新人教版八年级英语上册Unit 1 Section B 3 3a-3c 教案
人教版英语八年级上册 Unit1 Section B (3a-Selfcheck) 精品教案
【教学反思】
2. They didn’t B. any money for bus.
3. We cleaned C. to summer camp.
4. The students D. go to New York City.
5. Bill didn’t have E. the streets.
6. He was F. very tired.
2.我妈妈和我决定去坐火车。
My mother and I _________ _________ _________ _________ _________
3.上周一，天气又热又潮。
The weather _________ _________ _________ _________ last Monday .
4.这个城市从山顶上看很棒。
The city _________ _________ from _________ _________ _________ _________ _________.
5.一小时后，我们停下来喝了些茶。
One _________ _________ , we _________ and _________ some tea.
_____________________________________________________.
5. the people, friendly, were, really
______________________________________________________.
6. love, she, food, Japanese
2. When _____ you _________(write) this song? I ______(write) it last year.
人教八上Unit1SectionB(3aSelfcheck)教学设计
（二）教学设想
1.创设情境，激发兴趣：通过展示学生熟悉的生活场景，如学校、家庭等，引出本节课的主题——兴趣爱好。让学生在真实语境中感知、体验英语，激发学习兴趣。
2.采用任务型教学法，引导学生主动探究：将学生分成小组，完成一系列与兴趣爱好相关的任务，如调查问卷、采访等。学生在完成任务的过程中，自主探究、合作交流，提高英语实际运用能力。
2.学会尊重他人的兴趣爱好，培养良好的人际交往能力。
3.通过讨论和分享，了解各种兴趣爱好对个人成长的意义，激发对生活的热爱。
4.培养团队协作精神，学会在合作中学习、成长。
5.增强自信心，敢于在课堂上展示自己，勇于表达自己的观点。
二、学情分析
针对人教版八年级上册Unit 1 Section B 3a Self Check部分，本次学情分析如下：
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于让学生掌握描述兴趣爱好及活动频率的词汇和句型，如：topic, subject, favorite, hobby, piano, guitar, swim, speak, collect, make, take以及How often...?等。
4.教师针对学生的练习情况，给予及时的反馈和指导，巩固所学知识。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结描述兴趣爱好及活动频率的词汇和句型。
2.学生用自己的话复述本节课的重点知识，加深理解和记忆。
3.教师强调本节课的情感态度与价值观目标，鼓励学生在日常生活中积极尝试新事物，拓展兴趣爱好。
5.结合所学知识，制作一份关于“Hobbies”的海报，内容包括：兴趣爱好词汇、描述活动频率的句子、典型兴趣爱好介绍等。
英语人教版八年级上册Unit 1 Section B 3a-3c
Unit 1 Where did you go on vacation?Section B 3a-3c襄阳市诸葛亮中学张焰教学内容分析：八年级上册Unit 1围绕“节日和假期（Holidays and vacations）”为话题而展开活动。
Section B 3a-3c活动以北京为假想旅游地，引导学生展开写作活动。
3a为学生提供了语境以及语言结构。
学生在完成填空后，该语篇就形成了学生可模仿的写作模板。
3b通过一系列有关假期的问题为学生提供了写作要点和思路，3c要求学生将写作落实到语篇，要求学生在写作中熟练运用过去式，并且能模仿阅读语篇写出日记这种应用文体裁。
学生对所写内容越感兴趣和熟悉，就越有话可说，也更易于在写作练习中将思维的焦点放在运用语言表达自己的意思上。
学生情况分析：写作是一种难度较高的语言输出活动。
对于刚上八年级的学生来说还是困难较大的。
但本课的写作内容“旅游”与他们的现实生活紧密相连，也是他们非常感兴趣的话题，他们有话可说，有事情可写。
本节课为了帮助学生较好的进行英语写作，教师采用写前、写中、写后的过程性写作模式。
在本节课的教学中，教师让学生通过讨论写作的话题、分析范文结构、就话题展开调查等活动分解写作过程，以降低写作任务的难度，减少学生在写作过程中的焦虑感。
这些活动不仅有助于学生用英语构思，形成合理的写作思路，顺利完成写作任务，还能让学生养成良好的写作习惯，增强学生用英语写作的自信心。
根据本课时在教材中的地位和作用，依据教学大纲，确定以下教学目标：1.知识目标在本节课结束时，学生能掌握词汇：Tian’anmen Square, the Palace Museum, duck, dislike语法：一般过去时的正确运用2.能力目标：在本节课结束时，学生能够(1) 用英语写出描写自己真实旅行经历的旅游日记。
(2) 写出日记的结构比较完整、内容比较丰富。
(3) 意识到要形成良好的英语写作习惯。
【人教版】八年级英语上册 Unit 1 全单元英文教案
Unit 1 Where did you go on vacation?Language Goal 【语言目标】Learn to talk about past events：in this unit，students learn to talk about where they went and what things they did in the past.Knowledge Goals 【知识目标】Key Wordsanyone，anywhere，wonderful，few，most，something，nothing，everyone，myself，yourself，seem，bored，someone，decide，try，wonder，difference，wait，below，enough，hungry，as，dislikeKey Phrasesquite a few，of course，feel like，because of，on vacation，keep a diary，have a good time Key Sentences1.Where did you go on vacation？I went to themountains.2．Did you...？Yes，I did./No，I didn't.3．How was your vacation？Key Grammar1.“Where”cause of special questions andanswers(where引导的特殊疑问句及其回答)．2．The use of indefinite pronouns(不定代词的用法)．Ability Goals 【能力目标】1. Through the learning to gain the ability to talk about the past events freely with others. Enable students to write travel dairies. 2．Be able to use anything，something，anyone，everything，nothing，no one and so on.Moral Goals 【情感目标】Enable students to recall(回忆)and share their wonderful days they spent somewhere.Teaching Time 【课时】Five periodsPeriod 1 Section A(1a－2d)Period 2 Section A(Grammar Focus－3c)Period 3 Section B(1a－1e)Period 4 Section B (2a－2e)Period 5 Section B (3a－Self Check)本单元教材以Where did you go on vacation？为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see/buy...？和特殊疑问句Where/What/How...？询问过去的事件，让学生学会谈论和分享过去发生的事件。
(新人教版)英语八年级上册 Unit 3 大单元教学设计
八年级上册Unit 3单元整体教学设计1.单元主题确定本单元的话题是人的个性特征 (Personal traits)属于新课标中“人与自我”范畴内“做人与做事”主题群中的“自我认识、自我管理、自我提升”子主题内容。
2.单元内容分析第一课时（Section A 1a-2d）：初步认识人与人的差异，谈论人物的外貌不同；第二课时（Grammar focus-3c）：梳理形容词与副词的比较级结构以及原级比较，强化句型结构的操练，通过家庭成员比较的练习加强学生语言的自然输出；第三课时（Section B 1a-1e）：围绕my best friend展开讨论，谈论好朋友具备的特质，结合听力材料抓住关键信息，完成听力任务；第四课时（Section B 2a-2e）：三个语篇围绕三对好朋友之间的异同展开，通过阅读活动帮助学生掌握如何描写朋友，并思考友谊的意义；第五课时（3a-self-check）：写作练习以描述好友为主题，运用比较级、原级结构的句子去描写好友特征。
3.单元课时内容Part1:Section A 1a-2d听说课Part2:Grammar focus-3c语法课Part3:Section B 1a-1e听说课Part4:Section B 2a-2e阅读课Part5:3a-self check写作课4.单元教学目标本单元学习结束时，学生能够（1）语音：在朗读中正确把握句子的节奏和重音。
（2）词汇短语句型：正确使用新词汇和短语表达。
（3）语法：正确使用比较级结构谈论人物品质和特性。
（4）能力：提高听说能力；掌握基本的阅读技巧：预测、精读、泛读；结合本单元的语言表达完成基本的写作训练。
第1课时教学设计一、教学内容：Section A 1a-2d二、课型：听说课三、语篇研读What: 谈论人物的个性特征对比，1a主题图是校园乐队演唱会，台下学生对舞台上表演者的外貌特征进行比较和讨论，1a-1c的听力部分呈现出主要话题和外貌的比较，2a-2b的听力内容是一位记者对主题图中双胞胎姐妹Tina和Tara的采访对话，就各自性格等方面的特点进行了对比，回答记者问题。
人教版八年级英语上册教学设计：Unit1SectionB(3a)
一、教学目标
（一）知识与技能
1.掌握本节课的核心词汇和短语，如"achieve", "goal", "dream", "work hard", "never give up"等，并能在实际语境中正确运用。
2.掌握一般现在时和一般过去时的用法，能够运用这两种时态描述过去和现在的行为、习惯。
（四）课堂练习，500字
1.设计不同难度的练习题，包括选择题、填空题、改错题等，让学生巩固所学知识。
2.安排一篇阅读理解练习，让学生运用阅读技巧，提高阅读能力。
3.布置一篇写作任务，要求学生结合个人经历，运用所学词汇和句型，撰写一篇关于个人目标的短文。
（五）总结归纳，500字
1.教师引导学生回顾本节课所学内容，总结词汇、短语、句型和时态的用法。
3.完成课后练习册中的相关练习，包括词汇填空、句型转换、阅读理解和写作练习，以巩固所学知识。
4.预习下一节课将要学习的内容，提前了解新词汇和语法点，为课堂学习做好准备。
5.家长参与作业：鼓励学生与家长分享自己在课堂上的学习成果，家长协助学生完成作业，并给予积极反馈。
6.拓展作业：选取一篇关于目标追求的英文文章，进行深度阅读，并尝试分析文章结构、归纳主旨大意，以提高阅读理解能力。
4.引导学生关注社会热点问题，培养他们的社会责任感，激发他们为社会进步贡献自己的力量。
5.培养学生热爱英语，树立终身学习的观念，提高他们的综合素质。
二、学情分析
八年级学生经过一年的英语学习，已经具备了一定的英语基础，掌握了基本的词汇和，希望在学习中不断提高自己的语言运用能力。然而，学生在学习过程中仍存在以下问题：
人教版英语八年级上册教案：Unit1SectionB(3a-selfcheck)
Unit1 SectionB （ 3a-self check ）教案【教材版本与册数】新目标人教版八年级上册【单元名称】Unit 1 Where did you go on vacation?【课时】 Section B 3a-self check （第 5 课时）【课型】 Writing （写作课）第1页/共 10页本单元环绕“节日和假日 ( holidays and vacations)”这一话题 ||，睁开形式多样的听、说、读、写学习活动 ||。
能正确使用一般过去时和不定代词的用法来咨询及表达假期活动和讨论度假的感觉||。
本单元 Section A 经过讨论假期活动||，第一复习、稳固对一般过去时的理解和运用||，重视与假期活动有关的词汇和语言构造的学习||，以及该话题下的听闻训练 ||。
Section B 进一步拓展了此话题 ||，由对假期活动的咨询及表达转向描述及讨论度假的感觉；在语言上 ||，除进一步综合训练、稳固 section A 所学重点语言内容外 ||，学习正确、得体地运用有关形容词描述假期活动||，表达自己的感觉成为这一部分的一项重要任务；在语言技术上||，则由听、说转向综合性地听、读、写的训练||。
经过本单元的学习使学生学会用得体的语言咨询及表达假期活动和讨论度假的感觉||，认识国内外有名旅游胜地||。
教3a-3b 部分是一个模拟性写作模块 ||，让学生在听闻、读的基础上 ||，试试简单的语言输出 ||。
3a 为学生供给了材语境以及语言构造 ||，并复习有关短语 ||，学生达成填空以后 ||，该语篇就形成了学生可模拟的写作模板||，为后边的分写作做准备 ||。
3b 经过一些列有关假期的问题为学生供给了写作重点和思路||。
3c 要修业生将写作落实到语篇 ||，要修业生在写作中娴熟运用过去式 ||，而且能模拟阅读语篇写出日志这类应用文体裁||。
Self Check 以练习形式稳固本析单元重点词汇和句式 ||，进一步明确描述假期活动的有关表达 ||。
人教版英语八年级上册Unit1单元教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.掌握并运用本单元的词汇和短语，如：goodness, honesty, confident, care for, make a difference等，并能运用它们进行日常交流。
2.学会并熟练使用一般现在时和一般过去时的动词变化，理解其用法和区别。
3.激发学生的爱国情怀，让他们为我国的发展感到自豪，并为之努力。
4.培养学生的团队协作精神，让他们学会与他人合作，共同完成任务。
5.引导学生树立正确的人生观和价值观，让他们明白学习英语的目的不仅仅是为了考试，更是为了提高自己的综合素质，为未来的发展奠定基础。
二、学情分析
针对人教版英语八年级上册Unit1的教学内容，我们对学生的学情进行分析。八年级的学生已经具备了一定的英语基础，掌握了基本的语法、词汇和句型，但在实际运用中，他们的语言表达能力仍有待提高。此外，这个年龄段的学生具有较强的求知欲和好奇心，喜欢探索新知识，但学习自觉性和自律性相对较弱。
-引导学生反思本节课的学习过程，培养他们的自主学习能力。
2.教学实施
-教师带领学生回顾本节课所学的新词汇、短语、句型和语法知识，并进行口头练习。
-让学生分享自己在课堂上的收获和感受，鼓励他们提出问题，激发进一步学习的兴趣。
五、作业布置
为了巩固本章节的学习内容，提高学生的英语能力，特布置以下作业：
1.词汇和短语练习：请学生完成课后练习中的词汇填空、短语搭配等题目，以加深对新词汇和短语的理解和记忆。
3.阅读理解能力的提升：培养学生抓住文章主旨，分析文章结构，理解作者观点的能力，是提高英语素养的关键，也是本章节的教学难点。
人教版英语八年级上册Unit1 SectionB(3a-Self Check)精品教案
Unit1
Where did you go on vacation?
Period 5
Section B 3a, 3b, 3c, 4, Self check 1, 2，3
教学目标要求
1．能够根据图片和所给的词完成日记，如：3a。
2．能够模仿2a和3a，根据所给问题的提示写出一篇自己的日记，3b; 3c。
Well, follow me and then read together.
边看边跟读(反应评价和强化)
导入
时间
1m
3
导入新课话题
Well, we’re going to go on learning Unit 1 today.
4
引பைடு நூலகம்单元标题
教师板书或课件显示：
Unit 1Where did you go on vacation?Period 5
11
习作展示，指出问题，相互学习
Share the writings from our classmates.
教师应注意引导学生关注文体格式及书写的标准性。完成后学生结伴相互修改、朗读交流。
4
时间
6 m
12
布置任务后，两人一组活动(Pair-work)，组内演练
Where did you go and what did you see and do?
6．了解我们首都—北京的文化及景观，如天安门、故宫等。
7．能够正确书写生词，如duck,dislike。
教学过程
活动
步骤
教与学活动目的及其操作
复习
时间
3m
1
复习已学目标语和导入谈论日记的话题
初中英语人教版八年级上册Unit 1Section B 教学设计
Unit 1Section B 教学设计教学目的Teaching aims:(1) Knowledge aims:1.Students can learn some new words: activity, decide, try, paragliding, feel like, bird, bicycle, building, trader, w-onder, difference, top, wait, umbrella, wet, because of, below, enough, hungry, hill.2.Students can learn the format and basic factors of a traveling diary.3.Students can know some information about Malaysia.4.Students can understand and practice more about the simple past tense.(2) Ability aims:1.Students can learn to get the main idea of each paragraph with the help of the first or the last sentence.2.Students can be more familiar with the reading skills: skimming, scanning, guessing and careful reading.3.Students can retell a diary according to the timeline.4.Students can think and speak out their ideas in English.(3) Emotion aims:1.Students learn to cooperate with each other while learning.2.Students learn to think differently and share their thoughts with others.学情分析After two months, students come back to school. They forget many words and grammar. It's difficult for them to read the long diaries. They also feel shy or hard to speak English. The teacher should be very patient while teaching. What's more, students have already learned some reading skills, thus the teacher doesn't need to explain themone by one. The importance of this class is to further understanding and practicing the reading skills.重点难点Important points:1.Students understand the basic factors of a traveling diary.2.Students try to use the reading skills: skimming, scanning, guessing and careful reading.Difficult points:1.The improvement of students’reading skills.2.Students try to think differently and speak out their own ideas in English.3.Students understand and remember the basic factors of a travel diary.教学过程.【讲授】教学过程Teaching process:Stage 1. Get students ready for learning.Step 1. Greet as usual.(Class begins! Good morning, class! Sit down, please!)Step 2. Free talk about the teacher’s traveling photo in Malaysia.(After two months, you come back to our school. How about your vacation? Did you have a good time? Where did you go? Do you want to know my vacation? Look at the photo. Which one is me? Can you guess? Where did I take this photo? In Chongqing? No. Well, let me tell you.)Stage 2. Pre-reading:Step 1. Lead-in with a map of Malaysia.(Look at the map. What country here? Yes, China, our country. In July, I took an airplane to this place. Can you guess what country there? Yes, Malaysia.)Step 2. Share some photos of the teacher’s traveling in Malaysia. Review new words.(Where did I go in Malaysia? Do you want to know? Ok, I took many interesting photos. I’d like to share the photos with you. [Give a piece of paper to each group. Ask students to share the photos with each other.] Discuss two questions: Where did I go in Malaysia? Whatdid I do?)Stage 3. While-reading:Task 1. Scan the first three lines of the first diary. Circle where, when, who and weather.(Do you think my vacation is exciting? Do you want to know more about Malaysia? Ok, let’s open the English book and turn to P5. Today we’re going to learn Unit1, section B 2b. Look at the first diary. Please scan the first three lines and circle. where did the writer go? When did the writer go there? Who is the writer? Who did the writer go with? How about the weather? Ready? Go!)Task 2. Skim and find key words or sentences in the first diary.(Now we know Jane went to Penang on Monday. So how about her vacation? Did Jane have a good time on Monday? Skim and find the key words or sentences in the first diary.)Task 3. Careful reading: Finish the timeline and retell the diary according to it in groups.(Jane had a good time on Monday. Why? What did she do? Let’s go to careful reading. Now read lines2-6. Answer three questions. Now we’re clear about Jane’s vacation on Monday morning. How about her lunch time and afternoon? Let’s read the rest of the diary and finish the timeline. Then retell Jane’s vacation by the timeline in groups. Give an example.)Task 4. Scan the first three lines of the second diary. Circle where, when, who and weather.(Now we’re clear about Jane’s vacation on Monday. How about her next day? Let’s go into the second diary. Scan the first three lines and circle where, when, who and the weather.)Task 5. Skim and find key words or sentences in the second diary.(We know Jane went to Penang Hill with her father. How about their vacation? Did Jane have a good time on Tuesday? Skim the diary and try to find the key words or sentences.)Task 6. Try to guess a new word by word-building.(Please look at the first sentence. Here is a new word for you “difference〞. We don’t know this word, but we learned this word “different〞. Can you guess the meaning of the new word by “different〞? This way is word-building. You can guess a new word by word-building. From the first sentence we can know the two days are different. So this is a key sentence.)Task 7. Try to guess new words by context.(Look at the end of the diary. Here are another two new words for you. Can you guess the meanings by the context?)Stage 4. Post-reading:Task 1. Read again and match the results with the reasons. Then lead to the topic.(Jane was unhappy on Tuesday. Why? Now let’s read again and match the results with the reasons.)Task 2. Discuss in groups about the topic. Encourage students to think differently.Then share thoughts.(Have a think: Did Jane like the weather? Did Jane like the train? Did Jane like the food? Why? Discuss with group members. Speak out your ideas. Give an example. The teacher asks: Did Jane like the food? [Students have different answers.] Maybe yes. Maybe no. Well, no answer is always right. Try to think differently. You can discuss after class.)Stage 5. Summary:Today we read Jane’s diary. It’s a travel diary. When we read a travel diary, we should find this information: where, when, who, what, how. We also learned some reading skills: scanning, skimming, careful reading and guessing. (Write on the blackboard) Try to use the reading skills, then you can read better and better.1.Learn the format and basic factors of a traveling diary.2.Learn to use reading skills: skimming, scanning, guessing and careful reading.3.Further learning about the simple past tense.Stage 6. Homework:Imagine Jane went to Penang Hill again and had a great day. Fill in the blanks with the right forms of the verbs in 2e. Then make reading notes about the day.Students finish the assessment-and-feedback chart about learning in the class. Then hand it in to the teacher after class.Stage 7. Enjoy beautiful sentences about traveling:Everyone has only one life. There must be something you have never seen and somewhere you have never been. Just go for it! Write them in your diary.Stage 8. Class is over.Blackboard design:Unit 1 Where did you go on vacation? 2bWhere SkimmingWhen ScanningA traveling diary: Who Reading skills:Careful readingWhat GuessingHow (by word-building&context)Tense: simple past tense【作业】英语阅读课形成性评价反响表〔灵敏处理，课堂或课后完成〕英语阅读课形成性评价反响表(the assessment-and-feedback chart)课题：Where did you go on vacation? Section B 2b以下是本节课学习的主要内容,请各小组同学根据实际学习情况在表中填写番号:1、分享关于Malaysia的照片2、用照片中的单词答复下列问题3、第一篇日记的扫读训练4、第一篇日记的略读训练5、细读填写时间轴6、用时间轴进展复述7、第二篇日记的扫读训练8、第二篇日记的略读训练9、因果连线10、话题讨论11、阅读中单词学习12、对教师的英语指令的反响13、对教师的英语提问或讲解的反响小组成员姓名:学习过程中感兴趣的局部:学习过程中感觉容易的局部:学习过程中感觉困难的局部:学习中积极考虑、主动探究自评:小组活动参与积极性自评:给教师或小组同伴的建议：。
人教版八年级英语上册Unit1SectionB3a3c教学设计
4.增强团队协作意识，学会倾听、表达、合作，提高人际沟通能力。
二、学情分析
针对人教版八年级英语上册Unit 1 Section B 3a-3c的教学内容，进行以下学情分析：
八年级学生已具备一定的英语基础，对一般现在时的基本概念和用法有初步了解，但在实际运用中仍需加强。此外，学生在描述日常习惯时，对新词汇的运用尚不够熟练，需要教师在教学过程中给予指导。
3.讲解阅读策略，如：扫读、寻读、精读等，帮助学生更好地理解短文。
4.分析短文3a-3c，让学生了解文章大意，获取关键信息。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个日常习惯作为讨论主题。
2.小组成员用一般现在时和频率副词，描述组内成员的日常习惯。
3.各小组展示讨论成果，其他小组进行评价，并提出建议。
-引导学生通过讨论、创编小对话，运用所学知识进行实际操作。
3.针对不同学生，实施分层教学：
-对基础较弱的学生，进行个别辅导，加强基础知识巩固。
-对基础较好的学生，提高要求，鼓励他们在课堂活动中发挥潜能。
4.采用多元化评价方式，关注学生的全面发展：
-课堂表现：观察学生在课堂活动中的参与程度、合作意识和表达能力。
3.选取一个熟悉的日常习惯，写一篇小短文，描述该习惯对身体、学习或生活的影响。
要求：不少于80词，正确运用一般现在时和频率副词，注意文章结构的合理性。
4.预习下一节课的内容，提前了解课文主题，为课堂学习做好准备。
要求：标记生词、短语，尝试理解文章大意。
5.家长参与作业：请家长协助孩子观察家庭成员的日常习惯，并用英语进行描述。
3.引导学生通过阅读短文，培养其获取、整理和运用信息的能力，提高阅读理解水平。
人教版八年级英语上册教案：Unit 1 Section B (3aSelf
朝阳实验学校教案 九年义务教育实验教科书人教版 八年级 英语 科 上 册 周次 三 星期 三 节次 3 授课教师课题 Unit 1 Where did you go on vacation?Section B 3a-Self check教学目标 (一)知识与技能：1) 复习询问或谈论假期去某地旅行的经历。
2) 能够综合运动词的一般过去时形式，并能正确填空。
3) 总结回顾动词过去式的规则变化不规则变化。
（二）过程与方法： 合作交流法、探究法、游戏法 （三）情感态度与价值观： 1) 学生了解我国不同地方的人们上学的方式，了解还有一些贫困地区的孩子们需要我们去帮助他们。
2）通过谈论假期旅行的经历，明白在旅行时应注意保护环境。
教学重点1) 能综合运用所的重难点词汇来完成相关任务。
2）能运用英语根据相关提示来记自己某次旅行的经历。
教学难点能运用英语根据相关提示来记自己某次旅行的经历。
教具 录音机、ppt课时共 4 课时 教学过 一、复旧引新、激发兴趣 1. Let Ss read the passage about Jane ’s vacation to Malaysia. Then fill in the blanks. 2. Check the answers. Discussion程 1. Show some pictures of the some places of interest. Tell Ss the name of them.e.g. the Great Wall, Summer Palace, Tian’anmen Square, a Beijing hutong…2.Let Ss discuss what they can do, eat, buy… in those places.二、出示目标、自主学习出示本节课的单词和句子，让学生自主拼读，并且完成3a的短文。
三、创设情境、构建新知1. Tell Ss they went to one of these places of interest last summer vacation. With the helpof the words in the box, try to fill in the blanks of the diary.2. Let some Ss read the words in the box.3. Ss read the diary and try to fill in the blanks with the words in the box.2. 阅读指导:首先，应阅读日记一遍，了解日记的大意。
人教版八年级上Unit1SectionB(3aselfcheck)教学设计
4.注重分层教学，针对不同学生的学习需求，给予个性化指导。
例如：对基础较弱的学生，重点辅导词汇和语法；对基础较好的学生，引导他们拓展阅读和写作思路，提高语言运用能力。
5.加强课堂评价，关注学生的学习过程，及时发现和解决问题。
2.小组成员轮流扮演采访者和被采访者，进行口语交流，提高口语表达能力。
3.各小组整理采访内容，准备向全班同学分享。
（四）课堂练习
1.教师设计写作练习，要求学生运用一般现在时和现在进行时，书写一篇关于自己兴趣爱好的短文。
2.学生在规定时间内完成写作练习，教师巡回指导，给予个别辅导。
3.学生完成写作后，开展同伴互评，相互借鉴，共同提高。
1.完成课后练习册中与本节课相关的一般现在时和现在进行时的练习题，要求学生在规定时间内完成，并对照答案自行检查，找出自己的错误并进行分析。
2.结合课堂所学，运用一般现在时和现在进行时，写一篇关于自己周末活动的短文。要求内容丰富、语言流畅，不少于80词。
3.制定一份个人学习计划，包括学习目标、每周的学习任务和计划等，要求用一般现在时和现在进行时描述。
（五）总结归纳
1.教师邀请各小组代表分享采访成果，让同学们了解彼此的兴趣爱好和目标。
2.教师引导学生总结本节课所学的一般现在时和现在进行时的用法，以及阅读策略和写作技巧。
3.教师强调团队合作和自主学习的重要性，鼓励学生在课后继续练习，不断提高自己的英语水平。
五、作业布置
为了巩固本节课所学知识，培养学生的自主学习能力和语言运用能力，特布置以下作业：
2.通过阅读短文，学会运用略读、寻读等阅读策略，获取关键信息，提升阅读效率；
新人教版八年级上册英语 Unit1 第3课时 教案(教学设计)
Unit 1 Where did you go on vacation?Section B (1a-1e)单词delicious, exciting, terrible, expensive,1.学习更多表达情绪的形容词。
2.能听懂并会表达运用复合不定代词询问他人假期的对话。
3.能听懂并会表述自己或他人的假期生活。
能正确运用所学词汇及句型。
Step 1复习上节课所学内容，欣赏有关运动的视频，让学生谈观后感，导入新课。
①Review the indefinite pronouns.②Show a video about paragliding and ask some questions after watching it:Do you like the video?How do you feel about paragliding?Show the Chinese translation of 2d and ask Ss to say the English sentences.Step 2学习重点词汇，并通过分类对词汇加以巩固, 为听力部分打好词汇基础。
Work on 1aGet Ss to look at the pictures in 1a, and match the words with the pictures. Check the answers together.【Keys：1.f;2.a;3.c;4.e;5.b;6.d】Step 3听听力材料回答问题，培养学生在听的时候抓重点信息的能力；Work on 1cGet Ss to listen to the recording about Lisa’s vacation, and then answer the questions in 1c. Then check the answers.2.Work on 1d①Tell Ss this time they have to write down what Lisa said about her vacation, the people, the fun park, the food and the stores.②Then play the recording for the second time. Let Ss listen and write down the words.③Then play the recording for the third time for the Ss to check the answers.Step 4将听力练习与口语练习相结合，在听后对所学内容进行巩固输出。
人教版英语八年级上册 Unit 1Section B (3a-selfcheck)教学设计(表格式)
1.Finish 3a.
2. Check the answers with the teacher.
Learn how to write a diary about vacation.
Step 3 Practice
Encourage students to answer questions one by one.Have several students present their notes.
2.Get some students to read their writings.
Write a diary about their own vacation.
Practice students’ writing abilities.
Step 5 Practice
Ask students to make conversations according to page 8. And then present their conversations.
Unit 1 Where did you go on vacation?
SectionB(3a-selfcheck)
Teaching Aims
Knowledge Objects
(1)Key vocabulary: Tian’anmen Square, the Palace Museum.
(2) Target language:
①I felt really tired.
②I went to buy something special.
③How did yoቤተ መጻሕፍቲ ባይዱ feel about the trip?
人教版八年级上册英语全英版教案：Unit1 SectionB(3a-Self Check)
Unit1 SectionB（3a-Self Check）全英版教案Teaching Aims1. Knowledge objects(1)Function：Use “Past tense” to talk about the places where you went on vacation.(2)Key V ocabulary：Tian’an men Square||，the Palace Museum.(3)Target Language：①I felt really tired.②I went to buy something special.③How did you feel about the trip?(4) Structure：indefinite+ adj.2. Ability ObjectsDevelop the abilities to write a travel diary.3. Moral ObjectsShare one’s mood about a vacation with the friends.Teaching Key PointsIrregular verbs and regular verbs.Teaching Difficult PointsWriting a travel diary.Teaching MethodsSituation teaching method.Teaching Aids1. Some pictures of beautiful view which we visited.2. A tape recorder.Teaching ProceduresStep 1 Greeting and Checking the homework (about 6 minutes)The teacher can find some students read their articles or check all of them before the class||，then the teacher point the mistakes on the blackboard. (Attention：students may make many mistakes on how to use irregular verbs||，so we should give the students three minutes to correct the mistakes.)Step 2 3a (about 6 minutes)Complete the diary entry about a trip to one of these places. Use the words and phrases in the box to help you.The first blank：the date.The second blank：the weather.The third blank：the place.The fourth blank：the description about the place.The fifth blank：the activities.From the sixth to the last blank：the feelings.Step 3 3b (about 8 minutes)Ask students to answer the question one by one.Begin with an easy question.T：Did you go to any interesting place vacation?S1：Yes||，I did.T：Where did you go?S2：I went to the Palace Museum in Beijing.T：Did you go with anyone?S3：Yes||，I went with my parents.T：How was the weather?S4：The weather was hot and sunny.T：What did you do every day?S5：We visited the museum and bought something interesting.T：What food did you eat?S6：Beijing Duck. It was delicious.T：What did you like best?S7：The Palace Museum.T：Did you dislike anything?S8：No. I think everything was interesting.T：How did you feel about the trip?S9：It’s wonderful!Objects：The content of a travel diary.Attention：The students can answer the questions according to their own situations.Step 4 3c (about 10 minutes)T：Write a travel diary like Jane’s on the text book. Use your notes in 3b. Pay attention to the irregular verbs in past tense. It should include the eight questions in 3b||，but you can add some sentences.Let two students write on the blackboard.(Check other students^ writing||，and summarize the mistakes. Then teach the students how to correct them on the blackboard.)Step 5 4 (about 7 minutes)Make conversations according to page 8. (ask and answer)A：Hi||，my name’s Paul.B：Hi||，Paul. I am Anna||，Where did you go on vacation?A：I went to Nanjing.B：Oh||，I went to Beijing||，Did you do anything special in Nanjing?Encourage the students to do the conversation in pairs||，and give them two minutes to prepare it.Use five minutes for the students to show their conversations.Step 6 Self Check (about 5 minutes)Complete the conversations with the correct words in the box.These are indefinite pronouns||，the teacher should lead students to go over indefinite pronouns. Pay attention to “some…any…”1. Pay attention to” some …—any...”2. Complete the passage with the correct forms of the verbs. (Pay attention to the irregular verbs.)Step 7 Summary (about 2 minutes)T ：In this class||，we learned how to write a travel diary. In the diary we should use past tense. So it is important for us to turn a verb to its past tense form. We divided the verbinto two parts||，regular verbs (e.g.：work—worked||，live—lived||，stop—stopped||，study—studied||，...)and irregular verbs.(e. g.：make—made||，swim—swam …）Step 8 Homework (about 1 minute)Write a travel diary.T：You should write when (when you have the trip)||，what (what activities you do )||，who(who you go with )||，how (how you feel about the travel) and so on. 70 words at least.Blackboard DesignUnit 1 Where did you go on vacation?The Fourth Period (Section B 3a—Self Check)一：动词过去时规则变化1. 直接加ed: clean —cleaned2. 以不发音的e结尾的||，+d: love —loved3. 以辅音字母+y结尾的||，变y为i加ed: study —studied4. 以重读闭音节结尾的||，双写最后的辅音字母+ed: plan —planned二：不规则变化1. 不变型：cut—cut||，let— let||，put—put||，read— read2. 加t、加d 型或变t/d 型: mean —meant||，hear — heard||，make —made3. t变d 型：send—sent||，spend—spent4. i变a 型：swim—swam||，sing—sang||，begin—began...5. 其他情况||。
人教版八年级英语上册Unit1教案(表格式三维目标)
Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d
III. Listening
1. Point to the picture on the screen.
Say: Look at the picture A.
Where did Tina go on vacation? She went to mountains.
e.g. Most of the students go to school by bike.这些学生们中的多数骑自行车去上学。
Exercises
根据汉语提示完成句子。
1. Did he go out with _______ (任何人)?
2. They didn’t buy ________ ______ (特殊的东西) there yesterday.
Ask: What did the person do in each picture?
2. Play the recording the first time.
3. Play the recording a second time.
Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.
e.g. I can see someone new in your group.
There’s nothing interesting in the news today.
度人教版八年级英语上册教案：Unit 1 Section B 3a3c Self Check教学设计
池河中学2017-2018学年度第一学期教学设计年级八年级科目英语任课教师田支波授课时间2017.9.14课题Unit 1Section B 3a-3c Self Check 授课类型写作复习课课标依据1.能根据要求写简单的应用文。
2.能总结本单元所学知识。
教学目标知识与技能语言知识目标：1) 复习询问或谈论假期去某地旅行的经历。
2)能够综合运动词的一般过去时形式，并能正确填空。
3) 总结回顾动词过去式的规则变化不规则变化。
过程与方法通过前面几部分听说读的练习之后，3a-3c就上升为写作训练，3a以填空的形式完成英语日记，也可作为写前热身。
3b则是通过回答问题的形式为写作做下了铺垫。
3c则要求学生根据回答的问题完成日记。
情感态度与价值观了解英语日记，学会写日记教学重点难点教学重点1) 能综合运用所的重难点词汇来完成相关任务。
2）能运用英语根据相关提示来记自己某次旅行的经历教学难点能运用英语根据相关提示来记自己某次旅行的经历。
教学师生活动设计意图编号：06过程设计Ⅰ. Warming- up and revision1. Let Ss read the passage about Jane’s vacation to Malaysia.Then fill in the blanks.2. Check the answers.Ⅱ. Discussion1. Show some pictures of the some places of interest. Tell Ss thename of them.e.g. the Great Wall, Summer Palace, Tian’anmen Square, aBeijing hutong…2. Let Ss discuss what they can do, eat, buy… in those places.Ⅲ. Writing1. Tell Ss they went to one of these places of interest lastsummer vacation. With the help of the words in the box, try tofill in the blanks of the diary.2. Let some Ss read the words in the box.3. Ss read the diary and try to fill in the blanks with the words inthe box.2. 阅读指导:首先，应阅读日记一遍，了解日记的大意。
最新人教英语八年级英语上册unit1 Section B3a.3b.3c.4 以及 Self Check 3教学设计
Unit1
教学内容
Section B3a.3b．3c．4以及Self Check 3
教学目标
知识与能力
1. New words and expressions：flew kite later felt little corner discuss difficulty 过程与方法
通过复习一般过去时引出本课的重点------日记。
情感态度价值观
学会日记的写法。
教学重、难点及教学突破
重点
The vocabulary: flew kite later felt little comer till fry question discuss difficulty 难点
日记的格式。
教学突破
对于本课的单词短语通过卡片或图画来引出学习。
Language: 通过询问过去的事情引出日记。
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文。
教学步骤
本课小结
本节课学习了19个生词，和日记的写法。
通过本节课的学习，学生能掌握日记的格式。
限时作业：
1. Write a diary．
2. Make a survey about the circumstance．。
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Unit 1 Section B 3 3a-3c 教案
一、教学目标：
1. 语言知识目标：
1) 复习询问或谈论假期去某地旅行的经历。
2)能够综合运动词的一般过去时形式，并能正确填空。
3) 总结回顾动词过去式的规则变化不规则变化。
2. 情感态度价值观目标：
1) 学生了解我国不同地方的人们上学的方式，了解还有一些贫困地区的孩子们需要我们去帮助他们。
2）通过谈论假期旅行的经历，明白在旅行时应注意保护环境。
二、教学重难点
1. 教学重点：
1) 能综合运用所的重难点词汇来完成相关任务。
2）能运用英语根据相关提示来记自己某次旅行的经历。
2. 教学难点：
能运用英语根据相关提示来记自己某次旅行的经历。
三、教学过程
Ⅰ. Warming- up and revision
1. Let Ss read the passage abou t Jane’s vacation to Malaysia. Then fill in the blanks.
2. Check the answers.
Ⅱ. Discussion
1. Show some p ictures of the some places of interest. Tell Ss the name of them.
e.g. the Great Wall, Summer Palace, Tian’anmen Square, a Beijing hutong…
2. Let Ss discuss what they can do, eat, buy… in those places.
Ⅲ. Writing
1. Tell Ss they went to one of these places of interest last summer vacation. With the help of the words in the box, try to fill in the blanks of the diary.
2. Let some Ss read the words in the box.
3. Ss read the diary and try to fill in the blanks with the words in the box.
2. 阅读指导:
首先，应阅读日记一遍，了解日记的大意。
然后，细读每一句，根据上下文文意来确定每个空格处应填的词汇。
比如：读第一行可知此处是填空记日记时的时间，空格后面有日期，因此空格处应填月份August。
读第二句话，可知空格处应填写天气的词汇，故应选hot and sunny。
其他类似。
3. Ss read the passage then fill in the blanks with the words in the box.
4. Check the answers.
Ⅳ. Practice
Work on 3b:
1. Let some Ss read t he questions aloud to the Ss. Make sure they know the meaning of the questions.
2. Let Ss work in pairs to ask and answer the questions. Write the ir answers on a piece of paper.
3. Get some pairs read out their answers.
4. Check the verbs forms.
Work on 3c:
1. Tell Ss to write a travel diary like Jane’s on Page 5. Use your notes in 3b.
2. 写作指导：
1.本文为写日记，因此应用一般过去时态。
应注意动词的过去式形式。
2.回顾一下在3b中所回答的问题的情况，然后将这些句子按恰当的逻辑顺
序排列在一起，形成条理清晰的一段文字。
3.可以根据旅行的经历再添加一些恰当的想象的句子。
4.再次，阅读一遍短文，看有没有错误的句子。
3. Ss write their diary by themselves. Give any help they need.
4. Let some Ss read their d iary to the class.
Homework
课后反思：。