Unit 10 Where did you go on vacation?
减小字体
增大字体第一课时
教学目标
掌握描写假期生活的形容词。
假期里自己所做事情的简单表达。
谈论假期做的事情及当时情况。
谈论假期时旅游的天气，旅游者以及食物等。
教学过程
一、导入
播放一首英文歌曲：Let’s travel
说明：通过让学生听节奏欢快迪斯尼英语歌曲Let’s travel.引入本节课谈论的话题vacation and travel. 让歌曲使学生的思维活跃，增强课堂气氛，激发学生提高学习英语的兴趣。
T：How is the trip ?
Ss : It’s pretty good/ happy/exciting /relaxing/busy/dangerous/ fantastic
说明：这个问题是为了操练形容词。建议让多个Ss作答。鼓励他们用不同的形容词。上述个别形容词本应在第二课时中出现，但可以在warming-up中第一次非正式出现。这些形容词也可在老师的评价语中适时出现，以加深学生对词汇的印象。
二、教学新知识
1. 利用课件，教学新句型。
中的
2.教学课件中的单词，给学生足够的时间，让其在课上充分消化吸收。
中的
三、句型操练
Can you guess ?
1. 通过让学生猜猜老师在五一假期里活动，为了让学生复习回顾上一个单元动词词组过去式的表达方式，然后引出Where did I go ?的句型。
Ss: You stayed at home.
Ss：You visited some places.
T: Yes, I visited some interesting places . Where did I go? Can you guess? I’ll draw a picture to tell you.
2. 老师在黑板先画个圆，让学生们猜去了什么地方，使学生们尽可能的发挥想象力，也可鼓励学生运用新单词。对于学生讲出的新单词板书在黑板上，让学生教学生朗读，老师在旁予以总结。注意go–went .
Ss: You went to the mountain/beach/summer camp /moon /park .
3. 老师把画一步步地画出来，直到出现一个东方明珠塔的图，学生才一口同声说出。
You went to
4. 老师出示几张上海世纪花园，上海博物馆，上海外滩，上海人民广场等照片进行词汇教学。T：I went to the
上海世纪花园 上海博物馆 上海外滩 上海人民广场
四、教学SectionA-1a,1b
1.让学生选择书中的一副照片或图画由其他S问：Where did you go? 持图S再回答：I went to…。这种活动可使Ss操练：Where…?句型，并检验1a完成情况。利用课件，核对答案。活动前先由T和Ss做示范对话，再由S和S对话。对正确地使用了过去式回答的同学进行表扬。重点板书动词原形及过去式。
中的
2.利用书中的照片，由其他S问：Where did she/he go? S回答：She/He went to…。这种活动可使Ss操练：Where…?句型。
3. 教师说: Now let’s listen to the tape, find out the names of the people, and number the people 1
中的
五、教学SectionA-1c
利用1a中的信息，两人结组编对话，教师叫几组学生将对话表演出来。教师对每组的表演要给出适当的评价。
六、教学SectionA-2a,2b
1. Point to the three people’s names(Nancy, Kevin and Judie) and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.Play the recording for two times.Ask students to write the letters of where people went on vacation next to their names. Then get the students to finish the chart of Activity 2b.
说明：通过这次听力练习学生能更好地掌握句型。
七、教学SectionA-2c
1.根据上面听力材料中的信息，学生编对话，教师叫几组学生进行表演。
T: Where did
Ss : She went to
T: How about Kevin and Julie ? Now let’s listen to the tape.
Ss: Kevin went to the beach./Julie went home.
T：Now let’s listen again . How were their trips ? 板书 are-were
Ss :
说明：根据Ss的实际水平，可以让Ss自由发挥编对话，也可以板书对话框架，以降低难度。根据课堂时间安排，检查对话若干。要求S在听时，记录对话中出现的动词过去式及原形。对话结束后，让同学朗读记录下来的动词过去式，以此强化学生对动词过去形式的意识。
2. Make up your own dialogue using the sentences we have learnt by now.
说明：通过这一活动能够极大的调动学生的学习积极性，包括一些成绩相对差一些的学生也能够很好的参与到活动中来。
八、教学拓展
Make a survey ：调查朋友的一次难忘的假期，并收集他们的相关照片建立“Vacation Album”.
Ask:：Where did you go on vacation?
What did you do there?
How was your vacation?
Report like this: My friend Tom went to
说明：该任务的设计将该课的语言点进行综合的运用，引出该课的主题是：读万卷书不如行万里路（Traveling thousands of miles is better than reading thousands of books.）。让学生明白知识并不来自书本，更多的是来自于实践生活。
九、作业（Homework）
1．复习巩固本课的重点词汇和句型。
2．问问你的父母曾经何时去过什么地方, 感觉如何，并作好记录。
第二课时
教学目标
能力目标
1．was和were的用法。
2．如何以一般过去时来评价已经历的活动和事物。
Language points（语言点）
1．要求掌握以下句式：How was/ were…? It was/ they were….
2．要求掌握以下词汇：fantastic，pretty good，unfriendly，relaxing（relax, relaxed），awful.
Difficulties: (难点): was/were的运用。由于学生对主语单复数不敏感，容易错误使用was/were.
教学过程
一、课堂热身和复习（Warming-up and revision）
1. Daily greetings to the students（日常问候）
T: Good morning/afternoon. What is the weather like today? How was the weather yesterday? How was the weather last weekend?
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?
说明：这几个问句可以让学生们顺便复习一下形容天气的词汇。这些问候是为了S能分辨was和were的用法。板书写出打星号的句子，把划线部分留空，让S回答后再填写。用彩笔写and和you，让S注意were用于复数的主语。在问how…时，提醒S尽量使用fantastic, pretty good, not bad, awful…。第一节课出现过的这些新词。
2．Revision（复习）
T: Now, we are going to do a little quiz, please fill in the blanks with the right form of the words.
─ Where _________ you _________ (go) on vacation last summer?
─ _______ _______ (go) to the mountains.
─ Where ________ Ben and Mary __________ (go) on vacation last winter?
─ ________ _______ (visit) the museums.
─ _________ Nancy ________ (go) to Central Park last vacation?
─ Yes, _______ _______ (do).
─ _______ Kevin _______ (go) there too?
─ No, _______ _______ (do; not)
─ _______ Mike and his brother _______ (have) a party last Saturday night?
─ No, _______ _______ (do; not).
─ ________ you and your friend _________ (practice) English?
─ Yes, _________ __________ (do).
说明：此练习教师可以事先写在小黑板上，或以幻灯展示，或打印分发给学生。这个练习是为了检测他们对上一课语法的掌握，要求学生迅速完成，也可以口头完成以节省时间。
3．在教师校对学生答案时，对于学生的正确回答尽量给与fantastic, pretty good, excellent job等等的评价语，这些词汇的反复重复能让学生印象更深，不由自主地就能学会使用了。
参考答案：
e. did, go, I, went;
b. did, go, They, visited;
c. Did, go, she, did, Did, go, he, didn’t;
d. Did, have,
二、呈现新知识（Presentation）
T: How is the exercise to you? (Is it easy or hard?)
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 you
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.
说明：如果学生不能回答第一个问题，括号中的问句可以帮助学生回答。教师用夸张的语调重读黑体字部分。教师也可根据实际情况设置其他情景，能够鲜明地比较is/was/ are/were.
三、教学Grammar Focus
动词be的一般过去时
动词be的一般过去时表示过去发生的动作或存在的状态，它常和表示过去的时间状语连用。如：yesterday／ last night／week／month／year, last Saturday, in 1998, five years ago等。动词be的过去式有was和were两种形式。
1) 肯定句
若主语是第一人称单数或第三人称单数时，谓语动词用was；主语是第二人称或其它人称的复数时，谓语动词用were.如：
He was in a bank a moment ago． 刚才他在银行。
They were at home last night． 昨晚他们在家。
I was at school last Friday． 上周五我在学校。
2) 否定句
在was(were)之后加not即可变为否定句。即：主语 ＋ was(were)＋ not ＋ 表语 ＋ 其它。如：
Han Mei and Wei Hua were not in the classroom just now． 韩梅和魏华刚才不在教室里。
He was not at home the day before yesterday． 他前天不在家。
注意： was not＝wasn＇t were not＝weren＇t
3) 一般疑问句
把was, were提到句首，句末用问号即可变为一般疑问句。即：Was, Were＋ 主语 ＋ 表语 ＋ 其它？如：
Were you busy last week﹖ 你们上周忙吗？
Was she early this morning﹖ 她今天上午来得早吗？
若对一般疑问句做出回答，肯定形式用“Yes, 主语＋was(were)”， 否定形式用 “No,主语＋wasn’t(weren’t)”。如：
—Were you on the farm yesterday﹖ 昨天你在农场吗？
—Yes, I was．(No, I wasn’t．) 是的，我在农场。（不，我不在。）
四、教学SectionB-3b
1.教师说: Now let’s do
2. 给学生一分钟完成此任务。如果学生独立完成有困难，可以让同桌一起讨论完成此任务。在学生完成后，教师可以让同桌读出对话的形式，来检测学生完成此任务的情况。
3.教师接着说:Now please read the sentences with your deskmate.让学生练习对话。
五、教学SectionB-3b
教师可以用第一幅图片，与学生做示范对话。然后教师把图片分配给不同的四人小组，让他们合作完成此任务。要求他们仔细观察图片，问尽可能多的how问句。T也可以让小组竞赛。问出最多how句式的小组获胜。
例：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?
S: It was relaxing.
六、教学4
1. 可以让学生拿出度假照片互相提问来获取尽可能多的信息，学生准备一定时间后，老师可以请一两组同学做示范。如果学生能力较强，在问彼此问题时可以增加其他各种特殊问句如What…? When…? Why…? Who…?
2. 在提问完后，Ss先小组讨论哪个是度假最佳的地点，然后选出一个代表做总结发言。Ss可以在T给的语言框架帮助下完成此任务。如果课堂时间不够，可留作口头作业。
例:
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…!
说明：板书呈现这部分语言。
七、作业
1.将下面的新词写三遍，达到记忆的程度: unfriendly / fantastic/ relaxing/awful.
2.从59页a to g 的图片中选出一副，写出至少三个. “How was/were …?”问句和答句。
第三课时
教学目标
能力目标
1．较熟练运用一般过去时。
2．灵活使用一般过去时的特殊疑问句和一般疑问句。
Language points（语言点）
1．要求运用以下句式：
（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．要求掌握以下词汇：
delicious；crowded；expensive；cheap
Difficulties（难点）：学生能综合灵活地运用Where did…? What did…? How ..? Did…?句式。
教学过程
一、课堂热身和复习（Warming- up and revision）
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?
Did you finish your oral homework yesterday? Are you ready to show your oral work now?
说明：这些问题的目的是为了综合复习前几天学的句式。教师检查昨天的口语作业。检查三组左右。在检查口语作业前，建议教师把昨天的句子框架再次板书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…! 学生完成任务后，教师给予鼓励性评价。
二、呈现新知识（Presentation）
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 delicious. 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?
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
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 ….
说明：教师板书斜体词（下同），并一边做出生动的面部表情，帮助学生理解，一边要求学生跟读3～4遍。引导学生使用crowded，有意操练单词cheap, expensive, inexpensive.
三、教学SectionB-1a,1b
1. 教师先给学生一点时间，独立完成此项任务，然后以同桌问答的形式来检验他们的答案。教师核对答案，然后以T—S形式做示范对话。
例：T: How was the ring?
S: It was very expensive.
中的
2.脸部表情游戏：学生根据教师所给的1a中单词的感情色彩做出相应的面部表情—高兴或不高兴，然后重复教师所说的词。
具体操作：教师说完1a的单词后，由学生来说带有感情色彩的词。想到的学生马上站起来说出该词，其他学生做出相应的面部表情—高兴或不高兴，然后重复该位学生所说的词。此游戏是为了更有意义地完成1b任务。
中的
四、教学SectionB-2a,2b
1.播放2a录音，但只放前四句，让学生完成2a中的两个问题。利用课件，展示答案。
中的
2. 教师说: Do you want to know more about Vera’s vacation in
T: For your wonderful job, I will show you a face like this J.
（老师作一个微笑的表情，表示对学生鼓励。）
T: But what was interesting / expensive / crowded? Now let’s listen to the tape again and finish 2b.(完整地播放2a录音。)
T: Now let’s check the answers.
(学生用完整的句子表述答案。例如：Her vacation was great. The Japanese people were friendly. …)
教师利用课件，给出参考答案。
中的
五、教学SectionB-2c
教师要求同桌编对话，谈论他们的假期。一个是Vera，另一个是Vera的朋友。教师可创设一个情境：Vera is your friend. She just came back from
(1) Where did …? (2) What did …? (3) Did you …?
(4) How was …? (5) How were …?
叫几组学生将对话表演出来。教师给予各组学生都给予鼓励性评价。
六、作业
1. Go on making up your dialogues with your partner and polish it.
2. Preview p.63―
第四课时
教学目标
能力目标
1．通过阅读找出重要文中信息。
2．初步了解英文日记的写法，进行仿写。
Language points（语言点）
1．要求掌握下列词汇：
feel , corner, walk , the Great wall, Tian’an
2．要求掌握下列短语：
have great fun doing sth.；make sb feel (happy)
Difficulties（难点）：学生能完整叙述过去发生的事情。
教学过程
一、课堂热身和复习（Warming-up and revision）
A game: quick responses
做一个游戏，让学生口头拼出每个句子的最后一个单词，把学生分成几个小组，在黑板上给拼对的小组红星来鼓励学生。
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 __________
说明：通过这个游戏使Ss进入上课状态，与此同时复习前几课学过的单词。
参考答案：
delicious，crowed，expensive，boring，beaches，relaxing，exams，fantastic
注意第8题除fantastic答案外，其他合理答案都接受。另外，教师对游戏结果简要评价。
二、新知识呈现（Presentation）
T: Did the game make you feel happy?
S: Yes, the game made us / me feel happy.
说明：要求学生用完整句回答，然后板书The game made sb. feel happy.
T: Your good job made me feel happy too.
T: We have great fun playing the game.
说明：把这句话写在黑板上，再在边上写have great fun doing sth.
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.
说明：把这句话写在黑板上，再在边上写have great fun doing sth.
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.
说明：如果学生不能用英语说此词，T就在黑板上板书write diaries / a diary，并要求学生跟读几遍，建议教师拿出一本日记本，以便学生理解。
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.
三、教学SectionB-3a
学生在阅读的过程中，老师可以在黑板上画一张表格，或事先画好。以填写整理日记里面的重要信息。在学生读完后，通过问下列几个问题，把关键词填入表格内，以便学生复述和仿写。另外把阅读材料中的词组in the corner板书在黑板上，并指一下教室的角落，帮助学生明白其意。
第一步：老师提问。
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?
第二步：复述（根据表格里的关键词，要求学生能简单复述出Bob的假期生活）。
T: Can you tell me something about Bob’s vacation according to the form on the blackboard?
给学生几分钟时间准备复述。根据学生的水平，可以让几个学生合作复述一天。也可让能力强的学生一人叙述一天的内容。根据学生的回答情况可以给以不同话语的鼓励，如：not bad, good job, fantastic, etc。
四、教学SectionB-3b
Brainstorm one
T: Well, if you have an American friend, he is in
S: He can visit …
T: He can visit the Great Wall, the
说明：教师把四个地名写在黑板上，并让学生进行必要的跟读。有条件可以展示一下挂图，或补充另外一些北京著名的景点。
Brainstorm two：
T: He visited those four places and then he wants to keep a travel diary. What can he write in the diaries?鼓励学生参考3a内容，尽可能多说。帮助学生整理日记框架。如有可能把有关问题打在幻灯片上，或写在黑板上。可以由教师提供几个例子，然后由学生提出更多的问句。
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?
在此基础上，教师把学生分四大组，每大组负责写一个地方。具体以四人小组学生进行活动。
说明：这个活动要根据时间是否充裕来定。在完成后，T可以选几个小组朗读。并要求Ss课后每人独立继续完成。
五、教学4
可以充分利用上述活动的内容，编一个比较完整的对话。情景是在机场里，外国游客准备回家，大家碰到一起谈在中国旅游的事情。可以从相互认识开始编起，要求符合逻辑，有创意，能灵活运用所学句型，并有一个合理的结尾，教师可使用适当的中文讲解要求。在小组活动后，教师检查几组对话。学生在编对话时，教师可以提供必要的词汇和语音上的帮助。
(利用上述活动的内容，并加以扩展、发挥)
Group work: Talk about what you did on your vacation.
T: If you are a foreigner in
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: … …
六、教学SelfCheck
1．SelfCheck 1
让学生在认识的单词前打钩，再用这些词语分别造句。然后叫一名学生读出自己不认识的单词，让另外一名学生说出对应的汉语意思。
2. SelfCheck 2
在词汇本上写上五个单词，扩充词汇。
3. SelfCheck 3
旅游公司对游客做一个调查，在64页上已经有了部分，请同学们做两件事情:
第一，设计每一个项目所涉及的问题。
第二，在这基础上自己设计一张调查表，可以提供更多你认为值得的项目和它们相关的问题。
比如：place这一项，相关问题是Where did you go for your vacation?
四个同学共同讨论。我们来比哪一张调查表更能反映出游客的旅游过程和感受。
(Possible questions:有可能提到的一些问题)
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.
(在每组汇报各自的调查表后，给予简单的评价)
七、教学拓展
利用媒体资源中动画，进行口语练习。
八、作业
Oral homework:
(1) Recite the diaries. 背诵P63的日记
(2) Polish the dialogue. 再改进课堂上编的对话。
Written homework:
(3) Write down the travel diary of 3b. 写一篇旅行日记
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