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学生能够在语境中理解并运用核心词汇和句型：一般过去时的规则和不规则变形和Where/How/did you go? /Who did you go with? /What did you do? /How long did you stay there? 等。
学生通过体验和分享旅行的快乐，培养对不同文化的兴趣以及热爱生活、积极乐观的生活态度。教学
重点
难点学习重点：
学生能够在语境中运用核心词汇和句型。
学生能够用正确的语音语调自信表演对话，谈论自己和他人的假期经历。
学生能在生活中运用所学核心词汇和句型展开语言交际。
学习难点：
1. 能正确运用Where/How/did you go? /Who did you go with? /What did you do? /How long did you stay there? 等这些句型。
2.学生能在生活中运用所学核心词汇和句型展开语言交际。板书
设计Module 10 A holiday journey Unit 3 Language in use
教学设计教学
步骤教师活动学生活动建议说明Revision
(Betty’s holiday in Japan)Show pictures and wh-questions about Betty’s holiday in Paris. The students answer these questions.
从学生已有知识点切入，对核心词汇和句型进行整体感知和复习。Guessing
(Ms Chen’s holiday in Japan)Show some key words like: where/go? ,who/ go with？… to guide the students to ask past simple wh-questions about Ms Chen’s holiday in Japan.
Show an email from me to my friend about my holiday in Japan.
Check the exercises.
Analyze the email and show the “fish bone” on the blackboardThe students ask the teacher questions about her holiday in Japan by using past simple wh-questions.
The students finish the exercise by using the correct form of the words given.
The students read and spell the correct form of the words.
The students tell what aspects could be included to talk about someone’s holiday.1.激发学生的求知欲，达到学中用，用中学的目的，再次巩固句型，提高学习兴趣。
2.将学生对教师的假期经历的猜测形成一篇邮件为完成本模块的任务埋下伏笔。
3.掌握对动词的过去式的变形。
4.通过文本，让学生讨论描述旅行的经历可以包括哪些方面。Pair work
(My holiday)Watch a video about the students’ holidays.
Ask the students to make a dialogue about their last holidays.
Invite two pairs to share the dialogues.
Watch and recall the holidays they have had.
Make a dialogue about their last holidays.