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.

　　教學點評及反思：

　　一．環節設計思路：

　　本課以讀寫為主線，最后的中心任務也落實在寫。

　　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容，復習過去時；二、營造較輕松的語言環境，緩解部分學生對于讀寫的畏懼心理。接下來，從看圖說話引入讀寫，給學生鋪墊知識的過程。讀寫并不脫離聽說，因為語言是交流的工具，因此，在讀的過程中適當穿插說，既練習口頭表達，又鞏固了讀的成效。最后，本課的中心任務選自于學生目前很感興趣的哈里波特，即是任務，又象游戲，最后的展示是以日記的形式，這一點是根據課文練習來設計的。課下任務承接課堂任務，讓學生自由查找神話故事，講給同學聽，是鞏固過去時的練習。

　　二．課后反思：

　　學生是活動的主體，課堂上大部分的時間交給學生，教師的引導是關鍵。如何一層層的導入，由易至難的階梯狀任務何時引入，如何引入都是關鍵所在。同時要注意的是，學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，學生才能在活動中有所得。

　　在課堂設計上體現了任型教學的主導思想，以任務貫穿教師教學和學生活動的各個環節。學生活動的目的明確，每個步驟教師都給出了活動所需的語言知識內容，學生亦能準確的使用目標語言，在活動中學習掌握知識。

　　教案點評：

　　本課以讀寫為主線，最后的中心任務也落實在寫。首先以聽和看引入，接著從看圖說話引入讀寫，在讀的過程中適當穿插說，既練習口頭表達，又鞏固了讀的成效。最后，本課的中心任務選自于學生目前很感興趣的哈里波特，即是任務，又象游戲，最后的展示是以日記的形式，課后活動讓學生查找并講述神話故事，鞏固過去時的練習。