资源简介

(共30张PPT)
Unit 2
Part A Let's talk
Festivals bring us together
Getting together
talk about festivals and big events
Listen and sing
share event experiences
We will:
describe activities and feelings
Getting together
tell facts and opinions
Learning Goals
understand the dialogue about the Mid-Autumn Festival.
ask and answer about past festival activities.
explain how festivals bring people together.
By the end of this lesson, I can:
Today's Learning Journey
Listen and understand
Read and learn
Look and predict
Talk and share
Step 3
Step 2
Step 1
Step 4
We get together to celebrate, share food,
tell stories and enjoy time with people we love.
Why do we get together
Big Question
Festivals and Events
What festivals or events do you know
Mid-Autumn Festival
Dragon Boat Festival
Spring Festival
Teachers' Day
Two Ways to Get Together
Two Festivals,
enjoy mooncakes and fruit
Mid-Autumn Festival
Spring Festival
tell stories
paste fu
eat jiaozi
福
Listen and Write
T or F
Matt knows about mooncakes.
Mike's father bought the mooncakes.
Mike and Matt are having breakfast.
F
F
Action Clues
take a trip
tell stories
eat jiaozi
visit us
enjoy mooncakes and fruit
paste fu
Listen and Choose
What festival are they talking about
A. Spring Festival
B. Mid-Autumn Festival
C. Dragon Boat Festival
Who visited Binbin's family
A. His aunt's family
B. His friends
C. His teachers
Answers
1. B. Mid-Autumn Festival
2. A. His aunt's family
Listen and Complete
Answer bank
Feeling: ___________________
People: ___________________
Festival: ___________________
Activities: __________________
Mid-Autumn Festival
Binbin's family and his aunt's family
His aunt's family visited them.
They enjoyed some mooncakes and fruit.
Grandpa told them some stories about the festival.
It was great. They had a really nice day.
The Festival Story Path
4. You can also join us for the Spring Festival.
We can paste fu and eat jiaozi together.
3. Grandpa told us some stories about the festival.
1. My aunt's family visited us.
2. We enjoyed some
mooncakes and fruit.
Read the Dialogue - Part 1
Mike:
How was your Mid-Autumn Festival holiday, Binbin
Binbin:
It was great! My family and I had a really nice day.
Mike:
What did you do Did you take a trip
Binbin:
No, we didn't. My aunt's family visited us.
Mike:
Did you eat mooncakes
Binbin:
Yes, we did. We enjoyed some mooncakes and fruit.
Grandpa told us some stories about the festival.
Sure. You can also join us for the Spring Festival.
We can paste fu and eat jiaozi together.
Read the Dialogue - Part 2
Wow! Can I join you next year
Great! I can't wait!
Binbin:
Mike:
Mike:
Read and Answer
He told them some stories about the festival.
They enjoyed some mooncakes and fruit.
His aunt's family visited them.
No, they didn't.
It was great.
Answers
How was Binbin's Mid-Autumn Festival holiday
Did Binbin's family take a trip
Who visited Binbin's family
What did they enjoy
What did Grandpa do
Dialogue Structure
How was your
Mid-Autumn Festival holiday
Can I join you next year
1. Ask about the feeling
Did you eat mooncakes
2. Ask about activities
4. Invite a friend
3. Check a detail
What did you do
We visited / enjoyed / told ...
Yes, we did. / No, we didn't.
How was your festival
It was great / nice / fun.
Did you take a trip
What did you do
Language
Toolbox
Did + Base Verb
Remember:
Did you eat mooncakes
Did you take a trip
Did you took a trip
Did you ate mooncakes
Did
subject
base verb
...
eat
take
Past Actions in the Dialogue
have
had
visit
visited
enjoy
enjoyed
tell
told
do
did
Mike: How was your Mid-Autumn Festival holiday, Binbin
Binbin: Sure. You can also join us for the Spring Festival. We can paste fu and eat jiaozi together.
Binbin: No, we didn't. My aunt's family visited us.
Mike: What did you do Did you take a trip
Mike: Can I join you next year
Binbin: It was great!
Role-play Key Lines
Speak with feeling
Mike: Great! I can't wait!
How was your ... holiday
What did you do
Can I join you ...
Did you ...
Role-play
Natural feelings
Correct words
Clear voice
Use
Roles
Mike
Binbin
Rebuild the Dialogue
Mike:
How was your ___________________ holiday, Binbin
Binbin:
It was ____________!
Mike:
What did you do Did you _____________
Binbin:
No, we didn't. My aunt's family ______ us.
Mike:
Did you eat mooncakes
Binbin:
Yes, we did. We _________ some mooncakes and fruit.
Grandpa _________ us some stories.
Word bank
Mid-Autumn Festival
great
take a trip
visited
enjoyed
told
Answers
Mid-Autumn Festival
great
take a trip
visited
enjoyed
told
Mid-Autumn Festival
great
take a trip
visited
enjoyed
told
Ask and Answer -
Teachers' Day
Did you draw pictures for our teachers
No, I didn't. I took some photos.
Did you make cards for our teachers
Yes, I did.
Interview Your Partner
How was your festival or event
What did you do
Did you ...
Name
Festival / Event
Activities
Feeling
Sarah's Teachers' Day was great.
She took some photos.
Example
Make a Mini Report
______'s festival / event was ______.
He / She also ______.
He / She ______.
It was ______.
Festivals bring families and friends together.
How can festivals bring us together
They invite friends to celebrate together.
Think and Share
People share food and stories.
Families visit each other.
Class Exercise
1. How ______ your Mid-Autumn Festival holiday
A. was B. did C. were
2. Did you ______ a trip
A. took B. take C. taking
3. My aunt's family ______ us.
A. visit B. visited C. visits
4. Did you eat mooncakes
A. Yes, we did. B. Yes, we ate. C. Yes, we do.
5. Grandpa ______ us some stories.
A. tell B. tells C. told
Answers
1. A
2. B
3. B
4. A
5. C
Festivals
bring people together.
Festival activities
enjoy mooncakes and fruit
How was your festival
Big idea
Did you ...
What did you do
tell stories
eat jiaozi
paste fu
visit us
Summary
Key questions
Homework
Listen and read
Listen to Part A Let's talk and read it three times.
Interview
Ask a family member:
How was your festival
What did you do
Did you ...
Write
Write 4-5 sentences about a festival or event.
Great job!
Festivals bring us together.
See you next time!Unit 2 Getting together 教师逐页授课稿
第1课时 Part A Let's talk｜对应定稿PPT P01—P30
P01 Cover｜单元导入
本页目标｜建立Unit 2节日相聚主题，明确本课为Part A Let's talk听说课。
教师｜Good morning, boys and girls! 请先看封面。What can you see 有月饼、福字，也有同学和家人围坐在一起。今天我们进入Unit 2 Getting together。Getting together就是人们来到一起、相聚。请读课题：Part A Let's talk。今天我们会听Mike和Binbin谈一次节日经历，还要学会询问同伴：How was your holiday What did you do 最后，我们要回答一个问题：Why do people get together
预设互动｜学生观察封面，说出mooncake、fu、family、friends等线索，跟读Unit 2 Getting together和Part A Let's talk。
操作提示｜封面只建立主题和任务，不提前讲完整对话。标题和主题句可依次出现。
P02 Listen and Sing｜歌曲导入
本页目标｜借助歌曲感受“相聚”的单元主题，激活节日、家人和共同活动等已有经验。
教师｜同学们先看画面：这些人在做什么？他们为什么会来到一起呢？先别急着读下面的学习内容，我们先听一遍Getting together。第一遍只听一听，找出你听到或看懂的相聚场景；第二遍请跟着节奏轻轻拍手，能跟唱的句子就一起唱。歌曲结束后告诉同桌：People get together for... 可以用中文补充理由。很好，今天我们就从“相聚”走进Unit 2。
预设互动｜学生观察歌曲画面，完整听歌，第二遍跟唱或打节拍；用festival、family、friends、celebrate等词说出一个相聚理由。
操作提示｜先完整播放歌曲，再进行一次有任务的跟唱；不逐句讲歌词，歌曲服务于主题唤醒和课堂情绪建立。
P03 Learning Goals｜学习目标
本页目标｜明确对话理解、过去活动问答和节日意义表达三项目标。
教师｜Let's check today's goals. 第一，I can understand the dialogue about the Mid-Autumn Festival，我能听懂并读懂中秋节对话。第二，I can ask and answer about past festival activities，我能询问并回答过去的节日活动。第三，I can explain how festivals bring people together，我能说明节日怎样让人们相聚。请用手势表示：Which goal looks easy Which goal may be a challenge 下课前我们会回来检查。
预设互动｜学生跟读Mid-Autumn Festival、past festival activities、bring people together等关键词，进行目标预判。
操作提示｜中文讲清目标，英文只用于目标句和关键词，不要求学生一次背诵。
P04 Today's Learning Journey｜学习路线
本页目标｜建立预测、听力、阅读和交流四步学习路径。
教师｜Today we have four steps. Step 1, Look and predict，观察并预测；Step 2, Listen and understand，听懂主对话；Step 3, Read and learn，回到文本找证据、学语言；Step 4, Talk and share，用新句型采访和分享。请大家注意：预测可以不同，但听完以后必须用教材内容来验证。最后的talk and share要用到前面找到的信息和句型。
预设互动｜学生看路线图说出四步任务，用手势依次表示look、listen、read和talk。
操作提示｜四站建议逐项出现，强调预测不是答案，必须经过听读验证。
P05 Big Question｜主题问题
本页目标｜从生活经验理解人们相聚不仅是庆祝，也包括分享、交流和陪伴。
教师｜Here is our Big Question: Why do we get together 为什么节日或活动时，人们愿意来到一起？请先看两幅图，用中文或简单英文说想法。We celebrate. We share food. We tell stories. We enjoy time with people we love. 屏幕上的完整回答是一个总结，不需要马上背。今天听完Binbin的故事以后，我们还要回来找：Which ideas can we find in the dialogue
预设互动｜学生根据图片说出celebrate、share food、tell stories、family或friends，初步表达相聚原因。
操作提示｜先提问和收集学生想法，再显示下方总结句；本页不长时间讲解。
P06 Festivals and Events｜节日与活动
本页目标｜激活四个节日的名称和相关生活经验。
教师｜Look at the four pictures. What festivals or events do you know 第一幅是Mid-Autumn Festival，中秋节；第二幅Spring Festival，春节；第三幅Dragon Boat Festival，端午节；第四幅Teachers' Day，教师节。请不要只读名称，选择一个说一件常做的事。For example, at the Mid-Autumn Festival, families get together. On Teachers' Day, students may make cards or take photos. Which festival will Mike and Binbin talk about 先保留你的猜测。
预设互动｜学生认读四个名称，并为其中一个节日说出一项熟悉的活动。
操作提示｜节日名称逐个出现；活动允许用中文补充，重点是激活背景，不提前限定唯一答案。
P07 Two Festivals, Two Ways｜两种相聚方式
本页目标｜建立主对话涉及的中秋节和春节两个情境及核心活动。
教师｜Now compare two festivals. At the Mid-Autumn Festival, people may enjoy mooncakes and fruit and tell stories. At the Spring Festival, people may paste fu and eat jiaozi. 请注意教材里的两个中国文化词：fu和jiaozi都保留拼音表达。左边哪些活动已经发生在Binbin的假期里？右边哪些活动是他邀请Mike以后一起做的？现在先观察，等听完对话再核对。
预设互动｜学生跟读enjoy mooncakes and fruit、tell stories、paste fu、eat jiaozi，并初步区分两个节日。
操作提示｜不要把右侧活动讲成已经发生的过去式；强调后文是can + 动词原形。
P08 Listen and Write T or F｜听音判断
本页目标｜听懂Mike与Matt的早餐对话，依据音频判断两条教材信息。
教师｜现在请把注意力放到Mike和Matt身上。他们正在吃早餐，桌上有什么？对，有mooncakes。听之前先读两句话：Matt knows about mooncakes. Mike's father bought the mooncakes. 第一遍只判断T or F，先不要互相提醒。听完后和同桌比较；如果答案不一样，就说出自己听到的关键词。我们再听关键部分核对：第一题F，第二题也是F。请不要只记字母，谁能用中文说说为什么？很好，判断题要靠听到的信息，不靠看图猜。
预设互动｜学生先读题、独立听音判断，再与同桌用关键词核对；说出两题均为F，并尝试说明音频证据。
操作提示｜题目先显示，播放对应听力；学生作答后分别点击高亮两处F，不设置额外答案卡。
P09 Action Clues｜动作线索
本页目标｜理解六个听力关键词组，为主对话听辨作准备。
教师｜Let's learn six action clues before listening. Take a trip，去旅行；visit us，来看望我们；enjoy mooncakes and fruit，一起享用月饼和水果；tell stories，讲故事；paste fu，贴福字；eat jiaozi，吃饺子。请看图做快速判断：Which picture means visit us Which one means tell stories 老师指图，大家只说短语。最后想一想：Which actions belong to the Mid-Autumn Festival story Which actions belong to the Spring Festival invitation 先不公布全部答案。
预设互动｜学生看图说短语，通过指图抢答理解动作，并尝试按两个节日分类。
操作提示｜六个标签可逐个出现；避免把小图中的随机人物当作教材人物身份信息。
P10 Listen and Choose｜整体听
本页目标｜整体听懂对话主题和来访人物。
教师｜Now listen for the main idea. 第一次听不需要记录每个句子，只完成两道选择题。Question 1: What festival are they talking about Question 2: Who visited Binbin's family 请先看选项，圈出你要听的关键词：festival和who。播放完整对话。听完先独立选择，再和同桌说出你听到的证据。Let's check. Number 1, B, Mid-Autumn Festival. Number 2, A, his aunt's family. 证据是My aunt's family visited us。
预设互动｜学生浏览选项，完整听一遍，选择1-B和2-A，并说出Mid-Autumn Festival和my aunt's family等音频证据。
操作提示｜答案后出现。本页播放教材主对话完整音频，不另编前置听力或缩写音频。
P11 Listen and Complete｜细节听
本页目标｜从完整对话中获取节日、人物、活动和感受四类细节。
教师｜Listen again for details. 这次要完成四栏信息。Festival是什么？People有谁？Activities做了什么？Feeling感觉怎样？播放前先看左侧四个词，听到相关信息可以写关键词，不必一开始写完整句。现在播放第二遍。Let's check one by one. Festival: Mid-Autumn Festival. People: Binbin's family and his aunt's family. Activities: his aunt's family visited them; they enjoyed mooncakes and fruit; Grandpa told stories. Feeling: It was great. They had a really nice day. 请回想：哪一栏的信息最多？Activities，因此听细节时要特别关注动词。
预设互动｜学生第二次听音并记录关键词，随后按Festival-People-Activities-Feeling核对答案。
操作提示｜左侧题目先出现，右侧Answer bank后出现；答案文字不得在播放前直接全部展示。
P12 The Festival Story Path｜事件链
本页目标｜按发生顺序梳理中秋节经历与春节邀请。
教师｜We have the details. Now put them on a story path. First, My aunt's family visited us. Second, We enjoyed some mooncakes and fruit. Third, Grandpa told us some stories about the festival. Fourth, Binbin invited Mike: You can also join us for the Spring Festival. We can paste fu and eat jiaozi together. 请注意前三步是中秋节已经发生的经历，第四步是后面的春节邀请。现在请看四幅图，用first, next, then, finally把故事讲一遍。
预设互动｜学生按1-4顺序读句子，并用first-next-then-finally复述事件链。
操作提示｜四个节点逐项出现。明确第4项不是中秋节过去经历，避免时间逻辑混淆。
P13 Read the Dialogue 1｜对话前半段
本页目标｜准确理解假期感受、是否旅行、亲戚来访、食物和故事等信息。
教师｜Open your books to page 16. Let's read Part 1 by roles. Mike asks: How was your Mid-Autumn Festival holiday, Binbin Binbin says: It was great! My family and I had a really nice day. Mike继续问What did you do Did you take a trip Binbin回答No, we didn't. My aunt's family visited us. 接着是Did you eat mooncakes Yes, we did. 他们不仅吃月饼，还enjoyed some mooncakes and fruit，Grandpa told stories about the festival。请在教材中圈出表示感受的词和过去动作。
预设互动｜学生按Mike和Binbin分角色朗读，圈出great、had、visited、enjoyed、told，并回答教师的细节追问。
操作提示｜每个说话轮次分开出现，长句按意群带读；教材原句不得删改。
P14 Read the Dialogue 2｜对话后半段
本页目标｜理解请求加入、回应邀请以及完整对话结尾。
教师｜Now read Part 2. Mike says: Wow! Can I join you next year 这句话是询问自己明年能不能加入。Binbin回答Sure，并进一步邀请：You can also join us for the Spring Festival. We can paste fu and eat jiaozi together. 最后Mike说Great! I can't wait!，意思是他非常期待。请注意完整对话必须读到最后一句，不能停在Binbin的邀请。现在两人一组，一人读Mike，一人读Binbin，读出Mike从惊喜到期待的语气。
预设互动｜学生分角色完整朗读后半段，理解Can I join you... 、Sure和I can't wait的交际意义。
操作提示｜先显示对话再分角色读；务必保留We can paste...和Mike最后一句Great! I can't wait!。
P15 Read and Answer｜阅读取证
本页目标｜依据原文回答五个事实问题并说明证据。
教师｜Let's answer with evidence. Number 1, How was Binbin's holiday It was great. Number 2, Did his family take a trip No, they didn't. Number 3, Who visited them His aunt's family. Number 4, What did they enjoy Some mooncakes and fruit. Number 5, What did Grandpa do He told them some stories about the festival. 每回答一题，请在原文中指出对应句子。注意第5题问What did Grandpa do，回答中的told用过去式。
预设互动｜学生先口头回答，再在教材中定位证据，最后核对五个答案。
操作提示｜问题先出现、答案后出现；不让学生只读答案区而跳过原文证据。
P16 Dialogue Structure｜对话结构
本页目标｜梳理感受、活动、细节核实和请求加入/回应邀请四类交际功能。
教师｜The dialogue has a clear structure. First, ask about the feeling: How was your holiday Second, ask about activities: What did you do Third, check a detail: Did you eat mooncakes Fourth, Mike asks to join: Can I join you next year Then Binbin responds and invites him to the Spring Festival. 屏幕上写Invite a friend，我们要更准确地理解为ask to join and respond with an invitation。请按这四步，用自己的话复述这段对话怎样展开。
预设互动｜学生将四个功能与例句对应，并说出最后一部分包含Mike请求加入和Binbin回应邀请。
操作提示｜强调交际功能，不要求背四个英文标签；避免把Can I join you... 误讲成邀请别人。
P17 Language Toolbox｜语言工具
本页目标｜提取可迁移的节日经历问答框架。
教师｜Let's build a language toolbox. 问感受：How was your festival 可以回答It was great, nice or fun. 问活动：What did you do 回答We visited, enjoyed or told...。核实细节：Did you take a trip 回答Yes, we did or No, we didn't. 现在老师说一个节日，请同桌用三层问题完成小对话。不要只问一句就结束，要继续追问活动或细节。
预设互动｜学生跟读三组问答，并围绕一个熟悉节日完成两到三轮简短对话。
操作提示｜三组语言轨道逐组出现；允许学生替换活动，但过去发生的活动要使用过去式。
P18 Did + Base Verb｜易错点
本页目标｜纠正常见错误，明确Did后使用动词原形。
教师｜Look at the rule: Did + subject + base verb. Did已经表示过去，所以后面的动词回到原形。Which is correct: Did you eat mooncakes or Did you ate mooncakes The first one. Which is correct: Did you take a trip or Did you took a trip Again, the first one. 请大家齐说：After did, use the base verb. 老师说ate，学生把它放进Did问句时要改成eat；老师说took，要改成take。
预设互动｜学生判断两组正误句，口头完成ate-eat、took-take转换，并齐读正确问句。
操作提示｜先展示问题让学生判断，再显示勾叉；本页只解决Did后动词形式，不扩展复杂语法。
P19 Past Actions｜过去动作
本页目标｜归纳对话中真实出现的五组原形和过去式。
教师｜The Mid-Autumn Festival story happened in the past. Let's find the past forms in the dialogue. Have-had: We had a really nice day. Visit-visited: My aunt's family visited us. Enjoy-enjoyed: We enjoyed some mooncakes and fruit. Tell-told: Grandpa told us stories. Do-did出现在问句和回答中。请注意eat jiaozi在后面的We can paste fu and eat jiaozi together里，can后面用eat，不是过去式ate。现在老师说原形，大家快速说过去式并找回原句。
预设互动｜学生完成have-had、visit-visited、enjoy-enjoyed、tell-told、do-did对应，并从对话中举例。
操作提示｜词卡按组出现。不要加入教材对话未出现的watched等词，也不把eat jiaozi列入过去动作。
P20 Role-play Key Lines｜关键句表演
本页目标｜选取主对话关键轮次进行有情感的角色练习，巩固提问、回应和邀请。
教师｜完整对话我们已经读过了，现在挑最能表现人物关系的几轮来演一演。Mike先关心Binbin的假期，语气要自然；问What did you do 时要让人听出你真的想知道；Binbin说Sure并邀请Mike时，要热情一些；Mike最后的Great! I can't wait!要读出期待。先两人一组试一遍，读完互相说：哪一句最有感情？哪一句还需要再自然一点？然后交换角色再来一次。
预设互动｜学生两人分角色练习关键轮次，互评语音、准确性和情感，再交换角色完成第二轮。
操作提示｜本页是关键句表演页，不播放完整对话；按人物轮次逐步出现句子，给学生准备和互评时间。
P21 Role-play｜角色表演
本页目标｜脱离逐字跟读，用核心问题链和自然情感表演教材对话。
教师｜It's time to role-play. One student is Mike, and one is Binbin. 如果暂时记不住整段，可以看右侧Use卡：How was your ... holiday What did you do Did you ... Can I join you ... 但表演时要把教材中的关键经历说完整。台下同学用三个标准评价：Clear voice, correct words, natural feelings。第一组表演后，我们先说一个优点，再给一个改进建议。Remember, being natural is more important than speaking very fast.
预设互动｜学生两人分角色表演，其他学生依据清晰度、准确性和情感进行简单评价。
操作提示｜先给30秒准备，再邀请2-3组展示；评价标签逐项出现，不进行过度表演竞赛。
P22 Rebuild the Dialogue｜重构对话
本页目标｜借助词库回忆核心信息和过去式，完成对话骨架。
教师｜Now rebuild the dialogue without looking at the full text. Number 1, How was your ___ holiday Mid-Autumn Festival. Number 2, It was ___! Great. Number 3, Did you ___ Take a trip. Number 4, My aunt's family ___ us. Visited. Number 5, We ___ some mooncakes and fruit. Enjoyed. Number 6, Grandpa ___ us some stories. Told. 请先独立填写，再和同桌按Mike-Binbin读完整。最后解释：为什么第3空用take，不用took？Because it comes after did.
预设互动｜学生独立填写六空，核对Mid-Autumn Festival、great、take a trip、visited、enjoyed、told，并分角色朗读。
操作提示｜空格和Word bank先出现，Answers后出现；六个答案在学生作答后逐项显示。
P23 Teachers' Day｜教材迁移
本页目标｜使用教材Teachers' Day示例迁移Did you ... 问答。
教师｜Let's move from festivals to a school event: Teachers' Day. Read the model dialogue. Did you draw pictures for our teachers No, I didn't. I took some photos. Did you make cards for our teachers Yes, I did. 请观察：第一个回答不只是No, I didn't，还补充了真实活动I took some photos。现在两人一组替换draw pictures、take photos、make cards等活动，至少问两次。回答Yes或No以后，尽量补一句What you did.
预设互动｜学生分角色朗读教材示例，并替换活动完成两轮Teachers' Day问答。
操作提示｜本页内容来自教材P16 Ask and answer。示例先读准，再允许合理替换。
P24 Interview Your Partner｜同伴采访
本页目标｜围绕节日或集体活动连续提问，并记录关键信息。
教师｜Now interview your partner. 先问How was your festival or event ，记录Feeling。再问What did you do ，记录Activities。最后用Did you ... 核实一个细节。表格四列分别是Name, Festival or Event, Activities, Feeling。这里没有固定答案，要记录同伴的真实回答；如果同伴暂时没有相关经历，也可以选择Teachers' Day或一次school event。采访时一人问、一人答，完成后交换角色。
预设互动｜学生两人互访，使用三层问题并在表格记录姓名、活动名称、活动和感受。
操作提示｜表格保持空白供学生填写，不提前显示统一答案；教师巡视纠正过去式和Did后动词形式。
P25 Make a Mini Report｜迷你汇报
本页目标｜把采访记录转换成第三人称简短汇报。
教师｜Use your notes to make a mini report. 先读结构：___'s festival or event was ___. He or She ___. He or She also ___. It was ___. 请看示例：Sarah's Teachers' Day was great. She took some photos. 如果活动只有一项，可以说两句；如果有两项，就用also连接。请注意主语换成He或She以后，过去式形式不变。给大家一分钟整理，然后邀请几位同学汇报。听的同学要回答：What event What activity How was it
预设互动｜学生根据采访表完成2-4句口头汇报，其他学生提取活动和感受信息。
操作提示｜句型支架先出现，Example随后出现；示例不是唯一答案，不要求照抄Sarah。
P26 Think and Share｜主题升华
本页目标｜从具体对话提升到节日和活动促进相聚的意义。
教师｜Let's return to the Big Question: How can festivals bring us together Look at the four ideas. Families visit each other. People share food and stories. They invite friends to celebrate together. Festivals bring families and friends together. 哪些内容能在Binbin的对话中找到证据？My aunt's family visited us对应visit each other；mooncakes and fruit、stories对应share food and stories；Can I join you和You can also join us对应invite friends。现在请用because说一句：Festivals bring people together because ...。
预设互动｜学生将四个观点与主对话证据对应，并用because完成一条原因表达。
操作提示｜先找教材证据再显示底部总结句，避免把价值总结变成空泛口号。
P27 Class Exercise｜课堂检测
本页目标｜检测was、Did后原形、过去式和简短回答。
教师｜Let's check what we learnt. Number 1, How ___ your holiday Answer A, was. Number 2, Did you ___ a trip After did, use the base form, so B, take. Number 3, My aunt's family ___ us. Past action, B, visited. Number 4, Did you eat mooncakes The correct short answer is A, Yes, we did. Number 5, Grandpa ___ us some stories. C, told. 请先独立完成，再逐题说明为什么，不只报字母。最后齐读五个正确句子。
预设互动｜学生独立选择1-A、2-B、3-B、4-A、5-C，并解释动词形式依据。
操作提示｜题目先出现，答案后出现。第2和第4题重点回扣Did + base verb及Yes, we did。
P28 Summary｜课堂总结
本页目标｜整合节日活动、核心问句和单元Big Idea。
教师｜Let's summarize. Festival activities include visit us, enjoy mooncakes and fruit, tell stories, paste fu and eat jiaozi. Key questions are How was your festival What did you do Did you ... The big idea is Festivals bring people together. 请同桌用三句话完成exit talk：第一，说一个活动；第二，说一个核心问题；第三，说节日为什么让人们相聚。最后回到Learning Goals：Can you understand the dialogue Can you ask about past activities Can you explain the big idea
预设互动｜学生按活动-问句-Big Idea三部分复述，并对三项目标进行自评。
操作提示｜三个总结区依次出现；提醒paste fu和eat jiaozi是can后的原形表达。
P29 Homework｜分层作业
本页目标｜明确听读、采访和短写作三项课后任务。
教师｜Now homework. Number 1, listen to Part A Let's talk and read it three times. 要跟到完整结尾Great! I can't wait!。Number 2, interview a family member. Ask: How was your festival What did you do Did you ... 记录关键词。Number 3, write 4-5 sentences about a festival or event. 至少写活动、感受和相聚的人。请一位同学用中文复述三项作业。如果课堂采访已经完成，也可以把第2项换成采访家人并比较两次回答。
预设互动｜学生记录三项作业，复述听读遍数、采访问题和4-5句写作要求。
操作提示｜作业逐项出现；请两名学生复述听读与口头表达要求，确认完成方式。
P30 Great Job｜课堂收束
本页目标｜肯定学生完成从听懂教材对话到迁移分享的学习任务。
教师｜Great job, everyone! 今天我们听懂了Binbin的中秋节故事，读准了Mike和Binbin的完整对话，也学会了采访同伴。请一起读最后一句：Festivals bring us together. 想一想，下次节日和家人朋友相聚时，你可以用哪三个问题了解他们的经历？How was it What did you do Did you ... Thank you for your good work. See you next time!
预设互动｜学生齐读Festivals bring us together，口头回顾三个核心问题并结束课堂。
操作提示｜结尾只做成果确认和情绪收束，不增加新知识；可让人物和主题句自动出现。Unit 2 Getting together 教案设计
第1课时 Part A Let's talk｜节日相聚与中秋节经历
一、基本信息
教材与课时 人教PEP英语六年级上册（2026秋）｜Unit 2 Getting together｜第1课时
课时内容 Part A Let's talk
教材页码 教材P14—P16
课型 听说课、对话理解与口语交际课
建议时长 40—45分钟
主题语境 人与社会——节日相聚与中秋节经历
核心任务 听懂Mike与Binbin谈论中秋节经历的对话，梳理人物、活动和感受；使用How was... 、What did you do 、Did you... 连续询问并分享节日经历。
核心语言 How was your ... holiday It was great. What did you do Did you ... Yes, we did. / No, we didn't. Can I join you next year We can ... together.
二、课标依据与单元定位
本课以英语课程核心素养为导向，把语言学习放在节日、校园活动和共同经历的真实语境中。课堂通过观察、预测、听读、取证、交流、合作与反思，让学生在完成任务的过程中理解和使用语言；评价重点放在学生能否获取信息、说出依据、完成真实表达并根据反馈改进。
核心素养 本课落实
语言能力 在完整语篇和活动情境中理解核心词句，完成有对象、有目的的听、说、读或写。
文化意识 从中国传统节日、校园活动和共同庆祝中理解分享、关爱、合作与文化传承。
思维品质 通过分类、排序、人物动作对应、事实取证或观点判断，把零散信息组织成有逻辑的表达。
学习能力 使用看图预测、带题听读、关键词记录、同伴互检和自评清单监控学习过程。
本课是Unit 2的主题启动课。歌曲Getting together先建立“人为什么相聚”的整体语境，随后以中秋节家庭经历输入过去活动问答，最后迁移到教师节和学生自己的节日、集体活动经历，为后续节日词汇、事件交流和读写任务建立核心问答框架。
三、教材分析
本课位于Unit 2 Part A，以How can festivals bring us together 为主题问题。教材P16的主对话由Mike询问Binbin的中秋节假期展开。Binbin介绍亲戚来访、一起吃月饼和水果、听爷爷讲节日故事，随后邀请Mike在春节一起贴福字、吃饺子。对话把一般过去时问答与节日相聚的文化意义结合起来，既复习How was ... What did you do Did you ... ，又引出Can I join you ... 和We can ... together.等真实交际表达。
第10、11、20页使用同一段教材主对话音频，内容必须与教材原文完全一致。
P02使用Listen and sing — Getting together激活单元主题；P08用Mike与Matt的早餐片段完成两道判断；P13—P14呈现Mike与Binbin的主对话；P20只练习关键轮次与情感表达，不把摘选句误当成完整对话。
课件共30页，页面数量服务于不同的学生动作：导入与目标建立学习期待，教材输入页承担理解和取证，语言支架页帮助学生发现并使用表达，迁移任务页提供真实输出，最后通过检测、总结和作业形成闭环。教学中不把所有页面平均用时，应优先保证教材语篇、关键互动和学生实际开口。
四、学情分析
学生已经接触过一般过去时和Did you ... 问答，但容易在Did后误用ate、took等过去式，需要借助第18页强化Did + 动词原形。
学生熟悉中秋节、春节和教师节，但用英语介绍节日活动时容易只说单个词，缺少How was-What did-Did you的连续追问和完整回应。
对话中的visited、enjoyed、told、had等过去式需要放在节日故事中理解，不宜脱离语境进行大规模语法讲解。
jiaozi和fu是教材保留的中国文化词汇拼音表达，教学时应按教材呈现，不随意替换为dumplings或其他表达。
六年级学生能够进行同伴采访和简短汇报，但仍需要问题卡、表格和示例句支架；开放任务不要求所有学生说出完全相同的答案。
可能表现 课堂支持 进阶方向
能看懂图片，但回答常停留在单词或中文。 先接受有效信息，再用句首、词库或追问帮助补成完整句，并请学生重新说一次。 增加时间、地点、人物或感受，使表达更完整。
听读长语篇时容易记住个别词，却混淆人物和动作。 每一遍只设置1—2个任务，用Who—What—When—Feeling或时间线整理证据。 能够说明答案来自哪一句、哪幅图或哪个场景。
参与程度和语言基础存在差异。 基础学生使用词库与句框；一般学生完成完整问答；能力较强者增加追问、原因或第三人称汇报。 从准确表达逐步走向连贯、自然和有观点的表达。
五、教学目标
核心素养维度 具体目标
语言能力 能听懂并准确理解Mike与Binbin的主对话；能获取节日、人物、活动和感受信息；能使用How was ... What did you do Did you ... 及过去式回答交流节日经历。
文化意识 能理解中秋节家人团聚、分享食物和故事，以及春节贴福字、吃饺子等文化活动；体会节日促进家人和朋友相聚的意义。
思维品质 能按人物、节日、活动、感受和邀请梳理对话；能比较不同节日的相聚方式，并从具体活动概括festivals bring people together。
学习能力 能运用图片预测、两遍听力、关键词记录、故事路径、对话结构、角色表演、采访表格和课堂检测完成从理解到迁移表达。
六、目标—活动—评价对应
学习目标 主要活动 达成证据 评价方式
理解教材核心内容 观察预测、整体听读、细节定位、图文匹配 能完成核心题并用原文、音频关键词或画面信息说明依据 独立作答—同桌核对—全班取证；教师记录 /△
掌握并使用核心语言 跟读模仿、词句发现、控制练习、角色问答 能在完整句中正确使用关键词、过去形式和核心问答 即时口头检测、完整句重说、同伴纠错
组织并表达信息 信息图、排序或复述、同伴交流、展示或写作 能按人物、时间或逻辑组织2—6句连贯表达 任务单、口头展示、写作清单、具体反馈
形成主题理解 联系节日或活动实例，回答Why do we get together 能说出分享、庆祝、关爱、合作或传承中的一个理由并举例 出口条、自评、同伴补充
七、教学重点、难点与突破策略
项目 具体内容 突破与检验
教学重点 准确理解教材P16主对话，掌握How was ... What did you do Did you ... 问答；能用visited、enjoyed、told等过去式描述节日经历，并完整跟读、表演对话。 通过分层任务、原文取证、完整句重说和同伴互检落实；每个难点都在后续迁移中再次检验。
教学难点 在Did后使用动词原形；区分过去发生的中秋节活动与can + 动词原形表示的春节邀请；在采访和汇报中连续组织节日、活动和感受信息。 通过分层任务、原文取证、完整句重说和同伴互检落实；每个难点都在后续迁移中再次检验。
教学准备 本课PPT、教材P16、与教材原文一致的Mike-Binbin主对话音频、教师节活动图片、同伴采访记录纸或课件表格。 通过分层任务、原文取证、完整句重说和同伴互检落实；每个难点都在后续迁移中再次检验。
八、教学思路与实施原则
坚持“先理解、后表达”：先让学生观察、预测和带题听读，再进行词句提炼，避免一开始就把语篇拆成孤立知识点。
坚持“问题—等待—学生尝试—追问—总结”的互动链。封闭题必须追问依据；开放题接纳合理差异；回答不完整时用支架引导学生自己补全。
坚持轻量语言聚焦：只讲本课表达所必需的过去式、句型或词义，讲后马上放回原句、对话或任务中使用。
坚持教—学—评一致：每个目标都对应课堂任务和可观察证据，评价语言具体到“信息完整、动词准确、声音清楚、能说明理由”。
九、教学过程
环节 PPT页码 教师活动 学生活动 设计意图
Step 1 Lead-in 1-7 用封面、单元主题、学习目标和Big Question建立节日相聚语境；引导学生观察四个节日及两种相聚方式。 观察节日场景，说出熟悉的节日和活动，初步回答Why do we get together 激活生活经验，建立节日、活动与相聚意义之间的联系。
Step 2 Pre-listening 8-9 组织图片预测，借助六个动作线索解决听力中的必要表达。 根据人物、食物和家庭场景预测节日与活动，理解take a trip、visit us、tell stories等短语。 降低听力负担，但不提前公布完整对话答案。
Step 3 Listen for Meaning 10-12 播放教材主对话两遍，先完成节日和来访人物选择，再填写Festival-People-Activities-Feeling，最后梳理故事路径。 第一遍抓主旨，第二遍记录细节，依据音频核对答案并按顺序复述。 训练由整体到细节的听力策略，将零散信息组织成事件链。
Step 4 Read and Learn 13-19 分两部分精读完整对话，组织五题理解，梳理对话功能、核心句型、Did + base verb和对话中的过去式。 按角色朗读，找原文证据回答问题，归纳问答结构和动词变化。 确保内容理解、交际功能和语言形式相互支撑。
Step 5 Imitate & Role-play 20-22 播放完整音频进行跟读，指导语音语调和情感；组织角色表演并用词库重建对话。 逐句跟读，分角色表演，完成六处对话填空。 从准确模仿过渡到有支架的语言重构。
Step 6 Transfer & Share 23-26 用教材Teachers' Day示例引导迁移，组织同伴采访、迷你汇报和节日意义讨论。 使用How was-What did-Did you采访同伴，记录并汇报一项活动，说明节日如何让人们相聚。 把教材对话迁移到学生真实或熟悉的集体活动。
Step 7 Check & Closure 27-30 完成五题检测，总结节日活动、核心问句和Big Idea，布置听读、采访和写作作业。 独立作答、核对理由、复述语言框架并记录作业。 检测准确性，形成从听说理解到表达输出的课堂闭环。
课堂时间建议
导入、目标和路线约4—5分钟；教材核心听读与理解约15—18分钟；语言发现与控制练习约7—8分钟；迁移输出约8—10分钟；检测、总结与作业约3—4分钟。
若课堂时间不足，优先压缩重复练习和拓展页，不压缩教材核心语篇、学生独立思考、同伴交流和一次完整输出。
十、关键互动与学习证据
互动节点 教师追问 期望证据 出现困难时
听读前 你从人物、场景或标题发现了什么？你准备重点听/找哪类信息？ 学生能提出有依据的预测，并知道预测还要验证。 允许先用中文，再把关键词转成英文。
答案核对 你为什么这样选？哪一个词、哪一句或哪幅图支持你？ 学生不只报答案，还能指出证据。 回放关键句、缩小文本范围或提供两个选项。
语言使用 能不能把单词放回完整句？能不能再追问一次？ 学生完成至少两轮有来有回的表达。 提供句首和词库，完成后逐步撤掉支架。
迁移输出 谁做了什么？先后顺序是什么？你的感受或观点是什么？ 学生表达信息准确、顺序清楚，并包含一个感受或观点。 先列关键词，再口头试说，最后展示或落笔。
十一、分层支持
层级 支持方式 完成标准
基础支持 保留图片、词库、句首和同伴示范；允许先说关键词，再补成完整句。 能听懂/读懂主信息，完成一轮核心问答或2—3个关键信息表达。
常规任务 使用问题链、信息表或时间线，完成两轮问答、简短复述或4—6句写作。 信息基本完整，核心词句和过去形式基本准确。
进阶挑战 撤掉部分支架，增加追问、原因、第三人称汇报、观点或具体反馈。 表达连贯自然，能根据听众问题补充信息并说明依据。
十二、课堂评价设计
理解评价：答案正确只是第一步，能够说出关键词、原句或画面证据才算完成取证。
表达评价：重点观察信息是否完整、动词形式是否准确、问答是否有来有回、声音和语气是否自然。
合作评价：观察学生是否认真倾听、轮流发言、记录同伴信息，并能给出一条具体而友善的反馈。
自我评价：课末回看学习目标，选择当前等级，并说出一项已经做到的证据和一项下一步改进。
十三、板书设计
板块1 板块2
Unit 2 Getting together Part A Let's talk: How can festivals bring us together
Ask about feeling How was your ... holiday - It was great / nice / fun.
Ask about activities What did you do - We visited / enjoyed / told ...
Check a detail Did you ... - Yes, we did. / No, we didn't.
Join and invite Can I join you next year - Sure. We can ... together.
Past forms have-had | visit-visited | enjoy-enjoyed | tell-told | do-did
Big idea Festivals bring families and friends together.
十四、作业设计
听教材P16 Part A Let's talk主对话并跟读3遍，注意人物轮次、停顿和邀请语气。
与家人或同伴分角色朗读对话，确保保留完整结尾Great! I can't wait!。
采访一位家人：How was your festival What did you do Did you ... ，记录关键词。
用4-5句话写一次节日或集体活动经历，至少包含一个过去式活动和一个感受。
十五、教学反思建议
课后重点记录三类证据：学生是否真正理解教材核心信息并能指出依据；是否能把关键词放回完整句并进行自然互动；是否能在迁移任务中说清人物、动作、顺序和感受。若错误集中在同一语言点，下节课用原情境中的一组正误句进行短时回收；若多数学生理解但表达不完整，应增加同伴预演和句首支架，而不是重新长篇讲解。还应记录哪些页面产生了新的学生动作，哪些练习存在重复，以便后续在不损失学习证据的前提下优化课堂节奏。

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