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1、（Unit 1 Where did you go on vacation?）Period 1 （la-lc）Teaching aims （教学目标）.学会谈论自己和他人过去发生的事情和活动。1 .能够熟练的运用本节课出现的动词短语.Language points （语言点）.要求掌握以下句式：Where did you go on vacation?I went to the mountains.1 .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 the mountains,
2、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）：用准确的过去式短语描述过去发生的事情Teaching steps （教学步骤）Warm-up and lead in （课堂热身和导入）1: ） New term greetings （新学期问候）T: Hello everyone! Good to see all of you again. Did you enjoy
3、 your summer vacation?S: Yes!（师生之间的向好过后，让学生前后位、同桌之间互相问好y2: ） 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”.51: I went shopping.52: I went to the movies with my friends.53: I went swimming.（老师可以鼓励学生给出尽可能多的答案，并引导
4、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 1 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：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。1. Presentation （呈现新知识）T: I went to H
5、ainan on vacation. Lily, where did you go on vacation?SI: I went to Australia. Where did you go on vacation, Henry?S2:1 went to Australia. Where did you go on vacation, George?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：通过学生自己的真实活动描述，引出重要的动词短语，同时有意识的呈现并操练Where did you go on v
6、acation? I went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。3. Work on laT: Look at the picture in la on 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.出图片中出现的其余的活动）Lefs match the acti
7、vities 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. stayed at homefwent to New York City b2. visited my unclegwent to summer camp d3. went to the mountains cwent to the beacha4. visited museums e教学设计说明：在完成la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。4. Work on lbT: L
8、isten to these three conversations carefully and number the people in （he 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, nothingHave Ss guess the meanings. Help and correct Ss wh
9、en necessary.教学设计说明：听并完成 1b 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于培养学生听力和口语水平。5. VVork on 1cT: Now we know what Tina, Xiang Hua. Sally, Bob and Tom did during their vacation. Lets work in pairs and talk about the people in the picture. Then11 choose a few pairs to present their conversation to th
10、e class.Choose two pairs to present their conversation to the class.A: Where did Tina go on vacation?B: She went to （he 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：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。6. HomeworkOral: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：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。