资源简介

/ 让教学更有效 精品试卷 | 英语学科
Section B
导入一:图片导入
　　Show pictures of different tourist attractions around the world, such as Red Square and Alexander Garden. Meanwhile, say: “Look at these beautiful pictures. They are famous places in different parts of the world. Have you ever been to any of these places during your holidays Or do you have any unforgettable holiday experiences ”
导入二:小组讨论导入
　　Divide students into groups. Let them discuss their most unforgettable holiday experiences, sharing what they did and where they went during the holidays. After a few minutes, invite group representatives to describe their most unforgettable holiday experiences. Then summarize: “You all have such interesting holiday experiences. But have you ever thought about what we can learn from these experiences ”
导入三:提问导入
　　Directly ask students: “Do you like holidays What do you usually do during holidays Do you think holidays are just for relaxation or can we gain anything more from them ” After students’ free answers, further guide them: “As you said, holidays can be full of various experiences. And today, we will discover what valuable things we can learn from these holiday experiences.”
导入四:故事分享导入
　　First, share your own unforgettable holiday experience and what you learned from it, like learning to be brave enough to try new things. Then say: “This is my story. Now, I believe you also have your own unique holiday stories and tell me what you’ve learned from them.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动1b,1c “时空拼图大挑战”
　　活动目标:通过趣味性的拼图形式,加深学生对文本中时间节点和对应事件的理解,提高学生的信息提取和整合能力,同时增强小组协作意识。
活动过程:
将 1c 中的时间轴及相关内容制作成拼图卡片,每个小组一套。一套拼图包含不同时间节点(如7月17日的上午、中午、晚上,7月18日的上午、下午等)对应的事件卡片以及时间轴背景卡片。为每个小组准备一张大白纸用于粘贴拼图。
1.分发材料(1分钟):教师将制作好的拼图卡片分发给各个小组,同时发放大白纸并告诉学生活动任务是将拼图正确拼贴在大白纸上,还原完整的时间轴。
2.独立阅读与拼图尝试(3分钟):学生再次仔细阅读 Vincent 的日记,根据日记内容,尝试将手中的拼图卡片按照时间顺序放在桌子上,初步完成时间轴拼图。教师巡视,观察学生遇到的问题,但不给予过多提示。
3.小组协作完善(3分钟):小组成员之间相互交流各自的拼图结果,核对答案,讨论存在分歧的地方。通过再次阅读文本,达成共识,将拼图粘贴在大白纸上。教师鼓励学生用英语交流讨论,如 “I think this event should be here, because in the diary it says…”
4.小组汇报展示(3分钟):每个小组选派一名代表,拿着完成的拼图向全班汇报他们的答案。介绍每个时间节点对应的事件,并简要说明判断依据。其他小组认真倾听,如有不同意见,可以在汇报结束后提出。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,选出正确选项(教材原文:Section B 1b)
(　　)1.Why didn’t Vincent feel like eating during dinner on 17 July
A.Because the food didn’t taste good.
B.Because he ate too much ice cream at noon and felt sick.
C.Because he was too excited about the trip.
(　　)2.What did Vincent do on the afternoon of 18 July
A.He visited the Victory Museum.
B.He had a big meal near Red Square.
C.He played games and sang with Russian students at a school.
(　　)3.What is the main idea of Vincent’s diaries
A.To tell us how to travel in Moscow.
B.To introduce the famous places in Moscow.
C.To share his holiday experiences in Moscow and what he thought about them.
◎Key: 1.B　2.C　3.C
突破二　根据短文内容,回答下列问题(教材原文:Section B 1b)
1.What was the weather like on 17 July in Moscow

2.Why did the Russian people build the Victory Museum

3.How did Vincent feel about the Moscow Metro

4.Where did Vincent have lunch on 17 July

5.If you were Vincent, what would be the most unforgettable part of this trip and why

◎Key: 1.It was fine.
2.They built it to remember their fight against the Nazis during World War Ⅱ.
3.He thought the metro stations were really beautiful and sometimes he felt like he was walking inside a palace.
4.He had lunch at a restaurant near the park.
5.If I were Vincent, the most unforgettable part of this trip would be visiting the Moscow Metro. Because the metro stations were so beautiful. They were just like palaces with all the amazing decorations. I had never seen such beautiful subway stations before. It made me feel like I was in a different world. And I could imagine how much time and effort people spent building them. It was really an eye-opening experience./If I were Vincent, the time I spent with the Russian students at the school on 18 July would be the most unforgettable. We played games together, sang and danced. It was so much fun to communicate with them and learn about their lives. I made some new friends and got to know more about Russian culture. That was really special and I would always remember it.(答案不唯一)
21世纪教育网(www.21cnjy.com)/ 让教学更有效 精品试卷 | 英语学科
Section A
导入一:个人分享导入
　　Start the class by sharing your own holiday experience. For example, “Last summer, I went on a really interesting holiday. I visited a beautiful mountain and tried some local foods. It was an unforgettable time. Now, I’m curious about your holiday experiences. What’s your most memorable holiday What did you do during that holiday ” Then invite some students to share their stories, leading into the topic of how people spend their holidays.
导入二:猜谜导入
　　Prepare some riddles related to holiday activities. For example, “I’m a place with ancient walls and towers. People come to visit me to learn about history. What am I ” Ask students to guess the answers. After they guess some riddles, say, “These riddles are all about things we might do or see during holidays. Now, let’s dig deeper into how people spend their holidays.”
导入三:头脑风暴导入
　　Write the sentence “How do people spend their holidays ” on the blackboard. Say, “Class, let’s have a brainstorm. Just shout out some holiday activities that pop into your mind, no matter how big or small they are.” After students share some ideas, then say, “There are so many wonderful ways to spend holidays. Today, we are going to learn more about it.”
导入四:实物展示导入
　　Bring some items related to holidays to class, such as a postcard from a tourist attraction, a souvenir, or a photo album. Show these items to students one by one and say, “Look at these things. They all remind me of different holidays. Each item has a story behind it. What about your holidays Do you have anything special related to your holidays Let’s start our class today and talk about how people spend their holidays.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 1a　“缤纷暑假,畅所欲言” 假期活动分享会
活动目标:
1.提升学生的写作水平,鼓励自由创作。
2.锻炼学生的口语交流与应变能力,使学生学会主动提问和应答。
3.激发学生的参与热情,培养学生的团队协作与倾听习惯。
活动过程:
1.快速将学生分组,每组4—5人,确保小组内成员能够充分交流。
2.学生对照 1a 选项,不限制思维,快速写下暑假活动,想到什么写什么,鼓励添加个性化经历。
3.小组成员按顺序分享自己写下的暑假活动,分享时尽量用完整句子表达。其他成员认真倾听,可随时针对不理解的地方提问,如 “Where did you go exactly ” “How did you feel when you did that ” 分享者需要即时回应。
4.小组内讨论总结出最有趣、最特别的假期活动,后续可全班分享。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出正确选项。(听力原文: Section A 1b & 1c)
()1.Where did Yaming go on vacation
A.To the US.　　　B.To Mount Huangshan.　　　 C.To a summer camp.
(　　)2.Who did Yaming go on vacation with
A.His friends. B.His classmates. C.His family.
(　　)3.What did Emma do in the US
A.She went to a music festival.
B.She went to a strawberry festival.
C.She visited some famous museums.
(　　)4.How long did Emma stay at her grandparents’ house in Seattle
A.For five days. B.For ten days. C.For two weeks.
◎Key: 1.B　2.C　3.B　4.B
听录音,回答下列问题。(听力原文: Section A 2a & 2d)
1.How long did Peter and his family stay in the old town of Lijiang

2.What special food did Peter and his family eat in Yunnan

3.If you go on a holiday, where do you want to go and why

◎Key: 1.They stayed there for a few days.
2.They ate steamed chicken soup.
3.If I go on a holiday, I want to go to Chengdu because I’m a big fan of pandas. I can’t wait to see those cute pandas in person at the panda base. Besides, Chengdu is also famous for its delicious Sichuan food. I really want to taste the spicy food there.(答案不唯一)
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
复合不定代词
　　【观察】
There is something important in the newspaper. 报纸上有一些重要的消息。
Everyone is here. Let’s begin our class! 大家都到齐了,我们开始上课吧!
Would you like something to eat 你想吃点儿东西吗
There is nothing special in the room. 房间里没有什么特别的东西。
Did you go anywhere interesting 你去了什么有趣的地方吗
　　【探究】
1.复合不定代词的含义与构成
由 some, any, no, every加上-body, -one, -thing构成的不定代词叫作复合不定代词。除了no one以外,其他复合不定代词都写成一个词。
①something(某事,某物),somebody/someone(某人),一般用于肯定句,当希望得到肯定回答时,也可用于疑问句。
②anything(任何事,任何物),anybody/anyone(任何人),常用于否定句、疑问句和条件状语从句。
③nothing(没有什么),nobody/no one(没有人),表达否定意义。
④everything(一切事物),everybody/everyone(每个人),强调整体概念。
2.语法功能
复合不定代词相当于名词,在句中用作主语、宾语或表语。
作主语时,谓语动词用单数形式;也能作动词或介词的宾语。如 “Everyone likes music.”和“I can’t find anyone here.”。
3.修饰规则
形容词修饰复合不定代词时要后置;else 与复合不定代词连用时也后置,表示“别的,其他的”。如 “something new”和“someone else”。
21世纪教育网(www.21cnjy.com)/ 让教学更有效 精品试卷 | 英语学科
Unit 1　Happy Holiday
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
21世纪教育网(www.21cnjy.com)
Section A introduces holiday activities through pictures,listening
Theme:
and conversations.Students can discuss how they spend their
Human
holidays,and can describe past holiday activities and share past
Society
This unit is
holiday experiences and feelings using key vocabulary,core
centred on the
sentence patterns and the simple past tense.The grammar section
topic“Holidays'”
is presented in the form of dialogues and exercises which are
and belongs to
close to real life and use indefinite pronouns to describe holiday
the“History,
experiences,activities and so on.
Society and
Culture'”
thematic cluster
Section B is an expansion of the previous content with the theme
of“People and
Unit 1
"What can we learn from holiday experiences ".Through
Society”".The
Happy
reading the travel diary,students will develop their reading
subthemes are
Holiday
comprehension and ability to extract key information,and will
s“Cultural
be guided to think about the meaning of travelling.
practices and
landscape,
holidays and
celebrations in
Project stimulates students to recall and reflect on their own
the main
holiday experiences,develops students'ability to describe past
countries of the
events in English,and at the same time makes students
world".
experience beautiful moments in nature and life by describing
unique personal holiday experiences./ 让教学更有效 精品试卷 | 英语学科
Section A
第一课时 [(1a-1d)&Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a asks students to tick the activities they did during the summer holidays. 1b & 1c ask students to listen to the conversations, circle the holiday activities they hear in 1a, and complete the two summaries. 1d asks students to talk about Yaming’s and Emma’s holidays using the target sentence patterns. The phonics section asks students to learn about the common letters and letter combinations in the phonetic symbols /i /, / /, /i/, /e/, / / and pay attention to the rhythm.
Why: Through these activities, students can acquire vocabulary and expressions to describe holiday activities, improve their listening comprehension as well as their oral expression skills, and at the same time stimulate students’ memories of their holiday life and their desire to share, so as to enhance students’ ability to use English to describe their holiday experiences in real-life situations.
How: 1a guides students to think about their own holiday activities, paving the way for subsequent dialogues. Then, 1b & 1c allow students to get information about other people’s holiday activities through listening tasks. Finally, 1d consolidates what they have learnt by outputting it in the form of dialogues. Linguistically, the simple past tense is used to describe past holiday activities. At the same time, daily communication phrases are integrated into the dialogue, such as “How was your vacation ” “What did you see there ”, making the language natural and real, close to the life scene.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about holiday activities and experiences;
2.know the rhythm of English sentences and try to use it in speaking English.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about holiday activities and experiences. Step 1　Lead-in 1.Greetings. 2.Listen to a song and answer the questions. Q1: What’s this song about Q2: How do people spend their holidays in the song Q3: What other holiday activities do you know Step 2　Work on 1a Look at the pictures: Anna’s summer holiday activities(详见课件资源) 1.What do you think of Anna’s summer holiday Some adjectives you can use: wonderful, excellent, great, interesting, busy… 2.Tick the activities you did during the summer holidays. And then classify them. Add more activities.　 Step 3　Listening 1.1b: Listen to the conversations and circle the holiday activities you hear in 1a. ◎Key: went to the mountains; visited some ancient buildings; went to a festival; visited my grandparents　 Listening tips: ①Grasp key words. ②Write down key words with symbols(符号), icons(图标), abbreviations(缩写形式), etc. 2.1c: Listen again and complete the two summaries. 1)◎Key: family; Clouds; rocks; buildings 2)◎Key: mum; sister; grandparents’; ate; grandparents; ten 3.1d: Talk about Yaming’s and Emma’s holidays.(详见课件资源) Observe students’ perfor-mance in answering questions and learn about their vocabulary for holiday activities based on their answers. According to the answers given by the students, judge how comprehensive and accurate they are in obtaining and recording the information. Observe students’ perfor-mance and grasp students’ learning and internalization of key language expressions.
(续表)
PurposeTo activate students’ prior knowledge through songs and pictures, and enable students to master vocabulary and expressions to describe holiday activities. To improve students’ listening comprehension and oral expression skills, and stimulate students’ memories of their holiday life and their desire to share.
2.To know the rhythm of English sentences and try to use it in speaking English. Step 4　Pronunciation(详见课件资源) 1.Listen and repeat. Add one more word to each group. ◎Possible Key: me; meet; meal; pin; happy; let; weather; at 2.Listen and repeat. Notice the rhythm. Observe whether students can recognize the letter combinations they learn today and pronounce them correctly. Observe students’ handling of the rhythm to help them improve their oral fluency.
PurposeTo guide students to focus on phonics knowledge and master the correct pronunciation of letter combinations and the handling of the rhythm by reading aloud.
Homework: 1.Basic homework: Listen and repeat the words and sentences in the pronunciation part. 2.Practical homework: Make a dialogue about your summer holiday activities with your partner. 3.Extended homework: Try to make a vlog to introduce your summer holiday experience.
Teaching Reflectio　　　　　　　　　　　　　　　　　　　　　　　　　
————————————————————————————————————————————————————————————————————————————
—————————————————————————————————————
—————————————————————————————————————
第二课时(2a-2f)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a is about discussing how people spent the holiday. 2a requires students to listen and choose the correct sentences to complete the conversation. 2b is a table. Students are asked to complete the table according to the content of the conversation. 2c requires students to complete the summary of the conversation. 2d asks students to listen to the conversation again and role-play it. 2e asks students to tick the words that describe their last summer holiday experiences, as a preparation for 2f. 2f requires students to share their holiday experiences with a partner.
Why: The listening choices, the table in 2b and the summary in 2c are all based on the text from 2a. Through these exercises, students can improve their ability to communicate in the language and their reading skills of organizing information. The role-play in 2d allows students to further perceive the context in which the target language is used. 2e & 2f form a task chain, in which 2e lays the groundwork for generating dialogue in 2f, and also make students share their past holiday experiences and feelings.
How: This class period uses the conversation from 2a as a script to teach students how to share their holiday experiences and feelings with their classmates. By learning the conversation, the ultimate goal of the class is to achieve the output of the conversation, combining multi-dimensional training in listening and speaking.
Learning Objectives　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about holiday activities and experiences by using the simple past tense;
2.use retelling to talk about others’ holiday activities and experiences;
3.love to share holiday experiences and express feelings about holidays.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about holiday activities and experiences by using the simple past tense. Step 1　Lead-in 1.Free talk. 2.Look and say: How about your holiday Where did you go What did you do How did you feel Observe students’ level of participation and enthusiasm, as well as their ability to accurately use the target language to describe their holiday experiences.
PurposeTo introduce the topic by showing pictures and understand students’ holiday experiences through dialogue, and stimulate their interest and desire to share.
2.To use retelling to talk about others’ holiday activities and experiences. Step 2　Listening Work on 2a. Listen to the conversation and choose the correct sentences to complete it. Tip: Read 2a and A—F before listening. ◎Key: BDEAFC Step 3　Reading 1.Complete the mind map according to the conversation.(详见课件资源) Tip: Underline or circle the key words while reading. 2.Work on 2b. Read the conversation and complete the table. NameWhere did he go/stay What did he do How did he feel PeterYunnanstayed in the old town of Lijiang; visited Yulong Mountain; tried Yunnan dishesenjoyed it; 　　 fantasticAdamhomeread; played games; relaxed　fun
Step 4　Retelling 1.Retell their holiday experiences with the help of the table. Tip: Pay attention to the simple past tense. Speak in complete sentences: at least 6 sentences. 2.Work on 2c. Complete the summary of the conversation. ◎Key: fantastic; family; town; enjoyed; visited; tasted; anything; fun 3.Work on 2d. Listen to the conversation again.Then role-play it. Observe whether stu-dents can selectively listen and identify the correct sentences to complete the conver-sation. Observe whether stu-dents can effectively sort and integrate information. Pay attention to stu-dents’ completion of the table and the summary, and grasp students’ internaliza-tion of language and information.
PurposeTo enhance students’ listening skills and reading ability to organize information, and further understand the context of target sentences.
3.To love to share holiday experiences and express feelings about holidays. Step 5　Work on 2e Tick the words that describe your last summer holiday experience. Step 6　Work on 2f Share your summer holiday experience with a partner. Observe whether stu-dents can accurately use target sentences.
PurposeTo make students internalize what they have learned, integrate and use relevant language to share their holiday experiences and let students understand the meaning of travel, and love life more.
Homework 1.Basic homework: Listen and repeat the conversation in 2a. 2.Practical homework: Try to write down a script about your summer holiday experience. 3.Extended homework: Try to make a vlog about your summer holiday experience.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　





第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a shows sentences with indefinite pronouns. 3b asks students to complete a conversation with the correct indefinite pronouns. 3c asks students to fill in the blanks.
Why: It helps students to master the usage of indefinite pronouns in different contexts. It improves their ability to express themselves accurately by using indefinite pronouns in real communication, and encourages students to use indefinite pronouns flexibly in their writing, so as to enhance the richness and accuracy of their language expressions.
How: Let students perceive the use of indefinite pronouns through sentences and complete a conversation and a passage by filling in the blanks to consolidate the usage. Students use imagination to write stories. Students’ mastery of indefinite pronouns and their ability to use them will be gradually improved from the shallowest to the deepest. Students use the indefinite pronouns to describe holiday experiences so that they can learn and use knowledge in a familiar situation.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master the usage of the indefinite pronouns;
2.share something interesting with classmates and know more about each other;
3.know the importance of being themselves.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master the usage of the indefinite pronouns. Step 1　Lead-in 1.Greetings. 2.Watch and think.(详见课件资源) Step 2　Work on 3a 1.Read the sentences in 3a. What are indefinite pronouns Can you think of other indefinite pronouns and adverbs you learned in Section A 2.Try to fill in the blanks on the slide. Step 3　Let’s observe What are the usages of indefinite pronouns Can you list several usages you know (1)some-通常用于肯定句。any-通常用于否定句或疑问句。在表示请求/建议或希望得到对方肯定回答的疑问句中要用some-。any-也可用于肯定句中,表示“任何……”。 (2)复合不定代词作主语,谓语动词用单数形式。 (3)复合不定代词+adj./to do/else。 Step 4　Let’s practise Work on plete the conversation with the correct indefinite pronouns. ◎Key: anything; nothing; Everyone; anyone; something　 Judge whether stu-dents have grasped the target language ac-cording to their per-formance in reviewing and help them enhance what they have learned. According to the usage summarized by students, evaluate their mastery of the use of indefinite pronouns, and give necessary guidance. Get to know the internalization of language knowledge based on their completion.
PurposeTo let students master the usage of indefinite pronouns in different contexts and improve their ability to use indefinite pronouns to express themselves accurately in real communication.
2.To share some-thing interesting with classmates and know more about each other. Step 5　Let’s learn more(详见课件资源) Did you know other meanings of the indefinite pronouns Everybody is somebody. Nobody is nobody.(人皆有光,各自闪耀。) Observe whether students can under-stand other meanings of somebody and nobody, and guide them to know other uses in the context.
PurposeTo reinforce students’ learning about the use of indefinite pronouns and help them use them correctly.
3.To know the importance of being themselves. Step 6　Practise more Work on 3c Complete the passage with the correct indefinite pronouns. ◎Key: everyone; no one; nothing; everything; something; someone Observe students’ participation and expression in the story, and instruct them to use the grammar they have learned in this lesson correctly.
PurposeIn practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework 1.Basic homework: Read the sentences in 3a, focus on the indefinite pronouns in bold, and discuss their usage with classmates. 2.Practical homework: Practise a conversation about holiday experiences with a partner, using indefinite pronouns correctly.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　





21世纪教育网(www.21cnjy.com)/ 让教学更有效 精品试卷 | 英语学科
Section B
第一课时(1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: Firstly, pictures of Red Square and Alexander Garden in Russia are presented to arouse students’ knowledge and interest. 1b is about Vincent’s diary entries, which recorded his experiences in Moscow on 17 July and 18 July. In the end, there were tasks such as completing a timeline based on the diary entries and thinking about what he had learned from his travel experiences.
Why: To broaden students’ international horizons and let them learn about famous Russian sights, history and culture. Through reading the diary entries, students develop their reading comprehension and the ability to extract key information. At the same time, students are guided to think about the meaning of travelling, respect different cultures, and enhance cultural awareness.
How: The activities on the trip are described according to the dates(17 July and 18th July) and different times of the day(morning, noon, afternoon and dinnertime), using time as a clue. Use the simple past tense to describe experiences that happened in the past.The language is vivid and close to life, which is easy for students to understand and learn.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.comprehend the content of Vincent’s diary entries;
2.answer the questions(what, where, when, who, why, how) accurately based on Vincent’s diary entries through reading and analysis;
3.realize the educational and cultural value of travel experiences, such as learning about a country’s history and making new friends, and develop an interest in exploring different cultures through travel.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To comprehend the content of Vincent’s diary entries. Step 1　Lead-in 1.Greetings. 2.Game time: Look at the pictures of some landmarks and guess the famous cities. 3.Free talk: What places do you want to visit Why Step 2　Fast reading 1.Observe the text. What is the text type What is it about 2.Read Vincent’s diary entries about his holiday. Question: What did Vincent write about ◎Key: Two days’ travel experiences in Russia.　 Tip: Skimming(略读) is to read quickly to get the main idea(主旨大意) instead of reading word by word. Observe students’ performance and know about whether they preview the lesson well. Observe whether students can find the main idea quickly to know their skimming skills.
PurposeTo introduce the topic through pictures to raise students’ interest.
2.To answer the questions(what, where, when, who, why, how) accurately based on Vincent’s diary entries through reading and analysis. Step 3　Careful reading(详见课件资源) 1.Read the diary entries carefully and answer detailed questions. 2.Read for details and fill in the blanks. 3.Work on 1c. Read the diary entries again. Complete the timeline. ◎Key: 17 July　In the morning: went to the Victory Museum; At noon: had lunch at a restaurant near the park; During dinner: didn’t feel like eating because of feeling sick 18 July　In the morning: took the Moscow Metro to travel around; In the afternoon: arrived at a school, met Russian students, played games, sang and danced Observe whether students are able to complete the exercises correctly to grasp their understanding of the reading material and their mastery of the target language.
PurposeTo let students read the passage carefully and understand the content, find detailed information, sort out the structure and master target language.
3.To realize the educational and cultural value of travel experiences, such as learning about a country’s history and mak-ing new friends, and develop an interest in ex-ploring different cultures through travel. Step 4　Post-reading 1.Discuss: Introduce your travel experience. My unforgettable travel experience is 　　　　. I went to…with…I felt 　　　　because… 2.Invite some students to share in class. 3.Summary: Travel and reading are like two wings that enable us to roam in the ocean of knowledge and experience. 4.Language points. 5.Exercises. Observe whether students can grasp and express key sentence patterns and vocabulary based on their per-formance in personal sharing.
PurposeTo let students apply what they have learned in real life and raise their confidence.
Homework 1.Basic homework: Observe the photos in 1a and think about the country. 2.Practical homework: Based on Vincent’s travel experience in 1b, make a list of your ideas and share them with a partner. 3.Extended homework: Write a short essay to compare Vincent’s holiday experience in Russia with your own holiday experience.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　

第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: Vocabulary Extension Activity: 2a asks students to think of as many words as possible and write them down. 2b asks students to complete the sentences with the correct words in the box. 2c asks students to complete the passage with the correct forms of the words in the box. They cover topics such as holiday feelings, descriptions of scenery and daily reminders.
Why: Through vocabulary expansion, students can accumulate more phrases related to different topics and expand their vocabulary. Through fill-in-the-blank exercises, students can consolidate their understanding and ability to use the key words and master the correct forms of vocabulary in different contexts. Students can improve the ability to choose words accurately in the context and use the vocabulary flexibly.
How: Create rich contexts, allow students to learn and use vocabulary in practice, and enhance students’ sense of participation and initiative.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.read and understand a variety of words and phrases related to holidays;
2.use the words and phrases related to holidays to complete the given sentences with appropriate words by analyzing the sentences;
3.realize the importance of vocabulary in describing travel experiences and be inspired to explore and learn more words independently.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To read and un-derstand a variety of words and phrases related to holidays. Step 1　Lead-in 1.Greetings. 2.Revision. Remember Vincent’s trip How exciting his journey was! What places did he visit 3.Word cloud. Can you think of any words about holidays Step 2　Work on 2a (详见课件资源) Think of as many words as possible to make phrases.Then write them down. e.g. holiday: summer holiday(s), go on holiday, public holiday, on holiday, holiday plan… Judge whether students have grasped the target language according to their performance in reviewing and help them enhance what they have learned. According to the specific words written by students, understand their vocabulary reserve about holiday, experience, scenery, and camp.
PurposeBy writing out multiple phrases, students solidify their target vocabulary.
2.To use the words and phrases related to holidays to complete the given sentences with appropriate words by analyzing the sentences. Step 3　Let’s practise Work on plete the sentences with the correct words in the box. ◎Key: 1.sick　2.ancient　3.easily 4.peace　 5.breath　6.remind Step 4　Practise more Work on 2c.Complete the passage with the correct forms of the words in the box. ◎Key: landscape; forget; especially; get together; ready Observe whether stu-dents can understand the sentences through exercises, consolidate their understanding and ability to use key words and master the correct forms of words in different contexts, and guide them to understand other uses in the context.
PurposeTo improve students’ ability to choose words accurately in the context and fill in the blanks, as well as their ability to use the vocabulary they have learnt flexibly in actual writing and expression.
3.To realize the importance of vocabulary in describing travel experiences and be inspired to explore and learn more words independently. Step 5　Think 1.Group Work—Dream Trip Every student talks about their dream trip, using today’s vocabulary. For example: 　　My dream trip is…During my summer holiday, I will visit… 2.Role-play Present your poster to the class. Check your presentation. 3.Summary Holidays are not just breaks from our regular routines. They are gateways to new experiences and self-discovery. Observe whether stu-dents can talk about their dream trip using the vocabulary they learned today. Ask them to use the grammar they learned in this lesson correctly.
PurposeIn practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework 1.Basic homework: (1)Read and memorize the new words like “regular” “faraway” “forgetful” along with their pronunciations and meanings. (2)List as many related words as possible for “holiday” “experience” “scenery” etc., like “summer holiday” “winter holiday” for “holiday”. 2.Practical homework: Share your favourite way of spending holidays with your classmates in English, using some of the words learned in this lesson.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

第三课时 [(3a-3c) Writing &Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a tells us about Gina’s holiday in Scotland with her family last autumn. 3b & 3c let students answer questions about their experience and try to describe their own holiday in English. Holiday project activities include working in groups to make a list of holiday activities, choosing five meaningful activities and giving reasons for them, sharing them with the class and identifying the three most popular activities.
Why: Through describing their unique holiday experiences, students an recall and reflect on their own holiday experiences, develop their ability to describe past events in English, and at the same time experience beautiful moments in nature and life. Reflecting on the meaning of holiday activities allows students to understand the value of holidays from different perspectives.
How: The structure of the content in 3a describes the process of the holiday and the specific events of seeing the deer in chronological order. The language is characterized by the use of the simple past tense to describe past actions, using the simple vocabulary and everyday expressions.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get to know Gina’s holiday in Scotland with her family last autumn, answer questions about this experience and try to describe their own holidays in English;
2.know how to make a holiday to-do list by listing holiday activities and choosing meaningful ones with reasons;
3.use the simple past tense and indefinite pronouns correctly when describing holiday activities in the list and sharing them with classmates.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get to know Gina’s holiday in Scotland with her family last au-tumn, answer questions about this experience and try to describe their own holidays in English. Step 1　Lead-in Greetings. Step 2　Work on 3a Read Gina’s holiday story and write down the things that she did. Step 3　Work on 3b Think of an unforgettable holiday experience and answer the questions. Step 4　Work on 3c Use your ideas above to write a holiday story. Sample:(详见课件资源) Judge students’ mastery of describing events with the simple past tense.
PurposeBy reading, refining and summarizing information, students are asked to do things with the language points they learned.
2.To know how to make a holiday to-do list by listing holiday activities and choosing meaningful ones with reasons. Step 5　Make a holiday to-do list T:Dear classmates, a three-day holiday is coming! Let’s be holiday planners and have fun. 1.Work on 4a. Work in groups.Make a list of the activities you did during your holidays. 2.Work on 4b. Choose five meaningful activities you think everyone should try. Then give your reasons. Observe group work: make a list of holiday activities, choose three meaningful activities, justify them and share them in class. Give the necessary guidance as needed.
PurposeReflecting on the significance of holiday activities allows students to understand the value of holiday experiences from different perspectives.
3.To use the simple past tense and indefinite pronouns correctly when describing holiday activities in the list and sharing them with classmates. Step 6　Work on 4c 1.Share your five activities with your class. Then find out the top three activities that everyone likes to do. Tip: (1)use the simple past tense to describe your holiday experiences. (2)use indefinite pronouns when describing uncertain or unknown things, people, etc. (3)describe your feelings appropriately. (4)describe what people can learn from these experiences. 2.Summary A holiday is a time to relax, enjoy life, and make memories. 3.Reflecting Observe students’ performance and provide help and encouragement.
PurposeTo let students use what they have learned to do things and consolidate the key expressions in this unit.
Homework 1.Basic homework: Read Gina’s holiday story and write down the things she did. 2.Practical homework: (1)Use the ideas from 3b to write a holiday story. (2)Share the most meaningful activities with your classmates.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

21世纪教育网(www.21cnjy.com)

展开更多......

收起↑