人教版新目标初中英语七年级下册Where did you go on vacation教案

单元分析

内容提示

本单元是围绕“与朋友共同回忆假期”为话题，开展教学活动，学习动词的一般过去时表达法，是继上一单元学习一般过去时的特殊疑问句和一般疑问句的用法。并且本单元在已学习how was your weekend?谈论周末的基础上，进一步对假期的去向和评价进行问答，而本课是该单元的第一课时，应先做好语言的输入，再进行语言的输出。所以该课时主要以语言材料的输入为主。本课课堂活动设计以谈论假期的安排为主线，将Where did you go …?句型结合日常生活中所涉及的语言、词汇等融入一系列小任务中，完成任务最终达到交际目的。

教学目标

1）掌握一些关于活动的词组如 go to the beach, go to Summer camp, visitmuseum, go to New York City, go to mountains, stay at home等;

2）掌握一些规则和不规则的动词过去式：stay(ed), visit(ed), go(went), do(did),is/am(was)。能听懂关于过去活动的特殊疑问句和一般疑问句以及简单描述语言的对话。

3）询问去过何地以及感受Where did you go? I went to the beaches.How was it? It was awful /not bad, pretty good./ fantastic。并能熟练运用所学知识就过去活动进行描述。

4）谈论与朋友的度假方式，培养同学间团结、友善的精神，以及增进学生对国内外风景名胜的认识，热爱大自然，形成积极向上的生活观。

教学重、难点分析

教学重点是理解一般过去时态与现在时态在含义上的区别，落实be动词和一些基本的规则和不规则的实义动词在一般过去时里的用法。熟练会话Where did you go? I went to summer camp..等。学会用beautiful, pretty good , fantastic, 等描述过去的事物。

本课难点是动词过去式要加“ed”，而学生在描述过去时时容易遗忘动词的“ed”，在运用不规则动词过去式时容易直接加“ed”。be动词和实义动词的过去式的运用

学情分析

学生在第五单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。假期活动Such as; go abroad, go hiking, go hiking,summer camps, and so on接近学生的生活，They are all interested in talking about it.

本单元教学对象是初一年级的学生（即13-14岁年龄段的）。已要求具备一定的基本知识和技能，对英语学习有一定的兴趣和爱好。能学会讨论过去发生的事情，并对其简单评价。在课堂活动中乐于模仿、敢于开口、积极参与，主动请教。对即将学习的内容能适当地提前做好预习工作。

单元教学建议

首先进行集中识字，为本单元的学习作好铺垫。其次，充分利用听力材料和阅读材料，训练和提高学生的听力和阅读水平。在听读的基础上创设语言情景，加强读写训练。培养学生的听、说、读、写综合能力。

教材分析

本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册第10单元。

本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?" "Did you go to the beach?Yes，I did．No，I didn’t．”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。

单元知识结构

词汇：

New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little,corner,discuss，etc

句型: Where did you go on vacation? I went tosummer camp．Did she go to Central Park？Yes，she did．No,she didn’t

语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

课时安排

4课时

第一课时：Section A：la，1b，lc，2a，2b，2c

第二课时：Section A：3a，3b，4

第三课时：Section B：1，2a，2b，2c

第四课时：Section B：3a，3b，3c，4 and Self Check

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。

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

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/summercamp /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 Shanghai.

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 New Century Park / Shanghai Museum

上海世纪花园上海博物馆上海外滩上海人民广场

四、教学Section A-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。

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 thepeople, and number the people 1 -5 in the picture.播放课件录音，完成1b的听力任务，教师核对答案。

五、教学Section A-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Section A-2a,2b

1. Point to the three people’snames(Nancy, Kevin and Judie) and read the names to the class. Point to thethree vacation activities and ask a student to read the activities to theclass.Play the recording for two times.Ask students to write the letters ofwhere people went on vacation next to their names. Then get the students tofinish 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Section A-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 Nancy go to vacation ?

Ss : She went to New York City .

T: How about Kevin and Julie ? Now let’slisten to the tape.

Ss: Kevin went to the beach./Julie wenthome.

T：Now let’s listen again . How were their trips ? 板书 are-were

Ss : Nancy’s trip was really nice./Kevin’s tripwas nice.Am/is –was

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 thesentences 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 toHainan Island on his vacation .He went to the beaches. The weather there wassunny and warm. He felt very interesting and exciting.

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 thanreading 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 theweather like today? How was the weather yesterday? How was the weather lastweekend?

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 hereyesterday?

*How are A and B today?*How were A and Byesterday?

Are you here today?Were you hereyesterday?

*How are you today? *How were youyesterday?

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) tothe mountains.

─ Where ________ Ben andMary __________ (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 hisbrother _______ (have) a party last Saturday night?

─ No, _______ _______ (do;not).

─ ________ you and yourfriend _________ (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 easyor hard?)

S: It is easy.

T: How is the English class today? (Is iteasy or hard?)

S: It is …

T: How was the English class yesterday?(Was it easy or hard)

S: It was …

T: How are you in the English class today?(Are you hardworking today?)

S: I’m / We’re …

T: How were you in the English classyesterday? (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 theclassroom just now．韩梅和魏华刚才不在教室里。

He was not at home the day beforeyesterday．他前天不在家。

注意： was not＝wasn＇twerenot＝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Section B-3b

1.教师说: Now let’s do 3a on P61, and see if you can do the exercisecorrectly.

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Section B-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 myvacation is friendly too. Now, look at a picture of a girl on vacation. How wasthe 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 vacationbecause 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 theweather 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 youdo?

Did you finish your oral homeworkyesterday? 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 vacationbecause 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, wewould 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 duckthere.

T: Yes. Beijing Duck is really delicious. What food do youthink is delicious?

S: … is / are delicious.

T: So it’s very hard to find a seat andtable at 全聚德. It’s full of people there. It’s always crowded. During May DayHoliday, which places are crowded?

S: The trains / buses / streets / stores /parks / … are crowded4.

T: A lot of people go out to travel duringMay 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 wouldyou like to buy?

S: A train ticket.

T: It’s cheap. It is inexpensive. But a plane ticket is expensive. What do you thinkit’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Section B-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.

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

四、教学Section B-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。

2. 教师说: 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 goodthings, and words for the bad things in the dialogue. Group A, find out thewords for . Group B, find out the words for .

T: For your wonderful job, I will show youa face like this .

（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 Japanesepeople were friendly. …)

教师利用课件，给出参考答案。

五、教学Section B-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 Tokyo. And you alsocame back from your vacation. You went to Beijing or … Now please make up adialogue with your desk mate. You two talk about your vacations. Try to use thefollowing patterns:

(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 withyour partner and polish it.

2. Preview p.63― 3a, read after the tapeand try to understand the diary.

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 Men Square, the Palace Museum, Hutong

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-upand 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 thelast word of each sentence and spell it. The first one who finishes thesentence will get a star. (Divide the students into several groups and drawstars on the blackboard to encourage the students.)

① John is a good chef. People think hisfood is ____________.

② Peter goes home by bus. He thinks the busis awful, because it is _____________

③ Yesterday, Tom went shopping. He saw anice bike, but he didn’t buy it because the bike was ____________

④ Kevin didn’t enjoy the trip to themuseum. It was ___________