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，最後的中心任務也落實在寫。

首先以聽和看引入，主要目的在於：一、回顧第一課時的主要內容，複習過去時；二、營造較輕鬆的語言環境，緩解部分學生對於讀寫的畏懼心理。接下來，從看圖說話引入讀寫，給學生鋪墊知識的過程。讀寫並不脫離聽說，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。最後，本課的中心任務選自於學生目前很感興趣的哈里波特，即是任務，又象遊戲，最後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，讓學生自由查詢神話故事，講給同學聽，是鞏固過去時的練習。

二．課後反思：

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。如何一層層的匯入，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，學生活動之前的範例一定要明確清晰，要每個孩子都知道做什麼和怎麼做，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，最後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。最後，本課的中心任務選自於學生目前很感興趣的哈里波特，即是任務，又象遊戲，最後的展示是以日記的形式，課後活動讓學生查詢並講述神話故事，鞏固過去時的練習。