中小学教育资源及组卷应用平台
Unit 1 Where did you go on vacation 单元整体教学设计
单元主题意义 本单元的主题属于“人与社会 ”范畴，教材内容结合学生暑假刚刚结束的情况，以 “度假”为话题用一般过去时来谈论发生在过去的事情并作出评价，同时让学生学会跟别人分享自己的经历与快乐。应内容贴近学生生活实际，暑假又是孩子们比较有意义的时光，所以学生们会对暑假期间做过的事情印象深刻，又因为素材来源与学生个人生活，学生会又表达的欲望和诉求，同时也提高他们的兴趣，相应地提高学习效率。
单元教学目标 通过本单元的学习，学生能够： 目标a：复习巩固本册本单元的一般过去时态和不定代词用法。 目标b：为了能时学生叙述过去的经历，侧重学习实义动词的一般过去式。 目标c：熟记本单元生字词及重点词组。 目标d：能够根据所学内容叙述自己曾经何时何地怎样度过假期。 与核心素养的关系： 学完本单元后，学生能够运用目标句型一般过去时及不定代词结构以听、说、读、看、写等方式介绍不同国家不同情境下的文化礼仪；认识并尊重文化差异，提升跨文化交际的意识；能够借助可视化思维工具，通过对比学习、获取关键信息并对此进行分析整合，将学习内容结构化，提升学习能力和思维品质。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一Go for it !八年级上册的第一单元。教材内容结合学生暑假刚刚结束的情况，以 “度假”为话题用一般过去时来谈论发生在过去的事情并作出评价，同时让学生学会跟别人分享自己的经历与快乐。 2.纵向知识关联： 功能： 让学生运用目标语言描述假期活动。 话题： 正确使用特殊疑问句和一般疑问句进行假期活动的询问与问答，并使用正确的动词过去式形式。 语言知识： Vocabulary and Expressions . Grammar Focus : Where did you go on vacation I went to summer camp. Did she go on Central Park Yes, she did. No, she didn’t . Use the past tense to talk about activities that happened in the past in English with the following Sentences : Where did you go on vacation Did you go to ... Yes/No, ... 3.横向知识关联： （1 ）复习七年级下册Unit11 ,Unit12一般过去式的用法； （2 ）本单元出现的一般现在时，一般过去时多次，为八年级下Unit 5过去进行时打下基础。 （3 ）本单元也反复强调了复合不定代词用法和反身代词用法。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2c 听说课 第一课时 熟练运用目标语言谈论发生在假期的事情；在听的过程中体验并感知目标语言的内容，学会提取所需要的关键信息。 通过Pair-work的形式对假期活动谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点假期活动短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 2d-3c 语法课 第二课时 熟练运用目标语言谈论发生在假期的外出游历及感受；在说过程中体验感知目标语言的内容，并学会运用所学简单地写作。 通过读课文找出描述过去活动的句子，评价学生对目标句型的认知；通过提取描述假期活动的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1e 听说课 第三课时 复习学过的用于描述活动及谈论感受的形容词；熟练运用目标语言谈论过去的事情并作出评价。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 阅读课 第四课时 阅读文章获取关键信息，提高学生的综合运用能力；能读懂描述体验生活经历的文章，并能运用相关知识写出自己或他人的经历。 通过问题启发式评价引导学生从整体到具体的认识，并提取关键信息完成思维导图，评价学生对文本第一段的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章第二段的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对过去式句型的掌握
Section B 3a-Self check 写作课 第五课时 学生能学会重点单词，短语及目标语言；熟练运用动词过去式；正确使用不定式。 通过书面表达的形式介绍假期活动，评价学生写作的能力。
第4课时 教学设计
课题 Where did you go on vacation Section B 2a-2e
课型 听说课口 语法课口 阅读课√ 写作课口 其它课__________
教材（语篇）分析： 【what】 本课是一节阅读课。通过头脑风暴或者图片让学生说出尽可能多的暑假活动。 【why】 将重点短语活动纳入后续的阅读文段中，之后进入阅读提取必要信息，读后加强练习，进一步巩固。 【how】 通过阅读提高学生们的综合阅读能力。
学情分析： 自然情况 通过对本话题的学习，学生们已经有了一定的英语基础同时也保持着较高的兴趣。 （二）已有基础 学过本单元前面的内容后，学生现在应该有了一些储备。
（三）存在问题
阅读能力个别同学还有待提高。 （四）解决措施 教师可以鼓励学生自主地对于阅读提取信息要有一个整体的思路。
教学目标： 通过本课学习，学生能够： 学生能学会重点单词，短语及目标语言（学习理解） 重点单词及短语：enjoyable , activity , decide , try , feel like , below , wonder , difference , enough , wait , top , umbrella , wet , hungry , because of ... . 目标语言：We had something very special . And because of the bad weather , we couldn’t see anything below . 阅读短文，获得相关信息，提高学生们的综合阅读能力。 （应用实践） 能读懂描述体验生活经历的文章，并能运用相关知识写出自己或他人的经历。 （迁移创新）
教学重难点 重点：1.通过文本阅读，培养学生读懂理解文本，获取信息的能力。 掌握英语日记是书写格式。 难点： 1.学生阅读策略的指导与运用。 文本中长难句的理解。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Greeting Show some pictures about the students activities on vacation and help students to describe the picture . Introduce what to learn in this period , especially the articles in 2b , Jane’s diary entries . Teacher begins like this: Today we will focus on two diary entries about Jane’s vacation , and then you’ll know how to write a diary . Let’s begin now . 学生活动1 Show some pictures and discuss Ask and answer 活动意图说明： 让学生回忆发生在过去的事情，以旧带新导入新课，引出本节课新词汇，为下一步活动输入语言支撑。 环节二：Activity 2 教师活动2 Presentation Review and discuss the questions in 2a with your partner . Show these new words on the screen or write them on the board and teach the new words . Ask students to repeat them . And make sure everyone knows the meanings . 学生活动2 新知学习 activity ; decide ; try ; wonder ; difference ; top wait ; umbrella ; below ; enough ; hungry 活动意图说明： 学生生词，指导学生应所给新词造句。 环节三：Activity 3 教的活动3 Work on 2b T: Now we’ll read Jane’s diary entries about her vacation and answer the questions. Did Jane have a good time on Monday Students read the diary quickly and find the answers to the questions. Check the answers with the students. 学的活动3 Read Jane’s diary aloud Ask and answer Check the answers 活动意图说明： 通过指导学生捕捉视觉信息中有助于阅读预测的“线索”，传授阅读预测的方法和技巧，培养学生的预测能力环节四：Activity 4 教的活动4 Work on 2c Let students read Jane’s diary entries again. Fill in the chart Let students look at the chart first . Then let them read and fill in the chart Check the answers . (Look at the screen ) 学的活动4 Read the diary and fill in the chart Check the answers 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 让学生初次阅读文章，按照2c要求完成活动，阅读策略渗透.环节五：Activity 5 教的活动5 Work on 2d Tell students they should read the conversation about Jane’s trip to Penang again and use the information in the diary entries . Students read the conversation about Jane’s trip to Penang first and then try to fill in the blanks. Students read carefully and try to write down the words in the blanks . Check the answers with the class. 学的活动5 Read the conversations and fill in the blanks . Check the answers . 活动意图说明： 通读整个对话，理解其大意，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，在通读一遍内容，综合日记的内容看每个空格处是否贴切，以培养学生阅读策略及阅读能力。 环节六：Activity 6 Work on 1e教的活动6 Work on 2e Make students complete the blanks in 2e Ask one student to write his or her answers on the board . Check the answers together with the class Practice reading . 学的活动6 Finish 2e Check the answers Read aloud 活动意图说明： 让学生明确日记格式，整篇文章为过去发生的故事，因此应用一般过去时；然后，通读一遍日记的内容，了解大体内容，综合每句的内容，用括号中动词的正确形式填空，完成日记。
板书设计 Unit 1 Where did you go on vacation Period 4 Section B 2a-2e Key words and phrases : decide , try , wonder , difference , top , wait , below , enough , hungry , as , feel like , because of , too many Key sentences : I wonder what life was like here in the past . And because of the bad weather , we couldn’t see anything below.
分层作业设计 基础巩固： 翻译下列短语： 到达______________ 2 决定做某事_______________ 设计意图：熟记本课重点单词和短语。 能力提升： 用括号内单词的适当形式填空 It was _______ (sun) . We decided ______(go) to the beach . I really enjoy _____ (try) paragliding . 设计意图：复习巩固本节课重点，固定搭配用法。 拓展延伸： 单项选择 How_____ the people there is B. was C. were D. did I can’t ____where to go this weekend . say B. think C. wait D. decide 设计意图：在语境中填写单词，提高学生对目标语言的运用能力。
教学反思与改进 本节课的设计体现了任务型教学的设计理念，围绕如何通过阅读提取必要信息。整个阅读教学过程基本按照课本的顺序，由易至难，逐层递进，阅读难度及梯度比较适合学生，逐步完成各个任务，使学生初步学会如何去阅读并提取信息，也为培养学生良好的阅读习惯作了铺垫。 本节课中也存在以下几个有待改进的地方： 学生课堂表现比较安静，可以考虑给学生提供更生动的活动素材。
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Unit 1
Where did you go on vacation
Period 4
Section B(2a-2e)
Malaysia
Learning objectives
通过本课学习，学生能够：
Lead in
in the South Asia
Kuala Lumpur
吉隆坡，马来西亚首都
Penang
槟城
Reading task
She wrot something about her trip
Presentation
Language points
in the afternoon
In the morning
her family
sunny and hot
beach
paragliding
Malaysian yellow noodles
Georgetown
rode bicycles
buildings; the houses of Chinese traders
exciting ,
declicious ,
Exercise
yes
yes
Yes
Summary
Jane and her father
Penang Hill
Raining
take the train
climbing
one bowl of rice
and some fish
terrible
so hungry
What a difference a day makes !
1. Why did they decide to take the train
2. Why did they wait a long time for the train
3. Did they see anything special Why or why not
4. Did they like the food Why or why not
1. Why did they decide to take the train
2. Why did they wait a long time for the train
3. Did they see anything special Why or why not
4. Did they like the food Why or why not
careful reading
Read the second diary carefully and answer the questions .
表示“结果”的连词
表示“原因”的连词
becanuse 和so不能同时使用，不能单独成句；
because of 为介词短语，后接名词，代词或动名词。
板书设计
ate Malaysian yellow noodles
Yes
Yes
Yes
It was exciting.
She liked the old buildings there and wondered what life was like in the past.
No
shared/had one bowl of rice and some fish
Yes
There were many people and
they waited over an hour for
the train.It was rainin...
2d
Complete the conversation about Jane’s trip to Penang using the information in the diary entries.
Anna: Hi, Jane. Where did you go on vacation last week
Jane: I ______ to Penang in ___________.
Anna: Who ______ you go with
Jane: I went with my _______.
Anna: What did you do
Jane: The weather was hot and ________ on Monday, so we went _____________ on the beach. Then in the afternoon, we ______ bicycles to Georgetown.
Anna: Sounds great!
Jane: Well, but the next day was not as good. My ______ and I went to Penang Hill, but the weather ______ really bad and rainy. We _______ a long time for the train and we were _______ and cold because we forgot to bring an ___________.
Anna: Oh, no!
Jane: And that’s not all! We also didn’t bring _______ money, so we only had one bowl of rice and some fish.
father
was
waited
wet
umbrella
enough
went
Malaysia
did
family
sunny
paragliding
rode
Homework
Penang
felt like
delicious
Reflection
What a difference a day makes !
climbing
waited ...over...
terrible
2e
Imagine Jane went to Penang Hill again and had a great day. Fill in the blanks in her diary entry with the correct forms of the verbs in brackets.
Thursday, July 18th
Today ______ (be) a beautiful day. My father and I ______ (go) to Penang Hill again, but this time we ______ (walk) to the top. We ______ (start) at 9:30 a.m. and ______ (see) lots of special Malaysian flowers along the way. About one hour later, we _______ (stop) and ______ (drink) some tea. Then we ______ (walk) for another two
hours before we ______ (get) to the top. I _______ (be) quite tired, but
the city ______ (look) wonderful from the top of the hill!
was
went
walked
started
saw
stopped
drank
walked
got
was
looked
我是很长很长的标题
Do you like travel Why or why not
You can either travel or read , but either your body or sould must be one the way .
要么读书，要么旅行，身体和心灵总有一个在路上。
谢谢
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