Go for it 8A Unit 3What are you doing for vacation?教案 　　　　　

一、教學內容分析

本單元是Go for it八年級上冊中第三單元“What are you doing for vacation?”。本單元的核心話題是談論未來計劃，課文始終圍繞這一主題展開，我們要學習如何談論假期的計劃（Vacation plans），及對將來的安排（Future plans）。讓學生學會用what詢問將要干什么并回答；用when, who, where, how long, how等詞圍繞未來計劃進行提問和回答。語言知識和語言技能部分主要是圍繞核心話題時設計安排了許多聽，說，讀，寫的任務活動，來不斷豐富鞏固這一話題的詞匯及習慣短語。我將靈活運用這些活動，并將其中的一些活動進行變化或整合。

二、教學目標分析

根據《英語課程標準》關于總目標的具體描述，結合第三單元的教材內容，我按語言知識、語言技能、學習策略、情感態度、文化意識五個方面將本單元的教學目標細化：

1、語言知識

1.語音:在日常生活中做到語音、語調基本正確、自然、流暢。

2.詞匯:（見教參）

3.語法:①現在進行時表示將來用法及去做某事的go doing

②用what, when, where, who 等對句中的事件、時間、地點、人物等提問。

4.功能: 談論未來的計劃安排

5.話題: 熟悉有關度假的內容。

2、語言技能

1.能聽懂本單元學習活動中的問題，做出較得體的回答。

2.掌握有關假期生活的動詞且能熟練運用；掌握wh-特殊疑問句的運用。

3.能運用所學詞匯詢問和表達未來打算，學會使用現在進行時態表示未來計劃；

4.能圍繞未來計劃這一話題作較具體的描述。

5.能讀懂介紹未來打算的文章和日程安排。　

6.學會書寫即將發生的假期安排或計劃和科學安排自己的假期活動.

3、情感態度

1.運用所學語言，積極投身到實踐活動中去，實踐自己的價值。

2.能在描述自己的計劃和打算時，激起學生更加熱愛祖國的美好河山和地球，從而為人類的美好明天貢獻自己的一份力量。

4、學習策略

1.能根據需要進行有目的預習，使其對教師的教學內容起補充作用。

2.抓住用英語交際的機會，在交際中把注意力集中在意思的表達上，必要時借助手勢和表情。

3.主動參與學習活動，善于和他人合作。

4.能利用網絡上的學習資源查找信息，用所學內容進行真實的交際，積極參與課外英語學習。

5、文化意識

1.初步了解英語國家的地理位置、歷史及假日的主要慶祝方式。

2.了解和熟悉當地地理，培養學生對本土文化的熱愛，實現跨學科交流的目的。

三、教學重難點

重點是‘talk about future plans’及本單元出現的詞匯、句型和語法。主要句型如下：

What are you doing for vacation? 　I am spending time with my friends

When are you going?　　　　　　 I’m going next week.

How long are you staying?　　　　We are staying for two weeks.

難點①如何培養學生根據閱讀材料提高寫作能力。

②本單元出現的be+doing均表示“打算做某事”，這與以前所學的現在進行時表“正在做某事”要學生注意通過上下文從意思上區分。

四、學情分析及教學策略

在上冊書中已學過用一般過去時談論過去度假的表達，具有了學習本單元知識的認知前提，能自然地與本單元話題進行銜接。因此，在本單元的對話中，教師可鼓勵學生將過去度假的經歷結合到本單元的對話中，充實對話內容，同時復習一般過去時。談論未來計劃是人們日常生活中遇到的話題，故學生喜于用英語表達此類知識。教師可在課前請學生在各種資料上查閱一些國內外風景名勝的情況介紹，包括其名稱、所在國、氣候、風景特點等， 以便在對話時有更大的自由表達空間，同時與其他同學互相學習、互通信息。同時教師也查閱一些資料提供給學生。教師應從學生的生活經驗和興趣出發，在課堂教學中應設計任務型教學活動，體現以學生為主體的教學活動，讓學生在完成各項任務的過程中自主學習語言，提高綜合運用語言能力。

五、主題語表

Beautiful, warm,

Sunny, nice Sports camp ，at home, on the beach, in the mountain

↑ ↑

Weather Places

↖

↙

Vacation plans ↗

↘

Vacation words

Description of the vacation

↓ ↓

Babysitting, spending time, visiting,

relaxing, going camping, go hiking, Relaxing,

exciting

going sightseeing, going fishing, going

shopping, go swimming, going bike riding, taking walks, renting videos

六、課時結構　

根據本單元教材的內容、學生學習英語的特點和規律，我把本單元內容整合為4課時：

Period1 (Section A 1a/1b/1c /2c SectionB1a/1b/4)

Period2 (Section A 2a/2b/SectionB2a/2b/ 2c /Selfcheck2)

Period3 (Section B2c / Section A 3a/3b/ 課外閱讀(go camping)/4)

Period4 (Just for fun/SectionB3a/3b/3c/ Selfcheck1/自編的Selfcheck)

每課時都有一個主題：Period1---Speaking，Period2---Listening, Period3---Reading, Period4--- Writing。但每課時都始終堅持任務目標→導說領先→活動或討論→反饋或筆頭落實→環環相扣，逐步鋪墊。其根本目的在于突出重點，使課堂節奏緊湊，連貫，達到知識到能力的正向遷移。

七、教學過程設計

Period1

I.教學目標：

1.知識目標：

1).單詞： babysit, camp, bike, ride, sightseeing, fish, rent.

2).句型： What are you doing for vacation? I’m visiting my grandmother.

What’s she doing for vacation? She’s going camping.

What are they doing for vacation? They’re relaxing at home.

2.能力目標：1）學完本課，學會學習談論將來的計劃。

2）學習用現在進行時表示將來時。

3）能積極思維，運用所學單詞，短語及句型，結合實際生活進行靈活運用。

3.情感態度目標：讓學生熟悉和理解不同的生活和度假方式。

II.教學重點: 掌握本課新單詞和句型和怎樣談論將來的計劃，及提高學生說的能力。

III．教學難點：掌握怎樣談論將來的計劃的方法和提高學生說的能力。

IV. 教學設計：

Step1Brain storm

Collect the names of activities which said by students.

Step2 Revision　(pair work)

Revise something about vacation by asking:

Where did you go on vacation?

How was your vacation?

Step3 Lead-in

①通過看a video 進行match 來復習現在進行時。

②Show students a big calendar which prepared before class, and say:

Today is Thursday. Two days later is Saturday. I am staying at home on Saturday. And I am not going out.

And ask students:

What about you? What are you doing on Saturday?

學生做出各種不同的回答，教師將句子I am staying at home on Saturday。及學生回答中的動詞短語寫在黑板上，通過朗讀回顧知識。這里應提醒學生注意be doing sth. 用現在進行時代表將要發生的動作，表示對未來的計劃和安排，譯為“我將要…”，“我打算…”，而不是正在做某事。

eg . What’s she doing for vacation? 她假期要做什么？

She’s babysitting her sister. 她要看她妹妹。

這是我們進入初中以來第一次接觸到將來時。這種用現在進行時表示將來動作的用法，實際上在英語中是很常見的。

Step4 Presentation (SectionB1a /SectionA1a)

①National Day is coming. What are you doing for vacation?

(通過各種圖片來教學詞匯與短語--- going bike riding, going sightseeing, taking walks, going fishing, renting videos, camping, babysitting, exercising etc )

②Finish Section B 1a. Match the words with the pictures. Keys: d b c a e.

教師提醒學生，這些都是表動作的短語，要求學生朗讀，然后造句。

③Finish Section A 1a. Look at the vacation activities in the picture. Make a list and add some more.

Step5: Listening (Section A 1b)

Listen to the conversations and number the picture[1-3]

We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．

Step6: Practice (Section A 1c)

利用先前出示的圖片來操練

What’s she/he/ doing for vacation?

What are they doing for vacation?

Step7: Survey (Section A 2c)

Ask classmates what they are doing for next vacation.

What are you doing for vacation?

Who are you going with?

Name Vacation plans

Li Chen He’s going camping with his parents.

Step8: Report

Good morning! In my group, Li Chen is …

Step9: Homework

①(P17 Survey) Make a survey about what your classmates’ weekend plans and write a report.

②預習Section A 2a/2b2c, Section B 2a/2b/2c

③查詢有關楠溪江之游的資料。

Period2

I.學習目標

1.掌握有關假期生活的動詞

2.假期里自己打算的簡單表達

3.談論假期要做的事情及可能的情況。

4.談論假期時旅游的天氣，旅游者以及食物等。

II.學習向導

語言目標 學習策略與思維技巧 重點詞匯

What are you doing for vacation?

I’m spending time with my friends.

When is she going?

She’s going on Monday / on the 12th /…

How long is she staying?

She’s staying just for four weeks. Role playing

Listening for key words. Spending time, babysitting, bike riding, sightseeing, fishing, take walks, rent, how long

語言結構 語言功能 跨學科學習

Present progressive as future

Where, when, how long questions Talk about future plans 了解和熟悉楠溪江地理

III．主題思維圖及任務型活動

IV．教學步驟：

Step 1: Warming up

Ask some students to report the result of the survey---weekend plans.

Step 2:Lead-in:

T: Your plans are exciting. Would you like to know the vacation plans of Hector, Susan and Molly.

Step 3: Listening

①Listen to the tape of Section A 2a,　Before listening, and ask:

　　 What are they doing for vacation?

②Section A 2b, Before listening, one question is given.

When are they going for vacation?

Who What When

Hector

Susan

Molly

③After checking the answers, and ask students to describe the 3 students’ vacation plans.

Step 4 Task one: show one’s own vacation plan.

Pair work and presentation.

Brain storm: (復習Section B 1b) let students speak out the vacation activities they’d like to do.

Step 5: Task two: Travel around.　　

①Section B2a Listen to the tape and check the questions the reporter asks.

②Section B2b Listen again and write He Yu’s answers to the questions they checked.

Step 6:Class work　

Ask classmates about their vacation plan and fill in a chart.

Name Place Weather Activities When How long

Sample:

Name Place Weather Activities When How long

Mary Hongkong Sunny, warm and humid Going to the beaches, going to the Sea Park… Next summer Two weeks

Jim …

…

Step 7: Task three: Susan’s tour in Nanxi River.

　　Imagine you are a tourist guide from … agency. You plan the schedules with your group mates for Susan in Nanxi River.

　　The schedule must contains:

　　Where are you going?　What are you doing there?　What should tourists take with them?

　　Where are you leaving from?　When are you leaving?　　What are you eating?

Step 8:Report:　

　　Hi, Susan. I’m glad to tell you ...

Step9:Homework　

①Write down your schedule and write a letter to her.

②Finish Section A 2c(Role play.)

教學點評及反思：

　　一．環節設計思路：

　　本課以聽說為主線，以三個環環相扣，循序漸進的任務展開知識學習。

　　首先就以課本中的一段對話聽力引入，將學生自然帶入語言環境，并初步感受到本課的主要話題是談論假期活動。由此引出本課第一個任務，學生自己談論各自的假期活動安排，并為第二個任務做了鋪墊。學會陳述自己的情況之后，還要交流和了解他人的假期活動，因此，第二個任務接踵而來，學生開始自由調查班級里其他同學的假期活動安排是怎樣的。這個任務承上啟下，它引出本課的中心任務：即為Susan安排楠溪江之旅的日程。

　　二．課后反思：

本課在設計上聽說結合，相得益彰。首先給學生創造了一個語言環境，讓學生自然融入，然后，緩緩導入階梯狀任務鏈，循序漸進，難度不斷加大，但坡度平緩，鋪墊充分且扎實，因此學生在完成最后的中心任務時亦不覺吃力，整堂課學生活動充分，教師的引導點到為止，給學生較大的空間發揮和創造。

Period3

I.教學目標：

1.知識目標：

1).單詞： hike, yeah, away, send, get back, post card, how long, San Francisco, Hawaii, Tibet, Hong Kong.

2).句型：復習前面句型

2.能力目標：1).繼續提高聽讀能力。2). 學會使用現在進行時態表示未來計劃；掌握wh-特殊疑問句的運用。3). 學會科學安排自己的假期活動，能和合作伙伴互相交流，充分交換信息。

3.情感態度目標: 能在描述自己的計劃和打算時，激起學生更加熱愛祖國的美好河山。

II.教學重點: 掌握本課新單詞和句型和學會科學安排自己的假期活動并能靈活運用于生活中。

提高閱讀能力

III．教學難點：同重點。

IV. 教學設計：

Step1 Make an interview

Role play. Student A is the reporter. Student B is He Yu. Student A , interview Student B.

Ask some groups to act it out in front of class.

這是上節課的作業，但在上課時，也應該留點時間給學生模仿右邊方框中所給的表達作為開頭，進行對話練習，然后在全班表演。學生應盡可能用所學的的各種疑問詞提問。

Step2 Listening (Section A3a)

①Fill in the chart after listening.

Tony Lin Hui

Where are they going? Hong Kong

How long are they staying?

②Say a few sentences about Tony and Lin Hui. Eg. Tony is going to…

Step3 Read(Section A3a)

①Answer any difficulty raised by students. Meanwhile deal with the new words, phrases and sentences.

②在黑板上寫一些句子，讓學生對劃線部分提問。如：

I’m going to Tibet for a week.

He’s staying there next Sunday. etc.

③Read in pairs.

④Act it out before class.

Step4 Pairwork (Section A3b)

①請一名學生對左邊的表格作一簡要的說明。讓學生說出自己的理解，如：這三列內容分別代表人物、將去的地點和將停留的時間。Friday-Tuesday 應讀做from Friday to Tuesday等。

②學生讀右邊方框中的對話，然后用左邊內容替換相應部分進行兩人對話。也可將全班分成boys and girls or halves等，進行齊聲問答。

③Say one sentence for everyone. ---Dave is going to his cousin’s house for a week. …

Step5 Reading

短文詞匯 讀完所用時間 閱讀速度 理解專練 作對題數 正確率

共234詞 　分鐘 詞/分鐘 5題 　%

Let’s go camping

　　What do we do when we go camp? First, we work out a plan. We take food, clothing, a knife, and things for cooking and eating. We take things to keep us away from insects and the sun.

　　Then we put everything into the car and we drive to the woods. We look for a place for campers (露營者) and we look for a good place for our tent(帳篷). The place should have a lot of moving air. This will keep some insects (蟲子) away. High land with water on both sides of it is good. Then we put up our tent. We put everything into the tent, and we are ready for fun. We can swim in the lake, walk in the woods, climb a mountain, row a boat, or go fishing.

　　In the evening we come back to the tent, we build a big fire because it can keep the insects away. We sit around the fire and talk. We may tell interesting stories or we may sing songs.

　　At night we lie down on the grass. We can look up at the stars. It is a busy day, so we try to go to sleep early.

　　Everything is dark. Everything is quiet. We hope we won’t hear music from the radio in the next tent. We hope it won’t rain.

　　Multiple choice:

　　1.Before going to camp we should first ___________.

　　A. draw up a plan　　　　　　　 B. take some food

　　C. take things to keep us warm　 D. take something for cooking and eating

　　2.We go to camp __________.

　　A. by bus　　B. by car　　C. by bike　　D. on foot

　　3.Campers can take part in ________ activities.

　　A. one or two　　B. only a few　　C. many　　D. two or three

　　4.In the evening we build a fire because ________.

　　A. it is cold at night　　　　　 B. it can keep us warm

　　C. it can keep the insects away　D. it is dark and quiet

　　5.The campers like to ____ at night.

　　A. hear music from the radio　B. go to sleep early　C. have rain　D. be busy

　　 答案：A　　B　　C　　C　　B

Step6 Vacation Dreams

①Individual work. Write down your vacations dream with a few sentences.

②Group work. Read it aloud in your groups, and let listeners fill the following form.

Name Place Activities When How long

③Classwork. Report

　　Ask students to make a report in front of class.

Step7學生旅行社

　　學生分小組成立旅行社，根據學生人數最好成立四到五個。教師可以根據學生對各個省份和城市的了解及喜愛情況選擇旅行社的項目所在地，然后學生查找相關的資料，制定旅行計劃，撰寫各個景點的簡介，計算旅行的花費。教師可以利用綜合活動的機會讓旅行社展示自己的企劃，用學生自己評選最佳創意、最佳路線、最佳導游等，鼓勵學生創造。

Step8 Homework

Groupwork: discuss and write a report. The plan of National Day. The plan must contains: who, what, where, when, how, how long, why, what kind of food, the people and the weather.

Period4

Teaching aims and demands

　　Knowledge: talk about future plans

　　 　　Learn future tense

　　Moral education: communication with others freely.

　　Ability: Talk about things planned to happen

Difficult points：　　

進行時表計劃安排, be doing sth表示在計劃中的將來要做的事情; on schedule打算將要做的事情，或根據判斷得出的結論。

Teaching methods: Task based

Step1 Warming-up　

Greeting the whole class as usual.

Step2 Revision

1. Just for fun

Enjoy the cartoons together.　

2.Free talking

What are you doing for vacation?　　How are you going there?　　

Where are you going?　　 When are you going?　　How long are you staying?

Step3 Listening

1.Pre-listening

Ask some students to say something of the five pictures. eg: the names of the activities…

2.Let the student listen to 3a and answer the following questions:

Where did Ben Lambert’s go at first?

　　When is Ben Lambert leaving?

Step4 Reading

1. Pre-reading

①Let the students underline the names of the activities in the magazine article.

②Write the number of each picture next to the correct activity.

2. While-reading

What does Ben Lambert do?

Is he taking a long vacation or a short vacation?

　　Where did he plan to do at last? Why?

　　Which part of Canada is he going, in the north or in the south?

How many activities is he going to do? What are they?

3. Explain any question which raised by students.

4. Read aloud.

Let students read it loudly.

Step5 writing 3b

1. Ask the students to go through the whole passage, and grasp the main idea and ask the teacher to explain some difficult express.

2. Discuss what kind of words should be filled in the blanks in groups. Eg, places, activities, or time etc.

3. Fill in the blanks. After finishing it, ask some students to read out their own passages and others assess them together.

4. Read their own articles freely.

Step6 task　　

On the way to Canada, Ben Lambert is staying in Beijing for two days (Saturday and Sunday). Please plan schedules for him.

　　place of interests in Beijing:

Tian'an men Square 　天安門廣場　　 the Palace Museum 故宮

the Temple of Heaven 天壇　　 the Great Wall 長城

the Ming Tombs 明十三陵　　 the Fragrant Hills 香山

the Summer Palace 頤和園　　 the Ruins of Yuanming yuan 圓明園

History Museum 歷史博物館　　 The World Park 世界公園

Museum of Science and Technology 科技館Beijing Amusement Park 北京游樂園

　　①Plan schedules in groups

　　②Report the plan.

　　Good morning, Ben Lambert. I'm … from … Travel Agency. I'm glad to share the next two days with you…

　　③Write the plan.

④Correct a report in class.

Step8 Self-check1

①Ask the students to find the sentences with the five words--- leave, hear, plan, ask, hope in Section A and Section B, and pay attention to the meanings and usage of them.

②Let the students make sentences with the five words.

③Get the students to fill in the blanks with the proper forms, then check the answers together.

Step9 Self-check

1. I am going to spend my summer v with my sister.

2. Tom doesn’t have enough money to buy a house, so he has to r one.

3.What’s your p for this term.

4.A: What you ? B: I am my sister.

A: do; do; babysit B: are; doing; babysit

C: did; do; babysitting D: are; doing; babysitting

5.A: What is he doing for vacation? B: He is .

A: going camping B: go camp C: go camping D: going camp

6.I plan abroad.

A: go B: going C: to go D: is going

7. A: what are doing for vacation? B: .

A: Go to see a movie B: Going to see a movie

C: To go to see a movie D: Went to see a movie

8. It is a trip. You will feel very .

A: relaxing; relaxing B: relaxing; relaxed

C: relaxed; relaxed D: relaxed; relaxing

9. I am going hiking the mountain.

A: on B: to C: of D: in

10. A: are you going to stay there? B: a week

A: when; about B: how; for C: how long; for D: what; about

Key: vacation, rent, plan, D, A, C, B, B, D, C

Step8 Homework: (choose one )

①Finish 3c (Pretend you are a famous singer or football player. What are your vacation plans? Write an article.)

②Review the whole unit and preview Unit 4.

　　教學點評及反思：

　　一．環節設計思路：

　　本課從課本入手，用課本內容引出課外活動，層次清晰。

　　首先面向全體學生進行簡單的復習，目的在于鞏固幾個基本句型。然后把課本中閱讀的短文用聽力的方式引入，別出心裁。其主要目的在于營造較輕松的語言環境，緩解部分學生對于讀寫的畏懼心理。接下來，從聽說引入讀寫，給學生鋪墊知識的過程。讀寫并不脫離聽說，因為語言是交流的工具，因此，在讀的過程中適當穿插說，既練習口頭表達，又鞏固了讀的成效。最后，本課的中心任務自然引出，要學生為短文的主人公安排到北京旅游的日程。整個課堂設計由淺入深，循序漸進，難度過渡非常自然。

　　二．課后反思：

　　學生是活動的主體，課堂上大部分的時間交給學生，教師的引導是關鍵。如何一層層的導入，由易至難的階梯狀任務何時引入，如何引入都是關鍵所在。同時要注意的是，學生活動之前的范例一定要明確清晰，要每個孩子都知道做什么和怎么做，活動才會順利的開展，學生才能在活動中有所得。

在課堂設計上體現了任務型教學的主導思想，以任務貫穿教師教學和學生活動的各個環節。學生活動的目的明確，每個步驟教師都給出了活動所需的語言知識內容，學生亦能準確的使用目標語言，在活動中學習掌握知識。

八、 備課體會

1、本單元教學設計基于教學參考和課本資料。為了提高學生的綜合語言運用能力，從聽、說、讀、寫這四個方面對教材內容進行合并，掉換順序，增或減，甚至有部分內容作為作業去完成。但每課時除了突出主要語言技能外，又體現了其他語言技能。

2、教學任務設計主要圍繞以下幾個主題：①任務目標。教學步驟中每一步都將成為下一教學步驟的鋪墊，在每一步驟中，教師設計具體任務，讓學生參與到課堂互動中，并完成具體的任務。在寫作課中，Discussion能充分使學生如釋重負。②自主學習。本單元的主題任務，都要求學生在課余進行資料收集、整理并在課堂上報告，對于基礎較弱的學校，教師可以事先收集資料讓學生課前閱讀。③著重思維培養，圍繞話題 future plans 進行多方面的擴展，并且能較好地利用 reading 部分，引發學生積極思維、討論。④課堂總結，當堂鞏固。在授課過程中，在師生互動中呈現并教授新學詞匯，并落實在課文和練習鞏固中。對于長句、難句，教師進行控制性提問和分析。⑤盡量引導學生利用網絡資源。

3、課堂容量較大，四課時可能難以完成，在實際上課中很可能需要調整課時。