人教版初中七年级英语下册第十单元Unit 10 教案含教学反思
第10单元I’d like some noodles.类别课程标准要求掌握的内容话题Food食物Section A 单词noodle n.面条beef n.牛肉potato n.土豆；马铃薯would modal v.(表示意愿)愿意yet adv.还；仍然large adj.大号的；大的order n.& v.点菜；命令size n.大小；尺码bowl n.碗meat n.(可食用的)肉special n.特色菜；特价品adj.特别的；特殊的cabbage n.卷心菜；洋白菜mutton n.羊肉tofu n.豆腐短语would like愿意；喜欢take one’s order 点菜what size多大（尺寸）one （large）bowl of…一（大）碗……what kind of哪一种……句型1.—What would you like? 您想要点什么？—I’d like some noodles. 我想要些面条。
2. Are there any vegetables in the beef noodles?牛肉面里有蔬菜吗？3. We’d also like gongbao chicken and some mapo tofu with rice.句型1. The number of candles is the person’s age.蜡烛的数量是过生日的人的年龄。
2. If he or she blows out all the candles in one go，the wish will come true. 如果他/她一口气吹灭所有的蜡烛，许的愿望便会成真。
3. They never cut up the noodles because the long noodles are a symbol of long life. 他们从不切碎面条，因为长长的面条是长寿的象征。
4. We are short of fish. 我们缺少鱼。
语法 1.would like的用法 2.可数名词与不可数名词写作为店铺写广告写作为店铺写广告知识目标掌握would like的用法。
能力目标知识目标掌握would like的用法。
能力目标能够听懂并学会订餐用语；掌握常见的事物名词；能够读懂有关食品的文章及菜单；能够为面馆、水饺店等写宣传广告。
情感目标培养良好的饮食习惯，注意营养均衡、合理搭配。
【课时建议】本单元建议5课时Section A （1a~2d）………………………………………………………………………………………1课时Section A （3a～3c）……………………………………………………………………………………1课时Section B （1a～1d）……………………………………………………………………………………1课时Section B （2a~2c）……………………………………………………………………………………1课时Section B （3a～3c）……………………………………………………………………………………1课时词汇短语：主要采用图片及多媒体展示助记法。
基本句子：采用多媒体展示及交际法（利用多媒体展示两人进行交际时的情景）。
语法：would like的用法——采用情景练习与记忆法。
Section A 第1课时（1a~2d）类别学习重点重点单词beef, noodle, potato, would, yet, special, order, bowl, size, large重点短语would like, beef noodles, take one’s order，one（large）bowl of重点句式1. —What would you like? —I’m not sure yet.2. Are there any vegetables in the beef noodles?课前预习写一写1.牛肉beef2.面条noodle3.土豆potato4.还；仍然yet5.特色菜special6.点菜order7.碗bowl 8.尺码;大小size 9.大的large译一译1.想;想要would like 2.牛肉面beef noodles3.点菜take one’s order4.一（大）碗……a （large）bowl of…背一背1. —你想要什么？—我还没确定。
—What would you like? —I’m not sure yet.2.牛肉面里有些蔬菜吗？Are there any vegetables in the beef noodles?新课导入Teacher: Everyone has his own taste. So what kind of food do you like? What’s your favorite food? Do you like noodles? What kind of noodles do you like? Today we’ll talk about different kinds of noodles.新课展示【完成教材1a~1c的教学任务】1.学生认真观察1a图片中的食物，然后将单词与图片匹配，集体核对答案。
2.老师领读单词，并纠正发音。
3.学生认真听录音，勾出顾客所点的面条，集体核对答案，完成课本上1b的听力任务。
4.让学生两人一组练习1a中的对话，然后编新对话进行练习，并请一些学生表演他们的对话。
典例参考：Would you like to play basketball with me?2.他有任何兄弟姐妹吗？Does he have any brothers or sisters?3.中国是一个历史悠久的国家。
China is a country with a long history.活学活练（C）1.—Would you like some beef? —________.A. Yes, I wouldB. No, I wouldn’tC. Yes, pleaseD. Thanks （A）2.I don’t have milk for breakfast.A. anyB. someC. manyD. all （D）3.Project Hope has built many schools big classrooms and libraries.A. inB. ofC. forD. with布置作业：教师引导学生课后完成本课时对应练习，并预习下一课时内容。
教学反思本课时以学生自身的口味入手，通过学生感兴趣的话题导入新课，结合听说练习，提高学生的听力和口语水平。
教学过程中老师的疑问：教师点评和总结：教学说明：就学生感兴趣的身边的话题导入新课，简洁明了，引人入胜。
教学说明：听说结合，第一时间向学生传达语言目标，通过结对对话练习，使语言目标得以强化。
Section A第2课时（3a~3c）类别学习重点重点单词meat重点句式1. May I have your order?2. What size would you like?课前预习写一写肉meat背一背1.您可以点菜了吗？May I have your order?2.您要多大（碗）的？What size would you like?新课导入Teacher: Do you like noodles? What kind of noodles do you like?Student 1: Yes, I like noodles very much. And I like beef noodles with vegetables. Teacher: What about you?Student 2: I like tomato noodles.新课展示【完成教材3a~3c的教学任务】1.认真读3a的两组句子，然后将两组句子组成一个完整的对话，集体核对答案。
2.学生两人一组练习对话，可以根据自身实际情况来练习，教师请几组学生表演。
3.让学生利用所给的信息提示来写出问题和答语，并请学生将答案展示在黑板上。
要求学生识记句子，两人一组互相提问，完成3b。
新课展示4.以小组为单位，每个学生用What would you like to eat?这个问题来采访其他的学生，其他学生用3c中所给的食物进行回答，然后把学生的名字填在相应的食物上面的卡片上，最后利用采访的结果完成一篇小短文。
典例参考：In our group, ×× would like hamburgers. ××× and ×× would like tomato and egg rice. ××× and ×× would like beef and carrot noodles.【语法提要】what sizewhat size…?是用来询问物体的大小、尺寸的常用句型。
size是名词，意为“大小；尺码”，既可以表示物体的大小，又可以表示服装、鞋帽等的尺码、号码。
例句：—What size of shoes does your father wear?你爸爸穿多大码的鞋子？—He wears Size 8.他穿8码的（鞋子）。
【问题探究】根据汉语意思完成句子。
你的公寓有多大? What size is your apartment？活学活练（B）—What of noodles would you like?—Small, please.A.k indB. sizeC. kindsD. sizes布置作业：教师引导学生课后完成本课时对应练习，并预习下一课时内容。
教学反思本课时以师生对话的方式自然引入新课，同时通过听、说、读、写相结合的方式巩固重点知识，强化教学内容。
教学过程中老师的疑问：教师点评和总结：教学说明：通过师生互动复习上节课的内容，为新课的学习打下基础。
教学说明：通过本环节的学习，学生对前一阶段所学的知识进行复习巩固，同时也锻炼了学生的口语和写作能力。
Section B第3课时（1a~1d）类别学习重点重点单词dumpling, fish, pancake重点短语green tea, order form重点句式I don’t like onions, green tea or porridge.课前预习写一写 1.饺子dumpling 2.鱼fish 3.烙饼；薄饼pancake 译一译 1.绿茶green tea 2.点菜单order form背一背我不喜欢洋葱、绿茶和粥。
人教版新目标七年级下册教案及反思《Unit10 Where did you go on vacation》
Step31a
教师活动
1. Using multi-media , show students similar pictures to1aseparately and tell them each picture shows something a person did last weekend, then ask the students to talk about the pictures like this:
人教版新目标七年级下册教案及反思《Unit10 Where did you go on vacation?》
Teaching Design for Section A1a-Grammar Focus
(Unit10 Where did you go on vacation? Go For It Book2)
（我们现在到哪了？你能用英语告诉我吗？谁去过？你去过吗？怎么样？）
学生活动
Goafter the teacher to enjoy thebeautiful placesand try to say them in Englishand say something about it, if went there before.（跟随老师一块欣赏名胜并尽量用英语说出所看到的名胜;如果可能，说说这些名胜。）
4.Read the new words and expressions to the class.（读给同学们听。）
设计意图
This activity introduces the new vocabulary using real pictures by object teaching .It’s helpful for students to understand and remember them.（该活动旨在利用图片进行直观教学，呈现新词，帮助学生理解记忆。）
人教版七年级英语下册Unit10-教案
Unit 10 I’d like some noodles.Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：noodles, mutton, beef, cabbage, potato, special, would, would like, order, bowl, size, tofu能掌握以下句型：①—What would you like?②—I'm not sure yet. Are there any vegetables in the beef noodles?③May I take your order?④—Can we have two bowls of beef soup then?—Sure. What size would you like?—Medium, please.2) 能了解以下语法：情态动词would的用法；3）能掌握订餐或叫外卖等的用语。
2. 情感态度价值观目标：体会学习英语的乐趣，做到“在用中学”“在学中用”。
养成一个良好的饮食习惯。
二、教学重难点1. 教学重点：1) 学习掌握本课时的重点词组及表达方式。
2) 引导学生们做听、说的训练。
2. 教学难点：通过role-play的方式掌握如何订餐等用语。
三、教学过程Ⅰ. Warming-up and lead in1. Watch a video program about food and vegetables.2. Ask and answer: What's your favorite food/drink/vegetables?Ⅱ. Presentation1. (show some pictures of food on the big screen)Present some new words and expressions to the Ss.2. Ss learn the new words and expressions by themselves and try to remember them.3. Work on 1a:Read the words on the left and look at the pictures on the right. Write the letters of the food on the line. Then check the answers.Ⅲ. Game (Guess the food.)(Show some pictures of food on the big screen)Let Ss guess what food it is.Ss try to guess the food and learn the words.Ⅳ. ListeningT: In the following conversation, one man is ordering some food. Now, let’s listen to the tape, find out the right noodles the person orders.Play the recording for the Ss to listen and check the answers.Ⅴ. Pair work1.Present the conversation in 1b on the big screen and ask Ss to practice it.2. Make their own conversations using the noodles in the picture.3. Let some pairs act out their conversations.Ⅵ. Listening1. Work on 2a;T: Now, look at the pictures on the right, listen to the conversations and check the names of the foods you hear.(Play the recording for the first time, students only listen carefully.Then, listen to the recording again, and check the names of the foods.Check the answers. )2. Work on 2b:(Play the recording for the Ss to listen and complete the sentences.)Play the recording twice. The first time Ss just listen. And the second time, Ss listen and write down the words.(If necessary, use the pause button to help Ss)3. Check the answers.Ⅶ. 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.Ⅷ. Role-play1. Ask Ss to read the conversation in 2d and find the answer to this question：What would they like?(They would like onelarge bowlof 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.VIII. Language pointsIX. ExercisesHomework1. Review the words and expressions in this period.2. Role-play the conversation in 2d.3. Write a short conversation to order some noodles you like in a restaurant.板书设计：一、1.2.二、教学重难点1. 教学重点：1) 总结订餐所用语言及句子结构。
【精选】人教版七年级英语下册Unit10(第十单元)优秀教案
Unit 10 I'd like some noodles.第一课时Section A (1a1c)【学习目标】1．重点单词：noodle, mutton, beef, cabbage, potato, special, would, yet2．重点短语：would like3．重点句式：—What would you like?—I'd like the beef noodles.I'm not sure yet.【学习重点】1．日常生活中有关食物的名称2．区分可数名词与不可数名词3．掌握“would like”的用法【学习难点】1．区分可数名词与不可数名词【自主学习】一、预习课本P55新单词并识记，完成下面的汉译英。
1．面条__________ 2.羊肉__________3．牛肉__________ 4.洋白菜__________5．土豆__________ 6.特色菜__________7．愿意__________ 8.还，仍然__________二、认真预习1a，1b，1c，找出下列短语和句型。
1．牛肉面__________ 2.想要 __________3．你想要什么？4. 我想要这些牛肉面。
5. 我还不知道。
【课堂导学】Step 1情景导入Teacher：As we all know, we can't live without food. We have to eat something to keep us strong and healthy. Everyone has his own taste. So what kind of food do you like？What's your favorite food? Do you like noodles? What kind of noodles do you like? Today we'll talk about the kinds of noodles.环节说明：就学生感兴趣的身边的话题导入新课，简洁明了，引人入胜。
人教版新目标七年级英语下册 Unit 10教学设计(5课时)
人教版新目标七年级英语下册 Unit 10教学设计（5课时）一. 教材分析人教版新目标七年级英语下册Unit 10主要讲述了关于日常生活中的不同职业和人们的工作内容。
通过本单元的学习，学生能够掌握与职业相关的词汇和表达方式，听懂、会说、会读关于不同职业的对话，并能够运用所学知识进行简单的交流。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣，提高学生的英语交际能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇知识，具备一定的听、说、读、写能力。
但部分学生对英语学习仍存在恐惧心理，缺乏自信心。
针对这一情况，教师应关注学生的个体差异，鼓励学生积极参与课堂活动，增强学生的自信心。
此外，学生对日常生活中的不同职业有一定的了解，但可能对某些职业的具体工作内容不够清楚，教师应在教学中予以补充和拓展。
三. 教学目标1.知识目标：学生能够掌握与职业相关的词汇和表达方式，了解不同职业的工作内容。
2.能力目标：学生能够听懂、会说、会读关于不同职业的对话，并能够运用所学知识进行简单的交流。
3.情感目标：培养学生对不同职业的尊重和理解，拓宽视野，树立正确的职业观念。
四. 教学重难点1.重点：学生能够掌握与职业相关的词汇和表达方式，听懂、会说、会读关于不同职业的对话。
2.难点：学生能够运用所学知识进行简单的交流，并能够正确运用职业词汇进行表达。
五. 教学方法1.情境教学法：通过设定各种职业情境，让学生在实际语境中学习和运用职业词汇和表达方式。
2.交际教学法：引导学生参与角色扮演、小组讨论等互动活动，提高学生的英语交际能力。
3.任务型教学法：布置相关职业的调查任务，让学生在完成任务的过程中，巩固和拓展所学知识。
六. 教学准备1.教学课件：制作含有不同职业图片、词汇和对话的课件，以便在课堂上进行展示和教学。
2.教学素材：准备与职业相关的图片、视频等素材，丰富教学内容，提高学生的学习兴趣。
3.调查问卷：设计一份关于学生家长职业的调查问卷，以便在课堂上进行调查和交流。
人教版七年级下册英语第十单元Unit10教案
6. 句型：做某事怎么样？ What/How about doing sth? 某人/某东西怎么样？ What about sb/sth? 如：你怎么样？What about you?
9. 待在家里：stay at home
10. 为考试而学习：study for the test = study for exams
11. 举行派对：have a party
举行晚会：have an evening party
12. 阅读：do some reading
13. 去海滩：go to the beach (beach 变复数+es)
2. –你上个周末做了什么？-- What did you do last weekend? (did 引导，动词还原) --在星期天上午，我打了网球。-- I played tennis on Sunday morning. 在上午/下午/晚上：in the morning/afternoon/evening 在星期天上午/下午/晚上：on Sunday morning/afternoon/evening 在上个星期天上午： / last Sunday morning (前不用冠词) 在上学的白天/晚上：on school days/nights
1. 表示“发生在过去的动作”，要用一般过去时，句中常含表示“过去”的时间。 一般过去时的结构：主语+V 过去式。翻译时加上“…了”。 (不管主语是“单数”还是“复数”，动词始终用“过去式”) 练：(1) He _________ (go) to school on foot yesterday. (2) – What did Jim do? -- He _________ (go) to the movies. (3) We ___________ (not go) to the cinema last Sunday.
人教新目标七年级英语下册第十单元教学设计
Unit10 I’d like some noodles .单元教学设计汪成涛一、教学内容分析及整合思路本单元是七年级英语Go for it ( 下) Unit10。
主要围绕“Order food and write food ad”这一主题展开各种教学活动.学生必须学会订餐并提供个人信息。
本单元首先介绍一些食物的名词，例如：面条、牛肉、鸡肉、羊肉、洋白菜、洋葱、土豆和西红柿。
与此同时教学本单元的重点what引导的特殊疑问句和情态动词would的用法。
Section A部分首先让学生学习一些食物类名词的表达方法，明确这些名词哪些是可数的，那些是不可数的，进而延伸并使学生掌握对面条种类的表达；与此同时借助于情景的创设，使学生学会what size...?的运用和对此句的回答。
在以上学习的基础上，学生进行简单的供餐与订餐的对话，也能听懂简单的听力材料。
Section B部分要求学生能够做调查并汇报，还能写简单的广告。
基于以上对教材的分析，本单元所学习的内容与学生的日常生活密切相关。
语言材料的可操练性比较强，如学生在谈论自己所喜爱的食物时能够畅所欲言。
教材内容将语言知识和交际训练有效地融为一体，通过从新词教学到语句教学再到片段的教学，循序渐进逐步展开，使学生学会在情景中灵活运用所学语言准确表达个人的信息，从而提高学生的听、说、读、写能力。
体现语言的交际性和工具性；在学习过程中，渗透健康饮食的重要性，同时引导学生养成平衡膳食正确消费的习惯。
体现英语教学的社会性。
本单元反复操练的句型是what would you like ? what kind of 、、、would you like ? what size 、、、would you like ?让学生在学习的过程中，熟练掌握本单元的主要内容。
二、学习者特征分析1、学生现有的能力与已掌握的知识：学生在经过了一学期的学习后已经具备了一定的听说读写基础，如在七年级上册已经学习了部分水果类名词和食物类名词，还学习了what 引导的特殊问句，为谈论本单元话题垫定了一定的基础，但学生在谈论事物的种类时，容易把起限定作用的名词误用成复数。
人教版初中七年级英语下册第十单元Unit10教案含教学反思
⼈教版初中七年级英语下册第⼗单元Unit10教案含教学反思第10单元I’d like some noodles.类别课程标准要求掌握的内容话题Food⾷物Section A 单词noodle n.⾯条beef n.⽜⾁potato n.⼟⾖；马铃薯would modal v.(表⽰意愿)愿意yet adv.还；仍然large adj.⼤号的；⼤的order n.& v.点菜；命令size n.⼤⼩；尺码bowl n.碗meat n.(可⾷⽤的)⾁special n.特⾊菜；特价品adj.特别的；特殊的cabbage n.卷⼼菜；洋⽩菜mutton n.⽺⾁tofu n.⾖腐短语would like愿意；喜欢take one’s order 点菜what size多⼤（尺⼨）one （large）bowl of…⼀（⼤）碗……what kind of哪⼀种……句型1.—What would you like? 您想要点什么？—I’d like some noodles. 我想要些⾯条。
2. Are there any vegetables in the beef noodles?⽜⾁⾯⾥有蔬菜吗？3. We’d also like gongbao chicken and some mapo tofu with rice.句型1. The number of candles is the person’s age.蜡烛的数量是过⽣⽇的⼈的年龄。
2. If he or she blows out all the candles in one go，the wish will come true. 如果他/她⼀⼝⽓吹灭所有的蜡烛，许的愿望便会成真。
3. They never cut up the noodles because the long noodles are a symbol of long life. 他们从不切碎⾯条，因为长长的⾯条是长寿的象征。
七年级英语下册第10单元教案（5篇材料）
七年级英语下册第10单元教案（5篇材料）第一篇：七年级英语下册第10单元教案仁化二中 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 Pal ace 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 vocabulary 2．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．Vocabulary 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 following 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。
人教版新目标七年级英语下册 Unit10教学设计(5课时)
人教版新目标七年级英语下册 Unit10教学设计（5课时）一. 教材分析人教版新目标七年级英语下册Unit10主要围绕一般现在时和一般过去时的用法展开。
本单元的话题是关于日常活动，通过描述人们的日常作息和周末活动来让学生掌握一般现在时和一般过去时的区别及运用。
教材通过听力、口语、阅读和写作等多个方面来训练学生的语言技能，同时培养学生的交际能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对一般现在时有一定的了解。
但是，对于一般过去时的用法和区分还相对模糊。
因此，在教学过程中，需要通过具体的情境和例子让学生理解和掌握一般过去时的用法。
此外，学生们的口语表达能力较强，但写作能力相对较弱，需要在教学过程中加强对写作的指导。
三. 教学目标1.能够正确运用一般现在时和一般过去时描述自己的日常活动和周末活动。
2.能够听懂、说出一般现在时和一般过去时的句子。
3.能够通过阅读和写作来运用一般现在时和一般过去时。
4.培养学生的交际能力和合作精神。
四. 教学重难点1.一般过去时的用法和区分。
2.如何运用一般过去时描述过去发生的事情。
五. 教学方法1.情境教学法：通过设置日常活动和周末活动的情境，让学生在实际语境中学习和运用一般现在时和一般过去时。
2.交际法：通过角色扮演、小组讨论等形式，培养学生的交际能力。
3.任务型教学法：通过完成具体任务，让学生在实践中运用所学知识。
六. 教学准备1.教学PPT：包含本节课的主要内容、情境设置、练习题等。
2.听力材料：与本节课话题相关的听力材料。
3.图片素材：与日常活动和周末活动相关的图片。
4.作业素材：相关练习题和写作题目。
七. 教学过程1.导入（5分钟）利用图片和简单的提问方式引入本节课的话题，激发学生的兴趣。
2.呈现（10分钟）通过PPT展示本节课的主要内容，包括一般过去时的定义、用法和标志性词语。
同时，结合情境展示如何运用一般过去时描述过去发生的事情。
3.操练（15分钟）让学生进行听力练习，听懂一般过去时的句子，并模仿发音。
英语人教版七年级下册10单元教案七下
Unit 10 Where did you go on vocation?（section A）ⅠTeaching Aims and Demands1.Knowledge ObjectsKey vocabularyTarget languageWhere did Tina go on vocation?She went to the mountains.2.Ability ObjectTrain students’listening, speaking, reading and writingskills.Train students’ communicative competence.3.Moral ObjectIf you have some difficulties in talking about past events,don’t worry. Practice more, and you’ll make great progresssooner or later.Ⅱ. Teaching Key PointsKey wordsThe target languageLearn to use the activities in 1a.Learn to talk about past events using the target language.Ⅲ. Teaching DifficultiesTrain student s’ listening, and speaking skills.Learn to talk about past events using the target language.Ⅳ. Teaching MethodsScene teaching method.Listening and oral practice methods.Ⅴ. Teaching AidsA tape recorderA computerⅥ. Teaching ProceduresStepⅠGreetingGreet the class as usual.Check the homework.StepⅡ1a 1b1. Each picture shows something a person did I the past.Then ask students to name each activity.2. Play a recording of three conversations. These people aretalking about what they did on vacation. Listen and writethe numbers of the names in the boxes in the picture. StepⅢ1cWork with a partner, make conversations to talk about whatthe people in activity 1a went on vacation.StepⅣ2a 2b1. Play a recording of three conversations. These people aretalking about where they went on vacation. You are to listenand match the person with the place.2. Play the same recording again. Put a check mark under theheadline ” Yes, I did.” or “ No, I don’t.”StepⅤ2c Grammer Focus1. Place students into groups of three. Suppose one of you isNancy, one is Kevin and one is Julie. Now please ask eachother questions to talk about where you went on vacation asin the sample conversation.2. Ask students to read the questions and answers in pairs. StepⅥ3a 3bFill in the blanks with the word “was “ or “were” .Look at the pictures carefully and try to describe each one. StepⅦ 4Works in groups and talk about their photos.StepⅧSummarySummary the target language we’ve learned in this class. StepⅨHomeworkWrite a short passage to talk about one of your vacations.Blackboard DesignUnit 10 Where did you go on your vacation?（section B）ⅠTeaching Aims and Demands1.Knowledge ObjectsKey words.Target language.2.Ability ObjectTrain students’ listening, speaking, reading and writingskills.Train students’ communicative competence.Self-check.3.Moral ObjectⅡ. Teaching Key PointsThe key vocabulary.The target language.Ⅲ. Teaching DifficultiesTrain students’ reading and writing skills.Write a travel diary.Complete a questionnaire and make a survey.Ⅳ. Teaching MethodsListening, reading, writing and speaking methods.Practicing methodsGroup workⅤ. Teaching AidsA computerThe blackboard.Ⅵ. Teaching ProceduresStepⅠGreetingGreet the class as usual.Check the homework.StepⅡ1a 1b1. Point out the numbered list of words in the box. Read themand have students repeat several times.2. Ask, which words are happy words and which are unhappyones? Please put them in the correct blanks.StepⅢ2a 2b1. Listen to a conversation. Vera is talking about her vacation.Please listen and answer the question.2. Play the same recording again. You are to listen and writedown the answers to these things.StepⅣ2cStudent A is Vera’s friend and Student B is Vera. Get studentto role play the conversation in pairs.StepⅤ3a 3b1. Read the diaries carefully by yourselves. Circle the goodthings about the vacation and underline the bad things.2. Imagine you are an American student on vacation in Beijing.Please write a travel diary.StepⅥ 4Place students into groups of five. Imagine you are allforeigners on vacation in China. Take turns telling whatyou did on your vacation.StepⅦSelf-check 1 2 31. Ask students to check all the words they know.2. Ask students to write five new words in theirVocab-builder.3. Help students to make up questions about the topics in theform. Write the questions on a piece of paper.StepⅧSummarySummary the target language we’ve learned in this class. StepⅨHomeworkChoose the most interesting place you have ever been to and write a travel diary.Blackboard Design教学后记：Unit 10 Where did you go on your vacation?复习教案ⅠTeaching Aims and Demands4.Knowledge ObjectsReview to talk about past tense.5.Ability ObjectImprove students’ ability of listening, speaking, readingand writing skills.Improve students’ ability of communicative competence.6.Moral ObjectIf you have time, go to somewhere you like to have a goodtime. Not only will you enjoy the beauty of our country, youwill also feel better.Ⅱ. Teaching Key PointsThe key vocabularyThe target languageReview to talk about your vacations and describe them.Ⅲ. Teaching DifficultiesTrain students’ competence abilityⅣ. Teaching MethodsPairworkPracticing methodsⅤ. Teaching AidsA computerCardsⅥ. Teaching ProceduresStepⅠTalk about past eventsWrite a travel diaryGet students to write their own diary on an extra piece of paper. Encourage students to use a dictionary for some new words.Get the students who finished the writing first to write his or hers in the blackboard. Correct any spelling and grammar mistakes with the students.StepⅡReview the target languageWhere did you go on vacation?We went to New York.Did you go to Central Park?Yes, I did.How was the weather?It was humid.StepⅢReview the structureReview Past tense of regular and irregular verbs: was/were. StepⅣReview the key vocabularyWere, stayed, visited, felt, expensive, cheep, crowded, deliciousAfter reviewed these words, then have a dictation.StepⅤSummarySummary the target language we’ve reviewed in this unit. StepⅥHomeworkReview the target language and the key words in this unit.Blackboard Design教学后记：。