部编人教版八年级英语上册Unit1 Where did you go on vacation？Section B 3a-3c 获奖课教学视频+PPT课件+教案，湖北省

部编人教版八年级英语上册Unit1 Where did you go on vacation？Section B 3a-3c 获奖课教学视频+PPT课件+教案，湖北省

本部编人教版八年级英语上册Unit1 Where did you go on vacation？Section B 3a-3c 获奖课教学视频+PPT课件+教案，湖北省由听课站收集整理，听课站视频主要涵盖中小学优质课视频，公开课视频，示范课视频，获奖课视频，说课视频，模拟上课视频，模拟试讲视频等，通过多年的不断更新与完善，优质课视频内容丰富，是一个强大的教师优质课听课平台，如果您需要观看更多关于初中英语教学视频的教学视频请到初中英语教学视频栏目观看。如果您觉得该视频不错请别忘了将该视频进行转发分享到微信、QQ空间等，让更多的人一起学习，同时也请记住我们的网站【听课站 https://www.tingkez.com】。

课题：部编人教版八年级英语上册Unit1 Where did you go on vacation？Section B 3a-3c 获奖课教学视频+PPT课件+教案，湖北省
年份：|2018|
版本：|部编|人教版|
学科：初中英语教学视频
年级：|八年级|
赛事：
TAGS： 八年级英语 PPT
专题：【分单元整理】人教版初中八年级英语上册全册教学视频（2013年6月第1版）
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课题：部编人教版八年级英语上册Unit1 Where did you go on vacation？Section B 3a-3c 获奖课教学视频+PPT课件+教案，湖北省
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。 3. 情感目标：  通过本节写作课的学习，让学生们懂得旅行能够开拓我们的视野、丰富我们的经历。进而让学生们要学会享受旅行、享受写作、享受生活。  教学重点及难点：  帮助学生搭建写作“支架”，让学生用英语写出关于自身真实旅行经历的旅游日记，在教学中渗透对学生写作策略的培养。 教学方法：  PWP过程性写作法 教学设计： Step 1 Greeting  Step 2 Pre-writing  1. Review Jane’s two travel diaries in 2a&2b  Review the diaries about Jane’s vacation by asking the questions: “Where did Jane go? When did she go? Who did she go with? With the help of the pictures, on July 15th (16th) what did Jane do? How was the weather? Did Jane have the same feelings in the two days?”  But they are all the things Jane can’t forget on her vacation. So she wrote her diaries to remember. Don’t you think so?  （设计意图：教材中的写作任务是与2a、2b的阅读语篇有关，其话题和文体特征与阅读语篇类似，可以说是模仿性的写作，因此回顾文本的内容，展示文本的结构对我们开展写作教学是有必要的。） 2. Leading in  Ask the students about their vacation. “Did you go anywhere on your vacation like Jane? Where did you go? / How was your trip?”  Present a photo of the teacher’s trip to Beijing, let the students ask the teacher questions to get the information they want. “I went somewhere on my vacation. Look, where did I go? Do you want to know more about my vacation？If you want to know, you can ask me the questions, I answer. The key words can help you.”  Play the video about the teacher’s trip to Beijing. “What do you think of my trip?” “Well. My trip was wonderful, there are so many things I can’t forget it, what can I do to remember the trip forever? (Write  a diary).”  “Look at 3a, there are three pictures: Tian’anmen Square; the Palace Museum; a Beijing hutong. And here is a travel diary about my trip, but some information I can’t remember clearly. Would you like to help me complete the diary about my trip to one of these places by using the words and phrases.”  （设计意图：通过猜测和观看教师的北京之旅，拉近师生间的距离，为学生营造了轻松的学习氛围，使其快速融入课堂，同时自然流畅地过渡到3a的模仿写作上。学生问问题时的关键词也为后来写作框架的搭建埋下伏笔。） Step 3 While-writing  1. 3a. Complete the diary about a trip to one of these places by using the words and phrases,  2. According to the diary in 3a, explain the basic framework of writing a travel diary. “Watch it carefully, think it over. What did we write in our diary?”  Help the students summarize the points of writing a travel diary, such as: “date, weather, place” beginning; and activities, we wrote a lot, this part is main body; and we wrote our feelings here, that is the ending.” （设计意图：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。通过让学生自己观察3a旅行日记的写作内容，提炼关键词，准备搭建写作框架。）
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