Unit 3 Language in use教案推荐

初一下

Module 10 A holiday journey 复习课

教学目标（知识、技能、策略、情感、文化）

1.

能根据提示和流程图重组unit1和unit2的信息，然后复述课文内容。

2.

能围绕本模块话题，熟练使用本模块的单词和短语进行对话。

3.

能用一般过去时叙述自己或他人以前的假期生活，并就此话题进行写作。

4.

热爱旅行，热爱生活，学会通过旅行来放松和娱乐身心。

教学过程和方法

一、

感知和领会

1.

Listen to a song “long long journey”激活本课的背景信息。

T: Can you remember Betty’s holiday journey? S: Yes. T: Where did she go in her holiday? S: She went to Los Angeles and Paris. 设计意图：通过听Long long journey 这首乐曲，快速激活本模块的背景，形象直观的有助于学生迅速回忆起Betty的两次行程，为下一步复述课文做好铺垫。

2.

完成Unit1 相关的表格，并根据提示用第三人称来转述对话。

T：Do you remember Betty’s journey in unit1? Finish the form according to unit 1. S: finish the form.

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T: Two students in pairs, and describe Betty’s journey according to the form. S: Practice it. .T: Ask some students to retell it. M10 U1 What did you do? When

Where

Who… with

How to get

What

设计意图：在这一环节中，教师通过设计好的图表，来帮助学生进行unit 1对话信息的重建。学生在完成教师设计的图表之后，在通过信

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息提示使用第三人称对课文进行转述，不仅有利于巩固所学的知识，还能让其对所学知识进行整合处理后再输出，进一步锻炼学生的综合语言运用能力。

3.

指导学生完成unit 2相关的流程图，并让其用简单的语言复述课文。

T: According to Unit 2, where is Betty now? S: She is in Paris. T: Look at the diagram, can you tell me What she did at different times? S:(Some students stand up and answer the questions.) T: (Show them the whole flow diagram, and ask students to retell the passage.) S: ( Retell the passage according to the flow diagram.) The day before yesterday

yesterday airport Louvre Museum A famous palace restaurant Tomorrow

Eiffel Tower 3 o’clock

Street market This morning

设计意图：通过流程图，可以进一步激活学生对Betty此次旅行的记

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忆。看着流程图复述课文，则可以让学生用自己的语言来组织所学过的短语，不仅可以达到巩固复习的效果，还能进一步培养学生运用语言的能力，并为后面的写作做好知识方面的铺垫。

二、

思维拓展

我们了解了Betty的旅行，也了解了Betty在旅行中做了什么？请你写出你在你的旅行中做过的六件事？

We all know what Betty did in his journey. I also want to know about your holiday journey. Two students in pairs, and talk about your experience. S:(talk, then stand up and show.) T: write down your answers to the questions. 1、

write six things you did in your journey. e.g. I did some shopping , I bought a present for you. 1) ____________________________________________ 2)_____________________________________________ 3)_____________________________________________ 4)______________________________________________ 5)_____________________________________________ 6)_____________________________________________ 设计意图：通过回忆，记录旅行中的具体事件，可以提前准备作文需要的内容素材，并且训练他们写作前简写事件提纲的能力。

2、

让学生用一句话，对自己的旅行进行评价，表达自己的感受。

4

之后教师再呈现几个范例，并让学生根据自己的经历来补充形容词，丰富句子。

Make your passage colourful 1.

I really loved this _______ trip. 2.

I will never forget this ________journey. 3.

I really enjoyed myself during this _______ journey. 4.

This experience is so _______ that I will never forget. 5.

This is the most ________ journey I have ever had! Adj. wonderful, exciting, interesting, fantastic, enjoyable, relaxing, meaningful. T: How do you feel after this journey? Try to write down a sentence to describe your feelings. S:(Think and write down one sentence to comment on his own journey) T: Look at these comments. Find adjectives to make them colourful. S: Good/Wonderful/ /Exciting T: Choose your favourite sentence, and write down with the best adjective. 设计意图：有意识的让学生对自己的旅行进行评价，可以让他们学会在写作中表达真情实感，并且通过改写把教师呈现的句子纳为己有，为作文增彩。

三、

总结与运用

呈现journey 一词，让学生在此情景下总结写关于journey有关作文

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时，我们需要陈述那些内容

Place

Train, taxi, boat, ship, plane, Transportation

Journey

Activities

bus, underground

go shopping, go sightseeing, play beach volleyball, visit…

Feelings

Funny, exciting, relaxing…..

T: when we write the passage about journey, we should write four parts. who can sum up? S: (students stand up to talk ) 设计意图：通过这个框架的构建，可以让学生更全面的表达旅行这一话题，通过前几个环节的层层铺垫，学生已经完成了这篇文章的大致框架，此时知识学生素材的有机整理。

(如果课堂时间允许，在课堂写作，并展示两名同学的作品) There is a popular saying now: “The world is so big, I want to have a look. Of course, we can get a lot from

Joyful Offer you a lot of unforgettable experience

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Useful to know more culture

Make us Relaxed Nice way to keep a good mood Make us Excited

Make us Youthful

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