广东考试教育院-民主评议政风行风

精品文档
Unit 1 We laughed into tears!

一． The Analysis of this Unit (单元分析)
（一）Topics
第一单元的教学内容主要为：能够听懂并谈论假期中的活动；能够看懂关 于家庭成员
的小故事；能够描述一些已经发生过的有趣的经历；能够掌握并运用一般过去时的肯
定式和否定式；能够在朗读时注意句子中的重读音节。本单元的话题虽然亲切，教师
仍然要注意运用多种 教学手段，并关注每一个学生，在一些教学步骤中采用分层设计，
帮助学生达成教学目标。

(二) Teaching Aims:
1.
Knowledge aims
知识目标
⑴ 帮助学生掌握以下词汇：如ski, mountain, beach, sail,
skate, vacation, wonderful, parent等
⑵ 帮助学生掌握询问和提供过去的经历所使用的词组和句型，如：
a. useful expressions about some activities:
visit the zoo, go swimming skating skiing boating
sailing fishing, pick apples, climb mountains, play
volleyball on the beach, etc.
b. ask for and give information on past experiences:
How was your vacation?
It was wonderful great not bad.
We had great fun.
Where did your family go? Where did you go?
I went to …. We went to ….
What did you do there?
2.
Ability Aims
能力目标
⑴ 学生能听懂关于询问和提供过去的经历的对话。
⑵ 学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。
。
1
欢迎下载

精品文档
3. Emotional Aims
情感目标
在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。

(三) Teaching Important Points:教学重点
能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。
(四) Teaching Difficult Points教学难点
提供以及询问过去的经历的词汇和句型

二． The Arrangement of periods of this Unit(单元课
时安排)
There are 8 periods all together for this Unit

The first period: Lead –in and Listening

The second period: Listening and Speaking

The third period: Reading and Writing 1

The fourth period: Reading and Writing 2

The fifth period: Language in Use
。
2
欢迎下载

精品文档

The sixth period: Vocabulary Practice

The seventh period: Unit Task ＆ Fun Time

The eighth period: Life and Culture

三．The Analysis of Students (学情分析)
Students have just finished their summer
topic of this Unit is We laughed into tears, our students
are teenagers. They are very lively and energetic, so they
will be interested in this topic.



Unit 1 We laughed into tears!
第一课时 Lead-in + Listening
一、教材分析
本课时系教材《英语2》（基础模块 高教版）第一单元的第一课时，包括Lead-in &
Listening两部分，具体内容为：能够听懂并谈论家庭在假期中的活动，掌握提供以及询
问过 去的经历的词汇和句型。
二．Teaching Aims:
。
3
欢迎下载

精品文档
1.
Knowledge aims
知识目标
⑴ 帮助学生掌握以下词汇：如ski, mountain, beach, sail,
skate, vacation, wonderful, parent等
⑵ 帮助学生掌握询问和提供过去的经历所使用的词组和句型，如：
a. useful expressions about some activities:
visit the zoo, go swimming skating skiing boating
sailing fishing, pick apples, climb mountains, play
volleyball on the beach, etc.
b. ask for and give information on past experiences:
How was your vacation?
It was wonderful great not bad.
We had great fun.
Where did your family go? Where did you go?
I went to …. We went to ….
What did you do there?
2.
Ability Aims
能力目标
⑴ 学生能听懂关于询问和提供过去的经历的对话。
⑵ 学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。
3. Emotional Aims
情感目标
在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。

三． Teaching Important Points:教学重点
能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。
四． Teaching Difficult Points教学难点
提供以及询问过去的经历的词汇和句型

五．Teaching Aims教学方法
1. Presentation
2. Communicative approach

六、教学步骤
。
4
欢迎下载

精品文档
Step 1 Lead-in
1. The teacher greets each student:
T: Good morning.
Nice to see you again.
Welcome back to school.
What did you do during your winter vacation?
Did your family go somewhere?
Did you enjoy yourselves?
（
设计意图：这是学生暑假 回来的第一节英语课，和学生互相问候了之后，顺便聊到暑假
里的活动是再自然不过的事了。这里的开门 见山让学生很快进入了本节课的话题。）
2. Encourage the Ss to give answers. And collect different
answers on the blackboard. While collecting, teach new
words such as ski, mountain, sail, skate, beach, etc. < br>（
设计意图：教师可以一边和学生进行交流，一边就把学生的回答写在黑板上，不仅可以
复习巩固一些旧的表达方式，同时可以呈现新的单词和词组，可谓一举两得。）

Step2 Practice. (Activity 1)
1. Tick the activities you did before.
2. After the students has finished it, ask some individuals
to tell the whole what they once did by using: I visited
the zoo. I went swimming. I climbed mountains.
（
设计意图：在这一活动中，教师不应仅仅局限于让学生完成一个打 勾的练习，而是要让
他们用语言表达出曾经做过的事情。要说的句子只需在所列出的词组中加上一个I即 可，
这也让学生更有信心与别人交流。）

Step3 Match ( Activity 2)
1. Listen and match. Get the Ss to do it by themselves
without listening.
2. Then get them to listen and repeat.
（设计意图：这一活动，教师可以先不让学生听，直接让他们Look and match. 在完成之
后，再让学生听录音检查自己的答案，并跟读。跟读也为下面的会话交流做了一定的准备。）
。
5
欢迎下载

精品文档

Step 4 Listening
1. Before listening, ask the Ss to look at the pictures and
talk about what cities they may be.
2. Activity 3. Listen and tick. Then heck the answers with
them.
3. Activity 5. Listen again and match the people with the
activities. Check the answers with them.
4. Activity 4. Listen again and answer the questions. Check
the answers with them.
（
设计意图: 在听之前，让学生先讨论教材中的图 片能让他们先熟悉要听的内容。接着，
要让他们明白在听的过程中要完成的任务。把教材中的活动4和活 动5调整了一下顺序是
因为学生对于回答问题总是比较害怕，也觉得比较难。所以可以把这一练习放到最 后去完
成。）
Step 5 Summary and Production
Make a short summary of what we’ve learned today.
(1) Useful expressions: visit the zoo, go swimming skiing
skating sailing fishing boating, climb mountains,
play volleyball on the beach, pick apples
(2) Everyday English:
How was your vacation?
It was wonderful great not bad.
We had great fun.
Did you enjoy yourselves?
Where did you go? Where did your family go?
What did you do there?
（设计意图:对本课时所学集体做个小结，让学生明确单元教学目标，
方便学生补充笔记。）
Step 6 Homework
1. Review the key words and phrases we have learned this
class
。
6
欢迎下载

精品文档
2. Preview the dialogue on page 4.
.

七、板书设计
Useful expressions:
visit the zoo
go swimming skiing
sailing skating fishing
pick apples
climb mountains
play volleyball on the beach

（设计意图，用不同颜色的粉笔让学生 对本节课所学的新词、要求掌握的重点一目了然。
同时，教师的板书也是学生很好的笔记样板。学生在记 笔记的过程中也学会了该如何突出
重点。）














Unit 1 We laughed into tears!

The Second Period: Listening and Speaking

。
7
欢迎下载

精品文档
一． The Analysis of Teaching Material
第一单元的教学内容主要为：能够 听懂并谈论假期中的活动；能够看懂关于家庭成员
的小故事；能够描述一些已经发生过的有趣的经历；能 够掌握并运用一般过去时的肯
定式和否定式；能够在朗读时注意句子中的重读音节。本单元的话题虽然亲 切，教师
仍然要注意运用多种教学手段，并关注每一个学生，在一些教学步骤中采用分层设计，
帮助学生达成教学目标。

二． Teaching Aims:
1.
Knowledge aims
知识目标
⑴ 帮助学生掌握以下词汇：如ski, mountain, beach, sail,
skate, vacation, wonderful, parent等
⑵ 帮助学生掌握询问和提供过去的经历所使用的词组和句型，如：
a. useful expressions about some activities:
visit the zoo, go swimming skating skiing boating
sailing fishing, pick apples, climb mountains, play
volleyball on the beach, etc.
b. ask for and give information on past experiences:
How was your vacation?
It was wonderful great not bad.
We had great fun.
Where did your family go? Where did you go?
I went to …. We went to ….
What did you do there?
2.
Ability Aims
能力目标
⑴ 学生能听懂关于询问和提供过去的经历的对话。
⑵ 学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。
3. Emotional Aims
情感目标
在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。

三. Teaching Important Points:教学重点
。
8
欢迎下载

精品文档
能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。
四. Teaching Difficult Points教学难点
提供以及询问过去的经历的词汇和句型

五．Teaching Procedures:
Step 1 Revision
1. Review what we have learnt in last class
2. Ask some students to talk about the interesting
activities

Step 2 Speaking (Activity 6.)
1. Read the dialogue quickly and underline the sentences.
2. Practice the dialogue with partners and underline the
vacation activities.
（设计意图：让学生在进行交流前，能有一个 很好的例子可以模仿。两人练习则可以
互相帮助。）
3. Students listen to the dialogue and read it aloud
4. The teacher explains the important language points in
the dialogue

Step 3 Practice (Activity 7)
1. Look at the pictures and talk in pairs.
2. Ask some pairs to act out their dialogues. If some Ss
have difficulties, the teacher can give them some
hints.
(设计意图： 让学生表演对话，一来可以检查学生的掌握情况，以便教师在下一活
动中进行调整。二来可以锻炼学生的 胆量。而教师在鼓励学生表演时，不应只请一
些表达能力较强的学生，也应多多地把机会给能力较弱的学 生。在这里，教师可以
根据教材上的内容，事先准备一些AB角色转换卡片。以Kunming为例：
。
9
欢迎下载

精品文档

Card A: Card B:
若是学生的能力还要更弱一些，教师也可以把卡片中的信息再给得完整些。这样，
Where? Kunming
既给了这些学生开口的机会，让他们增添一份自信，同时也保护了他们的自尊心。）
What…weather …? warm

What … do? went boating
Step 4 Practice (Activity 8)
Did you …? great
1. Ask each student to interview five students with
the chart.
2. Ask five students to product their interview
（设计意图:学习利用调查、询问的方式来获取信息，，增进同学之间的彼此了解。）

Step 5 Summary and Production
Make a short summary of what we’ve learned today.

Step 6 Homework
1. Practice the dialogue with your classmate after
class.
2. Make a similar dialogue, talking about winter
vacation.

六．Blackboard Design

How was your vacation?
What was the weather like there?
Where did you go? Where did
your family go?
Did you enjoy yourselves?
You can answer like this:
It was wonderful great not
bad.
It was hot warm …
I went to Harbin with my parents.

。
10
欢迎下载

精品文档






The Third Period:
Reading & Writing 1

一、教材分析
本课时系教材《英语2》（基础模块 高教版）第一单元的第三课时，为Reading &
Writing部分，具体内容为：能够看懂关于家庭成员的小故事；能够描述一些已经发生过
的有趣的 经历。教材中的阅读材料在第二册中的篇幅长度和难度都有了一定的提高，教师
在教学中做好铺垫工作， 帮助学生克服畏难情绪。

二、教学目标

1. 知识目标
⑴ 帮助学生理解并掌握以下词汇：如career, housewife, household, daily, return,
hesitation, typical, chore, volunteer, ham等
⑵ 能够看懂教材中的两个关于家庭成员的故事。
2. 能力目标
⑴ 学生能根据不同的阅读需求，正确地掌握一些阅读的方法，如skimming, scanning等。
⑵ 学生能在理解故事的前提下，根据所给提示词语，复述家庭成员的故事。
(3) 学生能从连词成句渐渐过渡到连句成段，简单地描述自己或家庭成员的经历。
3. 情感目标
在描述家庭成员的过程中，学生能慢慢体会到对父母的爱、对家庭的爱，学会珍惜自己所拥有的一切。
。
11
欢迎下载

精品文档

三． 教学重点、难点
1. 教学重点
能够看懂关于家庭成员的小故事；能够描述一些已经发生过的有趣的经历。
2. 教学难点
能够描述一些已经发生过的有趣的经历。

四．教学方法
1. Task-based approach
2. Communicative approach


五、教学步骤
Step One Lead-in
1. Revision.
The teacher greets the Ss and get them to talk about
their holidays.
T: How was your winter vacation?
Where did you go?
What was the weather like there?
What did you do?
Did your family have a good time?
Who made a decision in your family during the
vacation?
Who had more experience in your family?

2. Involve more questions about families. Make a short
survey.
In your family,
who does the housework?
Your
father

Your
mother

You
。
12
欢迎下载

精品文档
who is the most hard-working?
who is the laziest?
who is the funniest?
who likes eating most?
who usually makes decisions?
…

Step Two Reading


















1. Activity 10: fast reading. Get the Ss to read the
letters as quickly as they can and tick the right topic.
Then check the answer with the whole class.
2. Activity 11. Read the letter again and tick the things
Bob’s mother and Ben’s father did.
3. Activity 12. Read the letters again and tick the correct
sentences. Then check the answers with the Ss. See if they
have any problems, help them with some important and
difficult points.
4. Reading aloud. Get the Ss to read the letters by
themselves. While they are reading, the teacher walks
around to help them.
5. Activity 13: Complete the summary of Ben’s story. Then
check the answers with the Ss. Ask the Ss to prepare for
telling the stories.

Step Three Writing
1. Group work: Activity 14. Get the Ss to use the given
information to describe the pictures. The teacher can get
the Ss to work in groups and then ask some individuals to
do it orally. Finally, ask the Ss to write down the
sentences according to the pictures.
2. Activity 15. Get the Ss to connect all the sentences.
。
13
欢迎下载

精品文档

Step Four Homework
1. Retell one of the two short stories that you are
interested in.
2. Complete Activity 15.
3. Write down some expressions that are associated with
your experiences in your childhood or in the vacation.

六、板书设计
Bob’s story:
career woman
household
daily
return to
slip
on the driveway
send … to the hospital
without hesitation



Ben’s story:
typical housewife
do the housework
family chores
last Sunday afternoon
volunteer to do
a shopping list
half an hour later
open a large grocery bag
start to do
The Fourth Period: Reading and Writing 2
一、教材分析
本课时系教材《英语2》（基础模块 高教版）第一单元的第四课时，为Reading &
Writing部分，具体内容为：能够看懂关 于家庭成员的小故事；能够描述一些已经发生过
的有趣的经历。这节课主要讲解文章中的重点词汇和难懂 的句子。

二、教学目标

1. 知识目标
⑴ 帮助学生理解并掌握以下词汇：如career, housewife, household, daily, return,
hesitation, typical, chore, volunteer, ham等
⑵ 能够看懂教材中的两个关于家庭成员的故事。
。
14
欢迎下载

精品文档
2. 能力目标
⑴ 学生能掌握文章的重点词汇
⑵ 学生能在理解故事的前提下，根据所给提示词语，复述家庭成员的故事。
(3) 学生能从连词成句渐渐过渡到连句成段，简单地描述自己或家庭成员的经历。
3. 情感目标
在描述家庭成员的过程中，学生能慢慢体会到对父母的爱、对家庭的爱，学会珍惜自己所
拥有的一切。

三． 教学重点、难点
1. 教学重点
文章中的复杂的疑难句子。
2. 教学难点
能够描述一些已经发生过的有趣的经历。

四．教学方法
1. Task-based approach
2. Communicative approach


五、教学步骤
Step 1 Revision
Step 2 Language Points
1. go out for ‘‘出去做某事“， go out for sth.
eg If it doesn’t rain, we will go out for a picnic.
2. daily adj. “每日的，日常的”
eg That’s how I earn my daily bread.
3. driveway
。
15
欢迎下载

精品文档
4. return to “返回”
eg The girl returned to her hometown after she
finished her study.
5. slip v. “滑倒，失足”
eg. She slipped over on the ice and broke her leg.
6. send→sent, send sb sth=send sth to sb
eg If you need money, I will send it to you.
He was sent by his mother to buy some milk.
7. without prep. “没有”
eg She volunteered without hesitation.
speak without thinking脱口而出
8. typical“典型的，有代表性的”， typical of sbsth
eg This is a typical example of Roman pottery.
This meal is typical of local for cookery.
9. volunteer v. “自愿做，义务做”
volunteer to do sth
Jill volunteered to organized a petition.
Seeveral staff members volunteered for early
retirement.
。
16
欢迎下载

精品文档

Step 3 Summary
1. Talk about the main idea of the text.
2. Point the key words in the text.
Step 4 Homework
what we have learnt in the class.
w the language in use.
3. Students write compositions about their mother.

The Fourth Period: Reading and

Writing 2
out for ‘‘出去做某事“， go out for
sth.
2. daily adj. “每日的，日常的”

ay
to “返回”
5. slip v. “滑倒，失足”
6. send→sent, send sb sth=send sth to sb
7. without prep. “没有”
8. typical“典型的，有代表性的”， typical of
sbsth
9. volunteer v. “自愿做，义务做”
volunteer to do sth










。
17
欢迎下载

精品文档



















。
18
欢迎下载

精品文档





The Sixth Period: Vocabulary Practice

一、教材分析
1. 教学内容
本课时系教材《英语2》（基础模块 高教版）第一单元的第六课时，为vocabulary
consolidation 部分，具体内容为：通过各种方式，利用具体的语境使用和练习词汇，从
而巩固本单元的重点词汇。并让学生运用本单元所学的语言材料完成一个真实的交际任务，
通过 一系列步骤让学生在真实环境中应用语言。培养学生在朗读英语时养成良好的语音习
惯，重视句子中的单 词重读。
2. 教学重点、难点
⑴ 教学重点
通过各种方式，利用具体的语境使 用和练习词汇，从而巩固本单元的重点词汇。通过一系
列步骤让学生在真实环境中应用语言。
⑵ 教学难点
让学生运用本单元所学的语言材料完成一个真实的交际任务，通过一系列步骤让 学生在真
实环境中应用语言。

二、教学目标

1. 知识目标
学生能够理解并掌握本单元的重点词汇以及以下四个动词的词语搭配：go, have, play,
make
2. 能力目标
。
19
欢迎下载

精品文档
学生运用本单元所学的语言材料完成一个真实的交际任务，通过一系 列步骤让学生在真实
环境中应用语言，谈论自己的童年趣事或假期中的趣事。
3. 情感目标
在真实情景交流中，让学生学会与同伴分享自己的经历，感受家庭带来的温暖。在回顾过
去的同 时更懂得珍惜现在，珍惜家人和朋友，健康快乐地成长。

三、教学步骤
Step One Lead-in （7 mins）
1. Collect the Ss’ homework and get some of them to tell
others key phrases of what they will talk today. Get others
to guess.
S1(Li Jie): went swimming bathed in the sun walked along
the beach
T: What did Li Jie do last vacation?
S2: She went swimming, bathed in the sun and walked along
the beach.
T: Where did she go?
S3 to S1: Did you go to Sanya?
S1: No, I didn’t.
S4 to S1: Did you go to Qingdao?
S1: No, I didn’t. I went to Thailand.
T: Who did she go with?
S5 to S1: Did you go with your parents?
S1: Yes, I did.
（设计意图：这一步骤教 师既能对学生的作业情况进行及时地检查，
教师在并听的过程中边提出问题，并且问题是结合上一课时的 知识
点，又可以检查学生们对于一般过去时的掌握情况。教师让说的学
生故弄玄虚，不把完整的 信息全部告诉大家，更增添了其他同学的
好奇心，鼓励学生用上一课时学过的句型进行提问和回答。教师 因
此也达到了复习一般过去时的目的。同时，教师也为下一班即将要
进行的表演做了铺垫。）
。
20
欢迎下载

精品文档

Step Two Vocabulary pracice (10 mins) （activity19）
1. Students read the sentences
2. The teacher gives students 5 minutes to match the
sentences.
3. The whole class check the answers together.

Step Three Drill (Activity 20)
1. Present the phrases the Ss mentioned and make a list,
omitting the verbs.
2. : Get the Ss to find the words that go together.
football a wonderful time a snowman a lot of fun
sailing swimming shopping skiing a long holiday a
terrible time volleyball skating to a park tennis a
trip to Beijing computer games with my friends with my
parents to the zoo the piano a birthday cake coffee a
birthday party a great time the zoo mountains apples
the birthday present songs stories


go






Others:

visit the zoo

pick apples

present
have play make
climb mountains
open the birthday
（设计意 图：学生在把词组归类的过程中，不但复习了不同词组的
搭配，也对本单元的重点词汇进行了很好的回顾 。）
。
21
欢迎下载

精品文档

Step Four Talking( Activity 21)
1. Talk about their holiday experience with paterners

A: Did you last vacation?


B: Yes,
go
fishing
play
tennis….
22
欢
。
迎

下载

I did.

精品文档
I went fishing with my
dad.
I played tennis every
day…..

。
23
欢迎下载

精品文档
No, I
I went skiing with my
didn’t.

brother.

I played volleyball

twice a week.
A: Did you enjoy yourself?



B:

Yes, I had a lot of fun.
No , I had a terrible

time.


2. Ask several students to present their dialogues. Use the
phrases in activity20 as mush as possible.

Step Five Summary and Homework
1. Summarize the phrases and sentences
2. Finish the exercises
四．Blackboard Design
24
欢
。
迎

下载

精品文档
The Sixth Period: Vocabulary Practice


go



have

play
make








The Seventh Period: Unit Task ＆ Fun Time
一、教材分析
1. 教学内容
本课时系教材《英语2》（基础模块 高教版）第一单元的第七课时，为unit task +
fun time部分，具体内容为：通过各种方式，利用具体的语境使用和练习词汇，从而巩固< br>本单元的重点词汇。并让学生运用本单元所学的语言材料完成一个真实的交际任务，通过
一系列步 骤让学生在真实环境中应用语言。培养学生在朗读英语时养成良好的语音习惯，
重视句子中的单词重读。
2. 教学重点、难点
⑴ 教学重点
让学生讲述自己的童年趣事
⑵ 教学难点
。
25
欢迎下载

精品文档
让学生运用本单元所学的语言材料完成一个真实的交际任务，通过一系列步骤让学生在真
实环境中应用语 言。

二、教学目标

1. 知识目标
学生能够运用本单元所学新词汇，并与全班同学分享自己的童年趣事。
2. 能力目标 学生运用本单元所学的语言材料完成一个真实的交际任务，通过一系列步骤让学生在真实
环境中应用 语言，谈论自己的童年趣事或假期中的趣事。
3. 情感目标
在真实情景交流中，让学生学 会与同伴分享自己的经历，感受家庭带来的温暖。在回顾过
去的同时更懂得珍惜现在，珍惜家人和朋友， 健康快乐地成长。

三、教学步骤
Step One Lead-in （7 mins）
1. Everyone has a childhood, and childhood experiences are
often very funny.
2. The students think about their childhood.


Step Two Practice (22 mins)
T: Everyone has some experiences that are very funny.
Our class is to hold a funny story acting competition.
1. Ss work in groups of four. The Ss share their stories in
the group.
2. Choose a representative for the competition.
3. Vote for the funniest storyteller in the class.
4. Tell the Ss that they can use as many expressions in
Activity 20 & 21 as possible.
（设计意图：故事的素材要求学生事先已经找好，在前两个课时结
。
26
欢迎下载

精品文档
束后，教师也分步骤地进 行了相关作业的布置。在课堂上，教师要
求学生先进行小组活动，除了要选出小组中最好的一名讲故事者 之
外，更重要的是，学生能够在这一活动中互相帮助、互相合作，克
服学习上的困难。教师引导 学生可以参考活动20和21，是让他们
能够学会寻求书本的帮助，真正让书本为他们所用，成为他们的 好
朋友、好老师。）

Step Three Fun Time (5 mins )
1. Play the tape for the Ss to listen and pay attention to
the stressed syllables.
2. Play the tape again for the Ss to listen and repeat. And
ask the Ss to pay special attention to the words in black.
3. Practice. Get the Ss to work in pairs. While one of them
is reading, the other should listen carefully and point out
if his or her partner reads it well.
4. Ask individuals to read it in front of the class.
（设计意图：通过对话朗读来提高学生的朗读技巧。要求学生在朗读英语时养成良好的语音习惯，重视句中的单词重读。在此，应告
诉学生英语重读的一般规律。而在 这里安排的两人一组活动可以让
学生互听互帮。）

Step Four Homework (1 mins )
Review Unit 1 and prepare for the dictation.

四、板书设计
Useful phrases: Useful expressions:
I went to…
go fishing shopping Where did you go last vacation?
We went to …
skiing …
to a park to What did you do?
I made a snowman.
Beijing …
I went swimming.
have a party a long
…
holiday a lot of How was your vacation?
It was wonderful.
It was terrible.
。
27
欢迎下载

…

精品文档
fun …
play basketball
volleyball … Did you enjoy yourselves?
Yes, I had lots of fun.
with my parents …
No, I had a terrible time.
make a cake a snowman
…
climb mountains pick
apples
visit the zoo do
the housework
…













。
28
欢迎下载

精品文档


The Eighth Period: Life and Culture
I. Analysis of Teaching Material
During this period, we will learn a reading passage named
“Edna Cookie, an Inuit’ Girl”. I will practice students’
fast reading ability and students will know something about
Inuit people. The whole text consists of two paragraphs.
II. Teaching Aims
1. Knowledge aims
(1).Students should master some new words in the text.
(2).Students should know something about Inuit people
2. Ability Aims
(1).Students ‘ reading ability should be practiced
(2).Students can talk freely about the people in other
places
。
29
欢迎下载

精品文档
3. Emotional aims
(1). Students can get know different people in
different countries.
III. Teaching Important Points
1 . To help students to get key information from
the text.
2. To encourage students to talk about different
people in different countries
ng Difficult Points
How to help students understand the text quickly and
correctly.
V. Teaching Method
- based approach
and answer
VI. Teaching Procedures
。
30
欢迎下载

精品文档
Step1. Lead-in
Ask students the following questions:
1. Have you ever met foreigners ?
2. What do you think of the life in other countries?
Step 2 Pre- Reading
1. Ask students to look at the title of the text “Edna
Cookie, an Inuit’ Girl”, then encourage students to guess
the main idea of the text .
2. Students go through the text as quickly as they
can ,and see if their guessing is right or not.
about the answers and make some assessments.
Step3 While- Reading
1. Ask students to read the text again and answer the
following questions.
(1) How old is Edna Cookie, the Inuit’ Girl?
。
31
欢迎下载

精品文档

(2) Where did she live?

(3) Can you talk about her family?

(4) Why does the author think that hitchhiking is the
least reliable method of travelling?

whole class check answers together.
n language points
(1) hitchhike 搭便车(在美国，大家把右手大拇指伸出向下)
hitchhiker搭便车的人
eg John hitchhiked to New York during his vacation.
(2) vehicle车
(3 )reliable可信的
eg She was efficient and reliable.
。
32
欢迎下载

精品文档
(4) destination目的地
(5) youth hostel青年旅馆
Step 4 After –Reading
1. Ask students to read text again
2. The students talk about the different customs
between China and western countries.
Step 5 Summary and Homework
Read the text as much as possible.

Blackboard Design
(1) hitchhike 搭便车(在美国，大家把右手大拇
指伸出向下) hitchhiker搭便车的人
(2) vehicle车
(3 )reliable可信的
(4) destination目的地
(5) youth hostel青年旅馆

。
33
欢迎下载