Unit 1 Where did you go on vacation Section B (2a-2e)说课课件(共25张PPT)

(共25张PPT)
Lesson Plan
Unit 1
Where did you go on vacation
Section B (2a-2e)
Contents
1.Teaching Philosophy
The Core Competencies
Activity-based Approach to English Learning
A Teaching-Learning-Assessing Cycle
Holidays and Vacations
了解语篇中任务的一些假期活动以及相关询问句型
了解身边人的假期活动并谈论对假期活动的感受
用日记的形式记录旅行中的点滴，感受日常生活中的小确幸
Section A
1a-1c: 谈论图中人物的假期活动，激活背景知识；
2a-2c: 探讨假期活动，感知一般过去时的问答和不定代词的使用
2d：围绕度假谈论，给学生提供更加丰富的表达方式
Section A
3a-3b: 在真实语境中，以填空练习不定代词用法
3c：侧重综合实际运用，要求学生调查组内成员度假情况，训练学生口语表达
Section B
1a-1e: 谈论Lisa对假期去香港度假的见闻和感受
2a-2e: 以英语日记的形式讲述了一名学生同家人在马来西亚度假期间的见闻和趣事，进一步巩固了单元目标语言
Section B
3a-3c：以北京为假想旅游地，引导学生开展写作活动。3a为学生提供语境和语言框架；3b用问题为学生提供写作要点和思路；3c写作
发现美好，记录生活，热爱生活，健康成长
运用所学目标语言谈论假期活动并表达真实情感，利用日记的形式记录生活的点滴，感受美好，健康快乐成长
2. Analysis of the Teaching Material
2. Analysis of the Teaching Material
[What] Theme and content
Man and society, Man and self
Jane’s vacation in Malaysia (weather, activities, feelings, reasons)
② [Why] Writing Purpose
To help students know some places of interest in Malaysia
To encourage Ss to enjoy the life, and learn to record their vacations with diaries
③ [How] Text type, language and tenses
Two diary entries
Simple past tense, verb phrases
Simile, conjunction words (because, so)
3. Analysis of the Students
What they know
basic forms, meanings and use of simple past tense
expressions to talk about vacation and travel
What they want to know
some famous places of Malaysia
how to write a travel diary entry in English correctly
4.Teaching Objectives
Students will be able to get the information about Jane’s vacation in Malaysia including weather, activities, feelings and reasons; summerize the features of an English diary entry.
应用实践
迁移创新
学习理解
Students will be able to retell the key information of Jane’s vacation with correct simple past tense of verbs and conjunctions accurately based on the mind map.
Students will be able to write down their own travel diaries in English correctly.
Key points
Difficult point
6.Teaching Methods
Activity-based approach
Task-based Language Teaching Approach
7.Teaching Procedures
1.Pre-reading
Activity 1: Free Talk
What did you do during summer vacation
What activities did you find enjoyable
To activiate Ss’s knowledge and language about travel.
1.Pre-reading
Activity 2: Look and think.
Did you record the happy or unhappy moments of your vacation
How do people record them
To evoke Ss to think the meaning of diary entries and lead in the two passages.
2.While-reading
Activity 3: Judge and predict
What is the type of the two writings
Can you guess what Jane did during her vacation Where did she go on a vacation How was the weather
To help students to figure out the type of the text, predict the content according to pictures.
2.While-reading
Activity4: Fast reading
Did Jane have a good time on Monday What about on Tuesday Why
To know Jane’s feelings by locating some related key words, think deeply about the relationship between the weather and travel.
2.While-reading
Careful reading
Activity 5 Read Jane’s first diary entry and fill in the chart.
Activity 6 Answer questions.
How did she get to Georgetown
What did she see
How did she feel from the word “wonder” Guess the meaning of it.
To generalize Jane’s experiences on the first day, pay attention to the forms of verbs.
2.While-reading
Careful reading
Activity 6 Put pieces of information into sentences with “because”or “so”.
eg. Jane tried paragliding and loved it because it was exciting.
Activity 7 Enjoy a video about Georgetown.
To focus on cohesion(衔接) of the discourse and appreciate the beauty and the culture of Georgetown.
2.While-reading
Careful reading
Activity 8 Read Jane’s second diary entry and fill in the chart.
Activity 9 Answer questions.
How did she get to the top of the mountain Did she wait for a long time
Why do we use “only”？
To generalize Jane’s experiences on the second day, infer Jane’s feelings by noticing the meaning of “only”
2.While-reading
Careful reading
Activity 10 Put pieces of information into sentences with “because”or “so”.
eg. Jane went to Penang Hill but didn’t enjoy the trip because it was terrible. She was wet, cold and hungry.
To focus on cohesion(衔接) of the discourse, and appreciate the beauty of Penang Hill.
3.Post-reading
Activity 11 Answer a question and summerize the features of a diary entry.
When did Jane do these things
What are the features of a diary entry
To analyze how to write a diary.
3.Post-reading
Activity 12 Retell Jane’s experiences according to the mind map.
To help students internalize the language of this lesson.
3.Post-reading
Activity 14 Writing.
To improve students’ creative thinking by introducing their own experience about travel.
Did you have a similar experience Was it exciting or terrible
Write a diary about your travel on vacation.
评分标准（学生互评） 得分 评分标准
日记中是否正确使用了动词的过去式
5=Excellent
4=Good
3=Acceptable
2=Needs improvement
日记是否使用了合适的连词 日记中是否包含基本信息（活动、感受、原因、时间、地点、天气等） 日记中的语法和单词是否使用准确 书写是否干净整洁 You can either travel or read, and either your body or soul must be on the way.
要么旅行，要么读书，身体和灵魂，必须有一个在路上。
By the end of the class, I will be able to A Excellent B Good C Acceptable D
Needs Improvement
find out the what Jane did, how she felt and the reasons of her feelings.
understand the features of a diary entry and the purpose of it.
retell the two diary entries with “because”or “so” and with simple past tense correctly.
describe my own travel or vacation in English including some activities, feelings and so on.
3.Post-reading
To self-evaluate, reflect, and consolidate what they have learned.
Self-evaluation: fill in this table and evaluate your performance.
4. Homework
1. Polish your diary about your vacation(have to do).
2. Draw a mind map of Jane’s trip and try to retell Jane’s trip fluently(choose to do).
Unit 1 Where did you go on vacation
Blackboard Design
Day 1
tried paragliding
had Malaysian yellow noodles
walked around Georgetown
Day 2
went to Penang Hill
...
8.Teaching Reflection
The teaching objectives of this lessons are basically achieved by carrying out different activities.
The topic and content are suitable for students,and they take part in the lesson actively.
Highlights
Improvement
Give students simple and clear instructions.
Need better time management.