中小学教育资源及组卷应用平台
Unit 5 Sports课时教学设计
本单元第1课时 Reading 课型 阅读课
语篇研读
What---语篇主题和主要内容 主阅读篇章题材是一次难忘的滑雪度假之旅。文章描述了主人公Vanessa去年和父母一起去加拿大一处滑雪胜地度假的愉快经历。 Why---语篇传递的主题意义 通过阅读本文，让学生了解Vanessa对滑雪运动的喜爱以及滑雪给她带来的巨大乐趣。 How---文体结构、语言特点及功能 本阅读篇章体裁是记叙文，文章按照时间的先后顺序用第一人称描述了此处旅行的整个过程。首先，介绍旅行的起因；接着，详细描述去滑雪胜地途中的心情；然后，具体介绍了前两天的活动，最后，再次表达了对这次旅行难忘的感受。篇章布局合理、时态运用准确，可以作为纪事类文章的范文。
学情分析
【已知】本单元主题是“运动”，本课时正是导入本单元主题的主阅读篇章，学生对于“运动”话题非常熟悉，每日都要接触，因此对大部分的运动项目也较为了解。由于学生们生活在南方地区，对于滑雪运动较为陌生，但学生们对此运动充满好奇，这让学生能有效的主动阅读。 【未知】学生对于各项运动的英文表达不了解，对于滑雪运动的相关表达也不清楚。深层分析文章的阅读能力学生还需要进一步提高，否则学生较难理解滑雪运动给主人公带来的乐趣。 【能知】本课时帮助学生掌握与滑雪运动相关的表达，了解文章中事件发生的先后顺序和人物的行为。
课时教学目标
通过本课学习，学生能够： 1. 语言能力: 积累与滑雪运动相关的词语和表达；提取并归纳文章结构以及事件发生的先后顺序，借助可视化图形呈现结构化知识。 2. 学习能力: 根据上下文猜测单词和短语的含义；运用略读策略，了解主阅读篇章的主要内容。 3. 思维品质: 分析、评价主人公的行为，从中体会主人公在滑雪中获得的乐趣。 4. 文化意识: 树立热爱运动、强身健体的理念。
教学重难点
教学重点： 1. 积累与滑雪运动相关的词语和表达；提取并归纳文章结构以及关键信息，借助可视化图形呈现结构化知识。 2. 根据上下文猜测单词和短语的含义；运用略读策略，了解主阅读篇章的主要内容。 教学难点： 分析、评价主人公的行为，从中体会主人公在滑雪中获得的乐趣。
教学方法
英语教学活动观，情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解： 获取一些体育运动项目的英语名称以及有关滑雪运动的基本英语表达，梳理、概括Vanessa的滑雪经历，借助图片呈现结构化知识。 任务一: Lead in 1. 观看视频，介绍视频背景。 2. 呈现图片，提问What kind of experience was it for Eileen Gu 引导学生思考一些关于描述经验的形容词。 3. 学生完成What do you know about… 部分的练习A1，了解部分体育运动项目的英文表达。提问：Do you like sports 4. 学生两人一组，谈论自己喜欢或不喜欢的体育运动，并简单陈述理由。教师邀请部分学生口头汇报。 任务二: Pre-reading 1. 学生阅读主阅读篇章的标题、首段，并观察插图，然后回答问题, 学生认读和理解词组：ski slope Who took the writer on a special holiday What did they probably do during the holiday What does the writer think of skiing 2. 帮助学生解读标题，得出本文以第一人称进行描述的结论。再根据“experience”推断本文的内容。 3. 教师呈现图片，听录音，并根据录音的内容给图片进行排序。核对答案。 任务一: 观察学生互动表现，判断学生对于体育运动项目的已知和未知，鼓励学生积极参与本节课。 任务二: 观察学生参与课堂的表现，判断学生是否能根据已知信息推断文章内容。
设计意图 通过导入的内容，引出这节课的学习内容，为后面的教学做铺垫，同时让学生能够了解本节课的学习目标并对本堂课的教学感兴趣。
教学目标 学习活动 效果评价
应用实践： 基于结构化知识，获取本文中关于Vanessa滑雪之旅的时间、地点、人物、每日的活动，分析推断Vanessa的滑雪体会。 任务三: Reading 阅读主阅读篇章，给文章分为三部分。学生阅读各段的首句，然后推出主人公Vanessa主要描写了假期前三天的活动。 学生根据文章中关于时间的关键词，总结本文的写作顺序：时间顺序。 学生快速阅读主篇章，然后将Vanessa的活动与具体某一天配对。 分段阅读主阅读篇章，阅读文章的第1段，完成表格。 分段阅读主阅读篇章，阅读文章第2段，完成思维导图。学生认读和理解单词和短语：passport, Canada, Canadian, Pacific, resort, opposite, be dying to do sth. 和check in. 6. 再次阅读文章第2段，回答问题：How did Vanessa feel on the first day of her trip 并在文章中找出依据。 7. 分段阅读主阅读篇章，阅读文章第3段，完成填空以及排序。学生认读和理解单词glove, couple, gentle, rope, honest和短语fall over, keep one’s balance 再次阅读文章第3段, 了解滑雪装备并了解Vanessa第一次滑雪的情况。 分段阅读主阅读篇章，阅读文章第4段，找出Vanessa的进步。学生认读和理解单词：rapid 分段阅读主阅读篇章，阅读文章第5段，回答问题：What did Vanessa think of the skiing holiday 并在文章中找出依据。学生认读和理解单词：over, shame 任务三: 根据学生的分段情况以及对于主人公的活动与某一天配对的完成情况，判断学生了解篇章的结构和大致内容。 根据学生阅读每一段落后回答问题的情况，判断学生是否能理解文章的细节，把握学生对语言和信息的内化情况。 根据学生完成思维导图的情况，评价学生形成的关于Vanessa滑雪之旅的结构化知识。
设计意图 引导学生内化结构和关键语言，并根据语篇表层结构的主线探究和深入作者的隐含信息，启发深度思考，为进一步提炼和概括信息做好铺垫。
教学目标 学习活动 效果评价
迁移创新： 分析和评价Vanessa的滑雪之旅，推断Vanessa滑雪之旅之所以难忘的关键要素，同时体会滑雪给Vanessa带来的乐趣以及收获。 任务四: Post reading 1. 根据文章内容以及图片提示，完成句子。 2. 小组活动：讨论以下问题并在文章中找出依据。 The writer did not use the word “unforgettable” directly. How did the writer let readers know it was “unforgettable” Why did the writer say it was an unforgettable experience Find evidence in the article to support your ideas. 3. 头脑风暴：What can we learn from Vanessa’s experience In our lives, we should always try something new. Interest is the best teacher. Failure is the mother of success. We should never give up when we meet with difficulties. 4. 每组派代表口头汇报讨论结果。 任务四: 观察小组讨论和小组展示中学生是否能够说出“难忘”之处以及作者通过哪些描写表达自己对滑雪之旅的难忘之情，根据需要给出必要的指导和反馈。 观察班级讨论时学生能否从Vanessa的经历中提炼出运动精神。
设计意图 引导学生超越语篇，上升到与作者对话的层面，实现探究语篇的内涵价值与意义的目的，促进学生逻辑思维和辩证思维的发展。
课时教学板书设计
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： 完成《英语(九年级下) B》第80页和第87页的练习。 掌握最基本的语言知识；培养学生阅读演讲稿的能力。 查漏补缺，复习和巩固本节课所学内容
提高题： 根据图片提示复述Vanessa的滑雪经历 理解课文内容以及掌握文章结构。 加深对本节课内容的理解和消化
拓展题： 调查你身边的朋友是否有滑雪的经历或者其他户外活动的经历，并用英语将其记录下来。 运用本课所学的写作结构和写作方法。 培养学生的思辨能力，以及在日常情境中的英语思维。
课后反思（实施后填写）
本阅读篇章体裁是记叙文，文章按照时间的先后顺序用第一人称描述了此处旅行的整个过程。本节课的教学设计建立在教师对语篇多角度、深层次研读的基础上，为教师将研读结果转化为一系列循环递进的课堂学习活动奠定了基础。教师对语篇的研读从What、Why和How三个方面展开。在What方面，教师客观地概述了语篇的主题和主要内容，表述简洁、清晰。在Why方面，教师挖掘了本课的育人价值， 明确了学生通过该语篇学习能够理解的体育精神。在How方面，教师分析了语篇的文体特征和逻辑结构，并基于单元对学生需要形成的结构化知识和核心语言进行了梳理确保教学活动能够围绕意义有机融入语言学习。本课的教学目标设计紧紧围绕主题探究展开，学生通过学习理解类活动，进入主题，围绕主题获取、梳理、概括、整合基本的事实性信息，指导学生借助可视化图形整理结构化知识。同时，教师指导学生开展小组讨论活动，帮助他们内化所学语言知识。通过问题链，引导学生对主题的认识由浅入深，得到发展。
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21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
单 元 整 体 教 学 设 计
学科 英语 年级 九年级下册
使用教材 沪教牛津版（深圳·广州·沈阳） 教材页数 P 65-80
单元名称 Unit 5 Sport
单元主题及主要内容分析
主题范畴： 人与社会 主题群：文学、艺术与体育 子主题：日常体育活动，重大体育赛事，体育精神 单元话题：运动 主题意义：了解世界上主要的体育运动和奥运会的相关知识，树立热爱运动、强身健体的理念。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义一 Skiing: An unforgettable experience故事阅读一篇描述滑雪度假的文章体会滑雪运动给主人公带来的乐趣二 Table Tennis Club matches & Boys’ table tennis results对话&公告一段讨论撰写乒乓球俱乐部比赛告示的对话及一则宣布男子乒乓球半决赛及决赛结果的公告了解乒乓球运动的比赛细则三 Ask directions & My favorite sport对话学习问路和指路的常用表达；与同伴讨论自己最喜欢的体育运动了解各项体育运动项目四 My favorite sport说明文介绍自己最喜欢的一项体育运动了解自己最喜欢的运动项目并能陈述理由五 Faster, Higher, Stronger说明文介绍奥运会的相关情况引导学生正确看待比赛的意义六 Kong fu说明文介绍中国功夫了解中国传统运动
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“运动”这一话题，以各类体育运动和体育比赛为主线，开展教学活动，了解体育运动。符合Module 3 Sport and health这个话题的内容探究，以及九年级学生对知识的汲取需求。 （二）已有基础 因为本单元话题贴近生活，学生有一定的背景知识，所以学生读起来会比较轻松。授课对象为初三级学生，在语言知识方面，初三的学生已经掌握一些与本话题相关的词汇。此外，学生也掌握了一些基本的语言点和语言技巧，能够获取文本的主要信息。 （三）存在问题
但文章中还是会有一些比较陌生的单词，对生词的学习，学生比较依赖教师或工具书。而且大多数学生缺乏阅读策略，对于分析和迁移能力还有待进一步提高。学生对于这个话题的英语深入表达，如：眼神交流动作所表达的含义以及文化差异的理解上可能会有一定的挑战。 （四）解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 培养学生利用现代科学技术检索信息，查阅资料的能力。 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 1. 发展语言能力。能够积累与体育相关的表达；能运用恰当的表达方法问路和指路；能与他人谈论自己最喜欢的体育运动。 2. 培育文化意识。了解世界上主要的体育运动和奥运会的相关知识；了解中国功夫的相关知识；树立热爱运动、强身健体的理念。 3. 提升思维品质。从多角度观察和认识体育运动，有理有据、有条理地表达自己对某一体育运动的喜欢；辩证看待体育比赛的意义，深刻理解规则的意义。 4. 提高学习能力。能够树立正确的英语学习目标，保持学习兴趣，主动参与语言实践活动；在学习中注意倾听、乐于交流、大胆尝试；学会自主探究，合作互助；学会反思和评价学习进展，调整学习方式；学会自我管理，提高学习效率，做到乐学善学。 【单元学习目标】学习本单元后，能够： 语言能力：读懂有关描述滑雪度假的故事；听懂一段讨论撰写乒乓球俱乐部比赛告示的对话及一则宣布男子乒乓球半决赛及决赛结果的公告；掌握问路和指路的常用表达方式；与同伴谈论自己最喜爱的运动；根据问题和结构提示，描述自己最喜欢的一项体育运动。 学习能力：能主动复习并整理归纳时态和被动语态的相关知识；主动利用图书馆和其他资源进行拓展学习体育运动；积极与他人合作，共同完成学习任务。 思维品质：理解故事中事件发生的先后顺序和人物的行为；了解主人公从滑雪中获得的乐趣；辩证看待比赛的意义。 文化意识：树立热爱运动、强身健体的理念；理解“更高、更快、更强”的奥运会格言所传递的奥运精神。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时 Reading 阅读课 帮助学生理解阅读篇主旨大意和细节信息；帮助学生理解故事情节发展的顺序，并理解人物的行为；帮助学生学习阅读篇章中的核心词汇。 通过略读回答问题链，精读复述阅读篇章，评价学生能否理解文章的大意和细节信息；通过给图片排序，考查学生对文章中事件发生的顺序和人物行为的理解； 通过小组讨论和分享，评价学生能否体会运动给人们带来的乐趣；通过补全句子和短文填空，评价学生是否掌握本课目标词汇。
第二课时 Listening & Speaking 听力 口语课 训练学生巩固获取和记录价格、日期、时间、电话号码、比赛得分等数字信息的听力技能；帮助学生掌握问路和指路的表达方法；锻炼学生就特定的话题提供信息、表达简单的观点和意见、参与讨论的能力。 通过朗读对话以及编制对话，评价学生是否掌问路和指路的表达方法；通过仿照示例编制对话，评价学生是否能使用恰当的特殊疑问词以及正确的时态讨论自己最喜欢的运动，考查学生的口头表达能力。通过补全告示以及信息卡，评价学生是否掌握捕捉关键信息的听力技能。
第三课时 Grammar 语法课 帮助学生复习初中阶段所学的六种时态和被动语态的用法。 通过编制对话、选词填空等，评价学生能否掌握动名词作主语的用法；通过补全句子、编制对话等，考查学生是否掌握动名词作宾语的用法。
第四课时 Writing & Project 写作课 锻炼学生根据写作要求准备素材、独立起草短文的能力；理解标志的含义。 通过回答问题，评价学生是否按要求准备素材；通过仿写，评价学生是否能独立完成起草短文并掌握篇章结构。
第五课时 More practice & Culture corner 阅读拓展课 帮助学生奥运会的发展简史、比赛项目以及“更快、更高、更强”的奥运会格言及其内涵；帮助学生了解中国功夫。 通过回答问题，评价学生是否更好地掌握篇章的细节信息；通过小组讨论，考查学生对奥运比赛项目的熟悉程度。通过小组讨论和分享，检测学生对文化角板块内容的理解情况。
单元评价设计
本单元内容不但贴近生活，具有很强的实用价值，而且能够使学生充分关注了解各类体育运动以及体育比赛。本单元课主要是基于主题意义进行单元整体教学的设计，以学生对于主题意义的理解和学习能力的发展为主线，设计体现关联性和递进性的学习活动，旨在让学生理解本单元的话题“运动”的重要性以及理解运动能给人带来乐趣。“运动”的话题贯穿了整个单元，通过对不同体育运动以及体育比赛的介绍，把本单元各板块的学习内容主题引出并串联起来，引起学生学习本单元的兴趣。 本单元教学紧密地跟语篇教学和文化意识教学结合在一起。在“听、说、读、写”的活动中，教师能引导学生逐步从导读、分析到理解文本的内容，并且根据文本内容进行深度思考，思考运动的重要性，树立热爱运动、强身健体的理念。
21世纪教育网(www.21cnjy.com)(共33张PPT)
Unit 5 Sports
Reading
牛津深圳·广州版 九年级下
Content
01
03
05
Learning objectives
02
Lead -in
Pre-reading
Post-reading
04
06
Reading
Homework
Learning objects
1. get the main contents of the text;
2. learn some core words and expressions of the text;
3. understanding the sequence of events and character behavior in narrative texts;
4. retell the story of Vanessa’ skiing trip.
After learning the lesson, we can:
Lead in
Watch a video
What do you think of skiing Is it really cool
Eileen Gu won two gold medals in the Beijing Winter Olympics.
Lead in
It was a/an experience for her.
amazing
wonderful
special
incredible
unforgettable
exciting
What kind of experience was it for Eileen Gu
Write the correct name of the sport under each picture.
skiing
skating
basketball
volleyball
football
swimming
Pre-reading
Do you like sports
Which sport(s) do you like or dislike In pairs, discuss this with your classmate.
I don’t like playing
football, because...
I like playing basketball best, because...
Pre-reading
Look at the photos, the title and the first paragraph of the article on page 67. Then answer the questions below.
Her parents.
Who took the writer on a special holiday
What did they probably do during the holiday
They probably went skiing on the mountains.
Pre-reading
She probably likes skiing very much.
Pre-reading
What does the writer think of skiing
ski slope /sl p/
n.滑雪坡
This story uses the first person in narration.
When
What
Who
Where
Why
How
Pre-reading
Listen and then arrange the pictures in the correct order. Write the numbers 1-5 in the boxes.
5
3
1
4
2
Let’s read carefully to learn more about Vanessa’s experience.
Pre-reading
beginning
body
ending
How many parts are there in the article
Part 1
(Para 1)
Part 2
(Para __ --___)
Part 3
(Para __ --___)
2 4
5 5
Reading
The article is
in ________ order.
Reading
time
The first day
The second day
The third day
She learnt how to ski with her parents and a young couple.
She only fell over a few times and managed to do a few rapid runs.
She arrived at the ski resort and checked in at the hotel with her parents.
Vanessa describe the first three days in detail.
When:
Who:
What:
last year
Vanessa and her parents
a very special holiday
Reading
My dream was to see some real snow, so during the Christmas holiday, we took our passports and flew over the Pacific to Calgary, Canada. We took a bus to a ski resort in the Canadian Rockies. As the bus climbed through the mountains, we saw the thick snow on the trees. I was dying to get out and play with it! At last, we reached the resort and quickly jumped out of the bus. This was our first experience with snow. We were like little children—we made snowballs, and threw them at one another! Then we checked in at the hotel. We could see the ski slope opposite the hotel. We could not wait to get out and ski.
Reading
Read the second paragraph and finish the mind-map.
passport / pɑ sp t/ n.
You may have to show your passport when you enter or leave a country.
Canada n. / k n d /
Canadian /k ne di n/ adj. & n.
a ski resort /r z t/
a resort with lodging and facilities for skiing
be dying to do sth. = be eager to do sth.
渴望做某事
check in (在酒店、机场等)登记；报到
check out 结账退房
opposite / p z t/ prep.
on the other side of a particular area from sb/sth and usually facing them
the Pacific
n. 太平洋
The first day
How
To Calgary: ___________ To the resort: ____________
by bus
by plane
Where
_______________ in the Canadian Rockies
a ski resort
What they saw
What they did
1. _________________ on the trees
2. _________________ opposite the hotel
1. made ____________ and ___________ at one another
2. _____________ at the hotel
the thick snow
the ski slope
snowballs
threw them
checked in
Reading
Read the second paragraph and finish the mind-map.
My dream was to see some real snow, so during the Christmas holiday, we took our passports and flew over the Pacific to Calgary, Canada. We took a bus to a ski resort in the Canadian Rockies. As the bus climbed through the mountains, we saw the thick snow on the trees. I was dying to get out and play with it! At last, we reached the resort and quickly jumped out of the bus. This was our first experience with snow. We were like little children—we made snowballs, and threw them at one another! Then we checked in at the hotel. We could see the ski slope opposite the hotel. We could not wait to get out and ski.
My dream was to see some real snow, so during the Christmas holiday, we took our passports and flew over the Pacific to Calgary, Canada. We took a bus to a ski resort in the Canadian Rockies. As the bus climbed through the mountains, we saw the thick snow on the trees. I was dying to get out and play with it! At last, we reached the resort and quickly jumped out of the bus. This was our first experience with snow. We were like little children—we made snowballs, and threw them at one another! Then we checked in at the hotel. We could see the ski slope opposite the hotel. We could not wait to get out and ski.
I think she felt excited.
Reading
Readt the second paragraph and answer the questions.
How did Vanessa feel on the first day of her trip
Could you find the supporting details.
The next day, we put on our ski suits and gloves, took our skis and went outside onto the snow. Wearing skis for the first time made me feel strange. Suddenly I found myself unable to walk! Then we had a skiing lesson with a young couple. Our instructor took us to a gentle slope, and showed us some basic skills. To be honest, that first lesson was not a great success. I kept on falling over, and I had to hold on to a rope to keep my balance.
Reading
glove /ɡl v/ n.
honest / n st/ adj. not hiding the truth about sth.
to be honest 老实说
To be honest, the house is not quite our style.
couple / k pl/ n.
gentle / d entl/ adj.
not steep or sharp
a gentle slope
一个平缓的斜坡
rope /r p/ n.
fall over 摔倒
Keep one’s balance 保持平衡
They had a skiing lesson with _______________.
The instructor showed them ________________ on ________________.
They __________________ and _________________________.
They put on ______________________.
Fill in the blanks and put the sentences in correct order.
a young couple
some basic skills
a gentle slope
took their skis
went outside onto the snow
their ski suits and gloves
She had to ____________________
.
to keep her balance
The next day, we put on our ski suits and gloves, took our skis and went outside onto the snow. Wearing skis for the first time made me feel strange. Suddenly I found myself unable to walk! Then we had a skiing lesson with a young couple. Our instructor took us to a gentle slope, and showed us some basic skills. To be honest, that first lesson was not a great success. I kept on falling over, and I had to hold on to a rope to keep my balance.
the ski suits
the gloves
the skis
what she needed
a skiing lesson
hold on to a rope
She kept on ________________.
falling over
Reading
Read the third paragraph and fill in the blanks.
However, the next day, I only fell over a few times, and I managed to do a few rapid runs. I felt pleased with myself, and my instructor told me I was doing much better. Although it was very cold, I spent most of my holiday skiing. I had a wonderful time.
I kept on falling over.
Suddenly I found myself unable to walk.
That first lesson was not a great success.
Reading
I only fell over a few times.
I managed to do a few rapid runs.
My instructor told me that I was doing much better.
Read the fourth paragraph and find out Vanessa’s improvements.
It was all over too soon. It was a shame, but we had to leave. I wish my parents would take me back for another wonderful skiing holiday this year.
Reading
Read the last paragraph and answer the questions.
What did Vanessa think of the skiing holiday
It was boring.
It was frightening.
It was amazing.
Could you find the supporting details.
According to the pictures, fill in the blanks.
As the bus the mountains, we the thick snow on the trees.
We made , and them at one another!
We could see the opposite the hotel.
I kept on , and I had to hold on to a rope to .
My told me I was doing much .
climbed through
saw
snowballs
threw
ski slope
falling over
keep my balance
instructor
better
Post-reading
5
3
1
4
2
The writer did not use the word “unforgettable” directly. How did the writer let readers know it was “unforgettable”
Post-reading
Group work
Last year, my parents took me on a very special holiday.
I wish my parents would take me back for another wonderful skiing holiday this year.
Although it was very cold, I spent most of my holiday skiing. I had a wonderful time.
…
Instead of using the word “unforgettable”, the writer used the following words.
Group work
Post-reading
Post-reading
Why did the writer say it was an unforgettable experience
Find evidence in the article to support your ideas.
I was dying to get out and play with it!
This was our first experience was snow.
We were like little children--we made snowballs, and threw them at one another!
Wearing skis for the first time made me feel strange.
Suddenly, I found myself unable to walk!
To be honest, that first lesson was not a great success.
new
exciting
special
challenging
Post-reading
What can we learn from Vanessa’s experience
In our lives, we should always try something new.
Interest is the best teacher.
Failure is the mother of success.
We should never give up when we meet with difficulties.
Post-reading
Summary
Vanessa’s unforgettable holiday in Calgary, Canada
Time _____________________________________
Place ____________________________________
People ____________________________________
Transport ____________ -- from Vanessa’s hometown to Calgary
____________ -- from the airport to the ski resort
During the Christmas holiday last year
A ski resort in Calgary, Canada
Vanessa and her parents
By plane
By bus
Schedule The first day They ___________________________as the bus climbed through the mountains.
When they reached the resort, they _________
__________________________________________.
They ____________________ and saw the ski slope opposite the hotel.
The second day They_____________________________________.
The third day Vanessa could ____________________.
The following days Vanessa kept ______ and had __________________.
saw the thick snow on the trees
quickly
jumped out of the bus and played with snow
checked in at the hotel
had a skiing lesson with a young couple
do a few rapid runs
skiing
a wonderful time
Summary
Vanessa’s unforgettable holiday in Calgary, Canada
Self-assessment
How well do you know about this lesson Tick (√)the boxes.
I understand the new words and expressions in the text. 口 口 口
I can read an article about a skiing trip. 口 口 口
I know how to use prefixes to guess the meanings of words. 口 口 口
I know how to retell the passage with the mind-map. 口 口 口
Assessment
Homework
1. Finish the exercise on P80 and P87 Book B.
2. Retell the Vanessa’s skiing experience based on the pictures.
3. Investigate whether people around you have experienced skiing or other outdoor activities such as diving, and record their experiences in English.
谢谢
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