16（八年级上册）Unit 1 Section B（2a-2e）（教案3）

skybamboo

Unit 1 Where did you go on vacation?
Section B（2a-2e）

Teaching Aims	Language goals   To learn how to describe your vacation.    Key words and phrases enjoyable, activity, decide, try, feel like, trader, wonder, difference, top, wait, because of, below, enough Key sentences 1. What activities do you find enjoyable? 2. What a difference a day makes! 3. When we got to the top, it was raining really hard.
Teaching Difficulties	Let students know how to describe their vacations.
Teaching Aids	multimedia courseware or other realia that the T needs for teaching

Teaching Procedures	Tips
Step 1 Warming up
Ask Ss to work in pairs or in groups of four and talk about the questions: What do people usually do on vacation? What activities do you find enjoyable? (Tip: T can give Ss some prompts, e.g. spend time with families, go sightseeing, go fishing, go hiking.) Lead in Show picture of Merdeka Square, Petronas Twin Towers and Masjid Putra to Ss. Ask them if they know these places or if they have seen these pictures on TV or magazines before. T can introduce a little about these three places or other places of interests in Malaysia to Ss.
Step 2 Presentation & Reading
Pre-reading Introduce the two words: Malaysia and Malaysian to Ss. Ask them to distinguish the difference between these two words. Tell Ss that before reading they’re going to learn something about Malaysia from four aspects: famous places, food, recommended activities in Malaysia and weather. (In order to let Ss to know more about the culture of a different country, T can introduce more specifically about these aspects of Malaysia.) Famous places: Penang Hill, Weld Quay, Georgetown Food: Nyonya dishes, Malaysian yellow noodles, Nasi lemak, Roti Canai and Teh Tarik, Bah Kut Teh / Chic Kut Teh, Asam Laksa Weather: sunny and hot Recommended activities: paragliding, ride the bicycle, go to the mountains, walk around the town 2a T may want to do this activity as a class in the following way: Have Ss close their textbooks. Say each activity from the reading, one at a time, eliciting the correct spelling from Ss and writing the activities on the board (going to the beach, paragliding, eating new foods, riding a bicycle, etc.) Elicit how many people enjoy and do not enjoy all of the activities listed in the text, and write the answers on the board. While-reading 2b T may want to enhance interest in the passage to be read by having Ss compete to scan the passage in the following way: Ss should be asked to close their textbooks. Write on the board: Did Jane have a good time on Monday? What about on Tuesday? Read aloud (and have Ss repeat) the questions. Make sure that Ss understand the meaning. Have all Ss stand. Tell Ss that they are gong to compete to scan the passage in the textbook and finish the answers to the questions on the board. Remind Ss that they should not read the entire passage. They should only read enough to be able to answer the questions. Tell Ss that they should sit down when they find the answers to the questions and that the first person to seated in is the winner. Have Ss do the activity. Confirm that the first person sitting down knows the answers to the questions, and announce the winner to the class. Elicit from Ss the key words that helped them to answer the questions. Answer: Jane had a goo time on Monday but not on Tuesday. 2c Tell Ss that this time, they need to read Jane’s entire diary and fill in the chart. Answers: 2d Ask Ss to complete the conversation about Jane’s trip to Penang using the information in the diary entries. T may want to take the opportunity to remind Ss that some words often go together. This is true for many verbs, e.g. we arrive at or in a place or we go to the place, so in reading, Jane wrote that she arrived in Penang, but in the conversation, she says that she went to Penang. After Ss have done the activity, T may want Ss to role play the dialog. Encourage Ss to show appropriate feelings when they are speaking. Answers: went, Malaysia, did, family, sunny, paragliding, rode, father, was, waited, wet, umbrella, enough Show Ss a mind map of 2b, tell Ss that they can make their own mind maps to help them retell the passage. 2e Before Ss attempt this activity, T can ask Ss to identify the past tense of each verb. T can also write the verbs in brackets on the board and have Ss work in pairs to write the verbs in the past tense. Then, T can ask Ss to fill in the blanks with the correct forms of the verbs in brackets. Answers: was, went, walked, started, saw, stopped, drank, walked, got, was, looked Summary Use the mind map to make a conclusion of how to introduce a trip on vacation. Remind Ss the adjectives that can be used in introduction.
Step 3Language points learning
decide v. 决定；选定, “决定干某事”为decide to do sth., “做决定”是make a decision, 相当于动词decide。 try v.& n. 尝试；设法；努力, try to do sth.的意思是“试图或努力去做某事”，try doing sth.的意思是“尝试 / 试验一下某种方法”。 feel like + 从句，意为“觉得好像是......”；feel like + 动名词，意为“想做......”。 below指的是物体在某物下方，但不一定是正下方，所指范围较宽。反义词是above。 enough作形容词时, 可置于所修饰的名词之前或不定代词 (something, somebody…)之后。 enough作副词时, 一般应放在所修饰的形容词、副词或动词的后面。
Step 4 Summary & Homework
Summary Ask Ss to do the exercises from PPT P36-38. Homework Read both of Jane’s diary entries out loud. Get into pairs and role play the conversation in 2d. Do the exercises in students’ book.
Teaching Reflection	In the fifth period, the most important thing is reading. The students should know the form of a diary. Before reading, the teacher can start free talk to teach new words and expressions.While reading, we can ask the students to answer some questions. It can help them comprehend the two diaries. Through the study of the two diaries in 2b and the following exercises, we can help the students master the key words, phrases and sentence patterns in this class, and cultivate the students’ comprehensive reading ability. After reading, we can talk about the reading passage and discuss some questions to check how well the students learn from the passage. The students should be given some written work to do after class.