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1、【教材】新目標英語八年級上冊
【課題】Unit1 Where did you go on vacation?
【課時】第五課時
【課型】作文課
【教學方法】運用小組合作探究和啟發(fā)式教學法。
【教學目標】
語言能力：通過活動設計讓學生們積累素材，提高寫作能力。通過這次寫作訓練，進一步培養(yǎng)學生的寫作邏輯思維、發(fā)散邏輯思維，以及通過討論等形式來培養(yǎng)學生的思辨能力。
文化品格：將會提高學生們的英語邏輯思維能力，同樣對提高口語表達能力在有幫助
思維品質(zhì)：通過寫作學生們的視野會更開闊思想會更豐富，思維會更活躍，交流會更得體。
學習能力：
【教學重點】 1) 詞匯和常用表達：duck,
2、dislike, buy something special, learn something important, dislike doing sth.
2) 語法：學會運用不定代詞和一般過去時態(tài)。
I bought something special. I learned something important.
The weather was hot and sunny.
We took some photos.
In the evening, I felt really tired.
【教學難點】語
3、法：學會運用不定代詞和一般過去時態(tài)。
【教學準備】課件
【教學過程】
Step 1: Lead-in
設計意圖分析：堅持“以生為本,先學后教”的理念,強調(diào)學生的參與、體驗、感知，落實基本語言點，以學定教,教師根據(jù)具體學情適當微調(diào)后續(xù)環(huán)節(jié)的教法。學習一般過去時態(tài)就要從動詞的過去式入手，為后續(xù)的環(huán)節(jié)積累儲備詞匯。
Step 2:Pre-writing
Talk about some pictures(看圖說話)：
There are lots of tourist attractions and something interesting in Beijing. Let's h
4、ave a look.
Make one or two sentences about each picture using the simple past tense. For example,
This summer I went to the Great Wall in Beijing. It was beautiful.
設計意圖分析利用精美的圖片激發(fā)學生練習說話的熱情，這種深入淺出的“開場白”，具有承前啟后，溫故而知新的作用，且有利于中下等學生進入狀態(tài),扎實推進。
Step 3: While-writing
1. Write an outline(擬定提綱)
Fi
5、rst , answer the questions in 3b to make notes about a vacation. Discuss them in pairs and write some key words in the following chart:
Time
Weather
Activities
Food
Description words
T: Prepare your diary orally according to the details in the chart and I'll ask someone to read
6、 to the class.
Give Ss 3 or 4 minutes to write an outline. Sample:
Tuesday, August 20th
I had a ..... It was .... In the morning, .... I ..., and.... We...,.... I went to .... For dinner,.... After lunch,.... We saw.... There
7、 were .... They were .... In the afternoon, .... I bought.... It's time to go back...,.... I felt.... I think today is...
【設計意圖】正如語文課上寫作文要先打草稿一樣，擬草稿是寫好英語作文的第一步。在此框架內(nèi)填枝加葉，充實內(nèi)容，才能一步步順利成篇。
2. Write the draft(起草初稿)
Write the draft in your exercise book.
3. Revise the draft(修改初稿）
Here is a
8、n evaluation scale(評價標準）. Have a look.
【設計意圖】以學習小組為單位，互評互改，在批改中學習，在批改中提高，取長補短，即所謂“兵教兵”。與教師逐篇批改相比，這種做法省時省力見效快。
Step 4: Post-writing
1. 展示評價
1) Each group hands in one diary . Teacher shows them on the screen and evaluate them one by one.
2) Choose several Ss to evaluate the diary item by ite
9、m in the evaluation scale.
設計意圖分析：教師從不同小組隨機抽取3-5篇日記，投影到大屏幕。教師先做評價示范，學生再對本組作品評價，推選出本組最佳日記，交給教師，投影到大屏幕。各小組組長為評委，按A、B、C、D四個檔次投票，排名前三為優(yōu)秀。
二次備課：
Step 5: Summary T: Just now we have do some practice about writing a diary . How can we write a good travel diary?
Homework: Imagine you and your friends
10、went to the City of Beijing. Write a diary。
【板書設計】
Unit1 Where did you go on vacation? Section B(3a-3c)
Hot and sunny tired
Beijing duck delicious
Take some photos beautiful
Buy something special interestin
11、g
Learn something important August
_【課后反思】
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人教版八年級上Unit 1SectionB（3a-3c)教案
