1、 1 （Unit 1 Where did you go on vacation?） Period 1（1a-1c） Teaching aims（教学目标）（教学目标） 1学会谈论自己和他人过去发生的事情和活动。 2 能够熟练的运用本节课出现的动词短语。 Language points（语言点） 1.要求掌握以下句式： Where did you go on vacation? I went to the mountains. 2要求掌握以下词汇： 动词词组（过去式形式）：went on vacation, stayed at home, went to the beach, went to t
2、he mountains, visited my uncle, went to summer camp, visited museums, went to New York City （本节课短语比较多， 过去式变化也不简单， 鼓励学生说出更多自己知道的描述过去事情的 短语。） Difficulties（难点）：（难点）：用准确的过去式短语描述过去发生的事情用准确的过去式短语描述过去发生的事情 Teaching steps（教学教学步骤）步骤） 1. Warm-up and lead in（课堂热身和（课堂热身和导入导入） （1）New term greetings （新学期问候） T: He
3、llo everyone! Good to see all of you again. Did you enjoy your summer vacation? S: Yes! (师生之间的问好过后，让学生前后位、同桌之间互相问好)1 （2）Lead in（导入） T: Can you tell me about the activities you did during the summer vacation? Try to use verb phrases, for example, “watch TV”. S1: I went shopping. S2: I went to the mov
4、ies with my friends. S3: I went swimming. (老师可以鼓励学生给出尽可能多的答案，并引导学生使用过去式) T: Wow. It sounds like you had a good time during the summer vacation! Im sure you enjoyed yourselves very much. Now I want to know where you went on vacation. (教师把“Where did you go on vacation?”和 I went/ 板书在黑板上) 教学设计说明：教学设计说明：
5、从贴近学生熟悉的话题入口，通过对学生暑假生活的了解及回顾，引出今从贴近学生熟悉的话题入口，通过对学生暑假生活的了解及回顾，引出今 天的重点内容。天的重点内容。 2. Presentation（呈现新知识）（呈现新知识） T: I went to Hainan on vacation. Lily, where did you go on vacation? 2 S1: I went to Australia. Where did you go on vacation, Henry? S2: I went to Australia. Where did you go on vacation, Ge
6、orge? S3: (每个同学说完一件活动后教师特别强调一下过去式形式并把其原形和过去式形式写在黑 板上，用彩色笔标出有变化的地方) 教学设计说明：教学设计说明：通过学生自己的真实活动描述，引出重要的动词短语，通过学生自己的真实活动描述，引出重要的动词短语，同时有意识的呈现同时有意识的呈现 并操练并操练 Where did you go on vacation? I went 重要句型。虽然是新课，通过这样的形式呈重要句型。虽然是新课，通过这样的形式呈 现学生很快会理解并掌握。现学生很快会理解并掌握。 3. Work on 1a T: Look at the picture in 1a on
7、Page 1. Some students are also talking about their vacation, like we were doing earlier. They went to different places and did different things. Some stayed at home Some (引导学生说出图片中出现的其余的活动引导学生说出图片中出现的其余的活动) Lets match the activities they did to the picture. （教师可以四处走动，以帮助有需要的同学） Check the answers: 1.
8、 stayed at home f 2. went to New York City b 3. visited my uncle g 4. went to summer camp d 5. went to the mountains c 6. went to the beach a 7. visited museums e 教学设计说明：教学设计说明：在完成在完成 1a 任务前简单的口头说出图片内容其实是为连线打基础，帮助基础任务前简单的口头说出图片内容其实是为连线打基础，帮助基础 薄弱的同学，同时大家一起再巩固了一遍短语动词的过去式。薄弱的同学，同时大家一起再巩固了一遍短语动词的过去式。 4
9、. Work on 1b T: Listen to these three conversations carefully and number the people in the picture using 1-5. (教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案) T: Listen again, then read the conversations aloud. T: Can you guess what these words mean? everyone, anyone, anywhere, nothing Have Ss guess the meanings. H
10、elp and correct Ss when necessary.教学设计说明：教学设计说明：听并完成听并完成 1b 任务不难，但是好的听力材料应该充分任务不难，但是好的听力材料应该充分利用，让学生听后模仿并理解重要词汇的意思有利利用，让学生听后模仿并理解重要词汇的意思有利 于培养学生听力和口语水平。于培养学生听力和口语水平。 5. Work on 1c T: Now we know what Tina, Xiang Hua, Sally, Bob and Tom did during their vacation. Lets work in pairs and talk about the
11、 people in the picture. Then Ill choose a few pairs to present their conversation to the class. Choose two pairs to present their conversation to the class. 3 A: Where did Tina go on vacation? B: She went to the mountains. (给学生练习的时间,然后抽查 5 对看对话情况，特别是过去式使用情况) 教学设计说明：教学设计说明：进一步巩固本节课所学内容，让学生对听力对话内容又了更深
12、的理解和更进一步巩固本节课所学内容，让学生对听力对话内容又了更深的理解和更 好的掌握。好的掌握。 6. Homework Oral: Listen, then read the three conversations aloud. Written: Make a survey about what three of your friends did during the summer vacation. 教学设计说明：教学设计说明：课后充分利用现有资源进行学习，模仿磁带是最方便有效的方法。调查三课后充分利用现有资源进行学习，模仿磁带是最方便有效的方法。调查三 位好朋友的假期情况并能够写下就达到了学以致用的目的。位好朋友的假期情况并能够写下就达到了学以致用的目的。
