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l Topic: My holiday l Language systems: Lexis: Let’s leran A/B 的动名词组的过去式 1. Grammar: Where did you go on your holiday? I went to.…… How did you go there? I went by train. 2. function: 能用“Where did you go on your holiday? How did you go there? 进行提问及回答。 3. phonology: 掌握Let’s learn 和pronunciation 里的单词发音 l Language skills: 1. Listening:能够听懂A，B部分Let’s learn 的单词，Let’s talk ,let’s try的对话和Let’s check 的练习。 2. speaking: 会说A，B部分Let’s learn 的单词，Let’s talk的对话及pair work 和 group work 的交际活动。 3. reading: :能认读A，B部分Let’s learn 的单词，Let’s talk的对话和阅读理解let’s read 的材料。 4. writing: :能正确书写A，B部分Let’s learn和Let’s talk 的四会单词和句子 l Objectives: 一、能力目标 1. 能够用一般这去时询问别人在过去是间里坐什么交通工具去哪里并作答，如:Where did you go on your holiday? I went to.…… How did you go there? I went by train. 2. 能听懂、会唱歌曲 A Trip to China 二、知识目标 1. 能掌握AB部分的Let’s learn, let’s talk中的四会单词和句子 2. 能听、说、读AB部分的三会单词和三会句子 3. 能够会唱Let’s chant, Let’s sing， 了解good to know 与 story time 的内容。 4. 能了解Pronunciation 中的音标并能正确读出例词 三、情感目标 1. 培养学生合理安排学习和生活的能力，激发学生热爱大自然的美好情感。 2. 了解西方国家的人在外旅行给亲人寄贺卡报平安的风俗，了解使用相机的简单步骤。 l Evidence: 通过C部分的Task time了解学生对单元知识的掌握情况。 通过C部分的Let’s check来检测学生对本单元的掌握情况 通过活动手册和同步练习册来检测学生对本单元的掌握情况 l Procedures: The 1st lesson: let’s learn A&B/let’s start/Let’s play/Good to know The 2nd lesson: A Let’s try/ A let’s talk/ let’s chant/ Task time The 3rd lesson: B.let’s try /B let’s talk /let’s find out/ Let’s cheuk The 4th lesson: A let’s read/let’s find out/ let’s sing The 5th lesson: B.Let’s read / Let’s find out/ Story time First Lesson
Specific vocabulary: learnd Chinese, sang and danced, took pictures, climbed a mountain, bought presents, rowed a boat, saw elephants, went skiing, went ice-skating Specific target sentences: What did you do on your holiday? I ate good food. Specific functional exponents:能在实际情景中运用：What did you do on holiday?进行询问与回答 Source of material: 假期相片、地图、本课时的单词卡片，磁带，课件，头饰， Assumptions: 本节课是整合了AB部分的Let’s learn 两个课时，10个新的动词过去式词组既是重点也是难点，特别是整合后单词量比较多，这是其中一个难点，另外还有几个难点词组：bought presents的发音比较难，went skiing与went ice-skating 学生可能会容易混淆。 Step 1 warm-up 1. 自编chant: 配合P38 Let’s start的图片 What do you do? What do you usually do on holiday? I buy，buy presents. What do you do? What do you usually do on holiday? I take, take pictures. What do you do? What do you usually do on holiday? I eat, eat good food. What do you do? What do you usually do on holiday? I sing, sing and dance. ( 设计意图：利用Chant，激活学生已有的知识，同时复习一般现在时What do you usually do?句型和部分动词词组，为下面的教学作铺垫。活动类型：R) Step 2 Presentation 1. 以上的Let’s chant 结束后，教师马上接着问：What do you usually do on your holiday? 引导学生利用刚才let’s chant的活动图片去回答。 S：I usually take pictures. T: Good! Mike likes taking pictures, too. What did Mike do on his holiday? Listen! 播放录音：Hi, I am Mike. I went to 2. 利用以上的教学方法，分别引出新词组：sang and danced, ate good food, climbed a mountain, bought presents, rowed a boat, saw elephants, went skiing, went ice-skating. 这些新单词中，要注意通过图片观察让学生区分好went skiing与went ice-skating, 另外，presents 与 parents让学生注意区分。板书的时候建议把规则动词：learned Chinese, climbed a mountain, rowed a boat, 贴在左边，把不规则动词: took pictures, sang and danced, ate good food, bought presents, saw elephants, went skiing, went ice-skating贴在黑板右边，让学生容易辨认。 （设计意图：通过chant, 用一般现在时引出过去时的新词组，体现了以旧引新的教学方法， 另外，还可以加深学生对一般现在时与过去时的区分和理解。） 3． 播放Let’s learn AB 部分的录音，学生跟读。然后分组读，开火车读个别难的词组，自由读。 4. 改编chant, 把一开始的chant改为过去式，例如： What did you do? What did you do on holiday? I bought，bought presents. What did you do? What did you do on holiday? I took, took pictures. What did you do? What did you do on holiday? I ate, ate good food. What did you do? What did you do on holiday? I sang, sang and danced. ……………….. 5. 完成P43 Let’s play （设计意图：训练学生的听，说，读技能，帮助学生进一步巩固所学单词，同时纠正学生的语音语调.） 6. 快速抢答：全班分为四大组，请一名学生装为抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food… 7. 学生两人一组，轮流抽取学生卡片编对话，例如： A：What did you do on your holiday? B: I climbed a mountain. What about you? A: I took pictures. （设计意图：单词要句中运用才会有意义，此活动能检测学生能否在实际的语言环境中运用所学知识。活动类型 R） Step 3 Assessment 1.Good to know: 介绍普通相机的一些零部件的名称和简单的摄影常识，一边介绍一边给学生照一张照片。 2.完成《活动手册》与《课堂精练》相应的练习 Step 4 Homework 1.抄写四会词组。 2.画一张关于自己假期的活动图画并用英语简单介绍。 The 2nd Lesson
Specific vocabulary: sang and dance 等有关动词短语的过去式。Specific target sentences: Where did you go on your holiday? I went to Xinjiang. What did you do there? I sang and danced with my new friends. Specific functional exponents:能在实际情景中运用“Where did you go on your holiday? What did you do there? 来询问别人的假期情况。 Source of material: 录音机及磁带，调查表格， 几张地名卡片，几张照片。 Assumptions: 本节课的两个重点句Where did you go on your holiday?和What did you do there? 比较简单，学生应该会掌握其意思，但过去式在实际运用中就比较难，学生可能会跟一般现在时和一般将来时混淆。另外我们的学生外出旅游较少，在实际的对话中可能会出现一定的问题，如地点的读法等。 Step 1 warm-up 1. Let’s chant P38 （设计意图：活跃课堂气氛，让学生在欢快的歌声中进入课堂。活动类型 R ） 2.教师出示Learned Chinese, sang and danced , ate good food, took pictures, climbed a mountain 等卡片，让学生快速抢答并拼读动词短语。 （设计意图：知识需要不断的重复和滚动，次活动是复习旧知识，巩固上两节课所学内容。活动类型 R ） 3．“荒唐搞笑”游戏 教师将写有地名、动词短语的纸条分别放入两个盒子里，请同学来抽。先抽地名，接着抽动词短语，动词短语用原形表示，然后组成句子，组的句子越荒唐得分越高。如：bathroom eat good food. I went to the bathroom. I ate good food there. 纸条上可以写上：地名：WC school zoo park 动词短语：sang and danced went fishing went swimming washed clothes （设计意图：搞笑的活动学生是最喜欢，次活动能活跃课堂气氛，也能复习动词短语，并且让学初次接触went to什么地方，干什么事情，为下面的教学做铺垫。活动类型 A ） Step 2 Presentation 1. Let’s try. 1) 学生听let’s try部分的录音，完成练习。 2）教师提问：What do people in Xinjiang like doing? 引导学生回答：They like singing and dancing. 2. Let’s talk 1) 教师出示一张新疆的风景照说：This is a picture of Xinjiang. I went to Xinjiang on my holiday. 教师出示一张表格，在表格里填上Xinjiang. 2) 教师出示和当地人一起唱歌跳舞的照片说：I sang and danced with my new friends. 然后在表格里填上Sang and danced
3）教师邀请一名学生到讲台前面来描述自己的曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生回答。 再请几名学生轮流上台，台下的学生问：Where did you go on your holiday? What did you do there? 教师指导讲台上的学生回答。 S1: Where did you go on your holiday? S2: I went to …… S2: What did you to there? S2: I……. 老师一边听，一边将他们去过的地方和做过的事情填在表格里。 4）由学生陈述刚才表格中的内容。 5）听录音，跟读Let’s talk 部分的内容。 6）学生操练对话，教师引导学生根据本部分插图的提示进行替换练习。学生也可以根据自己的实际情况进行对话。（对话前教师可以通过图片给学生提供一些旅游地点供学生参考） （设计意图：把所学的语言运用到实际生活中去，训练学生说和运用的能力。活动类型 A） 3. Let’s chant P 41 出示Let’s chant 中的单词卡片并带读数遍。 1) 出示Canada卡片，教师问： T: Where did you go on your holiday? S1: I went to T: What did you to there? S1: I skied and made a snowman on my holiday. T: How did you go there? S1: I went by airplane on my holiday. 2) 教师播放Chant录音，要求学生一边拍手一边吟唱。 3）学生男女生对唱，一组唱问句，一组唱答句。 （设计意图：这首chant 比较有节奏感，能活跃课堂气氛，也能总结本节课所学的内容。同时男女比赛对唱，符合六年级学生的心理特点，学生是比较喜欢的。活动类型 R A） Step 3 Assessment 1. 完成活动手册相应的练习 2. 完成《课堂精练》相应的练习 3. 完成P46 Task time Step 4 Homework 1.抄写本部分的四会句子2遍， 2.询问同学或老师曾经去过的地方，完成调查表。 The 3rd Lesson
Specific vocabulary: went skiing等有关动词短语的过去式。 Specific target sentences: Where did you go on your holiday? I went to... How did you go there? I went by ..... What did you do ? I...... Specific functional exponents: 能在实际情景中运用“Where did you go on your holiday? What did you do there? How did you go there?”来询问别人的假期情况。 Source of material: 录音机和磁带， 动词短语卡片和教学挂图， 交通工具的单词卡片，城市名称的卡片，调查表。 Anticipated problems: 学生上一节课已经初步掌握Where did you go on your holiday？和What did you do there?本节课将继续学习这两个句型，并在这两个句型的基础上增加How did you go there?。同样这个新句型不难，因为学生早已会How do you go to ...?关键是学生能否熟练运用过去式。 Step 1 Warm up 1. 师生一起唱歌谣：Where did you go on your holiday? 2. 看图回答问题：教师出示动词短语卡片提问学生：What did you do on your holiday?学生根据图片回答。然后男生问女生答，继续做看图回答问题的活动。 3. 超级变变变。 一个学生说动词短语原形，一个同学快速把它变成动词短语过去式然后再用这个短语造句。 如：S1:go skiing S2: went skiing I went skiing last weekend. （设计意图：超级变变变式学生感兴趣的游戏，把有趣的戏带入课堂语言训练当中，既增强了教学的情景性、又激发了学生的学习兴趣。活动类型 R A） Step 2 Presentation 1. let’s talk 1) Do you like skiing?(老师问超级变变变活动中的那个学生) I like skiing,too. Where can we go skiing?引出Harbin. Yes, we can go to 老师说：That’s right. Sarah went to 2) 播放Let’s talk录音，引导学生边听边回答。 板书：How did you go there? I went by train. 再放一遍录音，学生听录音跟读。 3）老师出示三张北京、上海、哈尔滨的明信片，再明信片下写明交通工具，然后又学生进行问答练习。 S1: Where did you go on your holiday? S2: I went to S1: How did you go there? S2: I went by plane. S1: What did you do there? S2: I....... ........... 依照这种方式带领全班同学用这些句型进行问答，可以是男生问女生答，也可以女生问男生答。 4）学生根据自己的实际情况，运用“Where, How, What......”进行对话. 2. 完成P47 Let’s cheuk 3. Let’s find out 1)请一名学生说出曾经去过的地方和所乘坐的交通工具，然后示范填表格。 2）学生两人一组进行调查，然后指定学生汇报调查表。 Step 3 Consolidation and extension 根据表格所提供的信息，完成小作文：
Step 4 Assessment 4. 完成活动手册相应的练习 5. 完成《课堂精练》相应的练习 Step 5 Homework 1.抄写本部分的四会句子2遍， 2.根据自己的实际写一篇小练笔（假期去了哪里？怎样去？去那里干了些什么活动）？。 The 4th Lesson
Specific vocabulary:went,ate,restaurant, I'll Specific target sentences: Every day I had fun with my cousin. I'll be back home. Specific functional exponents: 能够了解一些有关与英语书信的知识。能够听说认读Let’s read中的课文,并能够读懂Let's read部分，并能完成短文后的问答。 Source of material: 教师准备录音机和本课时的录音带,VCD，信封等。 Assumptions:学生在学完A部分的单词，Let’s talk的基础上，进一步熟悉描述业余爱好句子的应用，在这一步教学中过渡到篇章阅读，培养学生的阅读能力，并能够了解一些有关与英语书信的知识。 Step 1 Warm up 1 教师问：What did you do last Saturday? 学生回答：I … 教师指导学生用单词last组词，如：last week, last month, last year等。 2. 教师请学生说说下列词组的反义词：next week---last week, last Monday---next Monday, last month---next month, next holiday---last holiday, next trip---last trip. 3. 教师描述自己一个星期内的活动：On Monday I played football. On Tuesday I played ping-pong. On Wednesday I … 然后教师问学生：What did I do on Monday/ Tuesday/… 让学生凭记忆回答。最后教师说：I did a lot of things last week. Everyday I had fun. 板书had 和have，指导学生拼写这两个词。 引入课文：教师出示一个遮住一张脸的图片，播放录音一小段，然后那个学生打开书找出是谁： 4.让学生明白这是一封写关于John的假期信后， 展开Jigsaw Reading, 分配任务，两人为一组，一个人找时间，一个人找活动，最后联合起来汇报说出的句子，整个班看很多小组，谁说多，谁赢。 5.老师总结课文所有的时间和活动，板书； 6. 教师放Let’s read部分的录音，学生跟读。 ① John had fun with his parents. ② On Monday, he went to a cinema. ③ He went to a park on Tuesday. ④ He went swimming on Wednesday. 6. 教师指导学生完成短文后面的练习。 7. 让学生复述John的假期故事。 8 .Let’s find out 1. 教师说：I went to … last month. I went there by… I climbed a mountain there. When was your last trip? 引导学生回答：My last trip was to … I went there by… I sang and danced there. 2. 学生两人一组调查对方最近一次旅行的相关情况并在课本的表格里做记录。教师鼓励学生尽可能多地获取信息。 3. 教师请几名学生做汇报：… went to .. in .. He.. 师生共同评选出最佳“小记者”奖。 Let’s sing 1. 教师放歌曲“A trip to China”的录音，第一遍学生先仔细听，教师简单讲解歌词，注意以下单词和短语得读音：came back, Urumqi, old jade ring, a green silk tile, a colourful cap. 2. 学生跟录音学唱歌曲。 3. 教师介绍我们部分省市的标志性商品。 Ⅳ.Consolidation and Extension 1. Activity Book 2. 学生听Let’s sing歌曲，唱给家长或同伴听。 3. 学生搜集我国不同地区的风景名胜等相关知识 The 5th Lesson
Specific vocabulary: left, got back to ,the last day, relaxed,prepared to Specific target sentences: For the last day of the holiday, we relaxed and prepared to go back to work or school Specific functional exponents: 能够就过去的假期的时间和活动进行讨论。能够读懂Let's read部分，并能判断短文后的句子是否正确。 Source of material: 教师准备录音机、本课时的录音带及教学挂图。各种职业单词卡。 Assumptions:学生对询问并回答自己在过去的假期做些什么，在下一步教学中过渡到篇章阅读，培养学生的阅读能力。 Step 1 Warm up（A，R ） 1. 教师放Let’s sing部分的歌曲录音，学生一起跟唱。 2. 教师放Let’s chant部分的歌谣“Where did you go on your holiday?”学生有节奏地说唱。 Ⅱ.Preview 1. 学生听录音跟读B Let’s talk部分的对话。 2. “拼句子”游戏 学生分成若干小组。教师报一个四会句子，如：How did you go there? 各组第一名学生起立拼读句子的第一个单词，第二名学生拼读第二个单词，以次类推，拼得又快又正确的小组得一分。 3. 教师出示A、B部分Let’s learn的短语卡片和地名卡片，学生就卡片内容进行问答练习。 （设计意图：通过唱歌、表演，复习学过的内容。） Step 2 Presentation 1.设计情境，让学生在特定的情景下学习。 教师在powerpoint课件的课件上出示一个特定的日期February 12th,让学生猜这是什么日子，教师引导学生说Spring Festival,教师再呈现Chenjie 的图片。让学生充分猜想What did Chen jie do on Spring Festival. 2．让学生在老师发的练习纸上根据时间，找相应的活动。
3. 四人小组内充分讨论自己找到的答案， 4.老师用强烈的语调引导学生板书。 Chen Jie left She got to 5. 教师接上一个话题问学生：When did you go to Beijing? I went there on October 2nd. 教师接着学生的问答说：That means you left Ningbo/… on October 2nd .When did you get to 6. 教师询问学生的作息时间表：Where were you at 7 o’clock yesterday? 引导学生回答：I was at home.教师可询问学生一天的行程安排，从而引出relaxed，对话设计如下： T：Where were you from 12:15 to 12:45? S：I was on the playground. T：What did you do？ S：I played ping-pong. T：You relaxed. 7. 教师呈现以下问题，学生集体读一遍，然后阅读Let’s read部分。 ① When did they leave ② When did they get to ③ When did they do on February 2nd? ④ When did they do on February 3rd? ⑤ When did they do on February 4th? ⑥ When did they do on February 5th? 8.学生回答以上六个问题。教师放Let’s read部分的录音，学生跟读， 并提出不理解的句子，教师解惑答疑。 9.教师指导学生完成补充句子的练习。 10.观看Story time Step3 Considation and Homework 1.Moral education:让学生正确利用假期，做有益的活动 2.Homework:抄写对话， 让学生回去朗读课文3次 |
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