河南省南乐县张果屯乡中学七年级英语下册《Unit 10 Where did you go on vacation Selfcheck》教案 人教新目标版.doc

河南省南乐县张果屯乡中学七年级英语下册《Unit 10 Where did you go on vacation Selfcheck》教案 人教新目标版
Step 1 Reading
This activity provides reading and writing practice using the target language.
Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)
After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.
Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?
Then say, Write the word was or were in each blank. Ask students to complete the activity on their own.
Correct the answers.
Step 2 Speaking
This activity provides guided oral practice using the target language.
Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, in this picture a girl is on a bus. The girl is taking a bus trip. Ask, what does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.
Say, Now work with a partner. Make your own conversations about the pictures.
Say a dialogue with a student. Point to the food picture. Ask, How was the food? The student replies, It was awful. Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Step 3 Practice
This activity provides reading practice using the target language.
Call attention to Kirn's diary. Ask a different student to read each entry in the diary. Answer any questions students have about the new words.
Explain the instructions to the activity. Point out the sample answer "weather". Say, The weather was a good thing. It was "great".
Say, Now read the diary and circle all the good things about Kirn's holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is "good" or "bad" (e.g. "great", "beautiful", "fun" = good; "not much fun", "boring", "crowded" = bad). You may want to ask a student to tell
you what the first "bad thing" was (i.e. Kirn's kite breaking).
Ask students to finish the activity individually.
Check the answers.
Step 4 Writing
This activity provides guided writing practice using the target language.
Say, Now write a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.
Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.
Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.)
Step 5 Consolidation
This activity gives students listening and speaking practice using the target language.
Say, Now you can talk about an imaginary vacation. Pretend you are a foreigner who came to China on vacation. Think about what nationality you are and the places in China you visited.
Ask students to get into groups of four. Tell them to pretend that they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.
As students talk, move around the room, offering vocabulary and pronunciation support as needed.