Unit 10 Where did you go on vacation

Unit 10 Where did you go on vacation?

重庆市110中学 曹毅

单元整体说明

单元教材分析

本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册第10单元 本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?\ Yes，I did．No，I didn’t．”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。 单元知识结构

词汇：

New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc

句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes，she did．No, she didn’t

语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。 单元总体目标

1．Master the vocabulary 2．Master and use:

Where did you go on vacation? I went to summer camp·

Did she go to Central Park？Yes，she did．No, she didn’t 单元教学重难点一览

重点 难点 1．Vocabulary and Expressions Use the past tense to talk about activities that 2. Grammar Focus：Where did you go on happened in the past in English with the vacation？I went to summer camp. Did following sentences： she go on Central Park？Yes, she did． Where did you go on vacation? Did you go to?？Yes. … /No，… No, she didn’t 单元学情分析 学生在第五单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本

单元话题进行衔接。假期活动Such as; go abroad, go hiking, go hiking, summer camps, and so on接近学生的生活，They are all interested in talking about it. 单元教学建议

首先进行集中识字，为本单元的学习作好铺垫。其次，充分利用听力材料和阅读材料，训练和提高学生的听力和阅读水平。在听读的基础上创设语言情景，加强读写训练。培养学生的听、说、读、写综合能力。 单元课时分配 本单元共4课时： Section A（一）1课时

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Section A〔二）1课时 Section B（一）1课时 Section B（二）1课时 Section A (一) 教学内容

Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus 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、难点及教学突破 重点

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．

教学突破

对于本课的单词短语通过卡片或图画来引出学习。

Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。

教学准备 教师准备

录音机、磁带、课件 学生准备

预习生词和课文。 教学步骤 教学步骤、时间 教师活动 step 1

学生活动 媒体应用 2

Organize Ss by saying hello to each Greeting to teacher.

Organization other. （1’、 Step 2 Ask the question: Free talk Who is on duty? The Students talk (2’） Is everyone here today? about 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．） Students raise their (2) Ask：Who visited a friend last hands． Saturday？ And give the right Step 3 （Point to one student who raises his or answer: I did. Section A her hand．） Students raise their Presentation Carlos visited a friend last Saturday． hands to answer. la （Repeat．Write this sentence on the Read． board. Underline the word visited．） 强化记忆 2．（Point to the words went and visited Point to went and in the sentences on the board．） visited． 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． 1．Focus attention on the picture．Ask: Step 4 What at can you see？Say, Each picture Read after the teacher aloud Practise shows something a person did in the to learn the new la past．Name each activity and ask phrases． 3’ students to repeat；Went to the Read after the teacher。 mountains，went to New York City, Do it and then discuss went to summer camp，visited my the keys in pairs．

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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 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． Practice the dialogue Ask，What did the person do in each in pairs．Eg. scene? ---Where did the boy 2．Play the recording the first time. go on vacation? step 5 3．Play the recording a second time. ---He went to New 多媒体放映 Listening say，There are three conversations. York City． 录音机 （lb) The people talk about what they did on only listen. 录音机 (6’） vacation．listen to the recording and write Listen and number the 多媒体 Presentation numbers of the names in the right boxes in the pictures(1-5)．And then 放映 picture. discuss in pairs. Please write only 5 numbers. Point out the At last raise their hands to sample answer next to the picture showing tell the result went to the mountain. Read it loudly. 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 4

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? Listen carefully and learn Brad: I visited my uncle. the pronunciation of-ed. Conversation 3 多媒体 Boy 1：Where did you go on vacation, Tom? 放映 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． 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. Step 6 2. Say，Now work with a partner. You’re your Read it to the class. Pair work 1 c own conversation about the pictures． Make a conversation in （task 1） 3. Say the dialogue in the picture with a pairs. 3’ student，Do a second example to the class. Practice with the teacher, 4. Have students work in pairs. Work in pairs． As they talk，move around the room monitoring their work． Offer language or pronunciation support as needed． Step 7 This activity provides guided oral practice Talk in groups of three. 5

Organization （1’） Ask：What do you think of this book? Step 2 Is it interesting?（通过对话弓l出本 Presentation (1 a) 课要学习的新形容词expensive 等）Answer the questions together 多媒体 （11’） Point to the picture, This is a ring. 体图片 The price is one hundred million Say：It’s expensive． dollars． This activity introduces more key vocabularies． Point out the six words delicious，awful，expensive，inexpensive, crowded 1．Say each word and ask students to repeat them， 2．Call attention to the fourth picture saying: This is a cake． It’s delicious！Then do the same thing for all six pictures． Repeat loudly crowded delicious Practice in pairs then 3．Then point out the blank line in act it out front of each numbered word． Match each word Step 3 4．Point out the sample answer. As with a picture by 多媒体 1b writing students work，move around the room writing the letter of 放映 (5’） answering questions as needed． each picture in the 图片 Answers blank in front of the 1．f2．a3.d 4.e 5 6.c correct word. This activity provides writing practice Discuss in groups using the target language． （act the faces out) Simple draw：the smiley face and the frowny face．Say，the smiley face is for good things. The frowny face is for bad things. Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word. Ask students to finish the activity individually， 11

1. delicious, inexpensive, crowded 2. awful, expensive, crowded City some examples to learn these adjectives. This activity gives students practice in understanding the target language in spoken conversation. 1．Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the Step 4 class. Listening 2. Play the recording the first time. Cite some examples to (2a) Students only listen. learn these adjectives (8'） This time say, listen to the recording and write the answer to each question. 3. listen to the recording the second time. correct the answers. 1．She went to Tokyo. 2. Yes, she did. Tapescript Girl: Hi, Vera , How was your vacation? Vera: It was great！ Listen. Listening. Girl: Where did you go? Then answer． 2b(4'） Vera: I went to Tokyo with my family. Listen and write. Recorder Girl]: Really? Wow！What did you do there? Then discuss the keys in Vera：Well, we went to a lot of museums. pairs Girl: Oh, how were they？ Read and practice in pairs. Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese people? Vera: Yeah，the people were really friendly．My parents have some Read aloud. Japanese friends，and we had dinner then discuss the keys． at their house． Listen and fill in the 多媒体 Girl：How was the food? chart．Then discuss 多媒体 Vera：It was delicious．I love Japanese the keys． food． 12

This activity provides further listening practice using the target language Call attention to the chart. Read the words in the chart： Her vacation, the museum the stores，the people，the food． Point out the sample answer. Say，What does Vera think of her vacation? It was great. Play the recording. Play the recording a second time．Ask students to finish filling in their answers and to check their answers． Correct the answers． Answers． vacation-great people -- friendly museums一interesting, crowded food-- delicious store一expensive delicious relaxing This activity provides guided oral practice using the target language． Call attention to the question words． Step 5 Pair work (2c Task) (5’） Have a student read them to the class ．Ask Where did you go on Read out． vacation? Say，please work in （Role play) pairs．As students talk，move around the room offering pronunciation and language support as needed．

本课小结

本节课总共学习了6个形容词以及where和how句式的练习运用。通过本节课的学习，学生能熟练地用英语表达自己的感受，培养了他们热爱集体活动的情感。 练习设计 随堂练习 词类转换

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多媒体 放映

1) expensive(反义词）______ 2)crowd(反义词)________ 3 ) awful（反义词）________ 4)friend(形容词)________ 5)go(过去式) _______ 6) do(过去式)_________ 个性练习设计 翻译下列句子

1)你是去哪儿度的假？

2)我们去了许多博物馆。

3) -----那儿的商店怎么样？一 都很贵。 4) 日本朋友们对我们很友好。 板书设计

Unit 10

1．delicious，awful, expensive, inexpensive 2．Where did Vela go on vacation? How were the stores?

Section B (二)

教学内容

Section B3a.3b．3c．4以及Self Check 3 教学目标 知识与能力

1. New words and expressions：flew kite later felt little corner discuss difficulty 过程与方法

通过复习一般过去时引出本课的重点------日记。 情感态度价值观

学会日记的写法。

教学重、难点及教学突破 重点

The vocabulary: flew kite later felt little comer till fry question discuss difficulty 难点

日记的格式。 教学突破

对于本课的单词短语通过卡片或图画来引出学习。 Language: 通过询问过去的事情引出日记。 教学准备 教师准备

录音机、磁带、课件 学生准备

预习生词和课文。 教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用 14

Step 1 Organization （1’） Step 2 Free talk (2’） Organize Ss by greeting each other. Ask the questions： What day is it today? What day was it yesterday? 1．Let the students read Kim’s travel diary and find the new words． 2．Teach the new words: later, felt，little, corner Answer: It is Friday．It was Thursday． Step 3 Presentation Section B 3a （17’） Read Kim's travel diary Explain the meaning and the usage of and find out the new the new words． words． Let the students write the new words． Read the new words 3．Say，Now read the diary and circle after then write them in all the good things about Kim’s the notebooks． holiday．Underline all the bad things. 多媒体 Read again and finish the Ask them to notice the description activity individually. words that tell them whether Then discuss in pain: something is“good”or “bad，” You Read aloud，Then read may want to ask a student to tell you the diary，try to learn the what the first“bad thing” was. key words by hearts. 4．Check the answers． Answers Good things： The weather(great） The beach(beautiful) Playing in the waves(fun) Finding the little boy/returning him to his father(happy) Playing tennis (really fun) Eating fried fish and garlic vegetables (delicious) Bad things： Kim’s kite breaking（not much fun) Museum (boring and crowded) No money for taxi/walking back to hotel（tired) 5．The teacher tell the students the 15

methods of writing the diary. Thus activity provides guided writing practice using the target language． 1．Say，Now write a travel diary like Step 4 the one in 3a. Practice writing 2．Have the students do the activity Look at the pictures and （Section B 36) individually. You may want to have write a diary. （10’） them write on pieces of paper, since space in the textbook is limited. As they work，move around he classroom offering assistance as necessary. 3．Have several students read out their diaries to the class（You might want to make this activity more substantial, and set it as written homework to be collected and marked.） 4. Do a Survey The students read their own diary The students write their vacation and tell each other. Ask students to interview friends and family members and write down where they went on vacation. Ask the students to list at least one activity or place they visited in that city and whether it was good or bad Ask students to share this information with the rest of the class. This activity gives students listening and speaking practice using the target language. 1 Say, Now you can talk about a real vacation or an imaginary one. The other students can ask you questions. You can use 多媒体 放映 Talk about it in groups The students talk about their real vacation． Be divided into groups of four and ask questions each other. Talk aloud. Step 5 Groupwork (task) Section B 4 (7’） the diary you wrote for activity 3b if you want. 2. Ask students to get into groups of four. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation. 3. Move around the room, offering vocabulary and pronunciation support as 16

needed. Step 6 Homework 1．Master the new words. 2．Write a diary

本课小结

本节课学习了19个生词，和日记的写法。通过本节课的学习，学生能掌握日记的格式。 练习设计 1. Write a diary．

2. Make a survey about the circumstance． 教学探讨与反思

能设置一种情景，让学生在假期中“真正”去过某些地方，然后再进行问答，相信会更好。 尽可能多地创设英语氛围，以提高学生的语言综合运用能力。任务型教学能调动学生的积极性，激起学生的好奇心，使学生产生成就感，进一步激起他们对英语的兴趣。学生学习语言是在理解的基础上运用语言，在用中学。为学生提供了使用英语的语境。着重培养学生的创新精神和独立思维能力，并在学习的基础上了解文化差异，培养合作精神和社会公德意识。

如果把课堂教学内容扩展到课外活动中去。形成课内外互相补充、互相促进的学习方式会更好 板书设计

Unit 10

How to write a diary?

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