Go for it! BookI Unit10 教案(新目标版七年级英语下册教案教学设计)
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(The 1st period Section A 1a—1c)
Teaching aims（教学目标）
1．学会谈论过去发生的事件（继续学习一般过去时）
2．学会谈论已经历的节假日活动
Language points（语言点）
1．要求掌握以下句式：（1）— Where did sb. go (on vacation)?
— Sb. went to … (on vacation).
（2）— What did sb. do (on vacation)?
— Sb. verb + ed … (on vacation).
2．要求掌握以下词汇：（1）动词及它的过去式：stay(ed), visit(ed), go(went), do(did), is/am(was)
（2）名词：summer camp
（3）形容词：not bad, pretty good, awful, relaxing (relax, relaxed), fantastic
（上述形容词本应在第二课时中出现，但可以在warming-up中第一次非正式出现。这些形容词也可在老师的评价语中适时出现，以加深学生对词汇的印象。）
Difficulties（难点）：本课难点是动词过去式要加“ed”，而学生在描述过去时时容易遗忘动词的“ed”，在运用不规则动词过去式时容易直接加“ed”.
Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
（1）Daily greetings to the students（日常问候）
T: How are you today? 1
S: I am (fine / great / OK / very good). How about you?
T: I am (not bad / pretty good / awful / terrible).
T: How is the weather today? 1
S: It is (nice / great / fine / good / beautiful / not bad / pretty good / fantastic/ bad / terrible / awful / hot / cool / cold/ windy / rainy …).
T: How was the weather yesterday?
S: It WAS2 … yesterday.
（2）Revision（复习）
T: How was your weekend?3
S: It was …
T: What did you / your father / your mother / your best friend do last weekend? 4
S: I / My father / My mother / My best friend …
T: That WAS fun / great / fantastic / relaxing / not bad / pretty good / terrible / awful… (老师根据学生回答给出多种评价。)

教学设计说明
1．这两问题是为了操练形容词。建议让多个Ss作答。鼓励他们用不同的形容词。若回答雷同，T可在S反问“how about you?”时，刻意给出不同回答，在合适的情景下带出将要学习的词汇，如：not bad, pretty good, fantastic, terrible, awful。T课前板书这些词。
2．此问重点操练was。建议T用夸张语调重读was，并用彩色粉笔板书。）
3．该问题除了继续操练已有形容词回答问题外，T鼓励但不必强求学生试用上面第一次出现的新词，因为这不是本课要求掌握的。
4．该问题是为了复习第九单元的动词词组。
2. Presentation（呈现新知识）
T: (从复习中引出) Where did you go last weekend?5
S: I went to …
T: Where did you go on vacation last summer? Do you remember?
S: I went to … (on vacation last summer)6.
T: Do you like to leave home and do something fun with lots of friends for a few days on vacation?7
S: Yes, I do.
T: Then you can go to the summer camp8.
3. Work on 1a（完成P59 1a）
T: Now look at the pictures on P59. Please match the activities with the pictures.
（使用教材第59页上图片的挂图，给学生一分钟时间独立或和同桌讨论来完成此项任务。在此基础上组织下面操练）9
Eg: T: (教师诱发S1说出“I’m the boy in the purple pants.”，然后问) Where did you go?
S1: I went to the beach.
T: (诱发S2) Where did you go?
S2: I visited my uncle.
Drill: S1: I am the girl/boy in the …
S2: Where did you go?
S1: I went to New York City.
…
4．Work on 1b（完成P59－1b）
T: Now let’s listen to the tape, find out the names of the people, and number the people 1-5 in the picture.10
Eg: T: Now let’s check the answers. The boy in the blue pants is Brad.
S: The boy in the shorts is Xiang Hua. / The boy in the brown pants is Tom. / The girl in the yellow pants is Sally.
5．Work on 1c（完成P59－1c）
T: The girl in the purple pants is Tina. Where did Tina go on vacation? 11
S: She went to the mountains.
T: Now can you talk about the other children’s vacation? Please use “Where did … go on vacation?”.
6．Listen and repeat（听音跟读）
T: Now let’s listen to the tape and repeat. Please try to read like the tape.12 (文字材料见P98)
5．如果Ss对课本中出现“I visited my friend”这个回答有异议，T可补充说明在交际语言中，这也可以回答Where did sb. go?
6．对有能力的Ss，要求加上括号里的部分完整回答，T板书go-went
7．此句较长，要求T放慢语速，并重复此问题。
8．T板书summer camp，可给中文帮助Ss理解该单词。）
9．T简笔画出1a图中所有人物，复制若干，分发给Ss，先由持图S说明I am the boy/girl in the …（为完成 1b作好铺垫），再由其他S问：Where did you go? 持图S再回答：I went to…。这种活动可使Ss操练：Where…?句型，并检验1a完成情况。活动前先由T和Ss做示范对话，再由S和S对话。对正确地使用了过去式回答的同学进行表扬。板书动词原形及过去式。
10．播放磁带。如有需要，T可播放磁带两遍。如有必要，也可以让S以四人小组为单位，讨论答案。检验答案时，先由T给例句，再由S模仿回答。
11．T板书呈现“Where did … go on vacation?”；并可以根据班级具体情况，可以不给S准备时间，直接叫同桌起来提问回答。）
12．Ss应听一句跟读一句。T特别强调语音语调的模仿。建议T把听力内容打印好发给S，以便他们在听音模仿时可以标上语调。可以先全班跟读，再让S个体跟读。T可以根据实际情况来决定跟读的时间。
7．Follow up（进一步扩展）
T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and ask each other questions about where you and your friend went on vacation last summer.13
Eg：A: Hi / Hey, … Where did you go on vacation?
B: I went to …
A: Cool / Fantastic / … And where did …?
B: He / She went to …）
8．Homework
Oral work:
(1) Listen to 1b, read and recite it. (听读背诵1b中的对话)
(2) Go on making up your dialogues with your group members and polish it. (继续和小组成员编对话。并完善对话。)
Written work:
(1) Copy the phrases in 1a twice in its original form. (用原形抄1a词组两遍)
(2) Write about the pictures on P59 like the sentences in 1c. (模仿1c中的句子，用Brad, Sally, Xiang Hua, Tom替换Tina，并作出不同的回答。)

13．T根据Ss的实际水平，可以让Ss自由发挥编对话，也可以板书对话框架，以降低难度。根据课堂时间安排，检查对话若干。要求S在听时，记录对话中出现的动词过去式及原形。对话结束后，让同学朗读记录下来的动词过去式，以此强化学生对动词过去形式的意识。

Unit 10 WHERE DID YOU GO ON VACATION
(The 2nd period Section A 2a—2c)
Teaching aims（教学目标）
1．继续谈论过去发生的事件（继续学习一般过去时的用法）
2．继续谈论已经历的节假日活动。.
Language points（语言点）
1．要求掌握以下句式：（1）— Did you / he / she / they do sth.?
— Yes, I / we / he / she / they did.
— No, I / we / he / she / they didn’t.
（2）Sth. was nice / …
2．需要了解的景点：Central Park—Central Park is the biggest park in New York City. High buildings are all around the park. It’s a place where New Yorkers like to bike, jog, picnic, walk, and boat.（建议老师找几张中央公园的图片。）
Difficulties:(难点):1. Did …do sth? 中的动词要用原形，学生容易使用过去式。
Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
（1）Daily greetings to the students（日常问候）
T: Good morning / afternoon.
What day is it today? ——— What day was it yesterday?
What’s the date today? —— What was the date yesterday?
Is everybody here today? — Was everybody here yesterday?
How is sb. today? — How was he/she yesterday?1
（2）Revision（复习）
T: What do we usually do in the English class?2
S: We learn some new words / listen to the tape / answer questions / make up dialogues / …
T: What did we do in the English class yesterday?3
S: We learned some new words / listened to the tape / answered questions / made up dialogues / …
T: Now, are you ready for your dialogues? Who would like to act out your dialogue first?
（检查两到三组的对话。老师应对学生的对话给予尽可能积极的评价。例如：
Your dialogue is interesting / pretty good / fantastic / …
You did a great job! Your pronunciation is beautiful.
Your acting is fantastic / … /
Your dialogue is interesting, but can you make your pronunciation / acting better next time?）

教学设计说明
1．这些问题的设计是让Ss比较be动词的一般现在时和一般过去时。
2．此问句是为了与3的问句作比较。若S回答有困难，T可以用：“Do we learn any new words / …?”这样的一般疑问句形式帮助他们回答，或扩充回答内容。
3．若S回答有困难，T可用：“Did we learn any new words / …?”这样的一般疑问句形式帮助他们回答，或扩充回答内容。由于这是第一次出现一般过去式的一般疑问句形式，S可以只给出“Yes, (we did).”“No, (we didn’t).”的回答。括号里的内容，由T帮助S初步了解完整回答的形式。这是为正式引出Did…?作铺垫。

2. Presentation（呈现新知识）
（根据学生对话内容提问）4
T: Where did Tom (假设你学生名字是Tom) go on vacation? I forgot. Did he go to …?
S: Yes, he did. / No, he didn’t. (He went to… on vacation.)
(鼓励学生回答括号里面内容)
T: (ask Tom) Tom, do you often go to … on vacation?
S (Tom): Yes, I do.（S可能性回答1）
T: Really? And you went to … on vacation last summer too.
S (Tom): No, I don’t. （S可能性回答2）
T: Really? But you went to … on vacation last summer.
T: Yesterday, we also talked about this picture on p.59. They went to different places on vacation.
T: Where did you go on vacation? Did you go5 to the beach?
S: Yes, I did. / No, I didn’t. (I went to…)
T: Do you often go to… on vacation?
S: Yes, I do.
T: Really? And you went to … on vacation last summer too.
S: No, I don’t.
T: Really? But you went to … on vacation last summer.6
3. Play a game and practice more on the pattern “Did you…?”
T: Now, let’s play a guessing game. I would like A to have a look at this note, but A can’t tell you what it says. A will ask you where … and You can only ask “Did you go to …? / Did you do … there”, to find out the answers.7
A: Where did I go on vacation?
S1: Did you…?
A: No, I didn’t. / Yes, I did.
A: What did I do there?
S2: Did you… there?
A: No, I didn’t. / Yes, I did.
…
4．Work on 2a（完成P60－2a）
T: Now, we are going to meet some new friends, they are Nancy, Kevin and Julie（有必要让学生跟读这些英文名字。）. Listen to the tape, and find out where Nancy, Kevin and Julie went on their vacation. Where did Nancy / Kevin / Julie go on vacation?8
S: Nancy went to New York City. / Kevin went to the beach. / Julie stayed at home.

4．T可用男生和女生，或谁和谁来作为问题的对象，让Ss练到he / she / they各种人称，T用“Really? And … / But …”等话语进行补充陈述，是为了让Ss对一般现在时和一般过去时有所比较。如果由于种种原因，T没法以前天的对话作业为此话题提供情景，可以直接对Ss实际情况发问，可对四个左右Ss发问，让Ss对一般现在时和一般过去时有所比较。
5．建议T用夸张的语调重读did和go，并板书该句式，用彩笔写did和go。
6．通过比较Do …? 和Did …?，使S更清楚Did …?的用法，并了解这两个问句中动词都用原形。
7．游戏目的是为了操练Did …?句型。在反复提问中充分练习了问句中的动词原形。
具体操作：给A看事先准备好的小纸条，上面写I went to the park. I played volleyball there.由A发问：Where did I go? 由其他S用Did you go to…?的句型猜测，Ａ应对每个猜测给出No, I didn’t. 或Yes, I did.的回答。猜出去哪儿后，Ａ再发问What did I do there? 由其他S用Did you…there ?的句型猜测，Ａ应对每个猜测给出No, I didn’t. 或Yes, I did.回答。直到猜对答案为止。
8．录音播放两遍，根据S程度，可每放一个小对话就停几秒，再继续放。以下提问为了检查学生答案。
5．Work on 2b（完成P60－2b）
T: Did Nancy go to Central Park in New York City? Did Kevin swim on the beach? Did Julie study for exams at home? Now listen again and do the exercise 2b.on p.60.
例：S (A): Did Nancy go to Central Park?/Did Kevin play volleyball? S (B): Yes, she did./ No, he didn’t. 9
T: How was Central Park?10
S: It was nice.
6. Listen and repeat（听音跟读）(文字材料见P98)
T: Now let’s listen to the tape and repeat. Mark the tone at the same time. Please try to read like the tape.11
7. Work on 2c（完成P60—2c）
T: You are Nancy, Kevin or Julie’s friend。 Now you are talking about your vacation. You tell each other where you went, what you did and so on. Make up a dialogue in pairs. Please use “where did you …? and Did you …?”12
Dialogue example:
— Hi, Nancy, how are you? — Fine /….
— Where…? — I went to…
— Did you…? — Yes, I did./no, I didn’t.
You can make up your dialogue like 2c on p.60.
8. Grammar focus（老师用中文总结这两天所学的语法点）
T: 这两天我们学习了一般过去时。在英语中，当时态是一般过去时时，动词要变成一般过去式。大部分的动词是规则动词，直接加ed就可以了。比如：play / stay / visit / clean13
S: played / stayed / visited / cleaned
T: 英语中还有一部分动词是不规则动词，它们的过去式有特殊的形式。比如：do / go / is14
S: did / went / was
T: 我们还学了以Where did … go?以及Did … go to … / do sth?这两个句式以及它们的回答。Now let’s read the sentences in Grammar Focus on P60.15
9．Homework
Oral work: (1) Listen to 2b, read and recite it.
(2) Read the sentences in Grammar Focus.
(3) Go on making up your dialogues with your partner and polish it.
Written work: (1) Finish workbook P.37+P.38.
(2) Bring some of your vacation photos to school.
(带几张度假时拍的照片到学校) 16

9．以同桌的问答来检查答案。
10．此问是为了引入central park的背景知识介绍。T可适当介绍Central Park 的相关信息，或展示图片。
11．S应听一句跟读一句。T特别强调语音语调的模仿。可以先全班跟读，再让S个体跟读。T可以根据实际情况来决定跟读的时间。T要求S在听音时标调。
12．T可根据班级的实际情况，先由T-S做示范，或板书出现示范对话，或让S脱离示范对话，自由发挥。希望T当堂检查两到三组对话。其他的S可以课后到T那里表演。
13．T给出原形动词，要求S讲出规则动词的过去式。
14．T给出原形动词，要求S讲出不规则动词的过去式。
15．要求以Chant形式朗读。一半Ss读问句，另一半读回答。
16．若部分Ss无法办到，T最好多准备一些度假的照片，或让Ss画几张度假的图片，能会意就行，为下节课做好充分准备。

Unit 10 WHERE DID YOU GO ON VACATION
(The 3rd period Section A 3a—4)
Teaching aims（教学目标）
1．was和were的用法。
2．如何以一般过去时来评价已经历的活动和事物。
Language points（语言点）
1．要求掌握以下句式：How was/ were…? It was/ they were….
2．要求掌握以下词汇：fantastic，pretty good，unfriendly，relaxing（relax, relaxed），awful
Difficulties: (难点): was/were的运用。由于学生对主语单复数不敏感，容易错误使用was/were

Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
（1）Daily greetings to the students（日常问候）
T: Good morning/afternoon. What is the weather like today? How was the weather yesterday? How was the weather last weekend?1
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 here yesterday?
*How are A and B today? *How were A and B yesterday?
Are you here today? Were you here yesterday?
*How are you today? *How were you yesterday?2
（2）Revision（复习）
T: Now, we are going to do a little quiz, please fill in the blanks with the right form of the words.3
e. ─ Where _________ you _________ (go) on vacation last summer?
─ _______ _______ (go) to the mountains.
b. ─ Where ________ Ben and Mary __________ (go) on vacation last winter?
─ ________ _______ (visit) the museums.
c. ─ _________ Nancy ________ (go) to Central Park last vacation?
─ Yes, _______ _______ (do).
─ _______ Kevin _______ (go) there too?
─ No, _______ _______ (do; not)
d. ─ _______ Mike and his brother _______ (have) a party

教学设计说明
1．这几个问句可以让S顺便复习一下形容天气的词汇。
2．这些问候是为了T能分辨was和were 的用法。板书写出打星号的句子，把划线部分留空，让S回答后再填写。用彩笔写and和you，让S注意were用于复数的主语。在问how…时，提醒S尽量使用fantastic, pretty good, not bad, awful…。第一节课出现过的这些新词。
3．此练习T可以事先写在小黑板上，或以幻灯展示，或打印分发给S。这个练习是为了检测他们对上一课语法的掌握，要求S迅速完成，也可以口头完成以节省时间。
参考答案：
e. did, go, I, went;
b. did, go, They, visited;
c. Did, go, she, did, Did, go, he, didn’t;
d. Did, have,

last Saturday night?
─ No, _______ _______ (do; not).
e. ─ ________ you and your friend _________ (practice) English?
─ Yes, _________ __________ (do).4
2. Presentation（呈现新知识）
T: How is the exercise to you? (Is it easy or hard?)5
S: It is easy.
T: How is the English class today? (Is it easy or hard?)
S: It is …
T: How was the English class yesterday? (Was it easy or hard)
S: It was …
T: How are you6 in the English class today? (Are you hardworking today?)
S: I’m / We’re …
T: How were you in the English class yesterday? (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.7
3. Work on 3a on P.61.（完成P.61―3a）
T: Now let’s do 3a on P61, and see if you can do the exercise correctly.8
T: Now please read the sentences with your deskmate.
4. Presentation（呈现新知识）
T: You all did a fantastic job. I think maybe this exercise was hard for you yesterday, but it is not hard today. I am so glad you were all very hard working yesterday and you are still very hard-working today.9
T: What do you think of doing exercise? (Is it boring or interesting to do exercise?)10
S: It is boring. (学生可能给出的答案)
T: What do you think of studying? Is it boring?
S: Yes. / No.
T: (I don’t think studying is boring,)11 but it can make us tired. After studying for a long time, what should we do?
S: We should …(学生可以说We should play games / listen to the

they, didn’t;
e. Did, practice, we, do
4．在T校对S答案时，对于S的正确回答尽量给与fantastic, pretty good, excellent job等等的评价语，这些词汇的反复重复能让S印象更深，不由自主地就能学会使用了。
5．如果S不能回答第一个问题，括号中的问句可以帮助S回答。
6．T用夸张的语调重读黑体字部分。下同。
7．T也可根据实际情况设置其他情景，能够鲜明地比较is/was/ are/were。
8．给S一分钟完成此任务。如果S独立完成有困难，可以让同桌一起讨论完成此任务。在学生完成后，T可以让同桌读出对话的形式，来检测S完成此任务的情况。
9．要求T说这句话时特别重读was, is，were, are，给予强调。
10．如果Ss感到困难，T可以使用括号中的问句提问。
11．如果Ss回答Yes，T可以使用括号里的话语。

music/ have a rest等等)
T: Yes, we should relax. I also think it is relaxing10 to play games, it is relaxing to listen to the music…
T: What else is it relaxing to do?
S: It is relaxing to…11
T：Is it relaxing to eat a lot of good food? S: Yes, it is relaxing to eat a lot of good food.
T: But how do you feel if you eat some bad food or food you don’t like at all?
S: I feel bad/terrible …
T: And you feel awful12 because the food is awful!
T: What food do you think is awful? I don’t like carrots at all. I think carrots are awful. (老师可以先给学生一个类似例句)
S: I think … is/are awful.13
T: One day, I was in a restaurant, the food was great, but I felt awful. Do you know why?
S: …14
T: The waitress was not friendly. She was unfriendly15.
T: Is it friendly or unfriendly to call your teacher’s name?
S: It’s unfriendly.
T: Is it friendly or unfriendly to fight with your classmates?
S: It’s unfriendly.
T: Is it friendly or unfriendly to push people when you are getting on the bus?
S: It’s unfriendly.
T: I hope no one in our class is unfriendly. Everyone is friendly.16
5. Work on 3b on P61（完成P.61―3b）17
T: And I hope everyone I meet on my vacation is friendly too. Now, look at a picture of a girl on vacation. How was the 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?

10．T板书呈现斜体新单词：relaxing adj. relax v. 和It is relaxing to …，并要求Ss跟读新单词3-4遍。
11．Ss通过这个句式再一次操练relaxing。
12．T板书呈现awful adj., 并在说awful时有夸张的脸部表情让Ss领会该词意思。
13．让Ss谈论他们不喜欢的事物来操练awful。
14．可能有一些猜测，T可以马上给出回答
15．T板书friendly和unfriendly并重读划线部分，让S领会unfriendly 的意思。
16．通过这些情景，让学生操练了unfriendly这个词，又对学生进行了德育教育。
17．T可以用第一幅图片，与S做示范对话。然后T把图片分配给不同的四人小组，让他们合作完成此任务。要求他们仔细观察图片，问尽可能多的how问句。T也可以让小组竞赛。问出最多how句式的小组获胜。

S: It was relaxing.
T: Now please work with your group members and talk about one picture in 3b. Please ask as many “how” questions as possible.
…
T: How were Group 1 students?
How were the students in Group 2?18
…
S: They were ... (great / fantastic / …)
6. Work on 4 on P61.
Task one19:
T: Now, please take out your vacation pictures and work in groups of four. Take turns asking each other questions about the weather, the food, the people there and what he/she likes about the place and what he/she doesn’t like about the place.
Sample questions:
Where did you go? Did you go to…?
How was the food/weather/the trip…?
How were the people there?
Task two20:
T: Now, after talking about all the places you and your classmates went, which place do you think is the best for vacation? Why? Please discuss it with your group members first and choose one student to report it .you can use the following pattern to talk about the place.
Sample:
I think … is the best place for a vacation because the food is … there. The weather is always… and the people are … there. Visitors can …and… there. It is really…!21
7. Homework:
Oral work:
(1) Finish task two left at class.
Written work: (1) Copy the new words three times: unfriendly / fantastic/ relaxing/awful
(2) Choose one picture from the pic. a to pic. g on P 59. Write at least three “How was/were …?” questions and answers.

18．活动结束后，老师用how问句提问，让同学们互相评价。
19．任务一：可以让学生拿出度假照片互相提问来获取尽可能多的信息，学生准备一定时间后，老师可以请一两组同学做示范。如果学生能力较强，在问彼此问题时可以增加其他各种特殊问句如What…? When…? Why…? Who…?
22．任务二：在提问完后，Ss先小组讨论哪个是度假最佳的地点，然后选出一个代表做总结发言。Ss可以在T给的语言框架帮助下完成此任务。如果课堂时间不够，可留作口头作业。
21．板书呈现这部分语言。

Unit 10 WHERE DID YOU GO ON VACATION
(The 4th period Section B 1a—2c)
Teaching aims（教学目标）
1．较熟练运用一般过去时
2．灵活使用一般过去时的特殊疑问句和一般疑问句
Language points（语言点）
1．要求运用以下句式：
（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．要求掌握以下词汇：
delicious；crowded；expensive；cheap
Difficulties（难点）：学生能综合灵活地运用Where did…? What did…? How ..? Did…?句式。

Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
T: Good morning / afternoon!
How are you today? How were you yesterday?
How is the weather today? How was the weather 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 you do?1
Did you finish your oral homework yesterday? Are you ready to show your oral work now?2
2. Presentation（呈现新知识）
T: When we are traveling on vacation, we would 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 duck there.
T: Yes. Beijing Duck is really delicious3. What food do you think is delicious?
S: … is / are delicious.
T: So it’s very hard to find a seat and table at 全聚德. It’s full of people there. It’s always crowded. During May Day Holiday, which places are crowded?
教学设计说明
1．这些问题的目的是为了综合复习前几天学的句式。）
2．T检查昨天的任务二口语作业。检查三组左右。在检查口语作业前，建议T把昨天的句子框架再次板书I think … is the best place for a vacation because the food is … there. The weather is always… and the people are … there. Visitors can…and…there. It is really…! S完成任务后，T给予鼓励性评价。)
3．T板书斜体词（下同），并一边做出生动的面部表情，帮助Ss理解，一边要求Ss跟读3～4遍。

S: The trains / buses / streets / stores / parks / … are crowded4.
T: A lot of people go out to travel during May 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 would you like to buy?
S: A train ticket.
T: It’s cheap. It is inexpensive. But a plane ticket is expensive. What do you think it’s expensive / cheap/inexpensive to buy?5
S: It’s expensive / cheap/inexpensive to buy …
3. Work on 1a on P62（完成P62―1a）
T: Now please finish exercise 1a on P62. After you finish it, you have to talk about the things in the pictures. You should ask and answer “how was/were …?” with your deskmate.
Eg. (Pic. A)
T: How was the ring?
S: It was very expensive.6
4. Work on 1b on P62（完成P62―1b）
A face showing game7:
T: Is delicious for a good thing or a bad thing?
S: It’s for a good thing.
T: Let’s play a fun game called “Showing face”. When you hear a word for a good thing, show me a happy face. When you hear a word a bad thing, show me a sad face. Then repeat the word.
（开始游戏）
T: Now it’s your turn to think of words for good things or bad things. If you have a word, stand up and speak it out quickly. The other students should show the different faces and repeat the word.
Eg: happy; sad; rainy; sunny; interesting; boring; relaxing; busy; …
T: Please finish exercise one and two on p.64 self check.（完成 p.64的self check 练习1和2。）8
T: Now, please read loud the words you know. And read the five new words on exercise 2.
5. Work on 2a on P62. (完成P62 2a)
（播放2a录音，但只放前四句，让学生完成2a中的两个问题）9
T: (继续刚才的游戏) Working S: 
T: Vacation S: 
T: Vera’s face was like , because she had a vacation. Now listen to the tape and find out the answers to the two questions in 2a.

4．引导Ss使用crowded，有意操练这个单词。
5．此问是为了能让S充分操练cheap, expensive, inexpensive。
6．T先给Ss一点时间对立完成此项任务，然后以同桌问答的形式来检验他们的答案。可以先以T—S形式做示范对话。
7．脸部表情游戏：Ss根据T所给的1a中单词的感情色彩作出相应的面部表情—高兴或不高兴，然后重复T所说的词。具体操作：T说完1a的单词后，由Ss来说带有感情色彩的词。想到的Ss马上站起来说出该词，其他Ss作出相应的面部表情—高兴或不高兴，然后重复S所说的词。此游戏是为了更有意义地完成1b任务。
8．此时，用较短时间完成self check的1、2练习来巩固所学词汇。另要求S朗读exe.1,2的单词，检验是否朗读正确。
9．继续前面的游戏，老师说working，Ss自然作出的表情,而对vacation作出表情。

（听音一、两遍后对答案）
6. Work on 2b on P62（完成P62 2b）
T: 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 good things, and words for the bad things in the dialogue. Group A, find out the words for . Group B, find out the words for .10
T: For your wonderful job, I will show you a face like this .
（老师作一个微笑的表情，表示对学生鼓励）11
T: But what was interesting / expensive / crowded? Now let’s listen to the tape again and finish 2b. (完整地播放2a录音。)
T: Now let’s check the answers.
(学生用完整的句子表述答案。例如：Her vacation was great. The Japanese people were friendly. …)
7. Work on 2c on P62（完成P62―2c）
T: Vera is your friend. She just came back from Tokyo. And you also came back from your vacation. You went to Beijing or … Now please make up a dialogue with your deskmate. You two talk about your vacations. Try to use the following patterns12:
(1) Where did …? (2) What did …? (3) Did you …?
(4) How was …? (5) How were …?
8. Homework
Oral work:
(1) Listen to, read an recite 2a dialogue.
(2) Go on making up your dialogues with your partner and polish it.
Written work:
(1) Workbook P39.
(2) Copy the new words three times: delicious / crowded / expensive / cheap / awful
(3) Preview p.63―3a, read after the tape and try to understand the diary.

10．T在黑板上画一个和一个，在下先写上great。把全班Ss分成两大组。播放剩下的录音。A组负责找出与有关的形容词，B组负责找出与有关的形容词。播放两遍后，每组派1-2位Ss把听到的词归到和下。结果应如下：
 great / interesting / friendly / delicious
 crowded / expensive
11．T给予两组Ss都给予鼓励性评价。
12．T要求同桌编对话，谈论他们的假期。一个是Vera，另一个是Vera的朋友)

Unit 10 WHERE DID YOU GO ON VACATION
(The 5th period Section B 3a—4)
Teaching aims（教学目标）
1．通过阅读找出重要文中信息
2．初步了解英文日记的写法，进行仿写。
Language points（语言点）
1．要求掌握下列词汇：
feel , corner, walk , the Great wall, Tian’an Men Square, the Palace Museum, Hutong
2．要求掌握下列短语：
have great fun doing sth.；make sb feel (happy)
Difficulties（难点）：学生能完整叙述过去发生的事情。

Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
A game: quick responses1
T: Let’s play a game. Please give me the last word of each sentence and spell it. The first one who finishes the sentence will get a star. (Divide the students into several groups and draw stars on the blackboard to encourage the students.)
① John is a good chef. People think his food is ____________.
② Peter goes home by bus. He thinks the bus is awful, because it is _____________
③ Yesterday, Tom went shopping. He saw a nice bike, but he didn’t buy it because the bike was ____________
④ Kevin didn’t enjoy the trip to the museum. It was ___________
⑤ Many people like to go to Haikou for their vacations because there are many beautiful ___________
⑥Julie enjoyed her bus trip so much. The trip was ______________
⑦ The holiday is coming but the students are still working hard. They are studying for _______
⑧ Lin was on vacation last week. He went to the beaches. The beaches were __________
2. Presentation（新知识呈现）
T: Did the game make you feel happy?
S: Yes, the game made us / me feel happy.2
T: Your good job made me feel happy too.

教学设计说明
1．做一个游戏，让S口头拼出每个句子的最后一个单词，把Ss分成几个小组，在黑板上给拼对的小组红星来鼓励Ss。通过这个游戏使Ss进入上课状态，与此同时复习前几课学过的单词。
参考答案：
delicious，crowed，expensive，boring，beaches，relaxing，exams，fantastic
注意第8题除fantastic答案外，其他合理答案都接受。
另外，T对游戏结果简要评价。
2．要求学生用完整句回答，然后板书The game made sb. feel happy.)

T: We have great fun playing3 the game.
T: Do you still remember your last vacation? Do you still remember your last vacation? Did you have great fun doing something? Tell us in this way:
In my last vacation, I had great fun (playing volleyball). That made me happy.4
T: Well, people usually want to remember something important / nice / happy / unhappy. How to keep those nice memories for a long time?
S: We can write diaries.
T: Yes, we can write them down. We can write diaries5. What do you write at the first line of your diary?
S: The day, the date, the weather.
T: Yes, the day and the date. Don’t forget the weather. Well, if we keep diaries in English, we write the day, the date but we don’t have to write weather in the first line. Let’s read Bob’s travel diary. Circle the good things about his vacation and underline the bad things.
3. Work on 3a（完成3a）6
Day Date Weather Good things Bad things
Mon. July 15th Sunny
Hot beautiful beach, play in water went shopping,
too crowded
Tues. July 16th Rainy went to the museum and helped a boy find his father went to a museum, boring, no money for a taxi, walk, tired
Wed. July 17th Cool Play tennis, have Sichuan food for dinner, delicious
第一步：老师提问
1. How long was Bob’s vacation? What were the dates?
2. What was the weather like on the first / second / third day?
On the first day what made Kim feel happy? Did he enjoy the afternoon? Why?
3. On the second day, who did Bob find? Where did Bob find him?
4. One the second day, what made Bob feel happy? What made him feel tired?
5. On the third day, what did he do all morning? What did he have for dinner?

3．把这句话写在黑板上，再在边上写have great fun doing sth.)
4．这些提示语是非常有用的句型，在此是为了帮助学生操练“have fun doing sth. /make sb adj.”这两个词组。
5．如果Ss不能用英语说此词，T就在黑板上板书write diaries / a diary，并要求Ss跟读几遍，建议T拿出一本日记本，以便S理解。
6．学生在阅读的过程中，老师可以在黑板上画一张表格，或事先画好。以填写整理日记里面的重要信息。在学生读完后，通过问下列几个问题，把关键词填入表格内，以便Ss复述和仿写。另外把阅读材料中的词组in the corner板书在黑板上，并指一下教室的角落，帮助Ss明白其意。

第二步：复述（根据表格里的关键词，要求学生能简单复述出Bob的假期生活）
T: Can you tell me something about Bob’s vacation according to the form on the blackboard?7
4. Work on 3b（完成3b）
Brainstorm one:
T: Well, if you have an American friend, he is in Beijing for vacation. Where can he visit in Beijing?
S: He can visit …
T: He can visit the Great Wall, the Palace Museum, Tian’an Men Square, a Beijing Hutong.8
Brainstorm two：
T: He visited those four places and then he wants to keep a travel diary. What can he write in the diaries?（鼓励学生参考3a内容，尽可能多说）9
Where did he go?
How was the weather?
What did he do there?
How was the place?
Where did he have lunch?
How was the food?
What made him happy or unhappy?
（在此基础上，教师把学生分四大组，每大组负责写一个地方。具体以四人小组学生进行活动）10
5. Work on 4（完成4）
（利用上述活动的内容，并加以扩展、发挥）
Group work: Talk about what you did on your vacation11
T: If you are a foreigner in China. Your vacation is over. You must go back to your own country. You meet some other foreigners at the airport. Talk about what you did on your vacation. You can begin like this:
T: Hi , I am … I am from. Nice to meet you.
S: Glad to see you. I am … I am from…
T: Are you on vacation?
S: … …
6．Work on Ex. 3 on P64（完成64页Ex. 3）
T: Well, I think foreigners can really enjoy their travel in China. Now a travel agency12 wants to do a better job next time. So they want to know something about travelers. They made a questionnaire.
Look at the questionnaire13

7．给Ss几分钟时间准备复述。根据Ss的水平，可以让几个Ss合作复述一天。也可让能力强的S一人叙述一天的内容。根据Ss的回答情况可以给以不同话语的鼓励，如：not bad, good job, fantastic, etc。
8．T把四个地名写在黑板上，并让S进行必要的跟读。有条件可以展示一下挂图，或补充另外一些北京著名的景点。
9．帮助Ss整理日记框架。如有可能把有关问题打在幻灯片上，或写在黑板上。如果Ss力较好，可以由T提供几个例子，然后由Ss提出更多的问句。
10．这个活动要根据时间是否充裕来定。在完成后，T可以选几个小组朗读。并要求Ss课后每人独立继续完成。
11．Ss可以充分利用上述活动的内容，编一个比较完整的对话。情景是在机场里，外国游客准备回家，大家碰到一起谈在中国旅游的事情。可以从相互认识开始编起，要求符合逻辑，有创意，能灵活运用所学句型，并有一个合理的结尾，T可使用适当的中文讲解要求。在小组活动后，T检查几组对话。S在编对话时，T可以提供必要的词汇和语音上的帮助。
12．板书travel agency,注出中文意思，并让学生跟读。
13．把questionnaire写在黑板上，并让学生跟读。

First, discuss how to ask questions about the topics in the form.
Then, You can put more topics to the form. Make your own questionnaire. Please make your questionnaire creative. You can put new ideas in it.
Let’s see which group can make the best questionnaire for the travel agency.
Let’s see which questionnaire tells more about how the travelers feel about the travel.14
T: 旅游公司对游客做一个调查，在64页上已经有了部分，请同学们做两件事情，
第一，设计每一个项目所涉及的问题。
第二，在这基础上自己设计一张调查表，可以提供更多你认为值得的项目和它们相关的问题。
比如：place 这一项，相关问题是Where did you go for your vacation?
四个同学共同讨论。我们来比哪一张调查表更能反映出游客的旅游过程和感受。
(Possible questions:有可能提到的一些问题)
Where did you go for your vacation?
What did you do there?
What did you eat there?
How was the weather?
What souvenirs did you buy?
What made you feel happy about the trip?
What made you feel unhappy about the trip?
…
T: Please tell us your questions about for the questionnaire.
(在每组汇报各自的调查表后，给予简单的评价)
7．Homework
Oral homework:
(1) Recite the diaries. 背诵P63的日记
(2) Polish the dialogue. 再改进课堂上编的对话。
Written homework:
(3) Write down the travel diary of 3b. 写一篇旅行日记
(4) Finish your questionnaire with your group members.
与同组成员完成调查表。

14．以上指令根据S的实际水平可以使用中文帮助。

Additional
Evaluation form:
（课堂表现自我评价表）
all the time most of the time a little none
1. I understood my teacher □ □ □ □
2. I spoke English □ □ □ □
3. I worked with my group/deskmate □ □ □ □
4. I was interested in the class □ □ □ □
（知识掌握自我评价表）
I can Yes Need more practice Need more help
1. use adjectives to talk about things. □ □ □
2. read and spell the words:
relaxing, awful, unfriendly, fantastic
delicious, crowded, expensive, cheap,
inexpensive □ □ □
3. write the past tense of these words:
go, stay, do, is/am, are, visit, □ □ □
4. ask and answer “Did …?” □ □ □
5. ask and answer:
“Where/What/How/When did …?”` □ □ □
6. talk about past vacations. □ □ □
7. write a travel diary. □ □ □
以上评价表可以课后发给学生填写。目的是为了让学生自我检测课堂表现，也帮助老师了解学生对所教知识的掌握程度，以便老师教学时查漏补缺。建议老师根据课堂教学及学生的具体情况，添加或删改评价表的内容。要求内容越具体越好，能充分反馈出学生该单元的学习情况。

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