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单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Unit 1,Where did you go,on vacation?,Go for it!,本单元设计意图,新目标英语,是以任务型语言教学为基础的英语教材，它体现“以学生为中心”和“以人为本”的教学思想。在教学实践中，我们应坚持“以学生为主体，以任务为主线，以教师为主导，以能力为培养重点”的教学策略。,本单元教学设计体现以下四条原则：,1.,关注学生参与课堂教学的状态，让学生以饱,满的精神状态进入课堂，在自主、合作、,探究等学习过程中，构建知识、习得方法、,体验 过程、培养能力。,2.,关注学生的问题意识，从学生的生活经验出,发，创设一定的问题情景，引导学生发现问,题、分析和解决问题。,3.,给学生的自主学习提供机会，为学生自主发,展提供时间和空间的保证。,4.,给学生的合作学习提供机会，初步养成与人,交流、分享与协作的习惯，形成尊重别人劳,动成果的意识。,单元教材分析,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。,单元教学内容分析,本单元的核心语言项目是,talk about past events,主要话题是学习询问朋友假期的去向及对度假的感觉。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。,教学目标,1,、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.,谈论自己度假的感受，,如：,It was pretty good.,c.,谈论自己所接触物的感受，如：,They are,friendly/unfriendly.,2,、,语言知识目标,a. 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；,c.,表达感受的几个形容词；,d,.,学会用日记记录自己的一天；,3,、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。,c.,谈论自己的感受，同时使学生在英语交流中注意并观察他人,的情感,4,、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、对话和歌曲。,5,、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,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,How was your vacation? It was ,How were the people? They were unfriendly.,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。,课时安排,一、,section A 1a 1b 1c,二、,section A 2a 2b 2c 3a 3b 4,三、,section B 1a 1b 2a 2b 2c,四、,section B 3a 3b 4 self check,Teaching Design for Period 1:,Main task:,Talk about vacation,went,to the beach,went to,New York City(NYC),Spring Festival,on,Winter,vacation,Ask and answer:,Where did you go,on vacation,?,I went to/stayed/visited,Task,调查你的几位好朋友,谈论他们最,难忘的假期。,Where did you go on vacation?,I ,When did you go?,What did you do?,Homework,Make a survey,调查自己家人和朋友的一次难忘的假期，并收集他们的相关照片建立“,Vacation Album”.,name,when,where,what,how,Teaching Design for Period 2:,Main task:,Talk about the feeling of vacation,利用相片汇报自己家人或朋友的难忘,的假期，并谈谈他们度假时的体会。,Task,My father/mother/friend,went to,It was,interesting/boring/fun/relaxing,Look a movie!,How was the feeing of flying?,fantastic,Fill in the blanks, use “was”or “were”.,Amy:How,your vacation, Lin?,Lin: It,pretty good.,Amy: How,the beaches?,Lin: They,fantastic.,Amy: How,the weather?,Lin: It,hot and humid.,Amy: How,the people?,Lin: They,unfriendly.,was,was,were,were,was,was,were,were,Guessing:,Did Mr. Bean like his food?,How was the food?,awful,Task 1,假设你现在在机场接旅行回来的朋友，,向他,(,她,),询问度假情况，如：所旅行的地方，,对天气、食物等的感受。,Where did you go on vacation?,How was/were,Task 2,假设你是那位刚旅行回来的朋友，在机场与你的朋友欣赏你的照片，在他,(,她,),了解了你的旅行之后，你询问他,(,她,),是否去过这些地方。,Did you go to/visit ?,Yes, I do.,No, I dont.,Teaching Design for Period 3:,How was the vacation?,delicious,_,_,_,_,_,_,_,_,Listen to Vera talking about her vacation.,Answer these questions.,1. Where did Vera go on vacation?,2. Did Vera like her vacation?,Listen again and fill in chart.,What does Vera think about:,Pairwork,Role play,One is Veras friend. The other is Vera.,Talk about Veras vacation. Use the,information in the chart above.,Where did? What did?,How was? How were?,Teaching Design for Period 4:,Write a dairy,the Great Wall,the Palace Museum,Tianan Men Square,Fill in the blanks.,Tuesday, July 18,th,Today it,. So we,to a museum.,It,kind of boring. I,a small boy crying,in the, he was lost and I,him find,his father. That,me feel very happy. I,ha-,ve,money for a taxi, so I,back to,the hotel. I was really Tired.,rain, help,walk,do,some,make,be,find,corner,go,Imagine you were on vacation in,Wenzhou,write a travel diary.,Thursday,August 1,st,Today I went to Wenzhou .It was cool,Writing:,Groupwork,Imagine you are all foreigners on,vacation in China, You meet each,other at the airport on your way,home, talk about you did on your,vacation,.,NAME: AGE: SEX: DATE:,Place,Activities,Food,Weather,Homework:,Make a survey,Ask your classmates the questions, write a,report on students vacations.,等级,A 100-85,B 84-65,C 64,以下,1,听力训练,2,口语能力,3,对话操练参与情况,4,你的,收获,5,不足与改进计划,单元评价机制,Thank you!,Goodbye!,
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