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（Unit 1 Where did you go on vacation ）
Period 3（Section B 1a-1e）
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。
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。
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。
5. Homework
Oral:
Listen , then read the conversation aloud. Change the words used.
Written:
Practice your conversation with a partner, then write it down.
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。把课堂上没来得及一一展示的对话写下来与同学、老师分享，感受分享的快乐。
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（Unit 1 Where did you go on vacation ）
Period 1（1a-1c）
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。
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
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。
6. Homework
Oral:
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。
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（Unit 1 Where did you go on vacation ）
Period2（2a-2d）
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不定代词及动词短语。
Language points（语言点）
1.要求掌握以下句式： Did you go with anyone
Did you go anywhere interesting/special
How was the food
2．要求掌握以下词汇：
(1)代词/副词： nothing, anyone, anything, everything, everyone, anywhere, myself, yourself
(2)形容词：wonderful, bored, few
(3)名词：diary, pig, hen
(4)词组：study for tests, went with my mother, taste really good, have a good time， Huangguoshu Waterfall
（本节课生词较多，但是一部分是以前接触过的，因此拼读不是问题，如何正确使用是难点。）
Difficulties（难点）：恰当地使用不定代词和动词过去式描述过去的事情
Teaching steps（教学步骤）
1. Review & Lead in（复习和导入）
Show Ss the picture of Huangguoshu Waterfall.
T: Can anyone tell me what it is in the picture
S1: It’s the Huangguoshu Waterfall.
T: That’s right! Do you know where is it
S2: Yes! It’s in Guizhou Province.
T: That’s right! I went there last summer vacation with my family. Where did you go on vacation Did you go anywhere interesting
S3：I went to …
T: Get into pairs and ask your classmate about their vacation.
Have Ss work on their conversations in pairs then ask three pairs to present their conversation to the class.
(导入时自然引出了本节课的重点词组和句型Huangguoshu Waterfall, did you go anywhere interesting Went with my family并写到黑板上。同时复习了前一课时的内容。)
教学设计说明：从教师谈论自己入口，抛砖引玉，让同学们简单分享假期有趣的事情，引出今天的重点内容。
2. Presentation（呈现新知识）
T: Everyone likes to go on a vacation. We have three friends Grace, Kevin and Julie. They are talking about their vacations. Do you want to know sth about their vacations
Ss: OK.
T: Great! Let’s listen to what they have to say, then.
3. Work on 2a & 2b
T: Listen carefully and complete the chart in 2a.
People Places
Grace New York City
Kevin beach
Julie At home
Check the answers. Encourage Ss to answers in full sentences:
Grace went to New York City. Kevin went to the beach. Julie stayed at home.
T: Listen again. Check Yes, I did. or No, I didn’t. for each question.
Did you … Yes, I did. No, I didn’t.
Grace go with anyone √
go to Central Park √
buy anything special √
Kevin play volleyball √
swim √
meet anyone interesting √
Julie do anyone interesting √
study for tests √
go out with anyone √
After listening, check the answers. Help Ss understand the new words and target language.
（教师可以四处走动,了解同学们听的情况）
Listen to 2b again and ask Ss to retell what they hear about Grace’s vacation. Do the same for Kevin and Julie.
Grace went to New York on vacation with her mother. She went to Central Park and bought sth for her father.
Kevin …
Julie …
教学设计说明：听力对学生来说并不难，听完后的模仿有利于学生语音语调的提高。复述所听内容对学生是个挑战，可以尝试以培养学生复述能力。
4. Work on 2c & 2d
T: Now suppose you are Grace, Kevin and Julie. Get into pairs and role-play the conversation. You can change the words used.
教学设计说明：在学生角色扮演时，鼓励学生在原对话掌握的基础上编自己的对话，这样真实的交际才会降低难度的同时达到学以致用。
5. Homework
Oral:
Listen, then read the three conversations aloud.
Written:
Read the conversation in 2d and repeat the conversation with your own words. Then write it down in your exercise book.
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。把自己课堂编的对话落实到笔头上，对于各层次的同学都是一个提高过程。
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（Unit 1 Where did you go on vacation ）
Period 5（3a-4）
Teaching aims（教学目标）
1．能够根据提示理解并完成他人日记。
2. 学会用正确的格式写完整的日记。
Language points（语言点）
1.要求掌握以下句式： Did you dislike anything
How did you feel about the trip
2．要求掌握以下词汇和短语：
Dislike, duck, take some photos, learn sth important
Difficulties（难点）：用正确的时态合适的语言书写日记。
Teaching steps（教学步骤）
1. Review & Lead in
Check Ss’ homework (Activity 2d on page 6) together as a class. Then invite several pairs to present their conversation to the class.
Once the Ss have presented their conversations, show them the picture of Tian’anmen Square, the Palace Museum and a Beijing hutong.
教学设计说明：检查学生作业完成情况并复习了上节课内容,同时引出新知识。
2. Pre-writing
Discuss and say
T: Let’s take a ook at the pictures on the screen. Can you tell me more about these places What do you think of them Is there anything special there
S: ….
Task 1
T: That’s great. Now look at page 7 and complete the diary entry about a trip to one of these places. Use the words and phrases in the box to help you.
Task 2:
Answer the questions on page 7 to make notes about a vacation you took.
1. Where did you go
2. Did you go with anyone
3. How was the weather
4. What did you do every day
5. What food did you eat
6. What did you like best
7. Did you dislike anything
8. How did you feel about the trip
教学设计说明：通过填空式及问答式的训练，让学生再次学会日记的写法，为下一步写日记打下基础。
3. While writing
T: Write a travel diary like Jane’s on page 5. Use your notes in 3b.
Give Ss 10 minutes to write. Then, have some Ss present their diary entry to the class. Correct any mistakes when necessary.
Thursday, July 18th
Today was a beautiful day. My father and I went to Penang Hill again, but this time we walked to the top. We started at 9:30 a.m. and saw lots of special Malaysian flowers along the way. About one hour later, we stopped and drank some tea. Then we walked for another two hours before we got to the top. I was quite tired, but the city looked wonderful from the top of the hill.
教学设计说明：这是本节课的难点，因此课堂上多花点时间很有必要。在学生写完后挑出典型的范文进行分析也有利于学生写作水平的提高。
4. Homework
1. Complete Self-Check on page 8.
2. Work on your diary entry and make sure there are no mistakes. Then, write it down in your exercise book.
教学设计说明：在课堂练习的基础上让学生进一步修改美化自己的作文，帮助学生提高写作水平。
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（Unit 1 Where did you go on vacation ）
Period 4（2a-2e）
Teaching aims（教学目标）
1． 读懂Jane的日记，了解基本内容并能扑捉关键信息。
2．掌握日记基本格式并克服障碍领悟日记内容，享受阅读带来的乐趣。
Language points（语言点）
要求掌握以下词汇和短语：
(1) 动词：decide, try, wonder, wait
(2) 名词：bird, bicycle, building, trader, top, umbrella，difference
(3) 形容词&副词：wet, enough, hungry, below
(4) 短语：because of, feel like, decide to do sth, enjoy doing sth, arrive in/at, make a difference
Difficulties（难点）：通过分享欣赏别人的愉快时光
Teaching steps（教学步骤）
1. Pre-reading
T: Get into groups of three or four and discuss the following questions on the screen. Choose one person in the group to share what you have discussed with the class..
1. What do people usually do on vacation
2. What activities do you find enjoyable
Have two to three Ss present their reports to the class.
You can give Ss some helpful phrases: some interesting places, somewhere warm/cool, buy sth special.
(在同学们讨论准备过程中，教师来回走动提供必要的帮助并且引导学生用到最近学过的知识点)
教学设计说明：阅读前让学生通过讨论复习运用了前几课时关于假期活动的知识，同时为下面阅读搭好支架。
2. While reading
Task 1: Read Jane’s diary entries about her vacation and answer the questions.
T: Jane likes to write a diary when she travels. Let’s read her diary entries and answer the questions.
Did Jane have a good time on Monday What about on Tuesday
Have two to three Ss present their answers to the class.
Task 2: Read for details
Read Jane’s diary entries again. Fill in the chart.
Things Jane did or saw Did she like it (Yes/No) Why or why not
tried paragliding Yes. It was exciting.
Ate Malaysian yellow noodles Yes. They were delicious.
walked around Georgetown Yes She liked the old buildings there and wondered what life was like in the past.
went to Penang Hill No. Because of the bad weather, they were wet and cold. They also couldn’t see anything below.
Had one bowl of rice and some fish with her family Yes It tasted great because she was hungry.
Give Ss a few minutes to fill in the chart. Encourage Ss to underline the difficult phrases or sentences and explain them if necessary.
Arrive in/at = reach = get to
Decide to do sth = make a decision to do sth = make up one’s mind to do sth
Feel like doing sth
Would like to do sth
I wonder …
What a difference a day makes!
Because of + words or phrases … because + clause
教学设计说明：通过细读文本，学生有了详细的了解，明白了Jane 的旅行情况，激发学生在今后的旅途中也多观察、多记录，和别人分享的兴趣。
3. Post reading
Task 1: Complete the conversation about Jane’s trip to Penang using the information in the diary entries.
Have Ss work on this activity for their homework.
Task 2: Imagine Jane went to Penang Hill again on Thursday and had a great day. Fill in the blanks in her diary entry with the correct forms of the verbs in brackets.
Have Ss close their books and call out each verb in brackets. Ss will then say the correct past tense form of the verb.
教学设计说明：通过填写这段日记，学生明白日记中描述已经发生的事情应该用过去式。为下节课写完整的日记打下基础。
4. Homework
Oral:
Read both of Jane’s diary entries out loud.
Written:
Complete the conversation in 2d. Then, get into pairs and role-play the conversation.
教学设计说明：通过对话采访形式把Jane日记中的内容巩固一遍。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。
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