Unit 10 Where did you go on vacation?

发布时间:2016-7-5 编辑:互联网 手机版

Unit 10 Where did you go on vacation?

  Period 2

  Teaching aims and demands

  Knowledge: simple past tense and the past form of verbs

  Yes no questions and short answers

  Adj. of likes and dislikes

  Where did you go on vacation?

  Moral education: communication with others freely.

  Ability: Talk about things happened in the past and evaluate

  Key points:

  Where did you go on vacation?

  Did you go to Central Park?

  How was / were…?

  Difficult points

  Where did you go on vacation? I went to summer camp.

  Did you go to Central park? Yes, I did. / No, I didn’t.

  How was the weather there? It was hot and humid.

  How was the food there? It was awful.

  How were the beaches? They were fantastic.

  Teaching methods: Task based

  Step 1

  Lead-in: A video on vacation tour.

  Give a brief introduction before watching: it’s a teacher’s tour to Australia; try to find the activities she did.

  Ask Ss to talk about what the teacher did in Australia.

  Step 2

  Describe how students spend their vacation by pictures on P69 3b, imagination is allowed. And the following must be included:

  Where did they go?

  What did they do?

  How was the vacation?

  How was the weather like there?

  Sample report:

  Mary went a bus trip in Beijing. She went past mountains and lakes. It was sunny and warm. She was enjoying her trip. It was a relaxing…

  Step 3

  Read the diaries on P71 3a and try to find out:

  How was the weather?

  What did he do in these days?

  Was he happy? Why?

  Then discuss in groups:

  Did you do these activities? When did you do them?

  How were you feeling when you did them?

  Step 4

  Task: Harry Potter’s Story

  Imagine that you are Harry Potter, write about your greatest day.

  Step 5

  Show a short plot of the movie “Harry Potter”, and lead students to describe as:

  Today, I received a letter from Magic School. But my uncle didn’t allow me to read it. My cousin even laughed at me. I felt very upset…

  Step 6

  Group work: read your diary to group mates and select the activities you all like to make a greatest day of Harry Potter.

  Step 7

  Report: Harry Potter’s story

  One day, Harry Potter received a letter from Magic School…

  Step 8

  Homework:

  Choose your favorite fairy story and write it with your own words. Exchange your story with classmates.

  教学点评及反思:

  一.环节设计思路:

  本课以读写为主线,最后的中心任务也落实在写。

  首先以听和看引入,主要目的在于:一、回顾第一课时的主要内容,复习过去时;二、营造较轻松的语言环境,缓解部分学生对于读写的畏惧心理。接下来,从看图说话引入读写,给学生铺垫知识的过程。读写并不脱离听说,因为语言是交流的工具,因此,在读的过程中适当穿插说,既练习口头表达,又巩固了读的成效。最后,本课的中心任务选自于学生目前很感兴趣的哈里波特,即是任务,又象游戏,最后的展示是以日记的形式,这一点是根据课文练习来设计的。课下任务承接课堂任务,让学生自由查找神话故事,讲给同学听,是巩固过去时的练习。

  二.课后反思:

  学生是活动的主体,课堂上大部分的时间交给学生,教师的引导是关键。如何一层层的导入,由易至难的阶梯状任务何时引入,如何引入都是关键所在。同时要注意的是,学生活动之前的范例一定要明确清晰,要每个孩子都知道做什么和怎么做,活动才会顺利的开展,学生才能在活动中有所得。

  在课堂设计上体现了任型教学的主导思想,以任务贯穿教师教学和学生活动的各个环节。学生活动的目的明确,每个步骤教师都给出了活动所需的语言知识内容,学生亦能准确的使用目标语言,在活动中学习掌握知识。

  教案点评:

  本课以读写为主线,最后的中心任务也落实在写。首先以听和看引入,接着从看图说话引入读写,在读的过程中适当穿插说,既练习口头表达,又巩固了读的成效。最后,本课的中心任务选自于学生目前很感兴趣的哈里波特,即是任务,又象游戏,最后的展示是以日记的形式,课后活动让学生查找并讲述神话故事,巩固过去时的练习。