U10 where did you go on voccation

Unit_10_Where_did_you_go_on_vacation电子教案1

1. Review the grammar box. Ask Ss to say the questions and answers.
2. Review the difference between regular –ed past tense verbs (stay –stayed, visited).
Brain storm: let students speak out the vacation activities they know by using the past form of the verbs.
Step 4.Task two
My classmates’ vacation
Listen to the tape of Section B2a,ab.
step 5. Listening
This activity gives students practice in understanding the target language in spoken conversation．
The people talk about what they did on vacation．listen to the recording and write numbers of the names in the right boxes in the picture. Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain.
Where did they go on vacation? They went to New York.

unit10 Where did you go on vocation

Unit 10: Where did you go on vocation?Ⅰ. Key wordsNew York City Museum Summer camp Mountain Central Park V olleyballⅡ. Key sentence structureⅢ. Skill goalsa. Talk about the places they went on vocation in English.b. talk about past events.c. Practice past tense.Ⅳ.Teaching important and difficult pointsa. let students learn to use the sentence structures to talk about where did they go on vocation.b. listening to the material about different places and completing the text.c. working together with partners and making dialogs.Ⅴ. Teaching methods1. Ask and answer.2. Discussion.3. Listening.4. Cooperative learning.Ⅵ. Teaching aids1. a recorder,2. a computerⅦ. Teaching procedures and ways.1.warming up1. Ask questions: what did you do last Saturday?2. Repeat students’ answers and write them on the blackboard, underline the verbs.Say, we use these words to talk about things that happened in the past.3. Draw a table, write down some verbs. Ask a student to tell the past forms of thewords.2.Teach the new words.Ask students to read and spell the words after the teacher.3.1a: Match activities with the pictures (a-g).1. Ask a student to read the activities in 1a.2. Finish 1a.3. Check the answer.1)stayed at home 2) went to the New York City 3)visited my uncle 4)wentto summer camp 5)went to the mountains 6)went to the beach 7)visited museum4.1b: Listen and number the people (1-5) in the picture.1. Point out the names, and read them.2. Play the recording the first time. Students only listen. The second time, askthem to write the numbers of the names in the picture.3. Check the answer.1)Tina 2) Brad 3) Sally 4) Xiang Hua 5) Tom5.1c: Pair work: where did the people in activity 1a go on vocation?Make conversations.1)Point out the example conversation and ask the students to read theconversation together.2) Practice the dialogue in the picture with a student.3) Ask students to work with a partner; make their own conversations about the pictures.4) Ask some students to show their conversations.A: Where did Tina go on vocation?B: She went to the mountains.6.2a: Listen. Where did Nancy, Kevin and Julle go on vocation?Match the person with the place.1. Point out the people and places and read them.2. Play the recording the first time. Students only listen.3. The second time, ask them to finish the table.4. Check the answer.5. Ask some students to answer where did the people in the table go.7. 2b: Listen again. For each question check (√) “yes, I did.”Or “no, I didn’t.” as you hear them talk.1. Ask students to read the activities in the table.2. Listen to the conversation again and put a checkmark in the blank after each activity.3. Check the answer.7.Do an exercise. Write the answers. Use the words in the parentheses.Read the questions and ask students to answer them.1.Q: Where did they go on vocation? (Japan)A: ______________________________2. Q: Did they visit Tokyo? (Yes)A: ____________________________3. Q: Did your father stay at home? (No)A: __________________________4. Q: Where did he go? (New York City)A: __________________________5. Q: Did your sister go to Tokyo? (Yes)A: __________________________6. Q: where did you go? (stay home)A: __________________________9.2c: Group work. Role play conversations between Nancy, Kevin and Julle. You can talk about the activities in the chart and other activities.1. Ask students to read the example conversation together.2. Get into group of three. One of them will be Nancy, one will be Kevin, and onewill be Julle. Ask each other about the vocation. They can talk about the activities from the chart in 2b or about any other activities they like.3. Ask some students to show their conversations.A．Nancy, where did you do on vocation?B．I went to New York City.A．Oh, really? Did you go to Central Park?B．Yes, I did.10. Grammar focus.Write down the important sentence structures in this lesson. Ask students to read and learn them by heart.11. Home work.Do a survey.Ask your classmates about their vocation.Ask: 1.Where did you go on vocation?2. What did you do there?3. How was your vocation?。

unit10 Where did you go on vacation 课件

How was the food? It was awful.
PAIRWORK
How was the beach? It was beautiful.
visited my uncle
Where did you go on vacation?
went to summer camp
Where did you go on vacation?
went to the mountains
Where did you go on vacation?
went to the beach
Where did you go on vacation?
visited museums
Where did Brad go on vacation?
He visited his uncle.
Where did Tom go on vacation?
He went to summer camp.
Did you … Nancy go to Central Park?
play volleyball? Kevin
swim? go to the movies? Julie study for exams?
Yes, I did
√
√ √
No, I didn’t
√ √
GROUPWORK
Nancy, where did you go on vacation? I went to New York City.
Where did he go on vacation?
He went to the beach.
Listen. Where did Nancy, Kevin, and Julie go on vacation? Match the person with the place.

Unit_10_Where_did_you_go_on_vacation说课稿

Unit 10 Where did you go on vacation? Section B 3a-4 说课稿Hello, everyone. I’m very pleased to have an opportunity to share some of my teaching ideas with you. The topic of this unit is Where did you go on vacation taken from Unit 10 in Go for it ( Grade Se ven students’ book 2). Today I will focus on the second period of Section B and I want to talk about the lesson from six parts.Part One: Analysis of the teaching material1. Status and functionIn Unit 10 we will continue to learn more about the Simple Past Tense and this period is mainly based on reading and writing which is a really important part in this unit. The students will be asked to have a further understanding about the tense after they have some proper practice. What’s more, the students are su pposed to not only master the grammar well, but also improve their abilities of reading and writing.2. Teaching aimsThere are three teaching aims in this period. First, students will learn to master some reading strategies. Next, students will infer the meanings of some new words while reading. Then, students will know how to write a travel diary. Finally, students will be able to express their own ideas about vacation.3. Teaching key points and difficultiesDuring this period the students need to master the key points below: First, review the Simple Past Tense and some adjectives learned in the last lesson. Second, Try to understand the whole passage by using some reading strategies. Third, learn to write a travel diary according to their own vacation. However, they will probably meet some difficulties. The teacher should pay more attention to the proper reading strategies, with which the students can find some important information in the passage.Part Two: Analysis of the studentsStudents of Grade Seven are interested in English and they would like to show their ideas to others, too. They prefer to talk about the things which are familiar in their daily life. More pictures and flashes can also help to raise their interest and make them more creative. The topic of Unit 10 is “vacation”, which is related to our daily life, so it is easy and helpful to raise the students’ learning interest. Most students will be able to talk about their ownvacations with the help of the teacher. Also they will be glad to share the ideas with their partners.Part Three: Teaching methods and reading strategiesIn this period, I’ll try to use these methods, such as communicative teaching method, task-based teaching method and audio-visual teaching method. While reading, I’l l help the students to understand the passsage by using centain reading strategies, such as scanning, reading for meaing not for details and so on.Teaching equipment: Multi-media computer, Tape recorder and the blackboard will be needed in this lesson.Part Four: Teaching ProceduresStep One: Lead-inGreeting and self-introductionArouse the students’ interest by showing them some photos about my 3-day vacation in Hangzhou during Spring Festival.1. Ask the students to describe the photos by using the adjectives they learned before.(Purpose: Help the students to review these adjectives and the target language “ How was/ were…?)2. Show my travel diary to the students.(Purpose: Let the students know what a travel diary is.)Step Two: Reading1. Read Bob’s travel diary and answer this question: It was a ___-day vacation.(Purpose: Students are supposed to find the useful information “the date”.)2. Read the diary again and find the adjectives.(Purpose: The students are supposed to find the adjectives and put them into different blanks.)3. Read a third time and fill in the chart.(Purpose: The students are supposed to find the supporting details while reading. )4. Fill in the blanks.I had a _____-day vacation. On the first day, it was _____ and _____ all day. We went to a beautiful _____ and had fun playing in the _____. Then we went shopping, but the shops were _____. On _____, we went to a _____ because it was _____. I found a small boy _____ in the _____. He was lost and I helped him _____ his father. That _____ me _____ very happy. I _____ _____ to the hotel because I didn’t have any money for a taxi. On the last day, we _____ to play tennis and it was fun. We had Sichuan food for dinner and it was _____.(Purpose: The students are supposed to retell Bob’s travel diary by completing the passage after understanding the whole story.)Step Three: Discussion and Writing1. Introduce some places of interest in Beijing.T: China is more and more popular all over the world and many foreign visitors come to visit China. Beijing is the capital of China and there are many places of interest there.(Purpose: The students are supposed to know some places, such as the Great Wall, the Palace Museum, Tian’an Men Square and Beijing Hutong,)2. Role play: Interview a foreign visitor.One student is supposed to be an American student who is on vacation in China and the other student plays a reporter from CCTV. Then make a conversation like this:(Purpose: The students are supposed to make a comversation to go over those target languages, such as “ what”, “where”, “how” and so on. And they can also discuss with each other about how wo describe these famous places. )3. Writing: Learn to write a travel diary.The teacher can give some key words and then let the students choose two of the pictures and try to write a travel diary as an American student.(Purpose: First, the students use the Simple Past Tense to make a conversation. The, Change the oral practice into written exercise. Based on the discussion ahead, it will be easier for the students to write a travel diary. In this way, every student can improve their speaking and writing abilities.)4. Composition appraise(Purpose: Revise some studen ts’ diaries and correct some mistakes.)Step Four: Homework: Write a travel diary about your 2-day vacation.Part Five: Design of the blackboard1. Title: Unit 10 Where did you go on vacation? Section B 3a-42. Some new words: cry—cries, make—made, feel—felt, water, corner, walk, decide, back3. Some places of interest: the Great Wall, the Palace Museum, Tian’an Men Square, Beijing Hutong Part Six: Reflection1. I want to raise the students’ interest, so I made the lesson begin with my own traveling experience and choose a famous city—Hangzhou.2. I want to make the reading easier for the students, so I planned some stratified questions and also use different forms.3. I want the writing to seem easy for the students, so I gave them a model and let them makea conversation first.4. I want to improve the students’ speaking, listening, reading and writing abilities, so I designed some relevant practice in this lesson.5. I want the students to use the language more often in their daily life, so I left a writing homework to them and wanted them to talk more about themselves.。

Unit 10 Where did you go on vocation复习第三节

第三节复习教案Unit 10 Where did you go on your vacation?ⅠTeaching Aims and Demands1.Knowledge ObjectsReview to talk about past tense.2.Ability ObjectImprove students’ ability of listening, speaking, reading and writingskills.Improve students’ ability of communicative competence.3.Moral ObjectIf you have time, go to somewhere you like to have a good time. Not only willyou enjoy the beauty of our country, you will also feel better.Ⅱ. Teaching Key PointsThe key vocabularyThe target languageReview to talk about your vacations and describe them.Ⅲ. Teaching DifficultiesTrain students’ competence abilityⅣ. Teaching MethodsPairworkPracticing methodsⅤ. Teaching AidsA computerCardsⅥ. Teaching ProceduresStepⅠTalk about past eventsWrite a travel diaryGet students to write their own diary on an extra piece of paper. Encourage students to use a dictionary for some new words.Get the students who finished the writing first to write his or hers in the blackboard. Correct any spelling and grammar mistakes with the students.StepⅡ Review the target languageWhere did you go on vacation?We went to New York.Did you go to Central Park?Yes, I did.How was the weather?It was humid.StepⅢ Review the structureReview Past tense of regular and irregular verbs: was/were.StepⅣ Review the key vocabularyWere, stayed, visited, felt, expensive, cheep, crowded, delicious After reviewed these words, then have a dictation.StepⅤ SummarySummary the target language we’ve reviewed in this unit.StepⅥ HomeworkReview the target language and the key words in this unit.Blackboard Design。

unit10 Where did you go on vocation Section A 1a-2c

Go for it ! Unit 10 说课稿
Where did you go on vacation ?
嘉祥四中张美英
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一、教材分析
本单元是在已学习how was your weekend? 谈论周末的基础上，进一步对假期的去向和评价进行问答，继续学习一般过去时的特殊疑问句和一般疑问句的用法。本课的核心语言项目是talk about past events,是谈论“与朋友共同回忆假期”的话题，本课是本单元的基本语言内容，又为本单元知识拓展和综合运用奠定坚实的基础，以致达到学以致用的效果。
2. went to New York City ___ b
3. visited my uncle _____ d
c 4. went to summer camp ___
5. went to the mountains ____ a
6. went to the beach_____ f
7. visited museums______ g
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Class work
Nancy went to New York on vacation. Listen to Nancy talking about her vacation.
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a b
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Groupwork
调查你的几位好朋友,谈论他们最难忘的假期,并选其中的一位作汇报.
Where did you go on vacation? I… When did you go? What did you do? Did you … ?
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My harvest (收获)
--She … .
1 5

2024年《Where did you go on vocation》范文教案

2024年《Where did you go on vacation?》范文教案一、教学目标：1. 让学生掌握询问他人度假地点的交际用语。

2. 让学生能够用英语描述自己的假期经历。

3. 培养学生的听说能力和团队协作能力。

二、教学内容：1. 核心词汇：度假、旅行、海滩、山川、景点、活动等。

2. 核心句型：Where did you go on vacation? / I went to / I did3. 范文：《Where did you go on vacation?》三、教学重点与难点：1. 重点：词汇的掌握和运用，句型的熟练运用。

2. 难点：描述自己假期经历的语言组织能力和听力理解能力。

四、教学方法：1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用语言。

2. 情境教学法：创设真实的交际情境，提高学生的语言交际能力。

五、教学步骤：1. 热身活动（5分钟）：让学生自由交谈，询问彼此的假期计划。

2. 引入新课（10分钟）：教师展示范文，引导学生关注核心词汇和句型。

3. 课堂活动（15分钟）：学生分组，进行角色扮演，模拟范文中的交际场景。

4. 听力练习（10分钟）：播放相关听力材料，学生听后回答问题。

6. 展示与评价（5分钟）：学生互相展示作品，教师进行点评和指导。

7. 总结与作业（5分钟）：教师总结课堂内容，布置作业（写一篇关于假期经历的短文）。

注意事项：1. 在教学过程中，要注意激发学生的兴趣，鼓励他们积极参与。

2. 对于学习有困难的学生，要给予个别辅导和鼓励，提高他们的自信心。

3. 教学中要注重培养学生的团队协作能力，让他们在互动中学习。

4. 作业的布置要结合学生的实际生活，让他们有话可说。

六、教学拓展：1. 让学生尝试用其他方式描述假期经历，如绘画、摄影等。

2. 组织一次课堂分享会，让学生展示自己的作品，并简要介绍创作思路。

七、教学评价：1. 课堂参与度：观察学生在课堂活动中的参与情况，了解他们的学习积极性。

Unit?10?Where?did?you?go?on?vacation？教案

Unit 10 Where did you go on vacation?教案unit 10 where did you go on vacation?language goal:λ in this unit students learn to talk about recent past events. new languages:1. master the new vocabulary words.2. master the past forms of the regular and irregular verbs.3. new target language:where did you go on vacation?we went to new york city.did you go to central park?yes, i did.how was the weather? it was humid.4. be able to talk about the recent past events.difficult points:1. master the past forms of the regular and irregular verbs.2. use the new language to talk about recent past events. teaching aids:λ recorderλ some pictures of activities and placesteaching periods:λ period 1: section a 1a—grammar focusλ period 2: section a 3a—4λ period 3: section b 1a—2cλ period 4: section b 3a—self-checkperiod 1teaching aims:1. learn the new vocabulary words:2. target language:where did you go on vacation? we went to summer camp.where did he go on vacation? he stayed at home.where did they go on vacation? they visited the museum.did you/he/she/they go to central park?yes, i/he/she/they did.no, i/he/she/they didn’t.3. master the past forms of the regular and irregular verbs.4. learn to talk about recent past events.teaching procedures:step 1. warm-up2 talk about the past activities:a: how was your weekend? b: it was great.a: what did you do last weekend? b: i…a: how was his/her weekend? b: it was awful.a: what did he/she do last weekend? b: he/she…ask and answer more activities.step 2. learn the new vocabulary words1. teacher asks one student to read the new words. and see if he or she can read the new words correctly.2. practice reading the new words: repeat after the teacher; read together/in parts/one by one. then read and remember the words.3. explain some words: go to a summer camp; a central park; have a math examstep 3. presentation1. show a picture of new york city. ask “where did you go on vacation last summer?” present students to say: “i went to new york city.” then ask more students to answer the q uestion. their answers may be varied. (summer camp; went to the beach; visited museums.)2. ask some students to ask and answer the questions in pairs.a: where did you go on vacation?b: i went to the beach.practice asking and answering the conversation.step 4. 1a look and match1. the teacher reads the instructions to the students.2. students read the activities in the box first. teacher can get one student to explain them in chinese. then get students to complete by themselves.。

unit-10-where-did-you-go-on-vacation-

friends’ vacation. ➢ Surf the Internet and find some good
places for vacation.
Brainstorm (集体自由讨论)
Talk about your/your friends’ vacation!
Place
Feeling
vacation
Weather
Activities
Other things
Place
Where did you go on vocation? I went to (a place )on vacation.
Leading in
Do you like vacation ? Why ?
Last winter vacation, I went to Huangyan. What did I do there ? Where did I go last winter vacation ?
Unit 10 Where did you go on vacation?
Activities
Tina Xiang Hua
went to the mountains went to New York City
Sally
stayed at home
Brad
visited his uncle
Tom
went to summer camp
Report like this:
On vacation, Tina went to the mountains. She thinks it was … Xiang Hua … He thinks it was…
Where did he go on vacation? He went to the museum. He visited museums.

2024年《Where did you go on vocation》范文教案

2024年《Where did you go on vacation?》范文教案一、教学目标1.1 知识目标学生能够理解并运用疑问词组"Where did you go on vacation?" 进行询问。

学生能够运用过去时态描述自己去过的旅游景点。

学生能够听懂并能够用英语简单介绍自己的假期经历。

1.2 能力目标学生能够通过图片、地图等材料，提高自己的观察和描述能力。

学生能够通过小组讨论，提高自己的交际能力和合作能力。

1.3 情感目标学生能够激发对旅游的兴趣，培养探索世界的欲望。

学生能够培养对他人的关注和倾听，提高自己的人际交往能力。

二、教学重难点2.1 教学重点疑问词组"Where did you go on vacation?" 的运用。

过去时态描述自己去过的旅游景点。

听懂并能够用英语简单介绍自己的假期经历。

2.2 教学难点过去时态的运用和时态的转换。

如何通过图片、地图等材料，提高自己的观察和描述能力。

如何通过小组讨论，提高自己的交际能力和合作能力。

三、教学方法3.1 情境教学法通过设置旅游情境，让学生在实际情境中学习和运用英语。

3.2 任务型教学法通过小组合作完成任务，激发学生的学习兴趣和积极性。

3.3 交际型教学法通过角色扮演、小组讨论等形式，提高学生的交际能力和合作能力。

四、教学准备4.1 教具准备PPT课件图片、地图等相关教学材料录音机或音响设备4.2 场地准备教室或语音室五、教学过程5.1 导入通过播放一首旅游相关的英文歌曲，激发学生的兴趣。

引导学生谈论自己去过的旅游景点，引起学生对旅游话题的兴趣。

5.2 呈现通过PPT课件，展示一些旅游景点的图片和地图。

引导学生观察并描述这些旅游景点的特点和特色。

5.3 教学通过PPT课件，讲解疑问词组"Where did you go on vacation?" 的运用。

通过示例和练习，让学生掌握过去时态描述自己去过的旅游景点。

[小初高学习]Unit 10 Where did you go on vacation-上课学习上课学习教案

Unit 10 Where did you go on vacation?教案Unit10wheredidyougoonvacation?教案Languagegoal:Inthisunitstudentslearntotalkaboutrecentpastevents.Newlanguages:.masterthenewvocabularywords.2.masterthepastformsoftheregularandirregularverbs.3.Newtargetlanguage:wheredidyougoonvacation?wewenttoNewyorkcity.DidyougotocentralPark?yes,Idid.Howwastheweather?Itwashumid.4.Beabletotalkabouttherecentpastevents.Difficultpoints:.masterthepastformsoftheregularandirregularverb s.ethenewlanguagetotalkaboutrecentpastevents.Teachingaids:recordersomepicturesofactivitiesandplaces Teachingperiods:Period1:SectionA1a—GrammarfocusPeriod2:SectionA3a—4Period3:SectionB1a—2cPeriod4:SectionB3a—Self-checkPeriod1Teachingaims:.Learnthenewvocabularywords:2.Targetlanguage:wheredidyougoonvacation?wewenttosummercamp. wheredidhegoonvacation?Hestayedathome. wheredidtheygoonvacation?Theyvisitedthemuseum. Didyou/he/she/theygotocentralPark?yes,I/he/she/theydid.No,I/he/she/theydidn’t.3.masterthepastformsoftheregularandirregularverbs.4.Learntotalkaboutrecentpastevents.Teachingprocedures:Step1.warm-up2Talkaboutthepastactivities:A:Howwasyourweekend?B:Itwasgreat.A:whatdidyoudolastweekend?B:I…A:Howwashis/herweekend?B:Itwasawful.A:whatdidhe/shedolastweekend?B:He/she…Askandanswermoreactivities.Step2.Learnthenewvocabularywords.Teacherasksonestudenttoreadthenewwords.Andseei fheorshecanreadthenewwordscorrectly.2.Practicereadingthenewwords:repeataftertheteacher; readtogether/inparts/onebyone.Thenreadandrememberth ewords.3.Explainsomewords:gotoasummercamp;acentralPark;haveamathexamStep3.Presentation.ShowapictureofNewyorkcity.Ask “wheredidyougoonvacationlastsummer?”Presentstudentstosay:“IwenttoNewyorkcity.”Thenaskmorestudentstoanswerthequestion.Theiranswers maybevaried.2.Asksomestudentstoaskandanswerthequestionsinpairs.A:wheredidyougoonvacation?B:Iwenttothebeach.Practiceaskingandansweringtheconversation.Step4.1aLookandmatch.Theteacherreadstheinstructionstothestudents.2.Studentsreadtheactivitiesintheboxfirst.Teachercan getonestudenttoexplaintheminchinese.Thengetstudents tocompletebythemselves.3.checkuptheanswers.Step5.1bListeningpractice.Theteacherreadstheinstructionstothestudents.2.Getthestudentstoreadthenamesintheboxafterteacher.3.Tellstudentstolookatthepicturesandsaywhattheperso ndidineachpicture.Forexample:Shewenttothemountains.4.Tellstudentstheywillhearthreeconversations.People talkaboutwhattheydidonvacations.Thenplaytherecordin g.Studentslistenthefirsttime.Studentsonlylisten.5.Playtherecordingagainandtrytofillintheblankswitht henumbers.6.checkuptheanswers.Playtherecording,letthestudentsrepeataftertherecord ing.Thenpracticereadingtheconversation.Step6.1cPairwork.Theteacherexplainstheinstructionstothestudents.2.Thestudentspracticereadingtheconversationbelowina ctivity1c.3.maketheirownconversationswiththeactivitiesinactiv ity1a.Ask“wheredidBrad/Sally/Tomgoonvacation?”Thenworkitinclass.Step7.2aListeningpractice.Getstudentstoreadthenamesandtheactivitiesinthe box.Tellstudents:theywillhearthreeconversationsabou tthreepeople’svacations.matchthepeoplewiththeactivities.2.Playtherecordingthefirsttime,studentsonlylisten.3.Replaytherecordingandtrytomatch.4.checkuptheanswers.Step8.2bListeningpractice.Studentslookatthechartandreadthenamesandtheact ivities.Say,listentotheconversationsandcheck“yes,Idid.”or“No,Ididn’t.”2.Playtherecordingthefirsttime.Studentsonlylisten.3.Playtherecordingagain.Studentstrytofilltheblanks.4.checkuptheanswers.5.Getthestudentstorepeataftertherecording.Step9.2cGroupwork.Theteacherexplainstheinstructionstothestudents .Studentsreadtheexampleinthespeechbubbles.2.workingroupstoroleplaytheconversation.youcantalka bouttheactivitiesfromthechartin2borotheractivities.Theteac hermovearoundandgivehelpifstudentsneed.3.Askoneortwogroupstoworkinclass.Step10.GrammarfocusThestudentsreadthesentences.Andfindiftherearesomequ estions.Ifhave,explainthem.Step11.Summary.Thenewvocabularywords.2.Thenewtargetlanguage.Step12.Homework.Revisethevocabularywords.2.makeaconversationaboutyourlastvacation.Period2Teachingaims:.Learntheusefulexpressions.2.Beabletouse“was”and“were”.3.Learntotalkaboutthepastevents.Teachingprocedures:Step1.warm-up.checkupthehomework.2.Getsomepairstoworktheirconversationsaboutlastvaca tion.Thentalkaboutyourlastvacation.Step2.Learnthenewvocabularywords.Teacherasksonestudenttoreadthenewwords.Andseei fheorshecanreadthenewwordscorrectly.2.Practicereadingthenewwords:repeataftertheteacher; readtogether/inparts/onebyone.Thenreadandrememberth ewords.3.Explainsomewords:berainy;“Fantastic”istheoppositeto“awful”.beunfriendlyto;“was”isthepastformof“is,am”.“were”isthepastformof“are”.Step3.3aReadingandwritingpractice.Theteacherreadstheinstructionstothestudents.An dexplain:“was,were”arethepastformsof“am,is,are”.2.Getthestudentstoreadtheconversationandtrytofillin theblankswith“was”and“were”.3.checkuptheanswers.4.Practicereadingtheconversationinpairs.Step4.3bPairwork.Theteachergetsstudentstolookatthebustrippictur e.Andpracticeadialoguewithastudent.Forexample:T:Howwasthebustrip? S:Itwasrelaxing.2.Getthestudentstomakeaconversationinpairs.Givesomehelpiftheyneed.3.Getsomepairstoworkinclass.Step5.Part4Vacationalbum.Teacherexplainstheinstructionstothestudents.Theyaregoingtomakeavacationphotoalbumandtalkaboutitwi ththeirclassmates.Teachermayprovidestudentswithmaga zineswhichtheycancutupfortheirphotoalbums,oraskthem todrawthephotosormakeitathomeforhomework.2.Havestudentsinterviewtheirclassmatesabouttheirvac ethesimplepasttense.3.Havesomestudentsworktotheclass.Step6.Summary.Usingof“was”and“were”.2.Howtotalkaboutthepastevents.Step7.Homeworkwriteapassagetodescribeyourlastvacationusingtheneww ordsandphraseslearnedinthislesson.Period3Teachingaims:.Learnthenewvocabularywordsandusefulexpressions.2.Learntotalkaboutthepastevents.Teachingprocedures:Step1.warm-up.checkupthehomework.2.Getsomestudentstoreadtheirpassages.Step2.Learnthenewvocabularywords.Teacherasksonestudenttoreadthenewwords.Andseei fheorshecanreadthenewwordscorrectly.2.Practicereadingthenewwords:repeataftertheteacher; readtogether/inparts/onebyone.Thenreadandrememberth ewords.3.Explainthenewwords:“Expensive”and“cheap”areopposite.Step3.1a1bmatchandwrite.Havestudentsreadthewordsandmaketheirmeaningscl ear.2.Getthestudentstolookatthepicturesandtrytomatch.3.checkuptheanswers.4.1b.Teacherexplainstheinstructionstothestudents.Be surethestudentscanknowwhattodo.Lookthroughthewordsi n1a.5.Letthestudentswritethewordsinthechart.6.checkuptheanswers.Step4.2a2bListeningandwritingpractice2a.Theteacherreadstheinstructionstothestudents.Sa y:Veraistalkingabouthervacation.Listenandanswerthef ollowingtwoquestions.2.Getstudentstoreadtwoquestionsfirst.3.Playtherecordingthefirsttime.Studentsonlylisten.4.Playtherecordingagainandtrytoanswerthemwiththesho rtanswers.5.checkuptheanswers.2b6.Studentsreadthechartin2bfirst.Say,Listentothereco rdingagain.ThistimewritewhatVerathinksaboutthesethi ngsintheblanksinthechart.7.Lookatthesampleanswer.—whatdoesVerathinkofhervacation?—Itwasgreat.8.Playtherecordingandtrytofillinthechart.9.Playtherecordingagainandcheckuptheanswers.0.Playtherecordingandrepeataftertherecording.Step5.2cPairwork.Theteacherreadstheinstructionstothestudents.Lo okattheinformationinactivities2aand2b.makeaconversa tiontotalkaboutVera’svacation.workinpairs,Vera&Vera’sfriend.2.Havethestudentsworkit.Teachermovesaroundtherooman dgivessomehelpiftheyneed.3.Asksomepairsofstudentstoroleplaytheconversationsi nclass.Step6.SummarySummarizethenewwordsandtheusefulexpressions.Step7.Homework.Rememberthewordsandexpressions.2.writedownapassageaboutVera’svacationontheexercisebook.Period4Teachingaims:.Learnthenewvocabularywordsandusefulexpressions.2.Learntotalkaboutthepastevents.3.Trainthereadingandwritingabilities.Teachingprocedures:Step1.warm-up.checkupthehomework.2.HavesomestudentstoreadpassagesaboutVera’svacation.Step2.Learnthenewvocabularywords.Getallthestudentstolookatthevocabularywords.Tr ytoreadthenewwordsbythemselves.Thentheteachergetson estudenttoreadthenewwords.2.Practicereadingthenewwords.Readthewordsafterthete acher.Readthemtogether/inparts/onebyone.3.Readthenewwordsandrememberthem.4.Explain:atthecornerof;inthecorner;makesbdosth;wal kbackto;decidetodoStep3.3aReadingpractice.Theteacherreadstheinstructionstothestudents.ci rclethegoodthingsandunderlinethebadthings.2.AskthestudentstoreadBob’straveldiary.Trytocircleandunderlinethethingsindivi dually.3.Theteacherreadsthediarytostudentsandchecksupthean swers.4.Studentsreadthediaryagainandfindtheirquestions.Ex plaintothemiftheyhave.Someimportantsentences:wehadgreatfunplayinginthewater.Itwaskindofboring.Ifoundasmallboycryinginthecorner.Thatmademefeelhapp y.wedecidedtoplaytennis.Step4.3bwritingpractice.Theteacherexplainstheinstructionstothestudents .ImagineyouareanAmericanstudentonvacationinBeijing. writeatraveldiaryliketheonein3a.2.Lookatfourpicturesandreadthebeginningofthediary.G etstudentstowritetheirowndiaries.Getsomehelpfromact ivity3a.Teachermovesaroundandgivessomehelpiftheyneed.3.Getafewstudentstoreadtheirdiariestotheclass.Step5.GroupworkPart4.Theteacherexplainstheinstructionstothestudents .Talkaboutanimaginaryvacation.Imagineyouareaforeignerwhocametoc hinaonvacation.Thinkaboutwhereyouvisited.2.Askstudentstoworkingroupsoffour.onestudentineachg roupbeginsbytellingwhereheorshewent.Theotherstudent saskquestions.3.changeroles,soeachstudenthasachancetotelltheother sabouthisandhervacation.4.Havesomegroupsofstudentspresenttheirconversations inclass.Step6.ReviewthewordsSelf-check1&2.Studentsreadthewordsintheboxandcheckalltheword stheyknow.Theycancirclethewordstheydon’tknow.Thenaskthem.2.maketheirchinesemeaningsclear.Thenaskandanswerthe chinesemeaningsinpairsoringroups.3.Askeachstudenttowritefivenewwordsontheirnotebooks .Thensharethemwiththeothersingroups.Step7.Self-check3makeasurveyandcompletetheform .Studentslookattheformandtheinstructions.Thinkabouthowtoaskthequestions.2.Askstudentstofillintheblankswiththeinformationabo uttheirlastvacation.3.Havestudentsgetintogroupsoffour.Tellthemtoaskquestionsabouttheirlastvacation.4.Afterfinishaskingthequestions,askstudentstodiscus sthebestplaceforvacation.5.Asksomestudentstotelltheclasswhichplaceisthebestp laceforvacation.Step8.SummarySummarizethenewwordsandtheusefulexpressions.Step9.Homework.Rememberthewordsandexpressions.2.writeareportonstudents’vacations.。

Where did you go on your vacation第一课时

Where did you go on your vacation（第一课时）第一节Unit 10 Where did you go on vocation?（A）ⅠTeaching Aims and Demandwledge Obvocabulary Target languageWhere did Tina go on vocation?wunta2.Ability ObTrain students’ listening, speaking, reading and writing skills.Train students’ communicatival ObIf you have some difficulalking about past events, don’t worry. Praand you’ll make great proglaⅡ. Teac hing Key PwordThe target languageLearn to use the activa.Learn to talk about past events using the target language.Ⅲ. Teaching DifficulTrain students’ listening, and speaking skills.Learn to talk about past events using the target language.Ⅳ. Teaching Methodaching method.Listening and oral prads.Ⅴ. Teaching AidsA tadA compuⅥ. Teaching ProceduⅠGreetingGlass as usualwⅡ 1a 1bach picture showg adid I the past. Then ask studame each activ2. Play a recordingversations. Tle are talking about what they did on vacation. Listen and wumbaboxuⅢWork with a paake conversaalk about whale in activity 1a went on vacaⅣ 2a 2bPlay a recordingversations. Tle are talking about wwent on vacau are to listen and mawla2. Play the sading again. Put aark undadline ” Yes, I did.” or “ No, I don’t.”Ⅴ 2c Grammer FocuPlace studgrouuu is Navin andulie. Now please ask eaqualk about where you went on vacation aample conversa2. Ask studad the quand answaⅥ 3a 3bFillblanks wword “was “ or “were”Look aures carefully anddescribe eaⅦWgroups and talk abouⅧ Summaummaarget language we’ve learnedlaⅨ HomewWrite aassage to talk abouur vacations. Blackboard DesignUnit 10 Where did you go on your vacation?How was the bus trip?It was really relaxing. Where did you go?I wbeaHow was the beach? It was beautiful。

【学习实践】Unit 10 Where did you go on vacation-教案

Unit 10 Where did you go on vacation?教案Unit10wheredidyougoonvacation?教案Languagegoal:Inthisunitstudentslearntotalkaboutrecentpastevents.Newlanguages:.masterthenewvocabularywords.2.masterthepastformsoftheregularandirregularverbs.3.Newtargetlanguage:wheredidyougoonvacation?wewenttoNewyorkcity.DidyougotocentralPark?yes,Idid.Howwastheweather?Itwashumid.4.Beabletotalkabouttherecentpastevents.Difficultpoints:.masterthepastformsoftheregularandirregularverb s.ethenewlanguagetotalkaboutrecentpastevents.Teachingaids:recordersomepicturesofactivitiesandplaces Teachingperiods:Period1:SectionA1a—GrammarfocusPeriod2:SectionA3a—4Period3:SectionB1a—2cPeriod4:SectionB3a—Self-checkPeriod1Teachingaims:.Learnthenewvocabularywords:2.Targetlanguage:wheredidyougoonvacation?wewenttosummercamp. wheredidhegoonvacation?Hestayedathome. wheredidtheygoonvacation?Theyvisitedthemuseum. Didyou/he/she/theygotocentralPark?yes,I/he/she/theydid.No,I/he/she/theydidn’t.3.masterthepastformsoftheregularandirregularverbs.4.Learntotalkaboutrecentpastevents.Teachingprocedures:Step1.warm-up2Talkaboutthepastactivities:A:Howwasyourweekend?B:Itwasgreat.A:whatdidyoudolastweekend?B:I…A:Howwashis/herweekend?B:Itwasawful.A:whatdidhe/shedolastweekend?B:He/she…Askandanswermoreactivities.Step2.Learnthenewvocabularywords.Teacherasksonestudenttoreadthenewwords.Andseei fheorshecanreadthenewwordscorrectly.2.Practicereadingthenewwords:repeataftertheteacher; readtogether/inparts/onebyone.Thenreadandrememberth ewords.3.Explainsomewords:gotoasummercamp;acentralPark;haveamathexamStep3.Presentation.ShowapictureofNewyorkcity.Ask “wheredidyougoonvacationlastsummer?”Presentstudentstosay:“IwenttoNewyorkcity.”Thenaskmorestudentstoanswerthequestion.Theiranswers maybevaried.2.Asksomestudentstoaskandanswerthequestionsinpairs.A:wheredidyougoonvacation?B:Iwenttothebeach.Practiceaskingandansweringtheconversation.Step4.1aLookandmatch.Theteacherreadstheinstructionstothestudents.2.Studentsreadtheactivitiesintheboxfirst.Teachercan getonestudenttoexplaintheminchinese.Thengetstudents tocompletebythemselves.3.checkuptheanswers.Step5.1bListeningpractice.Theteacherreadstheinstructionstothestudents.2.Getthestudentstoreadthenamesintheboxafterteacher.3.Tellstudentstolookatthepicturesandsaywhattheperso ndidineachpicture.Forexample:Shewenttothemountains.4.Tellstudentstheywillhearthreeconversations.People talkaboutwhattheydidonvacations.Thenplaytherecordin g.Studentslistenthefirsttime.Studentsonlylisten.5.Playtherecordingagainandtrytofillintheblankswitht henumbers.6.checkuptheanswers.Playtherecording,letthestudentsrepeataftertherecord ing.Thenpracticereadingtheconversation.Step6.1cPairwork.Theteacherexplainstheinstructionstothestudents.2.Thestudentspracticereadingtheconversationbelowina ctivity1c.3.maketheirownconversationswiththeactivitiesinactiv ity1a.Ask“wheredidBrad/Sally/Tomgoonvacation?”Thenworkitinclass.Step7.2aListeningpractice.Getstudentstoreadthenamesandtheactivitiesinthe box.Tellstudents:theywillhearthreeconversationsabou tthreepeople’svacations.matchthepeoplewiththeactivities.2.Playtherecordingthefirsttime,studentsonlylisten.3.Replaytherecordingandtrytomatch.4.checkuptheanswers.Step8.2bListeningpractice.Studentslookatthechartandreadthenamesandtheact ivities.Say,listentotheconversationsandcheck“yes,Idid.”or“No,Ididn’t.”2.Playtherecordingthefirsttime.Studentsonlylisten.3.Playtherecordingagain.Studentstrytofilltheblanks.4.checkuptheanswers.5.Getthestudentstorepeataftertherecording.Step9.2cGroupwork.Theteacherexplainstheinstructionstothestudents .Studentsreadtheexampleinthespeechbubbles.2.workingroupstoroleplaytheconversation.youcantalka bouttheactivitiesfromthechartin2borotheractivities.Theteac hermovearoundandgivehelpifstudentsneed.3.Askoneortwogroupstoworkinclass.Step10.GrammarfocusThestudentsreadthesentences.Andfindiftherearesomequ estions.Ifhave,explainthem.Step11.Summary.Thenewvocabularywords.2.Thenewtargetlanguage.Step12.Homework.Revisethevocabularywords.2.makeaconversationaboutyourlastvacation.Period2Teachingaims:.Learntheusefulexpressions.2.Beabletouse“was”and“were”.3.Learntotalkaboutthepastevents.Teachingprocedures:Step1.warm-up.checkupthehomework.2.Getsomepairstoworktheirconversationsaboutlastvaca tion.Thentalkaboutyourlastvacation.Step2.Learnthenewvocabularywords.Teacherasksonestudenttoreadthenewwords.Andseei fheorshecanreadthenewwordscorrectly.2.Practicereadingthenewwords:repeataftertheteacher; readtogether/inparts/onebyone.Thenreadandrememberth ewords.3.Explainsomewords:berainy;“Fantastic”istheoppositeto“awful”.beunfriendlyto;“was”isthepastformof“is,am”.“were”isthepastformof“are”.Step3.3aReadingandwritingpractice.Theteacherreadstheinstructionstothestudents.An dexplain:“was,were”arethepastformsof“am,is,are”.2.Getthestudentstoreadtheconversationandtrytofillin theblankswith“was”and“were”.3.checkuptheanswers.4.Practicereadingtheconversationinpairs.Step4.3bPairwork.Theteachergetsstudentstolookatthebustrippictur e.Andpracticeadialoguewithastudent.Forexample:T:Howwasthebustrip? S:Itwasrelaxing.2.Getthestudentstomakeaconversationinpairs.Givesomehelpiftheyneed.3.Getsomepairstoworkinclass.Step5.Part4Vacationalbum.Teacherexplainstheinstructionstothestudents.Theyaregoingtomakeavacationphotoalbumandtalkaboutitwi ththeirclassmates.Teachermayprovidestudentswithmaga zineswhichtheycancutupfortheirphotoalbums,oraskthem todrawthephotosormakeitathomeforhomework.2.Havestudentsinterviewtheirclassmatesabouttheirvac ethesimplepasttense.3.Havesomestudentsworktotheclass.Step6.Summary.Usingof“was”and“were”.2.Howtotalkaboutthepastevents.Step7.Homeworkwriteapassagetodescribeyourlastvacationusingtheneww ordsandphraseslearnedinthislesson.Period3Teachingaims:.Learnthenewvocabularywordsandusefulexpressions.2.Learntotalkaboutthepastevents.Teachingprocedures:Step1.warm-up.checkupthehomework.2.Getsomestudentstoreadtheirpassages.Step2.Learnthenewvocabularywords.Teacherasksonestudenttoreadthenewwords.Andseei fheorshecanreadthenewwordscorrectly.2.Practicereadingthenewwords:repeataftertheteacher; readtogether/inparts/onebyone.Thenreadandrememberth ewords.3.Explainthenewwords:“Expensive”and“cheap”areopposite.Step3.1a1bmatchandwrite.Havestudentsreadthewordsandmaketheirmeaningscl ear.2.Getthestudentstolookatthepicturesandtrytomatch.3.checkuptheanswers.4.1b.Teacherexplainstheinstructionstothestudents.Be surethestudentscanknowwhattodo.Lookthroughthewordsi n1a.5.Letthestudentswritethewordsinthechart.6.checkuptheanswers.Step4.2a2bListeningandwritingpractice2a.Theteacherreadstheinstructionstothestudents.Sa y:Veraistalkingabouthervacation.Listenandanswerthef ollowingtwoquestions.2.Getstudentstoreadtwoquestionsfirst.3.Playtherecordingthefirsttime.Studentsonlylisten.4.Playtherecordingagainandtrytoanswerthemwiththesho rtanswers.5.checkuptheanswers.2b6.Studentsreadthechartin2bfirst.Say,Listentothereco rdingagain.ThistimewritewhatVerathinksaboutthesethi ngsintheblanksinthechart.7.Lookatthesampleanswer.—whatdoesVerathinkofhervacation?—Itwasgreat.8.Playtherecordingandtrytofillinthechart.9.Playtherecordingagainandcheckuptheanswers.0.Playtherecordingandrepeataftertherecording.Step5.2cPairwork.Theteacherreadstheinstructionstothestudents.Lo okattheinformationinactivities2aand2b.makeaconversa tiontotalkaboutVera’svacation.workinpairs,Vera&Vera’sfriend.2.Havethestudentsworkit.Teachermovesaroundtherooman dgivessomehelpiftheyneed.3.Asksomepairsofstudentstoroleplaytheconversationsi nclass.Step6.SummarySummarizethenewwordsandtheusefulexpressions.Step7.Homework.Rememberthewordsandexpressions.2.writedownapassageaboutVera’svacationontheexercisebook.Period4Teachingaims:.Learnthenewvocabularywordsandusefulexpressions.2.Learntotalkaboutthepastevents.3.Trainthereadingandwritingabilities.Teachingprocedures:Step1.warm-up.checkupthehomework.2.HavesomestudentstoreadpassagesaboutVera’svacation.Step2.Learnthenewvocabularywords.Getallthestudentstolookatthevocabularywords.Tr ytoreadthenewwordsbythemselves.Thentheteachergetson estudenttoreadthenewwords.2.Practicereadingthenewwords.Readthewordsafterthete acher.Readthemtogether/inparts/onebyone.3.Readthenewwordsandrememberthem.4.Explain:atthecornerof;inthecorner;makesbdosth;wal kbackto;decidetodoStep3.3aReadingpractice.Theteacherreadstheinstructionstothestudents.ci rclethegoodthingsandunderlinethebadthings.2.AskthestudentstoreadBob’straveldiary.Trytocircleandunderlinethethingsindivi dually.3.Theteacherreadsthediarytostudentsandchecksupthean swers.4.Studentsreadthediaryagainandfindtheirquestions.Ex plaintothemiftheyhave.Someimportantsentences:wehadgreatfunplayinginthewater.Itwaskindofboring.Ifoundasmallboycryinginthecorner.Thatmademefeelhapp y.wedecidedtoplaytennis.Step4.3bwritingpractice.Theteacherexplainstheinstructionstothestudents .ImagineyouareanAmericanstudentonvacationinBeijing. writeatraveldiaryliketheonein3a.2.Lookatfourpicturesandreadthebeginningofthediary.G etstudentstowritetheirowndiaries.Getsomehelpfromact ivity3a.Teachermovesaroundandgivessomehelpiftheyneed.3.Getafewstudentstoreadtheirdiariestotheclass.Step5.GroupworkPart4.Theteacherexplainstheinstructionstothestudents .Talkaboutanimaginaryvacation.Imagineyouareaforeignerwhocametoc hinaonvacation.Thinkaboutwhereyouvisited.2.Askstudentstoworkingroupsoffour.onestudentineachg roupbeginsbytellingwhereheorshewent.Theotherstudent saskquestions.3.changeroles,soeachstudenthasachancetotelltheother sabouthisandhervacation.4.Havesomegroupsofstudentspresenttheirconversations inclass.Step6.ReviewthewordsSelf-check1&2.Studentsreadthewordsintheboxandcheckalltheword stheyknow.Theycancirclethewordstheydon’tknow.Thenaskthem.2.maketheirchinesemeaningsclear.Thenaskandanswerthe chinesemeaningsinpairsoringroups.3.Askeachstudenttowritefivenewwordsontheirnotebooks .Thensharethemwiththeothersingroups.Step7.Self-check3makeasurveyandcompletetheform .Studentslookattheformandtheinstructions.Thinkabouthowtoaskthequestions.2.Askstudentstofillintheblankswiththeinformationabo uttheirlastvacation.3.Havestudentsgetintogroupsoffour.Tellthemtoaskquestionsabouttheirlastvacation.4.Afterfinishaskingthequestions,askstudentstodiscus sthebestplaceforvacation.5.Asksomestudentstotelltheclasswhichplaceisthebestp laceforvacation.Step8.SummarySummarizethenewwordsandtheusefulexpressions.Step9.Homework.Rememberthewordsandexpressions.2.writeareportonstudents’vacations.。

Unit 10 Where did you go on vocation？教学设计(1)

《Where did you go on vocation？》教学设计（1）教学过程：Step1:Lead-in1. Free talk.Greet the class as usual. (Talk about the weather. Use Present tense and Past tense. )T: How’s the weather today?S: It is…….T：How was the weather yesterday?S: It was……（Talk about the Past Tense ）T: What did you do last weekend?S: I watched TV.……【设计说明】强化口语交际能力，检查复习所学知识。

2. Play a short video (movie clips), after then, Ask Ss to talk about what the people did in the video.【设计说明】播放学生比较熟悉的影片片断，让学生观看后根据记忆描述剧中人物进行的活动（运用过去时表达）。

比比看谁的记忆又快又准。

Step2: Presentation1. Show some pictures of the new words on the screen. Ask students to try to read these words.Summer camp, museum, guide, beach, mountain【设计说明】通过多媒体屏幕向学生展示新单词, 图文并茂，非常直观地向学生展示了新单词。

简单的单词游戏既调动了学生的学习积极性又强化了单词记忆。

2. Draw attention to the picture of 1a, ask Ss to name each activity.3. Read the numbered list of activities, let Ss to repeat, and then match the activities with pictures.【参考答案】e, b, d, c, a, f, g.【设计说明】熟悉新的词组，了解读音，为下面的听力练习打好基础。