| Unit 10 Where did you go on vacation? |
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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. 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。 |
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