l       Topic: My holiday

l       Language systems:

Lexis: Let’s leran A/B 的動(dòng)名詞組的過(guò)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? 進(jìn)行提問(wèn)及回答。

3.     phonology: 掌握Let’s learn 和pronunciation 里的單詞發(fā)音

l       Language skills:

1.     Listening:能夠聽(tīng)懂A，B部分Let’s learn 的單詞，Let’s talk ,let’s try的對話(huà)和Let’s check 的練習。

2.     speaking: 會(huì )說(shuō)A，B部分Let’s learn 的單詞，Let’s talk的對話(huà)及pair work 和 group work 的交際活動(dòng)。

3.     reading: :能認讀A，B部分Let’s learn 的單詞，Let’s talk的對話(huà)和閱讀理解let’s read 的材料。

4.     writing: :能正確書(shū)寫(xiě)A，B部分Let’s learn和Let’s talk 的四會(huì )單詞和句子

l       Objectives:

一、能力目標

1. 能夠用一般這去時(shí)詢(xún)問(wèn)別人在過(guò)去是間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. 能聽(tīng)懂、會(huì )唱歌曲 A Trip to China

二、知識目標

1. 能掌握AB部分的Let’s learn, let’s talk中的四會(huì )單詞和句子

2. 能聽(tīng)、說(shuō)、讀AB部分的三會(huì )單詞和三會(huì )句子

   3. 能夠會(huì )唱Let’s chant, Let’s sing， 了解good to know 與 story time 的內容。

4. 能了解Pronunciation 中的音標并能正確讀出例詞

三、情感目標

1. 培養學(xué)生合理安排學(xué)習和生活的能力，激發(fā)學(xué)生熱愛(ài)大自然的美好情感。

2. 了解西方國家的人在外旅行給親人寄賀卡報平安的風(fēng)俗，了解使用相機的簡(jiǎn)單步驟。

l       Evidence: 通過(guò)C部分的Task time了解學(xué)生對單元知識的掌握情況。

            通過(guò)C部分的Let’s check來(lái)檢測學(xué)生對本單元的掌握情況

通過(guò)活動(dòng)手冊和同步練習冊來(lái)檢測學(xué)生對本單元的掌握情況

l        Procedures:

The 1^st lesson: let’s learn A&B/let’s start/Let’s play/Good to know

The 2^nd lesson: A Let’s try/ A let’s talk/ let’s chant/ Task time

The 3^rd lesson: B.let’s try /B let’s talk /let’s find out/ Let’s cheuk

The 4^th lesson: A let’s read/let’s find out/ let’s sing

The 5^th 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:能在實(shí)際情景中運用：What did you do on holiday?進(jìn)行詢(xún)問(wèn)與回答

Source of material: 假期相片、地圖、本課時(shí)的單詞卡片，磁帶，課件，頭飾，

Assumptions: 本節課是整合了AB部分的Let’s learn 兩個(gè)課時(shí)，10個(gè)新的動(dòng)詞過(guò)去式詞組既是重點(diǎn)也是難點(diǎn)，特別是整合后單詞量比較多，這是其中一個(gè)難點(diǎn)，另外還有幾個(gè)難點(diǎn)詞組：bought presents的發(fā)音比較難，went skiing與went ice-skating 學(xué)生可能會(huì )容易混淆。

Step 1  warm-up

1. 自編chant: 配合P38 Let’s start的圖片

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.

 ( 設計意圖：利用Chant，激活學(xué)生已有的知識，同時(shí)復習一般現在時(shí)What do you usually do?句型和部分動(dòng)詞詞組，為下面的教學(xué)作鋪墊?；顒?dòng)類(lèi)型：R)

Step 2  Presentation

1.     以上的Let’s chant 結束后，教師馬上接著(zhù)問(wèn)：What do you usually do on your holiday? 引導學(xué)生利用剛才let’s chant的活動(dòng)圖片去回答。

S：I usually take pictures.

T: Good! Mike likes taking pictures, too. What did Mike do on his holiday? Listen! 播放錄音：Hi, I am Mike. I went to China on my holiday. I learned Chinese and took pictures in China. 聽(tīng)完錄音后引導學(xué)生回答：Mike learned Chinese and took pictures on his holiday. 接著(zhù)教師帶讀、板書(shū)新詞組：learned Chinese, took pictures. 并注意讓學(xué)生區分它們一般現在時(shí)與過(guò)去時(shí)的拼寫(xiě)與讀音有什么不同。

2. 利用以上的教學(xué)方法，分別引出新詞組：sang and danced, ate good food, climbed a mountain, bought presents, rowed a boat, saw elephants, went skiing, went ice-skating. 這些新單詞中，要注意通過(guò)圖片觀(guān)察讓學(xué)生區分好went skiing與went ice-skating, 另外，presents 與 parents讓學(xué)生注意區分。板書(shū)的時(shí)候建議把規則動(dòng)詞：learned Chinese, climbed a mountain, rowed a boat, 貼在左邊，把不規則動(dòng)詞: took pictures, sang and danced, ate good food, bought presents, saw elephants, went skiing, went ice-skating貼在黑板右邊，讓學(xué)生容易辨認。

（設計意圖：通過(guò)chant, 用一般現在時(shí)引出過(guò)去時(shí)的新詞組，體現了以舊引新的教學(xué)方法， 另外，還可以加深學(xué)生對一般現在時(shí)與過(guò)去時(shí)的區分和理解。）

3． 播放Let’s learn AB 部分的錄音，學(xué)生跟讀。然后分組讀，開(kāi)火車(chē)讀個(gè)別難的詞組，自由讀。

4. 改編chant, 把一開(kāi)始的chant改為過(guò)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

（設計意圖：訓練學(xué)生的聽(tīng)，說(shuō)，讀技能，幫助學(xué)生進(jìn)一步鞏固所學(xué)單詞，同時(shí)糾正學(xué)生的語(yǔ)音語(yǔ)調.）

6.     快速搶答：全班分為四大組，請一名學(xué)生裝為抽取兩張卡片并依次做相應的動(dòng)作，四個(gè)組的學(xué)生根據表演者的動(dòng)作猜：He ate good food…

7.     學(xué)生兩人一組，輪流抽取學(xué)生卡片編對話(huà)，例如：

A：What did you do on your holiday?

B: I climbed a mountain. What about you?

A: I took pictures.

（設計意圖：?jiǎn)卧~要句中運用才會(huì )有意義，此活動(dòng)能檢測學(xué)生能否在實(shí)際的語(yǔ)言環(huán)境中運用所學(xué)知識?；顒?dòng)類(lèi)型 R）

Step 3 Assessment

1.Good to know: 介紹普通相機的一些零部件的名稱(chēng)和簡(jiǎn)單的攝影常識，一邊介紹一邊給學(xué)生照一張照片。

2.完成《活動(dòng)手冊》與《課堂精練》相應的練習

Step 4 Homework

1.抄寫(xiě)四會(huì )詞組。

2.畫(huà)一張關(guān)于自己假期的活動(dòng)圖畫(huà)并用英語(yǔ)簡(jiǎn)單介紹。

The 2^nd Lesson

Specific vocabulary: sang and dance 等有關(guān)動(dòng)詞短語(yǔ)的過(guò)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:能在實(shí)際情景中運用“Where did you go on your holiday? What did you do there? 來(lái)詢(xún)問(wèn)別人的假期情況。

Source of material: 錄音機及磁帶，調查表格， 幾張地名卡片，幾張照片。

Assumptions:  本節課的兩個(gè)重點(diǎn)句Where did you go on your holiday?和What did you do there? 比較簡(jiǎn)單，學(xué)生應該會(huì )掌握其意思，但過(guò)去式在實(shí)際運用中就比較難，學(xué)生可能會(huì )跟一般現在時(shí)和一般將來(lái)時(shí)混淆。另外我們的學(xué)生外出旅游較少，在實(shí)際的對話(huà)中可能會(huì )出現一定的問(wèn)題，如地點(diǎn)的讀法等。

Step 1  warm-up

1. Let’s chant P38

（設計意圖：活躍課堂氣氛，讓學(xué)生在歡快的歌聲中進(jìn)入課堂?；顒?dòng)類(lèi)型 R ）

2.教師出示Learned Chinese, sang and danced , ate good food, took pictures, climbed a mountain 等卡片，讓學(xué)生快速搶答并拼讀動(dòng)詞短語(yǔ)。

（設計意圖：知識需要不斷的重復和滾動(dòng)，次活動(dòng)是復習舊知識，鞏固上兩節課所學(xué)內容?；顒?dòng)類(lèi)型  R ）

3．“荒唐搞笑”游戲

教師將寫(xiě)有地名、動(dòng)詞短語(yǔ)的紙條分別放入兩個(gè)盒子里，請同學(xué)來(lái)抽。先抽地名，接著(zhù)抽動(dòng)詞短語(yǔ)，動(dòng)詞短語(yǔ)用原形表示，然后組成句子，組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.

紙條上可以寫(xiě)上：地名：WC  school  zoo  park

               動(dòng)詞短語(yǔ)：sang and danced  went fishing

                         went swimming   washed clothes

（設計意圖：搞笑的活動(dòng)學(xué)生是最喜歡，次活動(dòng)能活躍課堂氣氛，也能復習動(dòng)詞短語(yǔ)，并且讓學(xué)初次接觸went to什么地方，干什么事情，為下面的教學(xué)做鋪墊?；顒?dòng)類(lèi)型 A ）

Step 2  Presentation

1. Let’s try.

1) 學(xué)生聽(tīng)let’s try部分的錄音，完成練習。

2）教師提問(wèn)：What do people in Xinjiang like doing? 引導學(xué)生回答：They like singing and dancing.

2. Let’s talk

1) 教師出示一張新疆的風(fēng)景照說(shuō)：This is a picture of Xinjiang. I went to Xinjiang on my holiday. 教師出示一張表格，在表格里填上Xinjiang.

2) 教師出示和當地人一起唱歌跳舞的照片說(shuō)：I sang and danced with my new friends. 然后在表格里填上Sang and danced

3）教師邀請一名學(xué)生到講臺前面來(lái)描述自己的曾經(jīng)去過(guò)的一個(gè)地方，教師問(wèn)：Where did you go on your holiday? 引導這名學(xué)生回答。 再請幾名學(xué)生輪流上臺，臺下的學(xué)生問(wèn)：Where did you go on your holiday? What did you do there? 教師指導講臺上的學(xué)生回答。

S1: Where did you go on your holiday?    S2: I went to ……

S2: What did you to there?              S2: I…….

老師一邊聽(tīng)，一邊將他們去過(guò)的地方和做過(guò)的事情填在表格里。

4）由學(xué)生陳述剛才表格中的內容。

5）聽(tīng)錄音，跟讀Let’s talk 部分的內容。

6）學(xué)生操練對話(huà)，教師引導學(xué)生根據本部分插圖的提示進(jìn)行替換練習。學(xué)生也可以根據自己的實(shí)際情況進(jìn)行對話(huà)。（對話(huà)前教師可以通過(guò)圖片給學(xué)生提供一些旅游地點(diǎn)供學(xué)生參考）

（設計意圖：把所學(xué)的語(yǔ)言運用到實(shí)際生活中去，訓練學(xué)生說(shuō)和運用的能力?；顒?dòng)類(lèi)型 A）

3. Let’s chant P 41

出示Let’s chant 中的單詞卡片并帶讀數遍。

Canada  ski  make a snowman  by airplane

1) 出示Canada卡片，教師問(wèn)：

T: Where did you go on your holiday?

S1: I went to Canada on my holiday.

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) 教師播放Chant錄音，要求學(xué)生一邊拍手一邊吟唱。

3）學(xué)生男女生對唱，一組唱問(wèn)句，一組唱答句。

（設計意圖：這首chant 比較有節奏感，能活躍課堂氣氛，也能總結本節課所學(xué)的內容。同時(shí)男女比賽對唱，符合六年級學(xué)生的心理特點(diǎn)，學(xué)生是比較喜歡的?；顒?dòng)類(lèi)型 R A）

Step 3 Assessment

1.     完成活動(dòng)手冊相應的練習

2.     完成《課堂精練》相應的練習

3.     完成P46 Task time

Step 4 Homework

1.抄寫(xiě)本部分的四會(huì )句子2遍，

2.詢(xún)問(wèn)同學(xué)或老師曾經(jīng)去過(guò)的地方，完成調查表。

The 3^rd  Lesson

Specific vocabulary: went skiing等有關(guān)動(dòng)詞短語(yǔ)的過(guò)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: 能在實(shí)際情景中運用“Where did you go on your holiday? What did you do there? How did you go there?”來(lái)詢(xún)問(wèn)別人的假期情況。

Source of material: 錄音機和磁帶， 動(dòng)詞短語(yǔ)卡片和教學(xué)掛圖， 交通工具的單詞卡片，城市名稱(chēng)的卡片，調查表。

Anticipated problems: 學(xué)生上一節課已經(jīng)初步掌握Where did you go on your holiday？和What did you do there?本節課將繼續學(xué)習這兩個(gè)句型，并在這兩個(gè)句型的基礎上增加How did you go there?。同樣這個(gè)新句型不難，因為學(xué)生早已會(huì )How do you go to ...?關(guān)鍵是學(xué)生能否熟練運用過(guò)去式。

Step 1 Warm up

1.     師生一起唱歌謠：Where did you go on your holiday?

2.     看圖回答問(wèn)題：教師出示動(dòng)詞短語(yǔ)卡片提問(wèn)學(xué)生：What did you do on your holiday?學(xué)生根據圖片回答。然后男生問(wèn)女生答，繼續做看圖回答問(wèn)題的活動(dòng)。

3.     超級變變變。

一個(gè)學(xué)生說(shuō)動(dòng)詞短語(yǔ)原形，一個(gè)同學(xué)快速把它變成動(dòng)詞短語(yǔ)過(guò)去式然后再用這個(gè)短語(yǔ)造句。

如：S1:go skiing  S2: went skiing  I went skiing last weekend.

（設計意圖：超級變變變式學(xué)生感興趣的游戲，把有趣的戲帶入課堂語(yǔ)言訓練當中，既增強了教學(xué)的情景性、又激發(fā)了學(xué)生的學(xué)習興趣?；顒?dòng)類(lèi)型 R A）

Step 2 Presentation 

1.     let’s talk

1)     Do you like skiing?(老師問(wèn)超級變變變活動(dòng)中的那個(gè)學(xué)生)

I like skiing,too. Where can we go skiing?引出Harbin.

Yes, we can go to Harbin. But it’s far away here. How can we go to Harbin? Yes, we can go by plane or by train.

老師說(shuō)：That’s right. Sarah went to Harbin on her holiday, too. How did she to there? Let’s listen. 老師在播放錄音前，要求學(xué)生思考：Where did Sarah go on her holiday? How did Sarah go to Harbin?

2)     播放Let’s talk錄音，引導學(xué)生邊聽(tīng)邊回答。

板書(shū)：How did you go there? I went by train. 再放一遍錄音，學(xué)生聽(tīng)錄音跟讀。

3）老師出示三張北京、上海、哈爾濱的明信片，再明信片下寫(xiě)明交通工具，然后又學(xué)生進(jìn)行問(wèn)答練習。

S1: Where did you go on your holiday?   S2: I went to Beijing.

S1: How did you go there?             S2: I went by plane.

S1: What did you do there?             S2: I.......

...........

依照這種方式帶領(lǐng)全班同學(xué)用這些句型進(jìn)行問(wèn)答，可以是男生問(wèn)女生答，也可以女生問(wèn)男生答。

4）學(xué)生根據自己的實(shí)際情況，運用“Where, How, What......”進(jìn)行對話(huà).

2. 完成P47 Let’s cheuk

3. Let’s find out

1)請一名學(xué)生說(shuō)出曾經(jīng)去過(guò)的地方和所乘坐的交通工具，然后示范填表格。

2）學(xué)生兩人一組進(jìn)行調查，然后指定學(xué)生匯報調查表。

Step 3  Consolidation and extension

根據表格所提供的信息，完成小作文：

Step 4 Assessment

4.     完成活動(dòng)手冊相應的練習

5.     完成《課堂精練》相應的練習

Step 5 Homework

1.抄寫(xiě)本部分的四會(huì )句子2遍，

2.根據自己的實(shí)際寫(xiě)一篇小練筆（假期去了哪里？怎樣去？去那里干了些什么活動(dòng)）？。

The 4^th 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: 能夠了解一些有關(guān)與英語(yǔ)書(shū)信的知識。能夠聽(tīng)說(shuō)認讀Let’s read中的課文,并能夠讀懂Let's read部分，并能完成短文后的問(wèn)答。

Source of material:  教師準備錄音機和本課時(shí)的錄音帶,VCD，信封等。

Assumptions:學(xué)生在學(xué)完A部分的單詞，Let’s talk的基礎上，進(jìn)一步熟悉描述業(yè)余愛(ài)好句子的應用，在這一步教學(xué)中過(guò)渡到篇章閱讀，培養學(xué)生的閱讀能力，并能夠了解一些有關(guān)與英語(yǔ)書(shū)信的知識。

Step 1 Warm up

1   教師問(wèn)：What did you do last Saturday? 學(xué)生回答：I … 教師指導學(xué)生用單詞last組詞，如：last week, last month, last year等。

2.      教師請學(xué)生說(shuō)說(shuō)下列詞組的反義詞：next week---last week, last Monday---next Monday, last month---next month, next holiday---last holiday, next trip---last trip.

3.      教師描述自己一個(gè)星期內的活動(dòng)：On Monday I played football. On Tuesday I played ping-pong. On Wednesday I … 然后教師問(wèn)學(xué)生：What did I do on Monday/ Tuesday/… 讓學(xué)生憑記憶回答。最后教師說(shuō)：I did a lot of things last week. Everyday I had fun. 板書(shū)had 和have，指導學(xué)生拼寫(xiě)這兩個(gè)詞。

引入課文：教師出示一個(gè)遮住一張臉的圖片，播放錄音一小段，然后那個(gè)學(xué)生打開(kāi)書(shū)找出是誰(shuí)：

4.讓學(xué)生明白這是一封寫(xiě)關(guān)于John的假期信后， 展開(kāi)Jigsaw Reading,

 分配任務(wù)，兩人為一組，一個(gè)人找時(shí)間，一個(gè)人找活動(dòng)，最后聯(lián)合起來(lái)匯報說(shuō)出的句子，整個(gè)班看很多小組，誰(shuí)說(shuō)多，誰(shuí)贏(yíng)。

5.老師總結課文所有的時(shí)間和活動(dòng)，板書(shū)；

6. 教師放Let’s read部分的錄音，學(xué)生跟讀。

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.  教師指導學(xué)生完成短文后面的練習。

7. 讓學(xué)生復述John的假期故事。

8 .Let’s find out

1.      教師說(shuō)：I went to … last month. I went there by… I climbed a mountain there. When was your last trip? 引導學(xué)生回答：My last trip was to … I went there by… I sang and danced there.

2.      學(xué)生兩人一組調查對方最近一次旅行的相關(guān)情況并在課本的表格里做記錄。教師鼓勵學(xué)生盡可能多地獲取信息。

3.      教師請幾名學(xué)生做匯報：… went to .. in .. He.. 師生共同評選出最佳“小記者”獎。

Let’s sing

1.      教師放歌曲“A trip to China”的錄音，第一遍學(xué)生先仔細聽(tīng)，教師簡(jiǎn)單講解歌詞，注意以下單詞和短語(yǔ)得讀音：came back, Urumqi, old jade ring, a green silk tile, a colourful cap.

2.      學(xué)生跟錄音學(xué)唱歌曲。

3.      教師介紹我們部分省市的標志性商品。

Ⅳ.Consolidation and Extension

1.      Activity Book

2.      學(xué)生聽(tīng)Let’s sing歌曲，唱給家長(cháng)或同伴聽(tīng)。

3.      學(xué)生搜集我國不同地區的風(fēng)景名勝等相關(guān)知識

The 5^th  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: 能夠就過(guò)去的假期的時(shí)間和活動(dòng)進(jìn)行討論。能夠讀懂Let's read部分，并能判斷短文后的句子是否正確。

Source of material: 教師準備錄音機、本課時(shí)的錄音帶及教學(xué)掛圖。各種職業(yè)單詞卡。

Assumptions:學(xué)生對詢(xún)問(wèn)并回答自己在過(guò)去的假期做些什么，在下一步教學(xué)中過(guò)渡到篇章閱讀，培養學(xué)生的閱讀能力。

Step 1 Warm up（A，R ）

1. 教師放Let’s sing部分的歌曲錄音，學(xué)生一起跟唱。

2. 教師放Let’s chant部分的歌謠“Where did you go on your holiday?”學(xué)生有節奏地說(shuō)唱。

Ⅱ.Preview

1.      學(xué)生聽(tīng)錄音跟讀B Let’s talk部分的對話(huà)。

2.      “拼句子”游戲

學(xué)生分成若干小組。教師報一個(gè)四會(huì )句子，如：How did you go there? 各組第一名學(xué)生起立拼讀句子的第一個(gè)單詞，第二名學(xué)生拼讀第二個(gè)單詞，以次類(lèi)推，拼得又快又正確的小組得一分。

3.      教師出示A、B部分Let’s learn的短語(yǔ)卡片和地名卡片，學(xué)生就卡片內容進(jìn)行問(wèn)答練習。

（設計意圖：通過(guò)唱歌、表演，復習學(xué)過(guò)的內容。）

Step 2 Presentation

1.設計情境，讓學(xué)生在特定的情景下學(xué)習。

          教師在powerpoint課件的課件上出示一個(gè)特定的日期February 12^th,讓學(xué)生猜這是什么日子，教師引導學(xué)生說(shuō)Spring Festival,教師再呈現Chenjie 的圖片。讓學(xué)生充分猜想What did Chen jie do on Spring Festival.

   2．讓學(xué)生在老師發(fā)的練習紙上根據時(shí)間，找相應的活動(dòng)。

       3. 四人小組內充分討論自己找到的答案，

        4.老師用強烈的語(yǔ)調引導學(xué)生板書(shū)。

        Chen Jie left Beijing on February 1^st.

        She  got to Harbin on the 2^nd

5.  教師接上一個(gè)話(huà)題問(wèn)學(xué)生：When did you go to Beijing? I went there on October 2nd. 教師接著(zhù)學(xué)生的問(wèn)答說(shuō)：That means you left Ningbo/… on October 2nd .When did you get to Beijing? 引導學(xué)生回答：I got there on October 3rd. 教師板書(shū)left和got，告訴學(xué)生left是leave的過(guò)去式，got是get的過(guò)去式。教師問(wèn)：When did you come back? 引導學(xué)生回答：I came back on October      6th. 教師說(shuō)：It was a long holiday. 并板書(shū)：It was a long holiday. 帶讀該句子。

 6. 教師詢(xún)問(wèn)學(xué)生的作息時(shí)間表：Where were you at 7 o’clock yesterday? 引導學(xué)生回答：I was at home.教師可詢(xún)問(wèn)學(xué)生一天的行程安排，從而引出relaxed，對話(huà)設計如下：

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.  教師呈現以下問(wèn)題，學(xué)生集體讀一遍，然后閱讀Let’s read部分。

① When did they leave Beijing?

② When did they get to Harbin?

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.學(xué)生回答以上六個(gè)問(wèn)題。教師放Let’s read部分的錄音，學(xué)生跟讀，

并提出不理解的句子，教師解惑答疑。

9.教師指導學(xué)生完成補充句子的練習。

10.觀(guān)看Story time

Step3 Considation and Homework

1.Moral education:讓學(xué)生正確利用假期，做有益的活動(dòng)

2.Homework:抄寫(xiě)對話(huà)， 讓學(xué)生回去朗讀課文3次