Where did you go on vacation教案

單元分析

內(nèi)容提示

本單元是圍繞“與朋友共同回憶假期”為話題，開(kāi)展教學(xué)活動(dòng)，學(xué)習(xí)動(dòng)詞的一般過(guò)去時(shí)表達(dá)法，是繼上一單元學(xué)習(xí)一般過(guò)去時(shí)的特殊疑問(wèn)句和一般疑問(wèn)句的用法。并且本單元在已學(xué)習(xí)how was your weekend?談?wù)撝苣┑幕A(chǔ)上，進(jìn)一步對(duì)假期的去向和評(píng)價(jià)進(jìn)行問(wèn)答，而本課是該單元的第一課時(shí)，應(yīng)先做好語(yǔ)言的輸入，再進(jìn)行語(yǔ)言的輸出。所以該課時(shí)主要以語(yǔ)言材料的輸入為主。本課課堂活動(dòng)設(shè)計(jì)以談?wù)摷倨诘陌才艦橹骶€，將Where did you go …?句型結(jié)合日常生活中所涉及的語(yǔ)言、詞匯等融入一系列小任務(wù)中，完成任務(wù)最終達(dá)到交際目的。

教學(xué)目標(biāo)

1）掌握一些關(guān)于活動(dòng)的詞組如 go to the beach, go to Summer camp, visitmuseum, go to New York City, go to mountains, stay at home等;

2）掌握一些規(guī)則和不規(guī)則的動(dòng)詞過(guò)去式：stay(ed), visit(ed), go(went), do(did),is/am(was)。能聽(tīng)懂關(guān)于過(guò)去活動(dòng)的特殊疑問(wèn)句和一般疑問(wèn)句以及簡(jiǎn)單描述語(yǔ)言的對(duì)話。

3）詢問(wèn)去過(guò)何地以及感受Where did you go? I went to the beaches.How was it? It was awful /not bad, pretty good./ fantastic。并能熟練運(yùn)用所學(xué)知識(shí)就過(guò)去活動(dòng)進(jìn)行描述。

4）談?wù)撆c朋友的度假方式，培養(yǎng)同學(xué)間團(tuán)結(jié)、友善的精神，以及增進(jìn)學(xué)生對(duì)國(guó)內(nèi)外風(fēng)景名勝的認(rèn)識(shí)，熱愛(ài)大自然，形成積極向上的生活觀。

教學(xué)重、難點(diǎn)分析

教學(xué)重點(diǎn)是理解一般過(guò)去時(shí)態(tài)與現(xiàn)在時(shí)態(tài)在含義上的區(qū)別，落實(shí)be動(dòng)詞和一些基本的規(guī)則和不規(guī)則的實(shí)義動(dòng)詞在一般過(guò)去時(shí)里的用法。熟練會(huì)話Where did you go? I went to summer camp..等。學(xué)會(huì)用beautiful, pretty good , fantastic, 等描述過(guò)去的事物。

本課難點(diǎn)是動(dòng)詞過(guò)去式要加“ed”，而學(xué)生在描述過(guò)去時(shí)時(shí)容易遺忘動(dòng)詞的“ed”，在運(yùn)用不規(guī)則動(dòng)詞過(guò)去式時(shí)容易直接加“ed”。be動(dòng)詞和實(shí)義動(dòng)詞的過(guò)去式的運(yùn)用

學(xué)情分析

學(xué)生在第五單元已接觸過(guò)一般過(guò)去時(shí)，具有了學(xué)習(xí)本單元知識(shí)的認(rèn)知前提，能自然地與本單元話題進(jìn)行銜接。假期活動(dòng)Such as; go abroad, go hiking, go hiking,summer camps, and so on接近學(xué)生的生活，They are all interested in talking about it.

本單元教學(xué)對(duì)象是初一年級(jí)的學(xué)生（即13-14歲年齡段的）。已要求具備一定的基本知識(shí)和技能，對(duì)英語(yǔ)學(xué)習(xí)有一定的興趣和愛(ài)好。能學(xué)會(huì)討論過(guò)去發(fā)生的事情，并對(duì)其簡(jiǎn)單評(píng)價(jià)。在課堂活動(dòng)中樂(lè)于模仿、敢于開(kāi)口、積極參與，主動(dòng)請(qǐng)教。對(duì)即將學(xué)習(xí)的內(nèi)容能適當(dāng)?shù)靥崆白龊妙A(yù)習(xí)工作。

單元教學(xué)建議

首先進(jìn)行集中識(shí)字，為本單元的學(xué)習(xí)作好鋪墊。其次，充分利用聽(tīng)力材料和閱讀材料，訓(xùn)練和提高學(xué)生的聽(tīng)力和閱讀水平。在聽(tīng)讀的基礎(chǔ)上創(chuàng)設(shè)語(yǔ)言情景，加強(qiáng)讀寫訓(xùn)練。培養(yǎng)學(xué)生的聽(tīng)、說(shuō)、讀、寫綜合能力。

教材分析

本單元是九年制義務(wù)課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)《新目標(biāo)英語(yǔ)》七年級(jí)下冊(cè)第10單元。

本單元的核心話題是用一般過(guò)去時(shí)談?wù)摱燃俚劝l(fā)生在過(guò)去的事情。因此“Where did you go on vacation?" "Did you go to the beach?Yes，I did．No，I didn’t．”等是教學(xué)的重點(diǎn)。通過(guò)對(duì)本單元的學(xué)習(xí)，學(xué)生能掌握本單元出現(xiàn)的地點(diǎn)名詞，用于詢問(wèn)和回答過(guò)去發(fā)生的事情的短語(yǔ)和句型。

單元知識(shí)結(jié)構(gòu)

詞匯：

New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little,corner,discuss，etc

句型: Where did you go on vacation? I went tosummer camp．Did she go to Central Park？Yes，she did．No,she didn’t

語(yǔ)法：一般過(guò)去時(shí)特殊疑問(wèn)句、一般疑問(wèn)句及肯、否定回答。

課時(shí)安排

4課時(shí)

第一課時(shí)：Section A：la，1b，lc，2a，2b，2c

第二課時(shí)：Section A：3a，3b，4

第三課時(shí)：Section B：1，2a，2b，2c

第四課時(shí)：Section B：3a，3b，3c，4 and Self Check

第一課時(shí)

教學(xué)目標(biāo)

掌握描寫假期生活的形容詞。

假期里自己所做事情的簡(jiǎn)單表達(dá)。

談?wù)摷倨谧龅氖虑榧爱?dāng)時(shí)情況。

談?wù)摷倨跁r(shí)旅游的天氣，旅游者以及食物等。

教學(xué)過(guò)程

一、導(dǎo)入

播放一首英文歌曲：Let’s travel

說(shuō)明：通過(guò)讓學(xué)生聽(tīng)節(jié)奏歡快迪斯尼英語(yǔ)歌曲Let’s travel.引入本節(jié)課談?wù)摰脑掝}vacation and travel. 讓歌曲使學(xué)生的思維活躍，增強(qiáng)課堂氣氛，激發(fā)學(xué)生提高學(xué)習(xí)英語(yǔ)的興趣。

T：How is the trip ?

Ss : It’s pretty good/ happy/exciting/relaxing/busy/dangerous/ fantastic

說(shuō)明：這個(gè)問(wèn)題是為了操練形容詞。建議讓多個(gè)Ss作答。鼓勵(lì)他們用不同的形容詞。上述個(gè)別形容詞本應(yīng)在第二課時(shí)中出現(xiàn)，但可以在warming-up中第一次非正式出現(xiàn)。這些形容詞也可在老師的評(píng)價(jià)語(yǔ)中適時(shí)出現(xiàn)，以加深學(xué)生對(duì)詞匯的印象。

二、教學(xué)新知識(shí)

1. 利用課件，教學(xué)新句型。

2.教學(xué)課件中的單詞，給學(xué)生足夠的時(shí)間，讓其在課上充分消化吸收

三、句型操練

Can you guess ?

1. 通過(guò)讓學(xué)生猜猜老師在五一假期里活動(dòng)，為了讓學(xué)生復(fù)習(xí)回顧上一個(gè)單元?jiǎng)釉~詞組過(guò)去式的表達(dá)方式，然后引出Where did I go ?的句型。

Ss: You stayed at home.

Ss：You visited some places.

T: Yes, I visited some interesting places. Where did I go? Can you guess? I’ll draw a picture to tell you.

2. 老師在黑板先畫個(gè)圓，讓學(xué)生們猜去了什么地方，使學(xué)生們盡可能的發(fā)揮想象力，也可鼓勵(lì)學(xué)生運(yùn)用新單詞。對(duì)于學(xué)生講出的新單詞板書(shū)在黑板上，讓學(xué)生教學(xué)生朗讀，老師在旁予以總結(jié)。注意go–went .

Ss: You went to the mountain/beach/summercamp /moon /park .

3. 老師把畫一步步地畫出來(lái)，直到出現(xiàn)一個(gè)東方明珠塔的圖，學(xué)生才一口同聲說(shuō)出。

You went to Shanghai.

4. 老師出示幾張上海世紀(jì)花園，上海博物館，上海外灘，上海人民廣場(chǎng)等照片進(jìn)行詞匯教學(xué)。T：I went to the New Century Park / Shanghai Museum

上海世紀(jì)花園上海博物館上海外灘上海人民廣場(chǎng)

四、教學(xué)Section A-1a,1b

1.讓學(xué)生選擇書(shū)中的一副照片或圖畫由其他S問(wèn)：Where did you go? 持圖S再回答：I went to…。這種活動(dòng)可使Ss操練：Where…?句型，并檢驗(yàn)1a完成情況。利用課件，核對(duì)答案?；顒?dòng)前先由T和Ss做示范對(duì)話，再由S和S對(duì)話。對(duì)正確地使用了過(guò)去式回答的同學(xué)進(jìn)行表?yè)P(yáng)。重點(diǎn)板書(shū)動(dòng)詞原形及過(guò)去式。

2.利用書(shū)中的照片，由其他S問(wèn)：Where did she/he go? S回答：She/He went to…。這種活動(dòng)可使Ss操練：Where…?句型。

3. 教師說(shuō): Now let’s listen to the tape, find out the names of thepeople, and number the people 1 -5 in the picture.播放課件錄音，完成1b的聽(tīng)力任務(wù)，教師核對(duì)答案。

五、教學(xué)Section A-1c

利用1a中的信息，兩人結(jié)組編對(duì)話，教師叫幾組學(xué)生將對(duì)話表演出來(lái)。教師對(duì)每組的表演要給出適當(dāng)?shù)脑u(píng)價(jià)。

六、教學(xué)Section A-2a,2b

1. Point to the three people’snames(Nancy, Kevin and Judie) and read the names to the class. Point to thethree vacation activities and ask a student to read the activities to theclass.Play the recording for two times.Ask students to write the letters ofwhere people went on vacation next to their names. Then get the students tofinish the chart of Activity 2b.

說(shuō)明：通過(guò)這次聽(tīng)力練習(xí)學(xué)生能更好地掌握句型。

七、教學(xué)Section A-2c

1.根據(jù)上面聽(tīng)力材料中的信息，學(xué)生編對(duì)話，教師叫幾組學(xué)生進(jìn)行表演。

T: Where did Nancy go to vacation ?

Ss : She went to New York City .

T: How about Kevin and Julie ? Now let’slisten to the tape.

Ss: Kevin went to the beach./Julie wenthome.

T：Now let’s listen again . How were their trips ? 板書(shū) are-were

Ss : Nancy’s trip was really nice./Kevin’s tripwas nice.Am/is –was

說(shuō)明：根據(jù)Ss的實(shí)際水平，可以讓Ss自由發(fā)揮編對(duì)話，也可以板書(shū)對(duì)話框架，以降低難度。根據(jù)課堂時(shí)間安排，檢查對(duì)話若干。要求S在聽(tīng)時(shí)，記錄對(duì)話中出現(xiàn)的動(dòng)詞過(guò)去式及原形。對(duì)話結(jié)束后，讓同學(xué)朗讀記錄下來(lái)的動(dòng)詞過(guò)去式，以此強(qiáng)化學(xué)生對(duì)動(dòng)詞過(guò)去形式的意識(shí)。

2. Make up your own dialogue using thesentences we have learnt by now.

說(shuō)明：通過(guò)這一活動(dòng)能夠極大的調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，包括一些成績(jī)相對(duì)差一些的學(xué)生也能夠很好的參與到活動(dòng)中來(lái)。

八、教學(xué)拓展

Make a survey ：調(diào)查朋友的一次難忘的假期，并收集他們的相關(guān)照片建立“Vacation Album”.

Ask:：Where did you go on vacation?

What did you do there?

How was your vacation?

Report like this:My friend Tom went toHainan Island on his vacation .He went to the beaches. The weather there wassunny and warm. He felt very interesting and exciting.

說(shuō)明：該任務(wù)的設(shè)計(jì)將該課的語(yǔ)言點(diǎn)進(jìn)行綜合的運(yùn)用，引出該課的主題是：讀萬(wàn)卷書(shū)不如行萬(wàn)里路（Traveling thousands of miles is better thanreading thousands of books.）。讓學(xué)生明白知識(shí)并不來(lái)自書(shū)本，更多的是來(lái)自于實(shí)踐生活。

九、作業(yè)（Homework）

1．復(fù)習(xí)鞏固本課的重點(diǎn)詞匯和句型。

2．問(wèn)問(wèn)你的父母曾經(jīng)何時(shí)去過(guò)什么地方, 感覺(jué)如何，并作好記錄。

第二課時(shí)

教學(xué)目標(biāo)

能力目標(biāo)

1．was和were的用法。

2．如何以一般過(guò)去時(shí)來(lái)評(píng)價(jià)已經(jīng)歷的活動(dòng)和事物。

Language points（語(yǔ)言點(diǎn)）

1．要求掌握以下句式：How was/ were…?It was/ they were….

2．要求掌握以下詞匯：fantastic，pretty good，unfriendly，relaxing（relax, relaxed），awful.

Difficulties: (難點(diǎn)): was/were的運(yùn)用。由于學(xué)生對(duì)主語(yǔ)單復(fù)數(shù)不敏感，容易錯(cuò)誤使用was/were.

教學(xué)過(guò)程

一、課堂熱身和復(fù)習(xí)（Warming-up and revision）

1. Daily greetings to the students（日常問(wèn)候）

T: Good morning/afternoon. What is theweather like today? How was the weather yesterday? How was the weather lastweekend?

Is A here today? Was A here yesterday?

*How is A today? *How was A yesterday?

Are A and B here today?Were A and B hereyesterday?

*How are A and B today?*How were A and Byesterday?

Are you here today?Were you hereyesterday?

*How are you today? *How were youyesterday?

說(shuō)明：這幾個(gè)問(wèn)句可以讓學(xué)生們順便復(fù)習(xí)一下形容天氣的詞匯。這些問(wèn)候是為了S能分辨was和were的用法。板書(shū)寫出打星號(hào)的句子，把劃線部分留空，讓S回答后再填寫。用彩筆寫and和you，讓S注意were用于復(fù)數(shù)的主語(yǔ)。在問(wèn)how…時(shí)，提醒S盡量使用fantastic,pretty good, not bad, awful…。第一節(jié)課出現(xiàn)過(guò)的這些新詞。

2．Revision（復(fù)習(xí)）

T: Now, we are going to do a little quiz,please fill in the blanks with the right form of the words.

─ Where _________ you_________ (go) on vacation last summer?

─ _______ _______ (go) tothe mountains.

─ Where ________ Ben andMary __________ (go) on vacation last winter?

─ ________ _______ (visit)the museums.

─ _________ Nancy ________(go) to Central Park last vacation?

─ Yes, _______ _______(do).

─ _______ Kevin _______(go) there too?

─ No, _______ _______ (do;not)

─ _______ Mike and hisbrother _______ (have) a party last Saturday night?

─ No, _______ _______ (do;not).

─ ________ you and yourfriend _________ (practice) English?

─ Yes, ___________________ (do).

說(shuō)明：此練習(xí)教師可以事先寫在小黑板上，或以幻燈展示，或打印分發(fā)給學(xué)生。這個(gè)練習(xí)是為了檢測(cè)他們對(duì)上一課語(yǔ)法的掌握，要求學(xué)生迅速完成，也可以口頭完成以節(jié)省時(shí)間。

3．在教師校對(duì)學(xué)生答案時(shí)，對(duì)于學(xué)生的正確回答盡量給與fantastic, pretty good, excellent job等等的評(píng)價(jià)語(yǔ)，這些詞匯的反復(fù)重復(fù)能讓學(xué)生印象更深，不由自主地就能學(xué)會(huì)使用了。

參考答案：

e. did, go, I, went;

b. did, go, They, visited;

c. Did, go, she, did, Did, go, he, didn’t;

d. Did, have,

二、呈現(xiàn)新知識(shí)（Presentation）

T: How is the exercise to you? (Is it easyor hard?)

S: It is easy.

T: How is the English class today? (Is iteasy or hard?)

S: It is …

T: How was the English class yesterday?(Was it easy or hard)

S: It was …

T: How are you in the English class today?(Are you hardworking today?)

S: I’m / We’re …

T: How were you in the English classyesterday? (Were you hardworking yesterday?)

S: I was/We were … yesterday.

T: How are the classrooms today?

S: They are clean today.

T: How were the classrooms yesterday?

S: They were clean yesterday.

說(shuō)明：如果學(xué)生不能回答第一個(gè)問(wèn)題，括號(hào)中的問(wèn)句可以幫助學(xué)生回答。教師用夸張的語(yǔ)調(diào)重讀黑體字部分。教師也可根據(jù)實(shí)際情況設(shè)置其他情景，能夠鮮明地比較is/was/ are/were.

三、教學(xué)Grammar Focus

動(dòng)詞be的一般過(guò)去時(shí)

動(dòng)詞be的一般過(guò)去時(shí)表示過(guò)去發(fā)生的動(dòng)作或存在的狀態(tài)，它常和表示過(guò)去的時(shí)間狀語(yǔ)連用。如：yesterday／ last night／week／month／year, last Saturday,in 1998, five years ago等。動(dòng)詞be的過(guò)去式有was和were兩種形式。

1) 肯定句

若主語(yǔ)是第一人稱單數(shù)或第三人稱單數(shù)時(shí)，謂語(yǔ)動(dòng)詞用was；主語(yǔ)是第二人稱或其它人稱的復(fù)數(shù)時(shí)，謂語(yǔ)動(dòng)詞用were.如：

He was in a bank a moment ago．剛才他在銀行。

They were at home last night．昨晚他們?cè)诩摇?/p>

I was at school last Friday．上周五我在學(xué)校。

2) 否定句

在was(were)之后加not即可變?yōu)榉穸ň洹＜矗褐髡Z(yǔ)＋ was(were)＋ not ＋表語(yǔ)＋其它。如：

Han Mei and Wei Hua were not in theclassroom just now．韓梅和魏華剛才不在教室里。

He was not at home the day beforeyesterday．他前天不在家。

注意： was not＝wasn＇twerenot＝weren＇t

3) 一般疑問(wèn)句

把was, were提到句首，句末用問(wèn)號(hào)即可變?yōu)橐话阋蓡?wèn)句。即：Was, Were＋主語(yǔ)＋表語(yǔ)＋其它？如：

Were you busy last week﹖你們上周忙嗎？

Was she early this morning﹖她今天上午來(lái)得早嗎？

若對(duì)一般疑問(wèn)句做出回答，肯定形式用“Yes, 主語(yǔ)＋was(were)”，否定形式用“No,主語(yǔ)＋wasn’t(weren’t)”。如：

—Were you on the farm yesterday﹖昨天你在農(nóng)場(chǎng)嗎？

—Yes, I was．(No, I wasn’t．)是的，我在農(nóng)場(chǎng)。（不，我不在。）

四、教學(xué)Section B-3b

1.教師說(shuō): Now let’s do 3a on P61, and see if you can do the exercisecorrectly.

2. 給學(xué)生一分鐘完成此任務(wù)。如果學(xué)生獨(dú)立完成有困難，可以讓同桌一起討論完成此任務(wù)。在學(xué)生完成后，教師可以讓同桌讀出對(duì)話的形式，來(lái)檢測(cè)學(xué)生完成此任務(wù)的情況。

3.教師接著說(shuō):Now please read the sentences with your deskmate.讓學(xué)生練習(xí)對(duì)話。

五、教學(xué)Section B-3b

教師可以用第一幅圖片，與學(xué)生做示范對(duì)話。然后教師把圖片分配給不同的四人小組，讓他們合作完成此任務(wù)。要求他們仔細(xì)觀察圖片，問(wèn)盡可能多的how問(wèn)句。T也可以讓小組競(jìng)賽。問(wèn)出最多how句式的小組獲勝。

例：T: And I hope everyone I meet on myvacation is friendly too. Now, look at a picture of a girl on vacation. How wasthe girl?

S: She was happy / great / relaxed / …

T: How was the bus?

S: It was big / clean / nice /…

T: How was the weather that day?

S: It was fantastic / fine / great /pretty good / …

T: How was the book?

S: It was interesting / funny / …

T: How was the drink on the table?

S: It was cool / not bad / …

T: How was the bus trip?

S: It was relaxing.

六、教學(xué)4

1. 可以讓學(xué)生拿出度假照片互相提問(wèn)來(lái)獲取盡可能多的信息，學(xué)生準(zhǔn)備一定時(shí)間后，老師可以請(qǐng)一兩組同學(xué)做示范。如果學(xué)生能力較強(qiáng)，在問(wèn)彼此問(wèn)題時(shí)可以增加其他各種特殊問(wèn)句如What…? When…? Why…? Who…?

2. 在提問(wèn)完后，Ss先小組討論哪個(gè)是度假最佳的地點(diǎn)，然后選出一個(gè)代表做總結(jié)發(fā)言。Ss可以在T給的語(yǔ)言框架幫助下完成此任務(wù)。如果課堂時(shí)間不夠，可留作口頭作業(yè)。

例:

I think … is the best place for a vacationbecause the food is … there. The weather is always… and the people are … there.Visitors can …and…there. It is really…!

說(shuō)明：板書(shū)呈現(xiàn)這部分語(yǔ)言。

七、作業(yè)

1.將下面的新詞寫三遍，達(dá)到記憶的程度: unfriendly / fantastic/ relaxing/awful.

2.從59頁(yè)a to g的圖片中選出一副，寫出至少三個(gè). “How was/were …?”問(wèn)句和答句。

第三課時(shí)

教學(xué)目標(biāo)

能力目標(biāo)

1．較熟練運(yùn)用一般過(guò)去時(shí)。

2．靈活使用一般過(guò)去時(shí)的特殊疑問(wèn)句和一般疑問(wèn)句。

Language points（語(yǔ)言點(diǎn)）

1．要求運(yùn)用以下句式：

（1）― Where did sb. go (on vacation)?― Sb. went to … ( on vacation).

（2）― What did sb. do (on vacation)? ― Sb. verb.+ed… ( on vacation).

（3）― Did sb. go to … / do sth.? ― Yes, sb. did./No, sb. didn’t.

（4）― How was / were …?

2．要求掌握以下詞匯：

delicious；crowded；expensive；cheap

Difficulties（難點(diǎn)）：學(xué)生能綜合靈活地運(yùn)用Where did…? What did…? How ..? Did…?句式。

教學(xué)過(guò)程

一、課堂熱身和復(fù)習(xí)（Warming-up and revision）

T: Good morning / afternoon!

How are you today? How were you yesterday?

How is the weather today? How was theweather yesterday?

Where did you go yesterday after school?Did you go home / go to the movies / play …?

What did you do at home? Did you watch TV/ do your homework / …?

How was the TV show / your homework / …?

Did you do anything relaxing? What did youdo?

Did you finish your oral homeworkyesterday? Are you ready to show your oral work now?

說(shuō)明：這些問(wèn)題的目的是為了綜合復(fù)習(xí)前幾天學(xué)的句式。教師檢查昨天的口語(yǔ)作業(yè)。檢查三組左右。在檢查口語(yǔ)作業(yè)前，建議教師把昨天的句子框架再次板書(shū)I think … is the best place for a vacationbecause the food is … there. The weather is always… and the people are … there.Visitors can…and…there. It is really…! 學(xué)生完成任務(wù)后，教師給予鼓勵(lì)性評(píng)價(jià)。

二、呈現(xiàn)新知識(shí)（Presentation）

T: When we are traveling on vacation, wewould like to try the food there. Why are there always a lot of people at 全聚德 in Beijing?

S: Because people want to eat the duckthere.

T: Yes. Beijing Duck is really delicious. What food do youthink is delicious?

S: … is / are delicious.

T: So it’s very hard to find a seat andtable at 全聚德. It’s full of people there. It’s always crowded. During May DayHoliday, which places are crowded?

S: The trains / buses / streets / stores /parks / … are crowded4.

T: A lot of people go out to travel duringMay Day Holiday. A plane ticket from Hangzhou to Beijing is almost 1,000 yuan.But a train ticket from Hangzhou to Beijing is about 300 yuan. Which one wouldyou like to buy?

S: A train ticket.

T: It’s cheap. It is inexpensive. But a plane ticket is expensive. What do you thinkit’s expensive / cheap/inexpensive to buy?5

S: It’s expensive / cheap/inexpensive to buy ….

說(shuō)明：教師板書(shū)斜體詞（下同），并一邊做出生動(dòng)的面部表情，幫助學(xué)生理解，一邊要求學(xué)生跟讀3～4遍。引導(dǎo)學(xué)生使用crowded，有意操練單詞cheap, expensive, inexpensive.

三、教學(xué)Section B-1a,1b

1. 教師先給學(xué)生一點(diǎn)時(shí)間，獨(dú)立完成此項(xiàng)任務(wù)，然后以同桌問(wèn)答的形式來(lái)檢驗(yàn)他們的答案。教師核對(duì)答案，然后以T—S形式做示范對(duì)話。

例：T: How was the ring?

S: It was very expensive.

2.臉部表情游戲：學(xué)生根據(jù)教師所給的1a中單詞的感情色彩做出相應(yīng)的面部表情—高興或不高興，然后重復(fù)教師所說(shuō)的詞。

具體操作：教師說(shuō)完1a的單詞后，由學(xué)生來(lái)說(shuō)帶有感情色彩的詞。想到的學(xué)生馬上站起來(lái)說(shuō)出該詞，其他學(xué)生做出相應(yīng)的面部表情—高興或不高興，然后重復(fù)該位學(xué)生所說(shuō)的詞。此游戲是為了更有意義地完成1b任務(wù)

四、教學(xué)Section B-2a,2b

1.播放2a錄音，但只放前四句，讓學(xué)生完成2a中的兩個(gè)問(wèn)題。利用課件，展示答案。

2. 教師說(shuō): Do you want to know more about Vera’s vacation in Tokyo?Listen to the rest of the dialogue and try to find out the words for the goodthings, and words for the bad things in the dialogue. Group A, find out thewords for ?. Group B, find out the words for ?.

T: For your wonderful job, I will show youa face like this ?.

（老師作一個(gè)微笑的表情，表示對(duì)學(xué)生鼓勵(lì)。）

T: But what was interesting / expensive /crowded? Now let’s listen to the tape again and finish 2b.(完整地播放2a錄音。)

T: Now let’s check the answers.

(學(xué)生用完整的句子表述答案。例如：Her vacation was great. The Japanesepeople were friendly. …)

教師利用課件，給出參考答案。

五、教學(xué)Section B-2c

教師要求同桌編對(duì)話，談?wù)撍麄兊募倨?。一個(gè)是Vera，另一個(gè)是Vera的朋友。教師可創(chuàng)設(shè)一個(gè)情境：Vera is your friend. She just came back from Tokyo. And you alsocame back from your vacation. You went to Beijing or … Now please make up adialogue with your desk mate. You two talk about your vacations. Try to use thefollowing patterns:

(1) Where did …?(2) What did …?(3) Did you…?

(4) How was …? (5) How were …?

叫幾組學(xué)生將對(duì)話表演出來(lái)。教師給予各組學(xué)生都給予鼓勵(lì)性評(píng)價(jià)。

六、作業(yè)

1. Go on making up your dialogues withyour partner and polish it.

2. Preview p.63― 3a, read after the tapeand try to understand the diary.

第四課時(shí)

教學(xué)目標(biāo)

能力目標(biāo)

1．通過(guò)閱讀找出重要文中信息。

2．初步了解英文日記的寫法，進(jìn)行仿寫。

Language points（語(yǔ)言點(diǎn)）

1．要求掌握下列詞匯：

feel , corner, walk , the Great wall,Tian’an Men Square, the Palace Museum, Hutong

2．要求掌握下列短語(yǔ)：

have great fun doing sth.；make sb feel (happy)

Difficulties（難點(diǎn)）：學(xué)生能完整敘述過(guò)去發(fā)生的事情。

教學(xué)過(guò)程

一、課堂熱身和復(fù)習(xí)（Warming-upand revision）

A game: quick responses

做一個(gè)游戲，讓學(xué)生口頭拼出每個(gè)句子的最后一個(gè)單詞，把學(xué)生分成幾個(gè)小組，在黑板上給拼對(duì)的小組紅星來(lái)鼓勵(lì)學(xué)生。

T: Let’s play a game. Please give me thelast word of each sentence and spell it. The first one who finishes thesentence will get a star. (Divide the students into several groups and drawstars on the blackboard to encourage the students.)

① John is a good chef. People think hisfood is ____________.

② Peter goes home by bus. He thinks the busis awful, because it is _____________

③ Yesterday, Tom went shopping. He saw anice bike, but he didn’t buy it because the bike was ____________

④ Kevin didn’t enjoy the trip to themuseum. It was ___________