学情分析
学生在本单元前两节已接触过一般过去时，具有了学习本课知识的认知前提，能自然地与本单元话题进行衔接。我们七年级的学生，英语基础一般，学生不爱学。所以在设计时我尽量降低难度，提高兴趣，循序渐进，使学生在不知不觉中学到知识，形成技能。课中设计的Where did you go ,dad?导入以及搭配图片的课程内容都十分接近学生的生活，学生对本课知识非常感兴趣。他们回答问题时，尽量问一些比较简单的问题，他们感觉就轻松多了，做起题来也容易多了。一节课下来，所有的学生都有所收获。
效果分析
我们的任务是树立学生的自信心，提高学生学习兴趣。结合新课程标准和七年级学生的年龄特征以及学生的基础（包括知识、能力、情感和方法），我选择的教法是：问答法、启发式、讨论法、导学点拨和自学探究相结合的方法。教师只是引导学生自主探究、合作交流，并参与学生的活动，通过师生互动、生生互动给学生创造一个和谐轻松、自主发展的学习环境。
在教学中，强调学生身体参与，让学生用脑思考，用眼看，用耳朵听，用嘴说，用手做动作，用自己的身体去亲身经历，用心灵去感悟。所以，本课我运用了录音机等教学媒体。引导学生主动参与、亲身实践，独立思考，合作探究，培养学生听、说、读、写的能力、获取新知的能力，分析和解决问题的能力，以及交流与合作的能力，形成良好的情感、态度、价值观。
教学设计
step?1
Organization
（1’、?Organize?Ss?by?saying?hello?to?each?other.?Greeting?to?teacher.?Play the PPT about “Where did you gou ,dad “for the students
Step?2
Free?talk
?Ask?the?question:
Where did you go last weekend ? What did you do last weekend ?
Step?3
Section?A
Presentation
1．（Ask?questions?about?what?students did?last?Saturday then introduce Lisa and begin the new lesson）
（1）Let the ss guess the new words and phrases .
（Point?to?one?student?who?raises?his?or?her?hand and let he or she lead the students to read the words and phrases）
（Repeat．Read?words and phrases?on?the?board.?Underline?the?word?went．）
(2)?Fast reading
Read about Lisa’s weekend and answer the questions.
1. What was the special gift?
2. How was her weekend?
3. What did they see next morning?
（Point?to?one?student?who?raises?his?or?her?hand to share his answers）
（Repeat．Write?this?sentence?on?the?board.?Underline?the?word?visited．）
Step 4
Careful reading
（Point?to?the? sentences?on?the?board one by one ）
Say,We?use?these?words?to?talk?about?things?that?happened?in?the?past.
（Write?these?pairs?of?words?on?the?board：took us to , put up our tents , made a fire to keep us warm and cook food on.）
Ask:?Can?you?point?out?the?words?that?talk?about?the?past?
This?activity?introduces?the?key?vocabulary．?Students?raise?their?hands．
Focus?attention?on?the?picture．Ask:
What?at?can?you?see？Say,?Each?picture?shows?something?happened ?in?the?trip．Name?each?activity?and?ask?students?to?repeat；took us to , put up our tents , made a fire to keep us warm and cook food on..
2．Point?to?the?numbered?list?of?activities．Say?each?one?again?and?ask?the?students?to?repeat．
Read．
Point?to?took?and?made．?
Step?5
(1)Ⅰ. Write T for true or F for false.
1. The trip from the city to the lake took a long time.
2. It was cloudy on the first night.
3. Lisa didn’t know how to make the snake go away.
4. Lisa’s dad jumped up and down because he was scared, too.
5. Snakes don’t hear things because they don’t have ears.
Presentation?This?activity?gives?students?practice?in?understanding?the?target?language?in?spoken?conversation．
(2)Write down three or more questions about Lisa’s weekend with “how what where…” question words.
1. Where did Lisa and her family go last weekend?
2. What did Lisa and her sister do?
3. How did Lisa feel when she saw the snake?
4. What lesson did Lisa learn from the weekend? …
Step?6
(1)Let’s retell Lisa’s weekend
(2)finish the test in class
(3)homework
课件33张PPT。What did you do
last weekend?Unit 4Section B敬仲镇中学
窦海涛Where did you go, Dad ?Five children and their fathers went fishing.Cindy went fishing by herself.She bought some vegetables and meat.They went to a zoo.
Every child rode a horse.They played with a monkey.
They were very happy.Kimi fed a baby tiger carefully.They had dinner together and five children ate a lot because they were quite hungry.All in all, they had an excellent trip!My last weekend was interesting. It was sunny. I visited my grandparents. They lived in a small village. I fed the chickens and I went fishing with my grandpa. Talk about your last weekend with your partners.Free talk!I will tell you my last weekend. Do you want to know?A weekend to remembertenthigh schoolMain wordsscaredsnakeforestdangerwake up put up a tent go campingshout to make a fire Read about Lisa’s weekend and answer the questions.1. What was the special gift? 2. How was her weekend?3. What did they see next morning?As a special gift, our parents took us to India for a holiday.My sister finished high school two weeks ago.We visited many interesting places and had a wonderful time.
Last weekend was interesting but scary.First, we took a long bus ride to a lake.
We put up our tents, made a fire to keep us warm and cook food on.The weather was great, so we sat under the big moon and told each other stories.
I was so tired that I went to bed early.
Next morning, we saw a big snake sleeping near the fire.
I was so scared that I couldn’t move. We shouted to our parents. My dad started to jump up and down in their tent. This woke the snake up and it moved into the forest.Dad told me that snakes don’t have ears but can feel things moving.
It was important not to go near a snake. Ⅰ. Write T for true or F for false.
1. The trip from the city to the lake took a long time.
2. It was cloudy on the first night.
3. Lisa didn’t know how to make the snake go away.
4. Lisa’s dad jumped up and down because he was scared, too.
5. Snakes don’t hear things because they don’t have ears.
Write down three or more questions about Lisa’s weekend with “how what where…” question words.1. Where did Lisa and her family go last weekend?
2. What did Lisa and her sister do?
3. How did Lisa feel when she saw the snake?
4. What lesson did Lisa learn from the weekend? …Ⅱ.GroupworkThey went camping in a small village in India.They put up tents, made a fire and cook food on.She was so scared that she couldn’t move.Snakes don’t have ears but can feel things moving.A weekend to rememberinteresting but scaryIndia
a small villagetook busOn the first day:
The next morning:
put up tents, made a fire,
cooked, told stories, saw a snake, shouted to,
jump, woke up,
moved into Ⅲ. Let’s retell Lisa’s weekend.
Ⅳ. Choose a lucky number.123456eg. _____ a student, I must work hard.
A. For B. As C. To1. __________________ (作为一份特殊的礼物) , our parents took us to India.
Language pointsBas 作为As a special gift2. There we put up tents and made a fire to keep us warm and cook food on. put up tentsmake a firekeep us warmcook food on (the fire)How many phrases can you find?so…that…如此……以致于……eg.: 我是那么害怕，一动都不敢动。3.I was ____scared that I couldn’t move.
A. very B. so C. too
完成句子：
The man is ____old____he can’t read newspapers.sosothat4. a, the, my, morning, surprise, a, sister, and, next, terrible, I, got(.) The next morning, my sister and I got a terrible surprise. adj.surprisedsurprising感到惊讶的令人惊讶的eg: We are surprised at the surprising news.修饰人修饰物eg.— Mom，can you ___________ tomorrow?(叫醒我)
— Sure. wake up 唤醒5.用适当的副词或介词填空：
This woke the snake ___ and it moved ____ the forest ____ the lake.Don’t talk. You’ll wake up the baby. upintonearwake me up 6. 他还告诉我，重要的是不要靠近蛇。 这对我来说非常有用的一课。He also told me ___ ____ ______ ____ ____ go near a snake. This was __ ____ ______ ______ for me. it was important not toa very useful lessonHomework1、Retell the article again.
2、Remember the phrases in the article.
1). high school
2). put up
3). so … that …
4). get a surprise
5). shout to …6). jump up and down
7). wake up
8). It’s important (not) to do sth.
教材分析
鲁教版初二上册Unit 4 Where did you go last weekend ?的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“As a special gift, our parents took us to India for a holiday.”“ I was so scared that I couldn’t move. We shouted to our parents. ”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。
单元知识结构
词汇和短语
Snake， tent， high， school， forest， Scared ，danger，
go camping ，put up a tent ， wake up ， shout to
make a fire
句型：As a special gift, our parents took us to India for a holiday.
We put up our tents, made a fire to keep us warm and cook food on.
I was so scared that I couldn’t move. We shouted to our parents.
语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。
（二）学习目标的确定
根据初中英语新课程标准和本科教材内容，我确定了以下目标：
1．? Master?the?vocabulary
2．? ?Master?and?use:
??As a special gift, our parents took us to India for a holiday.
We put up our tents, made a fire to keep us warm and cook food on.
I was so scared that I couldn’t move. We shouted to our parents.
（三）重点与难点
1．Vocabulary?and?Expressions
2.?Grammar?Focus：As a special gift, our parents took us to India for a holiday.
We put up our tents, made a fire to keep us warm and cook food on.
I was so scared that I couldn’t move. We shouted to our parents.
在窦老师的课堂教学中学生是主角，以弘扬学生的主体性为宗旨，以促进学生可持续性发展为目的，引导学生多角度思考问题，养成自主探究的习惯，把探究变成自己生活的第一乐趣。在教学中关注学生的学习过程与方法，帮助学生通过自主学习、合作探究、讨论交流、质疑问难、归纳总结等方法进行学习，让学生集思广益，思维互补，分析透彻，结论更准确。自学探究法培了
学生良好的学习习惯，并把学生学习的兴趣延伸到了课外，现将详情记录如下：
初中英语听说课学习策略目标达成度观察量表
? ? ? ? ? ???量表编制:基本式六组 观察者:陈新英 李娟 米轲 时间:2015年3月24日
学校
敬仲镇中学
班级
9.5
执教人
窦海涛
学生数
36
课题
类型
听说课
课题
名称
Unit 4 Where did you go last weekend ?
观察维度
评价级别
教学环节
教师行为
活动内容
学习活动
活动时间
学习策略目标
?
Lead in
播放幻灯片Where did you go ，dad?
Free talk
Talk about weekend
2
A B
I
Preparation
设计闯关活动，第一关完成对单词的复习
挑战第一关-a guessing game: guess the words they describe…
听、说，师生互动
8
BA
I
Presentation
呈现图片，引导学习
reading 句型
师生互动；生生互动
10
A
I
Practice
引导学生借助图片照片巩固、练习、运用
目标语言
Pair work & show
10
B
I
Production
引导学生创设情境，编写对话
?
挑战第三关-My changes
Group work & show
10
B
I
Progress
复述课文，完成当堂训练
目标语言
Write& show
5
B
I
说明
1、评价级别说明：Ⅰ.效果很好；? Ⅱ.效果一般；? Ⅲ.效果不好。
2、学习策略说明：
A. 利用图画、动作等非语言信息理解主题；（认知策略）
B. 能通过合作交流的方式来学习语言；（交际策略）?
初中英语听说课学习策略目标达成度观课报告
窦老师在进行教学设计之前对学生学情做了具体的研究、调查，并针对学生听、说能力差，大都不具备有关听、说方面的一些学习策略。在本节课中，窦老师特地设计活动在这些方面予以引导、示范。
观课教师结合窦老师在本节课中重点培养学生的两个学习策略进行观察。“学习策略目标达成度”这一观察量表由李娟、陈新英、米轲老师负责记录，我们观课小组按照“教师行为”、“学习内容”、“学习活动”“活动时间”这四个维度，结合整个教学流程，从“学生借助图片、活动识记词汇、和运用词汇”，“通过师生、生生合作交流来学习、巩固和运用语言”等这些观察点来进行观察。对学生使用这些策略来学习的效果进行等级评价，评价的方法是观察法。
根据课堂观察记录分析，这节课中学习策略目标的预设和达成比较一致。通过学生课堂表现，观课老师认为学生能够较好的利用了这两个个学习策略完成了学习任务，下面是我们观察小组对这两个策略的使用效果进行详细的分析：
能通过利用图画等非语言信息和合作交流的方式来学习语言
窦老师在整个教学环节中，通过创设情境、设计任务等手段在6个环节中给学生提供了合作交流的机会。首先在话题导入环节,她以爸爸去哪儿幻灯片导入，带领学生欣赏，激发学生兴趣，畅谈自己的变化。由于话题贴近学生的生活实际，学生较为感兴趣，所以学生学的很投入很积极，参与度很高，该环节的学生合作学习效果可以评定为优秀。 在接下来的教学活动中，窦老师以“闯关活动”为主线，带领大家闯关。
在第一关中，窦老师首先让学生完成对于词汇的收集在小组内进行整理。然后一人一词自行进行设计，或用肢体动作或用英语解释英语展示出来，让其他同学去猜测，这种方式容易激发学生的好奇心，对单词的学习也就是纠正巩固的过程，引导学生在简单语境中掌握知识，整个过程自然、真实、流畅。
?二、通过师生、生生合作交流来学习、巩固和运用语言
?在接下来的目标语言学习过程中，窦老师向学生出示了学生比较感兴趣的当前的一些明星人物的童年和现在的图片。让学生去观察并讨论明星们现在和过去的变化。让这些学生做介绍。学生兴致勃勃。任务完成的很不错。该环节的学生学习效果可以评定为优秀
在第三关中，属于任务型教学环节，是语言综合运用阶段，学生在老师的引导下能从实际生活出发，自创场景，运用目标语言，编写对话。课堂气氛活跃，在展示阶段，大部分小组能够顺利完成任务，但由于时间有限，导致展示的小组太少。 鉴于以上观课分析得出，窦老师预设的这两个个学习策略都是合理有效的，最后大都能够顺利达成，这将在今后有助于促进学生综合语言运用能力的进一步提高。当然，窦老师提供的这两个学习策略不一定适合全体学生，没有针对各个不同层次的学生进行策略设计和培养，另外，策略的培养需要一个长期的过程，我们建议在一节课中，能够继续开展学习策略培养活动。
观课量表一：学生参与程度
学校
敬仲镇中学
年级
九年级
科目
英语
执教人
窦海涛
课题
Unit 4 Where did you go last weekend ?
课型
新授
观察人
?
学生人数
?
时间
?
视角
观察项
观察结果
学生
学生的学习状态
积极（??? ）一般（??? ）不积极（??? ）
学生回答问题的情况
次数：
分布状况： 集中（??? ） 分散（??? ）
被动（?? ）主动（??? ）
成功几率： 高（??? ）?? 低（??? ）
学生互动情况
次数：
实质的（??? ）????????? 形式的（??? ）
组内的（??? ）????????? 组间的（??? ）
提出疑问、引起争论的话题的数量
个数：
教师
教师的激情
高（?? ）一般（?? ）
教师激励与评价情况
及时：是（?? ）否（?? ）
到位：是（?? ）否（?? ）
教师的引导科学性
是（?? ）否（?? ）
★注：观察的结果填相应的数字或打“√”。
?
观课量表二: 情感态度价值观的实施
?
学校
敬仲镇中学
年级
九年级
科目
英语
执教人
窦海涛
课题
Unit 4 Where did you go last weekend ?
课型
新授
观察人
?
学生人数
?
时间
?
视角
观察项
评价
A
B
C
D
情感
态度
价值观
1. 课堂教学设计是否注重学生学习兴趣的培养。
?
?
?
?
2. 课堂教学设计是否注重学生逻辑思维和创新意识的培养。
?
?
?
?
3. 课堂教学设计是否联系了生活、生产实际，体现出从生活走向化学，从化学走向社会。
?
?
?
?
4. 课堂教学设计是否贯彻可持续发展的理念。
?
?
?
?
5. 课堂教学设计是否渗透科学的物质观。
?
?
?
?
6. 实验现象的描述和实验结论的呈现是否能做到务实求真，实事求是。
?
?
?
?
★注： ?A? 完全是??? B? 是????? C?? 基本是????? D? 否
评测练习
1. __________________ (作为一份特殊的礼物) , our parents took us to India.
eg. _____ a student, I must work hard.
A. For B. As C. To
2. There we put up tents and made a fire to keep us warm and cook food on.
How many phrases can you find?
（找出文中短语）
3.I was ____scared that I couldn’t move.
A. very B. so C. too
4.完成句子：
The man is ____old____he can’t read newspapers.
5. a, the, my, morning, surprise, a, sister, and, next, terrible, I, got(.) 用所给的词造句
The next morning, my sister and I got a terrible surprise.
eg: We are surprised at the surprising news.
6.用适当的副词或介词填空：
This woke the snake ___ and it moved ____ the forest ____ the lake.
6. 他还告诉我，重要的是不要靠近蛇。 这对我来说非常有用的一课。
He also told me ___ ____ ______ ____ ____ go near a snake. This was __ ____ ______ ______ for me.
课后反思
课堂教学研究教材，教学活动中，听、说、读、写四个方面的训练相辅相成，互相促进，要进行全面训练，这就意味着每一课都要在这四个方面下功夫。语言首先是有声语言。口语是第一性的，书面语是口语的记录，是第二性的。培养听说能力，有助于巩固所学语言知识，提高四会能力。这一课，我安排了听、读、表演及对话的理解和翻译的环节，既巩固了知识，又提高了能力，使学生得到全面发展。
课标分析
鲁教版初二上册Unit 4 Where did you go last weekend ? 主要涉及和需要学生掌握的一般过去时态，下面是有关一般过去时在课标中的分析：
过去某个时间里发生的动作或状态，常和表示过去的时间状语连用，如yesterday，yesterday morning，yesterday??afternoon，?last night，in 1990 ，two days ago? 等。
??????? 一般过去时也表示过去经常或反复发生的动作，常如often，always等表示频率的时间状语连用。
????????过去习惯性、经常性的动作、行为；过去主语所具备的能力和性格
时间状语
ago, yesterday, the day before yesterday, last week,last(year, night, month…), in 1989, just now, at the age of 5, one day, long ago, once upon a time, etc.
基本结构
be动词；行为动词 的过去式
否定形式
：was/were+not;在行为动词前加didn't，同时还原行为动词。
一般疑问句
was或were放于句首；用助动词do的过去式did 提问，同时还原行为动词。
例句
She?often came to help us in those days.
I didn't know you were so busy.
一般过去时表示(1)过去某个特定时间发生，并且一下子就完成了的动作（即：非持续性动作），也可以表示(2)过去习惯性的动作。一般过去时不强调动作对现在的影响，只说明过去。
句式：主语+过去动词+其他
I had a word with Julia this morning.今天早晨，我跟朱丽亚说了几句话。(1)
He smoked many cigarettes a day until he gave up. 他没有戒烟的那阵子，
