4.　 This activity gives students listening and speaking practice using the target language.

Say, Now you can talk about an imaginary vacation.Pretend you are a foreigner who came to China on vacation. Think about what nationality you are and the places in China you visited.

Ask students to get into groups of four. Tell them to pretend that they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went.The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.

As students talk, move around the room, offering vocabulary and pronunciation support as needed.

4.　 This activity provides speaking practice using the target

language.

Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.

Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,

what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.

Have students interview their classmates about their vacation photo albums.

When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.

Have several pairs explain their choices of vacation destination to the rest of the class.

Section B

New language

delicious, awful

expensive, inexpensive

crowded, uncrowded

1 a　　 This activity introduces more key vocabulary.

Point out the six words. Say each word and ask students to repeat it.

Call attention to the first picture. Say, This is a ring.The price is one hundred million dollars. It's expensive!Do the same thing for all six pictures'.

Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.

Point out the sample answer. As students work, move around the room answering questions as needed.

1 b 　　This activity provides writing practice using the target

language.

Point out the smiley face and the frowny face. Say,The smiley face is for good things. The frowny face is for bad things.

Call attention to the six words in activity la. Say,Now write each word under the smiley face or under the frowny face.

Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.

Ask students to finish the activity individually.

Check the answers.

2a　　 This activity gives students practice in understanding the target language in spoken conversation.

Say, Now listen to this conversation. Vera is talking about her vacation.

Point out the two questions. Say, After you hear the conversation, please answer these questions. Read the questions to the class.

Play the recording the first time. Students only listen.

Play the recording a second time. This time say, Listen to the recording and write the answer to each question.

Correct the answers.

2b　 　This activity provides further listening practice using the target language.

Call attention to the chart. Read the words in the charher vacation, the museums, the stores, the people, thefoa

Say, Listen to the recording again. This time, write what Vera thinks about these things in the blanks ii the chart.

Point out the sample answer. Say, What does Vera thil of her vacation? It was great.

Play the recording. Students fill in the chart.

Play the recording a second time. Ask students to finish filling in their answers and to check their answers.

Correct the answers.

2c 　　This activity provides guided oral practice using tbtarget language.

Call attention to the question words. Have a student read them to the class.

Say, Please work with a partner. Student A, you are Vera's friend. Student B, you are Vera. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 2a and 2b to answer.

Help with the first question. Point to activity 2a. Ask Where did you go on vacation?

Say, Please work in pairs. As students talk, move arom the room, offering pronunciation and language support as needed.

3a　 This activity provides reading practice using the target language.

Call attention to Kirn's diary. Ask a different student to read each entry in the diary. Answer any questions students have about the new words.

Explain the instructions to the activity. Point out the sample answer "weather". Say, The weather was a good thing. It was "great".

Say, Now read the diary and circle all the good things about Kirn's holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is "good" or "bad" (e.g. "great","beautiful", "fun" = good;"not much fun", "boring","crowded" = bad). You may want to ask a student to tell

you what the first "bad thing" was (i.e. Kirn's kite breaking).

Ask students to finish the activity individually.

Check the answers.

3b　 　This activity provides guided writing practice using the target language.

Say, Now write a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.

Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.

Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.)

　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。

　教案点评：

　本课以读写为主线，最后的中心任务也落实在写。首先以听和看引入，接着从看图说话引入读写，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，本课的中心任务选自于学生目前很感兴趣的哈里波特，即是任务，又象游戏，最后的展示是以日记的形式，课后活动让学生查找并讲述神话故事，巩固过去时的练习。

　本课以读写为主线，最后的中心任务也落实在写。

　首先以听和看引入，主要目的在于：一、回顾第一课时的主要内容，复习过去时；二、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，从看图说话引入读写，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，本课的中心任务选自于学生目前很感兴趣的哈里波特，即是任务，又象游戏，最后的展示是以日记的形式，这一点是根据课文练习来设计的。课下任务承接课堂任务，让学生自由查找神话故事，讲给同学听，是巩固过去时的练习。

2. be动词的疑问式与他们在一般现在时中的用法相同，但要用它们的过去式：

How were the people there? 那儿的人们怎样？

Was the weather cool yesterday? 昨天天气凉爽吗？

1. 一般过去时的疑问句使用助动词did，它没有人称和数的变化，谓语动词恢复其动词原形。

Did you go to the movie last Sunday? 上周日你看电影了吗？

Did they go shopping on vacation? 假期他们购物了吗？

Did Mara have fun playing in the water? 玛丽亚在水里玩得愉快吗？

4. walk. (n.名词)步行

go for a walk去散行

take a walk去散步

walk(v.动词)行走，步行

语法(一般过去时的疑问句)

3. make sb do sth. 使某人做某事 make sb adj. 使某人......

That made me feel very happy. 那使得我感到非常高兴。

It made me tired. 这使得我非常累。

The boss makes the sales assistant work day and night, It makes him angry.

老板使售货员整天工作，这使得他很生气。

2. help sb. (to)do sth. 帮助某人做某事

help sb. with sth. 在某方面帮助某人。

Tom often helps us with our English?

Tom often helps us study English.

这两句意思相近，"汤姆帮助我们学习英语。"

1. visit (v. 动词)visit sb; 访问，拜访某人

visit some place; 游览，参观某地

I want to visit my friend.

Jane visited the Great Wall on vacation.

visitor (n.名词)参观者，宾客

There are many visitors in summer in Beijing.