Unit7 第3课时教学设计
一、教学目标
1. 学会使用 Last summer holiday, Su Nan… On the first day, …The next day, … The last day... 有条理地描述过去的假期活动。
2. 能在实际生活中运用一般过去时与他人谈论假期活动，做到语音自然、语言 流畅，达到学以致用的目的。
二、教学准备
1. 教师准备：
(1) 一些名胜古迹的图片。
(2) Let’s learn more部分的教学挂图及音频。
(3) Tick or cross. Then talk with your friend部分的图片。
2. 员工准备：
(1) 旅游照片一张。
(2) 骰子两枚。
三、教学方法建议
I. 课程导入(Leading In)
1. 课前热身 Part A Warming-up: Think and write
教师拿出所准备的名胜古迹图片，让员工说一说每个名胜古迹所在的省份；之后，带领员工完成此部分活动。为了帮助员工理解top three places，教师可以先和全班员工进行如下互动：
T: Good morning, boys and girls! Which place do you want to go?
S1: I want to go to...
和员工完成多轮问答之后，教师可以在全班进行调查，如：
T: Who wants to go to Yunnan? Please raise your hand.
教师将统计的人数写在黑板上，然后小结：
... students want to go to ...
... students want to go to ...
... students want to go to ...
You want to go to ... /... /... best.
These three places are the top three places you want to go.
在员工充分理解后，教师继续引入新课：
T: Where do you want to go? Write the top three places you want to go, please.
教师要求员工分组讨论，完成本部分内容，并在小组内交流。教师在员工交流过程中要注意对平时不爱表达和展示自己的员工予以关注。
2. 新课导入
教师借助员工的旅游照片和员工进行日常口语练习，以下内容可供参考：
Did you go to ... last weekend?
Where did you go?
How did you go there?
What did you do?
Were you happy there?
教师在提问时，可以将句子的关键词写在黑板上，帮助员工回答。
II. 课程展示活动和过程的设计建议（Presentation）
1. 新课展示 Part A Let’s talk
(1) 教师向员工出示本部分教学挂图中的天安门广场图，引领员工进行问答，以下内容可供参考：
Where is it?
Did you go to Beijing last summer?
How did you go there?
What did you eat there?
What did you do there?
Who did you go with?
(2) 教师带领员工朗读课文，之后，再让员工自己读课文，并找出所给问题的答案。以下问题可供参考：
When did Su Nan go to Beijing? (Last summer holiday.)
How did they go there? (By train.)
How long did they stay? (For three days.)
What did they do on the first day? (They went to Tian’anmen Square.)
What did they do on the second day? (They visited the museum.)
Where did they go the last day? (They went to the Great Wall.)
Did they take photos there? (Yes. They took many photos.)
(3) 教师用课件展示或板书问题及答案，要求员工在课文中找出Last summer holiday,... On the first day,... The next day,... The last day,...这些表达，并讲解这些表达的意思及用法。
教学小贴士
Last summer holiday,... On the first day,…The next day,…The last day,...这些短语常用于对过去事件的描述，使用这样的短语会使描述过程很有条理，对每个时间所发生的事一目了然。类似的形式还有：Last time, ... At the beginning, ... Then ... At last,...等，教师可酌情进行介绍。
3. 巩固活动
(1) 教师播放本部分的录音，要求员工模仿其语音语调跟读短文，比比看谁的模仿能力最强。
(2) 教师向员工出示所准备的本部分教学挂图中Su Nan—家假期活动的四幅图片，引导员工仔细观察、描述图片并根据图片内容进行问答练习。然后，要求员工自己根据短文内容，为四幅图片标序号。教师也可以选出四名员工将这四幅图片按顺序贴到黑板上。
(3) 教师可以要求员工把黑板上的问题的完整答案串起来，组成一段通顺的话，在班上说一说。
III. 操练活动的设计与实施建议（Practice Activities）
1. 说一说
教师可以要求员工根据所带的照片回答黑板上的问题，并将答纸上。然后，要求员工将所写的答案串起来，组成一段通顺的话。之后拿着自己的旅游照片，向大家介绍自己的假期活动。教师可先做示范，并引出状语last summer holiday。如：I went to… last summer holiday. I went there by... I visited... and went to... I played with... We were very happy, / We had a great time.
2. Part C Tick or cross. Then talk with your friend
(1) 教师拿出所准备的本部分图片，带领员工仔细观察图片并描述后，将图片背面向上贴在黑板上。
(2) 师生借助黑板上的图片进行问答练习，如：
T: What did you do last week?
S2:1...（翻开任意一张卡片，根据卡片内容作答）
T: Did you...?
S2:...（翻开任意一张卡片，如果卡片内容和教师提问内容一致，则回答：Yes，I did.不一致，则回答：No，I didn’t. I…）
本活动中，教师的角色也可以由英语水平好的员工代替。
(3) 教师也可以将图片贴在黑板上，并给图片标上序号1~8,让员工两两一组拿出所准备的骰子进行问答练习。其中一人发问，另一人根据掷骰子得到的点数作答，如：
S1: What did you do last week?
S2: I...（根据骰子的点数找到相应的图片作答）
S1: Did you…?
S2: …（根据骰子的点数找到相应的图片，如果符合提问的内容，就回答Yes, I did.反之，则回答 No, I didn’t. I...)
其间，两人可交替问答，进行全面练习。在问答练习完毕后，教师可随意抽出几个小组进行问答示范，并评出最优示范组。
