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1、Unit 4 My Holiday一、单元内容分析本单元重点主要继续学习过去式的用法。在此之前，学生已经接触并掌握了一般现在时、现在进行时、一般将来时的用法和部分过去式的用法。建议教师在此基础上创设真实情景，祖师有意义的教学活动，避免过分强调语法。二、单元教学重、难点 重点：是学生学会表达过去时间内所做的事情 难点：学生能够熟练使用过去时描述日常生活中的现象三、单元教学目标1、知识目标（1）、掌握A、B部分中的四会短语和句子。（2）、能听、说、认读A、B部分的三会单词和中出现的三会句型。（3）、能够理解并会根据指令操作等部分的内容。2、能力目标（1）、能够学生学会表达过去时间内所做的事情（2）
2、、能够用主要句型询问别人在过去的时间内所做的事情并回答3、情感目标（1）、培养学生的合理安排生活的能力，开发学生的记忆力四、课时安排六课时第一课时一、Teaching Aims:1.能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.2.能够询问别人在假期里所做的事情并做答。二、Teaching Importance and Difficulties: 1.本课时的教学重点是掌握五个动词短语的过去式形式。2.本课时的教学难点是以下六个单词的拼读和拼写
3、：took, learned, sang, danced, ate, climbed。教师要多示范，通过有针对性的反复操练知道学生熟练掌握。三、Teaching Medias:Teacher：本课时的动词短语卡片；一架照相机、食物、一首歌曲，一张照片；本课时的单词卡片。四、Teaching Procedures:.Warm-up1.教师放五年级下册的歌谣“Lets go on a field trip” 学生边唱歌边跟教师作相应的动作。2.教师放Lets chant的录音，学生跟着录音说。.Preview1.“猜一猜”游戏：教师呈现学生小时候的照片问：Whos he/she? 引导学生回答。然
4、后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, its me. I was years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。2. Lets start教师展示本部分的挂图问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。.Presentation and PractiseL
5、ets learn1.教师问一名学生：Whats your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。2.教师拿出一张自己爬山的照片，说：I went to Xinjiang/last year. Guess. What did I do
6、 there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, thats right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对东词原形和过去式形式进行比较。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/Mountain.教师可继续提问：When did you climb Yandang Mountain? I climbed Yan
7、dang Mountain in spring/April 8th.3.教师再次展示爬山的照片，说：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。4.教师依次出示爬山和美食的照片说：I climbed a mountain. I a
8、te good food, too. What else did I do there? Guess.5.教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and
9、 danced，带读。6.教师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced.7.教师放A Let
10、s learn部分的录音，学生跟读。8.快速抢答：全班学生分成四大组。请一名学生上来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/ and climbed a mountain/ 哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。10. 学生两人一组，轮流抽取学生卡片编对话。 .Consolidation and Extension1.学生课后进一步熟悉照相的基本步骤，教师鼓励有条件的学生拍下几张照片，下节课进行班级交流。五、板书设计Lets learnlearned Chinese, sang and danced, took pi
11、ctures, climbed a mountain, ate good food.六、教学反思 第二课时一、Teaching Aims:1.能够听、说、读、写句型：Where did you go on your holiday? I went to Xinjiang.2.能够听懂Lets try部分的录音并完成练习。3.能够理解、说唱歌谣“Where did you go on your holiday?”。4.会使用英汉字典查新词。二、Teaching Importance and Difficulties: 1.本课时的教学重点是句型：Where did you go on your
12、holiday? I went to Xinjiang.2.本课时的教学难点是在实际情景中正确运用所学对话。三、Teaching Medias:Teacher：录音机及磁带；Lets learn部分的单词卡片；调查表格；几张地名卡片；几张照片；英汉字典。四、Teaching Procedures:.Warm-up1.教师与学生的日常会话。2.复习上一课时新课呈现部分所学的歌谣。.Preview1. 教师放A Lets learn 部分的录音，学生跟读并拼读动词短语。2.“打擂台”游戏 请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I learned Chi
13、nese at school. 不能正确造句的学生即被淘汰出局。然后教师出示另一张卡片，留在台上的学生继续比赛。能最后留在台上的学生成为擂主。.Presentation and PractiseLets try1.学生听Lets 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.Lets talk1.教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to
14、Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to指导学生拼写单词went。2.教师出示一张中国地图说：This is a map of China. I went to a city last year. Its in Guangdong province. Its a new city. Guess. Where did I go? 引导学生用句型Did you go to ,? 猜一猜，然后教师说：Yes, I went to3.教师邀
15、请一名学生到讲台前面来描述自己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，台下的学生其问：Where did you go on your holiday? 教师指导讲台上的学生回答。4.教师在请一名学生上台，随意抽取一张地名卡片举起来，不要让台上的学生看到卡片的内容。台下的学生一起问：Where did you go on your holiday? 台上的学生用I went to 回答。猜对地名后，这名学生指定另外一名学生上台继续游戏。教师再拿出上一课时的单词卡片，在学生猜出地点名称后，任意抽取一张
16、动词短语过去式的卡片，带领台下学生问：What did you do there? 请台上的学生回答。教师注意强调there的发音。5.听录音，跟读Lets 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。7.教师出示能拼成重点句型的单词卡片，要求学生在最快的时间内组合成句。.Consolidation and Extension1.学生课后询问同学或老师曾经去过的地方，完成调查表。五、板书设计Lets talkWhere did you go on your holiday? I went to Xinjiang.六、教学反思第三课时一、Teaching
17、Aims:1.能够听懂、会读Lets read中信的内容并独立完成信后的书写练习。2.能够完成Lets find out部分的练习。3.能够听懂、会唱歌曲“A trip to China”。二、Teaching Importance and Difficulties: 1.本课时的教学重点是能读懂Lets read部分的一封信。2.本课时的教学难点是能正确认读下列句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow Ill be back home.三、Teaching Media
18、s:Teacher：录音机和录音带；A Lets learn部分的动词短语卡片。四、Teaching Procedures:.Warm-up教师放前一课时学过的歌谣，学生边作动作边说。.Preview1.日常口语练习。T：What day is it today?S：Its T：What are you going to do this weekend?S：I am going to T：Have a good time!S：Thank you.T：I will this weekend.2.教师让学生用句型I am going to this weekend. 或者I will this w
19、eekend.造句。.Presentation and PractiseLets read1.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 Monda
20、y 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。4.教师放Lets read部分的录音，学生跟读。 John had fun with his parents. On Monday, he went to a cinema. He went to
21、a park on Tuesday. He went swimming on Wednesday.5.教师指导学生完成短文后面的练习。.Consolidation and Extension1.学生听Lets 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。五、板书设计Lets readnext week-last week, last Monday-next Monday, last month-next month, next holiday-last holiday, next trip-last trip.六、教学反思第四课时一、Teaching Aims
22、:1.能够听、说、读、写动词词组：bought presents, rowed a boat, saw elephants, went akiing, went ice-skating.2. 能听、说、认读句子：What did you do on your holiday? I bought presents.3. 能够听懂、说唱歌谣“Today I went to school”。二、Teaching Importance and Difficulties: 1.本课时的教学重点是四会掌握五个动词词组的一般过去式形式。2.本课时的教学难点是掌握四会单词bought, rowed和saw的读
23、音和拼写。三、Teaching Medias:Teacher：录音机和录音带；动词短语卡片，动物单词卡片和文具卡片；几张不同类型的贺卡；议长哈尔滨的雪景照片。四、Teaching Procedures:.Warm-up1.教师放歌曲“A trip to China”的录音，师生齐唱。2.教师放歌谣“Today I went to school”的录音，师生齐唱。.Preview1.教师出示A Lets learn部分的短语卡片，同桌以“开火车”的形式拼读动词短语。2.教师放Lets read部分的录音，学生跟读。3.日常口语会话。.Presentation and PractiseLets l
24、earn1.教师出示哈尔滨雪景照片问：Guess. Where did I go last winter? 学生猜：You went to Harbin. 教师继续说：Yes, thats right. I like snow. I can ski. 教师板书ski，然后出示went skiing的卡片，问：What did I do in Harbin? 引导学生回答：You went skiing.教师板书：went skiing带读单词skiing，学生拼读。2.教师出示went ice-skating的教师卡片问：What did do on her/his holiday? Did
25、she /he go skiing? 引导学生回答：No, she/He went ice-skating.教师板书：went ice-skating，学生拼读。3.教师问：When do we go ice-skating? Can we skate in the summer？引导学生作答。教师继续说：No, we cant. We can row a boat in the summer. 教师出示rowed a boat的卡片问：What did do on this/her holiday? 引导学生回答：He/She rowed a boat. 教师板书：rowed a boat，
26、指导学生拼写。4.教师出示礼物盒问：Whats this? 引导学生回答：Its a present.教师板书present，带读。教师继续说：I bought it yesterday.在present前写bought，领读。请学生比较动词原形和它的过去式，教师指导书写。5.教师依次出示几张文具的卡片，提问：What did you buy in the bookstore? 引导学生用I bought 回答。6.教师出示saw elephants的短语卡片说：went to a zoo yesterday. What didsee? 引导学生回答：He/She saw elephants.
27、 教师板书saw elephants, 需强调单词elephants的拼写和单词saw的读音。教师依次出示动物的卡片，提问：What did you see at the zoo?引导学生根据卡片的提示问题回答。7.教师放lets learn部分的录音，学生跟读。.Consolidation and Extension1. 学生巩固复习本课时所学习的内容。五、板书设计Lets learn单词：bought presents, rowed a boat, saw elephants, went akiing, went ice-skating.句子：What did you do on your
28、 holiday? I bought presents.六、教学反思 第五课时一、Teaching Aims:1.能够听、说、读、写句型：How did you go there? I went by train.2.能够完成Lets find out中的调查活动。3.能够完成Lets try部分的录音，完成听音，圈图的练习。二、Teaching Importance and Difficulties: 1.本课时的教学重点是四会掌握句型：How did you go there? I went by train.2.本课时的教学难点是在实际情景中正确运用并能书写所学对话。三、Teaching
29、 Medias:Teacher：录音机和录音带；本单元的动词短语卡片和教学挂图；若干纸片；各种交通工具的单词卡片和城市名称的卡片；调查表。 四Teaching Procedures:.Warm-up1.教师放41页歌谣的录音，学生听录音齐唱。2.教师出示B Lets部分的短语卡片，提问学生：What did you do on your holiday? 学生看图回答问题；然后根据实际情况回答，操练该句型。3.教师放六年级上册第一单元的录音，学生听录音说唱歌谣。.Preview1.教师将全班分成A、B两组，先由A组学生提问，B组学生回答。A组的学生可以提与本课的中心话题有关的问题，如：How
30、do you go to the zoo? 也可以提其他问题，如：Where did you go last year? 如果B组学生回答正确则可以加一分，然后由B组学生提问，A组回答。得分高的小组为胜者。2.学生展示自己的贺卡。.Presentation and PractiseMain Scence教师引导学生看主情景图，扮演Zhang Peng和John表演对话。Lets try学生听录音，完成练习。Lets talk1.教师问：Whats the weather like in Harbin in the winter? 学生回答：Its cold and snowy. 教师继续问：H
31、ow can you go to Harbin? 引导学生回答：I can go there by plane or by train. 教师说：Thats right. Sarah went to Harbin on her holiday. How did she go there? Lets listen.2.教师放本部分的录音，引导学生回答：She went there by train. 教师板书：How did you go there? I went by train. 教师再放一遍录音，学生听录音跟读。3.请一名学生说一个曾去过的城市，教师放在黑板上。然后教师引导其他学生一起提
32、问：How did you go to ? 帮助该学生回答：I went by 教师再提问其他学生，依照这种方式带领学生用主句型进行问答。4.教师任意抽一张城市名称的卡片，问：Where did you go on your holiday? 全体学生根据卡片内容一起回答：I went to 教师继续问：How did you go there? 学生继续问答：I went by 教师再换其他卡片，继续练习。5.学生两人一组做替换练习，教师鼓励学生尽可能地丰富对话内容。6.教师将全班学生分成四组，各组分别写地点、时间、交通工具、动词短语的过去实形式。写好后，请一名学生分从四个组的纸条里抽取一张
33、，用动作表演纸条上的内容，其他学生根据其表演猜测四张纸条上的内容。表演的学生一边做动作一边问：Where did you go on your holiday? 其他学生猜：I went to 如果有人回答正确，表演的学生就依次提问：How did you go there? What did you do there? 其他学生继续猜。.Consolidation and Extension1.完成Lets find out部分的调查任务。五、板书设计Lets talkHow did you go there?I went by train.六、教学反思第六课时一、Teaching Aims
34、:1.能够读懂Lets read部分的短文并完成文后的练习。2.能够听、说、认读句子：It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.3.能够完成Lets find out部分的练习。4.能够完成Lets check部分的练习。二、eaching Importance and Difficulties:
35、1.本课时的教学重点是听、说、认读句子：It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.2.本课时的教学难点是认读以下单词和短语：relaxed, prepared to , go back, for the last day of the holiday.三、Teaching Medias:Teache
36、r：录音机和录音带；本课时的单词卡片和教学挂图。四、Teaching Procedures:.Warm-up1. 教师放Lets sing部分的歌曲录音，学生一起跟唱。2. 教师放Lets chant部分的歌谣“Where did you go on your holiday?”学生有节奏地说唱。.Preview1.学生听录音跟读B Lets 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
37、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。 .Presentation and PractiseLets read1.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 Beijing? 引导学生回答：I got there on October 3rd. 教师板书left和got，告诉学生left是leave的过去式，got是get的过去
38、式。教师问：When did you come back? 引导学生回答：I came back on October 6th. 教师说：It was a long holiday. 并板书：It was a long holiday. 带读该句子。2.教师询问学生的作息时间表：Where were you at 7 oclock 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：Wh
39、at did you do？S：I played ping-pong.T：You relaxed.3.教师呈现以下问题，学生集体读一遍，然后阅读Lets read部分。 When did they leave Beijing? When did they get to Harbin? When did they do on February 2nd? When did they do on February 3rd? When did they do on February 4th? When did they do on February 5th?4.学生回答以上六个问题。教师放Lets 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。5.教师指导学生完成补充句子的练习。.Consolidation and Extension1. 学生课下查阅交通工具发展史的相关资料。五、板书设计Lets readIt was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.六、教学反思