Unit 1 Where did you go on vacation 教案 2023-2024学年人教版八年级英语上册

课　题

Unit 1　Where did you go on vacation?

课时

第一课时Section A(1a-2d)

课型

New

教学目标

知识目标

1. 学习并掌握下列词汇:

anyone,  anywhere,  wonderful,  quite a few,  most

2. 掌握以下句型:

①—Where did you go on vacation? —I went to the mountains.

②—Where did Tina go on vacation? —She went to the beach.

③—Did you go with anyone? —Yes,  I did. /No,  I didn’t.

能力目标

能够运用一般过去时谈论假期里发生的事情。

情感目标

学会用一般过去时进行信息交流, 培养学生的环保意识, 热爱大自然。

教学重点

1. 用所学的功能语言交流假期去了什么地方旅行。

2. 掌握本课时出现的新词汇。

教学难点

1. 复合不定代词someone,  anyone,  something,  anything等的用法。

2. yourself,  myself等反身代词的用法。

课前预习

Preview the new words.

教学方法

Situational approach;  Listening and speaking approach;

Communicative approach

教学过程

教学环节

教师活动

学生活动

备课札记

Step 1

Warm up

1. Play the video about vacations.

2. Ask students. “What did you do last weekend?”.

1. Students watch the video.

Review activities:stay at home,  go to the mountains,  visit my uncle.

2. Talk about the things they did last weekend.

利用学生感兴趣的人物视频, 复习学过的描述活动的短语, 为后面的学习作铺垫; 并通过视频激发学生的学习兴趣。

Step 2

Work on 1a

and 1b

1. Show some pictures on the big screen.  Let students read the expressions.

2. Focus attention on the picture.  Ask:What can you see? Say:each picture shows something a person did in the past.  Name each activity and ask students to repeat:stayed at home,  went to mountains,  went to New York City,  went to the beach,  visited my uncle,  visited museums,  went to summer camp.

3. Now,  please match each phrase with one of the pictures next to the name of the activity, point to the sample answer.

1. Students read the expressions.

2. Finish 1a.

3. Listen to the conversations in 1b.

在语境中呈现和导入目标语言。

教学环节

教师活动

学生活动

备课札记

4. Check the answers.  Answers:1. f  2. b　3. g　

4. e　5. c　6. a　7. d

5. Play the tape of 1b.

Step 3

Practice (1c)

First let students read the conversation in 1c.  Then ask them to make similar conversations about vacation.

Students first read the conversation in pairs,  then make similar conversations about vacation.

通过两人小组对话, 让学生从听对话到模仿对话, 练习过去时的运用。

Step 4

Listening

(2a&2b)

1. Let students read the phrases in the chart of 2b.

2. Play the recording the first time.  students listen and fill in the chart.

3. Play the recording a second time for the students to check“Yes,  I did. ” or“No,  I didn’t.  ”

4. Check the answers with the students.

1. Students read the words in the box in 2b loudly before listening to the tape.

2. Listen and complete the chart in 2a.

3. Listen to the tape in 2b to check“Yes,  I did. ” or “No,  I didn’t.  ”

通过听力练习, 在语境中体会过去时的运用。

Step 5

Oral Practice

(2c)

1. Let two students read the conversation between Grace,  Kevin and Julie.

2. Let students work in pairs and try to role-play the conversation.

3. Ask some pairs to act out their conversations.

1. Students read the dialogue in 2c in pairs.

2. Students act out their conversations.

通过利用“信息差”进行口语结对活动, 在交流信息过程中, 进行真实的交际问答活动。

Step 6

Role-Play(2d)

1. First let students read the conversation and match the people and places they went.

2. Let students act out the conversations in pairs.

3. Some explanations in 2d.

1. Students read the conversation and match the people and places they went.

2. Role play it.

在听力练习和小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。

Step 7

Summarize

Guide the students to summarize how to talk about past activities.

Summarize how to talk about past activities.

培养学生探究、归纳总结能力。

Step 8

Consolidation

教师设置巩固检测练习:

根据汉语提示完成句子

1. Did he go out with anyone(任何人)?

2. They didn’t buy anything special(特殊的东西)there yesterday.

3. Tell us something interesting(有趣的事情)about your vacation,  Jenny.

4. They caught quite a lot(相当多的)insects in the forest.

5. Most of(大多数)students can get to school early.

独立完成检测练习, 进行自我评价。

通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。

Step 9

Homework

用英语询问你的一位好朋友, 她(他)假期去了哪里?看到了什么?并将此对话写在作业上。

A:Where did you go. . . ?

B:I went to. . .

A:Did you see. . .

B:Yes,  I did. /No,  I didn’t.

板书设计

Section A (1a-2d)

anyone,  someone,  everyone,  something,  anything,  everything,  yourself,  myself

Where did you go on vacation?　　　Did you do anything special?

I went to New York City.  Did you go anywhere interesting?

Where did she go on vacation? most of the time

She went to the mountains.

教学反思

本节课是新学期开始的第一节课, 本着调节学生心里, 活跃课堂气氛, 抓住学生心理的思想展开。作为新课本, 感觉自己对新课本的内容还是缺乏整体的把握和整合。

课　题

Unit 1　Where did you go on vacation?

课时

第二课时Section A(Grammar Focus-3c)

课型

New

教学目标

知识目标

1. 学习并掌握下列词汇:

something,  nothing,  everyone,  of course,  myself,  yourself

2. 复习所学的重难点句型及句式结构。

能力目标

能够运用一般过去时谈论假期里发生的事情。

情感目标

学会用一般过去时进行信息交流, 培养学生的环保意识, 热爱大自然。

教学重点

1. 用所学的功能语言交流假期去了什么地方旅行。

2. 复习运用本课时出现的新词汇。

教学难点

1. 复合不定代词someone,  anyone,  something,  anything等的用法。

2. 阅读填空能力的提高。

课前预习

Preview the new words.

教学方法

Situational approach;  Listening and speaking approach;

Communicative approach

教学过程

教学环节

教师活动

学生活动

备课札记

Step 1

Warm up

and revision

1. Free talk:Ask students the questions:Where did you go on vacation?

2. Review the usage of “复合不定代词”.

1. Students try to answer the questions.

2. Review the usage of“复合不定代词”.

利用学生感兴趣的Free talk, 复习学过的句型和不定代词。

Step 2

Work on

Grammar

Focus

1. Ask students to read the sentences fluently.

2. Ask students to finish the following.

(1)你去了什么地方去度假?

_________ _________you go on _________?

(2)我去了纽约市。

I ______ ______New York City.

(3)你和什么人一起去的吗?

____ _____go out with _______?

(4)不, 没有别人在这儿。每个人都在度假。No.  ___ ___was here.  _______was on _____.

1. Students read the sentences.

2. Finish the sentences.

熟练阅读Grammar Focus中的句子, 并完成句子填空, 加深记忆。

Step 3

Summarize

Ask students to summarize:

复合不定代词总结:

1. some,  any,  no,  every与-one,  -thing可以组成八个不定代词, 他们分别是:

someone,  ____ ____ ____ ____ ____ ____ ___。

2. 带some的复合不定代词常用于肯定句中; 带any的复合不定代词常用于否定句或一般疑问句中。例如:

我想吃点东西。I’d like _________to eat.

今天有人给我打电话吗?

Did _________call me today?

3. 当形容词修饰不定代词时, 应放在其后面。例如:这本书里有什么新东西吗?

Is there _____ ____in this book?

今天没有什么特别的事。

There’s ____ ____today.

4. 由some,  any,  no,  every构成的复合不定代词作主语时, 都作单数看待, 其谓语动词用单数第三人称形式。例如:

Something is wrong with my watch.

Well,  everyone wants to win.

Nobody knows what the future will be like.

There is something for everyone at Greenwood Park.

5. 除no one以外, 其他复合不定代词都写成一个词。

Students summarize and finish the blanks.

通过填空, 引导学生去总结复合不定代词的用法。

Step 4

Work on

3a&3b

Work on 3a:

1. Let students look at the conversation in 3a.  First let one student read the words in the box.

2. Tell students to read the conversation and fill in the blanks.

3. 方法指导:

Work on 3b:

1. Tell students to fill in the blanks in the e-mail message with the words in the box.

2. 方法指导:

1. Students look at the conversation in 3a.

2. Finish 3a and 3b.

3. Check the answers.

通过填空练习, 在语境中体会复合不定代词的运用。

教学环节

教师活动

学生活动

备课札记

教学环节

教师活动

学生活动

备课札记

Step 5

Group work

Work on 3c

1. Let students ask questions in group about their vacation.  Then tell the class the results.

2. Ask students to fill in the blanks according to the answers.

3. Ask students to try to make a report in each group.  Then let one student read the report to the class.

1. Ask questions in group about their vacation.  Then tell the class the results.

2. Fill in the blanks according to the answers.

3. Give a report.

利用小组合作, 训练学生知识的同时锻炼学生的合作意识。

Step 6

Exercise

Ask students to finish the blanks. 用恰当的不定代词填空

1. Someone found Mr Li’s keys and gave them back to him yesterday.

2. ─Did you see anything in the big box?

─No,  I didn’t.  There’s nothing in it.

3. No one helped the little boy.  He did it himself.

4. My watch doesn’t work.  Something is wrong with it.

5. ─Hello,  everyone!

─Hello,  Mr Smith!

6. ─How’s it going,  Jack?

─Great! Everything is going well.

7. ─Did you go to the beach with

anyone?

─Yes.  I went there with my cousin.

Students finish the exercise.

通过填空, 进一步加深复合不定代词的用法。

Step 7

Homework

1. 背诵Grammar focus部分。

2. 复习复合不定代词的用法。

板书设计

Section A (Grammar focus-3c)

something,  nothing,  everyone,  of course,  myself,  yourself,  hen,  pig,  seem,  bored,  someone,  diary

—Did you go out with anyone?

—No.  No one was here.  Everyone was on vacation.

—Did you buy anything special?

—Yes,  I bought something for my father.

—No,  I bought nothing.

—How was the food?

—Everything tastes good.

教学反思

有效的整合了课本教材资源, 使得教学的思路更加清晰, 教学的重难点更加突出。因此, 学生在完成教学任务时感觉更加轻松。课堂容量较大, 对基础较差的学生来说有一定的困难。

课　题

Unit 1　Where did you go on vacation?

课时

第三课时Section B(1a-1e)

课型

New

教学目标

知识目标

1. 复习学过的单词;

2. 能掌握以下句型:

①Where did. . . ?

②What did. . . ?

③How was. . . ?/How were. . . ?

④Did she/he. . . ?

能力目标

能够运用一般过去时谈论假期里发生的事情。

情感目标

学会用一般过去时进行信息交流, 培养学生的环保意识, 热爱大自然。

教学重点

1. 用所学的功能语言交流假期去了什么地方旅行。

2. 注意形容词的使用。

教学难点

1. 复合不定代词someone,  anyone,  something,  anything等的用法。

2. 听力训练。

课前预习

Preview the new sentences.

教学方法

Situational approach;  Listening and speaking approach;

Communicative approach

教学过程

教学环节

教师活动

学生活动

备课札记

Step 1

Warm up

and revision

1. Daily greeting.

2. Check the homework.  Let some students report where did they go on vacation.

3. Review the “复合不定代词”.

1. Daily greeting.

2. Report where did they go on vacation.

3. Review the “复合不定代词”.

复习前面学过的内容, 并让学生给全班报告假期里做过的事情。

Step 2

Work on 1a

1. Point to the six words:delicious,  expensive,  exciting,  cheap,  terrible,  boring.

2. Read the words and let students read after the teacher.

3. Point to the last picture and say: This is a cake.  It’s delicious.  Then do the same thing for all six pictures.

4. Let students match each word with a picture.  Then check the answers with the students.

1. Students read the words.

2. Students match each word with a picture.

利用图片呈现和导入形容词。

Step 3

Work on 1b

1. Explain the meaning of“ words” and“ words. ”

2. Let students discuss the words they know and write them down on the line.

3. Let some students read out their words to the class. (Or let some students write their words on the blackboards. )

1. Students discuss the words they know and write them down on the line.

2. Students read out their words to the class.

通过对形容词的分类, 进一步明确词类的用法。

教学环节

教师活动

学生活动

备课札记

Step 4

Listening (1c)

1. Let one student read the questions aloud.  Make sure all the students know the meanings of the questions.

2. Play the recording for the first time.  Students only listen.

3. Then play the recording for the second time.  Students listen and answer the questions.

4. Then play the recording for the third time for the students to check the answers.

5. Check the answers:(Look at the big screen. )

1. Students read the questions aloud.

2. Students only listen.

3. Students listen and answer the questions.

通过听力练习, 在语境中体会过去时的运用。

Step 5

Listening

(1d)

1. Tell students this time they have to write down what Lisa said about her vacation,  the people,  the fun park,  the food and the store.

2. Then play the recording for the second time.

3. Then play the recording for the third time for the students to check the answers.

1. Students listen and write down the words.

2. Students check the answers.

通过听力练习, 在语境中体会过去时的运用。

Step 6

Pair work

(1e)

1. Tell students to ask and answer about Lisa’s vacation.  Begin the questions with the following sentences.  For example:

Where did you go on vacation?

I went to New York City.

Did you go with anyone?

Yes,  I did.

2. Let some pairs come to the front and ask and answer in pairs.

1. Students work in pairs and ask and answer about Lisa’s vacation.

2. Ask and answer in pairs.

在听力练习和小对话口语练习的基础上, 进行对话表演, 开展有实际意义的交际运用活动。

Step 7

Discussion and

summary

1. Tell students to work in groups.  Discuss the questions together.

What do people usually do on vacation?

2. Give students some possible answers:

People usually go to some places of interest for vacation.

I find fishing enjoyable.

3. Let some groups report their answers.

Students discuss the two questions.  Write down their answers.  Some groups report their answers.

培养学生探究、归纳总结能力。并为下一节课做准备。

Step 8

Homework

课后作业设计:

用所给动词的适当形式填空

1. My mother bought(buy) a new schoolbag for me yesterday.

2. When did you start(start) to learn English?

3. My aunt took(take) us to dinner at a restaurant but the food was (is) not good at all.

4. When I was(am) in America,  I made(make) a lot of new friends.

5. They had(have) a great sale last weekend.

板书设计

Section B (1a-1e)

words　　　　　　　　　　　words

delicious 　                                         terrible

教学反思

本节课是听说为主的一节课, 本着调节学生心里, 活跃课堂气氛, 抓住学生心理的思想展开。

课　题

Unit 1　Where did you go on vacation?

课时

第四课时Section B(2a-Self Check)

课型

New

教学目标

知识目标

1. 能掌握以下单词:decide,  try,  paragliding,  feel like,  bird,  bicycle,  building,  trader,  wonder,  difference,  top,  wait,  umbrella,  wet,  because of,  below,  enough,  hungry

2. 能掌握以下句型:

①Where did. . . ?

②What did. . . ?

③How was. . . ?/How were. . . ?

④Did she/he. . . ?

能力目标

能够运用一般过去时谈论假期里发生的事情。

情感目标

学会用一般过去时进行信息交流, 培养学生的环保意识, 热爱大自然。

教学重点

1. 掌握本课时出现的生词及表达方式。

2. 阅读短文, 获得相关信息, 提高学生们的综合阅读能力。

教学难点

阅读2b部分的短文并完成相关要求。

课前预习

Preview the new words.

教学方法

Situational approach;  Listening and speaking approach;

Communicative approach

教学过程

教学环节

教师活动

学生活动

备课札记

Step 1

Warm up

1. Daily greeting.

2. Show a movie of paragliding.

Students watch a movie of paragliding.

利用学生感兴趣的视频激发学生的学习兴趣。

Step 2

Work on 2a

1. Tell students to work in groups.  Discuss the questions together.

2. Give students some possible answers.

Students discuss the two questions.

通过问题呈现和导入目标语言。

Step 3

Reading 2b

1. Ask students to read Jane’s diary entries about her vacation and answer the questions.

Did Jane have a good time on Monday?

What about on Tuesday?

2. Check the answers with the students.

Students read the diary quickly and find the answers to the questions.

通过阅读回答问题, 锻炼学生的阅读能力并掌握目标语言。

Step 4

Work on 2c

1. Let students look at the chart first.

2. Then let them read Jane’s diary entries again and fill in the chart.

3. Check the answers. (Look at the big screen)

Students read Jane’s diary entries again.  Fill in the chart.

通过填空练习, 再读课本, 加深理解, 巩固目标语言。

Step 5

Work on 2d

1. Tell students they should read the conversation about Jane’s trip to Penang again and use the information in the diary entries.

2. 方法指导:首先, 应通读整个对话一遍, 理解对话的大意; 然后, 认真阅读有空格的上下句的内容, 结合日记的内容, 确定空格处的内容。最后, 再通读一遍对话, 综合日记的内容看每个空格处是否贴切。

3. Check the answers with the class.

Students read the conversation about Jane’s trip to Penang first then try to fill in the blanks.

通过利用改写文章的方式, 完成对文章的升华。

Step 6

Work on 2e

1. 告诉学生们这篇日记是Jane在七月十八日又一次参观了Penang Hill后, 所写的。读日记, 并用括号中单词的正确形式填空。

2. 方法指导:首先, 再次明确这是一篇日记, 因此应用一般过去时态; 然后, 通读一遍日记的内容, 了解大体内容; 最后, 综合每句的内容, 用括号中动词的正确的形式填空。

3. Check the answers.  (Look at the big screen. )

4. 对动词一般过去时的规则形式与不规则形式, 再复习一遍。

Students read the diary and try to fill in the blanks.

在读日记和填空的基础上, 再次复习过去时的用法。

教学环节

教师活动

学生活动

备课札记

Step 7

Work on 3a

1. Tell students they went to one of these places of interest last summer vacation.

2. Let some students read the words in the box.

3. Check the answers.

Students read the diary and try to fill in the blanks with the words in the box.

在真实的语境中锻炼学生的写作能力。

Step 8

Consolidation

根据首字母填空

1. Did you take an umbrella? It’s raining outside.

2. Did you see the building over there?

3. Do you know the differences between the two pictures?

4. I am hungry.  I want something to eat.

独立完成检测练习, 进行自我评价。

通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。

Step 9

Homework

Finish 3b—Self Check

板书设计

Section B (2a-Self Check)

enjoyable,  activity,  decide,  try,  paragliding,  feel like,  bird,  bicycle,  building,  trader,  wonder,  difference,  top,  wait,  umbrella,  wet,  because of,  below,  enough,  hungry,  as,  hill

①Where did. . . ?

②What did. . . ?

③How was. . . ?/How were. . . ?

④Did she/he. . . ?

Did Jane have a good time on Monday?

What about on Tuesday?

—Yes,  I bought something for my father.

—No,  I bought nothing.

—How was the food?

—Everything tastes good.

教学反思

教学容量较大, 主要任务有两个:一是解决2b部分的阅读, 二是完成旅行日记的写作。两个教学任务内容比较多, 同时课本词汇量也较大。