教育部审定 201 义务教育教科书 八年级 上册 英语 Unitl Where did you go on vacation? Section B 教学设计 Period 1 la-le 教材分析 本节课是本单元最后一节听说课,是在 Section a基础上的拓展。由对假期活动的询问 及叙述转向描述及谈论度假的感受。正确、得体地运用相关形容词进行描绘活动及表达感受 成为这一部分的重点。因为这是本单元第4课时,在前3课时的基础上语言运用难度有所提 高。本课通过听说活动拓展单元话题,拓展和巩固目标语言的运用。 教学目标 复习学过的用于描述活动及谈论感受的形容词。 2.学生能学会重点单词、短语以及目标语言。 3.重点单词: delicious, expensI\ iting, cheap, terrible, boring
Unit1 Where did you go on vacation? Section B 教学设计 Period 1 1a-1e 教材分析 本节课是本单元最后一节听说课，是在 Section A 基础上的拓展。由对假期活动的询问 及叙述转向描述及谈论度假的感受。正确、得体地运用相关形容词进行描绘活动及表达感受 成为这一部分的重点。因为这是本单元第 4 课时，在前 3 课时的基础上语言运用难度有所提 高。本课通过听说活动拓展单元话题，拓展和巩固目标语言的运用。 教学目标： 1．复习学过的用于描述活动及谈论感受的形容词。 2．学生能学会重点单词、短语以及目标语言。 3．重点单词： delicious, expensive, exciting, cheap, terrible, boring
4.目标语言:- How was/were.?- It was/ They were熟练运用目标语言谈论对过去的事情 并作出评价 教学重难点 【教学重点】 1.要求学生正确地运用相关形容词描绘假期活动,表达自己的感受 2.拓展单元话题,拓展和巩固目标语言的运用,训练学生听说技能 【教学难点】 1.个别形容词的正确使用,如:ed形容词和-ing形容词的区别 2.听力材料难度提升,学生对听力策略的把握 课前准备 1.学生搜集马来西亚的图片,了解这个国家的风土人情 2.制作多媒体课件及学案。 教学过程 Step l Lead-in 1. T: How was your vacation? Where did you go during summer vacation? What did you do? S: On my vacation, I 2. Introduce some places in Hong Kong T: Lisa went to Hong Kong with her family. What does Hong Kong look like? Let's have a look Then watch a video about Hong Kong. And present some pictures of food. to introduce some description words 3. Write down the words on the blackboard in la(/rite Positive adjectives negative djectives板书在黑板上并在对应的地方写上相应的形容词) 4. Play a word Magic game 【设计意图】 让学生回忆发生在过去的事情,并正确使用形容词作出评价。以旧带新导入新课,引入 新词汇,为下一步活动输入语言支撑。通过vdeo让我们了解香港的一些人文知识便于后 面的听力活动 Step 2 Presentation 1. List six adjectives in the box 2. Look at the six pictures
4．目标语言：-How was/were…？-It was/They were..．熟练运用目标语言谈论对过去的事情 并作出评价。 教学重难点 【教学重点】 1. 要求学生正确地运用相关形容词描绘假期活动，表达自己的感受。 2. 拓展单元话题，拓展和巩固目标语言的运用，训练学生听说技能。 【教学难点】 1. 个别形容词的正确使用，如：-ed 形容词和-ing 形容词的区别。 2. 听力材料难度提升，学生对听力策略的把握。 课前准备 1. 学生搜集马来西亚的图片，了解这个国家的风土人情。 2．制作多媒体课件及学案。 教学过程 Step 1 Lead-in 1. T: How was your vacation? Where did you go during summer vacation? What did you do? S: On my vacation, I_________ . It was_________ 2. Introduce some places in Hong Kong T: Lisa went to Hong Kong with her family. What does Hong Kong look like? Let’s have a look. Then watch a video about Hong Kong. And present some pictures of food...to introduce some description words. 3. Write down the words on the blackboard in la. (教师把 Positive adjectives & negative adjectives 板书在黑板上并在对应的地方写上相应的形容词) 4. Play a word Magic game. 【设计意图】 让学生回忆发生在过去的事情，并正确使用形容词作出评价。以旧带新导入新课，引入 新词汇，为下一步活动输入语言支撑。通过 video 让我们了解香港的一些人文知识便于后 面的听力活动 Step 2 Presentation 1. List six adjectives in the box. 2. Look at the six pictures
3. Match the words with the pictures 4. Students complete the task in Ib individually 5. Check the answers Step 3 Listen to le&ld 听力活动 Before listening Lisa is talking about her vacation Lets listen to a conversation and answer the questions L Ask students to read the four sentences in lc 2. Students try to answer the similar questions the teacher put forward 3. Teacher gives students the similar answers they will use 【设计意图】 通过浏览信息,为获取准确的听力信息做好准备:同时预测达成对获取听力信息的期待 While listening Work on lc 1. Let one student read the questions aloud Make sure all the students know the meanings of the questions. 2. Play the recording for the first time. Students can simply listen 3. Play the recording for a second time. Students listen and answer the questions 4. Then play the recording for the third time for the students to check the answers Work on ld Tell students this time they have to write down what Lisa said about her vacation, the people, the fun park the food and the stores 1. Play the recording for a second time. Students listen and write down the words 2. Then play the recording for a third time for the students to check the answers 3. Listen again and fill in the blanks 【设计意图 加强学生听力指导,在听时要抓重点内容。第一次听要求学生回答问题,因此在听的时 候,应重点将与这些问题相关的内容听清,其他作为非重点内容。另外,要注意速记下重点 内容。在完成1d部分时要注意听的重点是放在Lisa对这五个方面的事情所作的评价,因此 应听清楚那些形容词
3. Match the words with the pictures. 4. Students complete the task in lb individually. 5. Check the answers. Step 3 Listen to lc＆1d 听力活动 Before listening Lisa is talking about her vacation. Let’s listen to a conversation and answer the questions. 1.Ask students to read the four sentences in lc. 2.Students try to answer the similar questions the teacher put forward. 3.Teacher gives students the similar answers they will use. 【设计意图】 通过浏览信息，为获取准确的听力信息做好准备；同时预测达成对获取听力信息的期待。 While listening Work on lc 1. Let one student read the questions aloud. Make sure all the students know the meanings of the questions. 2. Play the recording for the first time. Students can simply listen. 3. Play the recording for a second time. Students listen and answer the questions. 4. Then play the recording for the third time for the students to check the answers. Work on ld Tell students this time they have to write down what Lisa said about her vacation,the people,the fun park,the food and the stores. 1. Play the recording for a second time. Students listen and write down the words. 2. Then play the recording for a third time for the students to check the answers. 3. Listen again and fill in the blanks. 【设计意图】 加强学生听力指导，在听时要抓重点内容。第一次听要求学生回答问题，因此在听的时 候, 应重点将与这些问题相关的内容听清，其他作为非重点内容。另外，要注意速记下重点 内容。在完成 1d 部分时要注意听的重点是放在 Lisa 对这五个方面的事情所作的评价，因此 应听清楚那些形容词
Step 4 Work on le 1. Ask 3 or 4 students to answer questions about Lisas vacation. You can begin. Your questions Where did.? What did. . Did she. How was. .. How were..? 2. Students work in pairs and ask and answer about Lisas vacations 3. Let some pairs come to the platform and act in pairs 【设计意图】 设置小组活动目的是对学生进行合作意识的培养。学生间用学过的目标语言进行合作交 流完成小组任务,使得所有的学生都能参与到课堂教学实践中,提升语言运用能力 Homework Listen. then read the conversation aloud Change the words used Practice your conversation with a partner, then write it down 教学反思 本节课的设计体现了任务型教学的设计理念,同时在整个任务链的设计围绕Lisa假期 生活实际情况,逐层递进,逐步完成各个任务,并使学生在每一个愉快的学习任务中体验英 语的乐趣,最大限度地使鸯一位学生都参与进来;对于听力部分,在听之前都做了相关的渗 透与铺垫,有利于培养学生学习英语的良好习惯。本节课中也存在以下几个有待改进的地方: 课件的设置有些不清楚。 Period 2 2a-2e 教材分析 本节课是一节阅读课。首先通过头脑风暴或者图片让学生说出尽可能多的暑假活动,然 后让学生讨论;还可以将后续阅读文段中的一部分活动纳入其中,如尝试滑翔伞(ty paragliding,骑自行车( ride bicycles)、参观旧式建筑( visit old buildings)。之后通过阅读提取 必要信息,读后加强练习,进一步巩固。通过阅读课提高学生们的综合阅读能力 教学目标
Step 4 Work on le 1. Ask 3 or 4 students to answer questions about Lisa’s vacation. You can begin. Your questions with: Where did...? What did...? Did she...? How was...? How were….? 2. Students work in pairs and ask and answer about Lisa’s vacations. 3. Let some pairs come to the platform and act in pairs. 【设计意图】 设置小组活动目的是对学生进行合作意识的培养。学生间用学过的目标语言进行合作交 流完成小组任务，使得所有的学生都能参与到课堂教学实践中，提升语言运用能力。 Homework Oral: Listen , then read the conversation aloud. Change the words used. Written: Practice your conversation with a partner, then write it down. 教学反思 本节课的设计体现了任务型教学的设计理念，同时在整个任务链的设计围绕 Lisa 假期 生活实际情况，逐层递进，逐步完成各个任务，并使学生在每一个愉快的学习任务中体验英 语的乐趣，最大限度地使鸯一位学生都参与进来；对于听力部分，在听之前都做了相关的渗 透与铺垫，有利于培养学生学习英语的良好习惯。本节课中也存在以下几个有待改进的地方： 课件的设置有些不清楚。 Period 2 2a-2e 教材分析 本节课是一节阅读课。首先通过头脑风暴或者图片让学生说出尽可能多的暑假活动，然 后让学生讨论；还可以将后续阅读文段中的一部分活动纳入其中，如尝试滑翔伞（try paragliding), 骑自行车（ride bicycles)、参观旧式建筑(visit old buildings)。之后通过阅读提取 必要信息，读后加强练习，进一步巩固。通过阅读课提高学生们的综合阅读能力。 教学目标
1.学生能学会重点单词、短语以及目标语言。 重点单词、短语: actIvity, decide,try, feel like, below, wonder, difference, enough,wait,top, umbrella, wet, hungry, because of 目标语言: We had something very special And because of the bad weather, we couldn't see anything below 2.阅读短文,获得相关信息,提高学生们的综合阅读能力 3.能读懂描述体验生活经历的文章,并能运用相关知识写出自己或他人的经历。 教学重难点 【教学重点】 1.通过文本阅读,培养学生读懂理解文本,获取信息的能力, 2.掌握英语日记的书写格式 【教学难点】 1学生阅读策略的指导与运用 2.文本中长难句的理解 课前准备 了解部分学生的假期旅游经历:制作多媒体课件 教学过程 Step 1 Lead-in and Pre-reading T: Get into groups of three or four and discuss the following questions on the screen. Choose one person in the group to share what you have discussed with the class 1. What do people usually do on vacation? 2. What activities do you find enjoyable? Have two to three Ss present their reports to the class You can give Ss some helpful phrases: some interesting places, somewhere warm/cool, buy sth (在同学们讨论准备过程中,教师来回走动提供必要的帮助并且引导学生用到最近学过的知 识点) 【设计意图】 阅读前让学生通过讨论复习运用了前几课时关于假期活动的知识,同时为下面阅读搭好 支架
1. 学生能学会重点单词、短语以及目标语言。 重点单词、短语：activity, decide, try, feel like，below，wonder, difference, enough, wait，top, umbrella, wet, hungry, because of. 目标语言：We had something very special. And because of the bad weather, we couldn’t see anything below. 2. 阅读短文，获得相关信息，提高学生们的综合阅读能力。 3. 能读懂描述体验生活经历的文章，并能运用相关知识写出自己或他人的经历。 教学重难点 【教学重点】 1．通过文本阅读，培养学生读懂理解文本，获取信息的能力。 2. 掌握英语日记的书写格式。 【教学难点】 1.学生阅读策略的指导与运用。 2．文本中长难句的理解。 课前准备 了解部分学生的假期旅游经历；制作多媒体课件 教学过程 Step 1 Lead-in and Pre-reading T: Get into groups of three or four and discuss the following questions on the screen. Choose one person in the group to share what you have discussed with the class. 1. What do people usually do on vacation? 2. What activities do you find enjoyable? Have two to three Ss present their reports to the class. You can give Ss some helpful phrases: some interesting places, somewhere warm/cool, buy sth special. (在同学们讨论准备过程中，教师来回走动提供必要的帮助并且引导学生用到最近学过的知 识点) 【设计意图】 阅读前让学生通过讨论复习运用了前几课时关于假期活动的知识，同时为下面阅读搭好 支架
Step 2 Reading (Work on 2b-2c) Before readin 1. Show some pictures about Malaysia to let students know more about it. And teach some new words and useful expressions in class. 2. Go through and find the answer to stions in T: Jane had a good time in Penang, too. Now let's read her diary to know something about this beautiful place Fast reading Jane have a good time on Monday? What about on tuesday? When what W The weather july 15th Went to the beach appy In the afternoon 1. Check the answer and find out relative sentences 2. Ask students to read again carefully and get further information. And answer the questions and judge true or false for some sentences on the screen Careful reading. (1)Who wrote the two diaries When did she go to Penang? When she tried paragliding, what did she feel like? What did she see in Weld Quay? What did she want to know (2)They went to the top of Penang Hill on foot The weather was terrible Jane's father brought enough money The food boring 3. Read the passage again carefully and fill in the chart in 2c
Step 2 Reading (Work on 2b-2c) Before reading 1. Show some pictures about Malaysia to let students know more about it. And teach some new words and useful expressions in class. 2. Go through and find the answer to the questions in 2b. T: Jane had a good time in Penang, too. Now let’s read her diary to know something about this beautiful place. Fast reading Jane have a good time on Monday? What about on Tuesday? When what how The weather July 15th Went to the beach happy In the afternoon 1. Check the answer and find out relative sentences. 2. Ask students to read again carefully and get further information. And answer the questions and judge true or false for some sentences on the screen. Careful reading (1)Who wrote the two diaries? When did she go to Penang? When she tried paragliding, what did she feel like? What did she see in Weld Quay? What did she want to know? (2)They went to the top of Penang Hill on foot. Only a few of people waited for the train The weather was terrible. Jane’s father brought enough money. The food tasted boring. 3. Read the passage again carefully and fill in the chart in 2c
Things jane did or saw Did she like it? (Yes/No) Why or why not? tried paragliding It was exciting Ate Malaysian yellow noodles Yes They were delici ous walked around Georgetown She liked the old buildings there and wondered what life was like in the past. went to Penang hill No Because of the bad weather the were wet and cold. They also couldnt see anything below Had one bowl of rice andYes It tasted great because she was some fish with her family hungry 4. Introduce students to target languages and knowledge points 【设计意图】 通过细读文本,学生对课文有了详细的了解,明白了Jane的旅行情况,激发学生在今 后的旅途中也多观察、多记录,和别人分享的兴趣。 Step 4 After reading 2d Ask students to complete the conversation according to 2b 1. Check the answers 2. Ask the students to practice the conversation with partners and role-play Step 5 Work on 2 1.告诉学生们这篇日记是Jane在7月18日再一次参观了 Penang hill后写的。读日记,并 用括号中单词的正确形式填空。 2.方法指导:首先,明确这是一篇日记,因此应用一般过去时态;其次,通读一遍日记, 了解大体内容;最后,综合每句的内容,用括号中动词的正确形式填空 3. Students read the diary and try to fill in the blanks 4. Check the answers. Look at the screen 5复习动词一般过去式的规则形式与不规则形式 【设计意图】
Things Jane did or saw Did she like it? (Yes/No) Why or why not? tried paragliding Yes. It was exciting. Ate Malaysian yellow noodles Yes. They were delicious. walked around Georgetown Yes She liked the old buildings there and wondered what life was like in the past. went to Penang Hill No. Because of the bad weather, they were wet and cold. They also couldn’t see anything below. Had one bowl of rice and some fish with her family Yes It tasted great because she was hungry. 4. Introduce students to target languages and knowledge points 【设计意图】 通过细读文本，学生对课文有了详细的了解，明白了 Jane 的旅行情况，激发学生在今 后的旅途中也多观察、多记录，和别人分享的兴趣。 Step 4 After reading 2d Ask students to complete the conversation according to 2b. 1. Check the answers. 2. Ask the students to practice the conversation with partners and role-play. Step 5 Work on 2e 1. 告诉学生们这篇日记是 Jane 在 7 月 18 日再一次参观了 Penang Hill 后写的。读日记，并 用括号中单词的正确形式填空。 2. 方法指导：首先，明确这是一篇日记，因此应用一般过去时态；其次，通读一遍日记， 了解大体内容；最后，综合每句的内容，用括号中动词的正确形式填空。 3. Students read the diary and try to fill in the blanks. 4. Check the answers. Look at the screen. 5. 复习动词一般过去式的规则形式与不规则形式。 【设计意图】
Homework 1. Write a letter to your friend about what you did on your vacation 2. Preview the new words and expressions 3. Read the 2b fluently 教学反思 本节课的设计体现了任务型教学的设计理念,如何围绕阅读提取必要信息。整个阅读教 学过程由易至难,逐层递进,逐步完成各个任务,使学生初步学会如何去阅读并提取信息; 也为培养学生良好的阅读习惯作了铺垫。 Period 3 3a-Self-check 教材分析 本节课是一节写作巩固课。首先通过图文让学生回忆本单元所学的主要内容,接着看图 补充完整,继而用所学的主要单词、短语以及目标语言写自己或者别人的旅游日记:最后是 关于动词过去式的相关巩固性练习 教学目标 学生能学会运用重点单词、短语以及目标语言。 2.熟练运用动词过去式。 3.正确使用不定代词 教学重难点: 【教学重点】 1.学生掌握本单元学习的词汇及目标语言。 2.要求学生掌握一般过去时的疑问结构并灵活运用。 【教学难点】 不定代词的特殊用法。 课前准备 1.准备一些关于北京名胜的图片。 2.引导学生温习本单元学过的主要单词、动词的过去式以及主要目标语言 教学过程
Homework 1. Write a letter to your friend about what you did on your vacation. 2. Preview the new words and expressions. 3. Read the 2b fluently. 教学反思 本节课的设计体现了任务型教学的设计理念，如何围绕阅读提取必要信息。整个阅读教 学过程由易至难，逐层递进，逐步完成各个任务，使学生初步学会如何去阅读并提取信息； 也为培养学生良好的阅读习惯作了铺垫。 Period 3 3a-Self-check 教材分析 本节课是一节写作巩固课。首先通过图文让学生回忆本单元所学的主要内容，接着看图 补充完整，继而用所学的主要单词、短语以及目标语言写自己或者别人的旅游日记；最后是 关于动词过去式的相关巩固性练习。 教学目标 1．学生能学会运用重点单词、短语以及目标语言。 2．熟练运用动词过去式。 3．正确使用不定代词。 教学重难点： 【教学重点】 1. 学生掌握本单元学习的词汇及目标语言。 2. 要求学生掌握一般过去时的疑问结构并灵活运用。 【教学难点】 不定代词的特殊用法。 课前准备 1．准备一些关于北京名胜的图片。 2．引导学生温习本单元学过的主要单词、动词的过去式以及主要目标语言。 教学过程
Step l Lead-in 1. Let students read the passage about Jane's vacation at Malaysia. Then fill in the blanks 2. R: Beijing is the capital of our country. It's famous for its long history and places of interest such as Tian'anmen Square, the Palace Museum, the Summer Palace and so on. And Beijing duck is very delicious. Have you ever been to Beijing? Tell your travel to us Step 2 Presentation 1. Prepare some pictures about some places of interest of Beijing Look at the three pictures in 3a and talk about the pictures. Tell students they went to one of these places of interest last summer vacation. With the help of the words in the box, try to fill in the blanks of the diary 2. Let students read the words and then complete the passage 3. Check the answers 4. Teacher gives students some instructions about writing this kind of diary 【设计意图】 阅读日记,了解其大意。然后,细读每一句,根据上下文文意来确定每个空格处应填的 词汇。比如:读第一行可知此处是填记日记时的时间,空格后面有日期,因此空格处应填月 份 August。教给学生策略和方法,提高英语运用能力。 Step 3 Work on 3b 1. Let some students read the questions aloud to the class. Make sure they know the meaning of the questions 2. Let students work in pairs to ask and answer the questions. Write their answers on a piece of 3. Get some pairs to read out their answers Step 4 Work on 3c. 1. Tell students to write a travel diary like Jane's on page 5. Use your notes in 3b 2.写作指导 (1)本文为写日记,因此应用一般过去时态。应注意动词的过去式形式 (2)回顾一下3b问题的回答情况,然后将这些句子按恰当的逻辑组织起来。 (3)可以根据旅行的经历再添加一些想象恰当的句子
Step 1 Lead-in 1. Let students read the passage about Jane’s vacation at Malaysia. Then fill in the blanks. 2. R: Beijing is the capital of our country. It’s famous for its long history and places of interest, such as Tian’anmen Square, the Palace Museum, the Summer Palace and so on. And Beijing duck is very delicious. Have you ever been to Beijing? Tell your travel to us. Step 2 Presentation 1. Prepare some pictures about some places of interest of Beijing. Look at the three pictures in 3a and talk about the pictures. Tell students they went to one of these places of interest last summer vacation. With the help of the words in the box, try to fill in the blanks of the diary. 2. Let students read the words and then complete the passage. 3. Check the answers. 4. Teacher gives students some instructions about writing this kind of diary. 【设计意图】 阅读日记，了解其大意。然后，细读每一句，根据上下文文意来确定每个空格处应填的 词汇。比如：读第一行可知此处是填记日记时的时间，空格后面有日期，因此空格处应填月 份 August。教给学生策略和方法，提高英语运用能力。 Step 3 Work on 3b 1. Let some students read the questions aloud to the class. Make sure they know the meaning of the questions. 2. Let students work in pairs to ask and answer the questions. Write their answers on a piece of paper. 3. Get some pairs to read out their answers. 4. Check the answers. Step 4 Work on 3c. 1. Tell students to write a travel diary like Jane’s on page 5. Use your notes in 3b. 2. 写作指导： (1) 本文为写日记，因此应用一般过去时态。应注意动词的过去式形式。 (2) 回顾一下 3b 问题的回答情况，然后将这些句子按恰当的逻辑组织起来。 (3) 可以根据旅行的经历再添加一些想象恰当的句子
(4)再次阅读一遍短文,看有没有错误的句子 3. Students write their diary by themselves. give any help if they need. 4. Let some students read their diary to the class Step5 Self Check Work on I 1. Ask students to recall indefinite pronouns and check out with the words in I 2. Fill in the blanks and then check with their partners 3. Read by themselves 4. Role-play the dialogue 【设计意图】 通过浏览信息,先对被选的单词做相应地回想或者发散思考。教会学生在做题前能有目的地 浏览所需要的信息。巩固不定代词和形容词的位置关系的运用 Work on 2 1. Go through the passage by themselves 2. Read it again and fill in the blanks 3. Check the answers 4. Teacher gives students some instructions about doing this kind exercises 【设计意图】 学会在没填空前能通过浏览获取文章大意,并为下一步的解题作好铺垫,这实际上是一 种思维的培养和阅读技能的培养 Step 6 More exercises Deal with some exercises on the screen to consolidate what they have learned in class Step 7 Group work 1. Tell students what they should do in this activity. Imagine you are all foreigners on vacation in China. You meet each other at the airport on your way home. Talk about what you did on your vacation 2. Students work in groups of four and ask and answer about their vacations in China. 3. Let some pairs act out their conversations in front of the class 【设计意图】 让学生在日常口语交流中使用目标语言,以此训练学生口语表达能力
(4) 再次阅读一遍短文，看有没有错误的句子。 3. Students write their diary by themselves. Give any help if they need. 4. Let some students read their diary to the class. Step5 Self Check Work on 1 1. Ask students to recall indefinite pronouns and check out with the words in l. 2. Fill in the blanks and then check with their partners. 3. Read by themselves. 4. Role-play the dialogue. 【设计意图】 通过浏览信息，先对被选的单词做相应地回想或者发散思考。教会学生在做题前能有目的地 浏览所需要的信息。巩固不定代词和形容词的位置关系的运用。 Work on 2 1. Go through the passage by themselves. 2. Read it again and fill in the blanks. 3. Check the answers. 4. Teacher gives students some instructions about doing this kind oexercises. 【设计意图】 学会在没填空前能通过浏览获取文章大意，并为下一步的解题作好铺垫，这实际上是一 种思维的培养和阅读技能的培养。 Step 6 More exercises Deal with some exercises on the screen to consolidate what they have learned in class. Step 7 Group work 1. Tell students what they should do in this activity. Imagine you are all foreigners on vacation in China.You meet each other at the airport on your way home. Talk about what you did on your vacation . 2. Students work in groups of four and ask and answer about their vacations in China. 3. Let some pairs act out their conversations in front of the class. 【设计意图】 让学生在日常口语交流中使用目标语言，以此训练学生口语表达能力