Unit 10 Where did you go on vacation-教案

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Unit_10_Where_did_you_go_on(教学实录文字记述)

Unit 10 WHERE DID YOU GO ON V ACATION(The 1st period Section A 1a—1c)导学案：1，过去式动词变化规则背诵复习：2，过去式的标志性词3，What, where 句型复习Teaching aims（教学目标）1．学会谈论过去发生的事件（继续学习一般过去时）2．学会谈论已经历的节假日活动Language points（语言点）1．要求掌握以下句式：（1）— Where did sb. go (on vacation)?— Sb. went to … (on vacation).（2）— What did sb. do (on vacation)?— Sb. verb + ed … (on vacation).2．要求掌握以下词汇：（1）动词及它的过去式：stay(ed), visit(ed), go(went), do(did), is/am(was)（2）名词：summer camp（3）形容词：not bad, pretty good, awful, relaxing (relax, relaxed),fantastic（上述形容词本应在第二课时中出现，但可以在warming-up中第一次非正式出现。

这些形容词也可在老师的评价语中适时出现，以加深学生对词汇的印象。

）Difficulties（难点）：本课难点是动词过去式要加“ed”，而学生在描述过去时时容易遗忘动词的“ed”，在运用不规则动词过去式时容易直接加“ed”.Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）5分钟（1）Daily greetings to the students（日常问候）T: How are you today? 1S: I am (fine / great / OK / very good). How about you?T: I am (not bad / pretty good / awful / terrible).T: How is the weather today? 1S: It is (nice / great / fine / good / beautiful / not bad / pretty good / fantastic/ bad / terrible / awful / hot / cool / cold/ windy / rainy …).T: How was the weather yesterday?S: It W AS2… yesterday.（2）Revision（复习）T: How was your weekend?3S: It was …T: What did you / your father / your mother / your best friend do last weekend? 4S: I / My father / My mother / My best friend …T: That W AS fun / great / fantastic / relaxing / not bad / pretty good / terrible / awful…(老师根据学生回答给出多种评价。

unit 10 where did you go on vacation (说课+实录+评课+说课稿

评课稿今天，听了我校蒲婷婷老师的英语课《Where did you go on vacation》，纵观这节课，教学设计巧妙、安排合理、充分发挥多媒体教学手段、师生关系和谐、学生参与学习积极性高，取得了不错的教学效果。

下面，我就对这节课进行一下评课，说一说我的体会。

一、注重营造愉快、宽松、平等、和谐的课堂氛围蒲婷婷老师教态自然、表情和蔼可亲、语调亲切自然，并不断的鼓励学生，给学生以勇气。

以无私的爱心、童心去包容学生，用甜甜的微笑去对待学生，与学生融为一体。

学生靠内生的情感动力推动知识的掌握和智力的发展，达到了很好的教学效果。

二、活动方式多样化本节课蒲婷婷老师采用了pair work、group work、interview 、report 等一系列活动。

开展小组合作学习的好处很多，特别是在大班额教学中尤为明显。

首先能够注重学生自主学习和合作学习能力的培养，这是学生在校学习阶段发展的一个重要能力，同时，合作学习的轻松环境可以降低焦虑，增强信心，促进人际交往。

这对学生的积极学习有很大好处，能提高大班额情况下的教学质量，学生在小组中顾虑较少，会大胆开口，不怕犯错，随时提问，比起严肃的课堂教学，学生更容易产生愉快感。

三、充分发挥现代化教学手段，为教学服务蒲婷婷老师的这堂课中，几个部分教学都恰当地使用了多媒体课件。

多媒体课件具有鲜艳的颜色和丰富的动态画面，使得教学内容活泼生动，能够吸引学生的注意力，激发学生的兴趣，使学生身心愉快地掌握知识。

而且，在短短的四十分钟时间里，教师传授的知识相对丰富了，学生真正学得的知识也相应的增多了，大大地增加了课堂知识的容度，提高了课堂效率。

四、课堂教学设计理念新以学生的发展为根本，运用任务型教学方式引导学生积极参与教学活动，在整个过程中实现师生，生生互动，活动内容丰富多彩，接近学生生活，在互动，交流，合作，探究中实施教学。

整个过程中教师的角色起了深刻的变化，真正成了组织者，参与者，引导者，帮助者，关注学生学习策略，学习方法，学习态度，成为名副其实的"以学为本"的教学设计，以课题为背景，任务型教学Learning by doing 的理念和思路清晣，课堂设计体现了一位优秀教师的先进理念与素质。

人教版七年级英语下册《nit 10 Where did you go on vacation. Section A》教案_1

第一课时Section A自主学习方案学生自学新单词和词组(教材P2的单词和词组)，看谁记得又快又准。

(1分钟)【新词自查】根据句意及首字母或汉语提示完成句子。

1．He told her not to tell anyone.2．There had never been such a beautiful woman anywhere__in the world.3．This world is a wonderful place.4．Only a few people here know his name.5．On Sunday，I like staying at home most__of the time to watch TV.6．Quite__a__few(相当多) students were late this morning.§课堂导学方案Step 1 情景导入参考案例Teacher：What did you do last Sunday?Students：…Teacher：Today we are going to learn how to talk about past events.环节说明：从询问全班学生的度假情况入手，让学生初步理解对过去事情的谈论以及其基本结构。

激发学生学习本单元的兴趣，自然地导入新课。

Step 2完成教材1a～1c的任务【操作案例】1．要求学生翻开课本P1，理解1a中短语的意思，并按要求完成课本上相应的任务。

(1分钟)Teacher：What can you see in the picture？Each picture shows something a person did in the past.Now，please match each phrase with one of the pictures.2．检查答案。

先要求几名同学给出他们的不同意见，并全班一起讨论，让学生进一步理解1a中动词的过去式。

unit 10 where did you go on vacation (说课+实录+评课+说课稿

Unit 10 Where did you go on vacation? 说课稿青白江实验外国语学校蒲婷婷学情分析学生在第九单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。

本堂课的话题—“假期活动”接近学生的生活，学生乐于谈，有话说。

教学内容Section A中2a. 2b. 2c. Grammar focus教学目标知识与能力1.The vocabulary：New York City，Central Park，exam．2. Master and use target language：Where did you/ they /he / she go on vacation?I / They /He /She went to the mountains＼New York City＼beach＼summercamp．Did you go to the beach？Yes，I did．No, I didn’t．How was your vacation? It was nice.情感态度价值观学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

教学重、难点及教学突破重点l. The vocabulary：New York City, Central Park，exam．2. Language：Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer campDid you go to the beach? Yes，I did. No, I didn’t.How was your vacation? It was nice.难点e the target language to talk about past events．2.一般疑问句3.Listening教学突破1.对于本课的单词短语通过图片来引出并学习。

unit 10《where did you go on vacation》第一课时课件(人教新目标七年级下)ppt.pptx

Tina
Xiang Hua
Brad
Tom
Sally
Tina
A
Xiang Hua
B
Sally
C
Brad
D
Tom
E
Yes, she did.
Did Tina go to the mountains? Yes, she did .
Did Brad go to the beach on vacation? No, he didn’t. He visited his uncle.
with the pictures[a-g]
e 1.stayed at home __
2. went to New York
city __b__
3. visited my uncle
___d__
4. went to summer
c camp _____
5. went to the
a mountains ____
Julie go on vacation? Match the person with the place.
People Places
1. c Nancy a. the beach
2. a Kevin b. home
3. b Julie
c. New York City
a guide
2b Listen again. For each question check (√)
6. went to the
f beach_____
7. visited
g museums______
PAIRWORK :
Where did he/she/they go on vacation ? He / She /They …

Unit 10 Where did you go on your vacation复习教案

Unit 10 Where did you go on your vacation?
Where 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.
Unit 10 Where did you go on your vacation?复习教案 ⅠTeaching Aims and Demands 1. Knowledge Objects Review to talk about past tense. 2. Ability Object Improve students’ ability of listening, speaking, reading and writing skills. Improve students’ ability of communicative competence. 3. Moral Object If you have time, go to somewhere you like to have a good time. Not only will you enjoy the beauty of our country, you will also feel better. Ⅱ. Teaching Key Points The key vocabulary The target language Review to talk about your vacations and descБайду номын сангаасibe them. Ⅲ. Teaching Difficulties Train students’ competence ability Ⅳ. Teaching Methods Pairwork Practicing methods Ⅴ. Teaching Aids A computer Cards Ⅵ. Teaching Procedures StepⅠTalk about past events Write a travel diary Get 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 language Where 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 structure Review Past tense of regular and irregular verbs: was/were. StepⅣ Review the key vocabulary Were, stayed, visited, felt, expensive, cheep, crowded, delicious After reviewed these words, then have a dictation. StepⅤ Summary Summary the target language we’ve reviewed in this unit. StepⅥ Homework Review the target language and the key words in this unit. Blackboard Design

Unit-10-Where-did-you-go-on-vacation教学演示

the Great Wall
the Palace Museum
Where did my friends go on vacation?
Tian’an Men Square
a Beijing Hutong
Task 2 My classmates’ vacation
Listen to Vera talking about her vacation. Where did Vera go on vacation? Did Vera like her vacation?
Jim
… …
…
Task 3 Decide on next vacation destination.
• I decided to go to Hong Kong. • Mary went there last summer vacation.
The weather there was sunny, warm and humid. The food was delicious. I love it. • I think it was very great. • So I want to go there next vacation.
Unit 10 Where did you go on vacation?
Leading in
Listen and answer: • What did they talk about? • What did they do on vacation?
Task 1 Talk about your vacation activities.
Listening
What does Vera think about?

高中英语《Where did you go on vacation》优秀教学设计

高中英语《Where did you go on vacation?》优秀教学设计一、教学设计（一）背景1.主题语境：Where did you go on vacation?2.语篇类型：Writing3.授课时长：40分钟（二）文本分析这次公开课主要引导学生如何去写一篇日记，教师适当讲解英语日记的要素，并引导学生关注英语日期和星期的排列顺序（星期在前、月日在后），引导学生关注：1.日记主要记述的是过去的活动、现在的活动还是未来的活动？2.记述日记时，往往使用什么时态？（三）学情分析本次课堂学生围绕着如何去写一篇关于暑假经历的日记，先让学生进行语块复习，写日记已经是SectionB 的内容，所以先针对本单元的重点短语和句型进行复习和巩固，以便为下面写日记做好语素铺垫，然后分析如何去写一篇日记，最后让学生实践。

（四）教学目标知识目标：To revise the important phrases and sentences.能力目标：To use the lexical chunks and sentence patterns to write a diary.情感目标：The synthesis ability to use the English language.（从语言知识、文化知识、语言技能、学习策略等角度）（五）教学重点To lead the students how to write a diary using lexical chunks in Unit 1.（六）教学难点To pay attention to the four elements on writing a diary.（七）教学资源Multimedia 、papers 、blackboard.（八）教学过程一、 Greetings二、 Free talkIt’s someone’s turn to give the whole class a free talk about their summer vacation?三、 Lexical Chunks________________去度假________________ 给某人买某物go to summer camp __________go to the beach ___________________________去爬山__________________好久不见__________________大多数时间__________________备考go on vacation buy sth. for sb.去夏令营去海滩go to the mountains long time no see most of the timestudy for tests Lexical Chunks 语块复习_____________ 因为_____________ 给……的感觉；感受到_____________ 在过去too many people _____________try doing sth.____________________________四处走走______________到达walk up to the top ______________rain hard __________________because of feel likein the past 太多的人试着做某事arrive in walk around 走到顶部雨下得很大Lexical Chunks 语块复习____________相当多；不少____________待在家taste good ___________go out _______________quite a few stay at home 尝起来不错—Where did you go on vacation ?—I went to New York City.—Did you go with anyone ?—Yes , I did.I went with my sister.外出(娱乐)四、 Sentence patterns about how to talk about your summer vacation1. Where did you go?2. Did you go with anyone?3. How was the weather?4. What did you do every day?5.What food did you eat?6.What did you like best?7.Did you dislike anything?8.How did you feel about the trip?五、 To focus on four elements about how to write a diary, tense and person. where who whatwhen elements(要素)narrative writings(记叙文)Reading skill I:Sometimes, when we read a diary,focusing on the fourwh-questions helps alot.Tense: Past tensePerson(人称）: The first person六、A sample in 3a on the textbook about how to write a diary.Complete the diary entry about a tripto one of these places. Use the words and phrases in the box to help you.3a Wednesday, _______ 20th Today the weather was ____________. I went to _____________. It was _________. We______________. I liked this place because ________________________. For dinner we had ______ ____. It was ________. In the evening, I felt really ____. hot and sunny tiredBeijing duck delicioustake some photos beautifulbuy something special interestinglearn something important Augusthot and sunnyAugust a Beijing hutong interesting took some photosI learned something importantBeijing duck delicioustired七、 To draw a conclusion about how to keep a good diary.Conclusion:• A dairy should be contain three parts:• 1. who goes to somewhere, the destination and the weather.• 2. the experience( in the morning 、at noon 、in the afternoon 表示事件发生的时间顺序的表达来衔接各个时间段的活动)• 3. How did you feel about the trip?( in a word总之)八、A sample to help students about how to write a diary.It’s your turn now. What other places do you like to go? Please write them down. There is a sample:Wednesday, ______ 20thToday the weather was ___________. I went to ____________. It was ________. We _____________. I liked this place because ____________. For dinner we had _________. It was ________. In the evening, I felt really ______.九、Presentation.To invite some students to share their diary with the whole class.1.The trip to Shenzhen by Liang Zhongyu2.The trip to Zhuhai by Chen Xinru3.The trip to Henan by Yang Rongbing4.The travel to Beijing by Xie Hao5.The trip to Guizhou by Cai Juhuang6.The trip to Shanghai by Jiang Yuxin7.The trip to Japan by Zhou Ruiqi十、Homework用英语询问你的一位好朋友，她（他）假期去了哪里？做了什么？并将此对话写在作业上。

初中英语Unit10 Where did you go on vacation 教学设计与反思

初中英语Unit10Where did you go on vacation 教学设计与反思一．本节课设计思路：在学校课标的根底上，我们一线教师始终在思考着新的课堂课堂教学模式。

这种模式是：课前指导、课堂展示、达标检测。

看到我们的课堂教学中目标意识不强，教学活动具有肯定的盲目性，好多课堂缺少达标检测环节，有些课堂有达标检测环节，但时间安排、检测题的题量、难易程度等方面有许多值得研究的问题。

达标检测的有效性是一个值得研究的课题。

我在平常的教学中，积极尝试、认真思考。

我本着问题即课题的原则，把初中英语课堂教学中“课时当堂达标检测〞有效性行动研究作为一个课题。

目的是使每节课达标检测训练有效，力争每一节课有明确的达标意图，让学生每节课都有所收获，愉快达标。

使课堂教学差的问题得到根本解决。

二．预设目标选择这个课题进行研究，目的是提高每节课的“达标检测〞的有效性，有效促进课堂教学的改革，提升教学质量。

“有效〞，主要是指通过真题的演练、考查等方法，使教师在教学中符合新课程的理念，学生在学习中完成新课程理念，使学生达成知识与能力、过程与方法、感情态度与价值观的三维目标。

Unit 10Where did you go on vacation教学设计〔方案〕Section BPeriod 1〔listening and speaking)一．学习目标1. 扎实掌握4个单词、一个短语。

在过去时态中熟练掌握用形容词谈论旅游。

2. 通过自主学习、听说训练和小组合作学会用速记猎取听力中的信息，并能够很好的锻炼学生的口语表达能力。

3. 热爱生活、享受假期旅游的乐趣、积极投入、愉快达标二．重点与难点1. 通过速记法抓住听力细节信息2. 掌握delicious expensive crowded cheap 等形容词的用法，并能在过去时态中熟练地谈论假期旅游。

预习案Step I. Study new words(依据音标拼读和记忆单词，依据图片加深记忆，在句子中练习其用法Step II. Lead in and learning goals通过一段视频导入话题，并解读学习目标，让学生们明确本节课的具体内容和重难点。

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.

《Where did you go on vocation》教案(一)

《Where did you go on vocation?》教案(一)教学目标Teaching aims(教学目标)1.学会谈论自己和他人过去发生的事情和活动。

2. 能够熟练的运用本节课出现的动词短语。

教学重难点Language points(语言点)1.要求掌握以下句式： Where did you go on vacation?I went to the mountains.2.要求掌握以下词汇：动词词组(过去式形式)：went on vacation, stayed at home, went to the beach, went to the mountains, visited my uncle, went to summer camp, visited museums, went to New York City(本节课短语比较多，过去式变化也不简单，鼓励学生说出更多自己知道的描述过去事情的短语。

)Difficulties(难点)：用准确的过去式短语描述过去发生的事情教学过程Teaching steps(教学步骤)1. Warm-up and lead in(课堂热身和导入)(1)New term greetings (新学期问候)T: Hello everyone! Good to see all of you again. Did you enjoy your summer vacation?S: Yes!(师生之间的问好过后，让学生前后位、同桌之间互相问好)1(2)Lead in(导入)T: Can you tell me about the activities you did during the summer vacation? Try to use verb phrases, for example, “watch TV”.S1: I went shopping.S2: I went to the movies with my friends.S3: I went swimming.(老师可以鼓励学生给出尽可能多的答案，并引导学生使用过去式)T: Wow. It sounds like you had a good time during the summer vacation! I’m sure you enjoyed yourselves very much. Now I want to know where you went on vacation.(教师把“Where did you go on vacation?”和 I went/…板书在黑板上) 教学设计说明：从贴近学生熟悉的话题入口，通过对学生暑假生活的了解及回顾，引出今天的重点内容。

Unit_10_Where_did_you_go_on_vacation说课稿2

Unit10 Where did you go on vacation?--第一课时说课稿一、教材及教材内容分析大家好！今天我说课的内容是人教版七年级英语下册第10单元第1 课时。

本单元是围绕“与朋友共同回忆假期”为话题，开展教学活动，学习动词的一般过去时表达法，是继上一单元学习一般过去时的特殊疑问句和一般疑问句的用法。

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，以及用日记的方式记录自己的一天，这是学生日常生活频繁使用的语言交际功能，体现了新教材融会话题、交际功能和语言结构的循序渐进的生活化的学习程序。

本课时的核心语言项目是谈论过去式, 主要话题是学习询问朋友假期的去向。

整个单元以谈论假期的安排为主线，将日常生活中所涉及的语言、词汇等融入一系列小任务中，完成任务最终达到交际目的。

1.教学目标●语言技能目标a)对假期的去向进行问答,如：Where did you go on vacation?b)掌握不同人称的问句如何进行问答，如Where did he go on vacation？●语言知识目标a)熟练掌握及应用be动词、助动词及动词在过去时中的表达法；b)一些地名和事件的表达法，如go to the mountains；●情感态度目标a)由于本单元话题贴近学生生活，符合他们热爱休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。

b)谈论与朋友的度假方式，培养同学间团结、友善的精神，以及热爱大自然，形成积极向上的生活观。

●学习策略目标a)通过小组讨论，开展调查等研究，明确在用中学，交流中学习的想法。

b)通过猜测，并大胆的表达，以学习新知识。

c)兴趣教学策略，其中包括游戏、表演、对话。

文化意识目标a)了解主要的度假方式b)用恰当的方式表达自己的感受c)在学习中寻找中西方度假差异，培养学生跨文化意识2.教学重难点1)教学重点Where did you/he/she/they go on vacation?I/he/she/they went to/stayed at…2)教学难点动词的一般过去时的肯定句，一般疑问句等形式。

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.。

【范文】Unit 10 Where did you go on vacation-(新目标七下英

Unit 10 Where did you go onvacation?(新目标七下英文教案) Unit10:wheredidyougoonvacation?LanguagegoalInthisun itstudentslearntotalkaboutpastevents.Newlanguagewhe redidyougoonvacation?Iwenttothemountains.wheredidth eygoonvacation?TheywenttoNewyork.wheredidhegoonvaca tion?Hestayedathome.wheredidshegoonvacation?Shevisi tedheruncle.Didyougotothebeach?yes,Idid./No,Ididn't .SectionAAskquestionsaboutwhatstudentsdidlastSaturd ay.writesomepasttensestatementsontheboard.Ask,whowe nttothemovieslastSaturday?Pointtoastudentwhoraisesh isorherhand.SarawenttothemovieslastSaturday.Repeat. writethissentenceontheboard.Underlinethewordwent.As k,whovisitedafriendlastSaturday?Pointtoastudentwhor aiseshisorherhand.carlosvisitedafriendlastSaturday. Repeat.writethis"sentenceontheboard.Underlinethewor dvisited.Pointtothewordswentandvisitedinthesentence sontheboard.Say,weusethesewordstotalkaboutthingstha thappenedinthepast.Thenwritethesepairsofwordsontheb oard:go-went,visit-visited.Askastudenttopointoutthe wordsthattalkaboutthepast.1aThisactivityintroducesthekeyvocabulary.Focusattenti ononthepicture.Askstudentstotellwhattheysee.Say,Eac eacha ctivityandaskstudentstorepeat:wenttothemountains,we nttoNewyorkcity,wenttosummercamp,visitedmyuncle,sta yedathome,wenttothebeach,andvisitedmuseums.Pointout thenumberedlistofactivities.Sayeachoneagainandaskst udentstorepeat.Thenaskstudentstomatcheachphrasewith oneofthepictures.Say,writetheletterofeachpicturenex ttothenameoftheactivity.Pointoutthesampleanswer.che cktheanswers.1bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation.Pointtothepictur e.Askstudentstotellwhatthepersondidineachscene.Fore xample,TinawenttothemountainsorShewenttothemountain s.Playtherecordingthefirsttime.Studentsonlylisten.P laytherecordingasecondtime.Thistimesay,Therearethre econversations.Thepeopletalkaboutwhattheydidonvacat ion.Listentotherecordingandwritenumbersofthenamesin thewhiteboxesinthepicture.Pleasewriteonlyfivenumber s.Pointoutthesampleanswernexttothepictureshowingwenttothemountains.correcttheanswers.1cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointouttheexampleconversation.Asktwostud entstoreadthedialoguetotheclass.Say,Nowworkwithapar tner.makeyourownconversationsaboutthepictures.Sayth edialogueinthepicturewithastudent.Doasecondexample, ifyouwish.Thenhavestudentsworkinpairs.Astheytalk,mo vearoundtheroommonitoringtheirwork.offerlanguageorp ronunciationsupportasneeded.2aThisactivitygivesstudentspracticeinunderstandingthe keyvocabularyinspokenconversation.Pointtothethreepe ople'snamesandreadthenamestotheclass.Pointtothethre evacationactivitiesandaskastudenttoreadtheactivitie stotheclass.Say,Thisisarecordingaboutthreepeople'sv acations.Pleasematchthepeoplewiththeplacestheywentt oonvacation.Playtherecordingthefirsttime.Studentson lylisten.Playtherecordingasecondtime.Thistime,askst udentstowritethelettersofwherepeoplewentonvacationn exttotheirnames.Pointoutthesampleanswernexttoitem1. correcttheanswers.2bThisactivityprovidesmorelisteningpracticeusingtheta rgetlanguage.callattentiontothechart.Askastudenttor eadthroughthenamesandactivitieslisted.Say,Nowlisten totherecordingagain.Thistime,pleaselistentotheconve rsationsandputacheckmarkinthe"yes,Idid."or"No,Ididn 't."blankaftereachactivity.|Playtherecordingthefirsttime.Studentsonlylisten.Po intoutthesampleanswerunderyes,Ididinthefirstblankaf terthewords"Nancy...gotocentralPark?"Say,DidNancygo tocentralPark?yes,shedid.Playtherecordingagain.Asks tudentstoputcheckmariflinthecorrectblanks.2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Say,Getintogroupsofthree.oneofyouwillbeNa ncy,onewillbekevin,andonewillbejulie.Askeachotherab outthevacations.youcantalkabouttheactivitiesfromthe chartin2boraboutanyotheractivitiesyoulike.Asstudent stalk,movearoundtheroom,monitoringtheconversationsa ndofferingsupportasneeded.youmaywanttohaveagroupofstudentspresenttheirconversationtotheclass.3aThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage.Pointoutthepicturesinthephotoalbum .Askstudentstodescribewhattheysee.Afterthat,readthe firsttwolinesofthedialoguetotheclass.Pointouttheans werwasinthefirstline.Thenpointouttheblanksintherest ofthelinesofthedialogue.Readtheconversationtothecla sssayingthewordblankforeachblankline:Howblankthebea ches?Thensay,writethewordwasorwereineachblank.Askst udentstocompletetheactivityontheirown.correcttheans wers.3bThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointtoeachofthepicturesandaskstudentstos aywhattheysee.Thenreadthewordsundereachpicture.Pron ounceanynewwordsandexplainwhattheymean,ifnecessary. Forexample,Inthispictureagirlisonabus.Thegirlistaki ngabustrip.Ask,whatdoesrelaxingmean?Doesitmeanyouar eexcitedorquiet?Howdoyoulookwhenyourelax?Ifstudents don'tknowthemeaningofrelaxing,demonstratebyleaningb ackinyourseatandhalf-closingyoureyes.Say,Nowworkwithapartner.makeyourownconversationsaboutthepictures. Sayadialoguewithastudent.Pointtothefoodpicture.Ask, Howwasthefood?Thestudentreplies,Itwasawful.Doasecon dexample,ifyouwish.Thenhavestudentsworkinpairs.Asth eytalk,movearoundtheroommonitoringtheirwork.offerla nguageorpronunciationsupportasneeded.4.Thisactivityprovidesspeakingpracticeusingthetargetl anguage.Explaintothestudentsthattheyaregoingtomakea vacationphotoalbumandtalkaboutitwiththeirclassmates .youmaywanttoprovidestudentswithmagazineswhichtheyc ancutupfortheirphotoalbums,oraskthemtodrawthephotos orhavethemmaketheirphotoalbumsathomeforhomework.onc estudentshavecompletedtheirphotoalbums,drawstudents 'attentiontothevacationpicturesinthestudentbook.Tel ingt hesimplepasttense,pointtoeachpictureanddescribeafew thingsaboutyourtimeineachplace.writewh-questionsont heboard.Remindstudentsthatthephotosinthebookinactiv ity4arephotosfromyourvacation.Encouragetheclasstoas kyouwh-questionsaboutyourvacation.Havestudentsinter viewtheirclassmatesabouttheirvacationphotoalbums.whenstudentshaveinterviewedseveralclassmates,havethem discussinpairswhereinchinatheythinkwouldbethebestpl aceforavacation.Itcouldbesomewhereoneofthemhasbeent o,orjustsomewheretheyhaveheardofandwouldliketovisit .Haveseveralpairsexplaintheirchoicesofvacationdesti nationtotherestoftheclass.SectionBNewlanguagedelici ous,awfulexpensive,inexpensivecrowded,uncrowded1aThisactivityintroducesmorekeyvocabulary.Pointoutthe sixwords.Sayeachwordandaskstudentstorepeatit.callat tentiontothefirstpicture.Say,Thisisaring.Thepriceis onehundredmilliondollars.It'sexpensive!Dothesamethi ngforallsixpictures'.Thenpointouttheblanklineinfron tofeachnumberedword.Askstudentstomatcheachwordwitha picturebywritingtheletterofeachpictureintheblankinf rontofthecorrectword.Pointoutthesampleanswer.Asstud entswork,movearoundtheroomansweringquestionsasneede d.1bThisactivityprovideswritingpracticeusingthetargetla nguage.Pointoutthesmileyfaceandthefrownyface.Say,Th esmileyfaceisforgoodthings.Thefrownyfaceisforbadthings.callattentiontothesixwordsinactivityla.Say,Noww riteeachwordunderthesmileyfaceorunderthefrownyface. Pointoutthesampleanswer.Say,Theworddeliciousisunder thesmileyfacebecausedeliciousisahappyword.Askstuden tstofinishtheactivityindividually.checktheanswers.2 aThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation.Say,Nowlistentot hisconversation.Veraistalkingabouthervacation.Point outthetwoquestions.Say,Afteryouheartheconversation, pleaseanswerthesequestions.Readthequestionstothecla ss.Playtherecordingthefirsttime.Studentsonlylisten. Playtherecordingasecondtime.Thistimesay,Listentothe recordingandwritetheanswertoeachquestion.correctthe answers.2bThisactivityprovidesfurtherlisteningpracticeusingth etargetlanguage.callattentiontothechart.Readtheword sinthecharhervacation,themuseums,thestores,thepeopl e,thefoaSay,Listentotherecordingagain.Thistime,writ ewhatVerathinksaboutthesethingsintheblanksiithechart.Pointoutthesampleanswer.Say,whatdoesVerathilofher vacation?Itwasgreat.Playtherecording.Studentsfillin thechart.Playtherecordingasecondtime.Askstudentstof inishfillingintheiranswersandtochecktheiranswers.co rrecttheanswers.2cThisactivityprovidesguidedoralpracticeusingtbtarget language.callattentiontothequestionwords.Haveastude ntreadthemtotheclass.Say,Pleaseworkwithapartner.Stu dentA,youareVera'sfriend.StudentB,youareVera.Studen tA,usethisquestionwordstoaskVeraquestionsaboutherva cationStudentB,youcanusetheinformationinactivities2 aand2btoanswer.Helpwiththefirstquestion.Pointtoacti vity2a.Askwheredidyougoonvacation?Say,Pleaseworkinp airs.Asstudentstalk,movearomtheroom,offeringpronunc iationandlanguagesupportasneeded.3aThisactivityprovidesreadingpracticeusingthetargetla nguage.callattentiontokirn'sdiary.Askadifferentstud enttoreadeachentryinthediary.Answeranyquestionsstud entshaveaboutthenewwords.Explaintheinstructionstoth eactivity.Pointoutthesampleanswer"weather".Say,Theweatherwasagoodthing.Itwas"great".Say,Nowreadthediar yandcircleallthegoodthingsaboutkirn'sholiday.Underl ineallthebadthings.Askthemtonoticethedescriptionwor dsthattellthemwhethersomethingis"good"or"bad".youma ywanttoaskastudenttotellyouwhatthefirst"badthing"wa s.Askstudentstofinishtheactivityindividually.checkt heanswers.3bThisactivityprovidesguidedwritingpracticeusingtheta rgetlanguage.Say,Nowwriteatraveldiaryliketheonein3a .ImagineyouareanAmericanstudentonvacationinBeijing. Havestudentsdotheactivityindividually.youmaywanttoh avethemwriteonpiecesofpaper,sincespaceinthetextbook islimited.Astheywork,movearoundtheclassroomoffering assistanceasnecessary.Haveseveralstudentsreadoutthe irdiariestotheclass.4.Thisactivitygivesstudentslisteningandspeakingpracti ceusingthetargetlanguage.Say,Nowyoucantalkaboutanim aginaryvacation.Pretendyouareaforeignerwhocametochi naonvacation.Thinkaboutwhatnationalityyouareandthep lacesinchinayouvisited.Askstudentstogetintogroupsof范文four.Tellthemtopretendthattheyareforeignerswhomeeta ttheairportaftertheirvacationinchina.onestudentinea chgroupbeginsbytellingwhereheorshewent.Theotherstud entsaskquestions.Thentheyswitchroles,soeachstudenth asachancetotelltheothersabouthisorhervacation.Asstu dentstalk,movearoundtheroom,offeringvocabularyandpr onunciationsupportasneeded.学习永无止境。

新目标人教版七年级英语下册学案-Unit-10-Where-did-you-go-on-vacation

新目标人教版七年级英语下册学案Unit 10 Where did you go on vacation?（2）初一下第10单元2010-12-14 08:12:46 阅读207 评论0 字号：大中小订阅Unit 10 Where did you go on vacation?第一课时课前预习学案【预习内容】：Section A 1a~1c【预习重点】：1. 试读下列词汇：museum (n.) camp (n.) New York City Summer camp2. 看图，观察图中人在干什么。

3. 朗读下列句子：Where did you go on vacation?I went to the mountains.【预习练习】一、在下列单词的空格处填入字母，使单词完整，并在括号中写出汉语意义。

M___s____um ( .) c___mp ( ) S___mm___r ( )V___c___t____ ____n ( ) b____ _____ ch ( )二、翻译下列短语。

呆在家___________________ 去纽约市___________________拜访我叔叔___________________ 去夏令营___________________去爬山___________________ 去参观博物馆___________________ 三、写出下列动词的过去式。

do------ go------ stay------visit------ have------ study------am/is------ are------ read------write------ see------ sit------【我不懂的地方】课堂导学学案【学习内容】Section A 1a~ 1c【学习目标】：1.掌握下列单词:museum (n.) camp (n.) New York City Summer camp2.掌握下列句型:Where did you go on vacation?I went to….【学习重点】：【学习过程】：一、值日报告：二、旧知回顾小组展示预习作业三、新知呈现：Task1：引入新知识。

浙江省温州市瓯海区实验中学七年级英语下册【Unit 10 Where did you go on vacation】教案

Unit 10 Where did you go on vacation ?一、单元教材分析本单元我们将通过学习讨论节假日的活动，进一步学习一般过去时的用法.（在unit9我们已经学过一般过去时的用法)A 部分是基本的语言内容，包括本单元的重点词汇、任务型听力练习、对话练习及语法重点(Grammar Focus).B 部分是知识的扩展和综合的语言运用，包括词汇扩展、语言知识综合运用及各类阅读文章，并附有自测(Self Check)部分，用来自我检测本单元所学的知识. 通过本单元的学习，使同学们之间可以畅谈过去发生的事件，还可以用英语日记的形式记录一天的活动并表达感想。

二、教学目标 1．知识技能▲进一步学习一般过去时态。

▲对假期的去向进行问答,如：Where did you go on vacation? I went to the beach. ▲谈论自己度假的感受，如：It was pretty good. They were friendly/unfriendly ▲能够根据所学内容叙述自己曾经在何时何地怎样度过假期。

▲学会用日记记录自己的一天2．情感态度（1）培养学生主动参与、乐于合作的学习态度，培养他们的合作精神；（2）通过交流所见所闻和感想，增进学生间的相互了解；（3）热爱生命、热爱大自然从己做起，培养学生的社会公德意识 3．文化意识（1）用得体的方式表达自己的感受；（2）通过交流旅游心得、比较中西方人文素养方面的差异三、教学内容重点词汇：museum exam really rainy were expensive decilious cheap water cry cornermake made feel walk back decide wall palace square classmate discuss report 重点句型：Where did you/he/she/they go on vacation?I/he/she/they went to/stayed at… Did you/he/she/they go to summer camp? Yes,I/he/she/they did. No, I/he/she/they didn’t.How was your vacation? It was pretty good. How were the people? They were unfriendly. 话题：围绕“Holidays and vacations ”展开讨论。

unit 10 where did you go on vacation 教案(人教新目标七年级) (6)

Unit 10 Where did you go on Vacation?单元教材分析：本课包括三部分：Section A, Section B和Self-check.主题: Where did you go on vacations.语言功能: Talk about Past events.运用一般过去时态谈论过去发生的事情。

例如：Where did you go on Vacation?。

语言结构: Past tense to like Yes/No questions and short answersAffirmative and negative statementsgo 的一般过去时，疑问句及肯、否定回答；肯定句和否定句以及在特殊疑问句中的用法语言目标:主要语法Where did you go on vacation?I went to the mountains.Main vocabulary（词汇）:Central Park, exam, were, rainy, delicious,, expensive, Inexpensive, crowded, felt, corner, walk, questionnaire, discuss, sex根据需要可以分为四课时来讲。

第一课时：I.教材分析：这是本单元的第一部分，生词比较多，所涉及的是动词的一般过去时态，包括动词过去式的规则变化和不规则变化，但由于主要功能句子主要是谈论过去怎么过的假日，学生都有自己的不同经历，所以学生学习时会有兴趣去接受。

Language topic: Where did she go on vacation?She went to the mountains.Language strategies: Talk about the past eventsMain vocabulary: Central Park, exam, were, rainy, elicious,, expensive, Inexpensive, crowded, stayed at home, went to New York City.II.语言结构: like的一般现在时的一般疑问句及回答。

七年级英语 Unit 10 Where did you go on vacation 人教新目标版

初一英语Unit 10 Where did you go on vacation? 人教新目标版【本讲教育信息】一、教学内容：Unit 10 Where did you go on vacation?【具体教学内容】（一）语言功能：Talk about past events 谈论过去的事情（二）目标语言：1. Where did you/she/they go on vacation?I/ She/They went to summer camp.2. Did you/he/ she go to Central Park?Yes, I /he /she/they did.No, I/ he /she / they didn’t.（三）重点单词和词组1. summer camp 夏令营winter camp 冬令营2. friend 朋友friendly 友好的unfriendly 不友好的clear 清楚的unclear 不清楚的wele 受欢迎的unwele不受欢迎的real 真实的unreal 不真实的3. expensive 昂贵的（同）dear （反）cheapIt’s too expensive. I can’t buy it. 它太贵了，我买不起。

Are the books expensive or cheap? 这些书贵还是便宜？4. corner 角落，墙角in the corner 拐弯处的内角at the corner 拐弯处的外角He is standing in the corner. 他站在拐弯处。

5. decide v. 决定(1) decide + 名词或代词They can’t decide anything now.(2) decide to do We decide to help him.(3) decide+ wh- + to do She can’t decide where to go?练一练Her father decided ______ her himself.A. teachB. to teachC. teachingD. taught6. discuss v. 讨论(1) discuss sth. I want to discuss the problem with you.(2) discuss + wh- We are discussing when to start.7. back adv. 回原处，往回去go back 回去 e back 回来n. 背部，后面,后部in/ at the back of…在……后面at the back of the house(反) in front of / in the front of8. the Great Wall 长城He who does not reach the Great Wall is not a true man.不到长城非好汉。

Unit 10 Where did you go on vacation课件

Do a survey
Ask your classmates about their vacation.
Where did you go on vacation? How was your vacation? Nam Plac e e Mary Hong Kong Weathe r sunny, warm, humid Activitie Food Stores People s went to delici expen Not the ous sive very beache friendly s
Where did they go on vacation?
went to New York City
went to the beach
Pair work
A: Where did you go on vacation, Neal? B: I went to the beach with my sister. A: What did you do there? B: We had a swim there
Jim … …
…
Task 3 DecidI decided to go to Hong Kong. • Mary went there last summer vacation.
The weather there was sunny, warm and humid. The food was delicious. I love it. • I think it was very great. • So I want to go there next vacation.
• Where do you want to go? why?
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