優(yōu)秀英語教學(xué)設(shè)計(jì)－－Wheredidyougoonvacation (2)

1、 優(yōu)秀英語教學(xué)設(shè)計(jì)Where did you go on vacation? I. Analysis of the teaching material: The topic of Unit 10 is talking about the past events. The target languages are: Where did you go? What did you do? Did you ? How was your vacation? How were? There are three sections in Unit10. They are Section A, Section

2、B and Self check. Section A is asking about what students did last Saturday and how their vacations are. Section B is a passage of Bobs travel diary. It provides a comprehensive review in Self check. And now I am going to talk about how I give Section A to my students. II. Analysis of the students:

3、So far the students have learned BookI, they have mastered a few English words and useful expressions, but not many. They have much interest in learning English, but their ability is quite poor, so during this period, I think getting the students to speak, listen, get the students to complete the te

4、achers task and do teamwork are still the main tasks of English teaching. III. The teaching period aims and demands: A. Teaching aims and demands: Vocabulary: New York City, camp, summer camp, museum, guide, central, didnt=did not, exam, really, rainy, were, fantastic, unfriendly, awful Useful expre

5、ssions: Where did you go on vacation? We went to New York City. Did you go to Central Park? Yes, I did. How was the weather? It was humid. B. Main points: 1. Talk about the past events. 2. Talk about holiday activities. 3. Acquire the knowledge of the Simple Past Tense and some past tense statements

6、. C. Difficult points: The past tense verbs and their pronunciations. D. Ability aims: By learning Unit10 Section A, the students are asked to master the target languages of Section A, get the students to know when they talk about the past activities, they must use the Simple Past Tense. The student

7、s can also talk about their own past activities freely. E. Moral aims: 1. By asking “Did you go to? What do you think of? Is it beautiful? Do you love it? Get the students to love the beautiful scenery in China, and love their own country. Help the students to get the spirit of do teamwork, let them

8、 know they must work together if they want to finish the teachers work successfully. F. Teaching methods: 情景教學(xué)法， 任務(wù)型教學(xué)法和小組合作法。適時(shí)插入競爭機(jī)制， 激發(fā)學(xué)生學(xué)習(xí)英語的熱情。 G: Teaching aids: 多媒體， 錄音機(jī)。 IIII. The teaching procedure: StepI. Warming-up Produce the songs about some places of interest, such as the Grand Jiuzhai

9、the Yellow Mountain, the West Lake and so on. (優(yōu)美的歌曲能給師生提供一個(gè)輕松愉快的課堂氛圍， 為課堂教學(xué)中師生能夠默契配合創(chuàng)造條件， 同時(shí)這些如同仙境的風(fēng)景地區(qū)讓學(xué)生感受到祖國的美麗、可愛。) StepII. Presentation: When it produces the songs of the Grand Jiuzhai, the teacher asks: “What is the song about? Can you guess?” Ss: Jiuzhai Gou. T: Yes, the Grand Jiuzhai. It is

10、 a place of interest. Now there are some pictures of places of interest, too. Guess what they are. (show the students some pictures of beautiful places, including the pictures of New York City, Shanghai Museum, the Yellow Mountain and the beaches, teach them the new words “New York City, summer camp

11、, the beach, the museums” at the same time.(通過學(xué)生喜愛的歌曲和熟悉的畫面， 引出本節(jié)課的部分生詞， 為學(xué)生展開后面的話題掃除生詞障礙。) T: I went some place last summer vacation. Guess where I went. You can ask like this: “Did you go to?” S1: Did you go to the Yellow Mountain? T: No, I didnt. S2: Did you go to the West Lake? T: No, I didnt. S

12、3: Did you go to the Grand Jiuzhai? T: Yes, you are right. You are so clever. I went there with all the teachers in our school. It was very beautiful. The water there was fantastic. The weather was quite cool in summer. The people were very friendly. But later, it rained, it was rainy. How was my va

13、cation, do you know? I want to tell you my vacation was really exciting, but the bus trip was boring. Then get the students to read new words: vacation, friendly, rainy, fantastic, boring. Let the students try to guess what they mean. (歌曲學(xué)生愛聽， 優(yōu)美風(fēng)景學(xué)生愛看， 猜謎學(xué)生更有濃厚的興趣， 通過這些學(xué)生喜聞樂見的形式，不知不覺地引出了本課話題， 過渡自然。

14、) StepIII. Ask and answer: Get the students to ask and answer in pairs like this: A: Where did you go on vacation? B: I went toon vacation. A: How was your vacation? B: was pretty good / exciting / relaxing / boring / awful / beautiful. A: How were the mountains / water / lakes / beachesthere? B: Th

15、ey were beautiful / fantastic / wonderful A: How was the weather there? B: It was rainy / sunny / cloudy / snowy / A: How were the people there? B: They were kind / friendly / unfriendly Get the students two minutes to get ready for it, get them to ask and answer in pairs. （采用常見的pair work， 培養(yǎng)學(xué)生說的能力，

16、 并在說英語的過程中感受過去時(shí)態(tài)的用法， 熟悉本課要求掌握的幾個(gè)形容詞。） StepIV. Play the guessing game. Before playing this game, give a piece of paper to each student, and ask them to write down which places he or she went to on vacation. After writing down the answers, get them to hand in their paper. T: Now I know all places you

17、went. I know xxx went to some place on vacation. Guess where she went. You can ask like this: “Did he / she go to?” The boys and the girls have a game. If your answer is right, I will give you a star. Lets see which team has more stars.（串插競賽機(jī)制，鼓勵(lì)學(xué)生小組團(tuán)結(jié)合作， 活躍課堂氛圍， 激發(fā)學(xué)生學(xué)英語的興趣， 讓學(xué)生感受成功的喜悅。） StepV. Gram

18、mar focus: First write some present tense and past tense statements on the blackboard like this: I often stay at home. I stayed at home yesterday. He visits the museum. He visited the Science Museum last week. They go to summer camp. Jim went to summer camp. Tell the students that when we talk about

19、 the past events, we must use the past tense, then underline the words “stayed, visited, went”. We must use the past tense verbs. Tell the students the regular “ed” past tense verbs, eg: visitvisited rainrained likeliked hope-hoped play-played staystayed carrycarried hurryhurried （讓學(xué)生根據(jù)這些單詞總結(jié)動(dòng)詞過去式的規(guī)

20、則變化：1. 一般情況下動(dòng)詞后面ed 2. 以不發(fā)音的e 結(jié)尾的， 過去式加d 3. 以y 結(jié)尾的， y前面是元音字母， 直接加ed， y 前面是輔音字母， 去y變ied。） The irregular past tense verbs: is / amwas arewere gowent dodid havehad eatate findfound makemade feelfelt. Get the students to pay attention to their pronunciation. 清輔音后面加ed / d 發(fā)/t/， 濁輔音或元音后面加ed / d / ied 發(fā)/d/,

21、 在t /d 后面發(fā) /id/. Let the students to read some past tense verbs.（通過一些簡單例句和單詞讓學(xué)生自己去總結(jié)、歸納， 培養(yǎng)了學(xué)生辨別、理解和分析的能力。） StepVI. Teamwork. In this part, the teacher will give each group (in groups of four) a task, get them to finish the task with each others help. Get the students in groups of four to talk about

22、 where they each went on vacation and how their trips were, after talking about it, ask one of them to write down a passage, then let him to read it for us , at the same time ask another one to draw the picture on the blackboard. Give each group four minutes to get ready for it. （運(yùn)用小組內(nèi)合作學(xué)習(xí)法，通過討論培養(yǎng)了學(xué)

23、生探究問題和自主解決問題的能力，培養(yǎng)了學(xué)生的團(tuán)隊(duì)精神。同時(shí)通過畫畫增強(qiáng)了學(xué)生完成這部分任務(wù)的趣味性， 調(diào)動(dòng)了學(xué)生學(xué)英語的積極性。） Step VII. Show their geography knowledge. The people liked traveling and they travelled to many places. We call them travelers. There were two great travelers. Who were they? Maybe the students know them. They were a Chinese traveler

24、called Xu Xiake and an Italian traveler Marco polo. They travelled to many places. Ask the students: “Where did Xu Xiake travel and when did he go there? Where did Marco polo travel and when did Marco polo go there? What do you think of these places? Did you go there, too?” The teacher may ask the students to talk about these questions in groups of four. Then ask one of them to say it. （徐霞客和馬可波羅兩位大旅行家學(xué)生們都非常熟悉，而且也很感興趣。這個(gè)話題的提出， 必能激發(fā)學(xué)生參與的熱情。） StepVIII. Listening and writing: 1