Unit 3 What are you doing for vacation
教案示例一
Period 1
　　学习目标
　　掌握有关假期生活的动词
　　假期里自己打算的简单表达
　　谈论假期要做的事情及可能的情况。
　　谈论假期时旅游的天气，旅游者以及食物等。
　　二、学习向导
语言目标
学习策略与思维技巧
重点词汇
What are you doing for vacation? 
I’m spending time with my friends.
When is she going? 
She’s going on Monday / on the 12th / next week.
How long is she staying?
She’s staying just for four weeks.
Role playing
Listening for key words.
relaxing, visiting, spending time, babysitting, bike riding, sightseeing, fishing, take walks, rent, how long
语言结构
语言功能
跨学科学习
Present progressive as future
Where, when, how long questions
Talk about future plans
了解和熟悉北京地理
　　三．主题思维图及任务型活动

　　四．教学步骤：
　　Step 1:
　　Lead in: Listen to the tape of Section A 2a,2b
　　Before listening, two questions are given:
　　What are they doing on vacation?
　　When are they going on vacation?
　　Step 2:
　　Task one: show one’s own vacation plan.
　　Pair work and presentation.
　　Brain storm: let students speak out the vacation activities they’d like to do.
　　Step 3:
　　Task two: Travel around.
　　Listen to the tape of Section B2a,ab.
　　Step 4:
　　Class work: ask classmates about their vacation plan and fill in a chart.
Name
Place
Weather
Activities
When
How long
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
　　Sample:
Name
Place
Weather
Activities
When
How long
Mary
Hongkong
Sunny, warm and humid
Going to the beaches, going to the Sea Park…
Next summer
Two weeks
Jim
…
 
 
 
 
…
 
 
 
 
 
　　Step 5:
　　Task three: Venessa’s tour in Beijing.
　　Imagine you are a tourist guide from … agency. You plan the schedules with you group mates for Venessa in Beijing.
　　The schedule must contains:
　　Where are you going?
　　What are you doing there?
　　What should tourists take with them?
　　Where are you leaving from?
　　What time are you leaving?
　　What are you eating?
　　Step 6:
　　Report:
　　Hi, Venessa. I’m glad to tell you the agenda. ...
　　Step7:
　　Homework: write down your schedule and write a letter to her.
　　教学点评及反思：
　　一．环节设计思路：
　　本课以听说为主线，以三个环环相扣，循序渐进的任务展开知识学习。
　　首先就以课本中的一段对话听力引入，将学生自然带入语言环境，并初步感受到本课的主要话题是谈论假期活动。由此引出本课第一个任务，学生自己谈论各自的假期活动安排，并为第二个任务做了铺垫。学会陈述自己的情况之后，还要交流和了解他人的假期活动，因此，第二个任务接踵而来，学生开始自由调查班级里其他同学的假期活动安排是怎样的。这个任务承上启下，它引出本课的中心任务：即为Venessa安排北京之旅的日程。
　　二．课后反思：
　　本课在设计上听说结合，相得益彰。首先给学生创造了一个语言环境，让学生自然融入，然后，缓缓导入阶梯状任务链，循序渐进，难度不断加大，但坡度平缓，铺垫充分且扎实，因此学生在完成最后的中心任务时亦不觉吃力，整堂课学生活动充分，教师的引导点到为止，给学生较大的空间发挥和创造。另外，教师在几个任务之间的点评也很及时到位，给学生非常清晰的范例和指示，利于学生明确任务的方向。

生词表: