1、Unit 3 Holiday funFun time & Culture timeTeaching contents 教学内容Fun time & Culture timeTeaching aims and learning objectives 教学目标1. 学生能够使用句型 What did you do?/Where did you go?/Why did ?/ Did you ?进行问答。2. 学生会用本单元所学句型谈论节日安排并能够写相关的日记。3. 学生能够了解英国的三个主要学校假期，并了解对东西方不同的节日习俗。Focus of the lesson and predicted
2、area of difficulty 教学重点和难点教学重点：1. 学生能够使用句型 What did you do?/Where did you go?/Why did ?/ Did you ?进行问答。2. 学生会用本单元所学句型谈论节日安排并能够写相关的日记。教学难点：能初步根据提示用一般过去时写小日记。Teaching procedures 教学过程Step1 Warm-up1. Free talkT: How was your last weekend?/ Where did you go last weekend? What did you do there?/Did you .?
3、T: I had great fun last National Day holiday. I visited a lot of famous places in Beijing. Look! (出示北京著名景点的照片：the Great Wall, the Palace Museum, the Summer Palace 等)3. T: You can ask some questions about my National Day holiday.4. T: Do you know your classmates National Day holiday? Let me check you
4、r homework.(找一些学生汇报他们上个课时的家庭作业，即调查你的同学或者朋友的国庆假期安排，学生可以用简短的短语或者短句来汇报调查结果)【设计意图：通过谈话复习本单元的重要句型，并通过检查学生课外作业完成情况来了解学生对一些地点名称的掌握和自学情况。】Step 2 Presentation1. T: Look. This is our new friend Mary. She visited Beijing with her family during the National Day holiday. They saw many interesting things. And the
5、y took many nice photos. She showed them to her good friend Tim.2. T: Tim wants to know the details, for example: Where did Mary go? What did Mary do? Can you help him ask any questions?3. T: If you want to ask questions, what useful words you can use?(让学生归纳疑问词：How, Where, What, Why, Did you)4. T: O
6、K, boys and girls, lets work in pairs. Try to ask questions and answer them according to the sentences and pictures.(出示图片和句型，两人编对话 )S1: How was your National Day holiday?S2: It was great fun.S1: Where did you go?S2: I went to Beijing.S1: What did you do?S2: I went to the Great Wall.S1: Did you go to
7、 the National Museum?S2: No, I didnt.【设计意图：把 Fun time 设计成一个情景，通过两个小朋友的对话引出对疑问词和疑问句的复习整理，让学生根据问题进行小组对话，锻炼学生协作能力，同时操练本单元的重点句型：过去时的疑问句。】4. T: Just now we knew Marys holiday well. Do you want to know more about yourfriends holiday? Please do a survey in groups of four.What Name Wheresee eat buy Nanjing
8、the sea Sushi dresses(1) 四人一小组讨论。(2) 选出一位当小记者采访其他组，并做记录。(3) 小组中的其余三人做好被采访的准备。【设计意图：通过 group work 的调查形式，增加学习乐趣，拓宽知识操练面。 】Step 3 Consolidation1. T: Just now, we knew Marys and our friends National Day holiday. Their holidays were full of fun! Look. This is Marys diary. Lets read!S: For this National D
9、ay holiday, I went to Beijing with my parents. It was sunny there. I went to the Great Wall. It was great fun! There are some famous places in Beijing too. I visited the Palace Museum and the Summer Palace. What wonderful places! I love Beijing. I like the nice trip!T: Please write a diary about you
10、r holiday. These sentences may help you.(学生根据课件上所给的重点句型提示，完成他们的小日记，老师当堂选取几篇讲评)【设计意图：连句成文，提升目标。设计情景，把 Fun time 的对话整合成一段假期日记，让学生理解后仿写，锻炼学生语言组织能力，检测学生对本单元重点词句的掌握情况。】Step 4 Culture time1. T: We all have a lot of fun in our National Day holiday. The children in the UK also have a lot of fun in their holi
11、days. There are three main school holidays in the UK. They are the Easter holiday, the summer holiday and the Christmas holiday. (出示这三个节日的图片，教学：the Easter holiday, the summer holiday, the Christmas holiday)2. T: Lets learn more about these three holidays!(PPT 出示跟这三个节日相关的内容和图片)3. T: How many main sch
12、ool holidays are there in China? S: There are three.T: What are they?S: They are the summer holiday, the National Day holiday and the winter holiday.T: What did you do in last three holidays?S: I .T: Yes, we have different holidays, but we have the same fun!【设计意图：注重东西方主要学校假期的不同，并适当介绍 Easter holiday,
13、 Christmas holiday 和 summer holiday 的习俗，帮助学生了解英国的三个主要学校假期，并对中国节日习俗加以引导了解。】Homework 家庭作业1. 写一篇关于自己上周末活动的日记。2. 了解更多的西方节日，上网搜索感兴趣的其中一个节日假期，下节课和同学分享。Teaching aids 教学准备（含板书设计）教学准备：教学课件、练习纸。板书设计： Unit 3 Holiday funHow was your National Day holiday？Where did you go?What did you do?Did you?Three main school
14、 holidays in the UK the summer holidaythe Easter holiday说课本节课由师生谈话导入，通过展示老师去年国庆节假期的有关活动复习本单元相应的一些地点名词，再通过学生家庭作业的反馈情况来了解学生对地点名词的掌握和自学情况。在 Fun time 的学习过程中，教师将 Fun time 转化成一个学生比较熟悉的情境，在情境对话中复习相关的一般过去时问句及答句，然后通过四人小组的采访设计，把对话从书本过渡到真实语境中。在接下来的教学中，尝试将对话形式变换成日记的形式，让学生在不同的文体中感受一般过去时。随后设计的让学生当堂仿写并讲评的环节，让语言学习从对话逐步过渡到语段。在 Culture time 中以学生感知为主要目标，通过呈现the Christmas holiday英国三个主要学校假期的内容让学生对西方的节日文化有所了解，并通过对比中国的三个主要学校节日让学生感受东西方的文化异同。在家庭作业中，教师布置了一篇记录周末活动的日记，这是对课堂仿写的一个延续，另布置了相应的查询更多西方节日文化的作业，这些作业都是学生比较感兴趣的内容，同时也是对所学内容进行的补充。特别分享：六年级的家庭作业要关注课堂与课后的衔接与延伸，可以布置一些操作性强、且有一定整合性、延展性和挑战性的作业。
