Unit 3 Holiday fun (story time)
潘开英
教学目标：
通过本课时学习，学生能够：
1. 学生能在看、听、说的活动中获取、梳理对话中Liu Tao 和Mike在国庆节假期中分别去了哪里、做了什么事。（学习理解）
2. 学生能正确地理解并朗读对话内容，并在教师的引导和帮助下(或关键词与图片的提示下)表演对话。（应用实践）
3. 学生能够用所学核心词句有序谈论假期趣事。（迁移创新）
4. 学生能够评价文中人物的假日生活，懂得创设积极愉快的假日活动。（迁移创新）
完成本课时目标所需的核心语言如下：
【核心词汇】 National Day holiday，call sb, went to the Bund , visit the Shanghai Museum
【核心句型】What did you do for the holiday? I …Did you …? Yes, I did. /No, I didn’t. Where did you go for the holiday? I went to … How was your holiday? It was …
教学重点和难点：
教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文。
教学难点：能理解课文内容，并能尝试复述课文，用过去式谈论假期趣事。教学过程：
Step 1 Pre-reading
1. Talk about the rules in English class.
T: Boys and girls, do you like E? How to learn E well? What should you do in our E class?
S: Speak loudly. Listen carefully. Read more. (评价：Learn by reading/thinking.)
2. Play a game: Please enjoy the pics and try to read the phrases beautifully and quickly.PPT出示节日活动及词组
3. Lead to the topic:
T: Nice job! PPT：呈现刚才的词组图片Can y guess today’s topic?
学生猜。Good idea！And are these things interesting? So we call the interesting things we did during holidays_________(揭题Holiday fun )
Step 2 While-reading
A.把握整体概况
1. 对课题提问
After reading the title, what do you want to know about the story?
学生用W/H提问：
T: I give y a key word: who.
------Who is talking about holiday fun? 出示M<.
T:Do you want to know the holiday? So y can ask:
----What holiday? 出示背景语。教学National Day
T: What about the fun? Do you know? So y can ask:
------What fun is it? （That means: What did they do?）
How was the holiday? ( 指课题，fun, is it interesting?—It’s great fun!)
Wow, so now let’s find out what they did during the holiday.
B．细节解读
LT’s holiday fun
1. Look and guess:What did LT do?学生看插图猜测LT的假日活动
2.Read and find: PPT呈现左半部份LT的答句,学生快速浏览找出关键词。
T:贴板书并教学：went to Shanghai, visited my aunt, went to the Bund, visited the Shanghai Museum
2. Think and say:How do they talk about the holiday fun? What will...ask LT?
3. Put the sentences into the right order:
T:Here are two questions, can you put them in the right order?（PPT出示文中的三个句子，打乱了顺序让学生排序。）
3.Read and imitate. /Read in roles.
4.Try to say sth about LT’S...可出示思维导图
T: So from the dialogue, we know:....
T:And also we know, Mike called Liu Tao, but Liu Tao weren’t at home. Do you want to know why?let’s go and find Mike’s holiday fun.
C.Mike’s holiday fun
1.Try to ask:
T: To know M’s holiday, what Qs will you ask M?
S1:Where did y go for the holiday?
S2:What did y do there?
2. Read and finish the mind map about M’s...
(tips:...)
Check and learn:
1)示图，并示M的句子：Our family went to a farm near Star Lake.We picked some oranges and went to fishing.引导学生回答上面的问题，纠音,看图择义。
2)Look at the picture.what’s in the net? So M says: 点击PPT: I caught a big fish!
教caught，引导学生读出该句的语气。
3)点击PPT：补全Did you catch any fish? Yes, I did. 让学生找caught的原形。
3.Put the sentences into the right order:
T:Do you know Why M called LT? Never mind, here are some sentences,if y can put them in the right places, then y can find the answer.try?
PPT:How was your holiday?
Where did you go for the holiday?
What did you do there?
Did you catch any fish?
Why did you call me?
Where’s the fish?用以上句子填空，解读：ate=eat.Why did you call me?
4.Read and imitate.
C．整体朗读，加深理解
1. listen and imitate, pay attention to the pronunciation and intonation.
2. read together, try to read it fluently.
3.One minute none stop reading, try to remember the story.
Step 4 post-reading
1. Look at the mind map on the Bb, try to retell the story.
2. Summary and expand:
T:From the story, we know when we talk about Holiday fun, we can ask:----
T:Do you have more Qs about their holiday fun?
拓展：Did you see many people there?/ Was the Bund very beautiful at night?
So, this time, you can choose LT/M, talk about holiday fun in pairs, then try to act it out.
3. Try to interview LT/M, use more Qs and try to make the dialogue more vividly.(t-s 示范，s-s discuss, s-s act it out)
4. Think and say: What is fun during holiday？猛吃，睡，玩手机等，引导判断,得出：要做有意义的事情。
Homework