Unit 11 Vacations lesson44 Where did he go? 教案

授课教师 陈飞燕 时间 2011．5.18 班级 初一(10)班
教学课题 Unit 11 VacationsLesson 44 Where did he go
教学目标 知识与技能 学生能够理解和掌握一般过去时中特殊疑问句的语法结构，并用此语言知识完成采访和口头汇报的任务。学生能够通过阅读短文，获取本课文章的主旨大意和找出相应的细节信息。
过程与方法 通过特殊疑问句的一般现在时和一般过去时的比较，使学生自主观察发现一般过去时中特殊疑问句的语法结构；通过小组讨论然后向老师提问猜测地名是学生熟悉此语法结构；通过采访活动使学生能够灵活运用这种语法结构。通过对课文的信息检索及采访中的回答，使学生能够用过去式来表达课文中爷爷以及自己同伴的旅行经历。
情感态度价值观 培养合作精神，认真阅读，热爱生活的态度。
教学重点 能够用特殊疑问句的过去式询问过去的事情以及用过去时来回答。
教学难点 学生运用目标语言，以口头的形式来描述同伴的旅行经历。
教学方法 任务教学
教学用具 课本，黑板，自制课件
教学过程 教师活动 学生活动 教学意图
Step 1Lead-in Ask the questions:Where do you usually go on vacations Where did you go on your last vacation Students answer the questions voluntarily. 特殊疑问句的句子结构对学生并不陌生，只是助动词did在特殊疑问句中的运用是这节课要掌握的，所以由已学过的一般现在时形式过渡到过去式，让学生自己体会这两者的异同。
Step2 Task1 Encourage students to guess the place in the picturesT: If you want to know what place it is, you can ask me any question but “Where did you go”, and then please guess where it is.Accept students’ interview.Write down “How long did it take you to get there On the blackboard” when students ask this question. Work in pairs to work out nine questions.Volunteer to interview the teacher with the nine questions.Students watch and read while teacher is writing 特殊疑问句的过去时是这节课要学的新的语法结构，也是教学重点，所以在学案上给出后半句大大降低了难度，使学生易于接受。分组活动对于学习相对落后的学生是一种帮助，也是促进，更有助于他们在课堂上张口说话。这个句型比较难，预计在阅读和运用中会出现表达不畅，故板书，有利于加深学生对此句型的印象并进一步掌握。
Step 3Reading First readingLet students read the letter quickly and do Ex. 1.1 on P64. Check the answer and have them find out the main idea.Second readingLet students find details to fill in the form in Ex.2 on the learning sheet.Third readingLet students work in pairs and discuss the questions listed on PPT. Students read the letter quickly and do Ex. 1.1 on P64. Students give the answer voluntarily. Then find out the main idea.(a) Students find details to fill in the form in Ex.2 on the learning sheet. (b)Ask and answer the questions in pairs(c) Report what the grandpa’s trip was like..Work in groups of four and discuss the questions listed on PPT. 培养快速阅读查找信息的能力。引导学生学会总结主旨大意。学会查找细节信息。报告祖父的旅行，把单独的问题答案连成了篇章，为后面报告同伴的旅行建立一个模板。除了基本信息之外，列出的6个问题有对更多细节的补充提问，也有对课文的深入理解，包括写信人隐藏着字里行间的真情情感。
Step 4Task 2 Let some of the students share their trips with their classmates. Use the questions to interview two of their classmates about their trips. 采访同学既活跃了气氛，又反复练了特殊疑问句，为下一步小组活动打下基础。
Step 5 Task 3 Let students work in pairs. Interview each other. Work in pairs and ask each other questions about their trips.Ask some students to stand up and report their partners’ trips. 以上一步为模板，人人开口练习，达到熟练运用。以第三人称汇报采访的结果，纠正出现的问题，为家庭作业---写作打下基础。
Homework 你的美国笔友Sam想要出去旅行，可又不知道哪个地方值得一去。请你给他写一封信，通过描述你的经历，推荐你曾经去过的一个地方。（开头已给出）
板书设计 Lesson 44 where did he go Where do you usually go on vacations Where did you go on your last vacation How long did it take you to get there It took me 10 hours to get there.