八年级上册英语第三单元教案如何高效设计？

八年级上册英语第三单元教案

单元基本信息

• 单元主题: What are you doing for vacation? (你假期要做什么？)
• 功能意念: 谈论假期计划和安排。
• 核心语法: 现在进行时表将来。
• 核心词汇: vacation, plan, away, get back, fishing, rent, bike, forget, finish, before, tourist, forget to do sth., decide to do sth.
• 核心句型:
  • — What are you doing for vacation? — I'm visiting my grandmother.
  • — When are you going? — I'm going on Friday.
  • — Who are you going with? — I'm going with my family.
  • — How long are you staying? — I'm staying for three hours.

教学目标

1. 知识与技能目标:

   • 词汇: 能听、说、读、写并正确运用本单元的核心词汇（如 vacation, plan, fishing, rent 等）。
   • 句型: 能熟练运用 "What are you doing for vacation?" 及其回答 "I'm..." 来询问和描述假期计划。
   • 语法: 能理解并掌握现在进行时表将来的用法，并能用其谈论未来的计划和安排。
   • 听: 能听懂关于假期计划的简短对话和独白，获取关键信息（如做什么、和谁去、何时去）。
   • 说: 能就自己的假期计划与他人进行简单的交流，并能就他人的计划进行提问。
   • 读: 能读懂关于假期计划的简短邮件、日记或文章。
   • 写: 能写出3-5句话来描述自己或他人的假期计划。

2. 过程与方法目标:

   • 通过情境创设、结对活动、小组讨论等方式，引导学生在真实或模拟的语境中运用语言。
   • 培养学生通过听、说、读、写等多种途径获取信息和处理信息的能力。
   • 鼓励学生主动参与,乐于合作，培养自主学习能力。

3. 情感态度与价值观目标:

   • 培养学生热爱生活、乐于与人分享个人计划的习惯。
   • 引导学生学会合理安排自己的假期时间,做到劳逸结合。
   • 增强学生的跨文化交际意识,了解中西方在假期安排上的异同。

教学重难点

• 教学重点:

  1. 掌握核心词汇和句型,并能流利地运用其进行交流。
  2. 理解并掌握现在进行时表将来的用法。

• 教学难点:

  1. 在实际交际中灵活运用现在进行时谈论未来的计划。
  2. 区分现在进行时表“现在正在发生”和表“将来计划”两种用法。
  3. 运用目标语言进行连贯的口头表达和书面写作。

教学准备

• 多媒体课件
• 单词卡片
• 一些关于假期活动的图片（如：爬山、游泳、野餐、看电影等）
• 学生学案/练习纸

教学过程

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第一课时：Section A (1a-2c)

Step 1: Warming-up & Lead-in (热身与导入) (5 mins)

1. Greeting: Greet the students as usual.
2. Brainstorming: Show a picture of a calendar with a red circle on a future date (e.g., the coming weekend or a holiday).
   • T: Look at the calendar. What's special about this day?
   • Ss: It's Saturday / It's a holiday...
   • T: Yes! It's vacation time! What do you usually do on vacation? (Write "vacation" on the blackboard). Let's brainstorm! Show pictures of different activities (swimming, hiking, watching TV, etc.) and ask students to say the words.
   • (设计意图：通过日历和图片，创设假期情境，自然地引出本单元主题和核心词汇。)

Step 2: Presentation (新知呈现) (15 mins)

1. Introduce Key Vocabulary:

   • Present the new words: vacation, plan, fishing, rent, bike, get back.
   • Use pictures and simple actions to help students understand and remember. For example, mime "fishing" with a rod, mime "riding a bike".

2. Introduce the Target Language:

   • T: Now, I want to know your vacation plans. How can I ask you? Let me see... (Think for a moment) Oh, I know! I can ask: What are you doing for vacation? (Write the sentence on the board, and underline the -ing form).
   • T: This is a very useful question. It asks about your future plan. Look, we use the -ing form. This is called the Present Continuous Tense. But here, it doesn't mean "right now". It means "in the future".
   • (设计意图：明确指出现在进行时表将来的用法，并强调其与表现在的区别，突破难点。)

3. Model the Dialogue:

   • T: Let me ask a student. (Ask a student who is looking a bit bored).
   • T: Hi, [Student's Name]. What are you doing for vacation?
   • S: (Might say "I don't know.")
   • T: That's OK. Let's pretend. How about saying: "I'm visiting my grandparents." (Help the student answer).
   • T: Great! Thank you. (To the class) So, [Student's Name] is visiting his/her grandparents for vacation.
   • (设计意图：通过师生互动，示范目标句型的使用，让学生初步感知。)

Step 3: Practice (练习) (10 mins)

1. Activity 1a (Matching):

   • Ask students to open their books to Page 13. Look at the activities in 1a.
   • Have students match the activities with the pictures. Check the answers together.

2. Activity 1b (Listening):

   • T: Now, let's listen to the recording. Three people are talking about their vacation plans. Listen and write the names next to the correct pictures in 1a.
   • Play the recording for the first time. Students just listen.
   • Play the recording again. Students write the names.
   • Play a third time if necessary. Check the answers as a class.
   • (设计意图：通过听力输入，巩固所学词汇，并让学生感知目标语言在真实语境中的应用。)

3. Activity 1c (Pair Work):

   • T: Now, work with your partner. Ask and answer about the people in the picture. Use the model conversation.
   • Model: A: What is Molly doing for vacation? B: She's babysitting her sister.
   • Let students practice for 2-3 minutes, then ask a few pairs to present their dialogue.
   • (设计意图：结对活动，让学生在半控制的情境中初步操练目标句型。)

Step 4: Consolidation & Production (巩固与产出) (10 mins)

1. Activity 2a (Listening for Details):

   • T: Let's listen again. This time, listen for more details. Ben, Lucy, and Tony are talking. Listen and fill in the chart.
   • (On the PPT, show a chart with columns: Name, What doing, When, How long, Who with)
   • Play the recording. Students fill in the chart.
   • Check the answers by asking students questions: "When is Ben going? How long is he staying?" etc.
   • (设计意图：训练学生抓取细节信息的能力，并引出更多关于假期计划的提问句型。)

2. Activity 2b (Pair Work - Survey):

   • T: Now, it's your turn to talk about your own vacation plans! Interview at least two classmates. Fill in your own chart.
   • Model: A: Hi, [Name]. What are you doing for vacation? B: I'm going hiking. A: When are you going? B: I'm going this Saturday. A: How long are you staying? B: I'm staying for one day. A: Who are you going with? B: I'm going with my friends.
   • Give students 5 minutes to interview. Walk around the classroom to offer help.
   • (设计意图：将语言学习与学生的实际生活联系起来，进行真实的交际活动，实现语言的产出。)

Step 5: Summary & Homework (总结与作业) (5 mins)

1. Summary:

   • T: What did we learn today? (Guide students to summarize)
   • Ss: We learned words about vacation... and the question "What are you doing for vacation?"
   • T: Excellent! Remember, we use the Present Continuous Tense (verb + -ing) to talk about future plans.

2. Homework:

   • Level 1 (基础): Copy the new words and key sentences three times.
   • Level 2 (提高): Write down your own vacation plan using the target sentences. (e.g., I'm going to... for vacation. I'm leaving on... I'm staying for... I'm going with...)
   • Level 3 (挑战): Interview your parents about their vacation plans and report to the class next time.

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第二课时：Section A (3a-4) & Section B (1a-1e)

Step 1: Revision (复习) (5 mins)

• Quick Review: Ask a few students to present their homework (their vacation plans).
• Pair Work: Quick Q&A. "What is your partner doing for vacation?" (Ask students to ask their deskmates).

Step 2: Reading (阅读) (15 mins)

1. Pre-reading:

   • Show a picture of a girl writing a diary.
   • T: Look at the picture. Who is she? What is she doing? (Ss: She's writing a diary.) What do you think her diary is about? (Ss may guess: school, friends, family...). Let's read and find out.

2. While-reading:

   • Activity 3a (Skimming): Ask students to read the diary quickly and answer the main question: Who is the writer of the diary? What is her main plan for vacation?
   • Activity 3b (Scanning): Ask students to read the diary again and fill in the blanks in the exercise.
   • Check the answers.

3. Post-reading:

   • T: Read the diary again and find out "What is Susan doing?" and "What is Ben doing?" Write them down.
   • Check answers. (Susan is going hiking and camping. Ben is visiting his cousins.)
   • T: Why is Susan so happy? (Because she loves to take walks in the woods and watch the stars.) Ask students to find the sentences.
   • (设计意图：通过略读和精读，培养学生获取不同层次信息的能力，并加深对文本的理解。)

Step 3: Listening & Speaking (听说) (15 mins)

1. Activity 4 (Class Survey):

   • T: Now, let's do a class survey about vacation plans. Use the chart in your book.
   • Give students 5-7 minutes to walk around and ask their classmates.
   • Ask a few students to report their findings: "Li Ming is going to the beach. He is leaving on..." etc.
   • (设计意图：将所学语言知识综合运用于调查活动中，培养学生的合作与交际能力。)

2. Activity 1b (Listening):

   • T: Now, let's listen to a conversation about Hiking and Fishing. What are the two people doing? Listen and check (√) the activities you hear.
   • Play the recording. Check answers.

3. Activity 1c (Pair Work):

   • T: Now, work in pairs. Talk about the two activities in the picture. Use the words and phrases in the box.
   • Model: A: Let's go hiking this weekend! B: That sounds great! But I think it might be too cold. Let's go fishing instead.
   • Let students practice and then act out their dialogues.
   • (设计意图：通过听力和结对对话，巩固关于活动喜好的表达，并为写作做铺垫。)

Step 4: Writing (写作) (5 mins)

• Preparation for Writing: Ask students to think about their own "dream vacation".
• T: Imagine you can have a dream vacation anywhere. Where would you go? What would you do? Make some notes.
• (设计意图：为下一课时的写作任务做好内容上的准备。)

Step 5: Summary & Homework (总结与作业) (5 mins)

1. Summary: Briefly review the diary and the key expressions for making suggestions (e.g., Let's... / How about...? / What about...?).

2. Homework:

   • Write a short paragraph (at least 5 sentences) about your dream vacation. Use the target language (What are you doing? Where are you going? Who are you going with?).
   • Preview the new words and the reading passage in Section B (2a-2b).

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第三课时：Section B (2a-2c, 3a-3b, Self Check)

Step 1: Revision (复习) (5 mins)

• Ask 2-3 students to read their "dream vacation" paragraphs from the homework.

Step 2: Reading (阅读) (15 mins)

1. Pre-reading:

   • Show a picture of a famous tourist destination (e.g., Paris, Great Wall).
   • T: This is a great place for vacation. What do you need to do before you go there? (Ss may say: buy tickets, book a hotel, learn some words...)
   • Introduce the new word: tourist.

2. While-reading:

   • Activity 2a (Skimming): Ask students to read the passage quickly and answer: What is the passage about? (It's about things to do before a vacation).
   • Activity 2b (Scanning): Ask students to read again and number the suggestions in the correct order (1-5).
   • Check answers. Ask students to read the sentences that prove their answers.

3. Post-reading:

   • T: Read the passage again and complete the sentences in 2c.
   • Check answers. Explain some difficult phrases like decide to do sth., forget to do sth..
   • (设计意图：通过阅读，学习如何为假期做准备，并巩固目标语言和重要短语。)

Step 3: Writing (写作) (15 mins)

1. Activity 3a (Guide Writing):

   • T: Now, let's write a travel plan for your hometown. Look at the example in 3a. It gives you a structure.
   • Ask students to complete the plan individually using the words in the box.
   • Check answers.

2. Activity 3b (Creative Writing):

   • T: Now, use your own ideas to write a travel plan for your hometown. You can use the structure in 3a as a guide.
   • Give students 8-10 minutes to write. Walk around to help with grammar and vocabulary.
   • Ask a few students to read their travel plans to the class.
   • (设计意图：从模仿写作到自主创作，降低写作难度，培养学生的书面表达能力。)

Step 4: Self Check (自我检测) (5 mins)

• Ask students to complete the Self Check exercises in their books. This can be done as a quick in-class review or as homework.

Step 5: Summary & Homework (总结与作业) (5 mins)

1. Summary: Review the whole unit. Talk about the main points: vacation plans, Present Continuous for future, making suggestions, and writing a plan.

2. Homework:

   • Finish the Self Check if not done in class.
   • Review all the words and key sentences in this unit.
   • Prepare for a unit test.

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