初中英语《Where would you like to visit(1)》优质教学设计、教案

Unit3 Where would you like to visit?
Section A Grammar Focus---4c 教学设计
【课标解读】
结合英语课程标准（2011 年版）话题项目表6.个人兴趣（23）旅游这一话题，对本课具体课标解读为：
1.能正确使用would like to do, would love to do 和hope to do 来谈论自己和他人的旅游意愿。

2.能正确使用would like to do 和would love to do 的特殊疑问句和一般疑问句来询问他人想去的地方、交通方式等问题。

3.了解世界上著名的旅游胜地，开阔视野、增长知识。

【教材分析】
本单元主要是学习would like to do 和would love to do 的特殊疑问句和一般疑问句以及hope to do 的陈述句，并学会用他们来询问他人和谈论自己的意愿如：想去的地方、交通工具及想做的事情等。

【学情分析】
1.学生的认知水平：学生在初二上册unit2 I’d like some some noodles.
中已经学过了would like sth.大部分老师在讲解该单元时都会提到would like to do,初二下册unit1Do you want to watch a game show?中也学到了hope to do, 我认为本单元的语法对学生比较简单，所以我设置了不同梯度的听、说、读、写等活动来进行大量的语言输入，从而学生能做到语言的输出。

2.学生的身心发展特点：初三的学生逐渐走向成熟，有自己的主见，课堂上往往容易保持缄默。

并且两级分化比较严重，外加十中学生的英语基础普遍偏弱，所以课堂上我通过设置一些guessing game 和grammar candies game 来吸引他们的注意力，激发他们参与的兴趣。

【教学目标】
知识与技能目标：
1.学生能够听懂并会用would like to do 和would love to do 的特殊疑问句和一般疑问句来询问他人想去的地方、交通方式等问题。

2.学生能够准确运用would like to do, would love to do 和hope to do 来谈论自己和他人的旅游意愿。

过程与方法目标：
1.学生在guessing game 游戏中体验到了would like to do 的一般
疑问句的用法。

2.学生在grammar candies game 中感受到了would like/love to
do 的正确使用以及编排对话的逻辑性。

3.学生在survey and report 环节中体验到了运用目标语来做事
情即询问他人的意愿，旅游时想去的地方、交通工具、想做的事
情等等。

情感态度与价值观：
学生在使用目标语询问和表达的过程中不仅了解世界著名的旅游胜地，开阔视野、增长知识，而且还培养了热爱生活、享受大自然的良好品质。

【教学重难点】
1.重点：能正确使用would like to do, would love to do 的特殊疑问句和一般疑问句和hope to do 来谈论自己和他人的旅游意愿。

2.难点：like 和would like 的用法区别，以及产出环节的自由表达。

【评价设计】
1.P ractice 环节中的Complete the dialogue and read in roles 是对
学生能否准确运用would like to do, would love to do，hope to do 和be supposed to be 的一种检测和评价。

2.G rammar candies 游戏也是对学生能否在语境中准确运用
would like to do, would love to do，hope to do 和be supposed to be
的一种检测，同时也是对学生是否根据对话的语境将若干个单句
按逻辑关系排序的一种检测和评价。

3.W atch a video 及retell 环节是通过听并复述的活动来检测学生能否运用目标语言进行半控制性的有效输出。

4.通过最后survey and report 这一活动，检测学生能否在具体语境中运用本节课以及以前学过的语言知识来进行综合运用。

【教学设计】
Part1 Preparation（2 minutes）
Step1 Warming-up
Good morning ,everyone! I’m your new English teacher, Ellen.Nice to
meet you.It’s a nice day, isn’t it?
【设计意图】上课伊始进行一个小的small talk,既复习了第二单元刚刚学过的句型，又拉近了师生间的距离，为接下来师生间的自然对话引出本课话题travel 做好铺垫.
Step2 Lead-in
Just now, I showed you some photos of your classmates,right?Can you guess what they are about?Yes, They are about travel. Do you like traveling? Today, Let’s begin our travel.First, I’d like to share my last vacation(using the mind-map on the blackboard“Where did you go on vacation? Why? How did you get there?Who did you go with?What did you do there?”) Then guide students to talk about their last vacation.
【设计意图】课前教师将该班学生外出旅游的图片编辑成漂亮的电子相册展示给大家，既调动了学生的兴趣，又激发他们谈论关于旅游的欲望。

引导学生谈论last vacation 过程其实也就是以旧知带新知，激活学生脑海中关于travel 的知识网络的过程。

Part2 Presentation（8 minutes）
Step1 pairwork（4 minutes）
I think everyone had a good vacation.If you have another vacation, Where would you like to visit?teacher ask one student about “where?why?how? what?”to make a model and then ask student s to work in pairs.
【设计意图】本课时是Section A 的最后一个课时，在前面的两个课时中已经操练这些目标语言，所以此处采取pairwork 的形式既是复习、巩固，又为后面学生通过观察发现总结语法规律提供语言素材。

Step2 Guessing game（2 minutes）
Now, I know your travel plan,Do you want to know mine?Next let’s play a
guessing gam e.Please ask me questions like this”Would you like to visit……？”Teacher elicit”hope to do”(write on the blackboard) and “some day”.At last, ask students to read in roles.
Step3 Find the rules（2 minutes）
Just now we used these sentences to ask and answer, please look at these them carefully and try to find the rules.Elicit students to say would like to do, would like sth. Would like sb. to do.When we express”wishes or hopes”, what can we also use?In this way, the teacher elicits the students to say “hope to do and hope that+从句”to express hopes and wishes.
【设计意图】环节2 的guessing game 游戏极大激发学生的兴趣，学生
在跃跃欲试中，练习了would like to do 的一般疑问句。

环节3 的找规律是学生在仔细观察后总结规律体现了语法教学的隐形原则即学生在感知中发现总结规律。

Part3 Practice（20 minutes）
Step1 4a&4b Complete the dialogue and read in roles.（4 minutes）Next, let’s check our memory and help Mary and Bob finish the dialogue. I’ll ask a student to come to the blackboard to do the exercises while the others are doing them.After that I’ll ask the student to explain.I’ll elicit “the differences between and like doing/to do and would like to do ”.Teacher elicit“be supposed to do/be”means “should do/be” by creating a situation to
help them understand the mean ing of “be supposed to do/be”. In the end, I’ll ask students to read in roles.
【设计意图】此环节是在总结语法规律后，把课本4a 和4b 的相关目标语整合而成的一个对话，通过设计一个动词填空题的形式来检测学生对would like to, hope to do,和be supposed to 的掌握情况，同时为学生进一步提供语言输入的材料。

课本4b 是一个比较机械的控制性练习，学生经过SectionA 两个课时的学习，外加在本节课presentation 环节的pairwork 中也已经进行了半控制性练习，学生在初二上学期Unit2 已学过would like sth.和hope to do 相信很多老师在讲解Unit2 单元时都会提到would like to do,所以我认为本单元的would like to do 和hope to do 的语法对学生比较简单。

所以我大胆尝试将4a 和4b 整合成一个对话材料，从而腾出更多的时间来进行后面的产出环节的练习。

Step2 Grammar candies（10 minutes）
OK, class Do you like playing games?Next, Let’s play a grammar candies game.Teacher explain the game rules,using Concept Checking Question to check if students understand the rules. While students are working in groups, I’ll ask 4 students of a group to correct the mistakes one by one on the screen,each student correct one sentence.At last, we put the sentences in the correct order and ask why?
【设计意图】Grammar candies 这个活动来源于西方语法教学中常用的方法“Grammar auction”，由于我们的班额较大，我根据我们中国学校教育的具体情况将这种语法教学法进行改编创新成”Grammar candies”.此环
节以游戏的方式来开展，既激发学生的兴趣，又能在具体的语境中通过改错来巩固本课所学知识,同时这也是一种评价或检测。

同学们对这种方法感觉很新鲜，课堂上几乎所有的学生都能动起来，他们在改错和排序的过程中不仅仅思维得到了激发、而且还锻炼了句与句之间的逻辑编排能力，这对于他们今后的写作都有很大的帮助。

Step3 Watch a video（3 minutes）
This is Jack and Tina’s travel plan. I have two American friends, They are now living in China.They are also talking about their travel plan.Do you want to know?Let’s watch a video and answer the three questions:(Before checking answers, I’ll a sk students to discuss.)
1.Where would they like to go on vacation?
2.How would they like to get there?
3.What would the man like to do there?
A go through a beautiful forest
B see many beautiful flowers
C eat the local delicious food
Step4 Retell（3 minutes）
Can you retell the video?Please try to use”would like/love to, hope to
do”You can discuss with your partners.
【设计意图】Step3 是我将本课时尤其是4a 和4b 中的相关目标语和知识点编了一个对话，然后找外国朋友帮忙录制成一个视频，这样做的目的是为了让学生进一步在具体的语境中来感知、加深、巩固目标语的语用功能，体现了英语学习的交际性和情境性。

Step4 是看完视频后的一个复述环节，这也是目前口语考试中一个非常重要的考试题型。

我们平时的课堂上应该多创造这样的机会来让学生练习、提升。

Part4 Production（Survey and report）（13 minutes）
Now we know Taylor and Tanner’s travel plan for the May Day holiday,How about you?Do you want to know your classmates’ travel plan? Next,Let’s come to our survey and report. Please interview anyone you like including the teachers.At last, please report one person’s travel pan.Who would like to be a reporter?(此处教师用ICQ 来检测学生是否明白指令：How many students’ travel plan will you report? )
【设计意图】本节课遵循的是英语4P 教学法即：Preparation--Presentation--Practice---Production 语法教学的本质就是在听、说、读、写等活动中来让学生不断的感知语法、发现规律、总结提升、练习巩
固。

即在大量的语言输入的基础上从而达到语言的输出。

本节课通过设计survey and report 这一任务来让所有的学生动起来，运用目标语来做事情，体现了英语教学的”学中用、用中学“的理念。

Grammar candies 环节侧重的是语言知识层面的评价和检测，而此环节更侧重的是语用层面的评价和检测。

两者相得益彰、互为补充，真正实现了语法教学的目的所在。

Part5 Summary（2 minutes）
Step1 Tips and chicken soup
At last, I’d like to give you some tips.How should we behave polite ly(礼貌地) when traveling?Teacher elicit the students to say it. And then the teacher
will show students some beautiful sentences about travel to inspire them. Please remember:
Read thousands of books, (读万卷书)
travel thousands of miles.（行万里路）
Wherever you go whatever you do, , please enjoy your life.
Step2 The best team
【设计意图】环节1 通过给学生提出一些关于文明出游的小贴士，来对同学们进行一种情感的提升和德育的渗透。

并提醒学生出游时要尊重文化差异、入乡随俗。

the tallest tree 环节通过评选最棒团队，培养学生的团队意识和集体荣誉感。

Part6 Homework
You must: Make a survey and report“What would your parents and friends like to do for the May Day Holiday?”
If you can:Write down your travel plan about the May Day Holiday.
【板书设计】
Unit3 Where would you like to visit?
Section A Grammar Focus---4c
The tallest tree
like doing
to do
would like/love to do
be supposed to do/be
somewhere+adj。