人教版八年級英語上冊Unit-1-Where-did-you-go-on-vacation？教案

人教版八年級上冊Unit1Wheredidyougoonvacation?教材分析：本單元是八年級上冊英語教材的第一個單元。本單元的教學圍繞“節(jié)日與假期”這個話題展開教學。SectionA是通過談論假期活動，首先讓學生復習、鞏固對一般過去時的理解及運用。SectionB由對假期活動的詢問及敘述轉向描述及談論假期的感受；在語言上，除了進一步綜合訓練、鞏固SectionA所學重點語言內容外，學習正確、得體地運用相關形容詞描繪假期活動，表達自己的感受成為這一部分的一項重要任務；在語言技能上，則由聽說轉向綜合性地聽、讀、寫的訓練。本單元共有閱讀類文章一篇，文章的主體時態(tài)都為一般過去時。主要句型為：Wheredidyougoonvacation?Didyougooutwithanyone?Howwasthefood?etc.教學目標：知識目標：掌握一般過去時的用法;掌握規(guī)則動詞和不規(guī)則動詞過去式的構成；掌握不定代詞的用法；something,anything,someone等；掌握表示“到達”的arrivein,arriveat,getto與reach的區(qū)別以及用法；掌握feellikedoingsth./decidetodosth./toomany與toomuch\enough的用法；掌握以下主要句型：“Wheredidyougoonvacation?”“Iwentto”“Didyougooutwithanyone?”“No.Noonewashere.Everyonewasonvacation.”“Didyoubuyanythingspecial?”“Yes,Iboughtsomethingformyfather./No,Iboughtnothing.”“Howwasthefood?”“Everythingtastedreallygood!”“Dideveryonehaveagoodtime?”“Everythingwasexcellent.”能力目標：能夠用英語談論某人的假期經歷以及如何用英語寫一篇旅行日記。提高學生合作學習、自主學習的能力。并能熟練運用所學知識就過去活動進行討論，學生聽說讀寫的能力得到提高。能正確使用不定代詞。情感目標：使學生回憶假期經歷，享受生活樂趣。通過本單元的學習能引導學生感受到旅游對身心的益處、并學習如何去放松自己來保持健康。能使學生在學習活動中通過交換對過去發(fā)生的事情的描述及看法，促進學生之間，師生之間的情感交流。課時分配：Period1SectionA(1a-2c)Period2SectionA(2d-3c)Period3SectionB(1a-1e)Period4SectionB(2a-2e)Period5SectionB(3a-SelfCheck)Period1SectionA(1a-2c)教學目標：能掌握以下單詞以及短語：anyone,anywhere,wonderful,few,quiteafew,most,onvacation,gowith...能熟悉以下句型：“Wheredidyougoonvacation?”“Iwentto”“Didyougooutwithanyone?”“No.Noonewashere.Everyonewasonvacation.”“Didyoubuyanythingspecial?”“Yes,Iboughtsomethingformyfather./No,Iboughtnothing.”“Howwasthefood?”“Everythingtastedreallygood!”教學重難點教學重點：要求學生學習、掌握一般過去時的疑問句及答語“Wheredidyougoonvacation?”“Iwentto”正確運用不定代詞something,anything,someone。教學難點：使用助動詞did提問，以及對謂語動詞原形的使用。“Didyougooutwithanyone?”“Didyoubuyanythingspecial?”2）正確運用不定代詞something,anything,someone。教學過程GreetingandrevisionT:Goodmorning!Ss:Goodmorning!T:Howwasyoursummervacation?Ss:Itwasgreat.\ItwasnotsogoodT:Sowhatdidyoudoonyourvacation?Ss:...復習過去式的結構：把下列動詞變?yōu)檫^去式arrive—arrivedstay—stayedbuy—boughtwatch—watchedvisit—visitedeat—atestudy—studieddo—didhave—hadam\is—wasgo—went（設計意圖：通過討論暑假活動拉近師生間的情感距離，并且通過復習上學期的內容引出新單元的內容,由淺入深。）1aPresentnewphrasesandnewwordswiththepictures.Beforepresentingthewordsandphrases,guidestudentstoguesswhatthepicturesrepresent.wenttoNewYorkcitystayedathomewenttothemountainswenttothebeachvisitedmyunclevisitedmuseumswenttosummercampT:Lookatthesepictures,whatdidtheydo,trytoguess?S1:TheywatchedTV.T:Yes!Butwheredidtheygoonvacation?S2:Theystayedathome.Theelsephrasesandwordscontinue,liketheexampleconversation.HaveSslookatthepictureonPage1,andmatchtheactivitieswiththepictures[a-g].TheTeachercheckstheanswerswiththeSs.LetSsreadthephrases.（設計意圖：通過圖片談論假期去哪里度假營造輕松的學習氛圍，激發(fā)學生的學習興趣，降低新課學習的難度。）Listening1bTeacherwritesthefivenamesontheboard,thenSsreadthenames.T:Now,somestudentsaretalkingabouttheirvacations.Wheredidtheygoonvacation?Listencarefullyandnumberthepeopleinthepictures[1-5].(TheTeachershouldtellSs,theyshouldwritedowntheanswersintheboxesofthepicture.Playtherecordingforthefirsttime,Ssonlylisten.Thenplayasecondtime,Ssnumberthepictures.)Checktheanswers.T:Timeisup,haveyoufinished1b?Ss:Yes.T:Good,whowantstoreadouttheanswers?S1:Picture1isTina…T:Good!Checktheanswersliketheexampleconversation.Ssimitatetheconversationsafterthetape.(設計意圖：通過聽力練習進一步強化目標語言，提高學生的聽力能力。）Pair-work1cThewholeclassreadouttheconversationin1cand1a.Sspracticetheconversationswith1a’sphrasesandthestructuresofpasttense.Asksomegroupstoshowtheirworksinfrontoftheclass.Teachercorrectsthepronunciationandexplainsomekeypoints.（設計意圖：通過讓學生利用目標語言對話、表演，鍛煉學生的口頭表達能力。）Listening2aPre-listening.T:Lookatthepictureonpage2.Wheredidhego?Ss:Maybehewenttothepark.T:Goodjob!Nowpayattentionto2a.Readthenames.Ss:...T:OK.Listen,Wheredidthepeoplegoonvacation?Completethechart.Listentothetapeforthefirsttime,justlistening.Forthesecondtime,completethechart.Checktheanswersandreadthesentenceslikethis:GracewenttotheNewYorkcity.Teachershouldhavesometranslationsforstudents.Listening2bPre-listening.Ssshouldreadthesentencesandguesstheanswersaccordingtothelisteningin2a.Sslookatthetitleandlistentothetapefortwotimes,thencheck“Yes,Idid”or“No,Ididn’t”onthebook.(thefirsttime,justlistening,forthesecondtime,writedowntheanswers.)TeachercheckstheanswerswiththeSsandanalyzesomekeypoints.(設計意圖：2a與2b通過猜答案等聽前準備的答題技巧減輕聽力難度，進一步提高學生的聽說寫能力)Pair-work2cT:Readtheconversationsin2c.BoysplayA,girlsplayB.Ss:...T:Excellent.Nowpleaserole-playtheconversationswithyourpartner.Letallthestudentsworkinpairs.Practicethedialogue.Thenasksomepairstoactouttheirdialogues.（設計意圖：通過讓學生操練對話，角色表演鍛煉學生的口頭表達能力，使所學的語言知識得以有效輸出，提高學生運用語言進行交際的能力。鞏固了本節(jié)課所學的重點內容。）SummaryWheredidyougoonvacation?IwenttotheNewYorkcity./Istayedathome（設計意圖：有助于理清脈絡，加深對所學的知識印象。）Exercise根據句意及首字母填空。Wheredidyougoonv_____.Timwenttosummerc______.DidLarryv_____heruncle?Yes,shedid.WheredidSandygo?Shew_____toChina.(Keys:1.vacation2.camp3.visit4.went)漢譯英。呆在家里_________________________________去夏令營__________________________________去爬山__________________________________參觀博物館____________________________________去度假______________________________________去沙灘______________________________________去看我的叔叔____________________________________(Keys:1.stayathome2.gotosummercamp3.gotothemountains4.visitthemuseum5.goonvacation6.gotothebeach7.visitmyuncle)（設計意圖：鞏固了本節(jié)課所學的重點詞組。）HomeworkPreviewthenextlesson.Recitethenewphrases(stayedathome,wenttoNewYorkcity,visitedmuseums,visitedmyuncle,wenttosummercamp,wenttothemountains,wenttothebeach).（設計意圖：延伸課堂，鞏固學習效果。）板書設計Unit1Wheredidyougoonvacation?Unit1Wheredidyougoonvacation?SectionA(1a-2c)anyone1、Wheredidyougoonvacation?Iwenttoanywhere2、Didyou?Yes.\No.Iwonderful3、Howwas\werethe...?Period2SectionA(2d-3c)教學目標：能掌握以下單詞以及短語：few,quiteafew,most,something,nothing,everyone,myself,yourself,hen,pig,seem,bored,someone,diary,takephoto,mostofthetime.能熟悉以下句型：Didyou?Yes./No.IHowwas\werethe...?教學重難點教學重點：掌握相關的單詞和詞組，并能夠靈活運用。會使用以下句型：Didyou...?Yes./No.IHowwas/werethe...?教學難點：過去式的應用以及復合不定代詞的用法。教學過程Warming-upandrevisionTestyourmemoryT:Goodmorning!Everyone.Ss:Goodmorning!Teacher.T:OK!I’dliketoasksomeonetoanswermyquestion.WheredidTinagoonvacation?S1:Shewenttothemountains.T:Goodmemory.Didshegowithanyone?S2:Reviewtheusageof“復合不定代詞”.（設計意圖：通過測試學生記憶力以及復習主要知識點進一步鞏固上一節(jié)課所學內容。）Role-play2dHaveSsscantheconversationandanswerthequestions.DidHelengoanywhereinteresting?Yes,shedid.DidRickdoanythingspecial?No,hejuststayedathome.Ssreadtheconversationsloudly,andthentheTcorrecttheirpronunciation.Practicetheconversationwithapartner.T:Now,youshouldrole-playtheconversationwithyourpartner.Ss:...T:Time’sup.Whowantstoshowyourworks?Ss:(隨機抽查幾個小組)Asksomegroupstoshowtheirdialoguesinfrontoftheclass.Teacherexplainssomekeypoints.（設計意圖：通過朗讀和角色表演，給學生創(chuàng)造更多的使用語言的機會，培養(yǎng)學生的正確的語音和語調，也達到學以致用的目的。）AskandanswerGuangxiGuilinYunnanLijiang.HangzhouWestlakeGuangxiGuilinYunnanLijiang.HangzhouWestlakeB:Iwentto…onvacation.A:Didyougoto…?B:Yes,Idid./No,Ididn’t.（設計意圖：通過問答形式進一步鞏固本單元的目標語言。）GrammarFocusSsreadtheGrammarFocus.Reviewtheimportantsentencepatterns.Wheredidyougoonvacation?”——“Iwentto”Didyou?Yes.\No.IHowwas\werethe...?Reviewtherulesofpasttense.(不規(guī)則另記)構成規(guī)則原形過去式一般在動詞原形末尾加-edstaystayed結尾是e的動詞加-duseused末尾只有一個輔音字母的重讀閉音節(jié)詞，先雙寫該輔音字母，再加-edstopstopped以“輔音字母+y”結尾的，把y改為i，再加-edstudystudiedReviewtheusageof“復合不定代詞”.不定代詞some,any,no,every與-one,-body,-thing構成復合不定代詞。因為some一般用于肯定句，any一般用于否定句或疑問句，no表示完全否定，因此由some,any,no與-one,-body,-thing組成的復合代詞的用法也一樣。復合不定代詞都具有單數的含義，因此通常被看成是單數第三人稱。當它們充當句子的主語時，其后的謂語動詞用單數形式。形容詞修飾這些復合不定代詞，形容詞必須后置。Exercise.Doyouhave_____todothisevening?A.importantsomethingB.anythingimportantC.somethingimportant_____islisteningthevideo.Let’sturnitoff.A.SomebodyB.AnybodyC.NobodyWouldyoulike___?Icangetitforyou.A.somethingelseB.anythingelseC.everythingelseIagreewithmostofwhatyousaid,butIdon'tagreewith______.A.everything

B.anything

C.something

D.nothing(Keys:1.B2.C3.B4.A)（設計意圖：先指導學生閱讀GrammarFocus中的句子，總結已學過過去式的句型和規(guī)律以及復合不定代詞的用法，然后做練習，加深印象。）Workon3a.Ssreadthewordsinthebox.Ssreadtheconversationandfillintheblankswiththewordsinthebox.Checkanddiscusstheanswerswithapartner.Ssreadtheconversationloudly.Workon3bSsreadthewordsinthebox.Ssreadthee-mailmessageandfillintheblankswiththewordsinthebox.Sssharetheiranswerswiththeirpartner,andthenSsreadoutthee-mailloudly.Tanalyzesomekeypoints.（設計意圖：先讓學生完成3a、3b，再與搭檔討論答案，這樣由易到難，層層深入，提高學生的綜合能力,也練習了復合不定代詞的用法。）Groupwork3cSsshouldasktheirgroupquestionsabouttheirlastvacation,thenfillintheblank.Tdividetheclassintofourgroup,everygroupshouldshowtheirresultsinfrontoftheclass.（設計意圖:讓學生通過調查總結同學們的假期活動，既能活躍課堂氣氛，提高了學生參與課堂的意識，又加強了對目標語言的訓練。鞏固了本節(jié)課所學的重點內容。）ExerciseTherearemanypeopleinthezooonweekends.Itisvery______.

A.expensive

B.inexpensive

C.crowded

D.uncrowdedWehadgreatfun_____

inthebeach.A.play

B.playing

C.playedHehelpedme______

mylostkey.A.found

B.find

C.findingWhat

______

Danny

______

last

Sunday

night?

A.

is;

doing

B.

does;

do

C.

did;

do

D.

was;

doTheoldstoriesmademe______.A.smile

B.tosmile

C.smilingWeusuallygotoschool______Monday

Friday.A.between;and

B.from;till

C.from;and—MayIgotherebybike?—No,you

.Theweatherisrainy.A.aren’t

B.don’t

C.can’t(Keys:1.C2.B3.B4.C5.A6.B7.C)（設計意圖：通過練習鞏固本節(jié)課所學的重點內容。）Summary熟讀GrammarFocus句型：Didyou...?Yes./No.IHowwas/werethe...Wheredidyougoonvacation?Iwenttotheusageof“復合不定代詞”（設計意圖：有助于理清思路，加深對所學的知識印象。）HomeworkWriteaboutyourvacation.Tips:Wheredidyougo…?Didyousee…?（設計意圖：延伸課堂，鞏固學習效果。）板書設計Unit1Wheredidyougoonvacation?Unit1Wheredidyougoonvacation?SectionA(2d-3c)mostsomethingnothing1、Wheredidyougoonvacation?Iwenttoeveryonemyselfyourself2、Didyou?Yes/No.Iseemboredsomeone3、Howwas/werethe...?Period3SectionB(1a-1e)教學目標：能掌握以下單詞：delicious,expensive,terrible,boring,friendly,exciting,special.能熟悉以下句型：Wheredid?Howwas/were...?Didshe/he?教學重難點教學重點：掌握相關的單詞和詞組，并能夠靈活運用。會使用以下句型：Wheredid?Howwas/were...?Didshe/he?教學難點：學生對聽力材料中新句型、新詞組的理解。教學過程Warming-upandrevisionDailygreetingstothestudents.T:Goodmorning!Boysandgirls.Ss:Goodmorning!Teacher.T:Sitdown,please.Ss:Thankyou!Checkthehomework.T:OK.Nowcheckyourhomework,whowantstoshareyourworksinfrontoftheclass?S1:T:Goodjob!Anyelse?S2:...Reviewthesentencepatternsbysomepictures:Howwas\were?Forexample:T:Lookatthefirstpicture.Howwastheapple?Ss:ItwasT:Howaboutthesecondpicture?Howweretheapples?Ss:Theywere（設計意圖：通過問候拉近師生間的情感距離，通過檢查學生的課后作業(yè)和復習句型可以檢測學生掌握本單元基礎知識的情況。）Workon1aSsreadthesixwordsbythemselves:delicious,expensive,exciting,cheap,terrible,boring.Ssreadaftertheteacher.TheTpointtothepictures.T:Now,Lookatthefirstpicture.It’sadiamond.Itsellsonehundredmilliondollars.It’sexpensive.(Dothesamethingsforallpictures.)HaveSsmatchthewordswiththepictures.(設計意圖：通過師生共同分析圖片的方式使學生盡快進入學習狀態(tài)，活躍課堂氣氛。)Workon1bTheTshouldexplainthesmilingfaceandthesadface.Ssdiscussthewordsin1a,thenwritethemdowninthelineTheTandSscanaddmorewordsintheline.Ssreadoutthewordstheywritedown.DosomepracticestoletSsknowmoreaboutthedescriptionwords.Forexample:T:Howwasthehamburger?Ss：It’sdelicious.T:Howwerethehamburgers?Ss:Theyweredelicious.(設計意圖：通過笑臉與苦臉引起學生的興趣，也讓學生直觀明了地理解所填詞語的含義。)Listening1c1dPre-listening.Ssshouldreadthesentencesandunderstandthemeanings.ListentothetapeforjustonetimeandSsshouldmakenotes.Forthesecondtime,Ssshouldwritedowntheiranswersin1c.Forthethirdtime,Sschecktheiranswers.T:Lookat1d,WhatdidLisasayabouthervacation?Listenforthefourthtime.Ssshouldtakenotes.Listenforthefifthtime.Ssshouldwritedowntheiranswersin1dandchecktheanswers.（設計意圖：通過聽力訓練提高學生們獲取信息的能力,培養(yǎng)學生的注意力，反應力和記憶力。）Pair-work1eT:Now,workinpairs.AskandanswerquestionsaboutLisa’svacation.Youcanbeginyourquestionwith:Wheredidyougoonvacation?Iwenttovisitmyuncle.Wheredid?Whatdid?Didshe?Howwas?Howwere?Wheredid?Whatdid?Didshe?Howwas?Howwere?Letsomepairstoshowtheirworksinfrontoftheclass.(設計意圖：使學生在合作中進一步訓練目標語言，并起到總結1c和1d的作用。)ExerciseIcleanedmybedroomyesterday.(改為否定句)___________________myroomyesterday.Hecleanedhisclassroomlastweek.(變一般關系問句）________________________________lastweek?IwenttoamovieonSundayafternoon.（劃線提問）_____________________onSundayafternoon?Heiswritingane-mailnow.(用lastweek改寫）____________ane-mail____________.(Keys:1.Ididn’tclean2.Didhecleanhisclassroom3.Whatdidyoudo4.Hewrote;lastweek)（設計意圖：通過反饋性的練習，鞏固所學知識，訓練學生運用能力。）

SummaryT:Whatkindsofthingsareimportantinafriend?Ss:（設計意圖：教師引出問題，學生自己總結，培養(yǎng)學生的歸納概括能力，并鞏固所學的的知識。）HomeworkRecitethenewwords.Pre-viewnextlesson.（設計意圖：延伸課堂，鞏固學習效果。）板書設計Unit1Wheredidyougoonvacation?Unit1Wheredidyougoonvacation?SectionB(1a-1e)deliciousWheredid?expensiveterribleHowwas?boringcheapHowwere?Period4SectionB(2a-2e)教學目標：能掌握以下單詞以及短語：enjoyable,decide,try,bicycle,difference,wait,umbrella,wet,below,enough,hungry,felllike,inthepast,becauseof.教學重難點教學重點：Recitethenewwordsandexpressionsfromthetext.Readingforthediaryentriesandcatchtheinformationtoimprovestudents’readingskills.教學難點：學生對閱讀材料中新句型、新詞組的理解。教學過程Greetingandcheckthehomework.Dailygreeting.T：Goodmorning!Class.Ss:Goodmorning!Teacher.T:Sitdown,please.Ss:Thankyou!Dictation.T:Pleasetakeoutyourexercisebook,let’sdoadictation.Areyouready?Ss:Yes.T:OK,number1:...FreetalkT:Whatdoyouusuallydoonvacation?Ss:...（設計意圖：通過問候拉近師生間的情感距離，通過聽寫以及師生對話檢查學生掌握本單元知識的情況。）Groupwork2aHaveSsdiscussthequestionsingroup.Whatdopeopleusuallydoonvacation?Whatactivitiesdoyoufindenjoyable？Tcangivesomepossibleanswers.(Answerswillbevary.)Findsomegroupstoshowtheiranswersinfrontoftheclass.(設計意圖：通過小組活動的方式發(fā)揮學生的想象力，并為2b的閱讀理解做好鋪墊。)Reading2b2cTshowsomepicturesaboutMalaysia,Penang,Georgetown,WeldQuay.Andintroducetheseplaces.SkimmingT:Let’slookatthefirstpictureonthebook.Whatsportisit?Ss:Paragliding.T:Howaboutthesecondpicture?Ss:T:OK,Iwillgiveyou5minutestoskimJane’sdiaryentriesabouthervacationandanswerthequestions.DidJanehaveagoodtimeonMonday?WhataboutonTuesday?Checktheanswers.T:Haveyoufinished?Ss:Yes.T:Goodjob!SoDidJanehaveagoodtimeonMonday?Ss:Yes,hedid.T:Howdoyouknow?Ss:…SsfollowtothetapeandthentheTcorrectthepronunciation.SsreadJane’sdiaryentriesagain,andthenfillinthechart.ThingsJanedidorsawDidshelikeit?(Yes\No)Whyorwhynot?Sschecktheiranswerswiththeirpartnerandcompletethechart.Tchecktheanswersonthebigscreen.Texplainsomekeypointsanddifficultpointsaboutthediary.（設計意圖：先通過圖片介紹文中出現的地方，再對學生進行閱讀指導，培養(yǎng)學生的快速閱讀的能力。）Workon2dSsreadJane’sdiaryagainandthencompletetheconversations.T:Nowpleasereadthediaryagain,whenyoureadthediary,youshouldpayattentiontothesentencesneartheblanks.SschecktheanswerswiththeirpartnerandthentheTshowtheanswersonthebigscreen.Ssreadtheconversations.T:NowboysareJaneandgirlsareAnna,andthentaketurnstoreadtheconversations,understand?Ss:Yes.(設計意圖：做題前對學生進行閱讀指導，讓學生提高閱讀能力，接著輪流角色扮演朗讀課文，鍛煉學生的口語能力。)Workon2eTshouldteachSshowtowriteadiary.T:Pleaselookatthisdiary,whatfactsadiaryshouldinclude?Ss:...T:Sowhenwewriteadiary,whattenseshouldbeused?Ss:...Ssshouldfillintheblankswiththecorrectformsoftheverbsinbrackets..TandSschecktheanswerstogether.Ssreadthisdiaryloudly,theTcorrectthepronunciations.(設計意圖：培養(yǎng)學生自我思考能力,引導學生如何寫英文日記。)Exercise句型轉換.Sheatesomeappleyesterday.(改為否定句)She________________appleyesterday.Howwastheweatherthedaybeforeyesterday?(改為同義句)____________theweather______thedaybeforeyesterday?Annawantstobuysomething.(改為同義句)Anna___________to____________.Hehadagreattime.(改為疑問句)___________________agreattime?Shedidherhomeworkathome.(對畫線部分提問)____________________________homework?(Keys:1.didn’teatany2.Whatwas;like3.wouldlike;goshopping4.Didhehave5.Wheredidshedoher)完成句子你覺得你們的假期怎么樣？Whatdidyou__________yourvacation?我們在公園玩得很快樂.Wehavegreat____________inthepark.他發(fā)現一個小女孩在角落里哭.He_______asmallgirl_______inthecorner.他們從早上一直玩到晚上.Theyplayed_______morning____night.昨天他去購物了.He______________yesterday.(Keys:1.thinkof2.funplaying3.Found;crying4.From;to5.wentshopping)（設計意圖：在閱讀教學之后安排了練習，加深了對知識的鞏固和反饋。）SummaryT:Howtowriteadiary?Ss:（設計意圖：教師引出問題，學生自己總結，培養(yǎng)學生的歸納概括能力，并鞏固所學的的知識。）HomeworkWriteadiary.（設計意圖：延伸課堂，鞏固學習效果。）板書設計Unit1Wheredidyougoonvacation?Unit1Wheredidyougoonvacation?SectionB(2a-2e)enjoyableactivitywhatfactsadiaryshouldinclude?decidetrybirdbicyclewhattenseshouldbeused?buildingtraderwonderdifferencetopwaitumbrellaenoughhungrybelowhillasPeriod5SectionB(3a-selfcheck)教學目標：能掌握以下單詞以及短語：duck,dislike,takephotos,byefornow,Tian'anmenSquare,thePalaceMuseum,Beijinghutong.教學重難點教學重點：掌握相關的單詞和詞組，并能夠靈活運用。在寫作中使用目標語言描述他們旅途的經歷。教學難點：學生學會在寫作中運用目標語言描述他們旅途的經歷。教學過程Warming-upT:Goodmorning!Everyone.Ss:Goodmorning!Teacher.T:Lookatthesepictures,Wherearethey?Ss:TheyareT:Whatcanwedointheseplaces?Ss:Wecan（設計意圖：用圖片營造輕松的學習氛圍，激發(fā)學生的學習興趣，吸引學生的目光與注意力，同時復習所學過的內容。）Workon3aSslookatthepicturesonpage7.(可仿照warming-up的方式觀察圖片。)HaveSsreadthewordsinthebox,andcomprehendthesewords.Ssusethewordsandphrasesintheboxtocompletethediaryentry.TandSscanchecktheanswerstogetheronthebigscreen.(設計意圖：通過補充完整日記為后面運用語言目標寫日記做準備，同時能培養(yǎng)學生的觀察能力以及語言組織能力。)Pair-work3bSsreadthesequestionsloudlyandcomprehendthesequestions.Sscandiscussthesequestionwiththeirpartnerandthenwritethemdownonthepaper.Ssusetheanswerstomakeaconversationandthenpracticeitwiththepartner.Findsomepairstoshowtheirworksinfrontoftheclass.(設計意圖：讓學生通過編對話練習目標語言。)Writing3cSsshouldwriteadiaryaccordingtoJane’sdiaryandtheanswersof3b.Afterthat,Sscancomparetheirdiarywiththeirpartneranddiscusstheproblems.AsksomeSsreadtheirdiaryinfrontoftheclass,andthentheTandSscorrecttheproblems.(設計意圖：寫作與口語演練同時進行，以及師生共同修改，提升學生的學習能力。)Activity4Sslookatthetitleandreadth