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　Section A (1a-Pronunciation)
一、教学目标
1.能够正确认读、拼写并运用本课时所学的关于度假的词汇和短语。
2.能够理解并掌握一般过去时的特殊疑问句及其回答:Where did you go on vacation I went to…并能在实际情境中进行准确、流畅的口语交流。学生能够听懂有关度假经历的简单对话,并获取关键信息。
3.梳理发/i /,/ /,/i/,/e/和/ /音的字母及字母组合。
二、核心语言知识
1.核心词汇:
单词:
ancient;camp;landscape;strange;vacation
短语:
take music lessons;visit some ancient buildings;go to the mountains;go to a festival;go to a summer camp
2.核心句式:
(1)—Where did he/she go on holiday/vacation —He/She went to…
(2)—Did he/she do anything interesting —Yes,he/she did./No,he/she didn't.
(3)—How was your holiday —Great!/Fantastic!
(4) —What did you do
—I went to Beijing and saw the Great Wall.Oh,how great it was!
3.教学重难点:
(1)能够听懂有关谈论假期活动的内容,并且能够通过不同的活动方式,掌握在听力活动中提取关键信息的能力。
(2)能够熟练运用目标语言(短语和一般过去时)谈论发生在假期的事情。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Play a video about famous tourist attractions around the world,such as Mount Huangshan and the strawberry festival in the United States,etc.,to attract students' attention and stimulate their interest in the topic of this unit,“Happy Holiday”. Ask the students:Do you like travelling Where did you go on vacation Guide students to answer the questions with their existing knowledge,thus smoothly introducing the new lesson. 观察学生是否能成功领悟视频所带入的情境。能否熟练运用知识回答,积极分享度假经历。
设计意图:在本次“快乐假期”单元导入中,播放旅游景点视频成功吸引多数学生注意力,他们专注观看且兴趣浓厚。
◆Step 2　Pre-listening 1.Insert pictures according to the phrases in 1a,and guide students to say out the following phrases.Then teach new words one by one,such as “ancient”,“camp” and so on.During the teaching process,pay attention to the pronunciation and spelling of the words.You can adopt methods like leading the reading,reading aloud together,and individual reading,etc.,to let students repeat after you and deepen their memory. 2.Tick the activities you did during the summer holidays from 1a.Then add some more. 根据学生对于度假方式的认识,引导学生去讲出自己的假期经历,从而引出本课时的内容。
设计意图:导入主题,创设情景,激发学生参与的兴趣,激活学生对于假期经历介绍的词汇;通过预测任务引导学生思考,培养学生利用情景线索进行推断预测的能力。培养学生准确获取、梳理和记录关键信息的能力。
◆Step 3　While-listening Work on 1b and 1c 1.T asks Ss to look at pictures in 1c and says: Where did Yaming and Emma go on vacation 2.T plays the record for 1b and asks Ss to listen and circle the holiday activities in 1a. 3.T asks Ss to listen again and complete the blanks in 1c. 4.T plays the record again and checks the answers. 学生能通过看图片,了解活动。听录音,抓取关键词。
◆Step 4　Post-listening Work on 1d 1.T asks the Ss to read the two summaries aloud for 2 minutes. 2.T leads the Ss to make conversations according to the two summaries like the following: S1:Where did Yaming/Emma go on vacation/holiday S2:He/She went to… S1:Did he/she do anything interesting S2:Yes,he/she… 3.Pair work T asks the Ss to make up their own conversations. 4.Group work (1)Let the Ss work in groups of four,interview three students in the group,ask and answer the following questions. ①How was your vacation ②Where did you go ③What did you do ④Did you do/eat anything special/interesting (2)Give a report. Ask a student to give a report about the interview in his group.He can begin like this:In our group,Dapeng went to Qinghai… 通过表演对话,让学生运用和掌握本课的重点单词与句型,提高学生课堂的互动性,同时培养小组合作能力。并总结句型结构,进行口语输出,巩固目标语言。
学生对话练习积极踊跃,依据材料流畅交流并认真记录,展示时表现出色。巩固所学知识的同时增强竞争意识,课堂氛围热烈。
设计意图:让学生以小组为单位进行采访活动,并且将采访内容进行报告输出,提高学生在实际生活中运用目标语言的能力。
◆Step 5　Pronunciation 1.According to the pronunciation of the words in the recording,students classify the words they hear into the classification boxes of/i /,/ /,/i/,/e/and/ /. 2.Imitate and distinguish the pronunciation rules,use gestures to master the characteristics of stressed syllables,and then repeat after the recording and practise the dialogue. 教师观察学生的反应速度,判断学生对发音的熟悉程度并给予及时的讲解和纠正。
设计意图:利用手势高低帮助学生掌握重读特点。通过分类和辨析的方式帮助学生构建语音知识网络。
板书设计 Unit 1　Happy Holiday 第1课时　Section A(1a-Pronunciation) —Where did you go on vacation —I visited some ancient buildings. —Did she go anywhere interesting —Yes,she did. 跟我读:/i /he,see,beach;/ /trip;/i/city;/e/fresh,bread;/ /camp
课堂评价
作业布置
必做: 1.Recite the new words and sentence patterns learnt in this class. 2.Use the learnt sentence patterns to ask your family members or friends about their vacation experiences,and record them.Share and communicate them in the next class. 3.Write down the letters and letter combinations that pronounce /i /,/ /,/i/,/e/and/ /,as well as the corresponding words,and read them aloud. 选做: Collect and share an interesting cultural fact related to Mount Huangshan or the American strawberry festival,and communicate with your classmates in the next class.
教学反思
　　在教学过程中,我注重创设真实的语言情境,让学生在情境中学习和运用知识,提高了学生的学习兴趣和语言运用能力。个别学生在一般过去时动词过去式的运用上还存在一些困难,在今后的教学中应加强对这部分学生的辅导和练习。

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