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Section B (2a-3c)
一、教学目标
1.通过词汇练习积累与假期相关搭配,完成句子和短文来提升重点词汇理解运用能力。
2.阅读短文,准确提取并记录假期的主要活动,锻炼信息提取和概括能力。
3.依据语篇阅读,对个人经历的思考,运用所学词汇和句式,写出一篇结构清晰、内容完整、语言流畅的假期故事,提升写作能力。
二、核心语言知识
1.核心词汇:
单词:
tower;might;budget;passport;forgetful;countryside;surprised;probably
短语:
in the sun;go over budget;in the countryside;make a noise;turn around;look for
2.核心句式:
(1)Don't spend too much on holiday shopping,or you might easily go over budget.
(2)However,the most important part of a holiday is to rest your mind and body.
(3)Then you can go back to your regular life,and be ready to see what comes next.
(4)We stayed in a comfortable house in the countryside with beautiful scenery.
(5)While there,something made a noise.
(6)What a wonderful experience I had!
3.教学重难点:
(1)动词的一般过去式及复合不定代词的熟练运用,模仿阅读语篇写出各自的难忘之行。
(2)思考旅行的原因和意义。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Work on 2a Vocabulary Relay Race Divide students into several groups,with each group taking turns sending out a member.The teacher provides one of the words from 2a,such as holiday.The group representative must quickly say a related phrase,like national holiday,and then the next group representative takes over.If within the specified time (e.g.,5 seconds)an appropriate phrase is not said,that group is temporarily eliminated,and the last remaining group wins. 观察学生观察图片是否能立刻反应出单词和观察学生是否能自主的组成短语。
设计意图:借助直观方式帮助学生理解单词含义,并启发学生通过组词拓展词汇运用能力。
◆Step 2　Work Alone Work on 2b and 2c Complete the exercises in 2b and 2c.Ask students to share their answers,and the teacher will explain and correct them. Focus on the usage and collocations of words and phrases,such as “feel sick”“an ancient tower”“at peace”“take one's breath away”“remind sb to do sth”etc. 观察学生对词汇用法及搭配的掌握程度,能否准确运用这些词汇进行表述、能否识别并纠正错误的搭配使用方式。
设计意图:通过练习与分享巩固学生对重点词汇用法和搭配的掌握,培养学生的语言表达。
◆Step 3　Pre-reading 1.Work on 3a Display words/phrases from the text (train,forest,deer)and ask students to predict the story content. 观察学生是否积极参与讨论并分享想法。
设计意图:帮助学生建立词汇与故事之间的联系,减少阅读障碍。
2.While-reading (1)Ask students to read the story quickly and answer: Where did Gina go for the holiday (2)Let students read again and tell T or F. ①Gina went to Scotland by bus.(F) ②There was a huge forest beside the house.(T) ③Gina's dad explained the deer's behavior.(F) (3)Complete“Things that Gina did”in 3a.Then check answers. 检查学生是否能够准确总结故事的主要信息。
设计意图:训练学生如何掌握整体结构以及查找特定细节。
3.Post-reading Work on 3b (1)Discuss:Why was Gina's experience wonderful (2)Did you have an unforgettable holiday experience Think of it,answer the questions in 3b. 观察学生能否分析故事的情感元素。
设计意图:通过引导思考、小组讨论与分享,激发学生回忆假期经历获取写作素材,再指导其整理思路并关注结构进行写作,培养学生的思维、表达和写作能力。
◆Step 4　Writing Work on 3c Guide students to sort out their thoughts and start writing.Remind students to pay attention to the structure of their writing. 评估学生的写作是否包含关键要素(时间、地点、活动、感受)。
设计意图:训练写作能力并巩固知识。
板书设计 Unit 1　Happy Holiday 第5课时　Section B (2a-3c)
课堂评价
作业布置
必做: 1.Organize and recite the key words and phrases of this class. 2.Write a composition about your holiday trip. 选做: Make a vlog about your unforgettable holiday trip.
教学反思
　　在平时写作练习中要注重培养学生良好的自我纠正习惯和方法,以及合作精神、批判思维能力和对作品的鉴赏能力。让学生更清楚地了解如何谋篇构局来完成一篇写作。鼓励学生在自我修改和同伴修改的基础上,集思广益,取其精华,学会运用更多的方法把文章写好。要有意识地把情感态度价值观教育寓于平时的学习生活中,教学生懂得随时记录生活中的风景。

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