(The 1st period Section A 1a-1c)
Teaching aims（教學目標）
1．學會談論過去發生的事件（繼續學習一般過去時）
2．學會談論已經歷的節假日活動
Language points（語言點）
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．要求掌握以下詞彙：（1）動詞及它的過去式：stay(ed), visit(ed), go(went), do(did), is/am(was)
（2）名詞：summer camp
（3）形容詞：not bad, pretty good, awful, relaxing (relax, relaxed), fantastic
（上述形容詞本應在第二課時中出現，但可以在warming-up中第一次非正式出現。這些形容詞也可在老師的評價語中適時出現，以加深學生對詞彙的印象。）
Difficulties（難點）：本課難點是動詞過去式要加“ed”，而學生在描述過去時時容易遺忘動詞的“ed”，在運用不規則動詞過去式時容易直接加“ed”.
Teaching steps（教學步驟）
1. Warming-up and revision（課堂熱身和複習）
（1）Daily greetings to the students（日常問候）
T: How are you today? 1
S: 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? 1
S: 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 WAS2 … yesterday.
（2）Revision（複習）
T: How was your weekend?3
S: It was …
T: What did you / your father / your mother / your best friend do last weekend? 4
S: I / My father / My mother / My best friend …
T: That WAS fun / great / fantastic / relaxing / not bad / pretty good / terrible / awful… (老師根據學生回答給出多種評價。)
教學設計說明
1．這兩問題是爲了操練形容詞。建議讓多個Ss作答。鼓勵他們用不同的形容詞。若回答雷同，T可在S反問“how about you?”時，刻意給出不同回答，在合適的情景下帶出將要學習的詞彙，如：not bad, pretty good, fantastic, terrible, awful。T課前板書這些詞。
2．此問重點操練was。建議T用誇張語調重讀was，並用彩色粉筆板書。）
3．該問題除了繼續操練已有形容詞回答問題外，T鼓勵但不必強求學生試用上面第一次出現的新詞，因爲這不是本課要求掌握的。
4．該問題是爲了複習第九單元的動詞詞組。
2. Presentation（呈現新知識）
T: (從複習中引出) Where did you go last weekend?5
S: I went to …
T: Where did you go on vacation last summer? Do you remember?
S: I went to … (on vacation last summer)6.
T: Do you like to leave home and do something fun with lots of friends for a few days on vacation?7
S: Yes, I do.
T: Then you can go to the summer camp8.
3. Work on 1a（完成P59 1a）
T: Now look at the pictures on P59. Please match the activities with the pictures.
（使用教材第59頁上圖片的掛圖，給學生一分鐘時間獨立或和同桌討論來完成此項任務。在此基礎上組織下面操練）9
Eg: T: (教師誘發S1說出“I’m the boy in the purple pants.”，然後問) Where did you go?
S1: I went to the beach.
T: (誘發S2) Where did you go?
S2: I visited my uncle.
Drill: S1: I am the girl/boy in the …
S2: Where did you go?
S1: I went to New York City.
…
4．Work on 1b（完成P59－1b）
T: Now let’s listen to the tape, find out the names of the people, and number the people 1-5 in the picture.10
Eg: T: Now let’s check the answers. The boy in the blue pants is Brad.
S: The boy in the shorts is Xiang Hua. / The boy in the brown pants is Tom. / The girl in the yellow pants is Sally.
5．Work on 1c（完成P59－1c）
T: The girl in the purple pants is Tina. Where did Tina go on vacation? 11
S: She went to the mountains.
T: Now can you talk about the other children’s vacation? Please use “Where did … go on vacation?”.
6．Listen and repeat（聽音跟讀）
T: Now let’s listen to the tape and repeat. Please try to read like the tape.12 (文字材料見P98)
5．如果Ss對課本中出現“I visited my friend”這個回答有異議，T可補充說明在交際語言中，這也可以回答Where did sb. go?
6．對有能力的Ss，要求加上括號裏的部分完整回答，T板書go-went
7．此句較長，要求T放慢語速，並重復此問題。
8．T板書summer camp，可給中文幫助Ss理解該單詞。）
9．T簡筆畫出1a圖中所有人物，複製若干，分發給Ss，先由持圖S說明I am the boy/girl in the …（爲完成 1b作好鋪墊），再由其他S問：Where did you go? 持圖S再回答：I went to…。這種活動可使Ss操練：Where…?句型，並檢驗1a完成情況。活動前先由T和Ss做示範對話，再由S和S對話。對正確地使用了過去式回答的同學進行表揚。板書動詞原形及過去式。
10．播放磁帶。如有需要，T可播放磁帶兩遍。如有必要，也可以讓S以四人小組爲單位，討論答案。檢驗答案時，先由T給例句，再由S模仿回答。
11．T板書呈現“Where did … go on vacation?”；並可以根據班級具體情況，可以不給S準備時間，直接叫同桌起來提問回答。）
12．Ss應聽一句跟讀一句。T特別強調語音語調的模仿。建議T把聽力內容打印好發給S，以便他們在聽音模仿時可以標上語調。可以先全班跟讀，再讓S個體跟讀。T可以根據實際情況來決定跟讀的時間。
7．Follow up（進一步擴展）
T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and ask each other questions about where you and your friend went on vacation last summer.13
Eg：A: Hi / Hey, … Where did you go on vacation?
B: I went to …
A: Cool / Fantastic / … And where did …?
B: He / She went to …）
8．Homework
Oral work:
(1) Listen to 1b, read and recite it. (聽讀背誦1b中的對話)
(2) Go on making up your dialogues with your group members and polish it. (繼續和小組成員編對話。並完善對話。)
Written work:
(1) Copy the phrases in 1a twice in its original form. (用原形抄1a詞組兩遍)
(2) Write about the pictures on P59 like the sentences in 1c. (模仿1c中的句子，用Brad, Sally, Xiang Hua, Tom替換Tina，並作出不同的回答。)
13．T根據Ss的實際水平，可以讓Ss自由發揮編對話，也可以板書對話框架，以降低難度。根據課堂時間安排，檢查對話若干。要求S在聽時，記錄對話中出現的動詞過去式及原形。對話結束後，讓同學朗讀記錄下來的動詞過去式，以此強化學生對動詞過去形式的意識。
Unit 10 WHERE DID YOU GO ON VACATION
(The 2nd period Section A 2a-2c)
Teaching aims（教學目標）
1．繼續談論過去發生的事件（繼續學習一般過去時的用法）
2．繼續談論已經歷的節假日活動。.
Language points（語言點）
1．要求掌握以下句式：（1）- Did you / he / she / they do sth.?
- Yes, I / we / he / she / they did.
- No, I / we / he / she / they didn’t.
（2）Sth. was nice / …
2．需要了解的景點：Central Park-Central Park is the biggest park in New York City. High buildings are all around the park. It’s a place where New Yorkers like to bike, jog, picnic, walk, and boat.（建議老師找幾張中央公園的圖片。）
Difficulties:(難點):1. Did …do sth? 中的動詞要用原形，學生容易使用過去式。
Teaching steps（教學步驟）
1. Warming- up and revision（課堂熱身和複習）
（1）Daily greetings to the students（日常問候）
T: Good morning / afternoon.
What day is it today? --- What day was it yesterday?
What’s the date today? -- What was the date yesterday?
Is everybody here today? - Was everybody here yesterday?
How is sb. today? - How was he/she yesterday?1
（2）Revision（複習）
T: What do we usually do in the English class?2
S: We learn some new words / listen to the tape / answer questions / make up dialogues / …
T: What did we do in the English class yesterday?3
S: We learned some new words / listened to the tape / answered questions / made up dialogues / …
T: Now, are you ready for your dialogues? Who would like to act out your dialogue first?
（檢查兩到三組的對話。老師應對學生的對話給予儘可能積極的評價。例如：
Your dialogue is interesting / pretty good / fantastic / …
You did a great job! Your pronunciation is beautiful.
Your acting is fantastic / … /
Your dialogue is interesting, but can you make your pronunciation / acting better next time?）
教學設計說明
1．這些問題的設計是讓Ss比較be動詞的一般現在時和一般過去時。
2．此問句是爲了與3的問句作比較。若S回答有困難，T可以用：“Do we learn any new words / …?”這樣的一般疑問句形式幫助他們回答，或擴充回答內容。
3．若S回答有困難，T可用：“Did we learn any new words / …?”這樣的一般疑問句形式幫助他們回答，或擴充回答內容。由於這是第一次出現一般過去式的一般疑問句形式，S可以只給出“Yes, (we did).”“No, (we didn’t).”的回答。括號裏的內容，由T幫助S初步瞭解完整回答的形式。這是爲正式引出Did…?作鋪墊。
2. Presentation（呈現新知識）
（根據學生對話內容提問）4
T: Where did Tom (假設你學生名字是Tom) go on vacation? I forgot. Did he go to …?
S: Yes, he did. / No, he didn’t. (He went to… on vacation.)
(鼓勵學生回答括號裏面內容)
T: (ask Tom) Tom, do you often go to … on vacation?
S (Tom): Yes, I do.（S可能性回答1）
T: Really? And you went to … on vacation last summer too.
S (Tom): No, I don’t. （S可能性回答2）
T: Really? But you went to … on vacation last summer.
T: Yesterday, we also talked about this picture on p.59. They went to different places on vacation.
T: Where did you go on vacation? Did you go5 to the beach?
S: Yes, I did. / No, I didn’t. (I went to…)
T: Do you often go to… on vacation?
S: Yes, I do.
T: Really? And you went to … on vacation last summer too.
S: No, I don’t.
T: Really? But you went to … on vacation last summer.6
3. Play a game and practice more on the pattern “Did you…?”
T: Now, let’s play a guessing game. I would like A to have a look at this note, but A can’t tell you what it says. A will ask you where … and You can only ask “Did you go to …? / Did you do … there”, to find out the answers.7
A: Where did I go on vacation?
S1: Did you…?
A: No, I didn’t. / Yes, I did.
A: What did I do there?
S2: Did you… there?
A: No, I didn’t. / Yes, I did.
…
4．Work on 2a（完成P60－2a）
T: Now, we are going to meet some new friends, they are Nancy, Kevin and Julie（有必要讓學生跟讀這些英文名字。）. Listen to the tape, and find out where Nancy, Kevin and Julie went on their vacation. Where did Nancy / Kevin / Julie go on vacation?8
S: Nancy went to New York City. / Kevin went to the beach. / Julie stayed at home.
4．T可用男生和女生，或誰和誰來作爲問題的對象，讓Ss練到he / she / they各種人稱，T用“Really? And … / But …”等話語進行補充陳述，是爲了讓Ss對一般現在時和一般過去時有所比較。如果由於種種原因，T沒法以前天的對話作業爲此話題提供情景，可以直接對Ss實際情況發問，可對四個左右Ss發問，讓Ss對一般現在時和一般過去時有所比較。
5．建議T用誇張的語調重讀did和go，並板書該句式，用彩筆寫did和go。
6．通過比較Do …? 和Did …?，使S更清楚Did …?的用法，並瞭解這兩個問句中動詞都用原形。
7．遊戲目的是爲了操練Did …?句型。在反覆提問中充分練習了問句中的動詞原形。
具體操作：給A看事先準備好的小紙條，上面寫I went to the park. I played volleyball there.由A發問：Where did I go? 由其他S用Did you go to…?的句型猜測，Ａ應對每個猜測給出No, I didn’t. 或Yes, I did.的回答。猜出去哪兒後，Ａ再發問What did I do there? 由其他S用Did you…there ?的句型猜測，Ａ應對每個猜測給出No, I didn’t. 或Yes, I did.回答。直到猜對答案爲止。
8．錄音播放兩遍，根據S程度，可每放一個小對話就停幾秒，再繼續放。以下提問爲了檢查學生答案。
5．Work on 2b（完成P60－2b）
T: Did Nancy go to Central Park in New York City? Did Kevin swim on the beach? Did Julie study for exams at home? Now listen again and do the exercise p.60.
例：S (A): Did Nancy go to Central Park?/Did Kevin play volleyball? S (B): Yes, she did./ No, he didn’t. 9
T: How was Central Park?10
S: It was nice.
6. Listen and repeat（聽音跟讀）(文字材料見P98)
T: Now let’s listen to the tape and repeat. Mark the tone at the same time. Please try to read like the tape.11
7. Work on 2c（完成P60-2c）
T: You are Nancy, Kevin or Julie’s friend。 Now you are talking about your vacation. You tell each other where you went, what you did and so on. Make up a dialogue in pairs. Please use “where did you …? and Did you …?”12
Dialogue example:
- Hi, Nancy, how are you? - Fine /….
- Where…? - I went to…
- Did you…? - Yes, I did./no, I didn’t.
You can make up your dialogue like 2c on p.60.
8. Grammar focus（老師用中文總結這兩天所學的語法點）
T: 這兩天我們學習了一般過去時。在英語中，當時態是一般過去時時，動詞要變成一般過去式。大部分的動詞是規則動詞，直接加ed就可以了。比如：play / stay / visit / clean13
S: played / stayed / visited / cleaned
T: 英語中還有一部分動詞是不規則動詞，它們的過去式有特殊的形式。比如：do / go / is14
S: did / went / was
T: 我們還學了以Where did … go?以及Did … go to … / do sth?這兩個句式以及它們的回答。Now let’s read the sentences in Grammar Focus on P60.15
9．Homework
Oral work: (1) Listen to 2b, read and recite it.
(2) Read the sentences in Grammar Focus.
(3) Go on making up your dialogues with your partner and polish it.
Written work: (1) Finish workbook P.37+P.38.
(2) Bring some of your vacation photos to school.
(帶幾張度假時拍的照片到學校) 16
9．以同桌的問答來檢查答案。
10．此問是爲了引入central park的背景知識介紹。T可適當介紹Central Park 的相關信息，或展示圖片。
11．S應聽一句跟讀一句。T特別強調語音語調的模仿。可以先全班跟讀，再讓S個體跟讀。T可以根據實際情況來決定跟讀的時間。T要求S在聽音時標調。
12．T可根據班級的實際情況，先由T-S做示範，或板書出現示範對話，或讓S脫離示範對話，自由發揮。希望T當堂檢查兩到三組對話。其他的S可以課後到T那裏表演。
13．T給出原形動詞，要求S講出規則動詞的過去式。
14．T給出原形動詞，要求S講出不規則動詞的過去式。
15．要求以Chant形式朗讀。一半Ss讀問句，另一半讀回答。
16．若部分Ss無法辦到，T最好多準備一些度假的照片，或讓Ss畫幾張度假的圖片，能會意就行，爲下節課做好充分準備。
Unit 10 WHERE DID YOU GO ON VACATION
(The 3rd period Section A 3a-4)
Teaching aims（教學目標）
1．was和were的用法。
2．如何以一般過去時來評價已經歷的活動和事物。
Language points（語言點）
1．要求掌握以下句式：How was/ were…? It was/ they were….
2．要求掌握以下詞彙：fantastic，pretty good，unfriendly，relaxing（relax, relaxed），awful
Difficulties: (難點): was/were的運用。由於學生對主語單複數不敏感，容易錯誤使用was/were
Teaching steps（教學步驟）
1. Warming- up and revision（課堂熱身和複習）
（1）Daily greetings to the students（日常問候）
T: Good morning/afternoon. What is the weather like today? How was the weather yesterday? How was the weather last weekend?1
Is A here today? Was A here yesterday?
*How is A today? *How was A yesterday?
Are A and B here today? Were A and B here yesterday?
*How are A and B today? *How were A and B yesterday?
Are you here today? Were you here yesterday?
*How are you today? *How were you yesterday?2
（2）Revision（複習）
T: Now, we are going to do a little quiz, please fill in the blanks with the right form of the words.3
e. ─ Where _________ you _________ (go) on vacation last summer?
─ _______ _______ (go) to the mountains.
b. ─ Where ________ Ben and Mary __________ (go) on vacation last winter?
─ ________ _______ (visit) the museums.
c. ─ _________ Nancy ________ (go) to Central Park last vacation?
─ Yes, _______ _______ (do).
─ _______ Kevin _______ (go) there too?
─ No, _______ _______ (do; not)
d. ─ _______ Mike and his brother _______ (have) a party
教學設計說明
1．這幾個問句可以讓S順便複習一下形容天氣的詞彙。
2．這些問候是爲了T能分辨was和were 的用法。板書寫出打星號的句子，把劃線部分留空，讓S回答後再填寫。用彩筆寫and和you，讓S注意were用於複數的主語。在問how…時，提醒S儘量使用fantastic, pretty good, not bad, awful…。第一節課出現過的這些新詞。
3．此練習T可以事先寫在小黑板上，或以幻燈展示，或打印分發給S。這個練習是爲了檢測他們對上一課語法的掌握，要求S迅速完成，也可以口頭完成以節省時間。
參考答案：
e. did, go, I, went;
b. did, go, They, visited;
c. Did, go, she, did, Did, go, he, didn’t;
d. Did, have,
last Saturday night?
─ No, _______ _______ (do; not).
e. ─ ________ you and your friend _________ (practice) English?
─ Yes, _________ __________ (do).4
2. Presentation（呈現新知識）
T: How is the exercise to you? (Is it easy or hard?)5
S: It is easy.
T: How is the English class today? (Is it easy or hard?)
S: It is …
T: How was the English class yesterday? (Was it easy or hard)
S: It was …
T: How are you6 in the English class today? (Are you hardworking today?)
S: I’m / We’re …
T: How were you in the English class yesterday? (Were you hardworking yesterday?)
S: I was/We were … yesterday.
T: How are the classrooms today?
S: They are clean today.
T: How were the classrooms yesterday?
S: They were clean yesterday.7
3. Work on 3a on P.61.（完成P.61―3a）
T: Now let’s do 3a on P61, and see if you can do the exercise correctly.8
T: Now please read the sentences with your deskmate.
4. Presentation（呈現新知識）
T: You all did a fantastic job. I think maybe this exercise was hard for you yesterday, but it is not hard today. I am so glad you were all very hard working yesterday and you are still very hard-working today.9
T: What do you think of doing exercise? (Is it boring or interesting to do exercise?)10
S: It is boring. (學生可能給出的答案)
T: What do you think of studying? Is it boring?
S: Yes. / No.
T: (I don’t think studying is boring,)11 but it can make us tired. After studying for a long time, what should we do?
S: We should …(學生可以說We should play games / listen to the
they, didn’t;
e. Did, practice, we, do
4．在T校對S答案時，對於S的正確回答儘量給與fantastic, pretty good, excellent job等等的評價語，這些詞彙的反覆重複能讓S印象更深，不由自主地就能學會使用了。
5．如果S不能回答第一個問題，括號中的問句可以幫助S回答。
6．T用誇張的語調重讀黑體字部分。下同。
7．T也可根據實際情況設置其他情景，能夠鮮明地比較is/was/ are/were。
8．給S一分鐘完成此任務。如果S獨立完成有困難，可以讓同桌一起討論完成此任務。在學生完成後，T可以讓同桌讀出對話的形式，來檢測S完成此任務的情況。
9．要求T說這句話時特別重讀was, is，were, are，給予強調。
10．如果Ss感到困難，T可以使用括號中的問句提問。
11．如果Ss回答Yes，T可以使用括號裏的話語。
music/ have a rest等等)
T: Yes, we should relax. I also think it is relaxing10 to play games, it is relaxing to listen to the music…
T: What else is it relaxing to do?
S: It is relaxing to…11
T：Is it relaxing to eat a lot of good food? S: Yes, it is relaxing to eat a lot of good food.
T: But how do you feel if you eat some bad food or food you don’t like at all?
S: I feel bad/terrible …
T: And you feel awful12 because the food is awful!
T: What food do you think is awful? I don’t like carrots at all. I think carrots are awful. (老師可以先給學生一個類似例句)
S: I think … is/are awful.13
T: One day, I was in a restaurant, the food was great, but I felt awful. Do you know why?
S: …14
T: The waitress was not friendly. She was unfriendly15.
T: Is it friendly or unfriendly to call your teacher’s name?
S: It’s unfriendly.
T: Is it friendly or unfriendly to fight with your classmates?
S: It’s unfriendly.
T: Is it friendly or unfriendly to push people when you are getting on the bus?
S: It’s unfriendly.
T: I hope no one in our class is unfriendly. Everyone is friendly.16
5. Work on 3b on P61（完成P.61―3b）17
T: And I hope everyone I meet on my vacation is friendly too. Now, look at a picture of a girl on vacation. How was the girl?
S: She was happy / great / relaxed / …
T: How was the bus?
S: It was big / clean / nice /…
T: How was the weather that day?
S: It was fantastic / fine / great / pretty good / …
T: How was the book?
S: It was interesting / funny / …
T: How was the drink on the table?
S: It was cool / not bad / …
T: How was the bus trip?
10．T板書呈現斜體新單詞：relaxing adj. relax v. 和It is relaxing to …，並要求Ss跟讀新單詞3-4遍。
11．Ss通過這個句式再一次操練relaxing。
12．T板書呈現awful adj., 並在說awful時有誇張的臉部表情讓Ss領會該詞意思。
13．讓Ss談論他們不喜歡的事物來操練awful。
14．可能有一些猜測，T可以馬上給出回答
15．T板書friendly和unfriendly並重讀劃線部分，讓S領會unfriendly 的意思。
16．通過這些情景，讓學生操練了unfriendly這個詞，又對學生進行了德育教育。
17．T可以用第一幅圖片，與S做示範對話。然後T把圖片分配給不同的四人小組，讓他們合作完成此任務。要求他們仔細觀察圖片，問儘可能多的how問句。T也可以讓小組競賽。問出最多how句式的小組獲勝。
S: It was relaxing.
T: Now please work with your group members and talk about one picture in 3b. Please ask as many “how” questions as possible.
…
T: How were Group 1 students?
How were the students in Group 2?18
…
S: They were ... (great / fantastic / …)
6. Work on 4 on P61.
Task one19:
T: Now, please take out your vacation pictures and work in groups of four. Take turns asking each other questions about the weather, the food, the people there and what he/she likes about the place and what he/she doesn’t like about the place.
Sample questions:
Where did you go? Did you go to…?
How was the food/weather/the trip…?
How were the people there?
Task two20:
T: Now, after talking about all the places you and your classmates went, which place do you think is the best for vacation? Why? Please discuss it with your group members first and choose one student to report it can use the following pattern to talk about the place.
Sample:
I think … is the best place for a vacation because the food is … there. The weather is always… and the people are … there. Visitors can …and… there. It is really…!21
7. Homework:
Oral work:
(1) Finish task two left at class.
Written work: (1) Copy the new words three times: unfriendly / fantastic/ relaxing/awful
(2) Choose one picture from the pic. a to pic. g on P 59. Write at least three “How was/were …?” questions and answers.
18．活動結束後，老師用how問句提問，讓同學們互相評價。
19．任務一：可以讓學生拿出度假照片互相提問來獲取儘可能多的信息，學生準備一定時間後，老師可以請一兩組同學做示範。如果學生能力較強，在問彼此問題時可以增加其他各種特殊問句如What…? When…? Why…? Who…?
22．任務二：在提問完後，Ss先小組討論哪個是度假最佳的地點，然後選出一個代表做總結髮言。Ss可以在T給的語言框架幫助下完成此任務。如果課堂時間不夠，可留作口頭作業。
21．板書呈現這部分語言。
Unit 10 WHERE DID YOU GO ON VACATION
(The 4th period Section B 1a-2c)
Teaching aims（教學目標）
1．較熟練運用一般過去時
2．靈活使用一般過去時的特殊疑問句和一般疑問句
Language points（語言點）
1．要求運用以下句式：
（1）― Where did sb. go (on vacation)? ― Sb. went to … ( on vacation).
（2）― What did sb. do (on vacation)? ― Sb. verb.+ed … ( on vacation).
（3）― Did sb. go to … / do sth.? ― Yes, sb. did. / No, sb. didn’t.
（4）― How was / were …?
2．要求掌握以下詞彙：
delicious；crowded；expensive；cheap
Difficulties（難點）：學生能綜合靈活地運用Where did…? What did…? How ..? Did…?句式。
Teaching steps（教學步驟）
1. Warming- up and revision（課堂熱身和複習）
T: Good morning / afternoon!
How are you today? How were you yesterday?
How is the weather today? How was the weather yesterday?
Where did you go yesterday after school? Did you go home / go to the movies / play …?
What did you do at home? Did you watch TV / do your homework / …?
How was the TV show / your homework / …?
Did you do anything relaxing? What did you do?1
Did you finish your oral homework yesterday? Are you ready to show your oral work now?2
2. Presentation（呈現新知識）
T: When we are traveling on vacation, we would like to try the food there. Why are there always a lot of people at 全聚德 in Beijing?
S: Because people want to eat the duck there.
T: Yes. Beijing Duck is really delicious3. What food do you think is delicious?
S: … is / are delicious.
T: So it’s very hard to find a seat and table at 全聚德. It’s full of people there. It’s always crowded. During May Day Holiday, which places are crowded?
教學設計說明
1．這些問題的目的是爲了綜合複習前幾天學的句式。）
2．T檢查昨天的任務二口語作業。檢查三組左右。在檢查口語作業前，建議T把昨天的句子框架再次板書I think … is the best place for a vacation because the food is … there. The weather is always… and the people are … there. Visitors can…and…there. It is really…! S完成任務後，T給予鼓勵性評價。)
3．T板書斜體詞（下同），並一邊做出生動的面部表情，幫助Ss理解，一邊要求Ss跟讀3～4遍。
S: The trains / buses / streets / stores / parks / … are crowded4.
T: A lot of people go out to travel during May Day Holiday. A plane ticket from Hangzhou to Beijing is almost 1,000 yuan. But a train ticket from Hangzhou to Beijing is about 300 yuan. Which one would you like to buy?
S: A train ticket.
T: It’s cheap. It is inexpensive. But a plane ticket is expensive. What do you think it’s expensive / cheap/inexpensive to buy?5
S: It’s expensive / cheap/inexpensive to buy …
3. Work on 1a on P62（完成P62―1a）
T: Now please finish exercise 1a on P62. After you finish it, you have to talk about the things in the pictures. You should ask and answer “how was/were …?” with your deskmate.
Eg. (Pic. A)
T: How was the ring?
S: It was very expensive.6
4. Work on 1b on P62（完成P62―1b）
A face showing game7:
T: Is delicious for a good thing or a bad thing?
S: It’s for a good thing.
T: Let’s play a fun game called “Showing face”. When you hear a word for a good thing, show me a happy face. When you hear a word a bad thing, show me a sad face. Then repeat the word.
（開始遊戲）
T: Now it’s your turn to think of words for good things or bad things. If you have a word, stand up and speak it out quickly. The other students should show the different faces and repeat the word.
Eg: happy; sad; rainy; sunny; interesting; boring; relaxing; busy; …
T: Please finish exercise one and two on p.64 self check.（完成 p.64的self check 練習1和2。）8
T: Now, please read loud the words you know. And read the five new words on exercise 2.
5. Work on 2a on P62. (完成P62 2a)
（播放2a錄音，但只放前四句，讓學生完成2a中的兩個問題）9
T: (繼續剛纔的遊戲) Working S:
T: Vacation S:
T: Vera’s face was like , because she had a vacation. Now listen to the tape and find out the answers to the two questions in 2a.
4．引導Ss使用crowded，有意操練這個單詞。
5．此問是爲了能讓S充分操練cheap, expensive, inexpensive。
6．T先給Ss一點時間對立完成此項任務，然後以同桌問答的形式來檢驗他們的答案。可以先以T-S形式做示範對話。
7．臉部表情遊戲：Ss根據T所給的1a中單詞的感情色彩作出相應的面部表情-高興或不高興，然後重複T所說的詞。具體操作：T說完1a的單詞後，由Ss來說帶有感情色彩的詞。想到的Ss馬上站起來說出該詞，其他Ss作出相應的面部表情-高興或不高興，然後重複S所說的詞。此遊戲是爲了更有意義地完成1b任務。
8．此時，用較短時間完成self check的1、2練習來鞏固所學詞彙。另要求S朗讀exe.1,2的單詞，檢驗是否朗讀正確。
9．繼續前面的遊戲，老師說working，Ss自然作出的表情,而對vacation作出表情。
（聽音一、兩遍後對答案）
6. Work on 2b on P62（完成P62 2b）
T: Do you want to know more about Vera’s vacation in Tokyo? Listen to the rest of the dialogue and try to find out the words for the good things, and words for the bad things in the dialogue. Group A, find out the words for . Group B, find out the words for .10
T: For your wonderful job, I will show you a face like this .
（老師作一個微笑的表情，表示對學生鼓勵）11
T: But what was interesting / expensive / crowded? Now let’s listen to the tape again and finish 2b. (完整地播放2a錄音。)
T: Now let’s check the answers.
(學生用完整的句子表述答案。例如：Her vacation was great. The Japanese people were friendly. …)
7. Work on 2c on P62（完成P62―2c）
T: Vera is your friend. She just came back from Tokyo. And you also came back from your vacation. You went to Beijing or … Now please make up a dialogue with your deskmate. You two talk about your vacations. Try to use the following patterns12:
(1) Where did …? (2) What did …? (3) Did you …?
(4) How was …? (5) How were …?
8. Homework
Oral work:
(1) Listen to, read an recite 2a dialogue.
(2) Go on making up your dialogues with your partner and polish it.
Written work:
(1) Workbook P39.
(2) Copy the new words three times: delicious / crowded / expensive / cheap / awful
(3) Preview p.63―3a, read after the tape and try to understand the diary.
10．T在黑板上畫一個和一個，在下先寫上great。把全班Ss分成兩大組。播放剩下的錄音。A組負責找出與有關的形容詞，B組負責找出與有關的形容詞。播放兩遍後，每組派1-2位Ss把聽到的詞歸到和下。結果應如下：
great / interesting / friendly / delicious
crowded / expensive
11．T給予兩組Ss都給予鼓勵性評價。
12．T要求同桌編對話，談論他們的假期。一個是Vera，另一個是Vera的朋友)
Unit 10 WHERE DID YOU GO ON VACATION
(The 5th period Section B 3a-4)
Teaching aims（教學目標）
1．通過閱讀找出重要文中信息
2．初步瞭解英文日記的寫法，進行仿寫。
Language points（語言點）
1．要求掌握下列詞彙：
feel , corner, walk , the Great wall, Tian’an Men Square, the Palace Museum, Hutong
2．要求掌握下列短語：
have great fun doing sth.；make sb feel (happy)
Difficulties（難點）：學生能完整敘述過去發生的事情。
Teaching steps（教學步驟）
1. Warming-up and revision（課堂熱身和複習）
A game: quick responses1
T: Let’s play a game. Please give me the last word of each sentence and spell it. The first one who finishes the sentence will get a star. (Divide the students into several groups and draw stars on the blackboard to encourage the students.)
① John is a good chef. People think his food is ____________.
② Peter goes home by bus. He thinks the bus is awful, because it is _____________
③ Yesterday, Tom went shopping. He saw a nice bike, but he didn’t buy it because the bike was ____________
④ Kevin didn’t enjoy the trip to the museum. It was ___________
⑤ Many people like to go to Haikou for their vacations because there are many beautiful ___________
⑥Julie enjoyed her bus trip so much. The trip was ______________
⑦ The holiday is coming but the students are still working hard. They are studying for _______
⑧ Lin was on vacation last week. He went to the beaches. The beaches were __________
2. Presentation（新知識呈現）
T: Did the game make you feel happy?
S: Yes, the game made us / me feel happy.2
T: Your good job made me feel happy too.
教學設計說明
1．做一個遊戲，讓S口頭拼出每個句子的最後一個單詞，把Ss分成幾個小組，在黑板上給拼對的小組紅星來鼓勵Ss。通過這個遊戲使Ss進入上課狀態，與此同時複習前幾課學過的單詞。
參考答案：
delicious，crowed，expensive，boring，beaches，relaxing，exams，fantastic
注意第8題除fantastic答案外，其他合理答案都接受。
另外，T對遊戲結果簡要評價。
2．要求學生用完整句回答，然後板書The game made sb. feel happy.)
T: We have great fun playing3 the game.
T: Do you still remember your last vacation? Do you still remember your last vacation? Did you have great fun doing something? Tell us in this way:
In my last vacation, I had great fun (playing volleyball). That made me happy.4
T: Well, people usually want to remember something important / nice / happy / unhappy. How to keep those nice memories for a long time?
S: We can write diaries.
T: Yes, we can write them down. We can write diaries5. What do you write at the first line of your diary?
S: The day, the date, the weather.
T: Yes, the day and the date. Don’t forget the weather. Well, if we keep diaries in English, we write the day, the date but we don’t have to write weather in the first line. Let’s read Bob’s travel diary. Circle the good things about his vacation and underline the bad things.
3. Work on 3a（完成3a）6
Day Date Weather Good things Bad things
Mon. July 15th Sunny
Hot beautiful beach, play in water went shopping,
too crowded
Tues. July 16th Rainy went to the museum and helped a boy find his father went to a museum, boring, no money for a taxi, walk, tired
Wed. July 17th Cool Play tennis, have Sichuan food for dinner, delicious
第一步：老師提問
1. How long was Bob’s vacation? What were the dates?
2. What was the weather like on the first / second / third day?
On the first day what made Kim feel happy? Did he enjoy the afternoon? Why?
3. On the second day, who did Bob find? Where did Bob find him?
4. One the second day, what made Bob feel happy? What made him feel tired?
5. On the third day, what did he do all morning? What did he have for dinner?
3．把這句話寫在黑板上，再在邊上寫have great fun doing sth.)
4．這些提示語是非常有用的句型，在此是爲了幫助學生操練“have fun doing sth. /make sb adj.”這兩個詞組。
5．如果Ss不能用英語說此詞，T就在黑板上板書write diaries / a diary，並要求Ss跟讀幾遍，建議T拿出一本日記本，以便S理解。
6．學生在閱讀的過程中，老師可以在黑板上畫一張表格，或事先畫好。以填寫整理日記裏面的重要信息。在學生讀完後，通過問下列幾個問題，把關鍵詞填入表格內，以便Ss複述和仿寫。另外把閱讀材料中的詞組in the corner板書在黑板上，並指一下教室的角落，幫助Ss明白其意。
第二步：複述（根據表格裏的關鍵詞，要求學生能簡單複述出Bob的假期生活）
T: Can you tell me something about Bob’s vacation according to the form on the blackboard?7
4. Work on 3b（完成3b）
Brainstorm one:
T: Well, if you have an American friend, he is in Beijing for vacation. Where can he visit in Beijing?
S: He can visit …
T: He can visit the Great Wall, the Palace Museum, Tian’an Men Square, a Beijing Hutong.8
Brainstorm two：
T: He visited those four places and then he wants to keep a travel diary. What can he write in the diaries?（鼓勵學生參考3a內容，儘可能多說）9
Where did he go?
How was the weather?
What did he do there?
How was the place?
Where did he have lunch?
How was the food?
What made him happy or unhappy?
（在此基礎上，教師把學生分四大組，每大組負責寫一個地方。具體以四人小組學生進行活動）10
5. Work on 4（完成4）
（利用上述活動的內容，並加以擴展、發揮）
Group work: Talk about what you did on your vacation11
T: If you are a foreigner in China. Your vacation is over. You must go back to your own country. You meet some other foreigners at the airport. Talk about what you did on your vacation. You can begin like this:
T: Hi , I am … I am from. Nice to meet you.
S: Glad to see you. I am … I am from…
T: Are you on vacation?
S: … …
6．Work on Ex. 3 on P64（完成64頁Ex. 3）
T: Well, I think foreigners can really enjoy their travel in China. Now a travel agency12 wants to do a better job next time. So they want to know something about travelers. They made a questionnaire.
Look at the questionnaire13
7．給Ss幾分鐘時間準備複述。根據Ss的水平，可以讓幾個Ss合作複述一天。也可讓能力強的S一人敘述一天的內容。根據Ss的回答情況可以給以不同話語的鼓勵，如：not bad, good job, fantastic, etc。
8．T把四個地名寫在黑板上，並讓S進行必要的跟讀。有條件可以展示一下掛圖，或補充另外一些北京著名的景點。
9．幫助Ss整理日記框架。如有可能把有關問題打在幻燈片上，或寫在黑板上。如果Ss力較好，可以由T提供幾個例子，然後由Ss提出更多的問句。
10．這個活動要根據時間是否充裕來定。在完成後，T可以選幾個小組朗讀。並要求Ss課後每人獨立繼續完成。
11．Ss可以充分利用上述活動的內容，編一個比較完整的對話。情景是在機場裏，外國遊客準備回家，大家碰到一起談在中國旅遊的事情。可以從相互認識開始編起，要求符合邏輯，有創意，能靈活運用所學句型，並有一個合理的結尾，T可使用適當的中文講解要求。在小組活動後，T檢查幾組對話。S在編對話時，T可以提供必要的詞彙和語音上的幫助。
12．板書travel agency,注出中文意思，並讓學生跟讀。
13．把questionnaire寫在黑板上，並讓學生跟讀。
First, discuss how to ask questions about the topics in the form.
Then, You can put more topics to the form. Make your own questionnaire. Please make your questionnaire creative. You can put new ideas in it.
Let’s see which group can make the best questionnaire for the travel agency.
Let’s see which questionnaire tells more about how the travelers feel about the travel.14
T: 旅遊公司對遊客做一個調查，在64頁上已經有了部分，請同學們做兩件事情，
第一，設計每一個項目所涉及的問題。
第二，在這基礎上自己設計一張調查表，可以提供更多你認爲值得的項目和它們相關的問題。
比如：place 這一項，相關問題是Where did you go for your vacation?
四個同學共同討論。我們來比哪一張調查表更能反映出遊客的旅遊過程和感受。
(Possible questions:有可能提到的一些問題)
Where did you go for your vacation?
What did you do there?
What did you eat there?
How was the weather?
What souvenirs did you buy?
What made you feel happy about the trip?
What made you feel unhappy about the trip?
…
T: Please tell us your questions about for the questionnaire.
(在每組彙報各自的調查表後，給予簡單的評價)
7．Homework
Oral homework:
(1) Recite the diaries. 背誦P63的日記
(2) Polish the dialogue. 再改進課堂上編的對話。
Written homework:
(3) Write down the travel diary of 3b. 寫一篇旅行日記
(4) Finish your questionnaire with your group members.
與同組成員完成調查表。
14．以上指令根據S的實際水平可以使用中文幫助。
Additional
Evaluation form:
（課堂表現自我評價表）
all the time most of the time a little none
1. I understood my teacher □ □ □ □
2. I spoke English □ □ □ □
3. I worked with my group/deskmate □ □ □ □
4. I was interested in the class □ □ □ □
（知識掌握自我評價表）
I can Yes Need more practice Need more help
1. use adjectives to talk about things. □ □ □
2. read and spell the words:
relaxing, awful, unfriendly, fantastic
delicious, crowded, expensive, cheap,
inexpensive □ □ □
3. write the past tense of these words:
go, stay, do, is/am, are, visit, □ □ □
4. ask and answer “Did …?” □ □ □
5. ask and answer:
“Where/What/How/When did …?”` □ □ □
6. talk about past vacations. □ □ □
7. write a travel diary. □ □ □
以上評價表可以課後發給學生填寫。目的是爲了讓學生自我檢測課堂表現，也幫助老師瞭解學生對所教知識的掌握程度，以便老師教學時查漏補缺。建議老師根據課堂教學及學生的具體情況，添加或刪改評價表的內容。要求內容越具體越好，能充分反饋出學生該單元的學習情況。
