1、Unit 7 VacationLesson 1 教案一、教学目标情感态度与价值观1 教育学生渗透合作精神和社会公德意识。 2. 教育学生外出旅游或爬山时, 要保护我们的环境远离污染.。过程与方法1 通过朗读新单词、新短语、新句型来学习并且熟练掌握本节课所学内容。2 通过听英语磁带，加强听力训练来学习并且熟练在情景中运用本单元所学的句型。3 通过分组讨论、英语对话，来加强说的能力并且熟练运用日常交际用语知识与技能1 充分激发学生的学习积极性和创造性，培养学生自主学习的能力；2 老师引导，学生回顾学过的有关怎么度过周末的信息，以pair work（结对）的形式运用新句型询问假期的旅游情况，引导学生
2、的自主学习性3 鼓励学生自我展示，结合多媒体的帮助，熟练掌握运用过去式谈论度假等发生在过去的事情。让他们成为学习过程的积极参与者和主动探索者，提高学生的信息素养，创新精神和实践能力。二、教学重难点重点：学习本节课出现的新词汇和新句型。难点：利用学过的新词汇和新句型展开对话，培养学生的英语交际能力。三、教学工具PPT 录音机 白纸 扩音器四、教学过程Step1：Greeting and warming-upLet students listen to the music about some places of interest, such as the Grand Jiuzhai, the Y
3、ellow Mountain, the West Lake and so on.Step2: PresentationWhen they listen to the music of the Grand Jiuzhai, the teacher asks: “Whats the music about? Can you guess?”Ss: Jiuzhai Gou.T: Yes, the Grand Jiuzhai. Its beautiful. Now there are some pictures of places, theyre beautiful too. Guess what th
4、ey are.(show the students some pictures of beautiful places, including the pictures of New York City, Shanghai Museum, the Yellow Mountain and the beaches.) teach them the new words “New York City, summer camp, the beach, the museums” at the same time.T: I went some place last summer vacation. Guess
5、 where I went.You can ask like this: “Did you go to?”S1: Did you go to the Yellow Mountain?T: No, I didnt.S2: Did you go to the West Lake?T: No, I didnt.S3: Did you go to the Grand Jiuzhai?T: Yes, you are right. You are so clever. I went there with all the teachers in our school. It was very beautif
6、ul. How was my vacation? Do you know?Ss: Sorry./No, How was your vacation?T: my vacation was really exciting, The water there was fantastic.The weather was quite cool in summer. The people were very friendly.But at last, it rained, it was rainy. The bus trip was boring.Then get the students to read
7、new words: vacation, friendly, rainy, fantastic. Let the students try to guess what they mean.Step3: Ask and answerGet the students to ask and answer in pairs like this:A: Where did you go on vacation?B: I went toon vacation.A: How was your vacation?B: It was pretty good / exciting / relaxing / bori
8、ng / awful / beautiful.A: How were the mountains / water / lakes / beachesthere?B: They were beautiful / fantastic / wonderfulA: How was the weather there?B: It was rainy / sunny / cloudy / snowy /A: How were the people there?B: They were kind / friendly / unfriendlyGet the students two minutes to g
9、et ready for it, get them to ask and answer in pairs.Step4: Play the guessing gameBefore playing this game, give a piece of paper to each student, and ask them to write down which places he or she went to on vacation。After writing down the answers, get them to hand in their paper.语文课本中的文章都是精选的比较优秀的文
10、章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就
11、会在写作中自觉不自觉地加以运用、创造和发展。T: Now I know all places you went. I know xxx went to some place on vacation. Guess where she went. You can ask like this: “Did he / she go to?” The boys and the girls have a game. 五、课后作业宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。1.熟记本单元的单词和句子。2.与父母对话本单元的对话。第 3 页
