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中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
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授课时间： 年 月 日
课题 U1 Section A(2a-2f) How do people spend their holidays 课型 新授课（听读说） 课时 2 主备人
审核人
语篇研读 【What】本课有1个对话语篇，主要呈现了Adam和Peter关于假期经历的对话。Peter 假期和家人去了云南，在丽江古城停留，游览了玉龙雪山、品尝了当地美食；Adam 假期则在家阅读、玩游戏放松。【Why】本课时以听读说任务为手段，在上一节听说课的基础上，借用一段生动的对话，一方面，让学生在真实交流情境中运用语言知识，提升口语和听力等语言技能；另一方面，以假期做有意义的事（如旅行、尝试新体验等）为引导，鼓励学生在假期积极探索、积累新知识新技能，让假期过得更充实有意义，培养其积极的生活态度和学习意识。【How】该对话以日常寒暄（How are you ）开启，接着围绕假期（How was your holiday ）展开问答，通过一般疑问句（Did you... ）询问经历，用陈述句回应，逻辑清晰，符合日常交流顺序。在语言运用方面，运用一般过去时描述过去的假期活动（如went, stayed, took等），有情景化的词汇（如 holiday, Yunnan, old town等）和表达（如 sound great, take one's breath away等），让语言贴近生活，便于学生理解和模仿运用，助力学生构建日常交流的语言体系，实现用英语分享经历、交流生活的目的。
学情分析 K (Know) — 已知 W (Wonder) — 想知 L (Learn) — 能知
学生已掌握一般过去时基础用法，能理解简单的假期相关词汇，也具备基本日常交际问答结构；对“假期”话题不陌生，自身有假期经历可关联，清楚描述假期常涉及 “去了哪、做了啥、感受如何”，能结合生活填充对话内容。 想更流畅运用一般过去时进行复杂问答，掌握更多假期场景词汇，提升听力中抓取关键信息（如地点、事件）的能力，以及口语中生动描述经历、交流感受的水平；对同学多样的假期经历感到好奇，想了解不同地区（如云南）特色景点、美食背后文化，探索如何让自己假期更丰富有意义，获取规划假期、积累新体验的灵感。 深入学习假期交流高频词汇，熟练运用一般过去时完成复杂对话（含多轮问答、细节补充），掌握通过对话提取关键信息（填写表格、总结摘要）的技巧，提升听说读写综合语言技能；了解不同假期生活方式，树立积极规划假期、丰富自我的意识，助力综合素质提升 。
学习重点难点 重点：掌握假期交流相关词汇；熟练运用一般过去时进行对话交流；听懂对话中关于假期经历的关键信息；运用目标语言进行角色扮演，提升口语表达和交际能力；感受不同地域文化，激发对探索不同地方、丰富假期生活的兴趣；
难点：在复杂对话情境中正确运用一般过去时，灵活运用丰富词汇和表达；在听力中快速捕捉细节信息；将对话中学到的语言结构和内容迁移到自身假期经历分享中，创造性地运用语言，规划和描述更丰富、有意义的假期。
学习目标 能够在与朋友分享假期经历的情境中，通过听读活动，获取对话中的关键信息，包括Peter去云南的行程、在丽江的活动，Adam在家的放松方式等内容；(学习理解)能够运用一般过去时和假期相关词汇，完成对话角色扮演，自然、准确地模拟交流假期经历，包括问答行程、活动、感受等；(应用实践)能够仿造对话语言模式，用英语分享个人真实假期经历，灵活运用目标词汇和语法，拓展内容（如独特活动、深刻感受），实现真实语境交流。(迁移创新)
当堂评价 能够准确选择、提取对话关键信息，正确完成补全对话、表格信息梳理、词汇语法填空等练习；（检测学习目标1）2. 能够在角色扮演中，流利运用目标词汇和句型，内容完整，发音准确，对话自然流畅，且在班级展示时表现出自信；（检测学习目标2）3. 能够注意到分享内容的创新性（是否有独特经历、新颖表达）、语言运用的灵活性（语法、词汇拓展使用）等。（检测学习目标3）
教学活动设计
学习活动 教师导学 学习评价
Step 1. Lead-in.Have a free talk about their own holidays.Sa: My holiday was great. I went to Xinjiang with my family. We ... Enjoy the pictures and learn some names of places in Yunnan. Ask some questions.T: How was your holiday T: Did you eat anything special T: Let’s travel to Yunnan. Show some pictures of places of interest in Yunnan and teach the English names. 师评。观察学生能否在教师的问题引导下，准确回答，结合自身假期经历与师生做积极分享。师评。观察学生能否正确说出部分云南景点的英文名称。
【设计意图】利用精美的图片和视频等多媒体资源，激发学生参与英语学习的兴趣，导入假期旅行话题，学习云南景点名称；通过自由谈论引导学生复习上节课所学，激活学生已知，渗透目标语言让学生进行初步的感知。
Step 2. Listening. Look at the pictures and make predictions about the conversation. Task 1: Know about Lijiang Watch the video and learn something about Lijiang.Task 2: Know about Peter’s trip in Lijiang Try to make predictions about the content of the missing places. Listen to the conversation and choose the words they hear.Check their answers. Show “Peter’s Wechat” and guide Ss to predict.T: Hello, everyone. I’m Peter. I also took a trip to Yunnan this summer vacation. Let’s see my experience I share on the social media. T: Today, let’s travel to Lijiang in Yunnan together. And you can become the Tourism Ambassador of Lijiang after completing three tasks. Play a video to help Ss learn about the Lijiang. Guide Ss to pay attention to the sentences and key words before and after the blanks to predict the direction of the answer. Play the recording. Let Ss finish activity 2a. 师评。观察学生能否在观察图片后，准确获取图片中的关键信息，如地点、人物感受等。师评。观察学生能否在教师的引导下，合理预测2a对话中所缺部分的内容和句式结构。师评。观察学生能否安静、认真地听取听力内容，听一遍录音后能准确、快速地将对话补充完整。核对答案时，语言准确，表达流畅，声音洪亮。
【设计意图】通过速读观察对话上下文，引导学生针对所缺信息的主要内容和表达方式进行合理预测。这一过程不仅激发了学生的学习兴趣，还为他们后续的听力训练提供了必要的学法指导。通过听力补全对话，学生能够初步了解不定代词的使用情境，巩固陈述句和一般疑问句的上下衔接。
Step 3. Reading.Read the conversation and complete the table. Then check their answers.Sa: Peter went to Yunnan. He stayed in the old town for...Complete the summary of the conversation. One S read the passage to check the answers. Let Ss read the conversation and take notes about the places, activities and feelings in the chart. Invite two Ss to report their answers by making sentences. Guide Ss to find out the key information in the conversation. Then let Ss finish activity 2c. 自评、师评。观察学生能否阅读对话后，在限定时间内使用准确的语言完成表格和短文，能否在完成的任务过程中关注单词拼写的准确性、动词的过去式形式、和不定代词的使用。
【设计意图】通过阅读对话填写表格并完成短文，学生需要准确提取对话中的关键信息（如地点、人员、活动、感受等），并对其进行分类和整理。这一过程不仅锻炼了学生的阅读技巧，还培养了他们的逻辑思维和归纳能力。
Step 4. Role-play.Listen to the conversation again and pay attention to the pronunciation, intonation and stress. Role-play the conversation in pairs. Sa: Hi, Peter. How are you Sb: Hi, Adam. I’m fine, thanks. Play the recording and ask Ss to repeat the conversation and imitate pronunciation and tone. Let Ss work with their partners to play the roles of the conversation. Three minutes later, invite several pairs to show their conversations. Offer the evaluation standards to guide Ss to give comments. 自评、互评、师评。观察学生能否在跟读时关注语音语调现象，有意识地将句子进行节奏性处理；能否在小组内有效合作，礼貌得体地完成角色扮演，语言运用得体、正确。
【设计意图】通过再次听对话并关注语音语调，学生能够更加准确地掌握英语语流的自然节奏和语调变化。同时，角色扮演的活动形式增强了学习的趣味性和互动性，使学生在模拟真实情境的过程中锻炼口语表达，提升语言运用能力。
Step 5. Speaking.Work with their partners and try to find out different information about the holiday. Try to talk about their favourite holiday and reason.Sa: I prefer Adam’s vacation. Because it’s relaxing to read interesting books and play games.Tick the words that describe their last summer holiday experience.Sb: I ... during my holiday and I think it was ...Task 3: Introduce your trip Work with partners. Share their summer holiday experience. Sa: How was your summer holiday Sb: It was amazing.Sa: ...Write a short passage about your holiday. Guide Ss to analyze the content of the conversation and list the key words to have a conclusion.T: Whose vacation do you prefer Why Provide the useful expressions to help Ss. Ask Ss to finish activity 2e. Make sure they can understand the meaning of the description words. Lead Ss to recognize the place in the picture in 2f. Let Ss work in pairs and make conversations. Remind them to pay attention to the different information points.Ask Ss to write about their holidays. Provide the sentence structures to help them. Offer the evaluation standards to guide Ss to give comments. 师评。观察学生能否在教师的引导下，准确地找出并提炼对话中关于旅行的关键信息点。自评、师评。观察学生能否就自己所喜爱的度假方式进行准确表达和合理解释。自评、互评、师评。观察学生能否在交流过程中准确分享自己的假期生活，并展现出对同伴回答的兴趣与尊重，体现了良好的课堂互动和沟通技巧；能否根据伙伴的回答进一步提出相关问题或分享个人见解，以此衡量他们的思维拓展和语言表达能力。
【设计意图】通过分析对话，引导学生挖掘假期相关信息，提炼关键词，强化对旅行话题词汇、表达的理解与抓取能力，夯实语言知识基础。从讨论喜爱的假期及原因，到用指定句式分享假期经历、写短文，逐步搭建表达框架，让学生在真实交流情境中，锻炼用英语描述假期、互动沟通的口语技能，提升语言输出能力。分析对话、对比不同假期选择等活动，促使学生思考、归纳，锻炼逻辑思维；分享个人假期时，需组织内容、回应同伴，助力思维拓展与灵活运用语言。引导学生回顾美好，激发对生活的热爱。
Step 6. Conclusion. With the help of T, try to sum up what they’ve learned this lesson. Talk about their understanding of travel. Ask questions to lead Ss to think further.T: Peter and Adam spent holidays in totally different ways. Did they feel satisfied with（满意） their holidays Play a video about the meaning of travel.T: Why do people travel during holidays 师评。观察学生能否在老师的帮助下，正确、全面地梳理本节课的主要内容，并就人们为什么要旅行和旅行带来的积极意义进行思考。
【设计意图】引导学生进行课堂小结，并引导其正确认识旅行所带来的积极的生活态度和学习意识。
课 时 达 标 检 测
一、用所给动词的正确过去式填空。Last summer holiday, Peter ____ (go) to Yunnan with his family. They ____ (stay) in Lijiang Ancient Town and ____ (climb) Jade Dragon Snow Mountain. Adam ____ (not travel) anywhere. He ____ (read) books and ____ (play) games at home.根据句意和汉语提示完成句子。1. We went to a small ________(城镇) last weekend. It was full of old and beautiful houses.2. The wonderful performance ___________________(令我惊叹). I couldn't believe how talented the actors were.3. I didn't want to go ____________ (任何地方) yesterday. I just wanted to stay in bed.4. I had _____________ (没有什么) to do this afternoon, so I watched some funny videos online.三、翻译题。1. 这个小镇的美景令人惊叹。2.我没有去任何特别的地方，只是待在家里喝清蒸鸡汤。3.所有食物都很美味，尤其是那道清蒸鸡汤。4.你吃了什么特别的东西吗？四、阅读莉莉和汤姆关于假期的对话，回答问题。Lily: Hi, Tom! How was your holiday Tom: It was great. I took a trip to Sanya. I stayed there for a week.Lily: Did you go to the beach Tom: Yes, I did. I swam in the sea and played volleyball on the beach. What about your holiday, Lily Lily: I didn't go out. I read some interesting books and played chess with my grandpa.Where did Tom go for his holiday ____________________________________What did Lily do during her holiday ____________________________________Use “Did... ” to make a question about Tom’s holiday (not mentioned above). Then answer it.Question: ____________________________________Answer: ____________________________________
板书设计
作业设计 必做 Make 3 simple yes/no questions about holiday experiences with “Did you... ”, and then answer them according to your real situation. For example: Did you read interesting books during the holiday Yes, I did. / No, I didn't.
选做 Imagine you are an exchange student. Write an email to your foreign friend. Share your most unforgettable holiday experience. Include details like where you went, what you did, how you felt. Use rich past-tense expressions and descriptive words. The email should be at least 80 words.
教学反思 【优点】围绕“假期经历交流”语篇，从what、why、how维度剖析，让教学内容有清晰逻辑主线。学生能理解对话表意、语境意义及语言组织逻辑，为语言学习和运用筑牢基础，比如借助语篇逻辑，对一般过去时在假期交流场景的运用更清晰。通过听力信息提取、角色扮演、真实经历分享评价，清晰判断学生目标达成度，教学评一致性好，助力及时反馈调整。【不足】听力教学深度欠缺：听力活动多聚焦信息提取，对听力策略（如预测、抓关键词技巧 ）、听力障碍（如连读、弱读导致的理解困难 ）指导不足，部分基础弱学生听辨吃力，且难迁移听力技巧到新素材。角色扮演局限性：角色扮演多是模仿对话，学生按既定内容演绎，自主拓展少，难体现真实交流灵活性，部分学生机械重复，未真正内化语言用于表达，口语提升效果待加强。【改进】优化听力教学：听力前，引导学生看题目预测内容，圈画关键词；听中，暂停引导分析连读等语音现象；听后，开展“错题归因（因语音还是词汇理解错）”“新语境听力迁移”练习，比如用相似假期交流主题新音频，让学生运用技巧听辨，提升听力能力。升级角色扮演：设定“假期经历新挑战”，如给定不完整对话框架，让学生补充独特活动、感受；或开展“假期经历辩论（如‘宅家 vs 旅行，哪种假期更有意义’）”，倒逼学生灵活用语言，激发创新表达，深化口语运用。
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