八年级Unit 1 Where did you go on vacation
Section B 1a-1e (Period four)
Teaching and learning Goals:
一、功能：Talk about last vacation activities; Describe vacation activities using adjectives and express personal feelings.
二、词汇和常用表达：Learn to use words and sentences: “delicious, terrible, cheap, expensive, exciting, boring, sb. went to ------. How was / were ------ It was / They were------! Did you ------ Did everyone have a good time Everything was excellent.”
三、学习策略：Learn to sum up the main patterns and communicative phrases of the tape scripts; Improve listening and speaking skills by pair work and group work.
四、文化知识：Help students to know about Hong Kong.
Pre-listening activities
Review
Make a survey. Ask the students to ask their classmates the questions. Where did you go on vacation Did you go there with anyone Did you buy anything special How was your vacation (Give every student a chart.)
names Where did you go on vacation Did you go there with anyone Did you buy anything special How was your vacation
Give a report like this:
×× went to ------ with his / her ------. He / She bought ------ for ------. He / She thought his / her vacation was ------.
（设计意图：学生都喜欢搞个调查活动，这样可以提高学生的参与度，而且全面复习了上节课所学的目标语言。）
Preview and check
一.Put the following into English orally, and then write them down without looking at the book.
1. Put the phrases into English.
(1) 美味的______________ (2) 兴奋的_____________ (3) 昂贵的__________
(4) 讨厌的_______________ (5) 便宜的_____________ (6) 令人厌倦的_______
2. Put the sentences into English.
(1) —利萨去哪儿度假了？—她去了香港。_______________________________
(2) 她在那儿做什么特别的事了吗？是什么？____________________________________
(3) 她给她的好友买点什么了吗？_______________________________________
(4) 关于她的假期，利萨怎么说？_______________________________________
二.Check the preview.
T: Boys and girls, let me check your preview. If you know the answers to the phrases, you can translate them. Please stand up without putting up your hands. Then I’ll give you one mark. Let’s see which group is the best.
（设计意图：师生可以做到心中有数，教师可以更有针对性地教，学生可以更有针对性的学。）
Warm up and lead in
(1) T: Boy and girl! What do you think of English
S1: I think it’s interesting.
S2: I think it’s easy.
S3: But I think it’s difficult.
S4: I think it’s boring.
------
T: You see, these students use so many adjectives to describe English. Some adjectives are positive, others are negative. Can you give some positive and negative adjectives Please fill in the chart. The more the better! (Give every student a chart.)
positive（肯定的，积极的） negative（否定的，消极的）
interesting boring
Then ask some students to read the adjectives in front of the class.
T: You’re wonderful! There are some adjectives in 1a. Let’s come to 1a.
（设计意图：通过师生对话自然引出描述性形容词，进而通过一个填表活动让学生很好得回顾了以前所学过的形容词，为下面的1a和1b活动做了很好的铺垫。）
(2) Ask several students to read the words in 1a. Other students correct the wrong pronunciations. Make sure every student can read them.
(3) Let Ss match the words with the pictures in 1a. Then, only see the pictures and say the words out.
(4) Please look at the words in 1a again. Write words on the left. Write words on the right.
words words
delicious terrible
(5) Ask students to make a report with the opposite meaning words in 1b.
For example:
Yesterday I went out for dinner with my family. I had a hamburger. It was terrible. And I also ate some ice cream. That was delicious.
（设计意图：通过“make a report”活动，让学生在具体的语言环境中体会反义形容词的具体用法，对上面的环节起到了加深巩固的作用，为下面完成2d打下了基础。）
While-listening activities
1. Prepare for listening
(1)Ask students to read the questions in 1c. Then ask students to answers the following questions.
①What’s the girl’s name in the conversation
②Does she have a best friend
③How did she like her vacation
(2) Check the answers.
（设计意图：通过读题学生可以明确听力过程中需要重点捕捉的信息；通过让学生回答老师提出的问题可以帮助学生从题干中挖掘听力信息，而且还能缓解听前常有的焦虑和紧张。）
2. Listening for the general idea.
T: Class! We know Lisa has a best friend, but we don’t know the name. And we don’t know whether this friend is a boy or a girl. How did Lisa like her vacation Well, we don’t know, either. First, let’s listen to the recording and get the general idea.
（设计意图：教师的独白类似母语学习初期成人对幼儿的语言输入，可为学生提供更多体验语言的机会，便于他们理解、习得语言。）
The general idea of the conversation is _______.
A. Hong Kong
B. Lisa’s vacation
C. how to spend vacation
3. Listening for the specific ideas.
T: We all know the conversation is about Lisa’s vacation. Now listen carefully and complete the following tasks.
(1) Listen. Lisa is talking about her vacation. Answer the questions.
①Where did Lisa go on vacation
_____________________________________
②Did she do anything special there What was it
__________________________________________________
③Did she buy anything for her best friend
_______________________________________
④Did Lisa like her vacation
___________________________
(2) Listen. Fill in the blanks.
What did Lisa say about ------
her vacation great the people ________ the fun park ________ the food ________ the stores __________
(3) Listen and finish the tape scripts.
Girl: Hi, Lisa. How was your vacation
Lisa: It was ______! I went to Hong Kong with my family.
Girl: Really Wow! Did you do ________ special there
Lisa: Well, we went to a fun park. It was really _______.
Girl: Did you go shopping
Lisa: Yeah, I did.
Girl: How were the stores
Lisa: Oh, they were very _______, but I did buy _________ for my best friend.
Girl: And how were the people Were they _______
Lisa: Yeah, they were really friendly. My parents have some friends there, and we had dinner at their house.
Girl: How was the food
Lisa: It was _________. I loved their home cooking.
Girl: Did _________ have a good time
Lisa: Oh, yes, we did. Everything was ________.
(4) Check the answers.
（设计意图：本部分的内容重在培养学生们听大意和听细节信息的能力,所以先帮助学生听出对话的大意再去完成后面对应的细节题。）
Post-listening activities
1. Listen to the tape and repeat.
2. Then read and recite the conversations individually in pairs.
3. Let students ask and answer questions about Lisa’s vacation. Begin the questions with:
For example:
A: Where did Lisa go on vacation
B: She went to Hong Kong.
A: What did she do
B: She went to a fun park.
A: Did she go shopping
B: Yes, she did.
A: How were the stores
B: They were very expensive.
A: How were the people
B: They were really friendly.
A: How was the food
B: It was delicious.
4. Let the Ss fill in the blanks in the rewriting passage. First give the Ss time to practice it by themselves. Then the Ss retell the passage with the teacher. Last choose several Ss to retell the rewriting passage individually.
Lisa went to _______ with her family on vacation. She went to a _____. It was really ______. She _______ something for her best friend. The stores were very ________. They had dinner at their friend’s home. The food was _________. Everything was ________. And _______ had a good time.
（设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。）
Summary
T: Boys and girls, what did you learn in this class Please write down on your exercise books.
1. Useful adjectives:
positive（肯定的，积极的） negative（否定的，消极的）
2. Sentences:
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
（设计意图：学生总结本节课所学内容，对本课所学重要内容进一步深强化巩固。同时培养学生的归纳总结能力，养成自主学习的习惯。）
T: Boys and girls! On vacation, you can do many interesting things to relax yourself. You also can take part in other students’ activities on vacation. You must get along well with other students.
（设计意图：此环节为情感教育，教育学生积极加入其他同学的假期活动并能与其他同学友好相处。）
Inquiry into knowledge by translation
Ask the Ss to look at the following sentences and try to summarize the language rules and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.
一、Did she buy anything for her best friend
_____________________________________
1. buy意为“______”，“给某人买某物”的结构为__________，也可直接跟双宾语，结构为buy sb. sth.。如：
我妈妈给我买了本英语字典。
①My mother _____ ______ an English dictionary.
②My mother _____ an English dictionary _____ ______.
2. buy sth. from sb. 意为“__________”。如：
我从朋友手里买了这台旧电脑。
I _________ this old computer ______ my friend.
3. buy sth. for … (money)意为“______”。如：
我花了600元从朋友手里买了这台旧电脑。
I ________ this old computer ______ 600 yuan ______ my friend.
4. buy的反义词是_______，卖给某人某物的结构为sell sb. sth. 或sell sth. to sb.。如：
我朋友把这台旧电脑卖给了我。
①My friend _________ __________ this old computer.
② My friend ______ this old computer ___ me.
二、What did she say about the stores
_____________________________________
store是_____词，意思是“__________”；也可用作动词，意思为“__________”。如：
①这家商店昨天很早就关门了。
_______________________________
②把他们储存在干燥凉爽的地方。
_______________________________
（设计意图：首先让学生先独立思考，然后小组讨论，接着让学生展示自己的成果。鼓励学生在讲台前板书讲解。再次鼓励后进生讲解，运用多元评价进行鼓励学生，采取小组加分的形式，让他们体会学习的乐趣。不再向学生灌输知识，训练了学生自主探究学习的能力。）
The end-of class test
一、用所给单词的适当形式填空。
1. The news was so _________ (excite) that we were all ________ (excite) to hear it.
2. The lecture was very _______ (bore) and everyone got _______ (bore) soon.
3. Did she buy ________ (something) for her best friend
4. Children, you should learn to look after ___________ (yourself).
5. Something ___________ (be) wrong with my computer.
二、翻译下列句子。
1. 我和父母去了青岛度假。
_____________________________
2. 我给弟弟买了特别的东西作为生日礼物。
__________________________________________
3. 这家商店的衣服很贵。
_______________________________
4. 关于这次班会，同学们怎么说？
__________________________________
5. 每天我们以一首英语歌曲开始英语课。
__________________________________________
（设计意图：学生先独立完成，然后小组内互相批阅、打分并登记。认识自我，发现不足，以学评教。）
Assessment
T: Boys and girls, please assess your partner and yourself.
等级：A-Excellent(优秀) B-Good(良好) C-Average(一般) D-Need Improvement (有待提高)
（设计意图：通过学生自评和同伴互评可以对表现好的同学予以肯定，对表现欠佳的学生起到促进作用。）
Homework
1. Remember the words in 1a.
2. Make a conversation using the information in 1c.
3. Collect your family’s photos and make a photo album, then write something about your family’s vacations.
本节课亮点：
1.学生都喜欢搞个调查活动，在新课开始进行这样的活动可以提高学生的参与度，而且全面复习了在Section A中所学的目标语言Where did you go on vacation Did you go there with anyone Did you buy anything special Did everyone have a good time 为本节课进行综合听说训练打下了基础。
2.在热身环节通过师生对话自然引出描述性形容词，填表活动让学生很好得回顾了以前所学过的形容词，为下面的1a和1b活动做了很好的铺垫。紧接着的 “make a report”活动，让学生在具体的语言环境中体会反义形容词的具体用法，对上面的环节起到了加深巩固的作用，为下面完成2d打下了基础。
3.听力部分，精心设置的听前准备活动。这样，学生可以明确听力过程中需要重点捕捉的信息，帮助学生从题干中挖掘听力信息，而且还能缓解听前常有的焦虑和紧张。在该环节加入的教师独白，可为学生提供更多体验语言的机会，便于他们理解、习得语言。在听后活动中，通过让学生模仿对话、改写对话、复述改写后的对话等活动来培养学生的口头表达能力，注重内化和输出相结合，引导学生更好地内化语言知识。
4.翻译探究环节，让学生先自主探究本节课的难点。自己思索之后，再以小组为单位解决自己的疑难问题，小组间解决不了的，可以向班内同学求助，老师适时给予点拨。在学习语言知识的同时渗透情感教育，教育学生积极加入其他同学的假期活动并能与其他同学友好相处。
不足之处：
1.本节课说的内容较多，对后进生的引导不是太好，耽误了时间。
2.翻译探究环节，在小组讨论时部分后进生只是一种形式。对于这部分同学，下一步我将给他们指定具体而简单的问题。
使用注意事项：
根据学生实际情况，在各个环节，要充分预料后进生的参与情况和用时多少。听后活动可以考虑分层次设置，以满足不同层次学生的需要。
答案：
预习检测：
1. (1) delicious (2) exciting (3) expensive (4) terrible (5) cheap (6) boring
2. (1) Where did Lisa go on vacation She went to Hong Kong. (2) Did she do anything special there What was it (3) Did she buy anything for her best friend (4) What did Lisa say about her vacation
翻译探究：
一、她给她最好的朋友买什么了吗？1. 买；buy sth. for sb. ①bought me ②bought；for me 2. 向某人买某物bought；from 3. 用多少钱买某物bought；for；from 4. sell ①sold me ②sold；to 二、 关于商店她怎么说？名；商店；储存，存放 ①The store closed early yesterday. ②Store them in a cool and dry place.
当堂检测：
一、1. exciting；excited 2. boring；bored 3. anything 4. yourselves 5. is 二、1. My parents and I went to Qingdao on vacation. 2. I bought something special for my brother as a birthday gift. 3. The clothes in this store are expensive. 4. What did the class say about this class meeting 5. Every day we begin out English class with an English song.
1. _______ delicious
2. _______ expensive
3. _______ exciting
4. _______ cheap
5. _______ terrible
6. _______ boring
Where did ------ What did ------ Did she ------
How was ------ How were ------ Unit 1 Where did you go an vacation
第一课时： New words and phrases
Teaching and Learning Goals：
Learning Goals：
1 .能争取使用下列词汇：anyone, wonderful, seem, paragliding, bird building ,umbrella, hungry, wet, enough ,dislike…
2. 能争取使用下列常用短语quite a few, seem to do …, go paragliding feel like doing/that…, try doing … , decide to do … ,because of…。
3.能认读下列词汇:
Malaysia, Malaysian, Weld Quay, Georgetown, Penang Hill…
Teaching and learning steps
Step 1: Leading in.
The teacher says: Boys and girls, Nice to see you after a long summer vacation .Where did you go on vacation First let me tell you about my vacation. I went to Mount Tai this summer. Look! It is so beautiful. But it was too crowded. Did you have a good vacation Can you tell us something about your vacation If you can’t, then let’s learn the new words in Unit 1.
Step 2: Learn to read the words on P121-122
Students manage to read the words using the phonetics by themselves and mark the difficult words. 2. Especially Read the difficult words in groups.
3. Get one or two middle-level students to read all the words. Ask the good students to correct the wrong pronunciations. If necessary, the teacher corrects them.
Read after the tape
Read aloud and the teacher walks around to see whether students have any questions.
(设计意图：该步骤能有效培养学生个人识读单词的学习习惯，这是学习单词的重要一步；能培养学生自主、探究和合作学习的能力。首先学生自己根据音标识读单词，并标出识读时有困难的单词。接着两人一组或以小组为单位解决遇到的困难。然后找一俩个同学读单词，请好学生先纠正，还有问题，教师再更正。最后让学生跟录音读。 该环节只会读即可。课堂上学习较快的学生会读100%，学习慢的学生会读80%，学习慢的学生会读60% 就算过关，降低识读难度，提高全体学生积极性。鼓励没过关的学生课前课后努力赶上。)
Step 3: Memorize the words on P121-122
一、 Remember the words by looking at the pictures about places.
Malaysia n. 马来西亚
Malaysian adj. 马来西亚的
n. 马来西亚人
1.Malaysians are from Malaysia.
Georgetown 乔治市
Weld Quay 海墘（滨城）
Weld Quay is a really old place in Georgetown.
Penang Hill 槟城山
3. You can take the train to Penang Hill.
Central Park 中央公园
4.There are quite a few (相当多)people in Central Park.
Huangguoshu Waterfall 黄果树瀑布
5. Huangguoshu Waterfall is in Guizhou.
Hong Kong 香港
Hong Kong seems wonderful(精彩的).
Tian’anmen Square天安门广场
7. Tiananmen Square is very beautiful.
the Palace Museum 故宫博物院
8.The Palace Museum has many old buildings (房子) .
二、Remember the words by looking at the pictures about animals.
hen 母鸡
Pig 猪 duck 鸭
9.The hen is waiting for (等待)the pig and the duck ,maybe she is hungry(饥饿的), too.
三、Remember the words by looking at the pictures about things.
umbrella 雨伞
bicycle 自行车
10.The umbrellas are wet(湿的) ,but the bicycle below（在…下面） them is dry.
paragliding滑翔伞运动
/88
bird 鸟
11.I felt like(感觉) I was a bird when I tried（尝试） paragliding.
diary 日记
12. I dislike(不喜欢) others’ reading my diaries.
四、Remember the words by conversion(转换) 、complex words （合成）and derivative（派生）
1．转换
①If you can’t try your best for the first time, you can have a try for the second time.
②He wonders what are the Seven Wonders in the world.
③The duck is very cute now, but soon it will be Beijing duck.
④Don’t dislike his hobbies, everyone has his likes and dislikes.⑤⑥
2.合成
some + one→someone
some + thing →something
some + body →somebody
some + where →somewhere
You can also remember them in this way:
（某） some one(人)
（任何any body（人）
（每一）every thing（事）
（没有） no where（地）
3.派生
wonder + ful wonderful
my + self myself
build + ing building
trade + (e)r trader
dis +like dislike
五、 Remember the words by making a vocabulary list.
Words about places
Chinese meaning English words
1.中央公园
2.马来西亚
3.滨城
4.槟城山
5.乔治市
6.香港
7.天安门广场
8.故宫博物院
9.黄果树瀑布
Words about animals
Chinese meaning English words
1.鸡
2.鸭
3.猪
4.鸟
Words about things
Chinese meaning English words
1.滑翔伞运动
2.自行车
3.日记
4.雨伞
(设计意图：本部分的设计重点是教会学生，运用不同的方法记住单词。本课表地名的生词比较多，重点运用图片的帮助加深印象；对于一部分抽象的词，嵌入到句子中，形成有意义的意群来帮助记忆。而对于复合不定代词则运用complex words （合成）构词法，以图表的形式展现出来，清晰明了，简单实用。最后以词汇表的形式进行归纳，再次形成图片记忆输入大脑中。)
Step 4: Consolidation of the words
六、Remember the phase by matching itself with its meaning.
1.wait for the train 相当多的照片
2.feel like a bird 决定尝试
3. ride bicycles 感觉像只鸟
4. quite a few photos 骑自行车
5.because of the bad weather 等火车
6.decide to try 由于坏天气
7. try paragliding 尝试滑翔伞运动
（设计意图： 语块记忆即关注此的搭配（collocations）是一种有效的记忆短语的方式。 ）
七、Remember words by looking at semantic map.
Remember the words by their Chinese.
1.如同_________ 2.想知道_________
（设计意图：用汉语意思记单词，常常用来记抽象意义的单词，不提倡用该法记。）
Step 5: Consolidate the words and phrases
Ask the students to read the words and phrases and their Chinese. Cover the English words and phrases, look at the Chinese and say the English for them. Write down the words they haven’t grasped.
（设计意图：此环节为巩固单词。 这一环节有少部分的学生往往不达标，需要利用自习课或课余的时间让小组长跟踪检查，尽量能让全部学生顺利过关。）
Read the story and try to translate it
1. Ask the students to read the story, and underline the new words.
2. Translate the story into Chinese in groups of six.
3. Read the story fluently by themselves.
I like traveling. I went to many places in China, such as Beijing, Hong Kong and Guizhou. I saw Tiananmen Square,the Palace Museum and Huangguoshu Waterfall.
I think they were wonderful.
Last summer vacation, I went to Malaysia for vacation. For the first day, I tried paragliding on the beach. I felt like I was a bird. It was so exciting. Also I rode a bicycle to Georgetown.There were many old buildings in Weld Quay. They were interesting.
For the second day, I went to Penang Hill. I found a farmer live there. He kept a pig, some hens, some ducks and some birds. I took a train to the top after waiting an hour for it, but it rained hard. I got wet because I didn’t have an umbrella. And I couldn’t see anything below. I didn’t have enough money, so I was very hungry and cold. I disliked it very much.
我喜欢旅游，我去过中国的很多地方，例如北京，香港，贵州。我看了天安门广场，故宫以及黄果树瀑布。我认为他们很精彩。
去年暑假，我去马来西亚度假。第一天，我在海滩上尝试了滑翔伞运动，感觉就像鸟一样，非常振奋人心。而且我也骑自行车去了乔治市，在滨城有很多古老的房子，非常有趣。
第二天，我去了槟城山，在哪儿我发现了一位农民，他养了一只猪，一些母鸡，一些鸭子和一些鸟。在等了一个小时的火车之后，我乘坐火车到达了山顶。但是雨下得很大，我浑身都湿透了，因为我没有带雨伞。山下的东西什么都看不到。我没有带足够的钱，因此是又饿又冷，我很不喜欢。
（设计意图：在学生基本掌握单个单词的基础上，教师把一个单元的生词编成一段逻辑性强的短文，让学生学习单词有了语境，在语境中了解词汇的意义和词汇的表意功能，这为学生学习、实践和运用英语创造了条件，有助于学生有效记忆和使用英语词汇。）
Step 6 Mind map思维导图(选用)
Get the students to read the mind map and fill in the mind map according to the article, they can discuss in groups.
2. Retell the story according to the mind map.
新增思维导图.jpeg ( 新增思维导图.jpeg )
（设计意图：把故事用思维导图的形式呈现，既新鲜又实用，能很好的帮助学生把故事串成一个整体。这样既巩固了新单词又锻炼了学生在语境中理解和记忆单词的能力。）
Step 7 当堂检测
一、根据括号中的汉语提示写单词, 完成句子。
1. Today it is very cold and the temperature is eight ________ (在…下面)zero.
2. Kevin didn’t have an _______(雨伞)so he was wet.
3.Alice can eat a horse now because she is very _________(饥饿的).
4. I ________(想知道) how he got there .
5. There is not ________(足够的) money in my bag. I can’t buy that watch.
参考答案：1. below 2.umbrella 3.hungry 4.wonder 5.enough
二、用所给单词的适当形式填空。
1. He decided __________(look)for a job in Beijing.
2. He dislikes__________(do)housework.
3. There are more and more tall_______(build) in our city.
4. There are many __________(different) between British English and American English.
5. You should try __________(work)as hard as you can.
参考答案：
1. to look 2.doing 3.buildings 4.differences 5.to work
教学反思
亮点：
此次教案我认为亮点主要有以下三点：
一是利用图片记单词的环节中我把本单元的单词首先进行了分组，具体是地名类的，动物类的和事物类的以及不定代词类的，然后再把前三类 的毫无关系的名词进行了有机组合，构成了有趣又有意义的句子，再配以精美的图片，使人过目不忘。不但如此，又能把无法用图片表达的抽象词汇嵌入到这些句子中，很好的规避了零散记忆的弊端。二是把复合不定代词以与众不同的方式呈现在学生面前，不仅有英语更有汉语的意思包含其中，全面、简洁又清晰明了，利于学生省时高效地完成记忆任务。三是本着学以致用的原则，采用了暑期研修时刚刚学到的思维导图的技术，以更简单明了的方式帮助学生快速抓住故事的核心内容，依然有着良好的效果。
不足之处：由于设计的环节比较多，需要紧锣密鼓的进行，否则就有可能完不成，个别环节有走过场的感觉，部分学生跟不上老师的节奏，掌握情况不太好。
使用建议：
让这堂课“活“起来的法宝就是采用小组合作学习的方式。无论是在读的环节，还是在识记的阶段，鼓励学生在小组内外开展合作竞争是非常有效的。既能培养学生的参与意识，竞争意识，又能培养团队意识，可谓一举多得。Unit 1 Where did you go on vacation
第三课时 Section A Grammar Focus 3c
Teaching goals：
一 功能：Review the simple past tense。
二词汇和常用表达：学习复合不定代词 someone/body anyone/body no one nobody everyone/body something anything nothing everything 的用法。
三 文化知识：通过有关度假的话题，让学生了解谈论度假的句式结构，很自然地导入代词用法， 通过听，说，读，写的训练，培养学生的语言运用能力。
Teaching and learning steps
Step 1 Lead in
Can you write down the past forms of the verbs.
1.stay_____ 2. study_______3.stop_______4.decide_______5.write_______
6.feel_______7.e______9.spend______10.wear________
Write down some phrases about vacation activities using the past forms of the verbs.
T: When you were on vacation , you would go somewhere or do something interesting .
Now , let’s talk about it .You can talk with your partner like this:
A: Where did you go on vacation
B:
A: Did you…
B:
设计意图: 由动词的过去式入手，引出假期活动的短语，并通过对话的训练，让学生复习并掌握对过去事情问答基本句型结构，并灵活运用于与他人进行交流。
Then what about your last vacation .
First make a sentence with the picture. Then contact the sentences into an article.
设计意图：通过造句，再连成文章,用过去时态和不定代词的句子引出各种复合不定代词的构成，并试着运用各种复合不定代词。
Step2. Presentation and cooperation
To give Ss the opportunity to use the target language in a controlled manner. Show the indefinite pronouns forms and read them out . Work in groups and find out the regularity, then ask several students to show their group’s answers.
At last, ask someone to sum up how to use the indefinite pronouns. Then make sentences with the words in the circle. Find out the best group.
设计意图：通过控制性的练习复合不定代词在句子中的运用，进一步的熟悉复合不定代词的一般用法，自己总结归纳用法，然后小组汇总，最后比较全面了解复合不定代词的各种用法。然后全班分享成果。让学生在探索中激发自学的欲望，在合作中分享自学的喜悦。
Step3 practice.1
There is a conversation between Linda and Alice in 3a.Let’s read and fill in the
blanks with the correct words in the box .
Then ask two students to read the conversation with the indefinite pronouns. Pay
attention to the pronunciation and correct them .
Explain the importance and difficulties.
设计意图：通过练习单句，学生已基本了解复合不定代词的各种用法，把他们怎么运用到具体语境中，因此，通过3a 对话的练习，即巩固了不定代词的实战演练,又培养学生练习对话的能力.找几组学生分角色读对话,并发现难点和易错点. 集体解决.
Step4 practice 2
T: Well, just now we have completed 3a and learned about indefinite pronounces, such
as everything ,nothing ,anything ,Now complete the email in 3b with the words in
the box.
Check the answers in groups , and discuss the difficulties .If they have questions , the
teacher can ask another group to solve. If necessary, the teacher should help them.
Read 3a and try to retell it in their own words.
设计意图：由词到句，到3a对话，再到3b的电子邮件,有易到难，循序渐进的进行训练，让学生落实了复合不定代词的用法，也复习了email 的写法。对知识进一步巩固。
Step5 practice3 and make a survey.
Say an indefinite pronoun as quickly as one can ,another student make a sentence with it, then do it like this one by one to use the language in an uncontrolled manner. Work in groups and tell the class your results. Write them down in your exercise books.
Report like this ：In our group, everyone ate something delicious in the restaurants. No one reads anything interesting. Lily visits his grandparents in the town. Everyone buys something interesting, and Lily keeps a diary.
设计意图：学为输出，把所学知识运用到实践中，从模仿到自己说出句子，再组句成通过
放性的语言交际运用，达到我们学习语言的目的。
Step6 summary
Sum up the use of indefinite pronouns.
复合代词美名扬，修饰成分身后藏，如果句中作主语，谓语动词单数当。
翻译探究：
—, No one seemed to be bored.
seem可用作系动词或不及物动词，意思是“ ”其常见的用法有
主语+seem +(to be)+表语（表语多为形容词和名词）
你今天似乎很高兴。
You very happy.
那边的那个人好像是个新老师。
The man over there a new teacher .
主语+ seem +动词不定式 to do
他好像什么都懂
He everything.
在It seems that 从句中，it 是形式主语，that 引导主语从句。
他好像什么都懂。
It that he everything.
二．How did you like it
它的同义句是 和 。
答语是： 。
当堂检测：
一．完成下面句子。
1. 你去了什么地方去度假？ ______ ______ you go on _________
2. 我去了纽约市。 I _______ ____ New York City.
3. 你和别的什么人一起去的吗？ ______ ______ go out with ________
4. 不，没有别人在这儿。每个人都在度假。
5. 你买了什么特别的东西了吗？ _____ you buy ________ _______
6. 是的，我为我爸爸买了些东西。Yes, I _______ _________ for my father.
7. 不，我没有买什么东西。No, I _______ _________.
8. 吃的怎么样？____ ____the food
9. 所有的东西尝起来都很好。 __________ _______ really good.
10. 每个人都玩得很开心吗？_____ ________ have a good time
11. 是的。一切事物都很棒。Yes. ____________ was excellent.
二，用所给动词的适当形式填空。
1,My mother (buy) a new schoolbag for me yesterday.
2.When you (start) to learn English
3.My aunt (take) us to dinner at a restaurant but the food (is) not good at all.
4.When I (am) in America ,I (make) a lot of friends.
5.They (have) a great sale last week.
Step7 homework
1 Write an article about your last vacation using indefinite pronouns. Or write the report about 3c
2Pre-read Section B and do exercises on workbook.
.
反思目标：
本节课是语法课，主要复习了七年级最后两个单元学的一般过去时态在一般疑问句和特殊疑问句中的运用，通过谈论假期活动充分练习了动词的过去式的变化和运用。在有趣的话题中轻松愉快地巩固了一般过去时态。复合不定代词在一般过去时态句型中巧妙引入，运用课件由词到句，由句到对话从控制性训练到半控制性训练，再到开放性训练层层推进，逐步提高语言知识的运用，做到了在具体语言环境中感知，讨论，理解，运用。学生通过专门一节语法课的训练，达到了巩固的效果。比以往不讲语法在效果上明显好的多。最后的调查，让学生写下来，达到了练习写作的目的。对学生一直头疼的写作有很大促进。但是有遗憾的是写作时间太短，达不到全面练习的目的，读的范文很少，集体纠错环节仓促，不充分。以后会努力提高。
亮点：
在语法练习上，由词到句，由句到对话，由对话到文章， 循序渐进，由浅入深，学生得到了充分练习，尤其快速由复合不定代词说出句子，锻炼了学生口语表达能力，又为下面写作文打下基础。
不足之处
语法这几年一直没有单拿出来占有一节课，所以语法教学还不太成熟，尤其3b在处理上时间上不能很好把握，里面的知识点是否重点处理 把它作为练习还是作为必学内容还值得商榷 。在教学环节上，环节的过渡有些生硬，不自然，不能很好的为下个环节服务。
答案
翻译探究
没有人感到厌烦的。 seem 好像，似乎。1，seem seems 2, seems 3,seems knows
你认为它怎么样？What do you think of it How do you feel about it I like it very much.
当堂检测
一1，Where did ,vacation 2, went to 3,Did you anyone 4,No one everyone vacation 5, Did anything special 6, bought something 7,bought nothing 8, How was 9,Everything tasted
10,Did everyone 11, everything
二．1 bought 2.did, start 3.took , was 4.was ,made 5,had第五课时 Section B （2a--2e）
Teaching goals:
一.功能:能正确、得体地描述假期活动及谈论度假的感受。
二.语法:能正确使用常见规则动词和不规则动词的一般过去式记日记。
arrive—arrived; am/is/are—was/were; decide—decided
try—tried; feel—felt; have/has—had; ride—rode
see—saw; enjoy—enjoyed; want—wanted; get—got
三.词汇和常用表达：
1.能正确使用下列词汇。
decide try bird bicycle building trader wonder difference
top wait umbrella wet below enough hungry as hill
2.能正确使用下列常用表达。
feel like; because of ; What a difference a day makes!
3.能认读下列词汇。
paragliding Malaysia Malaysian
Georgetown Weld Quay Penang Hill
四.语音: 能正确读出语篇中的句子重音。
五.学习策略：能通过寻读，略读及细读等方法掌握语篇信息完成练习，能通过词义的积极和消极性理解文中人物感受。
六.文化知识：了解国内外著名游览胜地，鼓励学生养成坚持写日记的好习惯。
（设计意图：目标引领，描述本节课的教学目标，简单明了。）
Teaching and learning steps：
Pre-reading:
T: I like vacation, because I can have a good rest and I can also go somewhere beautiful on vacation. Do you think so
S: Yes, we think so. We can do a lot of things we like.
T: Yes. But what do people usually do on vacation Please discuss with your partner.
S1: They can go fishing.
S2: They can go to the beach.
S3: ……
T: Good, you give me so many answers. I can tell you some other interesting activities. Please look at the pictures.
paragliding visit old buildings go to summer camp
go to the mountains visit museums ride bicycles
T: You can do so many activities. But what activities do you find enjoyable Please think it over and tell me the reasons.
S1: I think going to the beach is enjoyable, because the beach is beautiful.
S2: I think going to summer camp is enjoyable, because it’s interesting.
S3: ……
(设计意图：先展开“头脑风暴活动”让学生尽可能多地说出各种度假活动，然后教师再展示自己事先准备的一些假期活动的图片，让学生对这些活动进行简单地讨论，找出自己喜欢的度假活动并简单说出原因。在这一活动中，我有意将2b中的一部分活动呈现给学生为下面的阅读做铺垫，降低了阅读中生词对学生理解的干扰。)
Step One Preview预习单词及短语或者句子
1.Let the students read the new words according to the phonetic symbols. Then check the pronunciations.
(设计意图：让学生根据音标读单词,培养学生的自学能力。)
2. Look at P5, translate them into English orally, then write them down without looking at the textbook.
1.到达 _______ 2.尝试滑翔伞运动 __________
3.骑自行车 _________ 4.许多新建筑物 ____________
5.太多的人 ________ 6.带足够的钱 ______________
7.天很晴朗又炎热，所以我们决定去我们旅馆附近的海滩。
8.我感觉自己像只小鸟。
9.我想知道这里过去的生活是怎样的。
10.我真得很喜欢在这个城镇里散步。
11.多么千变万化的一天呀！
12.我们想步行到山顶，但开始下小雨了，所以我们决定乘火车。
13.因为天气不好，我们看不到下面的任何东西。
（设计意图：预习体现了以“学生为主体，先学后教”的思想，强调学生的参与、体验、感知、实践和交流，以学定教。让学生有针对性的听，老师有针对性的教。）
Step Two: Warming up and leading in热身导入
Show the pictures to the class and ask:
T: What country is it Do you know
S: Malaysia.
T: Yes , it’s Malaysia. It’s in Southeast Asia. It’s beautiful. Every year a lot of people visit it. Now I give you some pictures about it.
Penang Hill(槟城山) Weld Quay(海墘街)
Malaysia yellow noodles Georgetown(乔治市)
T: Would you like to visit Malaysia
S: Yes, I’d love to.
T: Jane has ever been to Malaysia, what happened to her in Malaysia Let’s come to 2b.
（设计意图：通过呈现一些马来西亚图片简要介绍马来风情导入新课，激发学生的学习兴趣，创设轻松的学习氛围，并让学生了解课文中的这些词汇，为学生阅读和理解扫清障碍。）
Step Three: while-Reading 阅读短文，理解短文。
1.Read 2b fast and silently to find the general idea读取大意
The main idea of this passage is about ____C____
A: place of interest in Malaysia
B : how to keep a diary
C: Jane’s diary entries about her vacation
（设计意图：培养学生快速阅读短文提取文章大意的能力，此环节老师可以对学生进行阅读策略方面的指导。问题较简单，大部分同学都能回答出来，增强了学生的自信心。）
2.Read 2b carefully and silently to find the specific ideas读取细节
Task 1:
Read Jane’s diary entries about her vacation and answer the questions.
Did Jane have a good time on Monday
Yes, she did.
What about on Tuesday
She didn’t have a good time on Tuesday.
Task 2:
1.Read the first diary and complete the following form.
Time Weather Activities Feelings
Monday morning Sunny and hot go to the beachtry paragliding exciting
Monday noon Sunny and hot has Malaysianyellow noodles delicious
Monday afternoon Sunny and hot ride bicycles walk enjoyable
2.Read the second diary carefully and try to answer the questions.
Why did they decide to take the train to the top of the hill
How long did they wait for the train Why did they wait so long
How were they when they got to the top Why
Could they see anything beautiful Why
What food did they eat on Tuesday Why
Task 3:
Read Jane’s diary entries again, try to 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
Had Malaysian yellow noodles Yes They were delicious
Walked around Georgetown Yes There were many oldbuildings
Went to Penang Hill No It was raining hard
Had one bowl of rice and fish Yes It tasted great, because she was hungry
Task 4:
plete the conversation about Jane’s trip to Penang using the information in the diary entries.
Anna: Hi, Jane. Where did you go on vacation last week
Jane: I _______ to Penang in _________.
Anna: Who _______ you go with
Jane: I went with my _________.
Anna: What did you do
Jane: The weather was hot and _______ on Monday, so we went ____________ on the beach. Then in the afternoon, we _______ bicycles to Georgetown.
Anna: Sounds great!
Jane: Well, but the next day was not as good. My ______ and I to Penang Hill, but the weather _____ really bad and rainy. We ________ a long time for the train and we were ____ and cold because we forgot to bring an ________.
Anna: Oh, no!
Jane: And that’s not all! We also didn’t bring _______ money, so we only had one bowl of rice and fish.
（设计意图: 阅读是本节课的重点任务，旨在培养学生仔细阅读文章准确理解短文的能力。在careful reading 中我设计了四个阅读任务，而且设计从易到难，由浅入深，层层递进。先是让学生回答文中给出的两个较简单的问题。然后，针对短文设计出表格和相关的问题让学生对文本内容有更深入、透彻的了解。接着，完成的2c的表格，最后完成2d的对话。阅读过程中渗透了学法指导，提醒学生根据不同的阅读任务使用不同的阅读策略，帮助学生养成良好的阅读习惯。）
Step Four: Post-Reading 读后活动
Task 1:
Let the students listen to the tape and repeat it one sentence by one sentence ,then read it aloud by themselves.
（设计意图：让学生跟着录音仿读，纠正学生的语音和语调及句子重音，然后朗读课文培养其语感，此环节可以评出“朗读之星”调动学生的积极性。）
Task 2:Complete the passage without looking at your book.
Monday, July 15th
I_____ _____ Penang in Malaysia this morning with my family.
It was sunny and hot, so we_____ ______ ______ to the beach near our hotel. My sister and I_______ paragliding. I_____ ______ I was a bird. It was so________! For lunch, we had______ ______ _______—Malaysian yellow noodles. They were______! In the afternoon, we____ _____ to Georgetown. There are a lot of _____ ______ now,But many of the old buildings are still there. In Weld Quay, a really old place in Georgetown, we saw the houses of the Chinese traders from 100 years ago. I_____ what life was like here____ ______ _____
I really______ _____ around the town.
Tuesday, July 16th
What a________ a day makes! My father and I decided to go to Penang Hill today. We wanted______ ______ _____to the top, but then it______ ________ a little so we decided_______ ________ the train. We _______ over an hour_______ the train because there were ______ ______ people. When we______ _______the top, it was raining really hard. We didn’t have an umbrella so we were wet and cold. It was______! And______ _______ the bad weather, we couldn’t see anything below. My father didn’t bring_____ _______, so we only had one bowl of rice and fish. The food_____ ______because I was so hungry!
（设计意图：此任务的设计更注重了笔头训练，引导学生注重知识点的落实。）
Task 3:
1. Retell the first diary entry according to the form.
Time Weather Activities Feelings
Monday morning Sunny and hot go to the beachtry paragliding exciting
Monday noon Sunny and hot has Malaysianyellow noodles delicious
Monday afternoon Sunny and hot ride bicycles walk enjoyable
2. Retell the second diary entry according to the key words below.
What a difference a day makes! My father and I.... We wanted…but then it…so we…. We waited…because…. When we…, it…. We didn’t…so we….It was terrible! And because of…, we couldn’t…. My father didn’t…, so we…. The food...because…!
（设计意图：课文复述环节可分层次要求。优等生可用自己的语言复述，中等生可借助表格和一些关键词来复述课文，鼓励后进生读出，并给予适当的表扬，让他们体验成功的喜悦，培养学生复述课文的能力。）
Step Five: Expand and sublimation 拓展和升华
Anna讲故事（Jane’s Trip to Penang）,评选“故事大王”
T: let’s say you’re Anna. Please read Jane’s diary entries carefully again and tell a story about her trip to Penang, Malaysia.
S: Tell a story about Jane’s trip to Penang in Anna’s words.
（设计意图：此环节活动为选做环节。让学生在了解文章的基础上对语言进行重组以自己的口吻介绍Jane的马来西亚之行，锻炼学生们的思维能力、语言组织能力和口头表达能力。可借助评选“故事大王”来激发学生参与此活动的积极性。）
情 感 体 验:
T: After learning Jane’s diary entries, do you think she had a great time in Malaysia
S: Yes, she did.
T: What enjoyable activities did she have
S1: She tried paragliding.
S2: ……
T: Did she have any unpleasant experiences there
S: Yes, she did.
T: What were they
S3: They were all wet and cold because they didn’t bring an umbrella.
S4: …….
T: If you experienced such things, how would you feel and what would you do
S: ……
T: No matter what we meet, we should keep positive attitude and try to solve the problems.
Don’t just complain!
Step Six: Inquiry into knowledge by translation翻译探究
1. I feel like I was a bird. 译_________________________
feel like+从句 意为“觉得好像是……”
e.g. 我感觉好像是倘佯在历史的长河中。
I feel like _________________________.
[拓展]feel like的其他用法：
① feel like + 名词或代词,意为“觉得好像”
感觉天好像很快就要下雨了。
It feels like _______soon.
② feel like + 动名词意为“想做……”
今天我不太想去散步。
I don’t feel like__________ today.
2.I wonder what life was like here in the past.译_______________
wonder是及物动词，意为_________.常见用法有：
1)后接who, what, why, where等引导的宾语从句,从句用________语序.如：
我想知道他是谁。I wonder_______________________________
老师想知道他为什么迟到？The teacher wondered________________
2)后接if或whether引导的宾语从句，用来表示委婉的请求或疑问。如：我想知道你明天是否有空。
I wonder__________________________ tomorrow.
3)后接疑问词+动词不定式。如：
我正想知道如何做这件事。I’m wondering_____________________
3.And because of the bad weather, we couldn’t see anything below.
because of意为“因为”，后跟_______或 _________。
e.g. 因为坏天气的原因他们没有去钓鱼。
They didn’t go fishing_________________________.
[辨析] because 与 because of 的区别：
because + 句子 意为“因为”
e.g. 他因为生病而没有上学。
He didn’t go to school________ he was ill.
He didn’t go to school_________his illness.
4. My father didn’t bring enough money.
enough作形容词，意为“充足的，足够的，充分的”，修饰名词，，既可放在名词的_______,也可放在名词的________.
e.g.你有足够的时间按时到达那里。
You have__________ to get there on time.
[注意] 当enough作副词时，意为“足够地，充足地”。它修饰形容词时应置于该形容词或副词的________。
e.g. 这个房子对我们来说太小了。
The house isn’t__________ for us.
他学习不够刻苦。He doesn’t work________________.
（设计意图：此环节让学生通过合作竟学的方式来获取知识，引导学生观察、发现、归纳和掌握语本课的重难点，,老师可以给予适当点拨，落实了以学定教。）
(设计意图：让学生自己总结本节课所学内容，对本课重要内容进一步强化巩固。同时培养学生的归纳总结能力，养成好的学习习惯。）
Step Seven: The end-of-class test 当堂检测
一.用所给的动词的适当形式填空。
1.He decided________(look) for a job in Beijing.
2.He dislikes_______(do) housework.
3.There are more and more tall _______(build) in our city.
4.There are many_______(different) between Lucy and Lily.
5.You should try______(work) as hard as you can.
（操作说明：老师引导学生注意每句话中的蓝色单词，提高做题正确率。）
二.Fill in the blanks in Jane’s diary entry with the correct forms of the verbs in brackets.
Thursday, July 18th
Today ____ (be) a beautiful day. My father and I_____ (go) to Penang Hill again, but this time we _______ (walk) to the top. We _______ (start) our walk at 9:30 a.m. and _____ (see) lots of special Malaysian flowers along the way. About one hour later, we ________ (stop) and ______ (drink) some tea. Then we _______ (walk) for another two hours before we ____ (get) to the top. I _____ (be) quite tired, but the city _______ (look) wonderful from the top of the hill!
(操作说明：老师引导学生思考：记日记我们应该用什么时态，并提醒学生注意区分规则动词和不规则动词的过去式形式。)
三.翻译下列句子。
1.今天早上我和家人到达了马来西亚的宾城山。
2.天很晴朗又炎热，所以我们决定去我们旅馆附近的海滩。
3.我感觉自己像只小鸟。
4.我想知道这里过去的生活是怎样的。
5.我真得很喜欢在这个城镇里散步。
6.多么千变万化的一天呀！
7.我们想步行到山顶，但开始下小雨了，所以我们决定乘火车。
8.我们等了一个多小时的火车因为人太多了。
9.我爸爸没带足够的钱,所以我们只吃了一碗米饭和一些鱼。
10.因为天气不好，我们看不到下面的任何东西。
(设计意图：针对本节课所学内容进行形成性评价，既能使学生巩固本节课所学知识，又能让老师了解学情，为下堂课的教学提供依据。在此环节，老师可以给学生进行做题技巧的指导。)
Step Eight: Homework 布置作业
You must:
Master the new words and phrases and can retell 2b.(★)
Finish the exercises of SectionB in the students’ workbook.(★★)
If you can:
After class, write a passage about Jane’s or your own trip. Then next class tell the students. （★★★）
（设计意图：作业1和作业2注重基础知识的落实，作业3训练学生的写作能力。作业布置体现了分层教学，使学生既能吃饱，也能吃好。）
课后反思：
本节课所讲的是Section B（2a-2e）的内容，这是一堂阅读课。这节课除了巩固SectionA所学重点语言内容外，学习正确地运用相关形容词描绘假期活动，表达自己的感受是这一部分的重要任务。为了完成教学目标，突出重点，突破难点，更好的体现我校“自主探究 合作竞学型”高效课堂，我仔细研读教材，有效的对课本进行整合，精心设计了本堂课。现将自己的教学设计及反思整理如下：
首先展示了本节课的学习目标，让学生先入为主，了解本节课所要掌握的内容。在
Pre-reading环节先展开“头脑风暴活动”让学生尽可能多地说出各种度假活动，然后我再
展示事先准备的一些假期活动的图片，让学生对这些活动进行简单地讨论，找出自己喜欢
的度假活动并简单说出原因。在这一活动中，我有意将2b中的一部分活动呈现给学生，目
地是降低阅读中生词对学生理解的干扰。再通过一些与马来西亚有关的图片导入本节新课，
给学生创设一种轻松的学习氛围，让学生积极地投入到新的学习当中。阅读环节注重培养
学生养成良好的阅读习惯，提高学生的泛读和精读能力。通过让学生找段落大意，完成表
格和回答问题深入学习和理解短文内容，完成学生对知识的输入阶段。在知识的输入环节
中先让学生朗读课文加强对学生在语音，语调和语感方面的培养；然后再让学生根据课文
内容填空，加强对基础知识的落实，最后分层次让学生复述课文，锻炼了学生的口头表达
能力。翻译探究环节采取“小组合作竟学”的方式，让学生自己先思考找出疑难，再小组
讨论，老师给予适当点拨。接着让学生自己总结本节课所学内容，培养学生的归纳总结能
力，养成好的学习习惯。当堂检测针对本节课所学内容进行形成性评价，使学生进一步
巩固本节课所学知识，让老师了掌握学情为下堂课的教学提供依据。作业布置体现了分层
教学，使学生既能吃饱，也能吃好。最后总结本节课的竞学结果，评出获胜小组。
总之，本节课我充分调动学生的积极性，同时注重在各个环节对学生进行及时性评价，
不断鼓励他们，让每个层次的学生都体验到成功的喜悦，特别是后进生，增强他们学习英
语的自信心。让每一个学生会学，乐学，寓教于乐。
本课亮点：
1.本课主要是阅读训练课，注重培养学生养成良好的阅读习惯。读后的出声朗读环节采取评出“朗读之星”的方法引导学生重视朗读的重要性，加强对学生在语音，语调，重音和语感方面的培养。
2.课文复述环节分层次要求。优等生用自己的语言复述，中等生可借助关键词来复述，鼓励后进生读出，并给予适当的表扬，让每个层次的学生都体验到成功的喜悦。
3.拓展和升华环节设计了Anne讲故事活动，让学生在了解文章的基础上对语言进行重组以自己的口吻介绍Jane的马来西亚之行，锻炼学生们的思维能力、语言组织能力和口头表达能力。同时我借助评选“故事大王”的方式来激发学生参与此活动的积极性。
不足之处：
在时间的分配上不够合理，Pre-reading环节用时过多，因此，本节课有些前松后紧，今后在这方面要多加注意该善，合理分配各环节的时间。
使用建议：
1.本课可以采用小组合作竟学的方式激发学生积极参与课堂活动的热情。
2．注重及时性评价，尤其关注每组中的后进生及时的鼓励他们，增强他们学习英语的自信心。
3. 拓展和升华环节设计的Anne讲故事活动可以根据时间决定为课上口头表达或课下书面表达完成。
答案：
Preview预习
arrive in 2.try paragliding 3.ride bicycles
4. a lot of new buildings 5.too many people 6. bring enough money 7. It was sunny and hot, so we decided to go to the beach near our hotel.
8.I felt like I was a bird.
9.I wonder what life was like here in the past.
10.I really enjoyed walking around the town.
11.What a difference a day makes!
12.We wanted to walk up to the top but then it started raining a little so we decided to take the train.
13.Because of the bad weather, we couldn’t see anything below.
Reading阅读
1)Read the passage carefully and try to answer the questions.
Because it started raining a little.
Over an hour. Because there were too many people.
They were wet and cold. Because it was raining hard, and they didn’t bring an umbrella.
No, they couldn’t. Because the weather was bad.
They had a bowl of rice and some fish. Because they didn’t bring enough money.
2)2d答案
1.went 2.Malaysia 3.did 4.family 5.sunny 6.paragliding 7.rode 8.father 9.was 10.waited 11.wet 12.umbrella 13.enough
3)Read 2b again and fill in the blanks.
arrived in 2.decided to go 3.tried 4.felt like 5.exciting
something very special 7.decilious 8.rode bicycles 9.new buildings
10.wonder 11.in the past 12.enjoyed walking 13.difference
14.to walk up 15.started raining 16.to take 17.waited for
18.too many 19.got to 20.terrible 21.because of
22.enough money 23.tasted great
翻译探究:
1.我感觉自己像只小鸟; I’m walking through the history;
rain; walking
我想知道这里过去的生活是怎样的; 想知道；陈述；
Who he is; why he was late; if you are free; how to do
名词；代词；because of the bad weather; because; because of
前面；后面; enough time; 后面; big enough; hard enough
当堂检测答案：
一. 1.to look 2.doing 3.buildings 4. differences 5.to work
二. 1.was 2.went 3.walked 4.started 5.saw 6.stopped 7.drank
8.walked 9.got 10.was 11.looked
三. 1. I arrived in Penang in Malaysia this morning with my family.
2. It was sunny and hot, so we decided to go to the beach near our hotel.
3.I felt like I was a bird.
4.I wonder what life was like here in the past.
5.I really enjoyed walking around the town.
6.What a difference a day makes!
7.We wanted to walk up to the top but then it started raining a little so we decided to take the train.
8.We waited over an hour for the train because there were too many people.
9.My father didn’t bring enough money, so we only had one bowl of rice and some fish.
10.Because of the bad weather, we couldn’t see anything below.
Key sentences
Grammar
New Words and phrases
and phrases
aa
and phrases
Reading第六课时 Section B 3a - Self Check (写作课）
Step1 Pre-writing activities
1.Teaching goals:
1) 词汇和常用表达：duck, dislike, buy something special, learn something important, dislike doing sth.
2) 语法：学会运用不定代词和一般过去时态。
I bought something special. I learned something important.
The weather was hot and sunny.
We took some photos.
In the evening, I felt really tired.
3) 话题和功能：学会用一般过去时写作有关假日旅游的日记。
4) 文化知识：了解国内外部分著名旅游景点。
5) 学习策略：利用信息归类和时间链等方法拟定写作提纲，提高写作技巧和能力。
2. Revision(话题复习)：
1) 写出下列动词的过去式：
take buy see watch start
eat climb go bring find
read keep get learn arrive
2) 短语翻译：
美味的食物 漂亮的鲜花
天安门广场 故宫博物院
开始我们的旅行 如此...以致于...
继续前进 到达（山）顶部
又蹦又跳 到乡村去
【设计意图】坚持“以生为本,先学后教”的理念,强调学生的参与、体验、感知，落实基本语言点，以学定教,教师根据具体学情适当微调后续环节的教法。学习一般过去时态就要从动词的过去式入手，为后续的环节积累储备词汇。
3.Leading- in(导入)：
T: We have learned some interesting places in the world such as Central Park , Hong Kong, Huangguoshu Waterfall , Penang in Malaysia and so on.
Today，we'll learn to write a diary entry about our trip to some place. Imagine you took a trip to Beijing during last summer vacation.
4.Talk about some pictures(看图说话)：
There are lots of tourist attractions and something interesting in Beijing. Let's have a look.
Make one or two sentences about each picture using the simple past tense. For example,
This summer I went to the Great Wall in Beijing. It was beautiful.
【设计意图】利用精美的图片激发学生练习说话的热情，这种深入浅出的“开场白”，具有承前启后，温故而知新的作用，且有利于中下等学生进入状态,扎实推进。
5. Complete the passage(短文填空)：
Activity 3a. Read the expressions in the box and make sure you know the meaning of each one.
Complete the diary entry in 3a using the words or expressions above . After 2 minutes, check the answers.
【设计意图】复习相关词汇，引导学生进行写作前的热身活动，并为下一步结构分析作准备。
6. Structure analysis(信息归类 结构分析)：
1) Put the above expressions to the right place in the chart:
Time
Weather
Activities
Food
Description words
Check the answers. Have the students to read the diary aloud by themselves.
2) Look at the following disordered sentences, put them into the right order.
We took some photos.
For dinner, we ate Beijing duck.
Today the weather was hot and sunny.
In the evening we felt tired.
I went to Tian'anmen square.
It was really big and beautiful.
I liked this place because I learned something important.
It was delicious.
Get the students to collate the sentences individually or in pairs. Then check the answers:
C → E → F → A→ G → B → H → D
3) Now think about this question: How can we put them into the correct order
You can answer in English or in Chinese.
S1:....
S2:....
S3:....
T: So ,in order to put them into the correct order, we must pay attention to the timeline (时间链） such as Today the weather..., For dinner..., In the evening...,...
【设计意图】本环节设计了两项活动：信息归类和句子重排，旨在引导学生积累写作材料，了解日记的主体结构，学习文章布局技巧，知晓日记文体在时态、活动、描述词汇等方面
的要求。
7. Talk about reality(谈论实际)
T: Class, National Day is coming. Where did you go on a trip during last National Day vacation Write your own travel diary. You can imitate the diary in 3a.You can also add some more information if possible.
【设计意图】由布局谋篇的技巧学习过渡到实际运用，从热身活动过渡到实际“下水”。
Step2 While-writing activities:
1. Write an outline(拟定提纲)
First , answer the questions in 3b to make notes about a vacation. Discuss them in pairs and write some key words in the following chart:
Time
Weather
Activities
Food
Description words
T: Prepare your diary orally according to the details in the chart and I'll ask someone to read to the class.
Give Ss 3 or 4 minutes to write an outline. Sample:
Tuesday, August 20th
I had a ..... It was .... In the morning, .... I ..., and.... We...,.... I went to .... For dinner,.... After lunch,.... We saw.... There were .... They were .... In the afternoon, .... I bought.... It's time to go back...,.... I felt.... I think today is...
【设计意图】正如语文课上写作文要先打草稿一样，拟草稿是写好英语作文的第一步。在此框架内填枝加叶，充实内容，才能一步步顺利成篇。
2. Write the draft(起草初稿)
Write the draft in your exercise book.
3. Revise the draft(修改初稿）
Here is an evaluation scale(评价标准）. Have a look.
Is there a topic sentence(主题句)
Is there a timeline
Did I use the past tense verbs
Are there any grammatical mistakes（语法错误）
T: Modify each other's diary in pairs according to the evaluation scale above. Correct mistakes as possible as you can.
【设计意图】以学习小组为单位，互评互改，在批改中学习，在批改中提高，取长补短，即所谓“兵教兵”。与教师逐篇批改相比，这种做法省时省力见效快。
Step3 Post-writing activities:
1. 展示评价
1) Each group hands in one diary . Teacher shows them on the screen and evaluate them one by one.
2) Choose several Ss to evaluate the diary item by item in the evaluation scale.
3) Each group elect the best piece from all the diaries of them and give them to the teacher.
T: I'll show them on the screen. The group leaders will give a grade (等级) to each diary according to the evaluation scale.
A. best B. better C. good D. just so-so
Praise top three diaries .
4）Get all the students to transcribe their diaries on page 7 in the textbooks.
【设计意图】教师从不同小组随机抽取3-5篇日记，投影到大屏幕。教师先做评价示范，学生再对本组作品评价，推选出本组最佳日记，交给教师，投影到大屏幕。各小组组长为评委，按A、B、C、D四个档次投票，排名前三为优秀。
2. 新闻采访
Now let's have an interviewing game. Imagine you are a reporter from Tengzhou Daily(《滕州日报》) and your partner is the interviewee(被采访者). You will talk about a travel in the past.
1) Prepare the conversation in pairs.
2) Each group chooses one pair as the representative to act out.
3) Choose the best pair from each group to take part in the competition.
4) Rank all the representatives and give a prize to the top four pairs:
最佳表演奖， 最佳创作奖， 最佳语言奖， 最具潜质奖。
【设计意图】从书面作文返回到口头表达，既巩固了写作技能又促进了口语表达能力的提高。同时，根据多元评价的要求，善于发现学生的闪光点，对学生作品不同的亮点给予不同的奖项，激发活动热情，提高参与积极性。
3. 反思目标
T: Just now we have do some practice about writing a diary . How can we write a good travel diary
Sa: ......
Sb: ......
Sc: ......
T: If you want to write a beautiful travel diary , you have to pay attention to the following points:
1) diary format(格式) 2) tense 3) timeline 4) weather 5) activities 6) food or other things 7) feelings 8) topic sentences
【设计意图】经过前面多种形式的反复操练，进入概括总结阶段。引导学生回顾达成目标的过程，总结写好日记的要素, 升华提高。
作业布置：
1）必做题：Self Check on page 8. Exercises 1&2.
2) 选作题1：Imagine you and your friends went to the Old City of Taierzhuang （台儿庄古城，被称为“江北水乡”).Write a diary according to the pictures:
Taierzhuang Battle Monument Guns(枪)
Teahouse(茶社)
Li Zhongren Monument
选作题2: You toured the Red Lotus Wetland(红荷湿地) this summer vacation.
Write a diary with the help of the following pictures:
Watch lotus
Xiaolizhang(小李庄） take the touring car
Man-made waterfall（人造瀑布） the botanic garden(植物园)
Red Lotus Festival(红荷节)
本课亮点:
1. 按照八年级英语写作课的过程性写作模式，写前 展示目标→(单元)话题复习→热身导入→看图说话→短文填空→文体结构分析→展示标准→谈论实际 写中 拟定提纲→起草初稿→修改初稿 写后 典型展示→师生评价→生生互评→新闻采访→反思目标→布置作业。环环相扣，步步为营。这不仅有助于学生形成合理的写作思路，养成良好的写作习惯，而且有利于降低写作难度，培养学生写作自信心。
2.充分利用多媒体课件、投影仪的作用，引导学生进入预设情景，展开丰富的想象。
3.全方位评价学生，鼓励学生作品中的每个亮点。例如在新闻采访环节，活动展示后设立最佳表演奖， 最佳创作奖， 最佳语言奖， 最具潜质奖，极大地鼓励了学生的参与热情和成就感。努力体现评价主体的多元化，自我评价、结对互评、小组评价、教师评价相结合。
本课不足：
实施“小组合作竞学”模式，为了鼓励学生参与热情，我对学生的每次表现都及时计分，导致课时略显不足。
在学生对话、拟定草稿的过程中，我在班内巡视不够多，没能及时提供语言帮助。
教学建议：
1. 安排小组长负责记录本组成员得分情况，分段集中在黑板上展示，同样能收到良好的效果。
2. 学生活动时，增加在教室内巡视频率，及时提供语言帮助。
附：习题答案
2.话题复习：
1) 写出下列动词的过去式：
take took buy bought see saw watch watched start started
eat ate climb climbed go went bring brought find found
read read keep kept get got learn learned/learnt arrive arrived
2) 短语翻译：
美味的食物 delicious food 漂亮的鲜花 beautiful flowers
天安门广场 Tian'anmen Square 故宫博物院 the Palace Museum
开始我们的旅行 start our trip 如此...以致于... so...that...
继续前进 keep going 到达（山）顶部 get to the top
又蹦又跳jump up and down 到乡村去 go to the country / countryside
5. Complete the passage(短文填空)：
August hot and sunny beautiful took some photos it was interesting Beijing duck delicious tired
6. Structure analysis(信息归类 结构分析)：
Time August
Weather hot and sunny
Activities took some photos
Food Beijing duck
Description words beautiful interesting delicious tired
4. 作业布置：（答案略）
Hot and sunny tired
Beijing duck delicious
Take some photos beautiful
Buy something special interesting
Learn something important August单元题目 Unit1Where did you go on vacation Section A 1a-2d P1-2
Teaching and learning Goals:
一、功能：Talk about past events
二、词汇和常用表达Learn to use “someone, anyone, anywhere, something, wonderful, most and so on.”
三、文化知识：know something about places of interest, for example : Huangguoshu Waterfall, Central Park
Teaching and learning steps:
Step I. Pre-listening activities
1. Preview
Ask the Ss to translate the following Chinese into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.
.去度假________________
2).去纽约 _______________
3).去爬山 ________________
4).去海滩_________________
5).参观博物馆_____________
6).拍很多照片______________
7).买特殊的东西____________
8).去夏令营_________________
Ask the Ss to translate the following sentences.
（1）--你去哪里度假了？
--我去爬山了。
__________________________________________________________________________
你的假期怎么样？相当不错！
【设计意图】本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。
2.Warming up and leading in
T: Hello, boys and girls！Welcome back to school! I’m your new English teacher. Did you have a good vacation On my vacation. I went to Beijing with my friends. We visited many places of interest, such as Tian’anmen Square, Peking University and the Great WallThe weather was very sunny and hot. We took quite a few photos. I bought something special for my parents. It was very wonderful. Can you tell me about your vacation
3.Presentation
1)T: Did you go out with your parents (write it on the blackboard)
S1:Yes/No.
T: Where did you go on vacation (write it on the blackboard)
S2:I went to Qingdao
S3:I just stayed at home.
S4:I visited a museum.
S5:…
T: How was the vacation (write it on the blackboard)
S: It was wonderful/boring/exciting/…
2).T: I’m glad to know you had a happy vacation. Many people are talking about their vacation. Let’s see where they went and what they did. Look at 1a and match the activities with the pictures[a-g].
stayed at home_______
went to New York City ____ 3.visited my uncle_______
went to summer camp _____ 5.went to the mountains_______
6.went to the beach_____
7.visited museums______
【设计意图】老师结合照片带着感情向学生介绍自己的假期生活，激发学生学习的兴趣，激活他们头脑中假期活动的相关知识，通过师生对话，自然引出本节课的三个重点句型：Did you… Where did you go on vacation How was… 并以此引导学生观察教材的主题图，按要求完成活动。
Step II. While-listening activities
1. Listen and find the general idea.
The general idea of the conversation is about__________________________________________
A .summer vacation
B. some places of interest
C. some students’ summer vacation activities
2. Listen to the conversation more carefully and find the specific ideas
1)Listen and number the people in the picture.
(2) listen again and fill in the blanks like this：
Name Activities
1. Tina
2. Xiang Hua
3. Sally
4. Bob
5. Tom
Talk with in groups and check their answers in pairs.
【设计意图】听力的教学依据创设情景引入教学，第一遍听文章大意，第二遍听学生的名字，第三遍听相应的活动，层层递进，由易到难，训练到位。
Step III. Post-listening activities
1.Look at the blanks, ask and answer like this:
A: Where did Tina go on vacation
B: She went to the mountains.
A: Where did Xiang Hua go on vacation
B: He went to…
A: What about Sally
B:…
2. Look at the blanks and report like this:
Many people had a good vacation. Tina went to… Xiang Hua went to… Sally stayed … Bob visited… and Tom went to…
3.Finish the conversations .
Conversation 1
Xiang Hua: Hey, Tina. Where did you go ____ _____
Tina: I ____ ______ ______ _____with my family.
Xiang Hua: Did everyone have a good time
Tina: Oh, yes. Everything was ______. Where did you go, Xiang Hua
Xiang Hua: I____ _____ ______ ______ _______.
Conversation 2
Girl: Where did you go on vacation, Sally
Sally: Nothing. I just_____ ______ _____ .
Girl: And where did you do _____ _________, Bob
Bob: I_____ ______ _________.We went fishing, but we didn’t get any fish.
Conversation 3
Boy:Did you go __________on vacation, Tom
Tom: I_____ ______ _______ ________.
Boy 1: Did you go______ ________
Tom:Yes.I went with my friends. Everyone______ _______ ________ __________.
【设计意图】听后的任务设计了三个：1看表格做对话，让学生对听力内容有更清晰的了解2看表格，完成口头作文，听力再设计，培养学生的口头表达能力3.不看原文，完成对话，当堂内容，当堂掌握。
Step IV. Pre-listening activities
warming up and leading in
Look at the picture. Imagine that you are a reporter from Shungeng TV and you want to interview some students about their vacation.
R: How was your summer vacation
S: It was…
R: Did you go anywhere interesting/beautiful…
S: Yes, I did. /No, I didn’t.
R: Where did you go on vacation
S:I went to…
R: Did you do anything special/great…
S: Yes, I did. No, I didn’t.
Practice the dialogue in groups
【设计意图】这是一个舜耕记者的采访活动。一方面巩固前面所学内容，另一方面为下面的2a,2b部分做好铺垫，更重要的是活跃课堂气氛，提升学生语言运用和表达能力。同时在此过程中讲授anything, anywhere,复合代词和副词。）
Step V. While-listening activities
1.T: Let’s interview another three students. They are Grace, Kevin and Julie.
Please listen for the general idea of 2a.
The general idea of the conversation is about_____
three students. B. three students’ hobbies
C. three students’ vacation activities
2.Listen for the specific ideas of 2a.
1).Where did Grace, Kevin, and Julie go on vacation Match the person with the place.
People Places
1. Grace
2.Kevin
3.Julie
2).Listen again. For each question check (√)“Yes, I did.” or “ No, I didn’t.” as you hear them talk.
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 anything interesting
study for tests
go out with anyone
【设计意图】本部分的内容重在培养学生们听寻大意,和听寻细节信息的能力
Step VI. Post-listening activities
Listen to the tape and repeat.
Role-play conversations between Grace, Kevin and Julie.
A: Grace, where did you go on vacation
B: I went to New York City.
A: Oh, really Did you go with anyone
B: Yes, I went with my mother.
A: …
B: …
3.A small report.
T: Now let’s have a small report. Tell me what they did on vacation and what they didn’t do on vacation.
Do it like this:
I am a reporter from Shungeng TV. Now I will report about student’s vacations. Grace went to…and she went with… But she didn’t buy anything special… Kevin ….
Practice in groups in groups and have a PK..
【设计意图】有小记者的采访活动做铺垫，学生能很容易完成2a, 2b部分。报道活动进一步锻炼了学生语言输出及语言的综合运用能力，是对本课内容的提升。小组竞争的形式激发学生动力，促进小组成员的合作。
Step VII. Reading and practice
1. T: Look at the picture. This is Huangguoshu Waterfall. It’s beautiful, right？
S: Yes.
T: Now Rick and Helen are talking about their vacation. Let’s find what happened. Read and answer some questions.
1).Where is Huangguoshu Waterfall _________________________________
2).What did Rick do last month _____________________________________
3).When Helen saw Huangguoshu Waterfall, what did she do __________________________
2.Read again and find out the key points.
3.Read carefully and finish the conversion.
Rick: Hi, Helen.____________.
Helen: Hi,Rick. Yes, I was ____________last month.
Rick: Oh, did you go__________________
Helen: Yes, I went to Guizhou with my family.
Rick: Wow! Did you see _________________
Helen: Yes, I did. It was wonderful! We took ____________photos there. What about you Did you do ________________last month
Rick: Not really. I just stayed at home most of the time____________.
Talk show
T: Let’s see some pictures .There are many beautiful places in our country. Please make up a conversation and you can choose one. Or you can talk about a place you visited.
【设计意图】通过看图片回答问题，找出重点短语，漏空等形式夯实学生基础，通过最后的脱口秀是对本节课知识的综合运用。同时让学生感受我们祖国大好河山之美，这是本课的升华。)
Step VIII Summary：Inquiry into knowledge by translation
Ask the Ss to look at the following sentences and try to summarize the language rules about how to use “someone, anyone, something, anything, anywhere” to make inferences and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.
Did you go anywhere interesting
Did you do anything special
Did you meet anyone interesting
复合不定代词和不定副词的构成及其用法
一、构成：由some, any, no, every分别加上-body, -thing, -one构成的不定代词叫做复合成不定代词；加上-where构成副词。
二、用法：
1.复合不定代词在句中可以作主语，谓语动词用作单数。
1)Somebody ____ (be) waiting for you at our school gate.
2) He _______ (want) something to eat.
3)There______ (be) nothing wrong with the TV.
4. Everybody _____ (like) to be free.
2.some-不定代词，通常用于肯定句中；
any-不定代词则多用于否定句、疑问句和条件状语从句中。但some-可用于表请求、邀请、预料对方会作肯定回答时的疑问句中。
1). __________ called on her last week.
2). There isn’t _________ else there.
3). Is _________ over there
4). Could you give me _________ to eat
3.形容词修饰不定代词时，通常要放在不定代词之后。
1). There is ________________ （一些新的东西）in today’s newspaper.
2).Did you buy ____________ (一些特别的东西)
【设计意图】引导学生观察、发现、归纳知识点，让学生积极主动发现问题，教师和学生共同解决问题，变老师讲解知识为学生自主学习，以多种形式讨论互助，若还不会，教师在学生还不会的地方进行精讲，落实了以学定教。
Step IX. Exercises: the end-of- class test
I. 用不定代词或副词填空。
1. I can’t hear anything = I can hear _________.
2. There is __________ on the floor. Please pick it up.
3. Did _____ go to play basketball with you
4. I phoned you last night, but ________ answered it.
5. I don’t think ___________ telephoned.
9. Don’t worry. There’s ______ wrong with your ears.
10. There’s __________ in the box. It’s empty.
11. Maybe __________ put my pencil _________. I can’t find it ___________.
II.翻译
1.我给妈妈买了特别的东西。
_____________________________________________________________________________
2.假期你去一些有趣的地方了吗？
3.我大部分时间只是待在家里读书休息。
_____________________________________________________________________________
4.我们在那里拍了不少照片。
_____________________________________________________________________________
5.你和别人一起出去的吗？
_____________________________________________________________________________
【设计意图】以学评教、强化落实。精讲精练，当堂达标.当堂检测主要是由本节内容组成的形成性评价。
Step X. Homework
1. Read 1b and 2a after the tape and recite them.( ★ )
2. Rewrite 2a into a short text. ( ★ )
3. Preview 2d.( ★★)
教学反思：
本节课先做几个小题来检查预习情况，再由老师结合照片带着感情向学生介绍自己的假期生活，激发学生学习的兴趣，激活他们头脑中假期活动的相关知识，使学生易于接受，也乐于接受。然后通过师生对话，自然引出本节课的三个重点句型：Did you… Where did you go on vacation How was… 并以此引导学生观察教材的主题图，按要求完成活动。接下来的第一个听力活动依据创设情景引入教学，第一遍听文章大意，第二遍听学生的名字，第三遍听相应的活动，层层递进，由易到难，训练到位。接下来的2a,2b都是听力练习，如果连续听学生容易感到枯燥和疲惫，所以我创设了舜耕中学小记者采访学生假期生活的情景，以小记者的身份先进行一次调查。一方面巩固前面所学内容，另一方面为下面的2a,2b部分做好铺垫，更重要的是活跃课堂气氛，提升学生语言运用和表达能力。同时在此过程中讲授anything, anywhere,复合代词和副词。由于前面已做了大量的铺垫，所以学生能在愉快的气氛中训练了听力练习。随后的三个听后环节，环环相扣，由易到难，层层递进，既巩固了对基本句型的掌握，通过report环节，让学生学以致用，采用了小组互助合作活动，训练了学生的说、写能力。2d是本课综合运用的体现。通过看图片回答问题，找出重点短语，漏空等形式夯实学生基础，通过最后的脱口秀是对本节课知识的综合运用。同时让学生感受我们祖国大好河山之美，这是本课的升华。
亮点：导入比较贴合学生实际，尤其是舜耕小记者的引入，容易激发学生的学习兴趣，调动学生的学习积极性。听力环节竞赛形式的设计，提高了学生的主动性，而阅读和报告环节更是满足了一些优生在学习上“吃得饱，吃得好”的需求。最后情感升华部分的设计，从情感教育的角度达到了师生共同成长的目的，效果很好。
不足之处：这节课内容设计的点多，容量优点大，所以每一个环节的时间都比较紧，因此有的地方处理不深，有点蜻蜓点水。另外，由于时间紧，对于成绩较差的同学关注不够，分层教学做得不够好。
使用建议：
1．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。
2．导入部分，不必要求学生们就都能快速掌握不定代词的用法，在接下的活动中学生们会逐步感知。
Keys:
Step I.
Phrases: 1)went on vacation 2)went to New York City 3)went to the mountains 4)went to the beach5)visited museums6)took quite photos 7)bought something special 8)went to summer camp
Sentences:
1)Where did you go on vacation I went to the mountains.
2)How was your vacation Very great!
f b g d c a e
Step II.
1. C
2. 4-2-1-5-3
Step III.
1) went to the mountains;went to New York City; stayed at home; visited his uncle;went to summer camp
3)Answers : on vacation; went to the mountains; went to New York City,excellent.; stayed at home ;visited my uncle ；went to summer camp ;with anyone ;had a great time
Step V
C
New York City;the beach;home
Step VI.
1.
1) In Guizhou;
2)He just stayed at home most of the time to read and relax.
3)She took quite a few photos there.
2.Long time no see; on vacation; anywhere interesting; Huangguoshu Waterfall; quite a few; anything special;to read and relax
Step VIII.
二is，wants，is，likes; Someone ,anyone, anyone, something; something new; anything special
Step IX
1.nothing; something ; anyone; no one; anyone ; nothing; nothing; someone; somewhere;
anywhere
2.
I bought something special for my mother.
Did you go anywhere interesting on vacation
I just stayed at home most of the time to read and relax.
We took quite a few photos there.
Did you go with anyone
