(共32张PPT)
Unit3 Where did you go
Part B Let’s try & Let’s talk
说课课件
PEP版六年级下册
Unit3 Where did you go
Part B Let’s try & Let’s talk
英语课程标准
英语学科核心素养
英语学习活动观
New English Curriculum Standard
Core Competencies of English
The View of English Learning Activities
Theoretical Basis 理论基础
文化意识
Contents
1
2
3
4
5
What to teach
Why to teach
Whom to teach
Where to go
How to teach
1
What to teach
Content Analysis
Teaching Material Analysis 教材分析
What to teach
Why to teach
Where to go
How to teach
Whom to teach
人与自我 人与自我 生活与学习，自然生态
Holiday
A well-planned holiday
Nice holiday， nice life.
话题
主题
主题意义
单元 词汇 句型 关联性
Book 4 U2 What time is it o’clock, come on, now What time is it It;s ... . It’s time for... 谈论出游时的具体时间点
Book4 U3 Weather cool,cold, arm,c old, sunny,rainy What’s the weather like in ... It’s.... 谈论出游时的天气
Book 5 U2 My week Monday,Tuesday... What do you have on ...
What do you do on... 谈论出游的时间
Book5 U4 What can you do cook, dance, swim,sing... What can you do...
I can... 谈论未来出游时的活动
与计划
Book6 U3 My school calendar January,February..... When is ... It is in ... 谈论出游时间
Book 7 U2 Ways to go to school bus, plane, taxi, subway,train... How do you go to ... I go by .. 谈论出行方式
Book7 U3 My weekend plan film, trip, supermarket, park... What are you going to do I am going to ... Where are you going to I am going to... 谈论旅游计划
Book 7 U4 How do you feel angry, happy, worried,sad... How do you feel I feel...
What should you do... I should... 谈论出游时的感受
Vertical Relation (纵向关联)
What to teach
Why to teach
Where to go
How to teach
Whom to teach
教材分析
PEP 六上
Unit 2 Last weekend
描述某人的假期活动。
描述过去和现在的变化。
PEP六上Unit 4 Then and now
Horizontal Relation（横向关联）
描述上周末的活动。
PEP 六上 Unit 3 Where did you go
What to teach
Why to teach
Where to go
How to teach
Whom to teach
教材分析
What
Theme: Man and self
Topic: A well-planned holiday
Content: Amy’s winter holiday
Why
Genre: Listening and speaking
Structure: Words---Sentences---Text
Language: Wh-question and the past indefinite tense
How
Intention: To record her holiday activities and share the holiday
Attitude & Value: Know a well-planned holiday include the place,time,traspotation and activities.
What to teach
Why to teach
Where to go
How to teach
Whom to teach
文本分析
2
Why to teach
Values Analysis
What to teach
Why to teach
Where to go
How to teach
Whom to teach
What are the common holiday activities
How can we share the holiday and know what is a well-planned holiday
Why was a bad day but also a good day
How to appreciate the beautiful scenery of our motherland
Period 1and 2
A Talk and learn
Period 3 and 4
B Talk and learn
Period 5
B Read and write
Period 6
C Story time
Know what is a well-planned holiday ,share holidays and enjoy our life.
3
Whom to teach
Students Analysis
Figurative thinking to abstract thinking
Courageous and willing to share.
Cognitive Level
认知水平
Vocabulary such as time ,weather, daily life, activities and places.
Knowledge of the simple past tense.
Language ability
语言能力
Life experience of some outdoor activities.
Know some expressions in daily life.
Life experience
生活经验
Know what is a well-planned holiday.
Accuracy of language output needs to be improved.
Development needs
发展需求
What to teach
Why to teach
Where to go
How to teach
Whom to teach
03
02
01
teaching material
students‘
situation
teaching objectives
4
Where to go
Teaching objectives
Three levels
What to teach
Why to teach
Where to go
How to teach
Whom to teach
1
2
3
Unit objectives
讨论出行时的注意事项
理解并表演有关假期出行时的趣味小故事
能够制定一份有意义的假期出行计划
分享记录个人的假期生活；合理规划假期出行计划；
复盘假期的生活，感受祖国的美好河山。
单元总目标
对比个人的假期出行规划，并提出建议
分享个人的假期生活
对不同的假期规划能进行讨论并提建议
分课时目标
3&4
了解假期出行时会遇到的事情
向他人描述自己假期出行时的美好与不好
分课时目标
5
分课时目标
6
分课时目标
1&2
用一般过去式表达过去的假期生活
讨论询问并回答假期生活的感受
交流并讨论个人的假期
整合性 关联性 发展性
知晓糟糕的一天也是美好的一天的涵义
What to teach
Why to teach
Where to go
How to teach
Who tom teach
A well-planned holiday
What to teach
Why to teach
Where to go
How to teach
Who to teach
学习理解
Learn and Understand
应用实践
Apply and practice
迁移创新
Transfer and creat
内容文字
内容文字
内容文字
Read and understand the dialogue.
Act out the dialogue and know what is a well-planned holiday.
Make a new dialogue or travel booklet and share it.
Whom to teach
Lesson objectives
Understand the general idea of the conversation.
Use the sentence structure "Where did you go over the winter holiday How did you get there --I get there by...What did you do there --I ...".
Know the methods of recording your holiday.
Learn what is a well-planned holiday.
Difficult Points
Key Points
What to teach
Why to teach
Where to go
How to teach
Whom to teach
教学评一体化
Lesson
evaluation
Unit evaluation
Homework
evaluation
What to teach
Why to teach
Where to go
How to teach
Whom to teach
Lesson evaluation
What to teach
Why to teach
Where to go
How to teach
Whom to teach
Assessment Chart 评价表 Self-assessment Peer-assessment Teacher-assessment
Listening
Speaking
Reading
Writing
Cooperation
Lesson
evaluation
Homework evaluation
形成性评价
formative
终结性评价
summative
Unit evaluation
What to teach
Why to teach
Where to go
How to teach
Whom to teach
5
How to teach
Teaching Procedures
While-listening
Post- listening
Pre-listening
1.Sing a song
2.Let’s guess
3.Let’s review
1.Listen and circle
2.Let’s say
3.Look and say
4.Listen and answer
5.Listen and imitate
6.Read and role play
7.Try to say
1.Think and say
2.Watch and think
3.Watch and say
4.Let’s share
5.Let’s enjoy
What to teach
Why to teach
Where to go
How to teach
Whom to teach
学习理解
应用实践
迁移创新
Teaching procedures
Pre-listening
While-listening
Post-listening
Sing a song
Let’s guess
1
3
What to teach
Why to teach
Where to go
How to teach
Whom to teach
To engage students' attention and review the phrases of holiday.
To create situations and arouse their life experience.
Purpose
2
Let’s review
While-listening
Pre-listening
Post-listening
To learn the structure of where,how, who and when.
To perceive the content of the text and develop the ability to obtain key information.
To train their pronunciation and intonation.To improve students’ cooperative and acting ability.
Listen and circle
Look and predict
Try to say
Role play
To let students perceive and understand the main idea.
What to teach
Why to teach
Where to go
How to teach
Whom to teach
Post-listening
Pre-listening
While-listening
Think and say
1
2
What to teach
Why to teach
Where to go
How to teach
Whom to teach
To train students' critical thinking ability,arouse their sense of making a well-planned holiday and lay a foundation for next class.
Purpose
Let’s share
Homework
doing sth
can do
Blackboard
Post-listening
Pre-listening
While-listening
What to teach
Why to teach
Where to go
How to teach
Whom to teach
Thank you!
谢谢
21世纪教育网（www.21cnjy.com)
中小学教育资源网站
兼职招聘：
https://www.21cnjy.com/recruitment/home/admin(共37张PPT)
Unit 3 Where did you go
Part B
Let’s try & Let’s talk
PEP版六年级下册
Part B
Let’s try & Let’s talk
Unit 3 Where did you go
A well-planned holiday
Let’s sing
Let’s guess
Was your holiday well-planned
It’s ________.
Where is it？
Foshan
Good to know
Was your holiday well-planned
It’s famous for Chinese Kung Fu.
Foshan
Let’s guess
Was your holiday well-planned
It’s ________.
Where is it？
Harbin
Good to know
Was your holiday well-planned
It’s famous for its ice and snow.
Harbin
Let’s guess
Was your holiday well-planned
It’s ________.
Where is it？
Sanya
Good to know
Was your holiday well-planned
It’s famous for its beaches and weather.
beach
Sanya
Good to know
Was your holiday well-planned
The weather is so warm.
Let’s guess
Was your holiday well-planned
It’s ________.
Where is it？
Xinjiang
Good to know
Was your holiday well-planned
It’s famous for its fruit and natural scenery.
Xinjiang
Let’s review
John’s Labour Day holiday
his parents
and his uncle
Who
Where
Xinjiang
What
rode a horse
saw lots of grapes
ate lots of mutton kebabs
What are they talking about Can you guess
Lead in
Listen and circle
Was your holiday well-planned
1. What are they talking about
A. School. B. Holidays.
2. Who did Sarah buy gifts for
A. Amy and John. B. Wu Binbin and Amy.
Let’s say
Was your holiday well-planned
How
Who
Where
What
good
her parents
saw the West Lake
bought some gifts
Hangzhou
A: Hi, Sarah. How was your winter holiday
S: Good! I went to Hangzhou.
W: Who did you go with
S: My parents. We went to see the West Lake. I bought some gifts. This is for you, Binbin! This is for you, Amy.
A&W: Wow, thanks.
Sarah went to Hangzhou for her holiday.
What about Amy
Where
Where did she go
How
Who
Who did she go with
What
What did she do
Look and say
When
How did she go there
When did she go
Was your holiday well-planned
Look and say
Where did Amy go
★
How did she go there
★
She went to Sanya.
By plane.
Listen and answer
When did Amy go to Sanya
★
Who did she go with
★
She went to Sanya over the winter holiday.
Her family.
Watch and answer
What did Amy do
★
Watch and answer
She took lots of pictures..
She also went swimming.
How was the beach
It was beautiful.
Was your holiday well-planned
Listen and imitate
Sarah:
Amy:
Binbin:
Amy:
Sarah:
Amy:
Binbin:
Amy:
Sarah:
Amy:
Where did you go over the winter holiday
My family and I went to Sanya.
Really Did you like it
Yes, it was so warm.
Hainan is far from here.How did you go there
We went there by plane.
How was the beach What did you do there
It was beautiful.I took lots of pictures,
and I also went swimming.
Sounds great! Can I see your pictures sometime
Sure!
Role-play
Was your holiday well-planned
Try to say
What did Amy do on the first/second/ ... day
Day 1
Day 2
Day 3
Day 4
Day 2
took a plane
went swimming
took pictures
played balls
rode bikes
Was your holiday well-planned
Try to say
What did Amy do on the first/second/ ... day
On the first day,Amy took a plane to Sanya.
On the second day, Amy_______.
On the third day, Amy________.
On the fourth day, Amy_______.
It was a good holiday. I enjoyed it very much.
Day 2
Was your holiday well-planned
Think and say
What do you think of Amy’s winter holiday Why
happy
interesting
boring
busy
well-planned
Good to know
What is a well-planned holiday
suitable activities
suitable time
suitable place
suitable transportation
a well-planned holiday
Watch and think
Do they have a well-planned holiday
A
B
Watch and think
She had a good time.
She did funny things.
She ate delicious food.
He didn’t enjoy the hotel.
He didn’t check the
weather.
He didn’t catch the plane.
A well-planned holiday
Not a well-planned holiday
Watch and say
Watch and say
with my friends
Who
Where
Harbin
What
saw beautiful clouds
went skiing
Harbin Ice and Snow World
CiCi’s holiday
When
winter holiday
How
by plane
played many games
took pictures
ate tasty food
bought some gifts
What about
your holiday
Let’s share
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
Where _______
I ___________.
Really Did you like it
Yes, it’s so beautiful there.
How _________
I ____________.
What ___________
I ____________.
Sounds great. Can I see your pictures sometime
Sure.
Level 1
Last __ holiday, I went to the______.
On the first day,I______________.
On the second day, _____________.
On the third day, ______________.
I had a very good time, what about you
Level 2
Choose one to share your holidays with your friends.
.
.
Let’s enjoy
Let’s enjoy
Read thousands of books,
travel thousands of miles.
读万卷书，行万里路.
祖国的大好河山值得你用脚步去丈量！
Talk about your last holiday.
Need to do
Day 1
__________________________________________________________________Day 2
__________________________________________________________________
Day 3
__________________________________________________________________
Make your travel booklet.
Choose to do
Homework
谢谢
21世纪教育网（www.21cnjy.com)
中小学教育资源网站
兼职招聘：
https://www.21cnjy.com/recruitment/home/admin中小学教育资源及组卷应用平台
Teaching Design for
6BUnit 3 Where did you go B Let’s talk
教学设计
教材内容分析
该单元围绕 Talk about the holiday trip, enjoy our life 这一主题展开学习。属 于“人与社会”和“人与自我”范畴主题语境下的“社会和文化”和“生活与学习”， 主要涉及“常见节假日，文化体验，购物体验”等。单元主题是 Talk about the holiday trip, enjoy our life。学生可通过谈论和描述假期中的经历，体验生活中的 乐趣，学会合理安排假期时间。
单元分析
教学内容分析
一、单元内各语篇分析及纵横知识联系分析
（一）What(文化类知识)
本单元选自人教版 PEP 小学六年级下册 Unit 3 Where did you go 属于“人与社会”和“人与自我”范畴主题语境下的“社会和文化”和“生活与学习”，主要涉及“常见节假日，文化体验，购物体验”等。本单元的学习内容是过往的假期，教材呈现了 John 等人在不同假期开展的活动，学生要学习如何询问及表达假期活动的地点、内容和出行方式等。
本单元共有六个语篇，各语篇从不同的场景来描述其相关的情绪及疏导方式，引导学生关注自己及他人情绪，通过帮助人获取快乐情绪，最终形成自我管理情绪的意识。
【语篇一】会话课。通过 Amy 去 John 的家里探望受伤的 John,展示了 John 五一假期去新疆旅游的照片，学生通过学习了解新疆的人文地理，同时在与他人谈论自己周末或假期活动的过程中学会分享、关心他人。
【语篇二】词汇课。学习本课的核心词组和音形义，融合语篇一的对话内容与他人的沟通交流，能够更流利的表达。
【语篇三】会话课。通过 Amy 讲述自己寒假去海南的旅行展开学习。学生在学习 Amy的假期活动后，了解并判断怎样是合理安排的假期，学会合理安排自己的旅行计划。
【语篇四】词汇课。围绕着“Talk about our holiday trip”展开，了解 Wu Binbin 的假期生活。本语篇延续上一节课的情景进行，Wu Binbin 讲述自己的暑假生活，同时还结交了朋友Andy，并了解他的假期生活。通过语篇学习，学生能够描述他人或自己的假期情况，乐于分享，感受生活中的美好。
【语篇五】读写课。语篇基于话题“A bad but also a good trip”而展开。教材内容通过回顾 Wu Binbin’s colorful holiday 引出话题内容，通过学习 Wu Binbin 的日记，了解他的糟糕而又美好的一天。语篇让学生明白凡事都有好坏两面，要积极乐观的面对，在我们努力下坏事也能转化成好事。
【语篇六】是一节故事课。语篇通过 Zoom 去了太空旅游，回来后和 Zip 一起谈论他的太空旅游，他假期的时候搭乘飞船去了月球，并在那里看到了嫦娥、月兔和一棵树，Zip 问他有没有拍照片，Zoom 却怎么也找不到他拍的照片，最后发觉原来是自己做了一个梦。该故事内容简单有趣，通过语篇学习，了解嫦娥奔月的故事，有助于引导学生树立远大的目标。
单元授课时长为 6 个课时。各课时对应的话题分别是：
【Lesson 1】 Part A Let’s talk & Let’s try
【Lesson 2】 Part A Let’s learn
【Lesson 3】 Part B Let’s talk & Let’s try
【Lesson 4】 Part B Let’s learn
【Lesson 5】 Part B Read and write
【Lesson 6】 Part C Story time
（二）How(语言类知识和方法类知识)
本单元借助John的劳动节假期活动，引出Amy与Sarah、Wu Binbin谈论寒假三亚之旅等情境，从对话中获取有用的句型。核心语言是:When did you go Where did you go What did you do How did you go... 引导学生从时间、地点、交通方式等方面展开知识学习和语言交际，结合句型，口头表述自己实际过去一天的生活。
（三）Why(价值类知识)
本单元借助假期的话题，引导学生读万卷书，行万里路。通过阅读 Wu Binbin 的日记等情境，懂得假期里不全是美好，意外会与美好共存，引导学生建立事物都有两面的概念，认识到好事坏事可以相互转换，学会用积极乐观的心态去面对生活。
（四）纵横知识联系分析
纵向关联
内容 单元 词汇 句型 与本单元主题的关联
时间 Book 4 U2 What time is it o’clock, come on, now What time is it It’s ... It’s time for… 能够谈论出游时的具体 时间点。
天气 Book4 U3 Weather cool, cold, arm, cold, sunny, rainy What’s the weather like in ... It’s... 能够在假期期间讨论出游时的天气。
合理安排出游活动 Book 5 U2 My week Monday, Tuesday... What do you have on ... What do you do on... 能够讨论出游间。
Book5 U4 What can you do cook, dance, swim, sing What can you do... I can... 能够讨论未来出游时的活动与计划
Book6 U3 My school calenda January, February… When is ... It is in … 能够讨论出游时间
Book 7 U2 Ways to go to school bus, plane, taxi, subway, train... How do you go to ... I go by … 能够讨论出行方式
Book7 U3 My weekend plan film, trip, supermarket, park What are you going to do I am going to ... Where are you going to I am going to… 能够讨论旅游计划
个人心得与感受 Book 7 U 4 How do you feel angry, happy, worried, sad How do you feel I feel... What should you do... I should... 能够讨论出游时的感受
横向关联
单元 词汇 句型 与本单元主题的关
Unit 2 Last weekend cleaned, washed... What did you do last weekend ---I... 能够描述上周末的活动。
Unit 3 Where did you go rode, went, hurt... Where did you go... ---I... 能够描述某人的假期活 动。
Unit 4 Then and now could, took... There was/were... 能够描述过去和现在的 变化
二、单元学习核心语言知识和技能与策略
单元主题：Holiday
语篇 核心词汇 核心句式 技能与策略学习
1.John’s Labour Day holiday 假期旅行活动和所见所闻：fell off, Labour Day, Turpan, mule, till, could 询问假期出行的地点： Where did you go ---I went to ... 根据图片推测对话的主题、语境及主要信息
2. John’s blog 假 期 旅 行 活动 ： rode a horse, rode a bike, went camping, hurt my foot, went fishing 询问假期出行的地点和活动： Where did you go ... ---I went to ... What did you do there ---I ... 在语境中，根据单词的音、形、义学习词汇。
3. Amy’s winter holiday 假期旅行活动描述词：over, beach, went swimming, took pictures 询问假期出行的地点、方式和活动： Where did you go over the winter holiday ---I went to ... How did you get there ---I get there by... What did you do there ---I ... 1.借助图片和核心语言谈论假期。 2.借助语言输出框架和语言提示，介绍自己的假期
4. Wu Binbin’s holiday 假期旅行活动： ate fresh food, went swimming, took pictures, bought gifts 询问假期出行感受： How was your...(summer holiday/ winter holiday/Labour Day ...) It was ...(good/ fine/great...) 在语境中，根据单词的音、形、义学习
5.A bad day or a good day 假 期 旅行 活 动 ： basket, part, licked, laughed 描述假期： Where did you go ---I... 使用日记来记录假
6.Zoom’s holiday 假期旅行活动： by spaceship, take pictures, build a rocket, take my friends 描述假期： How was your holiday Where did you go What did you do I’m building a rocket. I’m taking my friends ... 1.根据图片和标题推测故事的主要信息。 2.推断故事的画面、色彩、声音等传递的意义； 3.借助图片和核心语言讲述故事的主要内容
单元主题内容框架图
单元教学目标
通过本单元的学习，学生能够：
1.学习理解
（1）能听懂、理解、会读单元核心语言及相关语篇内容。
（2）如何询问对方假期生活 如何描述自己的假期生活 假期中你有哪些开心以及不开心的事情
2.应用实践
（1）能准确运用一般过去时态从 when, where, what, how 等角度描述假期；
（2）能合理表达从假期中学习到了什么，此次假期是否是一次合理安排的假期以及假期的记录形式等。
（3）明白一个合理安排的假期包含哪些内容，我们能从假期中学到些什么，用什么样的方式做假期游记，明白假期并不总是美好的，有时意外也是一种美。
3.迁移创新
（1）用小组合作或个人展示等创编新对话。
（2）通过本单元的学习，学生的知识建构、迁移运用、综合分析评价等能力得到发展，训练学生的综合表达能力，达到巩固语言、运用语言的目的。
五、单元教学评价
采用“教--学--评一体化”的方式：评价主体为教师评价、小组评价以及个人评价。评价方式为课堂评价、单元评价以及作业评价。课堂上按照小组分组，要求做到眼睛认真看，耳朵仔细听，嘴巴积极表达，表现好的小组能够获得点赞；课上学习并完成堂上学习任务，课上进行课程评价；课后进行作业评价；最后根据以上评价生成单元反馈表，学生能够清晰看到自己本单元的表现。此外，教师评价不仅仅是口头表扬和小组加分等，也体现在提问环节上，如在学生回答问题或分享自己的假期时，老师可以通过提问方式，观察学生是否参与互动和交流。
PEP 小学英语六年级下册 Unit 3 Where did you go
第三课时教学设计 B Let’s talk
一、语篇研读
【What】本课为本单元的第 3 课时。本语篇为小学生日常对话，主题是 holiday。 教材通过 Wu Binbin 和 Amy 在学校遇见 Sarah，三人谈论寒假活动展开学习；学生在听力
部分了解 Sarah 的寒假活动；接着在对话学习中，Amy 讲述了她寒假去海南的旅行。
【Why】运用由 where、what 和 how 引导的一般过去时特殊疑问句谈论假期活动，引导学生与小组成员交流假期活动，感受祖国的大好河山，并记录自己的假期活动，分享
感受，树立如何合理安排假期旅行的意识。
【How】本节课由 Let’s try 和 Let’s talk 两部分组成，这两部分的情景贴合学生真实生活，关联性很强，通过多模态学习提高学生的英语学习能力。学生通过完成听力活动了解 Sarah 的假期生活，然后引导学生使用核心语言，如：Where did you go over the winter holiday What did you do How did you feel 进行自主探究，展开对 Amy 假期生活的学习。最后在应用实践中陈述 Amy 的假期生活，在迁移创新中交流和描述自己的假期生活，合理安排自己的假期旅行。
二、课时目标
学习理解：
完成 Let’s try 的听力活动，通过多种形式学习 Let’s talk，理解对话大意，掌握核心句型的语用和语义，用正确的语音语调朗读对话内容。
应用实践：
（1）在教师的帮助下，分角色表演对话，感受三亚的自然风光。
（2）能够在思维导图的帮助下，谈论 Amy 的假期。
迁移创新：
借助语言支架和自身实际情况，与小组成员交流和记录自己的假期活动，感受祖国的大好河山；并学会享受假期，树立如何合理安排假期旅行的旅行意识。
完成课时目标所需的核心语言如下。
【 核心 词 语 】
over, went swimming, beach, took pictures
【 核 心 句 型 】
Where did you go over the winter holiday
How did you go there --I went there by...
What did you do there --I…
三、教学过程
教学目标 学习活动 效果评价
1.学习理解: 通过歌曲与游戏的导入，听、说、看等多种语言技 能,在视频图片和教师的 帮助下,学生能理解对话大意，初步感知重点句 型在实际对话中的运用。 1. Sing a song Sing a song ：Let’s Go on a Trip T: Do you like this song What’s it about 2.Let’s guess & Good to know T: Where is it S: It’s _______. T: It’s famous for______________. 3.Let’s review Review John’s Labour Day holiday 4. Let’s try Q1: What are they talking about Q2: Who did Sarah buy gifts for 5.Let’s say Sarah went to Hangzhou last winter holiday. What about Amy 6.Look and say Q1: Where did she go Q2: How did she go there Q3: Who did she go with Q4: When did she go there Q5: What did she do there 7.Listen and answer 8.Watch and answer Q1: What did Amy do Q2: How was the beach 观察学生从歌曲中感知 本课时的知识点。 学生仔细观察图片，引 导进行正确预测。 学生获取完整信息并能 进行知识回顾与梳理。 观察学生对听力文本的掌握程度，并给予及时的鼓励与评价。 观察学生口头表达情况，给予反馈和指导。 观察学生的回答，给予 及时的评价与鼓励，给 予学生继续探究知识的兴趣与热情。 观察学生是否通过录音，获取本课时的关键知识点,对学生的掌握给予及时的指导。 观察学生从观看视频中获取信息的能力，对学生的回答，给予鼓励与肯定。
设计意图：激活学生已知并呈现部分目标词汇和核心句型，在听力中进一步感知和操练目标语言。在自由讨论中呈现更多目标词汇和核心句型，并创设情境让学生尽可能多的使用核心句型。
2.应用实践: 通过模仿跟读和角色表演，能够用正确的语音、语调、意群读和演对话；通过小组讨论，对Amy 在寒假进行的旅游活动有一个更清晰的理解，为下面的教学活动作好扎实的铺垫。 1.Listen and imitate 2.Role-play 观察学生能否流利朗读 文本，客观、公正地评价 课堂学习情况。 根据学生运用重点句表 达、表演文本的情况，发 现问题，及时提供指导和鼓励，表扬大胆表演课文的学生。
设计意图：本阶段学习活动旨在此让学生整体感知对话内容，运用语言理解意义，从学习理解过渡到应用实践。通过创设开放性问题，鼓励学生结合已有的生活经验表达自己的想法和建议，激发学生积极思考，引导学生深入探究对话的主题意义，促进学生逻辑思维和辩证思维的发展，同时为后面的环节做好准备。
3. 迁移创新: 通过Try to say，Think and say, Watch and think, Let’s share, Let’s enjoy, 一系列层层递进的活动，让学生逐步感知并悟出怎样的安排才算是一个合理、美妙的旅程，初步建构外出旅行需要怎样合理计划的概念。 1.Try to say What did Amy do on the first/second/ third day 2.Think and say 1）What do you think of Amy’s winter holiday？Why 2）What is a well-planned holiday 3.Watch and think Do they have a well-planned holiday 4.Watch and say 5.Let’s share Choose one to share your holiday with your friends. 6.Let’s enjoy Enjoy the beautiful scenery of different cities in China 学生能迁移所学语言知 识和结构，清晰描述事 情。 观察学生学会认真倾听 他人发言并引导其做出客观的评价。 学生学会认真聆听老 师对本课时主题意义 的总结引导其做出客观的评价。 学生在观看视频后明晰 a well-planned 的好处，同时感知合理安排时间的必要性。 学生在观看老师刚过去的寒假旅游视频后，更加体会一个a well-planned holiday 所带来更为快乐时光的重要性。 观察小组讨论合作和小组展示中，学生能否运用本堂课所学进行清楚而有逻辑的展示，根据需要给出必要的指导和反馈。 引导学生欣赏祖国大好 河山的美景，激发他们更加热爱祖国。
设计意图：通过多种形式学习，促进学生内化和巩固所学；培养学生的多元表达能力，发展学生逻辑思维和开放性思维；教学评一体化；结构化梳理课堂重点，让学生清晰本堂课所学，并检测本堂课的学习目标是否达成。
板书设计
作业设计
作业内容 时间 反馈方式 设计意图
基础性作业（必做） Talk about your last holiday. 6mins 家长评价 教师批阅 巩固本课时的语言知识，内化语言。
拓展性作业（选做） Make your travel booklet. 10mins 课上展示
