1、Unit1 Where did you go on vacation?Section B 2a-2e单元Unit1课时第4课时教学目标语言知识：1. 能掌握本课时出现的新词汇；阅读Janes diaries，了解July 15th和July 16th两天的旅游经历；2. 通过表格活动来梳理日记的主要内容3. 掌握日记的主要因素（时间、时态、活动和写作顺序）。学习能力：1 快读，了解文章主要内容。2 细读，了解旅游活动和情感并明白原因。3 能在学习课文的基础上总结归纳旅游日记的写法。文化意识：日记是记录个人成长经历的途径，也是个人完善自我的一种方式。通过阅读日记了解马来西亚槟城山和海墘街，增进对
2、海外国家的了解。思维品质：合理安排假期生活，让假期生活更加有意义。教学重难点1. 文中的language point知识点。2. 为下一课学写英文旅游日记做准备。教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2. T plays a video, Ask: Do you like to travel on vacation? 3.T leads S to pay attention to the topic：” Where did you go on vacation? and discuss:
3、“What activities do you find enjoyable?”4. T leads students to finish 2a. 观看视频短片，了解旅行带来的欢乐.思考、讨论什么是有意义的假期活动。在老师引导下，完成2a。利用课外视频，引入本课主题谈论假期做了些什么事情，引导学生谈论，在讨论的过程中自然的感知目标语言，激发学生学习兴趣，活跃课堂气氛。Step 2Pre-reading1. T shows the common senseof Malaysia to students ,includes thefamous building，delicious food, be
4、autiful people，exciting activity such like paragliding and so on.2. T shows students the new words. Its fun to learn English byusing some pictures.学生了解马来西亚的著名建筑、美食、人民和挑战活动（滑翔伞）等。看图片，学习新词。通过图片，展现马来西亚的人、物、景等，为阅读做准备。 通过图片展示，提高新词学习趣味性。Step 3While- reading1. T leads students to scan the two diary entries
5、 quickly and find out the styles of the passages.2. T asks students to read the two diary entries quickly ，then find related information and finish 2b. 3. T leads students to think and some information of diary entries ，then read carefully again and finish 2c.4. T leads students to summarize the fea
6、tures of a diary entry .5. T leads students to summarize the activities Jane did，descrips in time order.学生浏览，判断课文体裁。学生快速读文章，根据主要信息，回答2b问题。带着问题细读日记，抓取关键词，完成2c表格。总结2c表格内容。跟着老师，按时间顺序总结Jane的两日活动。 把握文章体裁，了解作者情感。从“活动”、“感受”和“原因”三个方面理解July 15th,July 16th两天的日记细节。同时能在学习文本的基础上总结归纳旅游日记的要素。Step 4Post-reading1. R
7、eading carefully again. T leads students to find out some specific information: Date, Place, People and Weather. 2. T leads students to finish 2d .3. T leads students to think about why Jane didnt have a good time on Tuesday? Then imagine Jane went to Penang Hill again and had a great day,then finis
8、h 2e. 4. T shows the features of a diary entry .5. T leads students to retell Janes Monday experience.再细读文章，找出“时间、地点、人物、天气”等特殊信息。学生根据所学文章内容，完成对话。思考Jane 周二旅行不愉快的原因，然后完成2e。总结日记的要素（时间、时态、内容、时间顺序）。总结Jane 周一的活动。关注日记关键信息“时间、地点、人物、天气”。进一步掌握关于假期活动对话的时态。熟悉日记格式，时态应用一般过去时态。 复习动词的规则变化不规则变化。学习旅游要素，根据“time order”
9、复述周一日记内容。通过总结，进一步让学生运用和掌握日记的要素。Step 5Language Points ExplanationT explains knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生形成语言体系。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有
10、序的梳理。Step 8HomeworkT asks students to write a passage to retell Janes journey to Penang in Malaysia in their own words.用自己的话，写一篇文章，复述Jane周二的活动。根据旅游要素复述Jane周二的活动。达到以读促写，有效运用目标语言的能力。板书设计：New wordsKey sentencesenjoyable, activity, decide, try, paragliding, bird, bicycle, building, trader, wonder, diffe
11、rence, top, wait, umbrella, below, hungry, hill, feel like, because of.1. Did you enjoy your vacation?2. What a difference a day makes!教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。最终达到总体和细节的完全统一，从而对该课时的主题从形式、到内容、到内涵等各层面形成自己的认识。本课时在以后的教学中要进一步注重阅读方法点拨，以达到理想的效果。
