Unit10Wheredidyougoonvacation?教案Period2TeachingaimsanddemandsKnowledge:simplepasttenseandthepastformofverbsYesnoquestionsandshortanswersAdj.oflikesanddislikesWheredidyougoonvacation?Moraleducation:communicationwithothersfreely.Ability:TalkaboutthingshappenedinthepastandevaluateKeypoints:Wheredidyougoonvacation?DidyougotoCentralPark?Howwas/were…?DifficultpointsWheredidyougoonvacation?Iwenttosummercamp.DidyougotoCentralpark?Yes,Idid./No,Ididn’t.Howwastheweatherthere?Itwashotandhumid.Howwasthefoodthere?Itwasawful.Howwerethebeaches?Theywerefantastic.Teachingmethods:TaskbasedStep1Lead-in:Avideoonvacationtour.Giveabriefintroductionbeforewatching:it’sateacher’stourtoAustralia;trytofindtheactivitiesshedid.AskSstotalkaboutwhattheteacherdidinAustralia.Step2DescribehowstudentsspendtheirvacationbypicturesonP693b,imaginationisallowed.Andthefollowingmustbeincluded:Wheredidtheygo?Whatdidtheydo?Howwasthevacation?Howwastheweatherlikethere?Samplereport:MarywentabustripinBeijing.Shewentpastmountainsandlakes.Itwassunnyandwarm.Shewasenjoyinghertrip.Itwasarelaxing…Step3Readthediariesandtrytofindout:Howwastheweather?Whatdidhedointhesedays?Washehappy?Why?Thendiscussingroups:Didyoudotheseactivities?Whendidyoudothem?Howwereyoufeelingwhenyoudidthem?Step4Task:HarryPotter’sStoryImaginethatyouareHarryPotter,writeaboutyourgreatestday.Step5Showashortplotofthemovie“HarryPotter”,andleadstudentstodescribeas:Today,IreceivedaletterfromMagicSchool.Butmyuncledidn’tallowmetoreadit.Mycousinevenlaughedatme.Ifeltveryupset…Step6Groupwork:readyourdiarytogroupmatesandselecttheactivitiesyouallliketomakeagreatestdayofHarryPotter.Step7Report:HarryPotter’sstoryOneday,HarryPotterreceivedaletterfromMagicSchool…Step8Homework:Chooseyourfavoritefairystoryandwriteitwithyourownwords.Exchangeyourstorywithclassmates.教学点评及反思：一．环节设计思路：本课以读写为主线，最后的中心任务也落实在写。首先以听和看引入，主要目的在于：一、回顾第一课时的主要内容，复习过去时；二、营造较轻松的语言环境，缓解部分学生对于读写的畏惧心理。接下来，从看图说话引入读写，给学生铺垫知识的过程。读写并不脱离听说，因为语言是交流的工具，因此，在读的过程中适当穿插说，既练习口头表达，又巩固了读的成效。最后，本课的中心任务选自于学生目前很感兴趣的哈里波特，即是任务，又象游戏，最后的展示是以日记的形式，这一点是根据课文练习来设计的。课下任务承接课堂任务，让学生自由查找神话故事，讲给同学听，是巩固过去时的练习。二．课后反思：学生是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何一层层的导入，由易至难的阶梯状任务何时引入，如何引入都是关键所在。同时要注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利的开展，学生才能在活动中有所得。在课堂设计上体现了任务型教学的主导思想，以任务贯穿教师教学和学生活动的各个环节。学生活动的目的明确，每个步骤教师都给出了活动所需的语言知识内容，学生亦能准确的使用目标语言，在活动中学习掌握知识。
