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1.Using the sentences “Where are you going? How are you going ? What are you going to do?” to describe the summer vacation plan；
2.Using mind map to describe the summer vacation plan logically.
Difficult points
Knowing how to use the sentence structure “be going to”.
教学阶段教学过程设置意图热身Sing a song: Summer Vacation
T: Hello, everyone. Today, we are going to learn the Revision of Unit1-3. Summer vacation is coming, and I have some questions to ask you. Do you like summer vacation? What’s the weather like in summer? Yes, it’s hot! So let’s sing a song about summer vacation, OK?
Q: Do you like summer vacation? What’s the weather like in summer? 歌曲热身，激发兴趣，为接下来的学习做铺垫并激活学生已知的名词。导入Play the video of The Avengers
T: We all like summer vacation, right? But now I have a piece of bad news. We won’t have any summer vacation. Why? Thanos tries to destroy the earth. And then the Iron man comes out to fight with him. But he failed. Now he needs your help. Can you help him to look for the Time Stone for our summer vacation?结合最近上映的电源《复仇者联盟》创设任务情境，确定本节课的主线，充分激发学生进一步学习的欲望。新授Task1 Guessing game
Look at the packages of five children. Ask students to guess where they are going.
★Clue 1 Where is the Iron Man going?
Task2 Riddles
There are some riddles of the transportation, and students say out the name of it.
★Clue 2 How is the Iron Man going to New York?
Task 3 Listen and read
Listen and match
Students listen to a tape of Tina’s summer vacation, and then match the pictures.
Read and judge
Students read the dialogue, and then judge the sentences whether they are True or False.
★Clue 3 What is the Iron Man going to do?
通过游戏的形式引导学生复习Where开头的重点句型。
锻炼学生的理解和反应能力，用逆向思维，从特点来猜交通工具，复习How开头的重点句型。
听力阅读训练，复习What开头的重点句型，结合已学的句型回答，提升综合运用能力。
★结合任务情境，把Where, How, What几个疑问词串成一个连续的线索，加深学生的理解记忆。操练1. Introduce the teacher’s mind map
(1)The teacher shows her summer vacation plan and uses the mind map to describe.
(2)At first, the teacher adds “Where, How, Where to stay, What to do, Who” to the mind map as first-level branches.
(3)Then, the teacher adds concrete information as second-level branches.
2. Finish the mind map
Students finish their own mind maps.
Then students discuss their mind maps in groups and show the mind maps on the platform.
★3. Writing