艾尔雷恩VS塔什干火车头:《Where did you go on vocation?》范文教案

时间:2019-12-02 17:19:08

捷报网艾杜哈尼对塔什干火车头分析 www.bahtqm.com.cn 好的教案是上课成败的关键,要根据不同的课题进行灵活的教案设计。首先对每一个课题的核心内容要有一个整体的把握。下面就是小编给大家带来的《Where did you go on vocation?》范文,希望能帮助到大家!

《Where did you go on vocation?》教案(一)

教学目标

Teaching aims(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。

教学重难点

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 the 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):用准确的过去式短语描述过去发生的事情

教学过程

Teaching steps(教学步骤)

1. 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 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 movies 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! I’m 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: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。

2. Presentation(呈现新知识)

T: I went to Hainan on vacation. Lily, where did you go on vacation?

S1: I went to Australia. Where did you go on vacation, Henry?

S2: I 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 vacation? 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 1a

T: Look at the picture in 1a 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 …

(引导学生说出图片中出现的其余的活动)

Let’s 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. 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: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 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. Help and correct Ss when 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. Work on 1c

T: Now we know what Tina, Xiang Hua, Sally, Bob and Tom did during their vacation. Let’s work in pairs and talk about the people in the picture. Then I’ll choose a few pairs to present their conversation to the class.

Choose two pairs to present their conversation to the class.

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: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。

课后习题

Homework

Oral:

Listen, then read the three conversations aloud.

Written:

Make a survey about what three of your friends did during the summer vacation.

《Where did you go on vocation?》教案(二)

教学目标

知识与能力

1. Match the vocabulary:New York City,Central Park,exam.

2. Master and use:Where did you/ they /he / she go,vacation? I / They /He /She went to the mountains\New York City\beach\summer camp.

Did you go to the beach? Yes,I did.No, I didn’t.

过程与方法

通过例子Who went to the movies last Saturday?引出动词go的过去式went,从而引出一般过去时态。大面积操练,采用学生提出间题,学生解决问题,借助媒体来提高学生的主动性。

情感态度价值观

学会用一般过去时进行信息交流,培养学生的环保意识,热爱大自然。

教学重难点

l. The vocabulary:New York City, Central Pads,exam.

2. Language:Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer camp

Did you go to the beach? Yes,I did. No, I didn’t.

难点

Use the language to talk about past events.

教学工具

课件

教学过程

step 1Organization1’

Organize Ss by saying hello to each other.

Step 2Free talk(2’)

Ask the question:

Who is on duty?

Is everyone here today?

Step 3Section APresentation

la 1.(Ask questions about what students

did last Saturday)

(1)Who went to the movies last Saturday?

(Point to one student who raises his or her hand.)

Sara went to the movies last Saturday.

(Repeat.Write this sentence on the board. Underline the word went.)

(2) Ask:Who visited a friend last Saturday?

(Point to one student who raises his or her hand.)

Carlos visited a friend last Saturday.

(Repeat.Write this sentence on the board. Underline the word visited.)

2.(Point to the words went and visited in the sentences on the board.)

Say,We use these words to talk about things that happened in the past.

(Write these pairs of words on the board:go--went, visit --visited)

Ask: Can you point out the words that talk about the past?

This activity introduces the key vocabulary.

Step 4Practisela3’

1.Focus attention on the picture.Ask:

What at can you see?Say, Each picture shows something a person did in the past.Name each activity and ask students to repeat;Went to the mountains,went to New York City, went to summer camp,visited my uncle,stayed at home,went to the beach,visited museums.

2.Point to the numbered list of activities.Say each one again and ask the students to repeat.

3.Now, please match each phrase with one of the pictures.Say,Write the letter of each picture next to the name of the activity.Point to the sample answer.

4.Check the answers.

Answers:

1.e 2.B 3.D 4. c 5.a 6.F 7. g

step 5Listening(lb)(6’)

Presentation This activity gives students practice in understanding the target language in spoken conversation.

1.Point to the picture.

on the screen

say, look at Picture A,Where did Tia go on vacation? Yes,she went to the mountains.

Ask,What did the person do in each scene?

2.Play the recording the first time.

3.Play the recording a second time.

say,There are three conversations.

The people talk about what they did on vacation.listen to the recording and write numbers of the names in the right boxes in the picture.

Please write only 5 numbers. Point out the

sample answer next to the picture showing went to the mountain.

4.Correct the answers.

ANSWERS:

(1) went to the mountains

(2)visited my uncle

(3)stayed at home

(4) went to New York City

(5)went to summer camp

Tape script:

Conversation 1

Xiang Hun: Hey, Tina. Where did you go on vacation?

Tina: I went to the mountains.

Xiang Hua: Cool.

Tina: Where did you go, Xiang Hua?

Xiang Hua:I went to New York City.

Conversation 2

Girl: Where did you go on vacation, Sally?

Sally:No where. I stayed at home.

Girl: And where did you go, Brad?

Brad: I visited my uncle.

Conversation 3

Boy 1:Where did you go on vacation, Tom?

Tom: I went to summer camp. It was great.

Pronunciation note

Write to play---played, visit ---visited on the board.Say,We studied the pronunciation of these --- ed endings in Unit 5.

They are both spelled --- ed,but we pronounce one /d/ and the other /Id/.Ask students to repeat these pairs:play-played,visit一visited.

Step 6 Pair work 1 c(task 1)3’

This activity provides guided oral practice using the target language.

1. Point out the example conversation.

Ask two students to read the dialogue to the class.

2. Say,Now work with a partner. You’re your own conversation about the pictures.

3. Say the dialogue in the picture with a student,Do a second example to the class.

4. Have students work in pairs.

As they talk,move around the room monitoring their work.

Offer language or pronunciation support as needed.

Step 7 Consolidation(4’)

This activity provides guided oral practice using the target language.

2c, group work

(Task2) 1.Say, Get into getups of three. One of you will he Nancy,One will be Marco, and one will be Julie. Ask each other about the vacations. You can talk about the activities from the chart in 2b or about any other activities you like.

2.As Ss talk, move around the room, monitoring the conversations and offering support as needed.

3. Have a group of Ss present their conversation to the class.

Step 8Test 4' Loot at test

Step 9 Summary Grammar Focus4’

1. Review the grammar box. Ask Ss to say the questions and answers.

2. Review the difference between regular –ed past tense verbs (stay –stayed, visited). Then say the past form sentences with the form below.

I go to the summer camp

They go to New York City

He stay at home

She visit her uncle

Go to Central Park

Step 10Homework

Practice the dialogue according to the picture on Page 1

课后小结

学了这节课,你有什么收获?

课后习题

完成课后练习题。

板书

Unit 10 Where did you go on vocation?

《Where did you go on vocation?》教案(三)

教学目标

Teaching aims(教学目标)

1.学会用适当的形容词评价不同的事物。

2. 听懂他人的描述并作出反馈。

教学重难点

Language points(语言点)

1.要求掌握以下句式: What did she say about her vacation/people/the stores/the food?

Did you do anything special there? What was it?

2.要求掌握以下词汇:

形容词:褒义形容词(delicious, exciting, cheap)贬义形容词 (terrible, boring, expensive)

Difficulties(难点):会恰当地使用不同的形容词来描述不同的事物。

教学过程

Teaching steps(教学步骤)

1. Lead in & Presentation(直接导入引出新知识)

T: My shoes are very cheap (写在黑板上). They cost only 50 yuan, and I like them very much. I think they are beautiful. Can you give me more adjectives that I can use to describe my shoes?

S1: Fantastic!

S2: Wonderful …

(老师可以鼓励学生给出尽可能多的形容词,并引导学生适当归类并把归类结果写在黑板上)

T: That’s great! Now, can you tell me which adjectives you have mentioned are positive and which are negative?

(教师把Positive adjectives & negative adjectives 板书在黑板上并在对应的地方写上相应的形容词)

教学设计说明:虽然学生学了不少形容词,但是形容词如何用的恰当又有何区别学生并不清楚,通过讨论和板书,学生可以清楚的知道形容词可以由褒义和贬义之分,有些甚至是中性的。

2. Work on 1a & 1b

Work on 1a. Look at the pictures and match them to the words in the box.

Encourage Ss to give their answers in full sentences, like:

Cakes are delicious. The ring is expensive. The talent show is exciting.

The movie is boring. The food is terrible. The eraser is cheap.

Next, have Ss look at the words in 1a again. Explain that a happy face shows that the word is positive, and a sad face shows that the word is negative. (有了刚才的导入,学生很快就能理解并顺利完成1b)

Check Ss’ answers: Happy face (delicious, exciting, cheap) Sad face (terrible, boring, expensive)

教学设计说明:通过学生归类和连线,进一步清楚了形容词的分类及用法。

3. Work on 1c & 1d

T: Lisa is talking about her vacation. Listen and answer the questions in 1c.

Answers:

1. She went to Hong Kong.

2. Yes, she did. She went to a fun park.

3. Yes, she did.

4. Yes, she did.

Listen again. Fill in the blanks

What did Lisa say about …?

Her vacation was great.

The people were friendly.

The fun park was exciting.

The food was delicious.

The stores were very expensive

教学设计说明:边听变记笔记需要精力高度集中,听完能完整地扑捉到所需要的信息就达到了此项活动的目的。

4. Work on 1e

T: Now, get into pairs and answer the five questions in 1e according to what you heard just now. Write your answers in your book.

Encourage Ss to put their answers to all five questions into a short paragraph. For e.g.:

Lisa went to Hong Kong on vacation. She went to a fun park, and she thinks the park is exciting. She says the people are friendly there and …

教学设计说明:进一步巩固本节课所学内容,让学生通过自编对话更深的理解和更好的掌握本节课内容。

课后习题

Homework

Oral:

Listen , then read the conversation aloud. Change the words used.

Written:

Practice your conversation with a partner, then write it down.