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1、Wheredidyougoonvacation单元教学设计Where did you go on vacation单元教学设计 1复习本册第五单元一般过去式的用法。复习过去时间：yesterday,yesterday morning/afternoon/evening,lastnight/week/year、复习动词过去式的构成。复习五单元重点句型：What did you do over the weekend?I played soccer.How was your weekend?It was great.2记住下列不规则动词、单词及短语：不规则动词：are-were,fly-flew,
2、break-broke,feel-felt生词与短语：go to the mountains,summer camp,visit the museum,expensive/inexpensive,crowded/uncrowded,delicious,go on vacation,New York City,Central Park,study for exams,rain,fried fish,fly kites,in the waves,in the corner,feel happy,till lunch,garlic vegetables,discuss,sex,on vacation
3、 in Beijing 3掌握的句型： Where did you go on vacation?We went to New York. Did you go to Central Park?Yes,I did/No,I didnt. How was the weather?It was humid. 单元教学目标 1 1复习巩固本册五单元的一般过去时态。 2为了能使学生叙述过去的经历，侧重学习实义动词的一般过去式。 3熟记本单元生字词及重点词组。 4能够根据所学内容叙述自己曾经在何时何地怎样度过假期。 单元教学难点提示 1熟记不规则动词。 2一般过去式的否定句、疑问句的构成。 3一般过去时
4、态中的动词无人称和数的变化。 单元教学建议 1本单元所涉及到的语法现象是一个新的内容，需要一个循序渐进的过程，教师要把重点放在情景中操练对话。不妨从一般的句型操练活动开始，转换成用一般过去时态叙述某事件。 2教师应在适当的时候给学生用中文做一个简单的解释。但教师要注意单纯的讲语法只会把学生搞糊涂并不会对学生有所帮助。需要讲解的时候，教师也只需要画龙点睛地提一下即可，最后再来总结规则。 3在讲一般过去时的时候，教师要强调以下几点： 一定要是在说话以前出现动作； 一定要变化动词形式，将其变成过去式； 一定要注意句子中的时间状语或根据上下文中表述的动作发生的先后来判断出句子的时态是一般过去时； 用b
5、e-was，were动词还要注意人称的变化。 单元教学流程 (T-teacher Ss-students S-student) Section A 2 1教师出示一张日历，请全班学生说出下列表时间的单词：today,yesterday,tomorrow,last week,over the weekend,on Saturdaymorning 学生看日历，齐声说出表时间的单词。 2教师提问，学生回答： What did you do yesterday? What did he/she do yesterday? How was your weekend? 建议教师请一位同学叙述自己怎样度过上
6、周末的。 学生根据教师问题回答： I/We went to school. He/She went to school. It was great. 学生按要求叙述。 3复习动词过去式的构成： 教师在黑板上版书动词原型，请学生说出其过去式： clean do visit go ask have/has watch read stay get study sit stop 学生按要求说出过去式。 cleaned did visited went asked had watched read stayed got studied sat stopped 请一学生归纳出规则动词的过去时是怎样构成的。
7、教师补充说明动词加ed的发音规律。 学生归纳出规则动词构成：1一般情况下加ed。2以不发音字母e结尾的加d。3以辅音字母加y结尾的变y为i加ed。4重读3 闭音节，双写最后一个字母加ed。 不规则动词：过去式没有什么规律，需要熟记。 教本单元出现的动词过去式： visit-visited are-were is/am-was fly-flew break-broke feel-felt 全班学生跟读数遍，熟记。 4教师出示书上section A 1a中的图片，教师请学生试着说出各图片表达的意思，学生回答正确的给予表扬，如回答错误，教师予与纠正，请学生熟记每幅图所表达的意义：stay at ho
8、me,go to NewYork City,visit my uncle,go tosummer camp,go to the mountains,go to the beach,visit museum 学生按图片意思说出相应词组，跟读并熟记。 5教师指着每张图片，引出新句型： Where did you go on vacation? 要求学生试着回答。 S:I stayed at home. I went to New York City. I visited my uncle. I went to summer camp. I went to the beach. I visited
9、museum. 然后教师提问： Where did he/she go on vacation? 学生变换人称回答。 He/She stayed at home. He/She went to New York City. He/She visited his/her uncle. He/She went to summer camp. He/She went to the beach. He/She visited museum. 6教师请学生4人一组，操练新句型。 学生按要求操练。 7请学生看书上1a图片，按要求将图片中的字母填入左边相对4 应的词组后。 请一学生大声读出自己答案，教师订正
10、： 1e,2b,3d,4c,5a,6f,7g 学生看书完成1a内容。 8教师请全班学生看书上1b中的姓名，请一位同学大声读出五个姓名，然后让全班做听力练习。学生听录音两遍，第一遍只听，第二遍，边听边写出五个姓名番号，填入图中方框内。 一位学生读出5个姓名，全班做听力练习。 9教师根据所听内容提问： T:Where did Tina go on vacation? Where did Brad go on vacation? Where did Sally go on vacation? Where did Xiang Hua go on vacation? Where did Tom go o
11、n vacation? S:She went to mountain. He visited his uncle. She stayed at his home. She/He went to New York City. He went to summer camp. 10教师请学生两人一小组操练对话。 学生根据1a，1b内容，知道了每幅图中的人物，学生根据教师示范进行一问一答活动。 11教师出示2a图片，请学生看图中男孩手中之物说出：Guide to Central Park,把Central Park板书在黑板上，告诉学生：Central Park is very famous in N
12、ew YorkCity.然后要求学生看图回答问题： T:Where did he go on vacation? Did he go to Central Park? Why? 学生根据老师的问题回答如下： S1:He went to New York City. S2:Yes,he did.Because he has guide to Central Park. S3:No,he didnt.Because he didnt know the way to Central Park. 请学生仔细听录音完成2a内容，教师请一学生大声说出自己答5 案，全班订正：1c,2a,3b 学生仔细听录音
13、，抓住关键词，第一遍只听，第二遍边听边写出所听内容的字母，填入图画左边横线上。 12教师请学生看书上2b表格，提问： T:Who are they? 学生根据教师提问进行回答。 Ss:They are Nancy,Marco,Julie, 请一学生大声读出表格中的6个短语，把exam板书在黑板上教学生认读，请学生听录音二遍，完成2b表格内容。 学生听录音，第一遍只听，第二遍边听边在表格中打“” 请学生根据所听内容，回答教师问题： T:Did Nancy go to Central Park. Did Marco play volleyball? Did he swim? Did Julie g
14、o to the movies? Did she study for exams? 一学生回答，全班同学订正听力练习。 S1:Yes,she did. S2:No,he didnt. S3:Yes,he did. S4:No,she didnt. S5:Yes,she did. 13请学生两人一组看书上2c示例，扮演Nancy，Marco，Julie进行对话练习。 学生操练对话如下： SA:Nancy,where did you go on vacation? SB:I stayed at home. SA:Oh,really?Did you watch TV athome? SB:No,I
15、didnt. SA:Why? SB:Because my TV was broken. 14归纳、总结Grammar Focus内容。 教师要求学生大声朗读书上Grammar Focus中的句型。 6 学生边读边熟记句型。 请一学生归纳出一般过去时的肯定句、否定句和疑问句的构成及回答。 学生要特别注意过去时中助动词did的用法。 请学生说出一般现在时与一般过去时的区别。 请学生总结出规则动词与不规则动词的过去式的构成。 教师总结出规则动词过去式结尾ed的读音规则。 15教师出示3b图片，提问，学生回答： T:How was the bus trip? 请学生仿照示例，看图提问，全班回答。 学生
16、回答： Ss:It was relaxing. 一同学举手指着图片，向全班同学提问： S1:How was the museum? Ss:It was boring. S2:How was the food? Ss:It was awful. S3:How was the beach? Ss:It was beautiful. 16教师出示3a中的图片，请学生看着图片，描述出图片的内容： 学生描述出图片内容： S1:In picture 1 there is a man with abowl of soup.There is also a waiter.He looks angry. S2:I
17、n picture 2 there is a beautifulbeach.There is a man.He looks unhappy. 教师把生词rain板书在黑板上，同时巩固复习： rain-rainy sun-sunny wind-windy snow-snowy 学生识记黑板上单词。注意名词和形容词的变化形式。 请同学看书，完成书上3a的填空，请一同学说出答案，全班订正：1was,2was,3were,4were,5was,6was,7were,8 were 同学看书，完成书上3a的填空。 17请每位同学拿出自己课前准备好的一张过去在某个地方的留影，四位同学一小组进行相互交流。 7
18、 学生交流内容可如下： Look at this picture.1 was in Beijing last year.I went to the Great Wall.It was great. 18请学生看书上4的内容提示，学生四人一小组进行对话操练。 教师请每一小组中一代表用第三人称形式，复述出小组的交流情况。 小组同学用三人称单数叙述： Lin went to Dalian last year.He went to beach and visited a museum.The beach was beautiful there and the museum was interestin
19、g.The weather in Dalian was hot and humid.The seafood was good but the pizza was awful. Section B 19教师把1a中的生词：delicious,crowded/uncrowded,expensive/inexpensive板书在黑板上，教学生熟读、熟记以上单词，提醒学生注意反义词的构词法。 学生看黑板，大声跟读，边读边识记生词，并理解每个词的含义。 教师出示1a图片，告诉学生： The food is awful/delicious. The bus is crowded/uncrowded. Th
20、e ring is one hundred million dollars. 学生整齐地朗读句子，理解句意，并能看着图片说出句子。 Its very expensive. The pencil sharpener is inexpensive. Its cheap. 请学生完成1a内容，教师订正： 1f,2a,3d,4e,5b,6c 学生根据所看图片，按要求完成1a内容。 20教师把课前准备好的以上6个单词卡片分别发给6位同学，让他们拿着卡片大声读出单词，让全班其他同学判断这6个单词按照好与坏之意，分成两组，请拿单词卡片的同学站成两排，教师即刻纠正站错队伍的同学，然后请同学完成书上1b内容。
21、8 被发给卡片的6位同学大声读出单词，并听从同学意见，分成两组站在讲台两边。 全班同学完成1b的内容。 21完成听力练习： 教师请同学听录音两遍，第一遍只听，第二遍边听边写出书上两个问题的答案。 学生仔细听录音，回答出两个问题。 1She went to Tokyo. 2Yes,she did. 请学生看书上2b的表格，一学生读出表格内容。 学生读出表格内容： S:her vacation the museum the stores the people the food 再放录音两遍，写出：Whatdoes Vera think of her vacation? 请一学生说出答案，全班订正：
22、 vacation-great museums-interesting museums-crowde dstores-expensive people-friendly food-delicious 学生仔细听录音完成2b表格。 22根据所听内容，同座两位同学分别扮演Vera和Veras friends,进行对话练习。 两位同学进行对话练习。 SA:Where did you go on vacation? SB:I went to Tokyo. SA:What did you do there? SB:I went to a lot of museums. SA:How were they?
23、 SB：They were very interesting.But they were also very crowded. SA:Did you go shopping? SB:Yes,I did. SA:How was the stores? 9 SB:They were very expensive. SA:How were the people there? SB:They were really friendly. SA:How was the food there? SB:It was delicious. 23完成阅读训练： 教师把生词、短语板书在黑板上，请学生试着读出来，并解
24、释含义： 学生识记新单词和词组，用重点词组造句。 in the waves,fly kites My kite was brokenMy kite broke. in the corner,all day,feel happy,have great/much fun doing sth.,till lunch,find sb doing sth.,fried fish,garlic vegetables S:Children often fly kites in spring. He feels happy on his birthday. We have great fun playing
25、basketball on the playground 教师请学生默看书上3a阅读内容，试着回答出教师提出的三个问题： How was the weather? S1:It was sunny and hot on Monday. It was rainy on Tuesday. It was cool on Wednesday. Where did they go? S2:They went to a beautiful beach onMonday. They went to a museum on Tuesday. What did they do on Monday? S3:They
26、 played in the waves and flewkites on Monday. What did he do on Tuesday? S4:He helped a lost boy find his fatheron Tuesday. What did they do on Wednesday? S5:They played tennis on Wednesday. 请学生用铅笔圈出文中好的事物、事件、事情，在不好的下10 面划上横线，教师请学生说出自己圈出和划出的内容，全班订正。 学生按老师要求完成。 24教师出示3b中的旅行图片，指导学生写英语日记，要求写出事件发生的时间、地点
27、、天气、事件，用一般过去时态叙述，学生四人小组讨论一幅图片，初步完成写作任务，请小组代表读出自己小组的日记，全班同学进行讨论。 学生听老师讲解，四人小组讨论图片，说出日记内容。 Self Check 25给学生两分钟时间小声朗读方框中的单词，标出发音困难的词，同座同学互相帮助，教师巡视全班，给予及时的帮助。 学生默读书上表格中的词语。 26让学生自己完成第2题，同座两位同学互相分享彼此写出的单词。 学生自己完成第二部分。 27教师把生词discuss，sex板书在黑板上，让学生识记，然后把全班分成五个大组，每组讨论书上给出的一个题目。 单元教学建议 1本单元所涉及到的语法现象是一个新的内容，需要一个循序渐进的过程，教师要把重点放在情景中操练对话。不妨从一般的句型操练活动开始，转换成用一般过去时态叙述某事件。 2教师应在适当的时候给学生用中文做一个简单的解释。但教师要注意单纯的讲语法只会把学生搞糊涂并不会对学生有所帮助。需要讲解的时候，教师也只需要画龙点睛地提一下即可，最后再来总结规则。 3在讲一般过去时的时候，教师要强调以下几点： 一定要是在说话以前出现动作； 一定要变化动词形式，将其变成过去式； 一定要注意句子中的时间状语或根据上下文中表述的动作发生的先后来判断出句子的时态是一般过去时； 用be-was，were动词还要注意人称的变化。 11
