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Section B (2a-3c)
一、教学目标
1.通过词汇练习积累与假期相关搭配,完成句子和短文来提升重点词汇理解运用能力。
2.阅读短文,准确提取并记录假期的主要活动,锻炼信息提取和概括能力。
3.依据语篇阅读,对个人经历的思考,运用所学词汇和句式,写出一篇结构清晰、内容完整、语
言流畅的假期故事,提升写作能力。
二、核心语言知识
1.核心词汇:
单词:
tower;might;budget;passport;forgetful;countryside;surprised;probably
短语:
in the sun;go over budget;in the countryside;make a noise;turn around;look for
2.核心句式:
(1)Don't spend too much on holiday shopping,or you might easily go over budget.
(2)However,the most important part of a holiday is to rest your mind and body.
(3)Then you can go back to your regular life,and be ready to see what comes next.
(4)We stayed in a comfortable house in the countryside with beautiful scenery.
(5)While there,something made a noise.
(6)What a wonderful experience I had!
3.教学重难点:
(1)动词的一般过去式及复合不定代词的熟练运用,模仿阅读语篇写出各自的难忘之行。
(2)思考旅行的原因和意义。
三、教学过程
学习活动 效果评价
◆Step 1 Lead-in
Work on 2a 观察学生观察
Vocabulary Relay Race
图片是否能立
Divide students into several groups,with each group taking turns sending out
刻反应出单词
a member.The teacher provides one of the words from 2a,such as
和观察学生是
holiday.The group representative must quickly say a related phrase,like
national holiday,and then the next group representative takes over.If within 否能自主的组
the specified time (e.g.,5 seconds)an appropriate phrase is not said,that 成短语。
group is temporarily eliminated,and the last remaining group wins.
设计意图:借助直观方式帮助学生理解单词含义,并启发学生通过组词拓展词汇运用能力。
观察学生对词
汇用法及搭配
◆Step 2 Work Alone
Work on 2b and 2c
的掌握程度,能
Complete the exercises in 2b and 2c.Ask students to share their answers,and 否准确运用这
the teacher will explain and correct them. 些词汇进行表
Focus on the usage and collocations of words and phrases,such as “feel 述、能否识别
sick”“an ancient tower”“at peace”“take one's breath away”“remind sb to do
并纠正错误的
sth”etc.
搭配使用方
式。
设计意图:通过练习与分享巩固学生对重点词汇用法和搭配的掌握,培养学生的语言表达。
◆Step 3 Pre-reading 观察学生是否积极参1.Work on 3a
Display words/phrases from the text (train,forest,deer)and ask 与讨论并分享想法。
students to predict the story content.
设计意图:帮助学生建立词汇与故事之间的联系,减少阅读障碍。
2.While-reading
(1)Ask students to read the story quickly and answer:
Where did Gina go for the holiday?
检查学生是否能够准
(2)Let students read again and tell T or F.
确总结故事的主要信
①Gina went to Scotland by bus.(F)
息。
②There was a huge forest beside the house.(T)
③Gina's dad explained the deer's behavior.(F)
(3)Complete“Things that Gina did”in 3a.Then check answers.
设计意图:训练学生如何掌握整体结构以及查找特定细节。
3.Post-reading
Work on 3b
观察学生能否分析故
(1)Discuss:Why was Gina's experience wonderful?
事的情感元素。
(2)Did you have an unforgettable holiday experience?Think of
it,answer the questions in 3b.
设计意图:通过引导思考、小组讨论与分享,激发学生回忆假期经历获取写作素材,再指导
其整理思路并关注结构进行写作,培养学生的思维、表达和写作能力。
◆Step 4 Writing
评估学生的写作是否
Work on 3c
包含关键要素(时间、
Guide students to sort out their thoughts and start writing.Remind
地点、活动、感受)。
students to pay attention to the structure of their writing.
设计意图:训练写作能力并巩固知识。
板书设计
Unit 1 Happy Holiday
第5课时 Section B (2a-3c)
课堂评价
作业布置
必做:
1.Organize and recite the key words and phrases of this class.
2.Write a composition about your holiday trip.
选做:
Make a vlog about your unforgettable holiday trip.
教学反思
在平时写作练习中要注重培养学生良好的自我纠正习惯和方法,以及合作精神、批判
思维能力和对作品的鉴赏能力。让学生更清楚地了解如何谋篇构局来完成一篇写作。鼓
励学生在自我修改和同伴修改的基础上,集思广益,取其精华,学会运用更多的方法把文章
写好。要有意识地把情感态度价值观教育寓于平时的学习生活中,教学生懂得随时记录生活中的风景。
