七年级英语下册第10单元教案
2019-2020学年人教版英语七年级下册Unit 10 I’d like some noodle
2019-2020学年人教版英语七年级下册Unit 10 I’d like some noodles.全单元教案主编人：审稿人：学习目标1.知识目标：能够识记并运用本单元重点单词和短语（详见单词表），以及重点句型（详见课本第57页Grammar Focus）。
语法：（1.）表达意愿would like 的句型结构：肯定句、否定句、一般疑问句、特殊疑问句。
询问意愿句型：Would you like …?的应答Yes , please./No, thanks.（2.）可数名词与不可数名词：1.)可数名词变复数的规则变化：(a.)一般情况加s,例：book-books，map-maps(b.)以s/x/sh/ch结尾加es,例：box-boxes, bus-buses, watch-watches.(c.)以辅音字母加y结尾，变y为i加es,例:city-cities, family-families。
(d.)以f或fe结尾，变f/fe为v加es,例：knife-knives, leaf-leaves.注意：以o结尾的名词变复数时多数情况加s.如radio-radios, photo-photos等。
我们以初中阶段学过的以o结尾的名词复数，只有hero, tomato, potato三个词后加es。
我们可记为：“英雄吃西红柿拌土豆意有意思（-es）。
”2.)可数名词变复数的不规则变化：（a.）改a为e型：man-men, woman-women, Frenchman-Frenchmen.(b.)改oo为ee型：foot-feet, tooth-teeth.(c.)在词尾加en：child-chidren, ox-oxen.(d.)其他特殊变化：mouse-mice.(e.)有些名词的单复数相同，如：sheep, deer, Chinese, Japanese.3.)不可数名词的表达：数词+表示数量的名词(可数名词)+of+不可数名词。
人教版七年级英语下册全册备课教案
七年级下册英语教学计划一、教学基本情况简析1、教材简析七年级下册共12个单元，全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。
每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇。
每个单元都分为A、B两部分。
A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。
每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。
它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。
通过确定教学目标，采用听、说、读、写，自我检测等手段，有效提高学习效率，体现了以学生为主体的思想。
不过这套教材是基于城市学生的状况编写的，对于我们农村学生来说，学起来的确有些吃力，光是一千多个单词就吓退了不少学生学习英语的兴趣。
但我们还必须知难而上，为了提高农村的英语教学成绩而努力。
2、学情简析经过一学期的学习，从上期期末成绩来看，我所担任班级学生总体上对英语基础基础知识掌握较差。
只有少数学生学习目的明确，掌握了英语学习的一些基本方法，能够积极主动认真地学习，学习成绩优秀。
而大部分学生对英语感到困难，没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。
主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。
一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。
学生的听力也还有待提高，在这方面失分也较多。
主要是听的时间太少，接触英语的时间不多。
还有极少部分学生已经放弃学习英语。
二、指导思想根据七年级学生的生理及心理特点和本学期的英语教学目标，我确定了如下的教学指导思想：激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立学习英语的自信心；培养学生的语感和良好的语音、语调基础，使他们形成初步运用英语进行日常交流的能力，为进一步学习打下基础。
七年级英语外研版下册教案通用5篇
七年级英语外研版下册教案通用5篇七年级英语外研版下册教案通用5篇英语教师研制一份教案，是为了加强课堂教学的目的性和计划性。
下面是小编为你准备的七年级英语外研版下册教案，快来借鉴一下并自己写一篇与我们分享吧！七年级英语外研版下册教案篇1一、指导思想在本学期的英语教学中，坚持《英语课程标准》中以下教学理念，面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
总之，让学生在使用英语中学习英语，让学生成为使用者而不仅仅是学习者。
让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
二、教材分析这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。
与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。
本书每个模块都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为三个单元。
Unit1部分是基本对话内容，Unit2部分是短文，主要是阅读训练。
Unit3是扩展和综合的语言运用。
三、学生基本情况分析我所任教的是七年级1、2班英语，只有少部分学生的英语基础较好，取得了一定的成绩，大多数学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；没有养成良好的.学习习惯，不能做好课前预习课后复习，不善于发现和总结语言规律，不注意知识的巩固和积累。
四、具体措施1、每天背诵课文中的重点对话。
目的：要求学生背诵并默写英语句子，培养学生良好的英语语感。
2、每天听写本节课中需要用到的重点生词，常用句子或习语。
利用“互测及教师抽查”及时检查，保证效果并坚持下去。
2024年七年级英语教学设计
2024年七年级英语教学设计2024年七年级英语教学设计1一、指导思想认真学习新课程教学大纲和全册教材。
明确教学任务和教材体系，把握重点单元和章节，在此基础上制订全学期授课计划。
掌握教材的教育因素和知识点，根据教材和学生的实际，确定重点难点，明确德育渗透，双基训练、智能培养等各项教学目标，精心设计教学程序，选定教学方法。
端正教育思想，全面贯彻教育方针，努力探索教学规律，遵循教学原则，积极推进素质教育.二、教学目标在新课程理论的指导下，我将以学校教育处和英语教研组工作计划为指导，积极听课，加强课堂教学，高效地完成本学期英语教学目标。
并积极参加教科研活动，加强理论学习，努力使自身的教学水平、业务能力有更大的提高。
同时，通过传授与学生生活密切联系的英语知识，训练英语的听说能力，培养学生学习英语的兴趣和运用英语的能力，最终使学生从“学会英语”向“会用英语”发展。
三、学情分析本学期我担任七年级(5)、(6)班的英语教学工作，七(5)班共有学生57人，男生33个，女生24个。
七(6)班有学生57人，男生32个,女生25个。
在这些学生中，两个班均是男生人数大于女生，学生英语基础知识和听说能力水平不一，大部分学生虽然在小学接触过英语，但应用能力十分薄弱，特别是听力题，大部分学生听起来都很吃力。
面对学生掌握英语的程度不一，我将采用高效课堂模式，分层教学与整体教学相结合的方式完成教学任务，努力提高他们的英语水平。
另外，两班学生在情感态度、学习策略和文化意识方面还存在诸多需要进一步解决的问题。
例如：个别学生不明确学习英语的目的;有些同学对学好英语缺乏自信，不敢用英语表达;缺乏小组合作意识;一些学生没养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性;不善于发现和总结语言规律，不注意知识的巩固和积累。
所以，现阶段最重要的是激发学生学习英语的兴趣和积极性，帮助他们增强信心，克服困难。
除了从思想上给予引导之外，更重要的是在教学上，有针对性、目的性、有系统、有计划地上好课。
初一英语第10单元
“教学中的互联网搜索”教案设计课题： Where did you go on vacation?单位：新疆乌鲁木齐市第92中学作者：苏莉Unit 10 Where did you go on vacation?教案背景：Where did you go last vacation?是七年级下第十单元内容。
其教学知识重、难点是过去式的认知、使用。
而当时学生按正常的教学进度才学完第八单元。
学生所认知掌握的是有关一般现在时知识。
在学生没有任何过去时基础知识背景下，即跨越两个单元，既要处理好动词的过去式，又要实现新词汇及目标语言的掌握。
教材分析:谈论过去时，需要将语言知识与学生实际生活相结合，以恰当的活动为载体，让学生在课堂中练习，掌握知识与能力。
教学方法:PPP（Presentation, Practice, Production）教案设计：Language aims(语言目标):Vocabulary New Words:camp, museum, guide, exam, rainy,New phrases:summer camp, the Great Wa ll, the Palace Museum, Tian’an Men Square, go to the mountains, on vacation, bus trip, feel happy Expressions:Where did you go on vacation? I went to New York City. Where did he /she go on vacation? He / She went to the mountains. Did you /he /she go to Central Park?Structures:Where did you go on vacation? I went to Summer Camp.Where did they go on vacation? They went to New York City.Where did he / she go on vacation? She / He visited his / heruncle.Did you / she / he / they go to Central Park?Yes, I / he/ she/ they do. No, I / he/she/they don’t.Teaching key point(教学重点):Where did you go on vacation? I went to Summer Camp.Where did they go on vacation? They went to New York City.Where did he / she go on vacation? She / He visited his / heruncle.Teaching difficult point(教学难点): The simple past tenseAbility aims(能力目标):Listening, speaking, reading and writing教学过程：Teaching proceduresStep 1: Warming upActivity 11.Play a guessing game to show the structure “What doyou do on weekend?”watch, clean, go, doAsk students to change the words into the past forms together.“What did you do last weekend?”watched, cleaned went and did,Read the past forms loudly.2.Give students a picture to show the differencesbetween the time and the tenses.Activity 2Go on asking where did you / he / she/ go last weekend using the verbs they learned. Focus their attention on the different forms of verbs.Step 2: PresentingLet students say out the verbs learnt before and teacher can help them say as many as possible. Show new words: summer camp, the Great Wall, the Palace Museum, Tian’an M en Square, go to the mountains, on vacation,1.Ask students: Did you stay at home yesterday?Did you stay at school last weekend?Where did you go on vacation?Where did your parents go on vacation?2.Repeat the new language points.Step 3: PracticingActivity 11. Change the forms of these verbs:2. Students work in pairs. Ask and answer about wheretheir parents, friends and they went yesterday / lastweekend / on vacation.Model: A: Where did you go yesterday?B: I stayed at home. Did you stay at home? A: Yes, I did. No, I did n’t. I went to the park.B: Where did your parents go on vacation?A: They went to Beijing last month.3. Check some pairs.Activity 21.Point to the pictures. Let students talk about wherethe people went in pairs.Model: visit ---visited2.Check the answers.Activity 31.Point out the numbered list of activities. Ask studentsto repeat.2.Then ask students to match each phrase with one of thepictures.3.Check the answers.Step 4: Practice1.Point to the pictures. Ask students to tell what theperson did in each scene.For example: She went to the mountains.He went to the beach.2.Do pairwork.3.Check some pairs.1.went to the mountains2.visited my uncle3.stayed at home4.went to New York City5.went to summer camp4.Students work in pairs. Ask and answer about where Tina/ Brad /Sally / Xiang Hua and Tom went on vacation. Step 5:Consolidation1. Memory challenge.2. Play it the first time, show how to do for students.3. Check the answers.Did Dory go to Central Park? Yes, she did.4. Fill in the blanks.5. Check the answers.6. True or false.Step 6: Practicing ( groupwork )Activity 11.Ask students in your group: Where did you go lastvacation?2. Give a talk about the last vacation of the studentsin your group.Step 7: HomeworkWrite a passage about your last vacation.教学设计优势该课在目标设定、教学过程、课程评价和教学资源的开发等方面我都以突出学生为主体的思想为指导。
初中语法第10单元教案
初中语法第10单元教案教学目标：1. 让学生掌握现在完成时的结构：主语 + have/has + 过去分词。
2. 让学生理解现在完成时的意义和用法。
3. 培养学生运用现在完成时描述过去发生的动作或存在的状态的能力。
教学内容：1. 现在完成时的结构。
2. 现在完成时的意义和用法。
3. 现在完成时的练习。
教学步骤：Step 1: 引入1. 教师通过提问引导学生思考过去发生的动作或存在的状态对现在的影响。
2. 学生分享自己的经历，如：“我昨天去了公园”，“我有一个新的铅笔”。
Step 2: 讲解现在完成时的结构1. 教师介绍现在完成时的结构：主语 + have/has + 过去分词。
2. 学生跟读并模仿。
Step 3: 讲解现在完成时的意义和用法1. 教师通过例句解释现在完成时的意义和用法。
- 我昨天去了公园。
（表示过去发生的动作对现在的影响）- 我有一个新的铅笔。
（表示过去发生的动作对现在的影响）2. 学生跟读并模仿。
Step 4: 练习1. 教师给出一些句子，让学生用现在完成时进行改写。
- 他吃了早餐。
（改写）- 她去学校了。
（改写）2. 学生独立完成练习，教师进行反馈和指导。
Step 5: 小组活动1. 学生分组，每组编写一个现在完成时的句子。
2. 每组轮流展示自己的句子，其他组进行评价和反馈。
Step 6: 总结1. 教师回顾现在完成时的结构和用法。
2. 学生提问并解答。
Step 7: 作业1. 教师布置作业：用现在完成时写一篇小作文，描述自己的一天。
2. 学生完成作业，教师进行批改和反馈。
教学评价：1. 观察学生在课堂上的参与程度和理解程度。
2. 批改学生的练习和作业，了解学生的掌握情况。
3. 学生对现在完成时的运用能力。
外研版英语七年级下册Module10_Unit 1 第1课时单元教案与反思
Module 10 A holiday journey东宫白庶子,南寺远禅师。
——白居易《远师》枫岭头学校张海泉Unit l第1课时自主学习方案1.学生自学新词汇(见教材P109)。
2.学生自学教材(P60)，找出课文中重点词组和句子。
课堂导学方案Step 1情景导入教师询问学生：你们出去旅游过吗？如果出去过，那你们曾去过哪儿？和谁一起去的？你在哪里做过什么？等等。
然后邀请学生作答。
环节说明：教师的问话，开门见山导入本节的语言学习重点，学生们一定会有很大的兴趣来积极参入本节教学活动中去。
Step 2完成教材1的任务1.熟读任务1里的地点名称，为下列任务做准备。
2.在地图上找到这些地方。
3.听录音，按你听到的顺序把这些地方编号。
4.小结训练。
汉译英。
(1)I was so excited(兴奋的).(2) He has been to Pacific Ocean(太平洋).(3)Where are you going on holiday(假期)？环节说明：此环节是让学生熟练掌握新词汇。
Step 3完成教材2的对话理解1.大声朗读2，学生自己理解短文，然后找出重难点句子。
2.教师详细讲解。
学生熟记语言重点。
3.放录音，学生跟读。
熟悉教材，培养语感。
4.小结训练。
(A)（1）We __________ at the party last night. We were very happy.A. had a good timeB. had good timeC. had a timeD. had a hard time(B)（2）It __________ Li Ming 1 hour __________ his homework.A. took, doB. took, to doC. takes, doD. will take, do(A)（3）We know __________ about the moon now.A. a lotB. lots ofC. lotsD. lot环节说明：通过教师讲解，学生的理解记忆,小结训练让学生来熟悉教材，在学习本节的重点语言知识的同时也初步接触动词过去时态的特殊疑问句式。
人教版七年级英语下册unit 10 I'd like some nooodles. 全单元教案
Unit 10 I’d like some noodles.Period 1 section A 1a-1cTeaching Aims and Demands1.Knowledge objects(1)Key words: noodles, beef, mutton, chicken, cabbage, potatoes, tomatoes.(2)Target Language: What kind of noodles would you like?I’d like beef and tomato noodles, please.(3)Listening practice and speaking practice(4)To learn the countable and uncountable nouns.2.Ability objectsTo train students’ ability of listening and speaking.Teaching Focuses1. To learn the names of food and the countable and uncountable nouns;2. To learn how to order food;3. To make pair work.Teaching ProceduresStep 1 Presentation1. Teach the new words of food used in noodles.2. Look at the numbered list of ingredients. Read and repeat.Step2. PresentationPractice “would like”1.A: What would you like? B:I’d like.....2.A:What kind of meat would you like? B:I’d like.....3.A:What kind of drink would you like? B:I’d like.....4. Ask students to match each word with the foods in 1a.5.Show the sign ___Special 1, Special2, Special3 to understand their meanings.Step3. Grammar1.Present the countable and uncountable nouns.2.List many words, and let the students discuss in groups and tell us what kinds of nouns thesewords are.Step4. PresentationPresent the target language as following:A: What would you like?B:I’d like.....A: What kind of noodles would you like?B: I’d like beef and tomato noodles, please.Step5. Practice the drill1、Read the conversation above.2、Ask students to work in pairs. One person is the waiter, the other one is the customer. Thenlet them perform the conversation in front of the classroom.Step6. Listening1b1、Show three bowls of noodles in picture. Ask: What ingredients are in these noodles?2、Play the recording the first time .Students only listen.3、Play the recording a second time and correct the answers.Step7. PresentationMake a survey to your friends. Ask: What kind of noodles would you like? Fill in the form, then make a report.Step8. PresentationPresent the target language as following:A: What size bowl of noodles would you like?B: I’d like a large / medium / small bowl of noodles.Step9. Role playLet the students perform the conversation as following, imagining they are in a restaurant (Each student can be both the waiter and the customer):A: What kind of noodles would you like?B: I’d like beef and tomato noodles, please.A: What size bowl of noodles would you like?B: I’d like a large / medium / small bowl of noodles.Step10. Listening1、Listen and check the names of the foods they hear in 2a.2、Listen and fill in the blanks in 2b.Play the recording a second time.Step11.Pair work1. Ask and answer questions with your partner. Use the information in 2a.2. Show the conversations of 2a on the big screen to the Ss.3. Make a model for the Ss.T: What kind of noodles would you like?S1: I'd like beef noodles, please.…3. Ss work in pairs and practice the conversations.Step 12. Role-play1. Ask Ss to read the conversation in 2d and find the answer to this question：What would they like?(They would like one large bowl of beef soup, one gongbao chicken, and one mapo tofu with rice.)2. Check the answers with the Ss.3. Ss work with their partners and role-play the conversation.Step 13 . Language points1. May I take your order? 你可以点菜了吗？也可以说“Can I take (have) your order?”,“Are you ready to order?”这些都是服务员请客人点菜的礼貌用语。
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仁化二中 Orla单元整体说明I．单元教材分析本单元是九年制义务课程标准实验教科书七年级英语下册第10单元教案。
本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。
因此“Where did you go on vacation?"" Did you go to the beach? Yes，I did．No，I didn’t．”等是教学的重点。
通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。
II．单元知识结构（1）词汇：museum, exam, New York City; Central Park，exam，were，rainy， delicious，crowded expensive，cheap, water, cry, feel, corner, back, decide, the Great Wall, the Palace Museum, Tian’an Men Square. etc（2）句型:Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes，she did．No, she didn’t。
How was the weather? It was humid.(3) 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。
III．单元总体目标1．Master the vocabulary2．Master and use：Where did you go on vacation?I went to summer camp·Did she go to Central Park？Yes，she did．No, she didn’t单元教学重难点一览重点难点1．V ocabulary and Expressions2. Grammar Focus：Where did you go on vacation？I went to summer camp. Did she go on Central Park？Yes, she did．/ No, she didn’t Use the simple past tense to talk about activities that happened in the past in English with the foll owing sentences：Where did you go on vacation?Did you go to…？Yes. … /No，…IV.单元学情分析学生在第九单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。
假期活动Such as; take a trip,go to summer camps, go fishing, go swimming, and so on接近学生的生活，They are all interested in talking about it.本节公开课的内容是Section B的2a,2b,3a,3b部分，第4课时。
Section B（二）I. 教学内容Section B中2a．2b．3a,3b.II. 教学目标(1) 知识与能力（Knowledge Objects）1．Match the vocabulary：delicious, awful expensive, inexpensive, crowded，felt, corner, walk, the Great Wall, Tiananmen’s Square, the Palace museum, Hutong2. Master and use：Where did Vera go on vacation?Did Vera like the vacation?How were the stores? They were very expensive.（2）能力目标：（Ability objects）Train students’ listening and writing skills.Train students’ speaking skill and reading skills.（3.）道德目标：（Moral Object）People often can’t help buying something they really don’t need on holiday. So think before guying.(2) 过程与方法通过多媒体图片大量练习句型，提出问题，解决问题，体现师生互动。
引入本课，设置会话情景来激发学生兴趣，调动其学习主动性。
利用情感态度价值观教育学生热爱生活，积极参与班级集体活动。
（3）教学重、难点及教学突破重点：1．The vocabulary：water, cry, feel, corner, back, decide, the Great Wall, the Palace Museum, Tian’an Men Square. etc2. language：Where did you \ they\ he\ she go on vacation?I＼They \ He＼She went to Japan．How were the museums/ people /stores? They were crowded expensive /friendly．难点：Use the language to talk about past events．教学突破：对于本课的单词短语通过多媒体图画和设置的情境来引出学习。
Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。
教学准备教师准备：录音机、磁带、课件学生准备：预习生词和课文。
教学步骤教学步骤、时间教师活动学生活动电脑应用Step 1Organization（1’） Organize Ss by greeting each other. Greeting to T.Step 2 Revision（5’） 1.Review some adjectives:Ask：What do you think of this book?Is it interesting?（通过对话引出前一节课所学的形容词expensive 等，知识回忆）Ask Ss use these words to make some sentences.2.Review the target language of this unit, through showing Ss some picturesAsk: Look at these pictures,and answer my questions:A: What did he / s he / they / do over the weekend?B: Where did he / she / they / go on vacation? Answer the questio nstogetherSay：It’s expensive． One by one Ss stand up and answer these questions.One by one Ss stand up and an swer these questions. 多媒体体图片多媒体体图片Step 3Listening(2a)(4') 1． Point out the two questions. Say: After you hear the conversation, plea se answer these questions. 2． Read the questions to the class.3. Play the recording the first time. Students only listen.This time say, listen to the recording and write the answer to each question.3. l isten to the recording the second time.correct the answers.1．She went to Tokyo.2. Yes, she did.Tape script Girl: Hi, Vera , How was your vacation?Vera: It was great！Girl: Where did you go?Vera: I went to Tokyo with my family.Girl]: Really? Wow！What did you do there?Vera：Well, we went to a lot of museums.Girl: Oh, how were they？Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese p eople?Vera: Yeah，the people were really friendly．My parents have some Japanese friends，and we had dinner at their house．Girl：How was the food?Vera：It was delicious．I love Japanese food． Ss listen to the tape and fill in the blanks.Ss check the an swer together. Use computer show Ss the form of the listening. Show Ss the answers of 2a. Step 4Listening(2b)(7’) This activity provides furtherlistening practice using the target language Call attention to the chart. Read the words in the chart：Her vacation, the museum the stores，the people，the food．Point out the sample answer. Say，What does Vera think of her vacation? It was great.Play the recording. Play the recording a second time．Ask students to finish filling in their answers and to check their answers．Correct the ans wers．Answers．vacation-greatpeople -- friendlymuseums一interesting, crowdedfood-- deliciousstore一expensivedelicious relaxing Listen.Then answer．Listen and write.Then discuss the keys in pairs Read and practice in pairs.Read aloud. then discuss the keys．Listen and fill in thechart．Then di scussthe keys． RecorderUse computer show them the answers.多媒体多媒体Step 5Pair work(10’) Use the target language to make a diologue talk about your own vacation.T his activity provides guided oral practice using the target language．Call attention to the question words．Practice with a student to make an example for the class ．Ask Where did you go on vaca tion? Say，please work in pairs．As students talk，move around the roomoffering pronunciation and language support as needed． Pair WorkSs wor k in pairs and use the target language to talk about their own vocation.Sptep 5Reading(12’)3a 1．Let the students read Kim’s travel diary and find the new words．2．Teach the new words: water ,cry, feel, corner,etc.Expla in the meaning and the usage of the new words．Let the students write the new words．3．Say，Now read the diary and circleall the good things about Bob’s holiday．Underline all the bad things. Ask them to notice the de script ion words that tell them w hether something is“good”or “bad，” You may want to ask a student to tell you what the first “bad thing” was.4．Check the answers．AnswersGood things：The weather(great) The beach(beautiful)Playing in the waves(fun)Helped the small boy find his fa ther(happy)Playing tennis (really fun)Eating Sichuan food (delicious)Bad things：Shops were too crowedMuseum (boring)No money for taxi/walking back tohotel（tired）5．The teacher tell the students the methods of writing the diary. Read Bob's travel diary and find out the new words．Read the new words after then write them in the notebooks．Read again and finish the activity individually.Then discuss in pain:Read aloud，Then read the diary，try to learn the key words by hearts.Check the answers. Show the main points to SsShow Ss the go od things and the bac things on computerSummary(5’) Sum up the main points of this class and do some writing practice to consolidate t he knowledge we learned. Ss do the exercises. Show the exercise on computerHomework（1’） Imagine you are an American student on vacation in Beijing.Writea travel diary. Show the exercise on computer本课小结本节课总共学习了7个新单词以及复习巩固了where和how句式。