Period 2
Teaching aims and demands
Knowledge: talk about future plans
Learn future tense
Moral education: communication with others freely.
Ability: Talk about things planned to happen
Key points:
What are you doing for vacation?
I’m spending time with my friends.
What is she doing for vacation?
She’s babysitting her brother.
Where is she going for vacation?
She’s going to Italy.
4. When is she going?
She’s going on Monday / on the 12th / next week.
5. How long is she staying?
She’s staying just for four weeks.
Difficult points
进行时间表计划安排
be doing sth表示在计划中的将来，要做的事情on schedule
打算将要做的事情，或根据判断得出的结论。
Teaching methods: Task based
Step 1 Revision
What are you doing for vacation?
How are you going there?
Where are you going?
When are you going?
How long are you staying?
Step 2 Listening
Where did Pierre go at first?
When is Pierre leaving?
Step 3 Reading
Is he taking a long vacation or a short vacation?
Where did he plan to do at last? Why?
Which part of Canada is he going, in the north or in the south?
How many activities is he going to do?
Step 4 writing
Finish off 3a.
Step 5 task
On the way to Canada, Pierre is staying in Beijing for two days (Saturday and Sunday). Please plan schedules for him.
place of interests in Beijing:
Tian’an men Square 天安门广场
the Palace Museum 故宫
the Temple of Heaven 天坛
the Great Wall 长城
the Ming Tombs 明十三陵
the Fragrant Hills 香山
the Summer Palace 颐和园
the Ruins of Yuanming yuan 圆明园
History Museum 历史博物馆
The World Park 世界公园
Museum of Science and Technology 科技馆
Beijing Amusement Park 北京游乐园
Plan schedules in groups
Report the plan.
Good morning, Pierre. I’m … from … Travel Agency. I’m glad to share the next two days with you…
Write the plan.
Correct a report in class.
Homework:
Rewrite the report.
教学点评及反思：
一．环节设计思路：
本课从课本入手，
用课本内容引出课外活动，层次清晰。
首先面向全体学生进行简单的复习，目的在于巩固几个基本句型。然后把课本中阅读的短文用听力的方式引入，别出心裁。其主要目的在于营造较轻松的语言环境，缓解部分学生对于读写的畏惧心理。接下来，从听说引入读写，给学生铺垫知识的过程。读写并不脱离听说，因为语言是交流的工具，因此，在读的过程中适当穿插说，既练习口头表达，又巩固了读的成效。最后，本课的中心任务自然引出，要学生为短文的主人公安排到北京旅游的日程。整个课堂设计由浅入深，循序渐进，难度过渡非常自然。
二．课后反思：
学生是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何一层层的导入，由易至难的阶梯状任务何时引入，如何引入都是关键所在。同时要注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利的开展，学生才能在活动中有所得。
在课堂设计上体现了任务型教学的主导思想，以任务贯穿教师教学和学生活动的各个环节。学生活动的目的明确，每个步骤教师都给出了活动所需的语言知识内容，学生亦能准确的使用目标语言，在活动中学习掌握知识。
