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my holiday(3稿)

发布时间:2013-11-11 11:44:17  

My holiday (B Let’s read)

Step1 Warm-up

1. Greeting

T: Hi! I’m Miss Jin. Good morning, boys and girls.

Ss: Good morning, Miss Jin.

T: Today I’m your English teacher. I want to make friends with you.

2. Free talk

(1)T: Hello! What’s your name?

S1: My name is …

T: What day is it today?

T: What’s your favourite day?

S1: My favourite day is…

T: Do you know what day I like the best? Can you guess?

Ss: …

T: I like Saturday and Sunday. They are holidays. Today we’ll talk about our holidays.

(2)Task 1: Introduce your favourite festival.

There are many holidays in a year. Let’s watch a group of pictures and try to match the dayand the date.

Women’s Day March 8th

Labor Day May 1st

Children’s Day June 1st

Teacher’s Day Sept. 10th

National Day Oct. 1st

T: They are all festivals. We can relax on festivals. (教读relax)

T: Which festival do you like best? Why?

S: I like … best, because I can relax.

T: I like National Day best, because it’s a long holiday. Let’s count…

T: There are two holidays that are much longer than National Day holiday. What are they?

Ss: Summer holiday and Winter holiday.

T: I usually play computer on my summer holiday. Do you like playing computer games?

S: Yes!

T: Do you have a QQ number?

Ss: Yes!

T: Do you want my QQ number and to be my QQ friend?

Ss: Yes!

(3) 介绍评价(评价采用积分制,以可爱的小猪为造型,画上竞赛表格。有针对性的对学生在任务三、六、七、八、九的表现予以分数评价。每一轮以10分为满

,获胜的小组就可以知道老师的QQ号码。这样的评价方式既能激发学生的兴趣,调动学生的竞争意识,同时分数的高低还能准确直观的反映出学生之间的个体差异)

(4) Let’s chant

Where did you go on your holiday?

We went to Canada on your holiday.

(设计意图:在上课一开始就使学生明确知道这节课的任务:Talk about our holiday。简单明了。围绕谈论假期生活这一总任务,我设计了第一个子任务:观赏图片,复习节假日的名称及日期表达。这是任务实施前的准备,要想描述别人在过去的假期里做的事情,必须先会正确表达假期。歌谣和自由对话的使用,激发了学生参与学习的兴趣,活跃了课堂氛围。同时引入新词relax,使之自然融入情景,学生很容易就能理解,为后面文本的理解扫清了障碍。QQ号的引入和竞争机制的建立,让学生迅速地兴奋起来,使学生把学习当成一种自我需要,自然地进入学习新知的情景。这一设计也突出表现了新课标中“英语课程要力求合理利用和积极开发课程资源,给学生提供贴近学生实际、贴近生活、贴近时代的内容和丰富的课程资源。”的理念。)

Step2 Pre-reading

T: Oh, look! My friends upload some new information in QQ zone. Let’s see together! 打开空间,展示最新的朋友动态。

(1) T: Do you know him?

Ss: Yes. He is Mr Li. (学生体育老师)

T: He uploads two pictures. Let’s have a look. (课件呈现李老师参观公园和买

礼物的图片)

went to a park

bought presents

(2) T: Do you know this woman?

Ss: She is Miss Lin. (学生英语老师)

a. T: Yes. Look! Miss Lin said “I relaxed last holiday.” in her QQ zone.

b. Task 2: Memory game

Miss Lin uploaded many pictures. Let’s have a look. You should remember them quickly.

She climbed a mountain.

took pictures

ate good food

saw flowers

went skiing

引导学生说完整的句子:Miss Lin __________ last holiday.

c. Task 3: Talk about Miss Lin’s holiday.

再呈现学生教师假期旅游图片和地点,让学生说说Miss Lin在什么地方做了什么。 PPT呈现动词短语和地名。(ate good food, took pictures, bought presents, had a sleep; a restaurant, West Lake, supermarket, on the train)

(设计意图:语言交际是一种充满创造性的心智活动,因此任务性语言设计中任务的设计要有多样性。据此我以学生喜闻乐见的QQ空间为背景,以QQ空间动态更新为载体,设计了memory game 和Talk about Miss Lin’s holiday这两个子任务,激发了学生学习的热情,也复习了本单元A,B部分let’s learn的动词过去式短语,同时最后在旧知的基础上整合本单元目标语言,让学生尝试并学会描述“某人在某地做过什么事情”。为后面的拓展活动奠定基础。这种新句型和老话题相融合的方式,有助于培养学生的语言思维能力和开放性。)

Step3 While-reading

1. Miss Lin likes traveling very much, Saran likes traveling, too. Do you want to know her traveling trip on holiday? Let’s see it together.

Task 4: Forecast: Where did Sarah go?(根据图片预测)

Show the diary and picture.

T: Oh! Here’s a diary. It’s Sarah’s traveling diary. Look at the picture she uploaded, and guess where did she go?

Ss: Harbin.

2. Task 5: Read and answer

(1) Skimming(略读):

When did Sarah go to Harbin? (课件出示阅读技巧1:在阅读短文时,我们可以根据自己所需要了解的信息,快速浏览获取关键信息。)

(学生的回答可能是February 1st,也可能是February 2nd,借此机会,利用PPT

中呈现地图和动态路线,讲解left 和 got to

)

(2). Intensive reading. (精读) (课件呈现阅读技巧2:当我们需要获取课文细节信息时,我们可以慢慢认真地读一读,用下划线画出你所需要的信息 ) Read carefully and try to answer the following questions of the text.

① What did Sarah do on the first day? A: went to a park B: skiing ② How did Sarah go back to Beijing? A: By train B: By plane. ③ When was the last day of the holiday? A. February 8th B. February 7th T: February 8th is the last day of the holiday, on the 9th, Sarah should go back to school, so for the last day of the holiday, she relaxed and prepared to go back to school. (解释prepared to 并教读)

3. Task 6: Fill in the blanks

Listen, read the text after the tape and fill in the blanks.(听、读课文内容,尝试跟读,思考问题并填空)。

① I on the 3rd.

② I on the 4th.

③ I on the 5th.

④ I on the 6th.

4. Read the text in group.

(设计意图:英语新课标明确提出“使学生养成良好的学习习惯和形成有效的学习策略是英语课程的重要任务之一”。围绕这一目标,我给学生充分的时间与空间,让他们带着问题边读边思考,思考文字人物Sarah的假日活动。完成三个子任务。预测到略读再到精读的教学步骤对应了初步感知到理解内化文本的过程。

期间穿插了扫读和精读的阅读技巧提示,加强了对学生学习策略的指导,让学生学会了如何正确快速获取相关信息。然后辅以相应的书写练习,最后通过小组内朗读课文,让学生从整体上再次回顾课文内容,引导学生在小组内互相帮助,合作学习。)

Step4 Post-reading

T: Sarah shares her diary with us. It says: Share your knowledge to continue a

timeless tradition. (和别人分享你的知识,那才是永恒之道) Please interview your friends and share your trip.

Talk about your Holiday.(学生拿出课前发放的调查表进行采访。课件呈现采访

记录技巧:当我们采访他人时,可以只记录关键词,采访结束后通过记忆和整理完成仿写内容)

a. Task 7: Interview your classmate

The teacher asks the students how they spend the May Day. Where did they go?

到哪个同学哪个同学就起来汇报自己的采访稿件并上传至班级腾讯微博)

Task 8: Complete the passage, and upload into the class blog.

It was a long/ short holiday. left Yichang and got to on ____. On the first day, he/she with his parents. On the 2nd, he/ she .

On the 3rd, he/ she_____________. For the last day of the holiday, they got back to Yichang by to back to work or school.

Present some pictures and say: We are going to visit many places on our

holiday. And we should have good manners. We should have civilized travels on holiday.

(设计意图:新课标以学生“能做某事”的描述方式设定了各级目标要求。结

合本节课“学会如何通过采访笔录了解他人在假期里做了什么并进行汇报”这一能力目标,我设计了采访同学五一假期并用第三人称写一段微博的任务,这样做是为了让学生跳出文本,联系实际,发展语言,把语言学习提高到了一个新高度,

真正让学生学以致用,达到实践现实语言交流的效果。活动借助lucky box, 吸引学生积极参与到汇报活动中。在此活动中,通过调查表创设了一个信息沟,学生通过口语交流再次巩固了本单元重点句型Where did you go? When did you go there? What did you do? How did you go there?同时,也初步学会了根据表格采访笔录及整理信息的方法。从学生照片中的不文明行为着手,适时对学生进行情感教育,自然又有教育意义)

Step4 Homework

1、Read the text .

2、Interview some people about their holidays and try to write down.

(设计意图:通过有层次性的作业设计,兼顾到学生阅读、复述、理解、写作等方面的能力发展,引导学生学以致)。

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