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.
教學(xué)點評及反思：
一．環(huán)節(jié)設(shè)計思路：
本課以讀寫為主線，最后的中心任務(wù)也落實在寫。
首先以聽和看引入，主要目的在于：一、回顧第一課時的主要內(nèi)容，復(fù)習(xí)過去時；二、營造較輕松的語言環(huán)境，緩解部分學(xué)生對于讀寫的畏懼心理。接下來，從看圖說話引入讀寫，給學(xué)生鋪墊知識的過程。讀寫并不脫離聽說，因為語言是交流的工具，因此，在讀的過程中適當(dāng)穿插說，既練習(xí)口頭表達，又鞏固了讀的成效。最后，本課的中心任務(wù)選自于學(xué)生目前很感興趣的哈里波特，即是任務(wù)，又象游戲，最后的展示是以日記的形式，這一點是根據(jù)課文練習(xí)來設(shè)計的。課下任務(wù)承接課堂任務(wù)，讓學(xué)生自由查找神話故事，講給同學(xué)聽，是鞏固過去時的練習(xí)。
二．課后反思：
學(xué)生是活動的主體，課堂上大部分的時間交給學(xué)生，教師的引導(dǎo)是關(guān)鍵。如何一層層的導(dǎo)入，由易至難的階梯狀任務(wù)何時引入，如何引入都是關(guān)鍵所在。同時要注意的是，學(xué)生活動之前的范例一定要明確清晰，要每個孩子都知道做什么和怎么做，活動才會順利的開展，學(xué)生才能在活動中有所得。
在課堂設(shè)計上體現(xiàn)了任型教學(xué)的主導(dǎo)思想，以任務(wù)貫穿教師教學(xué)和學(xué)生活動的各個環(huán)節(jié)。學(xué)生活動的目的明確，每個步驟教師都給出了活動所需的語言知識內(nèi)容，學(xué)生亦能準(zhǔn)確的使用目標(biāo)語言，在活動中學(xué)習(xí)掌握知識。
教案點評：
本課以讀寫為主線，最后的中心任務(wù)也落實在寫。首先以聽和看引入，接著從看圖說話引入讀寫，在讀的過程中適當(dāng)穿插說，既練習(xí)口頭表達，又鞏固了讀的成效。最后，本課的中心任務(wù)選自于學(xué)生目前很感興趣的哈里波特，即是任務(wù)，又象游戲，最后的展示是以日記的形式，課后活動讓學(xué)生查找并講述神話故事，鞏固過去時的練習(xí)。