time with my family. S3: I went to the mountains. S4: I went to the beach with my friends. ... 【设计说明】让学生主动寻找信息并运用本课教学重点回答问题，有助于培养学生自主学习能力、信息获取能力和创新思维，提高他们在实际情境中应用英语的能力。 Activity2 Holiday Report Students give holiday clues to the class based on information provided by the teacher. T: Now, let’s do a holiday report activity. The chosen student will say, “Here’s the holiday reports. I visited/went to...” Who wants to join this fun activity? S1: Here's my holiday report. I went to city walking. S2: Here's my holiday report. I went to the countryside and visited my grandparents. S3: Here’s the holiday report. I went to the beach. S4: Hello, my name is Bella. Here’s the holiday report. I went to swimming with my friends. We had a good time. ... 【设计说明】采取“假期报告”等多种知识应用活动，让学生将所学的知识和技能应用于实际生活中，培养实际运用能力，增强学习的实效性和可持续性。 Stage 4: Production (12 mins) Activity Group Discussion The teacher guides the students to exchange their views on different holidays through group discussion, using what they have learned in class. T: Let’s have a group discussion activity. The topic is “Where did you go on vacation?” You have 10 minutes to discuss in your groups. Afterward, I will ask students to share their holidays with the class. S1: I went to summer camp, and it turned out to be the highlight of my vacation! S2: I went to the beach, and it was an absolute blast! S3: I visited my uncle, and he is very kind to me. S4: I went to the beach, and I’ve appreciated so many great things! 【设计说明】学生们进行小组讨论有助于培养他们的合作能力、沟通能力和批判性思维，促进互相学习和交流，激发创新思维，加深对知识的理解和应用。 Stage 5: Summary and Homework (5 mins) The teacher guides the students to review their holidays and vocations and assign a short writing task where students describe their holidays and vocations. T: Let’s summarize and review what we have learned today. In today's class, we learned how to describe your holidays to others. There are some phrases like: stayed at home, went to New York City, visited my uncle, went to the mountains, went to the beach, visited museums, went to summer camp. And sentences like: Where did you go on vacation? I went to... T: I’m sure you all had an amazing day and learned a lot, and it’s essential to reinforce what we learned through the homework assignments. Listen to the recording's text and try to recite the phrases on page 1. Then, write a short passage about your holidays and vacations experiences. Goodbye~ 【设计说明】课后总结和布置作业的重要性在于帮助学生巩固所学知识、强化学习成果，提供反馈和巩固机会，培养学生的自主学习能力和持续进步的意识。 六、教学反思 在本次假期生活的词汇课上，教师采取了师生合作学习的方法，旨在通过多层次的学习方式帮助学生全面掌握新词汇。我们着重落实了“音”、“义”两个层面，以确保学生在课堂中能够有效地吸收和运用新的单词。首先，在“音”层面，我采用了口音、语音练习的方式。通过朗读和模仿，学生能够更好地理解和准确发音。在“义”层面，教师通过情境教学，让学生了解和掌握词汇的实际用法。我们进行了一系列关于假期生活的对话和小组讨论，学生在交流中不仅学到了新词汇，还能够理解这些词汇在实际语境中的应用，从而更好地记忆和运用。 笔者将Let’s learn与Let’s play有机结合在一起，设计Group Discussion环节不仅可以用于巩固操练核心词汇，还能丰富话题内容，引导学生进行紧扣假期主题的语言交流，此外，在教学中注重培养学生对他人经历的关切和理解。通过一些真实的故事、个人经历的分享，笔者激发学生对假期生活的兴趣，并引导他们从他人的角度去感受、理解。这种人文关怀的情感共鸣不仅能够加深对词汇的印象，还能够培养学生的同理心和社会责任感。最后，笔者在课堂中强调了一些与假期生活相关的积极价值观。通过引导学生思考假期是如何成为放松、充实的时光，笔者试图在课堂氛围中营造一种积极向上的态度。这不仅对学生的情绪管理有益，也有助于他们树立积极的人生观。 1 学科网（北京）股份有限公司 $$