八年级英语Unit 3 What are you doing for vacation？新人教版.doc

Unit 3 What are you doing for vacation？
一、知识目标
1）教学生掌握假期活动计划的词汇
2) 教学生掌握现在进行时表示将来的概念
3）教学生掌握谈论假期活动计划的目标语言
二、能力目标
1）听：能听懂谈论假期计划的对话材料。
2）说：能谈论假期计划。
3）读：能读懂介绍他人假期活动计划的文章。
4）写：能写出Section A和Section B中的重点单词和重点句型，并能够设计自己的未来假期计划。
三、策略目标
1) 教学生学会通过看、听、说和讨论来获取信息(看图作问答)。
2）通过扮演角色仿真练习，学生能体验语境，在语境中运用目标语言来学
会谈论未来计划和打算，提高模仿与创作的能力（个体与群体思维）。
3）通过本单元学习，了解现在进行时的用法，使学生会通过小组活动，设
计各自的行动计划 (个性化学习与信息交换）。
四、德育目标
1）通过本单元的学习，丰富学生地理和旅游知识和各自经历，教育学生热
爱大自然，培养学生热爱祖国大好河山的美好情操。
2）通过pair work和group work扮演角色仿真活动，学会合作，相互学习。
五、重点与难点
1）重点：a.掌握计划假期活动的词汇:relaxing,visiting, spending, plan,babysitting, bike, riding, sightseeing fishing, camping, rent, how long
b.掌握计划假期活目标语言的运用: 1.What are you doing for vacation? I’m spending time with my friends. 2.Where are you going? I’m going to sp. When are you going? I’m going next week. 3. How long are you staying? We’re staying for two weeks.
c.掌握运用现在进行时表示将来动作。
2）难点：I know there are many people there who speak French. “who speak French”是定语从句，修饰people。
六、教学准备
1）A tape-recorder, multi-medium，a map of China and a map of the world
2）教学课时为五课时
第一课时(The First Period) Look, speak and Listen for Section A
一、Teaching process design
Step 1: Warming up
Greeting.
Review healthy lifestyle and unhealthy lifestyle which were learnt last week, especially unhealthy lifestyle causes the healthy problem. Practice the Present tense. According to the target language in Unit 3, do some oral work with students to create an English speaking environment about plan for a travel.
Step 2: Lead-in
Bring out a map of China and a map of the world, and put up them on the blackboard. Introduce the new words by pointing to each part of the maps. Ask students to follow the teacher to repeat the words.
Then the teacher asks student to look at the picture on P13 and find out what are people doing. Show the target language by asking and answering like this:
A: What’s the girl doing at the left top of the picture?
B: She is camping.
Let students talk about the picture. The teacher moves around the room and gives some help as needed. Ask pairs of students to show their works. Praise them for their performance.
Step 3: Look, Listen and Write
1b and 1a provide guided listening and writing practice using the target language. Ask students to listen to the tape and look at the picture, and students number the picture(1-3) based on what they hear.Play the recorder. Then check the answers in 1b and 1a with students by writing a list of vacation activities on the blackboard:
1.camping 2. watching TV 3. talking 4. visiting a friend 5.babysitting
6. making new friends 7. playing 8. playing basketball
Explain to students that when we are talking about future plans, we can use the Present Continuous Tense:
Step 4: Practice with pair work
Let’s go on oral practice using the target language from 1c with the following sample. The teacher may ask a student to be a partner. Start a dialogue like this:
T: What’s the boy doing for vacation?
S: I think he’s staying at home and watching TV.
Then ask students to work in pairs and make up new dialogues like that. While students are working, the teacher is moving around the room giving some help as needed.
Ask pairs of students to show their works. Praise them for their good works.
Step 5: Listen and talk about vacation activities
The teacher explains that 2a provides guided listening practice using the target language. Let students learn to gain information from listening.
Ask students to talk about the picture on the right with their partners by introducing persons in the picture and guess what they are doing for vacation.
Play the recorder. Tell students to fill in the chart under “what” according to 2a.
Play the recorder again and ask students to fill in the chart under “when”
according to 2b.
Who
What
When
Hector
visiting cousins

Susan

Molly

Then check the answers with the whole class.
Step 6: Group work
2c provides guided oral practice using the target language.
Ask students whether they are expecting a vacation and if they have got any plans for vacation and where they would like to go most for vacation. Make a sample dialogue with a student like this:
A: Hi, Li Chen! Summer vacation is coming. What are you doing for vacation?
B: I’m going camping.
A:That sounds nice. Who are you going with?
B: I’m going with my parents.
A: Where are you going?
B: To the West Hill.
A: When are you going?
B: We are going two days later.
A: How long are you staying there?
B: We are staying for two weeks.
Students work in groups to talk about their vacation plans.
Make dialogues like the sample above. And then fill the form.
The teacher moves around the room and gives support as needed.
Name
Vacation
With whom
Where
When
How long
Li Chen
go camping.
his parents
West Hill
2 days later
2 weeks

Then ask pairs of students to act out their dialogue in front of the class. Comment their vacation plans to encourage students to speak and use English.
Don’t forget to praise them for their excellent performance.
Step 7: Homework
1) Write vacation plans for travelling to any partt of China.
2) Preview 3a ,3b & 4 on Page 15.
二、Word Explanation
1.babysit v.临时受雇照顾婴儿，现在分词babysitting. babysitter n.=sitter
2. plan n. (pl.)plans; plan v. planned-planning, plan to do sth.
3. be at home = be in,在家; stay at home呆在家里
4. go camping 去野营
5.sound (link verb) 听起来,后接形容词作表语，类似：look看起来, smell 闻起来, feel摸起来, taste尝起来.
三、Exercise for the first period
1) 用现在进行时完成下列句子。
1. My family ___________ (camp) this Saturday.
2.She ________________(babysit) her sister this weekend.
3.I __________________(visit) my cousin next Sunday.
4.What ________ you ___________ (do)for vacation?
5. When _________ he __________ (go) for vacation?
2) 对话填空。
A:What are you _________(1) for Summer __________(2)?
B:I’m ___________ (3)camping.
A: That ____________(4) great. ____________(5)are you going with?
B: I’m going _________(6) my parents
A: ____________(7) are you going?
B: To the East Hill.
A: _____________(8) are you going there?
B: Next Saturday.
A: ______________(9) are you staying there.
B: We ___________(10) to stay there for two days.
Answers：1) 1.are camping 2.is babysitting 3.am visiting 4.are,doing 5.is, going 2) 1.doing 2.vacation 3.going 4.sounds 5.Who 6.with 7.Where 8.When 9.How long 10. plan
四、Rethinking for the first period
1)Successful Ways:
2) Failed Lessons:
第二课时(The Second Period) Grammar Focus for Section A
一、Teaching process design
Step 1: Review and warm up
Greeting.
Lead in. Ask students freely to talk about their vacation plans.Then ask students to report their vacation plans.
Step 2: Grammar notes
Remind students they should be careful about the Present Continuous Tense for their vacation plans.Explain how to use the Present Continuous Tense for future actions correctly: The Present Continuous Tense in spoken English is usually used to talk about people’s plans and arrangements for the coming future, and it is often used in the main clause with an indication of the future time. The verbs such as go,come,leave, get,arrive,start, fly, stay and so on, are used as the Present Continuous Tense. Pay attention to its structure: S+be+ving.
Especially emphasize the agreement between the form of verb Be and the subject of the sentence. E.g. I am visiting my cousins. Are you going camping? She is babysitting her sister. He is going on Saturday. They are staying there for two weeks. Further explain “What’s” is the abbreviation for “What is” such as I’m = I am, You’re = You are, She’s= She is, He’s= He is, They’re = They are.
Step 3: Read, Write and Act
3a provides reading and writing practice using the target language. So ask students to read the conversation in 3a and fill in the chart in 3a according to the front hint. Teach students to read the conversation with some questions:
Who are talking? Tony& Lin Hui. What are they talking about? Vacation plans.
Where is Lin Hui going? To Tibet.
How long is Lin Hui staying there? For a week.
What is Lin Hui doing there? Hiking in the mountains.
Then fill in the chart with the information they get from the given material. Check the answers to the chart:

Tony
Lin Hui
Where are they going?
Hong Kong
Tibet
How long are they staying
For four days.
For a week.
Ask students to act out the conversation in 3a according to the Chart. Praise them for their performance.
Step 4: Pair work
3b provides students the oral practice using the target language. The teacher asks students to look at the information give in 3b and start a conversation by asking “What is Dave doing for vacation?”, and “How long is he staying?”. The teacher moves around the room and gives support as needed. Then ask pairs of students to show their works.
One of dialogues:
A: What’s Mary doing for vacation?
B: She’s going to the beach.
A: How long is he staying?
B: She’s staying for five days.
Remember to praise them for their brave performance.
Then ask students to find out some useful expressions in the dialogue in 3a:
1.for a week 2.sound interesting 3. go hiking in the mountains 4. How about
5.go away for too long 6. have a good time 7.get back to school
Step 5: Discussion and Group work
This activity encourages students to use their imagination to make a dialogue. First explain the instruction of Vacation Dreams ,then the teacher himself gives an example:
I’m going to Beijing for vacation. I’m going in July, and I’m staying for two weeks. I’m going to visit the Summer Palace with my family.
Following the teacher’s example, students start to work in groups and have a discussion on their dream vacation plan. They write what they are doing for vacation, when they are going, and how long they are staying and who they are going with. After that, ask one of students to act as a interviewer to interview the other students. The teacher is listening to them and gathering the ideas from students and writing them on the blackboard.
Ask students to show their works and perform it. Praise them for their excellent performance.
Step 6: Homework
1) Write down your group’s Vacation Dreams
2) Preview Section B
二、Word Explanation
1.how long 多久，给for + 一段时间提问;how soon给in + 一段时间提问;how often多久一次, 给three times a day, once a week, twice a month提问
2.get back to sp. = come back to sp.= be back to sp. =return to sp.
3.go hiking去远足
4.be away=go away离开,与for + 一段时间连用。
5.like doing指喜欢一般性的事物；like to do 指喜欢特定的事物。
6.show sb sth=show sth to sb如果sth是代词,只能用后者show it to sb.
三、Exercise for the second period
1）完成对话。
A:_________________(1) for vacation，Mike?
B: I’m going camping.
A: _________________(2)?
B: I’m going with my family.
A: _________________(3)?
B: I’m going to the beach.
A: ________________(4)?
B: I’m going next Saturday.
A: _________________(5)?
B: I’m staying for two days.
2) 根据上面的对话，填空下面的表格。

Vacation
With whom
Where
When
How long
Mike
1
2
3
4
5
Answers: 1) 1.What are you doing 2.Who are you going with
3.Where are you going 4.When are you going 5. How long are you staying
2) 1.camping 2.family 3. to the beach 4.Next Saturday 5.For two days.
四、Rethinking for the second period
1)Successful Ways:
2) Failed Lessons:
第三课时(The Third Period) Look, Listen and write for Section B
一、Teaching process design
Step 1: Lead in
Greeting
The teacher asks students to think about how people enjoy their life, and what they like to do in their spare time according to students’ observation.
Let students themselves think about their observation by asking like this:
A: How does your father relax, Tony?
B: He often goes fishing in a river.
A: What do you like to do on vacation?
B: I like to go sightseeing.
A: What does your mother like to do in her spare time?
B: She likes to rent videos.
Tell students that a vacation is a good chance for us to relax. And encourage students to suggest ways to relax.
Step 2: Look and speak
Review some words learnt previously and introduce some new words for Section B on the blackboard.. Teach the new words. Explain some of the new words: e.g. go + V-ing, 去做, such as go bike riding, go sightseeing, go fishing, go swimming, go boating, go shopping, go outing, go hiking and so on.
Then ask students to look at pictures in 1a in Section B and discuss with their partners. Then match the words with right picture in 1a.
Check the answers by asking students questions like this:
1. T: What does the boy like to do on vacation in Picture d?
S: He likes to go bike riding. (1. d go bike riding)
2. T: What does the woman like to do on vacation in Picture b?
S: She likes to go sightseeing. (2. b go sightseeing)
3. T: What does the girl like to do on vacation in Picture c?
S: She likes to take walks. (3. c take walks)
4.T: What does the man like to do on vacation in Picture a?
S: He likes to go fishing (3. a go fishing)
5.T: What does the woman like to do on vacation in Picture e?
S: She likes to rent videos. (3. e rent videos)
Then ask students to make dialogues like that.
Introduce the oral speaking environment with the target language to finish 1b:
A: What do you like to do on vacation? (Show the target language)
B: I like to go bike riding. (Try to use the words from 1a)
A: What do your parents like to do on vacation?
B: They like to go boating. (Try to use other words )
Ask students to work in pairs to make conversations. The teacher moves around the room and give a hand as needed. Then ask students to act out their dialogues. Praise them for their good works.
Step 3: Listen and write
2a and 2b provide students with listening practice using the target language. Before students listen to the recorder , Let students be familiar with the content of the chart. Guide students carefully to listen to what the reporter asks He Yu. Ask students to tick the questions the reporter asks He Yu. Play the recorder. And check the answers with students in the chart in 2a. (Finish 2a)
Then tell students to listen again. This time remind students to focus on He Yu’s answers to the questions which they ticked. Write the answers in the chart in 2a. Check the answers by playing the recorder again and asking students to answer the ticked questions individually.(finish 2b)
Ask students to work in pairs to practice the conversation using the information from the chart following the recording like this,
A: Hello, Miss He. May I ask you some questions about your vacation plans?
B: Yes, please.
A: Where are you going for vacation?
B: I’m going to Italy.
A: What are you doing there?
…
The teacher moves around the room and help them to overcome their conversation obstacles. Ask students to show their works. Praise them for their performance.(Finish 2c)
Step 4: Read and Answer
Pre-read “Ben Lambert’s Vacation Plans!