学情分析
六、七年级学生接触过旅游的话题，学生已经对本话题有了一定的认知和了解。而本单元话题为Vacations，在此基础上增加了would like to /hope to等语言知识，因此需要学生灵活运用句型-where would you like to visit ?- I’d like to somewhere relaxing. Would you like to travel ? I hope to visit France some day. 谈论自己向往的旅游目的地及原因。学生学习障碍主要有：一是知识的掌握程度；二是句型的灵活运用；三是对介绍旅游景点写作要素的收集。
效果分析
教学环节从旧知导入并以旧知作为载体，通过设置找写作要素和划功能句及连接词的任务，引导学生一步步得到Mind map，确定写作结构及表达各要素的功能句。体现了由易到难，层层递进，符合学生认知规律。既减轻了难度又为中下等学生写出正确、地道的句子打下基础。
通过日历截图和Corel VideoStudio Pro X7 ，VideoScribe等软件的运用为PPT增色，同时创设了真实的语境，激发了学生的学习兴趣和表达自己的愿望。
自主选择想写的话题，尊重学生的意愿，体现了学生为主体的理念。交换位置，写同一话题的学生坐在一起便于下面互批习作的开展。在教学中教师适时适当的引导，侧重训练学生通过小组合作，个人探究来获取知识的过程，并注重改变学生以往的学习方法，通过设计有效地例句来引导学生，使他们始终处于主动寻求知识的渴望且培养了学生自学及整理知识的能力，提高了学生应用知识的能力。
作文讲评中，批改标准的呈现有利于指导学生修改完善自己的作文；同伴互批习作有利于互相学习 通过与佳作欣赏比较，让优秀生的作文更丰满，更贴近生活；展示不同话题的习作，让所有学生都有学习的对象。
课后反思
紧跟时代，了解学生思想及学情，以“任务”为中心，从学生熟悉的文章入手，教师通过设置找写作要素和划功能句及连接词的任务，引导学生一步步得到Mind map，确定写作结构及表达各要素的功能句。既减轻了难度又为中下等学生写出正确、地道的句子打下基础。；充分运用Corel VideoStudio Pro X7 ，VideoScribe等软件为PPT增色，同时创设了真实的语境，激发了学生的学习兴趣；自主选择想写的话题，尊重学生的意愿，体现了学生为主体的理念。交换位置，写同一话题的学生坐在一起便于下面互批习作的开展。在教学中教师适时适当的引导，侧重训练学生通过小组合作，个人探究来获取知识的过程，并注重改变学生以往的学习方法，通过设计有效地例句来引导学生，使他们始终处于主动寻求知识的渴望且培养了学生自学及整理知识的能力，有助于学生应用知识。
作文讲评中收获如下，
1. 批改标准的呈现有利于指导学生修改完善自己的作文。
2. 同伴互批习作有利于互相学习。
3. 通过与佳作欣赏比较，让优秀生的作文更丰满，更贴近生活。
4. 展示不同话题的习作，让所有学生都有学习的对象。
不足之处，
时间分配欠合理。分析指导部分时间略长；习作互批，完善部分时间略显紧张。
2. 讲评例文时，教师说的多，应引导学生根据所给标准自己去分析、总结。
教学设计
Unit 3 Where would you like to visit?
Period 5 Writing
济宁市第十三中学 曾梅
Teaching Objectives
At the end of this lesson, students are expected to：
1.Get vacabularies and sentence structures for travel plans from passages they have learned.
2.Use Mind map to build the writing structures and elements
3.Use conjunction words correctly .
4.Learn different cultures.
Important Points
1.Get vacabularies and sentence structures for travel plans from passages they have learned.
2.Use Mind map to build the writing structures and elements
3.Use conjunction words correctly .
Difficult Points
Use rich sentences to express the reasons they ‘d like to go especially the feeling of the writer.
Teaching Methods
1. Task—based Language Teaching.
2. Situational Approach .
3. Communicative Approach .7. 培养学生归纳、总结的学习策略。
Teaching Aids
CAI
Learning strategies
Study with a group
Teaching Procedure
Stage
Teacher’s guide
Learners' activity
Aim of stage
Stage 1
Greetings
Show the topic and learning objectives.
Grasp the learning objectives
明确本节课主题及学习目标
Stage 2
Lead in?
Play a video: Colorful vacation and give Ss the task:
What’s it about?
1. Watch the video
2. Share the ideas about it
以短片的形式呈现多彩的假期活动，通过问题What’s it about?What would you like to do on vacation?导入话题travel，同时也起到了激趣的作用
Stage 3
Study
1. Show students the calendar of May. Lead Ss to say we’ll have a vacation
2. Play a video about Teacher’s travel plan and show students the task:
Where would I like to go?
What do I hope to do?
Pair work
Teacher and two students make two models about talking about their travel plans for the coming vacation.
A: Where would you like to go on vacation?/ Where do you hope to go?
B: I’d like to go to .../ I hope to go to---
A: Why would you like to go there?/ Why do you hope to go there/
B: Because...
4. Show the writing situation and requests
5. Show students two passages and ask them to find out the places the writers would like to go.
6. Find out more elements
Show students a model.
Underline sentences about every elements in the articles
Teacher gives a model about places.
Summarize:
?1. Why not consider visiting---
2. Have you ever been to---
Do the same with the other elements.
Find out the conjunction words and phrases.
Summary : Travel plan includes place, reason, conjunction words.
Writing:
Divide the class into three groups.
12. Teacher walks around the class and help the students who need help
?
1. Try to guess Teacher’s vacation plan .
What am I going to do?
2. Watch the video and try to get the place and reasons from it, At the same time, take a note.
3. Practice in pairs and share 3 - 4 groups.
4. Students go through the writing situation and requests
.
Go through the passages and circle the names of the places (Paris Singapore).
6. Read and circle(cost sight transportationlanguage location food weather)?
7. Students read the passages and underline the sentences
Share one by one
Add more:
?3. I’d like to go to ---
I hope to go to ---
10. Go through them together.
11. Students choose one topic and change their seats.
12. One student writes on Black board , the others write their travel plan on Paper for 10 minutes.
通过日历截图创设情境，劳动节假期安排更真实、自然。
观看老师的五一安排，在短文中初步感知如何介绍自己想去的地方及原因。并通过回答两个问题提炼写作框架：place 和reason. 手写软件的运用也让学生倍感新鲜。
3. 通过对话唤起旧知功能句：would like to hope to.
4.创设真实的情景，激发学生表达自己的愿望。.
5. 从学生熟悉的文章入手，教师通过设置找写作要素和划功能句及连接词的任务，引导学生一步步得到Mind map，确定写作结构及表达各要素的功能句。既减轻了难度又为中下等学生写出正确、地道的句子打下基础。
培养学生归纳、总结的学习策略。
10. 培养学生归纳、总结的学习策略。
11. 自主选择想写的话题，尊重学生的意愿。通过交换位置，写同一话题的学生坐在一起便于下面互批习作的开展。
Stage 4
Comment?
Show the rules on Screen
Guide the students to exchange writings
Show a model writing and guide the students to compare with the writing on blackboard.
4. Ask two students to share
their composition.
1. Comment the writing on blackboard together.
2. Share Partner’s writing and give a suitable mark
3.Find out the advantages of model writing and perfect their owns.
4. Share two different groups’ writings
1. 批改标准的呈现有利于指导学生修改完善自己的作文。
2. 同伴互批习作有利于互相学习。
3. 通过与佳作欣赏比较，让优秀生的作文更丰满，更贴近生活。
4. 展示不同话题的习作，让所有学生都有学习的对象。?
课件29张PPT。Unit3
Where would you like to visit?WritingLearning Objectives
学习目标1.基于写作任务进行整合词、组、句的活动。2.通过Mind map(思维导图）来确定写作主题、构建写作内容。3.学会运用连接的写作策略来实现英语写作的连贯性。4.了解各地风情、文化，开阔视野，丰富文化知识。 Colorful Vacation
vacation My Travel PlanA: Where would you like to go on vacation?/ Where do you hope to go?
B: I’d like to go to .../ I hope to go to---
A: Why would you like to go there?/ Why do you hope to go there/
B: Because...PairworkA Great Place
for
School Trip 五一，我们学校打算进行一个为期3天的旅行，现收到春秋旅行社提供的三款旅游线路。你更中意那条线路？为什么？请发一封邮件给校长Ms Gao，告知她你们的想法吧！Welcome to Chunqiu Travel AgencyFind out the places they like to go in the articles. Find out more elements(要素）in the articles. Underline sentences about elements(要素).1. Why not consider visiting ?2. Have you ever been to ?3. I’d like to go to ---
4. I hope to go to ---Please add more Sentences about elements(要素).placeParis...Singapore...Underline sentences about more element(要素).SightsIt has some fantastic sights, including the Eiffel Tower and Notre Dame Cathedral.Have you ever been to a zoo at night?Singapore is also a good place to try new foodFoodFrance is quite an expensive place. One thing that is not expensive, however, is the wine.CostIt's usually convenient to take the underground train to most places.Transportation It is also a good place to practice English.LanguageOne great thing is that the temperature is almost the same all year round.TemperatureSentences about more elements(要素).SightsIt has some fantastic sights, including the ---Have you ever been to ---?Singapore is also a good place to try new foodFoodFrance is quite an expensive place. One thing that is not expensive, however, is the wine.CostIt's usually convenient to take the underground train to most places.Transportation It is also a good place to practice English.LanguageOne great thing is that the temperature is almost the same all year round.TemperatureSentences about more elements(要素). It has some fantastic sights... , including...
Have you ever been to...
It's convenient/.... to...
It's a good/... place to ...
One great thing is that ...Sentences about more elements(要素).Find out the conjunction words and phrases（衔接词).Travel Plan Why not consider---
Have you ever been to---
I’d like to---
I hope to--- PlaceReasonIt has some fantastic sights... , including...
Have you ever been to...
It's convenient/.... to...
It's a good/... place to ...
One great thing is that ...
... ...conjunctionbut; for example; but; in general; unless; so; of course; ... ... Summary 五一，我们学校打算进行一个为期2天的旅行，现收到春秋旅行社提供的三款旅游线路。你更中意那条线路？为什么？请发一封邮件给校长，告知他你们想法吧！注意：
1. 结合以下旅游信息，从中选出你想去的地方；
2. 说明选择此地的原因（至少4点）；
3. 以下信息只做参考，不必全部使用；也可作适当补充。（字数80~100,开头已给出）WritingWelcome to Chunqiu Travel Agency●south west of China
●Er Hai; Xianggelila
●rice noods;
●national costume(民族服装）; wooden house
●not too cold or hot
---●Lively/modern city
●Convient traffic
●Shopping center
Disneyland;
●Special food
---●beaches;sunshine;sand
●talk a walk ;beach volleyball;swimming;go surfing(冲浪）
●seafood
●practice spoken English
● relaxing; touristy
---第一档（12-15分）第二档（9-12分）第三档（6-9分）第四档（0-6分） Dear Ms Gao，
For our school trip ,I have some advice for you. why not consider visiting Yunnan? Yunnan lies in the south west of China and it is one of the most beautiful places in our country. There are many fascinating sights, including the old buildings, Er Hai, Xianggelila and Lijiang. We can also try on the national costumes and live in the wooden houses. It must be very enjoyable. One of the greatest things about Yunnan is that the weather is warm all year round. What’s more, I really hope to taste the special food, Rice Noodles.
We hope our advice will be of some help to you.
Yours, 佳作欣赏A: 把修改后的作文誊写在作文本上。
（注意卷面和书写）
B: 总结该话题写作常用词、组、句。
（背诵并默写） HomeworkThank you !
Have a good day!教材分析
本单元是鲁教版八年级下第三单元第五课时，围绕旅游话题展开讨论学习。诣在培养学生合作学习，从枯燥的学习中放松。通过探讨“where”,“why”让学生学会“would like ”谈论自己喜欢的名胜和愿望。本节课内容和学生生活密切相关，易于激发学生谈论和写作的兴趣。本节课中将以去哪儿、为什么为主话题设计各种教学任务。通过引导学生重读八上、八下两篇已学过的旅游景点介绍的文章来提炼写作要素和句型结构，为自己的写作扫清障碍。同时了解世界各地的一些名胜古迹，从而能逐步树立起保护地球、保护环境的意识。
观课记录
1） 观课记录
教学目标：
1.基于写作任务进行整合词、组、句的活动。
2.通过Mind map(思维导图）来确定写作主题、构建写作内容。
3.学会运用连接的写作策略来实现英语写作的连贯性。
4.了解各地风情、文化，开阔视野，丰富文化知识。
教学过程：
Step1
Show the topic and learning objectives.
屏幕展示
Step2 Lead in
Play a video: Colorful vacation and give Ss the task: What’s it about？
屏幕展示
Step3 study
1. Show students the calendar of May. Lead Ss to say we’ll have a vacation
屏幕展示
2. Play a video about Teacher’s travel plan and show students the task:
Where would I like to go?
What do I hope to do?
Pair work
Teacher and two students make two models about talking about their travel plans for the coming vacation.
A: Where would you like to go on vacation?/ Where do you hope to go?
B: I’d like to go to .../ I hope to go to---
A: Why would you like to go there?/ Why do you hope to go there/
B: Because...
4. Show the writing situation and requests
5. Show students two passages and ask them to find out the places the writers would like to go.
6. Find out more elements
Show students a model.
Underline sentences about every elements in the articles
Teacher gives a model about places.
Summarize:
1. Why not consider visiting---
2. Have you ever been to---
Do the same with the other elements.
Find out the conjunction words and phrases.
Summary : Travel plan includes place, reason, conjunction words.
Writing:
Divide the class into three groups.
12. Teacher walks around the class and help the students who need help
Step4 Comment
Show the rules on Screen
Guide the students to exchange writings
Show a model writing and guide the students to compare with the writing on blackboard.
屏幕展示
2）评课量表分析结果
评课量表分析
辛慧：教学目标和教学设计
关于教学目标教学设计的观察
教学目标清楚、具体。教学活动设计由易到难，层层递进，易激发兴趣，引导自主探究、合作交流、练习设计体现知识的综合运用，形式多样，分量与难度适中，学法指导得当。作业设置体现分层。
程茹：评测试题
关于教学目标评测试题的观察
?作文情景创设真实自然，贴近学生生活，激发了学生表达的欲望。给学生三个选项体现自主选择，有利于保护学生的学习积极性。?
孔文文：教学过程
关于教学目标教学过程的观察
?
教学环节比较完整，从旧知导入并以旧知作为载体，通过设置找写作要素和划功能句及连接词的任务，引导学生一步步得到Mind map，确定写作结构及表达各要素的功能句。体现了由易到难，层层递进，符合学生认知规律。既减轻了难度又为中下等学生写出正确、地道的句子打下基础。
通过日历截图和Corel VideoStudio Pro X7 ，VideoScribe等软件的运用为PPT增色，同时创设了真实的语境，激发了学生的学习兴趣和表达自己的愿望。
自主学习、合作探究策略的运用合理。
时间分配略有不足。分析指导部分时间略长；习作互批，完善部分时间略显紧张。
评测练习
Writing
A Great Place for School Trip
五一，我们学校打算进行一个为期2天的旅行，现收到春秋旅行社提供的三款旅游线路。你更中意那条线路？为什么？请发一封邮件给校长，告知他你们想法吧！注意：
1. 结合以下旅游信息，从中选出你想去的地方；
2. 说明选择此地的原因（至少4点）；
3. 以下信息只做参考，不必全部使用；也可作适当补充。（字数80~100,开头已给出）
●south west of China ●Lively/modern city ●beaches;sunshine;sand
●Er Hai; Xianggelila ●Convient traffic ●talk a walk ;beach
volleyball;swimming;
go surfing(冲浪）
●rice noods; ●Shopping center； ●seafood
Disneyland; ●practice spoken
English
●national costume ●Special food ● relaxing; touristy
(民族服装）; wooden house
●not too cold or hot
Dear Ms Gao，
For our school trip, we have some advice for you. ___________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________
We hope our advice will be of some help to you.
Yours,
课标分析
《英语课程标准》要求以素质教育和学生的发展为根本宗旨，以培养学生的综合语言运用能力为目标。Where would you like to visit ? 这一单元侧重于培养学生语言交际素养和综合人文素养，为实现这一目的，在设计本单元时本着教授学生在学习英语语言信息的基础上，充分利用语言技能、语言知识、英语思维和英语学习策略，进行创造性学习，扩大接触异国文化的范围，拓展视野，提高中外文化异同的敏感性和鉴别能力，进而提升语言交际能力。同时，涉及中外景点，引导学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观与价值观。
